ACCREDITATION '98

Saddleback College serves the southern portion of Orange County with an estimated population of 350,000. The adult population is remarkable in that a significantly large proportion of this group has attained some level of higher education. The average per capita income is one of the highest in the state of California. The area is predominantly suburban residential housing with small retail and service businesses. There are only three large private sector employers located in the service area. See the Almanac (Ref. 4.1) for specific details and more information relating to the demographics and economics of the Saddleback College service area.

The College does not have a mission statement; rather, the South Orange County Community College District (SOCCCD) has a mission statement. The College follows a philosophy and develops goals that relate to the District's mission statement.

In accordance with the mission of the District, Saddleback College is a comprehensive community college which provides lower division transfer and associate degree programs, vocational certificate programs, general education, community education, non-credit education, and specialized programs for a diverse student population. Saddleback College offers both the Associate in Arts (A.A.) degree and the Associate in Science (A.S.) degree. The requirements for the completion of each of the Associate degrees and the Vocational Certificate Programs are listed in the Saddleback College Catalog (Ref. 4.2).

Following state guidelines, admission to Saddleback College, as stated in the College Catalog, is open to anyone who is a high school graduate, has a High School Equivalency Certificate, or is eighteen years old or older and shows evidence of being able to benefit from instruction. With permission, high school seniors, juniors, and occasionally younger students may enroll on a part-time basis.

The matriculation process, as described in the Schedule of Classes (Ref. 4.3), is designed to assist students in achieving their educational goals at Saddleback College. This process includes assessment, orientation, counseling, advisement, follow-up services, training, and research. Assessment may include, but is not limited to, information regarding the student's English language proficiency, mathematics skills, aptitudes, goals, career aspirations, academic history, and need for special services (Ref. 4.4).

The College goals undergo an annual review by the Saddleback College Strategic Plan Steering Committee (SCSPSC). In Fall, 1994, the SCSPSC was charged with the responsibility for reviewing the District mission and College goals with input from all governance units. This review resulted in a reaffirmation of the College's commitment to the mission of the District and to the published goals of Saddleback College.

The College Catalog is designed to inform students about the steps necessary to earn a certificate or associate degree or to achieve a structured and well-balanced learning experience. All programs and courses incorporate Title V regulations for the development of intellectual, creative, and critical thinking. Over 150 vocational programs, spread throughout the various College disciplines, are outlined in the Catalog and facilitated by the Office of the Dean of Business, Institutional Development and Vocational Education.

Saddleback College has guaranteed transfer agreements with various colleges and universities within the state (Ref. 4.5) so that courses completed at Saddleback will meet lower division requirements of a bachelor's degree. Since 1992 the California State University and the University of California have approved the majority of Saddleback College courses submitted to the Intersegmental General Education Transfer Curriculum (IGETC). Such agreements facilitate a smooth transition to the other segments of higher education.

The College strives to meet the needs of all students by offering a wide range of support services as listed in the Student Handbook (Ref. 4.6). In addition, the College provides coursework for students who have basic skills limitations. The Emeritus Institute, Community Education, and off-campus programs enhance the curriculum and also reach special groups of students.

The Honors Program, which serves students in all majors, is under the direction of the Honors Board and continues to grow and expand its course offerings. The Honors Board has secured preferential transfer agreements with ten colleges, such as Pitzer and Cal Poly Pomona, which do not participate in articulation with Saddleback College. The Honors Board is chaired by a faculty member.

In 1996, the College participated in the Orange County Business Retention and Economic Advancement Project. The project included the other three community college districts in Orange County. The goal of the project was to survey all businesses with five or more employees to solicit their needs for training and education. There is a significant opportunity for the College to better understand and meet the needs of area businesses. The College has begun the process of contacting employers and addressing their needs, but to date less than 10 percent of the contacts have been made.

Courses are offered throughout the day and into the evening and class scheduling is done within each division. Many courses outside the general education core requirement are offered on a planned, rotating basis in a two-year cycle. Others are staggered and offered at a variety of times. Budget constraints and low enrollments, however, preclude offering all recommended courses in each program annually and course substitutions are often permitted.

Vocational Associate degree and certificate programs are designed to progress from semester to semester through a one- or two-year sequence leading to completion. The College Catalog provides specific course sequence information for all vocational programs and students arrange their academic programs around the scheduled offerings each semester.

An important element of student success is the ability to complete a course of study in a timely manner. Courses required for Associate degrees and certificates are identified in the College Catalog. Although all courses listed in the Catalog are offered at the College, all classes are not scheduled each semester.

If a required class does not meet a minimum enrollment standard of students, the course may be canceled. Courses which do not meet the minimum enrollment standard but have twelve or more students are monitored by the Division Dean, Department Chairs, and the Vice President for Instruction, and may be canceled at their discretion.

The College is beginning to offer a significant number of afternoon and "twilight" courses to expand student access and make better use of existing instructional space. Additional courses have been added during twilight hours and Saturdays for Fall, 1998, and an expanded "weekend college" credit program is planned to begin in Fall, 1998.

In the event that the Curriculum Committee determines that a program needs to undergo revision, the District attempts to modify the program in accordance with students' needs to avoid disruption. No programs have been eliminated since the last accreditation cycle. In the past, however, when programs have been eliminated or requirements dramatically changed, the College has been careful to ensure that enrolled students are allowed to finish the program according to the College Catalog description existing at the time of the initial enrollment.

Program changes in the future will be identified through the instructional program review process. During 1996-1997, a new process for instructional program review was created and implemented by the Academic Senate. Instructional programs are to be reviewed by a committee of faculty and staff within the division on a six-year rotation (Ref. 4.7).

The College's current satisfactory process for program review and its impact on enrolled students is effective and should continue with periodic evaluation. The College has not eliminated any programs in the last five years, but is well aware of the need to prevent or alleviate any problems for students should the situation arise.

The College strives to furnish sufficient faculty, staff, instructional materials, and classrooms to deliver quality instruction consistent with its mission, yet funding is often inadequate to meet the requests of all departments.

The District borrowed $6,000,000 via Certificates of Participation (COPS) in 1996 to fund a District Technology Initiative to focus on support for instruction through the creation of a District-wide computer network, purchase of hardware and software, and implementation of a new student/administrative records system. The College also established the Innovation and Technology Center (ITC) in 1994 with a director and classified staff to support training of faculty, classified and administrative staff, repair of computer equipment, and network management.

The College is looking for ways to expand programs and course offerings within its existing budget parameters. Planning will be key to achieving sustainable growth which is in the long-range interests of the community and the College.

Due to a significant decline in full-time faculty positions since 1993, there is a legitimate concern among the College community that full-time faculty ratios are low compared to the number of part-time faculty. The District, however, is presently two faculty members above the minimum state requirement for full-time or contract faculty. At the classified level, the filling of vacated positions has been severely restricted. Any new positions requested have not been funded. With the Board-directed administrative reorganization in July, 1997, the College has lost five dean positions, with those responsibilities shifted onto the remaining Deans. The duties left over from vacated administrative and classified positions cannot be absorbed by remaining staff not supported by part-time help. At least at the faculty level, part-time instructors can manage to handle extra classes.

Over the past several years of fluctuating funding, the institution has struggled to maintain an adequate level of support for all programs. For this fiscal year, over $500,000 was available for instructional equipment. Most of this money came from a state block grant allocation for instructional equipment. For the past two years the state has allocated block grant funds for the purchase of instructional equipment, supplies, and library materials. This has contributed much needed support to instructional programs.

Each year, requests are made for full-time faculty positions, instructional materials and assistants, and facilities maintenance, but due to limited funding, many of these requests have not been filled.

Academic counseling, primarily carried out by Counseling Services and Special Programs, is an important part of students' success in reaching their educational goals. Counselors are available to assist students in formulating individual educational plans with input from the student regarding goals and interests.

The College has continued to develop and expand articulation with the California Community College system, the University of California and the California State University campuses, as well as independent colleges and universities. Some articulation has been established with out of state institutions, primarily through a process of "individualized articulation." All articulation agreements are available in the Counseling Department and are provided to faculty, particularly when they are directly involved in establishing agreements and developing or revising course content to solve articulation problems. Much of the articulation information has been computerized (Project ASSIST), but is still being provided in paper format to counselors pending solution of problems with programming and networking for on-line access to articulation information. Access to articulation information is provided to students through transfer patterns published in the Catalog, maintenance of articulation binders in the Center for Career/Life Development and the Counseling Services drop-in desk, handouts available in files adjacent to the drop-in desk, and faculty contact.

The College has developed an International Education Advisory Committee in accordance with Board Policy 6150. The Office of International Education was established in June, 1996, and is located in the lower level of the Library. Adjacent to this office is the Cross Cultural Study Center. Both offices are provided with staff under a faculty Director of International Education and the Cross Cultural Studies Center, who is compensated with some reassigned time for this position. The International Education program seeks to recruit, enroll, and advise foreign students. In addition, guest speakers, forums, and an annual International Food Fair are sponsored to facilitate the ongoing needs of students. The Cross Cultural Study Center offers written materials of a cross cultural nature for students, sponsors forums and activities relating to cross cultural issues, and serves as a meeting place for informal discussions.

Counseling is provided by the College counseling faculty and through categorical programs such as Special Services and Extended Opportunities Programs and Services. Advice is also available from faculty members during office hours. Counseling staff provides academic information to new and continuing students. Counselors and program coordinators provide information to vocational students and/or those students who are retraining or honing their professional skills. In the area of counseling, responses from the Community College Student Experiences Questionnaire (CCSEQ) conducted in Spring, 1997, indicate that 66 percent of those responding agreed that academic advice/information was clear and understandable, 44 percent agreed that counselors gave accurate information about transfer requirements, and that assessment test results were clearly explained. Research is being conducted to ensure that placement is reflective of student abilities and that students are succeeding in the classes as evidenced by student retention, instructor surveys, and student surveys (Ref. 4.8). These results show that more attention should be given to explanation and assessment of advice and test scores. The survey identified the need to improve the clarity and accuracy of information given to students during counseling sessions.

Degrees and programs at Saddleback College conform to California Education Code requirements and support the mission of the institution to provide a comprehensive, broad range of high-quality courses and programs. All programs offered are consistent with the College's primary goals. Degree and certificate programs in transfer and general education, vocational, and career certificate programs have been designed with input from the College Curriculum Committee and community advisory boards appropriate to each field of study.

In Fall, 1997, transfer programs were the stated goal of 42.5 percent of enrolled students and 34 percent were planning to earn an A.A./A.S. degree (Ref. 4.9). Saddleback College offers lower division courses in general education and major requirements for transfer in conjunction with California State University (CSU) and University of California (UC) requirements.

Each division and the Articulation Officer make an effort to ensure course offerings correspond with coursework at other institutions. Saddleback College has articulation agreements with 14 other Community Colleges, 21 CSU campuses, nine UC campuses and over 80 private four-year institutions (Ref. 4.10). Not all areas of education are covered in each articulation agreement.

New courses are proposed through a process approved by the Curriculum Committee, a standing committee of the Academic Senate, and by the Board of Trustees.

Saddleback College is consistently within the top ten percent of public and private institutions which transfer students to four-year schools (Ref. 4.11). School-to-work demand for short-term certification programs (because they require rapid employability) conflicts with the College goal to provide comprehensive certification programs.

The Saddleback College Catalog informs students of the steps necessary to earn a certificate or associate degree. All programs and courses (except Community Education) incorporate Title V guidelines for the development of intellectual, creative, and critical thinking. Thirty-three vocational programs, spread throughout the various College disciplines, are outlined in the Catalog and administered by the Dean of Business Science and Vocational Education.

The 98 Certificate and 140 Associate degree programs offered at Saddleback College cover a broad intellectual spectrum. All of the programs are housed in eleven College divisions: Mathematics, Science and Engineering; Business Science; Fine Arts and Communications; Health Sciences; Physical Education and Athletics; Social and Behavioral Sciences; Human Services; Counseling Services and Special Programs; Emeritus Institute; Technology and Applied Science; Liberal Arts; and Learning Resources. Each of the divisions offers courses which have been approved by the Saddleback College Academic Senate Curriculum Committee and which meet degree requirements, certificate requirements, general education and transfer requirements, or remedial or basic skills needs. Degree and certificate requirements, along with the general education and transfer requirements, are listed in the College Catalog. The Associate in Arts degree is available in all majors. Students in the sciences and vocational programs have the option to complete an Associate in Science degree.

All degrees and certificates are regularly reviewed by the Curriculum Committee as specified in the Curriculum Procedures Manual (Ref. 4.12). Additionally, the development and approval of new degrees and certificates is monitored by the State Chancellor's Office and the California Postsecondary Education Commission. Certificate programs publish brochures detailing course sequences and career expectations.

Saddleback College maintains an open access policy consistent with Title V and offers specialized courses and student services (see Standard 5) for unique student populations, including re-entry students, student athletes, students with disabilities, economically disadvantaged students, students with limited English language skills, Honors students, re-entry students, and students seeking to upgrade their professional or vocational skills. The institution's educational objectives, program requirements, admissions and academic policies, program opportunities, and curriculum descriptions are published and readily accessible to students and the general public.

The College Catalog overview and the Course Outline of Record identify course content and learning outcomes of every approved course offered at the College. This information is also available through the College's Web site. In addition, each instructor is expected to provide students with a syllabus which states course content, expected learning outcomes, and methods of assessment. Learning outcomes are demonstrated by students through a variety of methods. Instructor evaluation of student knowledge is demonstrated by research papers, essays, written examinations, oral statements, problem solving, portfolios, or presentations demonstrating course mastery (Ref. 4.13).

Students completing degree or certificate programs demonstrate mastery of the stated learning outcomes by satisfactory completion of required courses.

Academic degree programs have few means of tracking the progress of students who have completed their courses of study, compared to the vocational and occupational programs. One of those means is transfer data from California four-year postsecondary institutions. Development of a student tracking system using Title III funds will assist in the collection of this data.

The College's Health Sciences Division monitors and documents its students' competence through their results in the respective licensing examinations and certifications. According to the UCI Longitudinal Study, Saddleback College students are consistently among the top performers (Ref. 4.14).

All degree programs offered at Saddleback College require students to complete a general education core of courses. Students who fulfill the general education requirements of degree programs will have successfully completed broad introductory courses in Humanities and Fine Arts, Natural Sciences, Social and Behavioral Sciences, Life Skills/Critical Thinking, Physical Education Assessment, and Cultural Diversity, encompassing theory and methods of inquiry. They will also have shown competency in the core requirements of language and rationality, mathematics, and reading.

Students obtaining A.A. and A.S. degrees are required to complete the general education requirements which incorporate the prescribed broad areas of knowledge as listed in the College Catalog, Student Handbook, and Schedule of Classes. In reviewing program content and structure, it is apparent that Saddleback College offerings provide the student with a careful introduction to the various fields of study, solid theoretical foundation, appreciation of methods used in the disciplines, and significant knowledge in the course subject matter.

Course outlines and objectives are updated annually through the divisions and the Curriculum Committee. They have been reviewed for adherence to Title V standards. In addition to this review process, divisions consider adherence to course outlines and syllabi in their evaluation of contract faculty.

Language and computational skills are a required aspect of degree programs at Saddleback College. In addition to writing in English classes, the College has worked for several years to foster writing across the curriculum. A writing center on campus is an adjunct to language offerings at the College. The General Education core requirements include competency in mathematics. During Fall, 1997, the General Education Committee adopted a Computer Competency requirement for all students. This requirement will be implemented beginning Fall, 1998.

The College clearly requires students to demonstrate competency in the areas of language and computation prior to receiving a degree, by successfully completing the required courses of the General Education pattern.

Divisions articulate each vocational program with employers, keeping informed of employer needs and student performance through program advisory committees and contact with employers, annual career fairs, and on-campus visits by employers. The job development service provided by the Saddleback College Center for Career/Life Development also affords opportunities for articulation and informal assessment. Saddleback College currently participates in the statewide Student Follow-Up System which surveys students enrolled in vocational programs. Participation in this program provides data to be used in evaluating vocational programs and student performance. Career Placement office staff provide data to the Dean of Business Science and Vocational Education from employers who have hired former students. The College also participates in the Labor Market Project, data from which provides the College community and employers with labor supply and demand information.

Articulation with employers is primarily the responsibility of each approved program and its advisory committee. Minutes of required advisory committee meetings for each vocational program are kept in the Office of Vocational Education. This office assures that modifications in vocational certificate programs are monitored and subsequently submitted for approval by the Curriculum Committee and the Board of Trustees, and published in the College Catalog.

The Dean of Business Science and Vocational Education and other appropriate Deans continue to develop survey instruments to query transfer and vocational students to determine program effectiveness. The District Office of Planning, Research and Development used to provide information to the College for evaluation and future planning. This office was eliminated in 1995, with no provision for data collection or analysis at the District level. The District data warehouse project will provide a new platform for data capture, analysis, and management. The Statewide Student Follow-up System provides information about vocational programs used for evaluation and planning purposes.

The institution publishes a yearly College Catalog and a semester Schedule of Classes to notify the public of courses and programs available through Saddleback College. The general education component for each degree program is defined in the Catalog under "Graduation Requirements." General Education core requirements for an Associate in Arts or Associate in Science Degree include language and rationality, mathematics competency, reading competency, humanities and fine arts, natural sciences, social and behavioral sciences, life skills/critical thinking, and cultural diversity. A computer competency requirement will be implemented in Fall, 1998.

Class descriptions and General Education requirements for the Associate in Arts and Associate in Science degrees are outlined in the Saddleback College Catalog. Brief descriptions and course listings are published each semester. In the Institutional Effectiveness Survey (IES), 92 percent of respondents indicated that the Schedule of Classes and College Catalog are easy to understand (Ref. 4.15).

General Education courses with required prerequisites are clearly indicated in the Schedule of Classes. In addition, the Matriculation Department is developing a Web page which will identify "locked out" (classes in which the student cannot register without clearing the prerequisite through the matriculation process) General Education classes and ways to clear a prerequisite.

The College Catalog and Schedule of Classes clearly state Saddleback College goals and the rationale for general education under Graduation Requirements for an Associate Degree. Effective reading, writing, speaking and critical thinking skills are curriculum threads in each of the Saddleback College General Education courses. The criteria are determined by the goals of the College, the Curriculum Committee, and the Academic Senate. The Curriculum Committee, including the Articulation Officer, reviews each course for subject matter, rigor and depth, scope and level of material to be covered, and the use of communication and critical thinking skills (Ref. 4.16). The criteria used for this review is found in the Curriculum Procedures Manual (Ref. 4.12) and the Academic Senate Handbook (Ref. 4.17).

Board Policy 5600 "Graduation Requirements" lists General Education requirements for an associate degree. This policy includes a philosophy statement based on Title V regulations. Board Policy 5600 was last revised in 1989 and does not reflect the current cross-cultural and diversity component. Area F, American Institutions, is no longer a general education requirement but stands as such in the extant Board Policy 5600.

Criteria for judging the appropriateness of General Education courses is available in the Curriculum Handbook and the Academic Senate Handbook.

The General Education curriculum provides both core and breadth requirements. The core requirements prepare students with knowledge and skills that enable the student to think critically, to communicate clearly and effectively in speaking and in writing, and to use mathematics. The breadth requirements expose students to the knowledge needed to understand the major disciplines, to appreciate the diversity of other cultures, and to develop the capacity for self-understanding.

The core requirements are: Language and Rationality, Mathematics Competency, and Reading Competency. The breadth requirements are: Humanities and Fine Arts, Natural Sciences, Social and Behavioral Sciences, Life Skills/Critical Thinking, Physical Education Assessment, and Cultural Diversity. In Fall, 1998, Computer Competency will be added to the core requirements.

The process of establishing and reviewing the general education requirements is evaluated through the shared governance model. The Articulation Officer and the Curriculum Committee insure appropriateness of subject criteria and forward courses to the Academic Senate and the Board of Trustees for final approval and implementation.

The process for review and evaluation of general education requirements is in place and is successfully implemented.

Through various evaluation methods, such as written papers, tests, projects, and oral presentations, students demonstrate competency in oral and written communication, scientific and quantitative reasoning, and critical analysis/logical thinking. Proposed courses are reviewed by department faculty and leadership, by the Curriculum Committee, and by the Academic Senate for integration of the core requirements, enabling students to demonstrate proficiency in each of the above criteria.

Competence in oral and written communication, scientific and quantitative reasoning, and critical analysis/logical thinking is demonstrated by students mainly through successful course completion. Competency is judged by individual instructors through classroom performance evaluation.

Establishing and evaluating educational programs is ultimately the responsibility of the Vice President for Instruction. At the direction of the instructional Deans and department chairs, departments organize reviews of each program. The review of the quality and effectiveness of the College's programs is an ongoing professional responsibility. In accordance with Title V, Section 51022, Instructional Programs, the College Academic Senate has created and implemented a specific plan for program review and is implementing a review process for each area of instruction. Program review is a systematic process for the collection, analysis and interpretation of data concerning a program and its curriculum. It is used to make judgments about the effectiveness of a program and to facilitate improvement of the program. Its major objective is to improve the quality of education at Saddleback College.

The Curriculum Committee has well-developed procedures that comply with Title V regulations. The process for development of individual courses has been refined over time as hundreds of courses have undergone review and approval. Articulation of programs with area colleges and high schools has been initiated in the past by administration, with program faculty participation.

Institutional program review provides the College with a consistent assessment tool to review all instructional programs and College departments. It ensures that all programs meet the criteria of quality, feasibility, compliance with rules and regulations, and compatibility with the College mission, goals, and needs.

Ensuring the quality of instruction is an institutional task that covers many aspects. Quality of the curriculum, excellent and sufficient faculty, appropriate support for educational programs, and long-range planning with prioritization of needs are some of the crucial factors that contribute to establishing, fostering, and maintaining academic excellence. Curriculum is a central focus, however, many other policies and procedures, plus appropriate support, play a significant role. The Academic Senate, through the Curriculum Committee, has a primary role in ensuring the academic rigor and educational effectiveness of all Saddleback College courses.

Course rigor and adequate preparation of students are closely linked. If students in a class are not adequately prepared, the delivery of instruction suffers, and all the students in the class are negatively affected. In this situation, students may not receive sufficient instruction at the appropriate level, or they may become discouraged and drop the course. Adequate preparation of students is addressed by the careful establishment of prerequisites and other conditions of enrollment.

The program review process is utilized for all courses and programs wherever the classroom may be situated, including classes scheduled off campus, the Study Abroad programs, and Distance Education classes.

The College has taken care to ensure that courses across the curriculum have academic integrity. The institution maintains high quality instruction and academic rigor through its curriculum process of approving courses and programs.

Over the last five years, the College has begun an intensive program review. Through the development of the Transfer Center and the efforts of the articulation officer, the College has ensured that articulation agreements are kept current and that the College courses parallel those of surrounding institutions.

The grading policies and the criteria for awarding credit for courses are stated clearly in the College Catalog. In addition, the Course Outline of Record stands as the permanent record for how credit is awarded for each course. Distribution of course syllabi is required of all instructors. The syllabi must clearly describe the expected outcome of each course and the assessment method. Therefore, the syllabus for each course defines the course expectations and informs students how they will be assessed.

Evaluation of students is based upon stated guidelines in the course syllabus. The syllabus is kept on file in the office of the division Dean and reflects criteria which are considered norms within the field of study.

Transfer of credit policies are clearly stated in the Student Handbook.

The College has developed and expanded articulation with the California Community College system, the University of California and the California State University campuses, as well as with independent colleges and universities. Individualized articulation has been established with several out-of-state institutions. All agreements are available in the Counseling office.

Saddleback College has guaranteed transfer agreements with various colleges and universities within the state so that courses completed at Saddleback will meet lower division requirements of a bachelor's degree.

Saddleback College articulates its programs with seven major feeder high schools from the Capistrano Unified School District, the Saddleback Valley Unified School District, and Regional Occupational Programs.

The California Post Secondary Education Commission, as well as selected four-year institutions to which students transfer, provide follow up data on transfers. The Articulation Officer consults with individual faculty on a regular basis and serves as an ad-hoc member of the Curriculum Committee. Faculty involvement assures both applicability of courses for major requirements as well as for fulfillment of general education breadth requirements.

The majority of courses that Saddleback College has submitted to IGETC has been approved by faculty representatives of both the California State University and the University of California. This allows for a smooth transition for students to the other segments of higher education in California.

Students who have transferred to other schools for further educational preparation have reported informally that they were well prepared for the challenge. A University of California, Irvine (UCI) longitudinal study comparing UCI student academic performance to Saddleback College transfer student performance indicates an academic success edge in favor of the Saddleback College transfer student by the end of the senior year (Ref. 4.14).

Articulation with universities and colleges is up-to-date and working well within the constraints of the system. Articulation efforts contribute in large part to the development of transfer admission guarantee/assurance programs.

In most classes the institution currently uses traditional delivery systems of instruction that are consistent with the objectives of the curriculum. These include lecture, discussion, demonstration, and hands-on experience. Faculty members utilize a number of delivery systems using audio-visual and computer hardware and software. The College also offers courses through television and other forms of distance learning.

Saddleback College actively seeks ways to meet the needs of a diverse student population, including both younger and re-entry students, students with special language needs and students with disabilities. Students with disabilities receive customized help and support to meet their individual needs.

The College has embraced new electronic technologies and is investigating ways to deliver its educational programs in more current modalities. An electronic college has been put in place and classrooms and offices have been wired for computer access. There are seven computer labs and five computer classrooms, all with state-of-the-art hardware and software.

Non-credit courses and programs are planned, approved and evaluated in the same manner as credit courses and programs. Curriculum is designed by the faculty at the department level. Suggestions for courses and programs may be generated by administrators in response to community needs or requests. The new course outline is written following a prescribed form, and then reviewed and approved by the appropriate department chair or division Dean, the Vice President for Instruction, the Curriculum Committee, the Board of Trustees and is finally sent to the State Chancellor's Office for approval. Course approvals and outlines are kept on file in the Office of Instruction.

Community Education (fee-based and not-for-credit) courses and programs are designed by the Community Education office. Suggestions for courses and programs are reviewed by the appropriate department chairs and/or Deans, and by the Curriculum Committee in order to avoid competition between credit and non-credit programs. The courses are usually presented by independent contractors who are paid on a fee-split basis. Course outlines are kept on file in the Community Education office. Instructors are not required to meet community college faculty minimum qualifications.

Contract Education courses and programs are offered for credit or non-credit, and are designed, approved and evaluated appropriately.

There are opportunities for students to take non-credit courses through the English as a Second Language department and also through the Emeritus Institute. In July, 1997, the Board of Trustees unilaterally reassigned the administration of the Emeritus Institute to the District Vice Chancellor for Educational Services. The program itself is a Saddleback College program, which Curriculum Committee reviews its content and courses and which is responsible for its complete funding. The Emeritus Institute currently stands as a full College program, albeit with a District administrator. Courses offered by Community Education fall under the category of "not-for-credit" courses, and are under the direction of the Office of Instruction.

Saddleback College has been offering curricula through radio and television for many years. In 1996 a Distance Learning Ad Hoc Committee of the Curriculum Committee was established. This committee developed a Curriculum Distance Education Policy which covers all electronic delivery systems and conforms to the Commission policies and statements on "Principles of Good Practice in Distance Education." Since that time the College has offered both Internet and CD-ROM courses.

Saddleback College has made it possible for all classrooms and labs to use electronic delivery systems. This growth in technology has encouraged all programs to begin developing courses to take advantage of future growth in the use of Distance Education. Courses will follow the Saddleback College Distance Education Policy and will continue to be approved through the Curriculum process.

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