ACCREDITATION '98

Saddleback College publishes a variety of documents including the College Catalog (Ref. 2.1), the Schedule of Classes (Ref. 2.2), the Student Handbook (Ref. 2.3), the Board Policy Manual (Ref. 2.4), the Administrative Regulations (Ref. 2.5), the Administrative Manual (Ref. 2.6), and the Associate Faculty Handbook (Ref. 2.7). These documents establish standards, policies and procedures regarding educational purposes, curricular offerings, degree requirements, student fees, financial aid, refund policies, and codes of conduct for faculty, staff, administrators and students. The Catalog and the Student Handbook are revised yearly. The Schedule of Classes is published each semester. Both the Catalog and the Schedule of Classes are available on-line through the College's Web page (http://www.saddleback.edu) and may be viewed in a large print format for visually impaired students (in the Special Services office). The Catalog and Schedule of Classes have received numerous awards from the National Council of Marketing and Public Relations and the Community College Public Relations Organization since 1991.

The College's Web page includes the following categories and links: the Catalog, Schedule of Classes and Community Education Brochure (Ref. 2.8), Campus Events, Governance Groups, Students Services, and Instructional Programs. In addition, the South Orange County Community College District links to the College Web page with Employment Opportunities, a Reference Desk, Library Services, and the Almanac.

The Office of Instruction oversees the processes which ensure accuracy, precision, and currency of information in all College publications, e.g., the Schedule of Classes and the College Catalog.

The College clearly outlines its educational curriculum, academic policies, and enrollment procedures in a variety of sources, including the College Catalog and the Schedule of Classes. In addition, policies and curriculum are readily available in the Student Handbook and on the Saddleback College Web page.

Currently there is no Board policy on academic freedom, although there has been discussion in the Academic Senate of the need for such a policy, particularly in view of the directives from California Education Code Title V 51023(a) (Ref. 2.9), which require the governing board of a community college district to adopt an academic freedom policy statement. An academic freedom policy was drafted and approved by the Academic Senate at Irvine Valley College in 1995. The Saddleback College Academic Senate drafted and approved its academic freedom policy in Spring, 1998, (Ref. 2.10) with the goal of arriving at a joint Academic Freedom Policy to be submitted to the Board of Trustees for approval.

Seventy-nine percent of the administration and staff who responded to the Institutional Effectiveness Survey (IES) feel that they work in an atmosphere of academic freedom. (Ref. 2.11). Over 70 percent of the faculty at Saddleback College agree that faculty members have a good understanding of their rights and responsibilities under academic freedom. (Ref. 2.12). The Academic Senate has formed a committee which began work on an academic freedom policy statement in Fall, 1997.

Through instruction, faculty present ideas, both pro and con, which stimulate and encourage critical thinking by their students. The College encourages a balanced perspective of multifaceted issues, beliefs and world views, as evidenced by the curriculum and extra-curricular activities made available to students, faculty and staff. Examples of these widely publicized events and activities are: Abilities Awareness Days, Asian/Pacific Islander Awareness, Black History Month, European Ethnicity Awareness, the Humanities Hour, Latino Heritage Awareness, Lesbian/Bi-sexual/Gay Awareness, Native American Awareness, Sexually Transmitted Disease Awareness, student and faculty art exhibitions, theater productions, and exchange programs with foreign countries. The Associated Student Government makes funds available to all divisions on campus for guest speakers and other activities that benefit the entire College community. The College radio station, KSBR, and the campus newspaper, the Lariat, are other vehicles through which information is disseminated to the College community.

The belief that the College offers a balanced perspective is supported by nearly 80 percent of the College community responding to the IES. (Ref. 2.13). The Academic Senate Ethics Committee is responsible for addressing any matters concerning instruction of controversial material. The Senate convenes this standing committee on an as-needed basis.

The College, as a public institution, provides a broad-based, comprehensive community college educational program to its constituency. Codes of conduct are spelled out for students in the Student Handbook, the College Catalog and in Board Policy (BP 5401). Other Board Policies (4000.3, 4000.5, 4016, 4054 and 4309) address matters regarding the prohibition of workplace violence, discrimination and harassment, a drug-free workplace, employee political activities and the duties and responsibilities of the faculty. All employees of the South Orange County Community College District (SOCCCD) are subject to the tenets of the California Education Code. Other conduct-related issues are relegated to the collective bargaining contract.

An administrator's and classified leadership handbook guides a wide range of appropriate behavior. Handbooks need to be developed for the full-time faculty as well as for classified employees.

In April, 1998, the Academic Senate adopted the American Association of University Professors ethics statement (Ref. 2.14). The Academic Senate unanimously passed both an "Academic Honor Code and Dishonesty Policy" (Ref. 2.15) and a separate "Recommended Range of Sanctions and Disciplinary Actions" in 1997 (Ref. 2.16). These documents were subsequently approved by the President's Council. They define what constitutes dishonesty and outline actions which may result from violations of the code.

In April, 1997, the President's Council adopted both documents. The policies and sanction procedures are in place for the 1997-1998 academic year, and will be published in the Administrative Regulations, the Student Handbook, the College Catalog, and the Schedule of Classes. The Associate Faculty Handbook needs to be updated to include the Academic Honor Code and Dishonesty Policy, as well as the Recommended Range of Sanctions and Disciplinary Actions.

The SOCCCD, through its department of Human Resources, has responsibility for providing training sessions on affirmative action programs and policies, sexual harassment identification and prevention, and Americans with Disability Act compliance.

To foster a supportive climate with respect to issues of equity and diversity, the College has established a cultural diversity graduation requirement, a Cross-Cultural Studies Program, and an International Education Center. In compliance with Federal Regulations such as Title 9, the College will add additional athletic activities which will address the needs of female students. Faculty and staff in-service programs, student clubs and activities, and new courses strive to reflect the diverse ethnicity of our community.

The College provides a wide range of services to all students including those who are disadvantaged and who have disabilities. Services are available through Extended Opportunity Programs and Services, Special Services, the Health Center, the Career Services Center, the Transfer Center, the Student Financial Assistance Program, and through general counseling. Courses which fulfill the Cultural Diversity requirement for General Education cover a wide and varied spectrum of coursework and are clearly identified in the Schedule of Classes.

Although three quarters of those responding to the IES agreed that the College fosters a supportive environment in which every person is treated with respect in issues of equity and diversity (Ref. 2.17), it is apparent that some concerns, particularly at the administrative level, are going unaddressed. Of the 25 percent of respondents who strongly disagreed with that IES question, the largest representation was from College administrators. Leadership, at the highest level, i.e., the Board of Trustees, needs to foster a climate of civility and respect for all employees.

The Dean, the Athletic Director, and faculty from the Athletic Department review and follow Title 9 regulations and several other documents including the "Athletic Department Policy and Procedures" (Ref. 2.18), the "Saddleback College Intercollegiate Athletics" pamphlet (Ref. 2.19), and the "Saddleback College Student-Athletic Assistance Program" (Ref. 2.20) in order to maintain the integrity of the College's athletic program. In addition, students and staff can consult the USA Olympic Committee Coaching Ethics Code (Ref. 2.21) or the N.C.A.A. Rules and Interpretations (Ref. 2.22).

Coaching faculty discuss appropriate ethics policies with student athletes at team meetings. At these meetings, coaches emphasize that dishonest behavior, falsifying eligibility, and other inappropriate actions run counter to the policies and may lead to stated consequences. Any reported violations are submitted to the Athletic Director who consults with the Vice President for Student Services regarding possible outcomes.

Saddleback College encourages a broad base of participation in the preparation of its accreditation Self Study. Participation in the sub-committees for each standard of good practice reflects the diversity of the staff and the belief that a fair and accurate self study is an essential tool for institutional improvement.

All required reports to the Commission and to other agencies have been submitted in a timely manner. The Vice President for Instruction serves as the College accreditation liaison officer and supports the College's compliance with Commission policy, standards and requirements. The College community and the public at large are invited to review and make recommendations for the self study document once the first draft is published.

When the College undertakes a Self Study every five years, there seems to be the necessity to "re-invent the wheel" in terms of procedures. There has been some informal discussion regarding a smoother synchronization of this effort. The Self Study Chair could coordinate the research, the writing and the filing of the Midterm Report, and the Strategic Plan Steering Committee (SPSC) could coordinate documentation of SPSC recommendations with WASC standards of good practice.

The College, in concert with the SOCCCD, regularly reviews and updates its Board Policies, Administrative Regulations and Administrative Manuals to ensure that the policies and practices of the institution are consistent with its educational mission, programs and services. In addition, SOCCCD conducted a study of the Organization Assessment Survey and Change Project (Ref. 2.23). The study's purpose was to assess the institution's organizational performance and to determine the highest priorities for improvement.

From responses to the IES, most of the College's constituency felt that the goals (mission) published in the Saddleback College Catalog adequately define the broad-based educational objectives the College seeks to fulfill (Ref. 2.24). However, the perception of over 65 percent of the survey respondents was that the planning process did not adequately identify College priorities (Ref. 2.25).

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