ACCREDITATION '98

Conducting a thorough self-assessment in an institution of Saddleback College's size and complexity requires careful organization and planning. Given the need to adapt to the Accrediting Commission's new standards of evaluation as well as the coordination required by simultaneous evaluation visits for the two Colleges in the District further underscored the need for a well-organized effort. Particular attention was given to the following elements:

• Adequate time for preparation of the College self study.

• Adequate time and planning for coordination with the District Office and the sister institution, Irvine Valley College.

• Leadership for the entire self study process.

• Additional leadership to provide attention to stylistic requirement.

• Formation of standard committees with representation from all segments of the College community, as well as District and Board representation in appropriate sections.

• Documentation and surveys to support findings and conclusions, as well as to elicit maximum input in determining institutional perceptions.

• Progress reports to the College community, the District and the Board of Trustees.

In Spring, 1996, following broad consultation, the College President began the self study process by announcing the academic leadership position of Accreditation Self Study Chair. In order to underscore the importance of the faculty's role in accreditation and to ensure uninterrupted attention to this important project, the position was established on a partial reassigned time basis for the 1996-1997 planning period and on a full, 100 percent reassigned time basis for the 1997-1998 implementation period. An Accreditation Self Study Editor position, supported on a partial reassigned time basis, was established.

The following timeline was adopted and has been followed throughout the process:

1. Select Self Study editor.

1. Identify Self Study Standard Committees and Chairs.
2. Provide training for Self Study Committees and Chairs.
3. Review Institutional Effectiveness Survey (faculty and staff) and Community Survey and incorporate changes.

1. Identify classes to administer Community College Student Experiences Questionnaire (CCSEQ).
2. Administer Institutional Effectiveness Survey and CCSEQ.
3. Draft preliminary descriptive narratives for all Standards.

1. Review and disseminate results of CCSEQ and Institutional Effectiveness Survey.
2. Administer, review, and disseminate results of Community Survey.
3. Complete self-evaluation and planning agenda narratives for all Standards.
4. Present status report to the Board of Trustees.

1. Complete first draft of document.
2. Review first draft with entire College community, including Board of Trustees and selected District staff during Faculty In-Service Week.
3. Establish Internet Web site (/gov/ accredit/) and solicit further review from College community and from Board of Trustees.
4. Review revised document with the Board of Trustees.
5. Proceed with publication arrangements.

1. Complete publication of Self Study report and finalize Web site presentation of Self Study.
2. Disseminate document to College community, District Office and Board of Trustees.
3. Mail Self Study report and related materials to the visiting team.

1. Visit by evaluation team.

The combination of formal meetings, broad communication (enhanced by using the campus e-mail system) and institutional leadership enabled Saddleback College to achieve its desired goals, with respect both to the timeline for accomplishing specified tasks and to the assurance of the document's high quality. Finally, the College President and the President's Council provided support by serving as a vehicle for the review and adoption of plans, many of which were also referred to appropriate governance organizations such as the Academic Senate. This final step in the process was adopted in order to ensure institutional ownership in the specific plans, making the Self Study process an integral aspect of the College's planning and development activities.

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