Bakersfield College Self Study

Transcription

Bakersfield College
Imstitutional Self Study in Support of
Reaffirmation of Accreditation
October 2006
Submitted by:
Bakersfield College
1801 Panorama Drive
Bakersfield, CA 93305
www.bakersfieldcollege.edu
Submitted to:
Accrediting Commission of Community and Junior Colleges
Western Association of Schools and Colleges
1801 Panorama Drive
bakersfieldcollege.edu
Table of Contents
Certification of the Self Study Report.......................................................... 1
History and Background of Bakersfield College........................................... 5
Demographic Information and Institutional Data........................................ 9
Kern Community College District Profile.................................................. 22
Response to the Previous Recommendations...............................................41
Abstract of the Self Study............................................................................49
Organization of the Self Study....................................................................55
Certification of Continued Compliance......................................................59
Standard Reports
Standard I: Institutional Mission and Effectiveness........................69
Standard II: Student Learning Programs and Services....................85
Standard III: Resources................................................................141
Standard IV: Leadership and Governance....................................201
List of Evidence........................................................................................ 229
Certification of the
Institutional
Self Study Report
Bakersfield College
Certification of the Institutional Self Study Report
Bakersfield College
History and
Distinguishing Features
of Bakersfield College
Bakersfield College
History and Distinguishing Features of Bakersfield College
History and Distinguishing Features of Bakersfield College
Bakersfield College was founded in 1913 by the Kern Union High School District Board of Trustees
with a first-year enrollment of 13 students. Bakersfield College spent its first 43 years on the Bakersfield
High School campus steadily growing in enrollment and stature. College operations were transferred
to the present 153-acre main campus in 1956 with 1,400 students and 89 faculty members. Since that
time, Bakersfield College has grown and now regularly serves over 15,000 students and employs over 240
contract faculty per term. Bakersfield College is located 118 miles north of Los Angeles and 111 miles
south of Fresno in the Southern San Joaquin Valley of Central California.
Bakersfield College is the largest institution of the three colleges in the Kern Community College
District. The district encompasses a territory of approximately 24,800 square miles in parts of Kern,
Tulare, Inyo, Mono and San Bernardino counties and is, geographically, the largest community college
district in California. Bakersfield College’s service area encompasses approximately 5,000 square miles.
However, the college attracts 84 percent of its enrollment within a 20-mile radius of the main Bakersfield
College campus, including the communities of Arvin, Bakersfield, Lamont, and Shafter. Another 10
percent of Bakersfield College enrollments come from northern Kern County including the communities
of Delano, McFarland, and Wasco.
The institution’s main campus contains 22 major buildings, a 10-acre agriculture lab, a full range of
athletic facilities as well as lush green belts and ample parking lots. In 2001, Bakersfield College began
a 10-year facilities and infrastructure modernization project funded by state and local Measure G Bond
dollars. In addition to the main campus, Bakersfield College operates a satellite center in Delano, a
predominately Hispanic rural city 35 miles to the north of Bakersfield.
The current Bakersfield College Delano Center consists of one permanent building containing five
classrooms, including an interactive television room and two small temporary buildings housing a day
care facility and science labs. The Delano Center student headcount has grown 55 percent from 733 in
fall 1998 to 1,347 in fall 2005. Bakersfield College acquired a site for a new campus on the west side
of Delano in 2003. Construction of a joint-use facility with the Delano High School District began
in 2004 with a state funded science education center. Additional buildings funded by state and local
Measure G Bond funds are planned.
In addition to the main campus and the Delano Center, the college serves its large geographic
service area with classes taught in Arvin, 23 miles south; at the Weill Center in downtown Bakersfield;
at the Fire Training Center in north Bakersfield; at Stockdale High School in the southwest; and via a
wide variety of online, TV, and interactive classes. In order to better meet the needs of its students and
stakeholders, and to relieve long-term pressure on the Bakersfield College main campus, the college is
opening a modest facility in southeast Bakersfield, which will be supported by a federal HSIAC-HUD
grant and is planning an additional dedicated educational center in the high-growth area of southwest
Bakersfield.
Programs and services at Bakersfield College are aligned to fit under the state umbrella of
professional-technical education and training, transfer to four-year institutions, personal and cultural
enrichment, basic skills, and economic development. Bakersfield College offers over 70 associate in arts
and associate in science degrees and more than 30 certificate programs in 25 general education disciplines
Bakersfield College
and 18 career and technical areas. Students on the main campus are also provided with comprehensive
student services and intercollegiate athletics opportunities on 20 men’s and women’s teams.
One of the distinguishing features of Bakersfield College is its rich history, accompanied by
strong community roots. Generations of families have made Bakersfield College their preferred
higher education choice. In response to the changing demographics of the surrounding community,
the college continually reflects the vibrant cultural diversity that is increasing throughout California.
While Bakersfield College has a long and rich history of excellence in serving a large and diverse
student body, continuing to meet the educational needs of our rapidly increasing minority community
presents a significant challenge in the face of declining state resources and rapidly increasing fixed costs.
Bakersfield College’s student body is increasingly low-income, first-generation college going, minority
and academically under-prepared. In response to this challenge, faculty, staff, administration, and
students have cooperated to leverage alternative sources of funding, such as Hispanic Serving Institution
grants to support innovative educational programming and integrated student learning support services.
Bakersfield College has also undergone numerous changes in leadership since the last accreditation
visit with a new president in April 2005, a new district chancellor in July 2004, and both vice presidents
and five of the eight deans all new to the college since 2002.
Service Area Demographics
and Economy
Bakersfield College
10
Service Area Demographics and Economy
In January 2005, the Bakersfield College service area population estimate was 561,348 persons with
a projected growth rate of 3 percent (20,000 persons) annually. The Bakersfield College service area
comprises 75 percent of the population of Kern County. The primary ethnic group of Kern County in
2003 is Caucasian at 44 percent, followed by Hispanic at 43 percent, African-American at 6 percent,
and Asian-Pacific Islanders at 4 percent. Kern County is becoming more ethnically diverse. The white
majority is rapidly aging, and Hispanic ethnic groups less than 18 years of age became the majority of the
youth of the county in 2001. Hispanics are projected to become the majority ethnic group of the total
population in 2018. African-American, American Indian, and Asian-Pacific Islander ethnic groups are
projected to steadily increase in number and maintain their share of the county’s population at 6 percent,
1 percent, and 4 percent respectively. Statistical data indicate that the population of Kern County has
grown dramatically: 39 percent since the 1990 census and 14 percent in the last five years.
It is anticipated that this rapid growth will continue for the foreseeable future. Current estimates
are that the population will exceed 1,000,000 by 2020. This represents a predicted growth trend of 164
percent in Kern County, as opposed to 91 percent for California as a whole. For the past 30 years, Kern
County has consistently ranked in the top ten among counties with the highest proportion of children
under 18, currently ranking eighth in the state at 36.5 percent.
Economically, central and western Kern County is often referred to as “The Golden Empire,”
because of its rich history of gold, oil, and agricultural production. The Bakersfield College service area
is the heart of the Golden Empire. Located at the southern end of California’s Central Valley, Kern
County consistently ranks among the top five most productive agricultural counties in the United States
and is one of the nation’s leading petroleum-producing counties. The county has major freeway and
railroad systems that provide access to all of California, Arizona, Nevada, and Utah. This favorable
geographic position has enabled the area to become a major distribution center for some of the world’s
largest companies, including IKEA, Sears, and Target. Its prime location and affordable home market
are also turning the Bakersfield College service area into a bedroom community for increasing numbers
of Los Angeles area commuters.
Because a large percentage of the economy is made up from the agriculture and oil industries,
the Bakersfield College service area has an unemployment rate of less than 9 percent compared to the
statewide unemployment rate of 6 percent. The Bakersfield College service area is further comprised
of extremely diverse local economies with unemployment rates ranging from 3.6 percent in Rosedale
(northwest Bakersfield) to 18-27 percent in the agriculture-based communities of Arvin, Delano,
Lamont, McFarland, Shafter, Wasco, and Weedpatch.
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12
Staff Diversity
Bakersfield College made a genuine and concerted effort to recruit minority faculty in spring 2005,
when it hired 35 new faculty members. However, the diversification of a faculty that is predominately
white and does not represent the ethnicity of its student body is still an on-going challenge. In fall 2005,
Bakersfield College employed a total of 253 contract faculty of whom 75% are white (see Table 1).
Bakersfield College Fall 2005 Employee Demographics
Contract Faculty
Adjunct Faculty
Classified
Management
Total
253
249
274
25
801
Total
#
Gender
% of Grp
#
% of Grp
# % of Grp
# % of Grp
#
Female
127
50%
111
45%
200 73%
8 32%
446
Male
126
50%
138
55%
74 27%
17 68%
355
#
Age
% of Grp
#
% of Grp
# % of Grp
# % of Grp
#
< 40 Years
42
17%
64
26%
67 24%
2 8%
175
40 - 55 Years
143
57%
108
43%
149 54%
14 56%
414
56+ Years
68
27%
77
31%
58 21%
9 36%
212
Ethnicity
African
American
Asian/ Pacific
Isl
#
% of Grp
#
% of Grp
#
% of Grp
#
% of Grp
#
12
5%
5
2%
22 8%
1 4%
40
8
3%
5
2%
5 2%
0 0%
18
Hispanic
30
12%
21
8%
81 30%
4 16%
136
White
191
75%
192
77%
140 51%
15 60%
538
Other/
Unknown
12
5%
26
10%
26 9%
5 20%
69
Table 1 Source: MIS State Reporting
The American Indian ethnic group is combined with the Other/Unknown category.
The Filipino ethnic group is combined with the Asian category.
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Bakersfield College
Student Demographics
In fall 2005, the full-term Bakersfield College student headcount was 14,838 students. Of those,
59% were female, 58% minority, 65% were less than 25 years of age, and 63% attended part-time. Two
significant changes in BC student demographics have occurred over the past ten years. First, Hispanic
students rapidly became the majority ethnic group, increasing in numbers and percent of total enrollment
at approximately the same rate as white student enrollment declined (see Chart 1).
BC Minority Enrollment Trend
All Minorities
60%
White
Hispanic
50%
40%
30%
20%
10%
Percent of Fall Headcount
0%
Fall
1996
Fall
1997
Fall
1998
Fall
1999
Fall
2000
Fall
2001
Fall
2002
Fall
2003
Fall
2004
Fall
2005
Term
Chart 1 Source: CCCCO State MIS Referential Files
Second, BC students are proportionately getting younger (see Chart 2). In fall 2005, 65% of all
students were younger than 25 years old compared to 55% in fall 1996. Conversely, in fall 2005, only
24% of all students were 30 years or older compared to 33% in fall 1996. Both of these demographic
changes are reflective of changes occurring in the Bakersfield College service area college-age population.
BC Student Age Trend
< 20
20-24
25-29
30-39
40-49
50+
Unknown
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%of Fall Headcount
Percent
0%
Fall
1996
Fall
1997
Fall
1998
Fall
1999
Fall
2000
Fall
2001
Term
Chart 2
14
Source: CCCCO State MIS Referential Files
Fall
2002
Fall
2003
Fall
2004
Fall
2005
Bakersfield College Student Persistence
Student persistence (illustrated in Chart 3) was measured by determining the number of fall students
who returned the following spring semester and/or the subsequent fall semester. The initial cohorts
were made up of students who attended in fall and received at least one grade notation (A, B, C, CR,
D, F, NC, W, I or IP). Persisters were defined as those in the initial cohort who returned during the
subsequent semester and received a grade notation (A, B, C, CR, D, F, NC, W, I or IP). Students
declaring a degree-seeking goal had a higher persistence rate when returning in spring (consistently over
70%) and again when returning for the following fall (consistently 55% or higher).
Bakersfield College Student Persistence
Total Persisting to next Fall
1st Time Degree Seeking Persisting to next Fall
Total Persisting to Spring
1st Time Degree Seeking Persisting to Spring
Fall 00
Fall 00
Fall 00
Fall 00
Fall 000
0%
Chart 3
0%
0%
0%
0%
0%
0%
0%
0%
Source: MIS Referential Files
Bakersfield College Student Success and Retention
Retention and Success (see Chart 4, Table 2 and Table 3) were calculated using the state Chancellor’s
Office definitions: Success = A, B, C, CR / A, B, C, D, F, I, CR, NC, W and Retention = A, B, C, D, F,
I, CR, NC / A, B, C, D, F, I, CR, NC, W. Retention has been slowly increasing over the last few years.
The overall rate for the 2005-2006 academic year was 89.4%. Success has fluctuated slightly over the last
15
Bakersfield College
few years. The overall rate for 2005-2006 (68.1%) represents a slight decrease over the last couple years.
The success rate varies between ethnic groups (see Table 3). African American students are of particular
concern as they have the lowest rate of success, and their success rate has been dropping in recent years.
Retention & Success Rate Trend
Retention Rate
100%
Success Rate
90%
80%
70%
60%
50%
99-00 AY
00-01 AY
01-02 AY
02-03 AY
03-04 AY
04-05 AY
05-06 AY
Academic Year
Chart 4
Source: Banner Reporting (SWRGDST)
Semester
Total Grades
Summer 2005
Fall 2005
Spring 2006
2005-06 Acad Yr
Summer 2004
Fall 2004
Spring 2005
2004-05 Acad Yr
Summer 2003
Fall 2003
Spring 2004
2003-04 Acad Yr
Summer 2002
Fall 2002
Spring 2003
2002-03 Acad Yr
Summer 2001
Fall 2001
Spring 2002
2001-02 Acad Yr
Summer 2000
Fall 2000
Spring 2001
2000-01 Acad Yr
Summer 1999
Fall 1999
Spring 2000
1999-00 Acad Yr
Table 2
16
Retention Rate
Success Rate
92.6%
88.7%
89.6%
89.4%
91.0%
87.0%
88.5%
88.0%
91.2%
86.9%
88.2%
87.9%
90.3%
87.4%
87.1%
87.5%
91.5%
84.9%
84.1%
85.1%
91.8%
85.6%
85.5%
86.1%
91.5%
84.7%
85.2%
85.5%
75.3%
66.2%
68.7%
68.1%
76.0%
68.2%
68.4%
68.9%
78.5%
66.6%
68.5%
68.5%
75.7%
67.4%
67.7%
68.2%
76.9%
66.1%
67.0%
67.4%
79.5%
68.3%
69.0%
69.5%
74.0%
65.8%
67.9%
67.5%
8,093
42,153
40,603
90,849
7,316
42,720
41,689
91,725
7,583
42,442
43,738
93,763
7,543
44,265
43,207
95,015
8,118
45,287
43,246
96,651
7,661
41,851
43,052
92,564
8,155
41,775
40,347
90,277
Source: Banner Reporting SWRGDST
Success Rate within Ethnic Groups
Ethnicity
African American
American Indian
Asian
Filipino
Hispanic
Pacific Islander
White
Table 3
Fall 2000
Fall 2001
Fall 2002
Fall 2003
Fall 2004
58.4%
67.6%
74.4%
71.4%
65.0%
66.1%
71.5%
54.8%
65.3%
68.3%
67.4%
63.0%
58.5%
69.9%
54.8%
68.1%
71.2%
68.7%
64.9%
69.8%
71.9%
53.2%
65.9%
70.7%
69.8%
63.5%
68.7%
71.1%
51.5%
67.8%
72.9%
75.0%
64.3%
64.1%
72.6%
Source: MIS Referential Files
Bakersfield College Student Majors
The most popular subject areas (across three years) in which students self-declare their majors
are illustrated in Table 4. The number of students who indicate that they are undeclared has steadily
declined.
Most Popular Majors by Area (with % of Students)
Subject Area
Allied Health
Education/General Studies
Business
Social/Behavioral Sciences
Family & Consumer Education
Undeclared
Table 4
Fall 2003
11.8%
12.6%
10.9%
10.3%
7.2%
19.7%
Fall 2004
13.6%
11.6%
11.4%
10.0%
8.1%
18.4%
Fall 2005
13.7%
10.7%
11.9%
9.4%
9.0%
17.9%
Source: Banner Extract (SWRTMFF)
17
Bakersfield College
Bakersfield College Degrees and Certificates Awarded
Although the total awards decreased slightly in 2004-05, there has been a 47% increase since 19992000 (see Table 5). The gender distribution of award recipients roughly matches the student population.
In 2004-2005, the ethnic distribution is fairly representative except for white and Hispanic students.
There were fewer Hispanic student award recipients compared to the Hispanic student population (36%
vs. 44%) and more white student award recipients (46% vs. 39%).
1999-2000
% of
Total
Ethnicity
Gender
Award
Type
#
2001-2002
% of
Total
#
% of
Total
#
2002-2003
% of
Total
#
2003-2004
% of
Total
#
2004-2005
% of
Total
#
AA/AS
745
81%
740
70%
765
67%
870
63%
895
65%
904
67%
Certificates
176
19%
311
30%
378
33%
519
37%
488
35%
451
33%
Total
921
-7%
1,051
14%
1,143
9%
1,389
22%
1,383
0%
1,355
-2%
Female
605
66%
596
57%
674
59%
824
59%
806
58%
858
63%
Male
316
34%
453
43%
469
41%
565
41%
577
42%
496
37%
2
0%
1
0%
Unknown
African
American
47
5%
57
5%
62
5%
97
7%
94
7%
84
6%
American
Indian
17
2%
18
2%
24
2%
30
2%
26
2%
20
1%
Asian
29
3%
47
4%
37
3%
40
3%
37
3%
46
3%
Filipino
12
1%
22
2%
26
2%
25
2%
27
2%
40
3%
Hispanic
235
26%
262
25%
355
31%
443
32%
506
37%
483
36%
Pacific
Islander
4
0%
4
0%
1
0%
1
0%
7
1%
48
5%
63
6%
50
4%
54
4%
54
4%
53
4%
529
57%
578
55%
589
52%
699
50%
638
46%
622
46%
Other/
Unknown
White
Table 5
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2000-2001
Source: Banner Reporting (SWRDEGC)
Bakersfield College Students Transferring to University of California
and California State University Schools
While the total number of students who transfer each academic year fluctuates, the general trend is
in an upwards direction (see Table 6). There has been a 10% increase in the number of transfer students
since 1995-96. Consistently 5-8% of Bakersfield College transfer students go to University of California;
the remainder go to California State University.
Academic
Year
UC
% of
Total
CSU
% of
Total
2004-05
64
7.7%
769
92.3%
833
2003-04
53
6.0%
829
94.0%
882
2002-03
47
5.6%
785
94.4%
832
2001-02
67
7.8%
788
92.2%
855
2000-01
51
6.1%
780
93.9%
831
1999-00
59
7.5%
729
92.5%
788
1998-99
37
5.3%
663
94.7%
700
1997-98
37
5.0%
700
95.0%
737
1996-97
40
5.2%
734
94.8%
774
1995-96
49
6.5%
708
93.5%
757
Table 6 Total
Source: CPEC and CSU
19
Bakersfield College
Bakersfield College Allied Health Graduates
The Licensure/Certification Pass Rates of Allied Health graduates are illustrated below in Table 7.
These rates are consistently above state average.
Licensure /
Certification
2000
2001
2002
2003
2004
2005
# Taken % Pass # Taken % Pass # Taken % Pass # Taken % Pass # Taken % Pass # Taken % Pass
CA Board of
Registered
Nursing NCLEX
Exam
CA Board of
Vocational
Nursing BVNPT
Licensure Exam
American
Registry of
Radiologic
Technologists
(AART)
Certification
Exam
Table 7
53
92%
100%
11
100%
47
87%
77
100%
12
83%
88%
N/A
17
71%
57
86%
66
100%
15
93%
85%
68
96%
N/A
15
93%
69%
16
100%
Source: CA Board of Registered Nursing; CA Board of Vocational Nursing; BC Rad-Tech Program
Organization of the Institution
Bakersfield College follows a traditional hierarchical structure, with a president and two vice
presidents who together oversee all administrative, instructional and student services programs. The
following organizational chart shows the interconnections and areas of responsibility.
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21
Dean of
Student Learning
P. Ross
Director,
Information
Technology Services
J. McGee
Effective July 1, 2006
Revised August 31, 2006
Director, Delano
Center Campus
J. Jaramillo
Dean of
Student Learning
D. O'Connor
Dean of Learning
Resources and
Information Tech.
(OPEN)
Vice President,
Student Learning
J. Hernandez
(Interim)
Bakersfield College
Confidential/Management
Administrative
Organizational Structure
1801 Panorama Drive
Director,
Small Business
Development
P. DeArmond
Director,
Corporate and
Community Services
(OPEN)
Dean of Economic
and Workforce
Development
E. Knudson
Dean of
Student Learning
N. GomezHeitzeberg
Director,
Marketing and
Public Relations
A. Chiang
Proposed Management
Position
Proposed Management
Position
Director, Public
Safety Programs &
Campus Security
Director, Athletics
J. Stuebbe
Director, EOPS
A. ALVARADO
DIRECTOR,
COOPERATIVE
EDUCATION
M&O Manager
(OPEN)
Director,
Financial Aid &
Scholarships
J. Wegner
Director, Supportive
Services/DSPS
A. Gomez
Director, Institutnl.
Research and
Planning
(OPEN)
Director, M&O/
Auxiliary Services
R. Day
Director,
Enrollment Services
S. Vaughn
Director,
Title V Grants
A. Guadian
Executive Director,
Institutnl. Dvlpmnt.
& Foundation
W. Howald
Director, Budget
and Business
Operations
J. Griffith
Dean of Students
D. Turney
Vice President,
Student Services
M. Lovato
Administrative
Assistant, President
D. Spohn
Dean of Learning
Support Services
S. Granger-Dickson
(Interim)
President
W. Andrews
Bakersfield College
District Profile
The multi-campus Kern Community College District serves an area of approximately 24,800 square
miles in parts of Kern, Tulare, Inyo, Mono, and San Bernardino Counties. Geographically the largest
community college district in the Unites States, the Kern District serves a population base of over
750,000 and an estimated enrollment of 24,536 with an annual operating budget of approximately $114
million. While the district was established as a separate entity on July 1, 1968, educational services have
been provided to residents of this area for many years prior to that time: at Bakersfield College since
1913, at Cerro Coso Community College since 1951 and at Porterville College since 1927. Off-campus
educational centers exist in Delano, Lake Isabella, Edwards Air Force Base, Bishop, and Mammoth. All
three colleges are accredited by the Western Association of Schools and Colleges.
22
District Profile
23
24
25
Kern Community College District
Service Area Participation Rate: The participation rate denotes the percent of the service area population (18+) who are enrolled in the college/district.
The service area is defined by student zip code, where zip codes with 1% or more of the total enrollment are considered to be in the service area.
• Overall, KCCD had a 4.9% participation rate in 2004. Individually, the participation rate was 5.1% at BC, 6.2% at CC and 3.4% at PC.
• The student population at CC came from the highest number of zip codes, yet many were removed from the study because they only had 1 or 2
students (probably due to CC’s large distance education program).
• The participation rate at PC was affected by a zip code that accounted for 26% of their service area population but only 1.4% of their enrollment.
Removing that population would have resulted in a participation rate of 4.6%.
• In both BC and CC’s service area, the 18-19 age segment had a participation rate of over 24%.
• CC’s predominant white student population mirrored their service population.
• While BC and PC’s Hispanic student population was over 3% lower than their respective service area populations, both colleges had a
substantial increase in Hispanic students between Fall 2004 and Fall 2005.
Student Profile: A review of student headcount, gender, age, ethnicity, unit load and enrollment status for the last three fall terms.
• The overall student headcount decreased from 24,992 to 23,290 between Fall 2003 and Fall 2005.
• The districtwide headcount was distributed as follows amongst the three colleges: BC - 63.7%, CC - 19.6% and PC - 16.7%.
• Female students continue to outnumber male students at each college.
• BC has the youngest student body (64.6% 24 or younger in Fall 2005). CC has the highest percentage of students who are 40 or older (31.2%
in Fall 2005).
• BC and PC both have a minority majority. At PC, Hispanics outnumbered whites in each of the three terms and in Fall 2005, Hispanics
accounted for over 50% of the student population. At BC, Fall 2005 was the first term in which Hispanics outnumbered the white population. At
CC, the white population exceeded 70% in each term.
• The number of full-time students (12+units) continues to increase at BC (36.8%) and PC (46.2%). At CC, 76.9% of the students are part-time,
perhaps reflective of the older student population and large distance education program.
Below are some key-points and highlights from each section.
Student Profile
Service Area Participation Rates
Annual FTES (Full-Time Equivalent Students) Apportionment
FTES (Full-Time Equivalent Students) to FTEF (Full-time Equivalent Faculty) Ratio
Partnership for Excellence (PFE) Student Outcome Indicators
Employee Profile
Full-Time Faculty Ratio
The following pages provide a statistical illustration of the Kern Community College District (KCCD) – our students and staff. The report also exams
some key measures of the effectiveness of our district’s mission to provide quality, accessible education to the citizens in our communities. Information
is provided for each of the three colleges – Bakersfield College (BC), Cerro Coso College (CC) and Porterville College (PC) – for the following topics:
Executive Summary
KCCD - A Statistical Review, July 2006
Bakersfield College, Cerro Coso College, Porterville College
26
Partnership for Excellence (PFE) Indicators: These indicators were mutually agreed upon by the state of California and the CA Community College
system as measures of student achievement. Each indicator is summarized below, comparing 2002-03 levels to 2004-05.
• Transfers – The number of KCCD students transferring to UC and CSU institutions increased at a lower rate (2.3%) than the statewide average
(5.1%). Individually, PC increased by 24.2%, while BC stayed level and CC had a 10.1% decline.
• Transfer Prepared – KCCD recorded a 20.9% increase in the number of transfer prepared students since 2002-03, exceeding the statewide
average increase of 12.4%. CC led the way with a 64.5% increase, PC increased by 18.3% and BC by 12.5%
• Degrees and Certificates Awarded – KCCD registered a higher average increase (2.5%) in the number of students receiving degrees and
certificates than statewide (1.9%). PC increased by 6.6%, CC by 1.9% and BC by 1.4%.
• Successful Course Completion – Following the statewide trend, the successful course completion rate declined slightly (down by 0.9%
compared to 1.7% statewide). Individually, both BC and PC had a very slight increase (0.5%). CC declined by 6.8% due to the decline in the
successful completion of their vocational courses (from 95.9% in 2002-03 to 81.5% in 2004-05).
• Workforce Development – KCCD recorded a 7% decrease in the number of successfully completed vocational education courses compared to
a statewide decline of 8.2%. Individually, BC increased by 6.6%, CC decreased by 29.6% and PC decreased by 18.8%.
• Basic Skills Improvement – In 2002-03, KCCD had 10,996 students enrolled in basic skills (remedial) courses. By the end of 2004-05, 3,375
(30.7%) of those students demonstrated improvement by successfully completing the next level course. Statewide the improvement rate was
27.3%.
FTES (Full-Time Equivalent Students) to FTEF (Full-Time Equivalent Faculty) Ratio: The FTES/FTEF ratio provides a measure of productivity. An
annual ratio of 35 FTES to FTEF is considered to be the collegewide efficiency target.
• The districtwide FTES/FTEF ratio fell from a high of 32.84 in 2004-05 to 30.58 in 2005-06. Each college experienced a decline in the 2005-06
academic year – BC declined by 7.4% compared to 2004-05, CC declined by 4.7% and PC declined by 10.3%.
• Although the districtwide ratio experienced a 6.9% decline in the last year, it had been experiencing an upwards trend during the previous 4
years, from 28.89 in 2001-02 to 32.84 in 2004-05.
• At BC, the 2005-06 ratio (32.76) is at the lowest it’s been in the last 5 years, after being above 35 during each of the previous 3 years. At CC,
the 2005-06 ratio (25.08) is lower than recent years but higher than 2001-02 year (21.24). At PC, the 2005-06 ratio (29.23) is the lowest it’s
been in the last 4 years, after being above 30 during each of the previous 3 years.
Annual FTES (Full-Time Equivalent Students) Apportionment: Illustrates the annual FTES reported to the state on the 320 Apportionment reports,
as determined by either student contact (classroom) hours or units of credit.
• FTES declined at each college in the 2005-06 reporting year – BC declined by 4.6% compared to 2004-05, CC declined by 11.1% and PC
declined by 7.1%.
• Annual districtwide FTES fell from 18,766 in 2004-05 to 17,608 in 2005-06, a 6.2% decline.
• The total districtwide FTES was distributed as follows: BC – 66.5%, CC – 16.7% and PC – 16.8%.
Executive Summary (continued)
27
Full-Time Faculty (75/25) Ratio: The ratio of Full-Time Faculty to all Faculty (Full-Time and Adjunct) for the last six fall terms.
• The Fall 2005 ratio for KCCD as a whole was 70.5%. Individually, the ratios were PC - 73.7%, BC - 73.5% and CC - 57.9%.
• CC’s ratio has increased steadily in the last six years – from 38.9% in Fall 2000 to 57.9% in Fall 2005.
• Both BC and PC’s ratios, while below 75% in Fall 2005, where above 75% at some point in the last three years.
Employee Profile: The profile includes an employee headcount by type (Full-Time Faculty, Adjunct Faculty, Classified and Management) with gender,
ethnicity and age from Fall 2003 to Fall 2005. (Note: Child care instructors are included in the Classified category.)
• Districtwide, since Fall 2003, the number of Full-Time Faculty increased by 6.8%, Adjunct employees increased by 10.7%, Classified employees
decreased by 0.4% and Management employees increased by 9.8%.
• In Fall 2005, Full-time Faculty accounted for 28.0% of all KCCD employees, 32.9% were Adjunct, 35.9% were Classified and 3.2% were
Management.
• The ethnicity of Fall 2005 full-time (not including adjunct) employees was 65.5% White, 17.8% Hispanic, 4.6% African American, 3.9%
Asian/Pacific Islander and 8.3% Other/Unknown.
• In Fall 2005, 104 (26.4%) of KCCD full-time faculty were 56 years old or older compared to 137 (37.1%) in Fall 2003.
• Overall, in Fall 2005, 22.9% of all full-time (not including adjunct) employees were less than 40 years old, 54.2% were 40-55 and 23.0% were 56
or over.
Executive Summary (continued)
28
3.4%
38.5%
43.7%
6.5%
1.5%
6.3%
Bakersfield College
Other/Unknown
Asian/Pacific Isl
4.1%
71.8%
4.3%
2.6%
4.9%
12.4%
Cerro Coso College
White
American Indian
Institutional Research and Planning - May 2006
0%
20%
40%
60%
80%
100%
Fall 2003
24,992
15,953
5,153
3,886
63.8%
20.6%
15.5%
Bakersfield College
Porterville College
2.7%
36.9%
50.9%
0%
20%
40%
60%
80%
63.7%
19.6%
16.7%
32.6%
32.0%
11.6%
12.3%
3.5%
8.1%
20-24
40-49
17.7%
19.1%
12.6%
19.4%
16.2%
15.0%
25.8%
29.5%
10.8%
13.5%
8.8%
11.6%
Porterville College
25-29
50 or older
Source: MIS Data and CCCCO DataMart
Cerro Coso College
19 or Younger
30-39
Fall 2005 KCCD Headcount By College & Age
Fall 2005
23,290
14,838
4,565
3,887
Porterville College
Bakersfield College
63.5%
20.8%
15.7%
100%
Fall 2004
24,536
15,572
5,113
3,851
Cerro Coso College
2.0%
2.0%
5.5%
Hispanic
African American
Fall 2005 KCCD Headcount By College & Ethnicity
0
4000
8000
12000
16000
20000
24000
28000
KCCD Fall Term Headcount by College
Student Profile
29
Unknown
50 or older
40-49
30-39
25-29
20-24
19 or Less
2,599
9,742
3,074
394
144
5,207
10,746
1,093
269
954
6,168
6,924
545
4,544
5,092
1,956
2,221
1,541
597
2
9,236
6,705
12
#
%
66.6%
16.0%
2,498
304
111
0.9%
2.5%
0.7%
2.0%
67.0%
19.3%
14.3%
2,228
61.1% 10,431
16.3%
33.4%
3.3%
41.4%
40.4%
6.1%
1.5%
7.1%
0.0%
3.6%
9.0%
13.5%
11.9%
32.2%
29.8%
58.4%
41.5%
0.0%
%
5,200
1,112
240
955
6,296
6,451
518
4,635
5,016
1,851
2,099
1,403
567
1
9,099
6,467
6
#
15,572
Fall 2004
67.4% 10,372
32.6%
3.4%
43.4%
38.7%
6.0%
1.7%
6.9%
0.0%
3.7%
9.7%
13.9%
12.3%
31.9%
28.5%
57.9%
42.0%
0.1%
15,953
Fall 2003
Other Status
First-time Transfer
Returning
Continuing
First-time
Enrollment Status
Part-time <12 units
Full-time 12+ units
Unit Load
Other/Unknown
White
Hispanic
Asian/Pacific Isl
American Indian
African American
Ethnicity
Age
Female
Male
Unknown
Gender
TOTAL
Bakersfield College
2,122
9,346
3,006
244
120
5,456
9,382
969
229
930
6,486
5,714
510
4,831
4,742
1,723
1,832
1,195
515
0
8,805
6,026
7
#
%
0.8%
1.6%
20.3%
63.0%
14.3%
63.2%
36.8%
3.4%
38.5%
43.7%
6.3%
1.5%
6.5%
0.0%
3.5%
8.1%
12.3%
11.6%
32.0%
32.6%
59.3%
40.6%
0.0%
14,838
Fall 2005
732
2,267
1,041
567
546
1,069
4,084
257
121
255
572
3,716
232
992
952
614
918
879
795
3
3,169
1,983
1
#
%
10.6%
11.0%
20.2%
44.0%
14.2%
79.3%
20.7%
4.5%
72.1%
11.1%
4.9%
2.3%
5.0%
0.1%
15.4%
17.1%
17.8%
11.9%
18.5%
19.3%
61.5%
38.5%
0.0%
5,153
Fall 2003
782
2,542
1,058
442
289
1,222
3,891
258
112
279
604
3,644
216
998
1,061
621
904
812
717
0
3,139
1,974
0
#
%
5.7%
8.6%
20.7%
49.7%
15.3%
76.1%
23.9%
4.2%
71.3%
11.8%
5.5%
2.2%
5.0%
0.0%
14.0%
15.9%
17.7%
12.1%
20.8%
19.5%
61.4%
38.6%
0.0%
5,113
Fall 2004
Cerro Coso College
Student Profile
#
550
2,345
1,239
255
176
1,053
3,512
197
119
222
564
3,278
185
807
872
576
887
738
683
2
%
3.9%
5.6%
27.1%
51.4%
12.0%
76.9%
23.1%
4.1%
71.8%
12.4%
4.9%
2.6%
4.3%
0.0%
15.0%
16.2%
19.4%
12.6%
19.1%
17.7%
57.5%
42.5%
0.1%
4,565
Fall 2005
2,623
1,939
3
387
2,564
728
113
94
1,617
2,269
62
59
232
1,762
1,662
109
913
1,014
407
574
448
530
0
2,527
1,357
2
#
%
379
2,604
733
92
43
1,711
2,140
67
64
244
1,829
1,551
96
936
1,140
403
548
366
458
0
2,535
1,315
1
#
%
1.1%
2.4%
19.0%
67.6%
9.8%
55.6%
44.4%
2.5%
40.3%
47.5%
6.3%
1.7%
1.7%
0.0%
11.9%
9.5%
14.2%
10.5%
29.6%
24.3%
65.8%
34.1%
0.0%
3,851
Fall 2004
479
2,405
844
102
57
1,795
2,092
79
76
214
1,980
1,433
105
1,004
1,148
419
525
342
449
0
%
1.5%
2.6%
21.7%
61.9%
12.3%
53.8%
46.2%
2.7%
36.9%
50.9%
5.5%
2.0%
2.0%
0.0%
11.6%
8.8%
13.5%
10.8%
29.5%
25.8%
65.4%
34.5%
0.0%
3,887
2,544
1,342
1
#
Fall 2005
Data Source: MIS Data and CCCCO DataMart
2.4%
2.9%
18.7%
66.0%
10.0%
58.4%
41.6%
2.8%
42.8%
45.3%
6.0%
1.5%
1.6%
0.0%
13.6%
11.5%
14.8%
10.5%
26.1%
23.5%
65.0%
34.9%
0.1%
3,886
Fall 2003
Porterville College
30
5,498
22,612
4,758
20,660
Headcount
2
30,198
Adjusted
Student
139,038
405,119
Population
3
620,728
Adjusted
Service Area
139,038
20044,758
Participation Rate
3.4%
5.1%
4.9%
Participation
Rate
3.4%
Source: MIS Referential Files, US Census Bureau and CA Dept Of Finance
Adjusted Service Area Population - Using the zip codes identified in the service area, population totals were pulled from the
US Census Bureau (Census 2000) data, filtering out the under 18 age group. The resulting service area population was then factored for growth
using 2004 population estimates published by the CA Dept of Finance for Kern (BC and CC) and Tulare (PC) counties.
3
Adjusted Student Headcount - Students were filtered by age in order to match US Census Bureau Data. Those that were less than 18 were removed
to mirror Census categories. Students were aggregated by zip code and zip codes with at least 1% of the total student population were
identified. Students in zip codes representing less than 1% of the total student population were removed.
1
US Census
Bureau
(Census 2000)
filtering -out
the under
18 age group.
resulting
areaunits
population
was 2004,
then factored
forand
growth
Original
Unduplicated
04-05 data,
Headcount
Using
MIS Referential
files,The
students
whoservice
attempted
in Summer
Fall 2004
using 2004
population
estimates
published
by the CA Dept
of Finance
for in
Kern
(BC and
Tulareonce).
(PC) counties.
Spring
2005 were
identified
and unduplicated
(a student
enrolled
2 terms
wasCC)
onlyand
counted
3
Adjusted Student Headcount - Students were filtered by age in order to match US Census Bureau Data. Those that were less than 18 were removed
36,494
30,198
620,728
4.9%
KCCD Total
to mirror Census categories. Students were aggregated by zip code and zip codes with at least 1% of the total student population were
identified. Students in zip codes representing less than 1% of the total student population were removed.
Porterville College
Bakersfield College
2004-05 Headcount
1
Original 36,494
Unduplicated
5,498
Original
Using MIS Referential files,
students who attempted76,571
units in Summer 2004,6.2%
Fall 2004 and
Cerro Unduplicated
Coso College04-05 Headcount -8,384
4,780
Spring 2005 were identified and unduplicated (a student enrolled in 2 terms was only counted once).
2
2
1
KCCD
DistrictTotal
/ College
Porterville College
Participation
Rates/ were
calculated byOriginal
determining
the service area
as defined
by student
enrollment
physical boundaries.
District
College
Unduplicated
Adjusted
Student
Adjusted
Servicerather
Area than
Participation
1
2
3 The combined
This method seemed more appropriate especially
considering
Cerro
Coso's
large
physical
service
boundaries.
Rateacademic year 2004-05
2004-05 Headcount
Headcount
Population
student headcount (unduplicated) was aggregated by zip code. Zip codes were considered as a portion of the service area if they included more than
Bakersfield
College
20,660
405,119
5.1%
1% of the total
enrollment.
Enrollments outside 22,612
the resulting service area
were removed from the
calculation so as not
to skew the results.
8,384
Cerro Coso College
4,780
76,571
6.2%
2004 Participation Rate
2004 Service Area Participation Rate
Participation Rates were calculated by determining the service area as defined by student enrollment rather than physical boundaries.
This method seemed more appropriate especially considering Cerro Coso's large physical service boundaries. The combined academic year 2004-05
1% of the total enrollment. Enrollments outside the resulting service area were removed from the calculation so as not to skew the results.
2004 Service Area Participation Rate
31
Total
3.4%
42.0%
39.8%
5.9%
1.5%
7.4%
0.2%
4.6%
10.4%
14.9%
13.0%
33.9%
23.1%
0.1%
43.0%
56.9%
19,836
49,446
41,666
76,391
83,633
74,739
59,408
22,808
3,636
16,866
174,145
181,191
6,472
200,748
204,372
1.6%
44.7%
43.0%
4.2%
0.9%
5.6%
14.7%
18.4%
20.6%
18.9%
10.3%
12.2%
4.9%
50.4%
49.6%
%
24.1%
14.2%
6.4%
4.0%
2.6%
1.3%
0.1%
6.7%
8.7%
7.2%
4.7%
4.8%
10.8%
5.9%
4.4%
%
5.1%
Participation
Rate
2,945
1,833
2
651
1,019
659
815
773
627
236
216
133
229
529
3,482
191
#
%
4.0%
72.8%
11.1%
4.8%
2.8%
4.5%
4.9%
13.1%
16.2%
17.1%
13.8%
21.3%
13.6%
0.0%
38.3%
61.6%
4,780
Adjusted Student
Headcount1
2,690
6,769
5,446
12,770
16,322
17,332
15,242
2,837
1,561
2,603
10,485
57,346
1,738
37,997
38,574
#
76,571
2.3%
74.9%
13.7%
3.4%
2.0%
3.7%
19.9%
22.6%
21.3%
16.7%
7.1%
8.8%
3.5%
50.4%
49.6%
%
Adjusted Service Area
Population2
Cerro Coso College
24.2%
15.1%
12.1%
6.4%
4.7%
3.6%
1.5%
7.6%
8.5%
8.8%
5.0%
6.1%
11.0%
7.8%
4.8%
%
6.2%
Participation
Rate
3,115
1,642
1
888
1,541
558
681
504
310
276
76
93
306
2,282
1,881
120
#
%
2.5%
39.5%
48.0%
6.4%
2.0%
1.6%
5.8%
6.5%
10.6%
14.3%
11.7%
32.4%
18.7%
0.0%
34.5%
65.5%
4,758
Adjusted Student
Headcount1
7,243
18,053
15,234
28,208
25,643
25,807
18,849
2,339
1,382
8,313
71,774
52,384
2,845
69,485
69,553
#
%
2.0%
37.7%
51.6%
6.0%
1.0%
1.7%
13.6%
18.6%
18.4%
20.3%
11.0%
13.0%
5.2%
50.0%
50.0%
139,038
Population2
Porterville College
2
Adjusted Student Headcount - Using our MIS Referential files, students who attempted units in Summer 2004, Fall 2004 and Spring 2005 were identified and
unduplicated (a student enrolled in 2 terms was only counted once). Students were filtered by age in order to match US Census Bureau Data. Those that
were less than 18 were removed to mirror Census categories. Students were aggregated by zip code and zip codes with at least 1% of the total
student population were identified. Students in zip codes representing less than 1% of the total student population were removed.
11,757
8,892
11
4,775
6,997
2,684
3,081
2,142
942
39
1,526
315
1,219
8,227
8,675
698
#
405,119
%
20,660
#
Population2
Adjusted Student
Headcount1
Bakersfield College
12.3%
8.5%
3.7%
2.4%
2.0%
1.2%
1.5%
3.2%
6.7%
3.7%
3.2%
3.6%
4.2%
4.5%
2.4%
%
3.4%
Participation
Rate
Source: MIS Referential Files, US Census Bureau and CA Dept of Finance
Notes: The Asian Category includes the Filipino and Pacific Islander categories. The Other/Unknown category in the Service Area Population includes the US Census Two or More Races category.
US Census Bureau (Census 2000) data, filtering out the under 18 age group. The resulting service area population was then factored for growth
using 2004 population estimates published by the CA Dept of Finance for Kern (BC and CC) and Tulare (PC) counties. The growth estimates differentiated between
demographic segments to correspond with changes within the population (for example, Hispanics have increased at a higher rate than Whites between 2000 and 2004).
1
Other/Unknown
White
Hispanic
Asian
American Indian
African American
65+
50-64
40-49
30-39
25-29
20-24
18-19
Unknown
Male
Female
Academic Year 2004-05 Enrollment vs. 2004 Service Area Demographics
The Participation Rates below were calculated by determining the service area as defined by student enrollment rather than physical boundaries.
This method seemed more appropriate especially considering Cerro Coso's large physical service boundaries. The combined academic year 2004-05
1% of the total enrollment. Enrollments outside the resulting service area were removed from the calculation so as not to skew the results.
Demographic Category
Gender
Age
Ethnicity
32
2001-02
17,265
62.9%
10,864
17.8%
3,079
19.2%
3,321
2002-03
17,794
63.9%
11,365
17.5%
3,116
18.6%
3,313
2003-04
18,322
64.6%
11,822
18.7%
3,422
16.8%
3,078
Cerro Coso College
2004-05
18,766
65.4%
12,272
17.6%
3,307
17.0%
3,186
17,608
66.5%
11,710
16.7%
2,939
16.8%
2,959
2005-06
Porterville College
Institutional Research and Planning - July 2006
Source: KCCD 320 Apportionment Reporting
Note: These figures represent FTES that are eligible for state funding. Students who are non-residents, students in classes
that are not eligible for apportionment and students who repeat a course too many times are not reflected.
FTES is calculated using either student contact (classroom) hours or units of credit.
0
4000
8000
12000
16000
20000
Bakersfield College
KCCD Annual FTES (Full-Time Equivalent Student) for Apportionment by College
33
330.75
333.22
63.54
363.75
301.82
309.86
53.94
332.81
303.69
299.41
50.92
327.01
296.67
310.13
49.22
328.01
323.51
315.77
58.51
348.89
FTEF
BC
16.25
16.61
15.85
32.76
18.19
17.49
16.10
35.39
17.86
18.02
17.90
35.87
18.13
17.65
17.01
35.64
16.35
16.73
16.03
32.99
FTES/
FTEF
BC
1,268.40
1,353.64
361.23
2,983.27
1,432.77
1,498.98
379.93
3,311.68
1,475.50
1,398.64
386.44
3,260.58
1,556.45
1,574.98
257.00
3,388.43
1,489.40
1,436.59
277.44
3,203.43
FTES
103.74
102.52
31.63
118.95
112.73
107.34
31.62
125.85
114.60
108.94
28.67
126.10
114.09
117.83
36.69
134.31
137.48
131.29
32.93
150.85
FTEF
CC
CC
12.23
13.20
11.42
25.08
12.71
13.96
12.01
26.31
12.88
12.84
13.48
25.86
13.64
13.37
7.00
25.23
10.83
10.94
8.43
21.24
FTES/
FTEF
2003-04
KCCD FTES/FTEF
2002-03
1,394.23
1,485.69
170.57
3,050.48
1,486.98
1,498.04
188.33
3,173.35
1,486.44
1,466.96
143.09
3,096.50
1,582.62
1,567.82
204.79
3,355.24
1,621.96
1,553.19
217.41
3,392.55
FTES
PC
2004-05
100.40
95.61
12.70
104.36
94.03
87.51
13.23
97.39
93.94
98.71
8.54
100.60
101.33
102.61
17.52
110.73
121.82
114.31
17.82
126.98
FTEF
PC
13.89
15.54
13.43
29.23
15.81
17.12
14.23
32.58
15.82
14.86
16.75
30.78
15.62
15.28
11.69
30.30
13.31
13.59
12.20
26.72
FTES/
FTEF
KCCD
2005-06
8,037.73
8,375.02
1,539.03
17,951.78
8,409.77
8,416.30
1,436.87
18,262.94
8,385.94
8,261.62
1,440.99
18,088.55
8,516.97
8,617.78
1,299.14
18,433.89
8,400.73
8,272.50
1,432.55
18,105.79
FTES
15.03
15.76
14.27
30.58
16.54
16.68
14.54
32.84
16.37
16.29
16.35
32.67
16.63
16.24
12.56
32.17
14.41
14.74
13.11
28.89
FTES/
FTEF
Source: Banner Extracts (SWRCSCD)
534.90
531.35
107.88
587.06
508.59
504.71
98.80
556.05
512.23
507.06
88.14
553.71
512.09
530.57
103.43
573.04
582.80
561.37
109.26
626.72
FTEF
KCCD Total
Compiled using section level FTES and FTEF data. The FTES above will not match Apportionment FTES because it includes
non-resident FTES and only includes FTES for the terms listed.
5,375.10
5,535.70
1,007.24
11,918.03
5,490.02
5,419.27
868.61
11,777.91
5,424.00
5,396.02
911.46
11,731.47
5,377.90
5,474.98
837.34
11,690.23
5,289.38
5,282.72
937.70
11,509.80
FTES
Institutional Research and Planning - July 2006
Spring 2006
Fall 2005
Summer 2005
AY 2005-06
Spring 2005
Fall 2004
Summer 2004
AY 2004-05
Spring 2004
Fall 2003
Summer 2003
AY 2003-04
Spring 2003
Fall 2002
Summer 2002
AY 2002-03
Spring 2002
Fall 2001
Summer 2001
AY 2001-02
Term/ Academic
Year
20.00
24.00
28.00
32.00
36.00
40.00
2001-02
The Full-Time Equivalent Students (FTES) to Full-Time Equivalent Faculty (FTEF) ratio provides a measure of productivity.
Generally speaking, an annual ratio of 35 FTES per FTEF (or a term ratio of 17.5) is considered to be the collegewide efficiency target.
FTES (Full-Time Equivalent Students) to FTEF (Full-Time Equivalent Faculty) Ratio
34
0.0%
10.0%
20.0%
30.0%
40.0%
833
71
159
2002-03
Transfer
Prepared
1,102
2003-04
Transfer
Prepared
1,087
353
258
0
4,000
8,000
12,000
16,000
20,000
24,000
28,000
32,000
5: Basic Skills Improved
2004-05
2004-05
Transfer
Prepared
1,240
375
Engl
Bakersfield
Math
All
Engl
Cerro Coso
Math
All
Engl
2002-03
1,036
270
335
2003-04
995
245
232
2002-03
17,142
7,058
6,329
Porterville
Math
All
2004-05
18,275
4,967
5,136
Source: CCCCO PfE System Performance Reports
2003-04 English
2004-05 English
2003-04 Math
2004-05 Math
2003-04 Total
2004-05 Total
2003-04
18,631
5,995
5,074
2004-05
1,050
275
357
2: Degrees and Certificates Awarded
Bakersfield
Cerro Coso
Porterville
4: Voc Ed Successful Completion
Bakersfield
Cerro Coso
Porterville
0
400
800
1,200
1,600
2,000
Students completing coursework at least one level above their prior basic skills enrollment.
2003-04
3: Successful Course Completion
Bakersfield
Cerro Coso
Porterville
2004-05
Transfers
2002-03
2003-04
Transfers
882
78
130
228
241
285
Partnership for Excellence Indicators
1 & 1A: Transfers & Transfer Prepared
Bakersfield
Cerro Coso
Porterville
50.0%
55.0%
60.0%
65.0%
70.0%
75.0%
80.0%
2002-03
Transfers
832
400
0
79
128
800
1,200
1,600
2,000
35
70
50,744
963
785
64
114
2002-03
48,317
1,020
829
67
124
2003-04
53,565
974
769
60
145
2004-05
63,524
1,039
832
79
128
2002-03
60,897
1,090
882
78
130
2003-04
66,776
1,063
833
71
159
2004-05
1,698
135,479
1,900
1,240
375
285
2004-05
12.4%
20.9%
329
14,969
12.5%
64.5%
18.3%
Percent
138
147
44
Actual
2002-03 to 2004-05 Change*
358
23,667
1283
72,705
177
39
142
859
231
193
96,372
1641
1036
270
335
Academic Year 2002-03
AA/AS
Certificates Total Awards
Degrees
73,909
1263
885
219
159
21,308
209
110
26
73
95,217
1472
995
245
232
AA/AS
Degrees
77,093
1379
892
240
247
21,107
303
158
35
110
98,200
1682
1050
275
357
AA/AS
Degrees
Indicator 2: Degrees and Certificates Awarded
Indicator 2 - DEGREES and CERTIFICATES AWARDED: The annual number of associate degrees and certificates awarded.
131,439
1,571
120,510
KCCD Total
Statewide
1,087
353
258
2003-04
1,102
228
241
2002-03
Indicator 1A: Total Transfer
Prepared
Bakersfield College
Cerro Coso College
Porterville College
District / College
1.4%
1.9%
6.6%
2.5%
1.9%
41
1,828
Percent
14
5
22
Actual
2002-03 to 2004-05 Change*
5.1%
2.3%
24
3,252
0.1%
-10.1%
24.2%
Percent
1
-8
31
Actual
2002-03 to 2004-05 Change*
* Actual Change is the actual difference in the statistic (number or percentage points) from the first year to the last year in the comparison. Percent Change is the relative change from the first year statistic to the last.
Statewide
KCCD Total
Bakersfield College
Cerro Coso College
Porterville College
District / College
13,211
89
64
11
14
2004-05
Total Transfers
Indicator 1A - TRANSFER PREPARED: The annual number of students who become Transfer Prepared. A student is considered Transfer
Prepared if they earn, within a six-year period, 56 transferable units with a minimum GPA of 2.00.
12,580
76
KCCD Total
12,780
53
11
6
47
15
14
Statewide
2003-04
2002-03
California State University
Indicator 1: Community College (Full Year) Transfers to:
University of California
Bakersfield College
Cerro Coso College
Porterville College
District / College
Indicator 1 - TRANSFERS: The annual number of students who transfer from community colleges to universities as reported by the California Postsecondary Education Commission
(CPEC). Only students who received the majority of their transferable units at a California community college are included.
36
23,751
4,725
5,241
13,785
Introductory
1,376,953
30,529
6,329
7,058
17,142
Total
34.6%
61.5%
59.5%
57.8%
53.0%
61.3%
Basic Skills
Courses
84.1%
86.3%
81.5%
94.8%
86.8%
Vocational
Courses
70.0%
69.5%
68.2%
71.0%
69.5%
All Courses
69.5%
69.2%
67.2%
70.1%
69.3%
Transfer
Courses
60.7%
59.7%
55.1%
52.8%
62.5%
Basic Skills
Courses
84.3%
84.6%
84.1%
81.5%
85.1%
Vocational
Courses
69.2%
68.9%
68.0%
68.4%
69.4%
All Courses
861
49
36
776
Apprenticeship
5,051
1,328
1,678
2,045
AdvancedLevel
23,788
3,697
4,281
15,810
Introductory
1,282,130
29,700
5,074
5,995
18,631
Total
783
52
22
709
Apprenticeship
4,981
1,114
1,447
2,420
AdvancedLevel
22,614
3,970
3,498
15,146
Introductory
1,264,554
28,378
5,136
4,967
18,275
Total
4,850
27.6%
21.4%
18.2%
24.6%
21.2%
Percent
Improved
10,808
1,806
1,838
7,164
Total
27.3%
28.7%
25.3%
24.4%
30.6%
Percent
Improved
Total Basic Skills
5,998
856
749
26.8%
36.5%
37.4%
28.0%
37.7%
Percent
Improved
English
4,393
Total
Indicator 5: Basic Skills Improvement
Math
4,998
924
1,072
3,002
Total
28.0%
23.8%
20.2%
26.6%
23.9%
Percent
Improved
2002-03 to 2004-05
7,395
10,996
1,780
1,821
27.3%
30.7%
28.5%
27.2%
32.1%
Percent
Improved
Total Basic Skills
Total
-7.0%
-2,151
7.0%
2.0%
0.0%
12.8%
3.2%
0.0%
4.8%
11.3%
1.5%
Percent
2.8%
Actual
2003-04 to 2004-05
Change*
-8.2%
-18.8%
-1,193
-112,399
6.6%
-29.6%
-2,091
Percent
1,133
Actual
2002-03 to 2004-05
Change*
-1.7%
0.5%
-0.9%
0.4%
-0.6%
-1.2%
0.5%
-6.8%
0.3%
Percent
-5.0%
Actual
* Actual Change is the actual difference in the statistic (number or percentage points) from the first year to the last year in the comparison. Percent Change is the relative change from the first year statistic to the last.
27.1%
32.7%
881
5,958
Porterville
925
2,812
Math
1,113
36.7%
Total
2001-02 to 2003-04
24.1%
KCCD Total
725
Percent
Improved
English
4,352
Total
Bakersfield
Statewide
70.2%
69.5%
68.2%
71.5%
69.2%
Transfer
Courses
2002-03 to 2004-05
Change*
Indicator 5 - BASIC SKILLS IMPROVEMENT: The number of students completing coursework at least one level above their prior basic skills (remedial course) enrollment. A student must
successfully complete the next level course (earn a grade of "C" or better) within two years of their initial basic skills enrollment.
Cerro Coso
District/
College
Statewide
5,711
1,579
1,067
25
Porterville
1,787
30
2,345
AdvancedLevel
Cerro Coso
KCCD Total
70.4%
69.6%
67.6%
73.4%
69.1%
All Courses
Indicator 4: Workforce Development - Succesful Course Completion of Vocational Education Courses
1,012
Apprenticeship
84.0%
84.7%
80.6%
95.9%
83.8%
Vocational
Courses
Indicator 3: Successful Course Completion
Indicator 4 - WORKFORCE DEVELOPMENT: The annual number of successful workforce development course completions in apprenticeship, advanced-level and
introductory vocational courses. Successful course completion is defined as earning a grade of "C" or better.
62.0%
Bakersfield
District/
College
70.5%
60.0%
69.8%
Statewide
57.8%
67.1%
Porterville
KCCD Total
61.8%
53.9%
69.2%
74.0%
Basic Skills
Courses
Bakersfield
Transfer
Courses
Cerro Coso
District/
College
Indicator 3 - SUCCESSFUL COURSE COMPLETION: The annual rate of successful course completions for transferable courses, vocational courses and basic
skills courses. Successful course completion is defined as earning a grade of "C" or better.
37
Fall 2004
1,368
27.3%
32.4%
37.1%
Classified
Fall 2005
1,409
28.0%
32.9%
35.9%
3.2%
Management
8.7%
77.3%
1.0%
5.0%
8.0%
White
African American
15.4%
64.6%
LSC
Hispanic
1.6%
3.5%
15.0%
Bakersfield College Cerro Coso College Porterville College
8.6%
67.2%
5.0%
2.2%
17.0%
Other/Unknown
Asian/Pacific Isl
7.3%
54.5%
21.8%
10.9%
5.5%
Fall 2005 KCCD Employees By College & Ethnicity
Fall 2003
1,337
27.6%
31.3%
38.0%
3.1%
Adjunct Faculty
0%
20%
40%
60%
80%
100%
0%
20%
40%
60%
80%
100%
3.1%
Full-time Faculty
KCCD Employees by Type Trend
Districtwide
9.8%
68.3%
3.5%
3.4%
14.9%
0%
20%
40%
60%
80%
100%
0%
20%
40%
60%
80%
100%
0%
20%
40%
60%
80%
100%
BC
31.6%
(253)
31.1%
(249)
34.2%
(274)
3.1% (25)
PC
30.7%
(78)
33.1%
(84)
34.3%
(87)
2.0% (5)
LSC
87.3%
(48)
Cerro Coso
College
22.7%
50.2%
27.1%
Porterville
College
24.8%
50.0%
25.2%
40-55
LSC
23.6%
54.5%
21.8%
Bakersfield
College
55.7%
44.3%
Porterville
College
58.3%
41.7%
LSC
63.6%
36.4%
Male
Districtwide
57.8%
42.2%
Source: MIS Data and Banner Report NWRSXR1
Cerro Coso
College
62.2%
37.8%
Female
22.6%
51.2%
Districtwide
56 or Older
Fall 2005 KCCD Enrollment By College & Gender
Bakersfield
College
21.8%
51.7%
26.5%
40 or Younger
26.2%
Districtwide
28.0%
(394)
32.9%
(464)
(506)
35.9%
3.2% (45)
Management
12.7% (7)
Classified
Fall 2005 KCCD Enrollment By College & Age
CC
21.1%
(63)
43.8%
(131)
32.4%
(97)
2.7% (8)
Adjunct Faculty
Fall 2005 KCCD Employees By College & Employee Type
Full-time Faculty
Employee Profile
38
%
48.7%
#
116
122
22
30
42
37
KCCD Total
Gender
Male
32.9%
50.6%
16.5%
32.7%
44.2%
23.1%
39.5%
47.9%
12.6%
31.6%
51.3%
17.1%
27.1%
50.8%
22.0%
38.1%
48.1%
13.8%
184 49.2%
131 35.0%
177 48.0%
137 37.1%
59 15.8%
NA
33
115
91
13
30
16
13
39
24
56+ Years
55 14.9%
NA
30
114
94
12
23
17
13
40
26
%
40 - 55 Years
< 40 Years
56+ Years
40 - 55 Years
< 40 Years
56+ Years
41 - 55 Years
< 40 Years
56+ Years
40 - 55 Years
< 40 Years
56+ Years
40 - 55 Years
< 40 Years
#
184 49.2%
%
189 51.2%
Male
#
190 50.8%
180 48.8%
Male
Female
44.7%
55.3%
47.5%
52.5%
51.0%
NA
46.8%
53.2%
57.7%
42.3%
49.0%
NA
Female
Male
Female
Male
Female
117
122
31
28
42
34
KCCD
Total
LSC
PC
CC
BC
Age
KCCD
Total
LSC
PC
CC
BC
Female
51.3%
374 27.3%
369 27.6%
Learning Services Ctr
Porterville College
%
NA
NA
Cerro Coso College
#
239 31.4%
59 19.0%
76 31.9%
238 31.8%
52 18.1%
79 32.5%
Bakersfield College
Fall 2004
Fall 2003
#
%
30.8%
53.8%
15.4%
19.0%
55.6%
25.4%
26.9%
56.5%
16.6%
104 26.4%
220 55.8%
70 17.8%
NA
42
143
68
16
35
12
12
42
24
#
197 50.0%
197 50.0%
NA
50.0%
50.0%
50.8%
49.2%
49.8%
50.2%
%
394 28.0%
NA
253 31.6%
63 21.1%
78 30.7%
Fall 2005
127
126
31
32
39
39
Full-time Faculty
NA
43.2%
56.8%
45.9%
54.1%
56.6%
43.4%
%
%
42.0%
32.1%
25.9%
47.4%
32.3%
20.3%
35.6%
41.5%
22.9%
170 40.6%
154 36.8%
95 22.7%
NA
47
85
73
27
43
63
21
26
34
#
212 50.6%
207 49.4%
89
116
72
61
46
35
#
419 31.3%
NA
NA
49.3%
50.7%
46.2%
53.8%
57.8%
42.2%
%
%
38.4%
35.6%
26.0%
46.2%
37.9%
15.9%
33.3%
40.9%
25.8%
170 38.4%
173 39.1%
100 22.6%
NA
58
92
75
23
55
67
19
26
28
#
233 52.6%
210 47.4%
95
130
78
67
37
36
#
443 32.4%
NA
225 29.6%
145 46.6%
73 30.7%
Fall 2004
#
%
26.2%
47.6%
26.2%
40.5%
46.6%
13.0%
30.9%
43.4%
25.7%
152 32.8%
209 45.0%
103 22.2%
NA
64
108
77
17
61
53
22
40
22
#
236 50.9%
228 49.1%
NA
50.0%
50.0%
42.7%
57.3%
55.4%
44.6%
%
464 32.9%
NA
249 31.1%
131 43.8%
84 33.1%
Fall 2005
111
138
75
56
42
42
Adjunct Faculty
205 27.4%
133 46.2%
81 33.3%
Fall 2003
87.7%
31.7%
34.0%
37.8%
26.0%
74.0%
26.0%
74.0%
21.4%
78.6%
27.2%
72.8%
%
30.0%
54.0%
16.0%
19.5%
50.6%
29.9%
18.4%
44.9%
36.7%
27.6%
51.6%
20.8%
%
126 24.8%
256 50.4%
126 24.8%
59
146
78
36
44
18
23
39
15
8
27
15
#
131 25.8%
377 74.2%
206
77
77
21
57
20
37
13
#
508 38.0%
283
98
77
50
Fall 2003
87.9%
35.3%
31.8%
36.0%
27.5%
72.5%
26.2%
73.8%
24.2%
75.8%
26.3%
73.7%
%
29.4%
51.0%
19.6%
22.6%
46.4%
31.0%
18.2%
43.4%
38.4%
26.6%
51.1%
22.3%
%
125 24.6%
248 48.8%
135 26.6%
61
140
73
38
43
18
26
39
19
10
26
15
#
132 26.0%
376 74.0%
202
72
75
24
62
22
37
14
#
508 37.1%
274
99
84
51
Fall 2004
Classified
87.3%
34.3%
32.4%
34.2%
31.3%
68.8%
26.4%
73.6%
22.7%
77.3%
27.0%
73.0%
%
22.9%
52.1%
25.0%
17.2%
49.4%
33.3%
14.4%
50.5%
35.1%
21.2%
54.4%
24.5%
%
98 19.4%
266 52.6%
142 28.1%
67
149
58
34
49
14
29
43
15
12
25
11
#
134 26.5%
372 73.5%
200
74
75
22
64
23
33
15
#
506 35.9%
274
97
87
48
Fall 2005
41
85.7%
14.3%
66.7%
33.3%
20.0%
80.0%
56.5%
43.5%
%
3.1%
4.9%
14.3%
71.4%
14.3%
66.7%
33.3%
0.0%
40.0%
60.0%
0.0%
39.1%
56.5%
4.3%
%
16 39.0%
23 56.1%
2
1
13
9
0
3
2
0
2
4
1
5
1
#
24 58.5%
17 41.5%
10
13
4
1
2
4
1
6
#
85.7%
14.3%
60.0%
40.0%
37.5%
62.5%
69.6%
30.4%
%
3.1%
0.0%
85.7%
14.3%
80.0%
20.0%
0.0%
25.0%
62.5%
12.5%
34.8%
52.2%
13.0%
%
14 32.6%
24 55.8%
5 11.6%
3
12
8
1
5
2
0
1
4
1
6
0
#
28 65.1%
15 34.9%
7
16
5
3
2
3
1
6
#
43
23 3.0%
8 2.6%
5 2.1%
7 12.1%
Fall 2004
Management
23 3.1%
5 1.7%
6 2.5%
7 12.3%
Fall 2003
71.4%
28.6%
40.0%
60.0%
37.5%
62.5%
68.0%
32.0%
%
3.2%
8.9%
14.3%
71.4%
14.3%
60.0%
40.0%
0.0%
25.0%
62.5%
12.5%
36.0%
56.0%
8.0%
%
15 33.3%
26 57.8%
4
2
14
9
1
5
2
0
2
3
1
5
1
#
27 60.0%
18 40.0%
8
17
5
3
3
2
2
5
#
45
25 3.1%
8 2.7%
5 2.0%
7 12.7%
Fall 2005
28.1%
56.1%
15.8%
32.5%
44.0%
23.5%
34.7%
39.2%
26.0%
33.9%
47.8%
18.3%
%
Fall 2004
25.9%
55.2%
19.0%
31.5%
44.1%
24.4%
33.1%
42.8%
24.1%
32.5%
47.2%
20.4%
%
440 32.2%
629 46.0%
299 21.9%
155
359
247
75
133
103
58
105
75
11
32
15
#
577 42.2%
791 57.8%
34.5%
65.5%
39.9%
60.1%
39.2%
60.8%
44.7%
55.3%
%
1,368
421
340
189
122
143
95
38
20
#
761 55.6%
311 22.7%
238 17.4%
58 4.2%
Fall 2005
%
21.8%
54.5%
23.6%
25.2%
50.0%
24.8%
27.1%
50.2%
22.7%
26.5%
51.7%
21.8%
369 26.2%
721 51.2%
319 22.6%
175
414
212
68
150
81
63
127
64
13
30
12
#
594 42.2%
815 57.8%
36.4%
63.6%
41.7%
58.3%
37.8%
62.2%
44.3%
55.7%
%
1,409
446
355
186
113
148
106
35
20
#
801 56.8%
299 21.2%
254 18.0%
55 3.9%
449 33.6%
610 45.6%
278 20.8%
137
358
254
75
113
100
57
107
79
9
32
16
#
556 41.6%
781 58.4%
33.3%
66.7%
39.5%
60.5%
39.2%
60.8%
43.8%
56.2%
%
1,337
421
328
175
113
147
96
38
19
#
749 56.0%
288 21.5%
243 18.2%
57 4.3%
Fall 2003
Total - All Employees
Notes: All employees with the exception of Casual, Hourly employees are included. Child Care Teachers are included in the Classified category. The American Indian category is included in the Other category.
The Filipino category is included in the Asian category. The percentage next to the number of employees by type and college is equal to the percentage of all employees at that college. The percentages for each college in the
Total - All Employees column is equal to the percentage of all district employees. The percentage in the demographic section is equal to the percentage of employees in that demographic segment.
Employee Profile with Gender and Age
39
White
Other/Unknown
8.7%
27
7.2%
282 75.4%
32
274 74.3%
2.1%
3.7%
17.1%
68.4%
11.8%
1.3%
1.3%
6.8%
81.4%
8.5%
3.4%
0.0%
4.2%
76.2%
43 11.5%
8
14
2.1%
5.4%
%
12.1%
NA
13
5
29
182
10
0
2
5
48
4
1
1
9
52
13
#
41 11.1%
2.4%
9
Asian/Pacific Isl
Hispanic
3.5%
13
NA
19.0%
67.1%
10.1%
2.5%
1.3%
9.6%
78.8%
7.7%
3.8%
0.0%
5.0%
75.6%
12.2%
2.1%
5.0%
12
5
29
180
12
0
2
4
41
5
1
2
8
53
15
African American
Other/Unknown
White
Hispanic
Asian/Pacific Isl
African American
Other/Unknown
White
Hispanic
Asian/Pacific Isl
African American
Other/Unknown
White
Hispanic
Asian/Pacific Isl
African American
Other/Unknown
White
Hispanic
Asian/Pacific Isl
%
#
Fall 2004
Full-time Faculty
KCCD
Total
LSC
PC
CC
BC
African American
Ethnicity
Fall 2003
3.3%
3.3%
17.9%
67.9%
10.3%
2.6%
1.3%
9.5%
77.8%
7.9%
4.8%
0.0%
4.7%
75.5%
32
8.1%
293 74.4%
43 10.9%
13
13
3.2%
4.7%
%
11.9%
NA
12
8
30
191
12
0
3
5
49
6
1
2
8
53
14
#
Fall 2005
6.9%
2.6%
1.4%
28.4%
59.3%
8.6%
2.5%
1.2%
9.0%
82.7%
6.0%
2.3%
0.0%
5.4%
46 11.0%
327 78.0%
29
11
6
6.8%
2.9%
2.4%
%
7.2%
3.2%
1.6%
27.4%
57.5%
9.6%
4.1%
1.4%
12.4%
80.7%
4.1%
2.1%
0.7%
5.8%
51 11.5%
339 76.5%
32
14
7
8.4%
3.6%
2.2%
%
80.0%
NA
5
8
19
180
13
1
3
6
117
18
1
3
7
42
20
#
Fall 2004
Adjunct Faculty
82.4%
NA
5
6
14
169
11
0
3
8
110
12
1
2
7
48
23
#
Fall 2003
9.1%
2.4%
1.5%
19.0%
58.3%
16.7%
4.8%
1.2%
13.7%
78.6%
5.3%
1.5%
0.8%
10.4%
60 12.9%
344 74.1%
42
11
7
8.4%
2.0%
2.0%
%
77.1%
NA
5
5
21
192
26
1
2
7
103
18
1
4
14
49
16
#
Fall 2005
5.1%
5.7%
2.0%
60.0%
18.0%
14.0%
6.0%
7.8%
68.8%
18.2%
3.9%
1.3%
3.1%
73.5%
8.2%
12.2%
3.1%
9.5%
52.3%
29.0%
1.4%
7.8%
%
37
7.3%
303 59.6%
113 22.2%
26
29
22
4
82
148
27
3
12
8
72
3
1
3
14
53
6
3
7
9
30
1
#
Fall 2003
4.7%
4.9%
2.0%
62.7%
17.6%
13.7%
3.9%
7.1%
70.2%
17.9%
3.6%
1.2%
4.0%
71.7%
12.1%
10.1%
2.0%
8.8%
51.8%
30.7%
1.5%
7.3%
%
35
6.9%
304 59.8%
120 23.6%
24
25
20
4
84
142
24
2
10
12
71
4
1
3
15
59
6
2
7
9
32
1
#
Fall 2004
Classified
4.5%
5.3%
6.3%
56.3%
20.8%
12.5%
4.2%
10.3%
67.8%
18.4%
2.3%
1.1%
2.1%
74.2%
11.3%
10.3%
2.1%
9.5%
51.1%
29.6%
1.8%
8.0%
%
40
7.9%
298 58.9%
118 23.3%
23
27
22
5
81
140
26
2
10
11
72
2
1
2
16
59
9
2
6
10
27
3
#
Fall 2005
2.4%
7.3%
0.0%
57.1%
14.3%
14.3%
14.3%
0.0%
83.3%
0.0%
0.0%
16.7%
0.0%
100%
0.0%
0.0%
0.0%
8.7%
65.2%
21.7%
0.0%
4.3%
%
2
4.9%
29 70.7%
6 14.6%
1
3
1
0
5
15
2
0
0
0
5
0
1
0
0
5
0
1
1
1
4
0
#
Fall 2003
2.3%
7.0%
0.0%
42.9%
28.6%
14.3%
14.3%
0.0%
80.0%
0.0%
0.0%
20.0%
0.0%
87.5%
12.5%
0.0%
0.0%
13.0%
60.9%
21.7%
0.0%
4.3%
%
3
7.0%
28 65.1%
8 18.6%
1
3
1
0
5
14
3
0
0
1
7
0
1
0
0
4
0
1
1
2
3
0
#
Fall 2004
Management
2.2%
6.7%
14.3%
42.9%
28.6%
0.0%
14.3%
0.0%
60.0%
0.0%
20.0%
20.0%
0.0%
87.5%
12.5%
0.0%
0.0%
20.0%
60.0%
16.0%
0.0%
4.0%
%
6 13.3%
28 62.2%
7 15.6%
1
3
1
0
4
15
5
0
0
1
7
0
1
1
0
3
0
1
0
2
3
1
#
Fall 2005
3.5%
3.8%
1.8%
59.6%
17.5%
14.0%
7.0%
18.1%
65.4%
11.9%
2.9%
1.6%
6.9%
79.2%
6.9%
5.9%
1.0%
6.9%
68.4%
17.4%
2.0%
5.3%
%
8.8%
3.4%
3.6%
1.7%
60.3%
19.0%
13.8%
5.2%
16.4%
66.0%
13.0%
2.9%
1.7%
8.4%
78.1%
7.7%
4.8%
1.0%
6.6%
68.1%
18.0%
2.2%
5.1%
116
8.5%
953 69.7%
203 14.8%
47
49
39
17
137
518
50
3
15
24
243
26
4
7
31
157
39
3
8
11
35
1
%
Fall 2004
#
3.4%
3.5%
7.3%
54.5%
21.8%
10.9%
5.5%
15.4%
64.6%
15.0%
3.5%
1.6%
8.7%
77.3%
8.0%
5.0%
1.0%
8.6%
67.2%
17.0%
2.2%
5.0%
138
9.8%
963 68.3%
210 14.9%
48
50
40
18
136
538
69
3
15
24
231
26
4
9
38
164
39
3
6
12
30
4
%
Fall 2005
#
117
933 69.8%
189 14.1%
47
51
40
15
130
512
52
3
17
20
228
20
4
7
29
159
44
4
8
10
34
1
#
Fall 2003
Total - All Employees
Notes: All employees with the exception of Casual, Hourly employees are included. Child Care Teachers are included in the Classified category. The American Indian category is included in the Other category.
The Filipino category is included in the Asian category. The percentage next to the number of employees by type and college is equal to the percentage of all employees at that college. The percentages for each college in the
Total - All Employees column is equal to the percentage of all district employees. The percentage in the demographic section is equal to the percentage of employees in that demographic segment.
Employee Profile with Ethnicity
40
241.00
58.60
81.00
380.60
238.00
59.60
82.00
379.60
239.22
60.00
82.00
381.22
235.50
53.00
84.63
373.13
221.00
43.00
74.24
338.24
KCCD Total
Bakersfield
Cerro Coso
Porterville
KCCD Total
Bakersfield
Cerro Coso
Porterville
KCCD Total
Bakersfield
Cerro Coso
Porterville
KCCD Total
Bakersfield
Cerro Coso
Porterville
KCCD Total
Bakersfield
Cerro Coso
Porterville
KCCD Total
Fall
2005
63.9%
70.5%
38.9%
70.8%
66.3%
70.4%
45.9%
75.0%
67.1%
73.0%
49.5%
69.1%
70.0%
76.4%
51.1%
71.9%
70.7%
74.4%
53.3%
77.8%
Fall
2000
Fall
2001
Fall
2002
Fall
2003
Fall
2004
393.40
Bakersfield
Cerro Coso
Porterville
70.5%
Contract (FT)
%
250.00 73.5%
62.40 57.9%
81.00 73.7%
FTEF
College
Year
190.80
92.61
67.58
30.61
189.81
99.23
62.42
28.16
186.57
88.58
61.25
36.74
162.45
73.46
56.95
32.04
157.38
82.92
51.34
23.12
164.54
36.1%
29.5%
61.1%
29.2%
33.7%
29.6%
54.1%
25.0%
32.9%
27.0%
50.5%
30.9%
30.0%
23.6%
48.9%
28.1%
29.3%
25.6%
46.7%
22.2%
29.5%
Adjunct (PT)
%
90.21 26.5%
45.37 42.1%
28.96 26.3%
FTEF
529.03
313.61
110.58
104.84
562.94
334.73
115.42
112.78
567.79
327.80
121.25
118.74
542.05
311.46
116.55
114.04
537.98
323.92
109.94
104.12
557.94
Total
FTEF
340.21
107.77
109.96
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
Fall 2000
Fall 2001
Fall 2002
Fall 2004
Cerro Coso
KCCD Total
Fall 2003
75/25 Ratio Trend
Bakersfield
Porterville
Ratio of Full-Time Faculty to All Faculty (Full-time and Part-time)
75/25 Ratio Trends
Source: HR Reporting
Fall 2005
Responses to
Recommendations
from the Most Recent
Comprehensive Evaluation
41
Bakersfield College
42
Responses to Recommendations from the Most Recent Comprehensive Evaluation
Responses to Recommendations from the Most Recent
Comprehensive Evaluation
In October 2000, a comprehensive accreditation site visit was conducted. The Accrediting
Commission required the college to submit an Interim Report in April 2002, which was accepted in June
2002, with the requirement that the college submit a Progress Report on the impact of the district’s fiscal
planning on educational programs and services. The Bakersfield College April 2003 Progress Report was
accepted by the Commission at its June 2003 meeting with the requirement that the college provide an
update on these fiscal matters in its Midterm Report.
Listed below are the recommendations from the last comprehensive visit and an abridged version of
the college’s responses taken directly from the October 2003 Midterm Report.
Following the information from the Midterm Report on individual recommendations is the update
on the college’s continued progress toward the completion of the recommendations. Recommendations 2
and 4 address comparable concerns, so their progress is reviewed through one narrative response.
Recommendation 1:
While the existing mission of the college has been revised numerous times and is
prominently displayed in each building, the college mission should be inclusive of
its broad-based educational programs and articulate the diversity of students to
be served by the institution. The vocational education and economic development
elements of the mission should be specifically addressed. (Standards 1.1, 1.2, 2.6, 4A.1)
Abridged Response from the Midterm Report
The process of reviewing the college’s mission statement spanned the period from 2001 through
December 2003. The process included the following steps: (1) review organizational direction, (2)
review purpose of mission statements, (3) team members brainstorm key elements, (4) draft mission
statement(s) in small groups, (5) entire team reviews draft(s), (6) redraft mission statement and circulate
draft at large for input, (7) team review of second draft(s), (8) team received input and developed final
draft, (9) develop glossary of terms for mission statement, (10) review feedback and finalize mission
statement, and (11) send to governance constituents for approval.
Continued Progress toward Completion of Recommendation
The Kern Community College District Board of Trustees has approved and supports the mission
of the college, which is regularly reviewed and updated by college leadership. The Mission Statement
appears in the Educational Master Plan (EMP), in the college catalog, on the college website. It is also
prominently displayed throughout the college’s facilities. The statement was last updated and approved
by the Kern Community College District Kern Community College District Board of Trustees on
September 15, 2005. The statement has been affirmed by the governing bodies on campus to be
representative and inclusive of the diversity that exists in college’s students, programs, and community. It
will be reviewed and reaffirmed annually by the College Council.
43
Bakersfield College
Recommendation 2:
Evidence exists that the college has attempted to establish good planning processes;
however, the college should document achievements for its intended institutional
outcomes. The final college authority in the decision making process should be
identified and methods for tracking progress and completion be developed. To
assist the college in accomplishing this recommendation, district leadership should
provide a response to the recommendations made by the college within a well-defined
timeline. (See Standard 7, Response to Recommendations of the Previous Team, and
Standards 3C.1, 10B.5, 10B.6, 10B.9, 10B.10)
Recommendation 4:
Although the Strategic Action Plan identifies specific measurable objectives related to
the mission and purpose of the college, the institutional outcomes assessments section
of the Institutional Effectiveness standard is weak. Considerable improvements can
be made. It is recommended that the college systematically implement its plans and
evaluate the outcomes of its current plans prior to embarking upon a new planning
process. (Standards 3C.1, 3C.2, 3C.3, 6.5)
In 2002, the responsibilities of the Budget and Program Review Committee were reconceptualized
and split into two committees, the College Council and the Institutional Effectiveness Committee (IEC).
The purpose of the College Council is to serve as one of the president’s consultative councils, to provide a
forum to address collegewide issues through a collaborative approach, to promote greater communication
that is accessible to the entire campus, and to facilitate timely and effective decision-making efforts. The
faculty led IEC has the tasks of improving program review activities and providing leadership for the
accelerating student learning outcomes assessment movement on campus.
In December 2003, Bakersfield College had a comprehensive EMP in place. The plan provides a
framework to fully address these recommendations by focusing and coordinating collegewide planning,
budgeting, program review and decision-making activities. Outcomes-based assessment is embedded at
every level and program to improve student learning and institutional effectiveness.
Continued Progress toward Completion of Recommendations
The college has completed the development of an EMP for the institution. This plan connects
Bakersfield College’s mission to widespread institutional planning and development, with an emphasis on
serving a diverse community of students and on creating outcomes-based measurements of institutional
effectiveness. Unit plans formally define each unit’s contribution to the college Mission and Goals, and
specifically define each unit’s responsibility toward effective delivery of the college’s core student learning
and foundational processes. In addition, the college has developed the IEC and appointed personnel,
including an assessment coordinator, to take responsibility for the development of institutional outcomes.
44
At its meeting of August 2006, the Kern Community College District Kern Community College
District Board of Trustees approved the district Strategic Plan. Bakersfield College will initiate action
through the College Council to formulate its strategic plan during the 2006 fall semester.
Recommendation 3:
To obtain data to be used in the various planning and evaluation processes, the
college depends on data retrieved from the State Chancellor’s Office. Significant
improvements can be achieved if the district works cooperatively with the college
to make data accessible and understandable. In order to meet the accreditation
standard, the recommendation is that the college and the district develop processes
and methods to access timely and accurate data from the district Management
Information System. (Standards 3A.1, 3A.3, 10C.4)
Bakersfield College’s institutional research capacity improved and expanded with the research analyst
providing faculty and administration with a variety of recurring and ad hoc reports. In March 2003,
a director of institutional research and planning was employed, reporting directly to the president. An
institutional research website was developed to provide electronic access to college planning and to
multiple years of student demographic and outcomes data.
Improved communications with district information technology staff have resulted in a cooperative
working relationship where the Office of Institutional Research and Planning validates and identifies
inconsistencies with the data coming out of Banner and district Information Technology responsively
addresses the issues.
The Office of Institutional Research and Planning took the lead in the development and annual
updating of the EMP. Many changes were implemented to increase the role of institutional research in
campus decision-making. The district is in the process of developing a data warehouse function that
will assist in making research data available to end users. During summer 2006, the Kern Community
College District hired an institutional researcher to serve the information needs of all three colleges from
a district perspective.
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Bakersfield College
Recommendation 5:
To strengthen educational programs and counseling services, the team recommends
that the college develop measurable pathways to student success for vocational
students and other specific populations of students that promote access, monitor
progress, and track goal attainment. (Standards 4B.3, 4B.6, 5.3)
The transformational redesign of Student Services and Learning Services enabled Bakersfield College
to provide services in a comprehensive, student-centered, customer-service oriented environment. Best
practices from around the country were reviewed prior to developing the Bakersfield College model that
would best serve students in promoting access, retention, persistence, and success.
In January 2003, utilizing technology to increase communication and to provide a higher level of
service, the Bakersfield College website was redesigned. In Learning Services, the continuing effort to
market career/technical/vocational programs was achieved through easier access to information regarding
certificate programs in occupational areas. Each occupational area developed a brief overview of the
career pathways provided by the program including the online certificate requirements and an online
certificate application. In addition, the development of specific program outcomes and appropriate
student assessment mechanisms was a priority. The objective of determining employer satisfaction with
skill sets developed in college programs was of critical importance. This priority was determined at the
program level via advisory committee input. The Kern County Economic Development Corporation
began gathering aggregate data on employer satisfaction for “generic” employment candidates via survey.
In the 2003-2004 academic year, the dean of economic and workforce development worked with
the Counseling Department and the Occupational Education Task Force to introduce and adopt a
Bakersfield College Career Pathways model which served as a counseling tool to refocus the counseling
sessions.
The college is participating in the regional and national Career Pathways initiatives, economic
and workforce development initiatives through the State Chancellor’s Office. The Pathways initiative
supports the Title V Bakersfield College/California State University, Bakersfield Collaborative activity
of designing “Roadmaps to Professional Technical Careers and Transfer.” The college is establishing
a systematic career and technical program review in addition to the program review through the IEC
processes.
Additionally, Bakersfield College has recently been the first California Community College accepted
into the Foundations of Excellence program. This program provides a structure and method for studying
all aspects of the first-year college student experience and for discovering ways to shape student services
programs so they better meet student needs and help ensure student success. This program will have
a significant impact on student success at Bakersfield College, since first-year students are one of our
single largest populations of students. Other initiatives, including the modernization of student services
facilities, continue but are not yet complete.
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Recommendation 6:
The college and the district office should produce timely and accurate financial
information that:
• drives financial decisions
• clarifies all essential functions at the district office and the level of financial support
for each function
• outlines the required level of financial support for all essential functions at the
college and is tied to its strategic plan
• is promulgated throughout the district in a manner that is clear, consistent and
understandable to the Kern Community College District community
(Standards 9A.1, 9A.4, 9A.5, 9B.1, 9B.6, pC.4, and 10C.2, 10C.3, 10C.5, 10C.6)
A district-wide Budget Allocation Task Force was formed to develop an allocation model that would
address this recommendation. While the model was implemented, it did not have the ability to address
reductions in state funding nor was it tied to a strategic plan. The college itself was able to manage
budget reductions through internal mechanisms that were both collegial and consensus based.
The Budget Allocation Model did provide district-wide guidelines for allocations that are clear,
consistent, and understandable to the district, community, and campuses. Money trails and allocations
are now clearly visible and agreed upon district-wide criteria strive to ensure the district budget becomes
a living document, which is student centered, fair, understandable, stable, accountability-focused, and
priority-driven.
The positive changes that were enacted before 2003 continue to have a positive effect on the
budgetary information and involvement of the college. In 2005, the College Council was formed as
a body that is involved in the dissemination and collection of budget-related matters on a college wide
level. This body contains membership from the academic senate, the classified staff, and a broad base
of participation from administration. The district Budget Allocation Task Force continues its critical
analysis of the district funding model and does what it can to make sure that the colleges are funded
according to the agreed upon district priorities. The chancellor has called upon this task force to
examine the current allocation model and make modifications that better reflect an equitable distribution
of resources based on Full Time Equivalent Students (FTES). The group is expected to do its most
significant work during the fall 2006 semester.
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Bakersfield College
Recommendation 7:
It is recommended that the trustees systematically engage in board training as a
continuous, on-going process and focus on their roles of setting policy and serving
the best interests of the entire district and all its students. Of particular concern is
the need for the trustees to address their role of keeping the district fiscally sound.
(Standards 10A.1, 10A.2, 10A.3, 10A.5, 10C.4, 10C.5, 10C.6)
Members of the Kern Community College District Board of Trustees made major strides in
participating in trustee training by holding local training retreats facilitated by Association of
Community College Trustees and Community College League of California consultants. They regularly
attend state and national conferences to gain better understanding as to their role as policy setters. The
board established subcommittees that focus on Finance, Legislative Issues, Board Education and CEO/
Board Evaluation. Board meetings are held at varying locations within the 24,500 square mile district,
promoting a sense of inclusion by making it easier for interested parties to attend board meetings.
The fiscal soundness of the district was of significant concern to the board. During the 2000-2003
period, the board improved reserves from 1.33 percent to over 3 percent.
The Kern Community College District Board of Trustees continues to engage in the training that
was established as part of the college’s initial response to the recommendations resulting from the 2000
accreditation review. Board members continue to be regular attendees at state and national conferences
and workshops.
The board has established a minimum 5 percent reserve requirement for the annual budget, and the
chancellor is working with the college presidents to establish similar reserves in each college budget.
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Abstract
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Bakersfield College
50
Abstract
Abstract
The following is an abstract of each of the standards of accreditation and is based upon the themes
that pervade these standards. Although this report identifies a variety of areas that need improvement,
this self study shows that Bakersfield College is in general compliance with all the standards of
accreditation.
◆Standard I: Institutional Mission and Effectiveness
Institutional Commitment: The Bakersfield College mission statement provides the basis for all
planning and decision-making at all campuses and centers. Students are the focus of this endeavor, and
Bakersfield College is totally committed to providing an environment that encourages student learning in
an atmosphere of respect and collaboration that is embodied by all faculty and staff.
Evaluation, Planning and Improvement: Bakersfield College has enlivened its program review
process through the IEC. Annual unit updates of the EMP have produced a planning process that links
planning, assessment, and budget development. Participatory governance committees promulgated by
the Academic Senate and the College Council guarantee this linkage.
Student Learning Outcomes: Bakersfield College has made significant strides in the development
of learning outcomes. The effort will be continuous and is aggressively supported by Dr. Bonnie
Suderman, Bakersfield College’s Assessment Coordinator.
Organization: All constituent groups are actively involved in the governance of the college, and the
participatory governance method is fostered and encouraged through all operations of the institution.
Dialogue: Bakersfield College is a work in progress in the area of maintaining effective dialogue.
The size of the organization makes dialogue difficult and, realizing that this will become more difficult
as the college expands to other centers, the College Council and the president see addressing this
communication challenge as a priority.
Institutional Integrity: Open and frequent communication, coupled with the college open forums
held by the president, is a clear expectation. Questions are welcomed and information is made accessible
in many forms.
◆Standard II: Student Learning Programs and Services
Institutional Commitment: Bakersfield College is committed to providing its students with the
highest quality instructional and student services programs that enhance student learning in the areas of
personal, academic, and vocational development.
Evaluation, Planning, and Improvement: Bakersfield College’s annually updated EMP is the
driving force in program review, personnel and resource needs, and budget development.
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Bakersfield College
Student Learning Outcomes: As noted throughout this self study, the college has committed itself
to full development of all aspects of learning outcomes. Led by an assessment coordinator selected by the
Academic Senate, Bakersfield College has made significant progress in development of course, program,
unit, and institutional learning outcomes.
Organization: The participatory governance groups at the college have assisted the instructional
and student services programs with input from all constituent groups. The organizational structure and
the input derived from it ensure the enhancement of instructional and support services to students.
Dialogue: The dialogue that occurs throughout the college has assisted in the delivery of
instructional and student services programs. Recommendations are shared, and open communication
fosters evaluation and improvement of services.
Institutional Integrity: Bakersfield College accepts the challenges it faces with staffing and
budgetary constraints. The college community works together to ensure that students receive the most
effective instructional and student services programs.
◆Standard III: Resources
Institutional Commitment: Recent budget reductions due to decreased enrollments have impacted
the college’s ability to fill vacant positions. Administrative and staff resources are stretched. Regardless,
Bakersfield College has remained committed to placing student needs as the top priority.
Evaluation, Planning, and Improvement: An inclusive, college-wide effort supported decisions
related to tight budgets. Now this same effort is being used to determine where enhanced funding can
best move the institution forward. The EMP is the touchstone for decision-making.
Student Learning Outcomes: Using the annually updated EMP and student learning outcomes,
the college will evaluate human, physical, technological, and financial resources.
Organization: The participatory governance units and the college committee structure have
assisted the college in planning in all of its resources areas. Personnel from the human, physical,
technological, and financial resources programs are actively involved in the governance of the campus.
Dialogue: Each of these resource areas has provided effective input into the ongoing discussions
of the college. This has helped to ensure that resource areas are adequately addressed in both times of
budget reductions and increases.
Institutional Integrity: In past years, the budget was essentially a closed document that was
known in detail by only a few. Recently, the budget and all the resources of the college have been opened
to all for evaluation and comment. This has fostered an honest assessment of college resources and
provided each employee with an opportunity to better understand the complexities impacts of budget
allocation.
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Abstract
◆Standard IV: Leadership and Governance
Institutional Commitment: Bakersfield College is committed to the philosophy of collegial
governance, and broad participation is encouraged and fostered. The new president of the college, the
chancellor, and the governing board of this district support this governance method.
Evaluation, Planning, and Improvement: In order to improve the governance structure, the
new president is reviewing all committees to determine possible modifications that will enhance the
effectiveness of committees.
Student Learning Outcomes: Committees use the mission statement as their guiding principle.
This focus encourages committee deliberations to focus on what is best for students.
Dialogue: Both the district and college governance structures are committed to open
communication. During past times of budget reductions, effective dialogue has helped make decisions
acceptable and understood collegewide.
Institutional Integrity: Integrity has been improved with the commitment to the concept that all
employees have a voice and are encouraged to participate. With open discussion concerning all issues,
integrity is enhanced. The leadership of the college and the participatory governance structure have
fostered integrity and honesty throughout the college.
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54
Organization of
the Self Study
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Bakersfield College
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Organization of the Self Study
Organization of the Self Study
Self Study Steering Committee
Co-Chairs
Bill Moseley...................... Faculty Co-Chair
Jerry Scheerer.................... Administrative
Co-Chair (former
employee)
Standard I
Chris Hitchcock................ Classified
Ken Meier......................... Administration
(former employee)
Patti Ross.......................... Administration
Mark Staller...................... Faculty
Standard II
Anna Agenjo..................... Faculty
Wanda Boardman............. Classified
Greg Chamberlain............ Administration (now
at district)
Sue Granger-Dickson........ Faculty/
Administration
Ed Knudson...................... Administration
Daryl Minus..................... Administration
(former employee)
Bonnie Suderman............. Faculty
Standard III
Janie Budy......................... Classified
Gay Gardella..................... Faculty
Jim McGee........................ Administration
Dan O’Connor................. Administration
Clark Parsons.................... Faculty
Standard IV
Bill Andrews..................... Administration
Corny Rodriguez.............. Faculty
Susan Scaffidi.................... Classified
Full List of Self Study Participants by
Standard
Bill Moseley...................... Faculty Co-Chair
Jerry Scheerer.................... Administrative
Co-Chair (former
employee)
Standard I
Angie Alvarado................. Classified
Moya Arthur..................... Faculty
James Bostick.................... Adjunct Faculty
Mike Daniel...................... Faculty
Suzanne Davis.................. Faculty
Chris Hitchcock................ Classified
Emily Hurlbert................. Faculty
Dan Johnson..................... Faculty
Diana Kelly....................... Faculty
Ken Meier......................... Administration
(former employee)
Dee Quatraro.................... Faculty
Patti Ross.......................... Administration
Mark Staller...................... Faculty
Ash West........................... Student (graduated)
Standard II
Anna Agenjo..................... Faculty
Wanda Boardman............. Classified
Barbara Braid.................... Faculty
Michele Bresso.................. Faculty
Greg Chamberlain............ Administration (now
at district)
Cindy Collier.................... Administration
Rebecca Edwards.............. Faculty
Michael Einhaus............... Faculty
Lisa Fitzgerald................... Classified
Leticia Garza..................... Faculty
Sue Granger-Dickson........ Faculty/
Administration
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Bakersfield College
Tom Greenwood............... Faculty
Angela Guadian................ Classified
Shane Jett.......................... Faculty
Ed Knudson...................... Administration
David Koeth..................... Faculty
Angelica Lentz.................. Classified
Daryl Minus..................... Administration
(former employee)
Della Navarro................... Classified
Kristin Rabe...................... Classified
Kathy Rosellini................. Faculty
Kirk Russell...................... Faculty
Jan Stuebbe....................... Administration
Don Turney...................... Administration
Rachel Vickrey.................. Faculty
Becki Whitson.................. Faculty
Standard III
Janet Fulks........................ Faculty
Janie Budy......................... Classified
Sean Caras........................ Faculty
Becky Dargatz................... Classified
Robert Day....................... Administration
Jules Esch.......................... Faculty
Gay Gardella..................... Faculty
John Griffith..................... Administration
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Jennifer Jett....................... Faculty
Ginger LeBlanc................. Faculty
Marci Lingo...................... Faculty
Jim McGee........................ Administration
Cheryl Moncier................. Classified
Dan O’Connor................. Administration
Clark Parsons.................... Faculty
Kate Pluta......................... Faculty
Kristin Rabe...................... Classified
Ken Robinson................... Administration
Christine Romanowich..... Faculty
Marissa Schiffman............ Classified
Isabel Stierle...................... Faculty
Jill Thompson.................... Classified
Standard IV
Bill Andrews..................... Administration
Patti Brommelsiek............. Faculty
Nancy Guidry................... Faculty
Jack Hernandez................. Faculty/
Administration
Mildred Lovato................. Administration
Corny Rodriguez.............. Faculty
David Rosales................... Faculty
Maritza Salguiero-CarlisleFaculty
Susan Scaffidi.................... Classified
Sandra Sierra..................... Faculty
Certification of
Continued Compliance
with Eligibility Requirements
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Certification of Continued Compliance with Eligibility Requirements
Certification of Continued Compliance
with Eligibility Requirements
Bakersfield College certifies that it meets or exceeds all of the requirements for eligibility for
accreditation set forth by the Commission:
1. Authority
Bakersfield College is a public, two-year community college operating under the authority of the
State of California, the Board of Governors of the California Community Colleges, and the Kern
Community College District Board of Trustees. This authority has existed since 1913 with accreditation
status renewed regularly.
2. Mission
The Kern Community College District Board of Trustees has approved and supports the mission
of the college, which is regularly reviewed and updated by college leadership. The Mission Statement
appears in the EMP, in the college catalog, on the college website. It is also prominently displayed
throughout the college’s facilities. The statement was last updated and approved by the Kern
Community College District Kern Community College District Board of Trustees on September 15,
2005.
3. Governing Board
Bakersfield College falls under the supervision of an eight member Kern Community College
District Board of Trustees, which includes one non-voting student member. The board is an
independent, policy-making body in accordance with the California Education Code. The minutes of
the regularly scheduled board meetings reflect public and constituent interest in activities and decisions
for the district’s three colleges.
4. Chief Executive Officer
The chief executive officer of Kern Community College District is the chancellor, Sandra Serrano,
who has served in this capacity since July 2004. Her full-time responsibility is to the institution and to
administering the Kern Community College District with its three colleges in accordance with board
policies and rules.
The chief executive officer of Bakersfield College is President Dr. William (Bill) Andrews, who
commenced his duties and responsibilities in April 2005. As president, his primary responsibilities are
to provide effective leadership to the college, to complete the self study process, to maintain a balanced
college budget, to increase enrollment, and to administer Measure G Bond construction projects.
5. Administrative Capacity
Bakersfield College has developed a very strong administrative structure. The college administration
includes the president, two vice presidents, seven deans, and 20 administrative directors. Certificated
administrators meet minimum qualifications in a discipline and qualifications defined for specific
positions as developed by the college and approved by Human Resources in the district office. Classified
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Bakersfield College
administrators also meet appropriate qualifications for their positions. The college’s administrative staff
works together to ensure the success of students and the fulfillment of the college’s mission.
At the present time, there are four administrative vacancies at the college: vice president of student learning,
dean of learning support services, dean of learning resources and information technology, and director of
institutional research and planning. Except for the director of institutional research and planning, all vacancies
are in a state of selection with an expectation that the positions will be filled no later than the end of fall 2006.
6. Operational Status
Since its beginning in 1913, Bakersfield College has been in continuous operation offering degrees
and certificates. During the past five years, the college has had fairly stable enrollment including both
growth and decline. The college is a fully operational institution, with over 15,000 currently enrolled
students at several locations.
Bakersfield College offers day, evening, and Saturday classes in a variety of lengths to better
accommodate student need:
Fall and spring semesters – 16 weeks
Late start – 1st 8 weeks and 2nd 8 weeks
Early start summer - 4, 6, and 8 weeks
Late start summer – 4 weeks
Students were enrolled full and part-time in credit programs with females constituting 59.3 percent
and males 40.7 percent for fall 2005. All courses offered at the main campus, Delano Center, Weill
Institute (downtown campus), Olive Drive Training Facility, Stockdale High School, and Arvin High
School are posted on the college website.
7. Degrees
Bakersfield College currently offers 47 associate in art degrees, 34 associate in science degrees, and
45 certificates of achievement approved by the State Chancellor’s Office. The listing of degrees and
certificates can be found in the 2006-07 Bakersfield College Catalog. Additional information regarding
transfer, major departmental requirements, and California State University general education and the
Intersegmental General Education Transfer Curriculum (IGETC) courses that satisfy lower-division
general education requirements at any California State University and University of California campus
are included.
8. Educational Programs
Bakersfield College offers a wide variety of educational and vocational programs for both credit and
non-credit students.
For credit students, Bakersfield College offers general education, transfer, and vocational programs
and certificates consistent with the missions of the college, the Kern Community College District Board
of Trustees and the California Community Colleges. The degree programs are two years in length. The
names of the degree programs and certificates are listed in the college catalog.
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Bakersfield College’s courses adhere to levels of quality and rigor appropriate to the degree offered.
The courses meet required minimums in keeping with Carnegie requirements for credit units offered.
Vocational programs meet requirements of the agencies responsible for oversight of these programs. The
college has identified institutional student learning outcomes.
Valid articulation agreements with state and private four-year institutions result from associate
degrees that meet high standards.
9. Academic Credit
The college catalog clearly describes institutional policies and transfer requirements as well as the
requirements determining the awarding of credit.
Bakersfield College awards credits based on the Carnegie formula of one unit of credit per 18 hours
of lecture or 54 hours of lab work per semester. The college uses the Program and Course Approval
Handbook published by the California State Chancellor’s Office as a reference.
10. Student Learning Achievement
Bakersfield College has completed the development of program-level student learning outcomes, and
has integrated those outcomes into its program review process. The college’s assessment coordinator plays
a key role in assisting in the full implementation of student learning outcomes.
11. General Education
Bakersfield College’s mission and vision, coupled with student learning outcomes, ensure that
students achieve educational breadth and depth and are in keeping with the general education
requirements of the Accreditation Standards of II.A.3.
Students completing these general education courses must earn a “C” (2.0) grade point average or
better in all work attempted. Degree credit reflects the level of quality and rigor appropriate to higher
education, with specific areas designated for general education courses: English, speech, social science,
behavioral science, natural science, humanities, mathematics, health education, physical education, plus a
multicultural requirement.
Bakersfield College maintains articulation agreements with University of California and California
State University systems and private institutions of higher learning.
12. Academic Freedom
Bakersfield College maintains an atmosphere in which intellectual freedom and the freedom to test
and examine existing knowledge are supported both by existing culture and by board policy. Board
approved policy on academic freedom. (Section 7, Article 4.A)
13. Faculty
Bakersfield College employed 251 full time faculty for fall 2006, with more than 50 hired within the
last two years. Bakersfield College faculty must meet the minimum qualifications for service established
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Bakersfield College
by the Board of Governors of the California Community Colleges and updated in January 2006.
Faculty responsibilities, including the participation in the review of curriculum and the assessment of
learning, are included in the faculty contract, article 4C. Orientation for newly hired adjunct faculty
occurs each fall semester. The New Faculty Seminar for full-time faculty is a year-long orientation and
training seminar.
14. Student Services
Bakersfield College provides students with a complete array of student services, both in general and
specific needs of special student populations as defined by the community and by the mission of the
college. Bakersfield College assesses the effectiveness of these programs and services using the NoelLevitz Student Satisfaction Survey and other methods of gathering student feedback.
15. Admissions
The mission of the Office of Admissions and Records is to provide accurate, prompt, helpful
information and service to students, prospective students, staff, and the general public about admissions,
registration, academic policies, and student records.
The services of the office are a vital part of the enrollment management and recording of student
learning and progress. The department has increasingly transferred its workload from in-person
assistance to electronic systems such as Banner and the Hershey Imaging System. Students are assisted
in developing communication, reading, problem solving, and computer skills as they seek to become
admitted and registered and to obtain access to student records.
16. Information and Learning Resources
The library materials collection includes a reference and circulating book collection, a print and
electronic periodical collection, and a reserve collection. Patrons can access the book collection from onor off-campus through the college’s web-based catalog. Currently registered students, faculty, and staff
can access the periodical databases and catalog remotely.
Twenty-three computers with Internet access are connected to a printer network. Four public copy
machines and three microform reader/printers are also available. The library uses the Horizon automated
library system to offer public access to the catalog to manage circulation, acquisitions, cataloging, and
serials control.
17. Financial Resources
Bakersfield College and the Kern Community College District annually project the college’s
attendance and apply the State of California’s estimated revenues based on the projected attendance.
Bakersfield College also identifies and pursues outside funding sources, including federal and state
grants, to support student learning programs and services identified in the EMP.
The Kern Community College District has developed an internal allocation model to provide stateallocated resources to each of the colleges, including Bakersfield College, based on the programs and
services at each of the three colleges as determined by the colleges’ EMPs.
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The Kern Community College District Board of Trustees ensures that the annual budget maintains
at least a 5 percent reserve. Additionally, Bakersfield College maintains a contingency reserve to address
the potential liabilities of vacation accrual and faculty load banked leave.
18. Financial Accountability
The Kern Community College District, on behalf of Bakersfield College, contracted with an outside
certified public accountant, Nystrom and Company, LLP, for 2004-2005, to conduct an external
financial audit. The auditors employ as a guide Audits of Colleges and Universities and The California
Contracted District Audit Manual. The Kern Community College District employs an internal auditor
who reports to both the chancellor and the Kern Community College District Board of Trustees. The
Kern Community College District Board of Trustees has an active audit committee. Management is
required to review and compare actual expenditures to budgets on a periodic basis to ensure the financial
viability of programs and services.
19. Institutional Planning and Evaluation
The Bakersfield College EMP directs the decisions made at every level of Bakersfield College,
binding the decisions to the mission statement and assessing their success in fulfilling that mission.
The IEC ensures that the operating units of the college are carrying out the goals that are established
according to the plan.
20. Public Information
The college publishes a catalog each year containing all of the required information. The catalog is
also available on the college’s website. Much of this information is also contained in other sources such
as the schedule of classes and literature available to students such as Financial Aid publications and the
Student Handbook.
21. Relations with the Accrediting Commission
Bakersfield College adheres to eligibility requirements and accreditation standards as indicated in
this self study. It maintains integrity, as reported in the self study, in describing itself to all accrediting
agencies and communicates changes in its accredited status. Bakersfield College agrees to disclose
information required by the Commission to carry out its accrediting responsibilities. Furthermore, the
college complies with Commission requests, directives, decisions, and policies and makes complete,
accurate, and honest disclosure.
NOTE: Evidence reference codes are provided within the descriptive summaries and self evaluation reports. In the
electronic version of the self study, the codes will be live links. A complete list of evidence is provided at the end of
the document.
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Bakersfield College
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Institutional Self-Evaluation
Using Commission
Standards
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Bakersfield College
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Standard I
Standard I
Institutional Mission and Effectiveness
The institution demonstrates strong commitment to a mission that emphasizes
achievement of student learning and to communicating the mission internally and
externally. The institution uses analyses of quantitative and qualitative data and
analysis in an ongoing and systematic cycle of evaluation, integrated planning,
implementation, and re-evaluation to verify and improve the effectiveness by which
the mission is accomplished.
I.A Mission
The institution has a statement of mission that defines the institution’s broad
educational purposes, its intended student population and its commitment to
achieving student learning.
I.A.1The institution establishes student learning programs and services aligned
with its purposes, its character and its student population.
I.A.2The mission statement is approved by the governing board and published.
I.A.3Using the institution’s governance and decision-making processes, the
institution reviews its mission statement on a regular basis and revises it as
necessary.
I.A.4The institution’s mission is central to institutional planning and decisionmaking.
Descriptive Summary
The mission statement of Bakersfield College identifies its general purpose and commitment to
student learning. Although brief, the statement acknowledges the community the college serves and the
pathways that its students are likely to pursue. The corresponding Bakersfield College goals emphasize
the outcomes that the college will pursue as it provides quality service and learning to its students.
Together these statements set the focus and intent of all that goes on at Bakersfield College to serve
students. These statements are listed below for easy review [[1001]]:
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Bakersfield College
Bakersfield College Vision
Bakersfield College will be known for its excellence. We will collaborate in community
development, foster cooperative efforts, and cultivate partnerships. We will ensure student success
through innovation and high standards of service and achievement. Our success will be measured by the
individuals and communities we serve.
Bakersfield College Mission
Bakersfield College provides the quality instruction and services our diverse community needs in
order to achieve personal, academic, and occupational success.
Bakersfield College Goals
• To provide all students with the competencies necessary for learning and earning
• To increase funding
• To increase operational flexibility
• To require accountability
• To improve our public image and support
• To improve college climate and culture
• To effectively allocate resources
Bakersfield College Strategic Educational Initiatives
• Improve student access, retention, and success
• Provide effective learning and earning pathways for students
• Support student learning through appropriate technology
• Support student learning through streamlined systems and processes
The current mission statement was revised over a two-year process with extensive campus input. The
last input was collected in fall 2004 on an inservice day. Through a group activity, all attendees provided
feedback for this final revision. [[1002]] The resulting statement, along with the college vision and goals,
is published in the college catalog and schedule of classes and posted on the college website. [[1003]]
A new president took office in April 2005 and reviewed the mission and most recent revisions. The
statement was approved by the Kern Community College District Kern Community College District
Board of Trustees on September 15, 2005. [[1004]] A printed version of the mission statement is posted
in all major offices on campus. A campus general survey titled “Bakersfield College Survey: Mission &
Overall Effectiveness” raised some excellent suggestions about how to integrate the mission into campus
syllabi and department-level activities. [[1005]]
Bakersfield College’s mission statement also identifies the institution’s general purposes, which are
addressed through the college’s full range of programs and services. Bakersfield College is proud of its
revised program review process, which was piloted in 2004-2005 when three instructional programs
underwent review. Then in 2005-2006, three service programs used the new process as well, after it
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Standard I
was modified to reflect questions pertinent to service areas. All campus programs will be reviewed on a
six-year cycle. [[1006]] This new process fully integrates planning with campus decision making. Each
program review is data-driven, assessing the program’s effectiveness and substantiating its needs to better
serve students.
Another step in making the campus mission central to college decision-making efforts is the annually
updated EMP. This document clarifies campus planning assumptions and priorities that will be reviewed
and updated each year. [[1007]] As part of the annual EMP updating, each program communicates
its program-level Student Learning Outcomes (SLOs). This feature was initiated in spring 2006. The
inclusion of these SLOs into the review document more fully closes each program’s assessment loop by
making the initial intention for students explicit. The data collected can then demonstrate strengths
and weaknesses each year and how the program will respond. The IEC, comprised of faculty, classified
staff, and administrators, oversees the ongoing implementation and evaluation/improvement processes
involving program review [[1009]].
The development of course and program SLOs has been underway across campus for several years.
[[1010]] The instructional programs began the development at the course level in fall 2003. In fall
2004, the Curriculum Committee adopted a new course outline format that requires the identification
of course SLOs and corresponding assessment plans on new and revised outlines. In spring 2005,
the student service programs began development of program-specific SLOs. In fall 2005, academic
departments were asked to develop program-level SLOs. The IEC provided oversight and training as
each stage of the SLOs’ development was reached.
The assessment coordinator, first named in fall 2004, monitors campus assessment success stories,
scheduling best practice review sessions on a regular basis and assisting in the development of programlevel SLOs. An important assessment pilot project has been initiated by the assessment coordinator and
InSites educational consultants to conduct focus groups with California State University, Bakersfield
students who transferred from Bakersfield College. These focus groups will allow the college to acquire
qualitative data on the efficacy of Bakersfield College’s general education and transfer curricula and to
begin measuring new institutional level SLOs.
Self Evaluation
Bakersfield College has been making great strides in adding assessment and accountability into all of
its ongoing reviews and decision-making processes. This intention--to improve performance through the
use of systematic, data-driven reviews so students can be better served--is the cornerstone of everything
Bakersfield College does.
First, Bakersfield College’s mission addresses the full range of the college’s commitment to its diverse
community. Furthermore, the mission is grounded in the broad curriculum offered: general education,
majors and certificates, basic skills and English as a Second Language (ESL) instruction, and lifelong
learning and workforce development courses. [[1015]] Currently, Bakersfield College offers 47 associate
in art degrees, 34 associate in science degrees, and 45 certificates of achievement approved by the State
Chancellor’s Office. In addition, Bakersfield College has initiated career pathways for students to help
them explore their educational and employment goals and to begin their career ladder ascents.
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Second, Bakersfield College’s board-approved mission statement from September 2005 reaffirms the
college’s commitment to quality student learning. The college has placed the updated statement in all
appropriate venues (catalog, schedule, website, sites on campus) and has established an annual mission
review process.
Third, a strong jump start to Bakersfield College’s use of data to make decisions and improve campus
learning took place in spring 2003 in response to the extreme fiscal crisis felt across the state. At that
time, in order to effectively suggest widespread budget cuts, IEC orchestrated an all-campus audit which
resulted in program reviews for all 72 departments. This project was completed in a short period of time
with significant training being provided to the campus by IEC and with extensive data being reviewed to
make effective decisions. All campus community members participated in this audit, generating over a
million dollars in suggested cuts.
The basic premise behind this audit (campuswide, participatory, data-driven decisions) became
the foundation for the new program review format that was piloted in 2004-2005. As noted earlier,
the intent of Bakersfield College’s program review format is to improve student learning outcomes by
using documented evidence to drive and integrate budget and planning. This new format produces
a set of recommendations for each program supported by evidence and validated by the IEC. The
recommendations of the IEC are forwarded to the president, College Council, and the Curriculum
Committee. The logistics associated with these processes were carefully scrutinized and reviewed
throughout the pilot process, so all the links from review to recommendations to budgeting and finally
to quality improvement are indicated. With practice, these links were be reviewed for effectiveness and
revised to ensure ease of operation. All future program reviews will be required to demonstrate significant
progress on assessing and improving student learning.
Fourth, Bakersfield College has taken significant steps in implementing SLOs across the campus.
The initiative started at the class level to help faculty begin the dialogue and build on the quality learning
already underway in their classrooms. All departments started the process, but some (Nursing, Biology,
English) were further along than others and could serve as examples across campus. In 2004, the
Curriculum Committee added the need to reference course SLOs and appropriate assessments as part
of the official course outline format. [[1017]] In 2005-2006, the departments began drafting programlevel SLOs as the next step in the process. Student Services departments have also developed unit- and
program-level SLOs and are working to determine the best assessments to augment the Noel-Levitz
Survey results that have been available for a two-year period. The Senate Assessment Committee has just
completed proposed institutional level SLOs.
The Administrative Service Unit and Student Services are the last groups on campus to start
generating unit- and program-level SLOs and assessment plans. Two units--Disabled Students Programs
and Services (DSPS) and Assessment--have already developed Administrative Unit Outcomes and the
corresponding assessment plans that assess and utilize data for improvement. The intent across campus
for all programs is that campus SLOs will be derived from the EMP and represented in each area’s
unit plan. [For a more detailed explanation of the use of administrative unit outcomes on campus, see
Standard II.B.4, end of the Descriptive Summary.]
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Standard I
In support of this collective campus effort, the Curriculum Committee’s General Education
Subcommittee has circulated a draft statement of campus general education outcomes. These general
education outcomes were first reviewed in fall 2005. In addition, a separate subcommittee has been
tackling critical thinking across the curriculum. The Curriculum Committee recently passed a resolution
that significantly revises Bakersfield College’s general education categories from nine to five areas,
which parallels the breadth requirements of the closest four-year university, California State University,
Bakersfield (CSUB). This recommendation should help streamline and focus general education
outcomes assessment. Bakersfield College’s commitment is that the effective development, assessment,
and revision of SLOs will become an ongoing activity that generates quality learning, improvements, and
responsiveness to student and community needs.
Finally, the mission is reflected in campus decision-making. The mission is the umbrella under
which all units have developed their own mission statements, SLOs, needs assessments, and reflective
analyses. The departments generate hiring and budget requests from the data reflected in their unit
plans, which are contained in the EMP. Those requests are then forwarded to the appropriate college
committees for prioritization, which will be forwarded as recommendations to the president. For
example, every fall, the Faculty Chairs and Directors Council (FCDC) ranks faculty position requests
and forwards that list as a recommendation to the president. In spring 2006, a comparable process for
classified positions was initiated, and a subcommittee of College Council was formed to develop a process
for budget development that will add a campus review and prioritization step at the appropriate level.
[[1018]] College Council will also review and revise the planning assumptions and campus priorities in
the EMP, beginning in spring 2006.
Planning Agenda
By the end of 2006-2007, the president, in conjunction with College Council, will establish an
annual mission statement review process and will update all postings of the mission statement as
appropriate.
Monitor and revise the processes inherent in the development and processing of campus learning
outcomes at all levels. This responsibility is shared across campus, but more direct oversight is provided
at various levels by College Council, Office of Student Learning, Academic Senate, and the assessment
coordinator.
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I.B Improving Institutional Effectiveness
The institution demonstrates a conscious effort to produce and support student
learning, measures that learning, assesses how well learning is occurring, and makes
changes to improve student learning. The institution also organizes its key processes
and allocates its resources to effectively support student learning. The institution
demonstrates its effectiveness by providing 1) evidence of the achievement of SLOs
and 2) evidence of institution and program performance. The institution uses ongoing
and systematic evaluation and planning to refine its key processes and improve
student learning.
I.B.1 The institution maintains an ongoing, collegial, self-reflective dialog about the
continuous improvement of student learning and institutional processes.
I.B.2 The institution sets goals to improve its effectiveness consistent with its
stated purposes. The institution articulates its goals and states the objectives
derived from them in measurable terms so that the degree to which they are
achieved can be determined and widely discussed. The institutional members
understand these goals and work collaboratively toward their achievement.
I.B.3 The institution assesses progress toward achieving its stated goals and makes
decisions regarding the improvement of institutional effectiveness in an
ongoing and systematic cycle of evaluation, integrated planning, resource
allocation, implementation, and re-evaluation. Evaluation is based on analyses
of both quantitative and qualitative data.
I.B.4 The institution provides evidence that the planning process is broad-based,
offers opportunities for input by appropriate constituencies, allocates
necessary resources and leads to improvement of institutional effectiveness.
I.B.5 The institution uses documented assessment results to communicate matters
of quality assurance to appropriate constituencies.
I.B.6 The institution assures the effectiveness of its ongoing planning and
resource allocation processes by systematically reviewing and modifying, as
appropriate, all parts of the cycle, including institutional and other research
efforts.
I.B.7 The institution assesses its evaluation mechanisms through a systematic review
of their effectiveness in improving instructional programs, student support
services, library services, and other learning support services.
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Standard I
Descriptive Summary
Bakersfield College renews its values each year. These goals build from the college mission statement
under the leadership of the president and the administrative team. The campus EMP sets the broad
learning goals and priorities that are intended to guide all campus decisions. [[1020]] Every program
(instructional, service, administrative) sets its own specific goals, which are recorded in each program’s
unit plan. By inclusion in the EMP, all campus goals interconnect with the others across campus. To
make the interconnections more explicit, consistent effort has been made over the last several years
to clarify the goals and assumptions supporting all recommendations and decisions: budget, hiring,
equipment purchases, facilities upgrades, and expansion. All requests must show a link back to each unit
plan.
One of Bakersfield College’s main goals is to continuously review and improve the many processes
that help move requests forward across campus. Program review is one of the most crucial activities on
campus because that process helps determine the effectiveness and ongoing needs of the campus. By
doing so, the campus works collectively to better meet student needs and improve student learning.
For many years Bakersfield College has completed program reviews on a regular cycle. In 2002,
Bakersfield College began to expand and improve program review to ensure that the assessments from
the reviews were effectively used in making campus decisions. To make that happen, it was decided that
the former Budget Program Review (BPR) Committee needed to evolve into two entities, each with its
own focus: College Council and the IEC. [[1021]] The tasks of institutional budgeting and planning
were assigned to the newly formed College Council. IEC took on the charge of program review. Both
the IEC and the College Council have broad representation of classified staff, faculty, and administrators.
In its ongoing efforts to make explicit the campus decision-making process and the links that bind
planning to budget, Bakersfield College redefined its major committee structure to ensure that the
primary committees engage in and promote self-reflective dialogue about the continuous improvement
of student learning and institutional processes. In addition to College Council and IEC, two other
committees play important roles: the Academic Senate Assessment Committee and the Enrollment
Management Committee. [[1022]]
The Academic Senate Assessment Committee was revitalized in 2004 with the naming of a campus
assessment coordinator [[1024]]. Committee membership includes the IEC faculty co-chair, the
Curriculum Committee faculty co-chair, the Academic Senate president, and several administrative
liaisons. In spring 2005, Bakersfield College also developed an Enrollment Management Committee
with broad-based representation from administration, faculty, and staff. [[1025]] This committee’s task
is to sort out the processes used in enrollment management; its first campus report was offered in spring
2006. [[1026]]
Together these committees-College Council, IEC, Assessment, and Enrollment Management-ensure
that ongoing, collegial dialogue about student learning and institutional processes takes place. All
eventual requests and recommendations from the separate entities are forwarded to College Council for
review and then to the president for ultimate decisions and actions.
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In addition to the four standing committees that encourage ongoing collegial discussion of student
learning and institutional effectiveness, Bakersfield College has also formalized its EMP process
that promotes continuous evaluation and discussion of institutional effectiveness. Each year, college
departments and programs update their unit plans for inclusion in the EMP. The EMP update becomes
an agenda item for College Council to ensure college wide discussion of institutional and program goals
and outcomes. From the unit plans, hiring and equipment requests are developed and forwarded to
the FCDC for prioritization. Recommendations are forwarded directly to the president and shared at
College Council.
Although refinements of process and practice are still underway, Bakersfield College is proud of its
evolving and inter-related committee structure that helps keep the college informed of major decisions
and helps link campus values and goals to budget decisions. To see the strength of this committee
structure, it is helpful to review the charge and history of each major committee: IEC, Assessment,
College Council, Enrollment Management, and FCDC.
IEC meets regularly throughout the year to work through a six-year program review cycle. College
departments and programs, while going through program review, must demonstrate a commitment
to program-level student learning outcomes by providing evidence that they have developed a plan to
assess these program-level outcomes. Programs also prioritize their budget requests with these outcomes
in mind. In the future each program will be required to demonstrate how student learning outcomes
assessment data are used to modify curricula, improve pedagogy, and drive program level planning
processes.
These extensive program reviews every six years are informed by the annual unit plan updates each
department completes for inclusion in the EMP. These annual unit plan updates provide an opportunity
for collegial and disciplinary-based dialogue within departments. Through these documents,
departments can review their data on student learning and complete more precise planning to improve
outcomes. In 2006-2007, the units/programs will be asked to follow the example of the Bakersfield
College Biology Department in benchmarking its student success and retention rates with state-wide
community college norms. [[1027]]
The Academic Senate Assessment Committee plays a central role in promoting campus-wide
dialogue about student learning by designing and implementing college wide assessment projects
that address student learning outcomes at the class, course, program, and institutional levels. This
committee and the new assessment coordinator have been busy, engaging faculty and staff in the process
of developing course and program SLOs. In 2003-2004, the Assessment Committee helped faculty
focus on and discuss class-level SLOs. In 2004-2005, the Assessment Committee invited departments
to develop program-level SLOs by fall 2005 and provided a planning matrix to assess them. The
Assessment Committee was also charged with developing institutional levelSLOs that can be discussed
campuswide to develop a consensus about student learning outcomes at the institutional level.
College Council is the main review and recommending body for the president. This council
now meets twice a month to address collegewide matters, including matters related to institutional
effectiveness. [[1028]] This intensified meeting schedule allows the time needed to review, reflect, and
take action throughout each academic year. All College Council representatives are asked to share
information and receive feedback from their constituent bodies to better advocate for their constituents
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Standard I
or areas at College Council meetings. College Council is recognized as an appropriate body to deal with
matters related to institutional budgeting and planning. College Council subcommittees have been
formed this year to formalize in writing college budgeting and planning processes.
The Enrollment Management Committee is charged with laying out the appropriate processes for
enrollment management. This committee has an opportunity to clarify the institutional processes in
place at Bakersfield College. This committee shared its first report on its findings to College Council in
spring 2006, providing another opportunity for college-wide discussion about institutional effectiveness.
In conjunction with the work addressed by College Council, IEC, Assessment, and Enrollment
Management, there are additional groups across campus that address specific charges. Their efforts
move work forward and inform the broader processes. More specifically, there are three information and
operation committees that address some ongoing matters of the college, such as schedules and budgets.
These committees are FCDC, Educational Administrators Council, and Administrative Council.
In addition to the ongoing dialogue generated by the work of the committees named above,
Bakersfield College is especially proud of its impressive work on the development and implementation
of SLOs across campus. A general narrative review of the campus assessment efforts can be noted in
“Bakersfield College’s Assessment Tapestry.” [[1032]] However, the following review indicates the
attention SLOs have received across campus, demonstrating how much has been accomplished in this
area in about five years:
• For an ACCJC/WASC focus visit in spring 2002, Bakersfield College was asked to explain how it
would measure student outcomes into the future. In anticipation of this visit, the president made
a strategic decision to hire a new vice president of student learning who could lead the assessment
drive on campus.
• To begin the process, an Academic Senate task force consisting of both faculty and administrators
developed an overriding assessment philosophy in 2002, including the institutional view of
outcomes assessment and the relationship between SLOs assessment and faculty evaluation. This
document has been cited by the California Academic Senate as an example for other colleges
to consider. [[1029]] A supporting explanatory document, “Frenzy, Fad, or New Reality:
Understanding Student Outcomes Assessment at Bakersfield College,” was written by Professor
Randal Beeman and former Vice President Ken Meier. [[1030]]
• In addition, a plan was developed by the Academic Senate and the Assessment Committee to
complete the SLO Assessment cycle on the course, program, and institutional levels. [[1031]]
This plan was created by a task force after members received training at a WASC convention
and presented to the campus community with an accompanying PowerPoint presentation. The
general sequencing of this assessment plan provides the basis for assessment activity to date.
• Since 2001, the Bakersfield College assessment movement has demonstrated an exceptionally
strong commitment to staff development and training. This is indicated by the high level of
support the college has provided for off-campus training experiences for campus leaders. Various
faculty and administrative teams have attended such conferences and training sessions as the
California Assessment Initiative Conference, the Research and Planning Group Assessment
Conference, the Pacific Assessment Conference, and various other training opportunities. A team
also attended the 2005 Critical Thinking Conference specifically to assist the General Education
Subcommittee.
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• Funding for several of the above opportunities was provided by a National Science Foundation
(NSF) grant through InSites, although additional institutional support was also given. [[1035]]
The campus projects funded via this grant are called Community of Learning Integrated Programs
(CLIPs) and have engaged a range of faculty from a variety of departments. The assessment
coordinator works closely with the development, practice, and sharing of results associated with
these CLIPs.
• In 2004-2005, three small groups of instructors from Bakersfield College worked with InSites
to produce research data for their departments. In 2005-2006, new groups worked together on
projects which provided data for the Mathematics, Computer Studies, Communication, Academic
Development, Engineering, and English/ESL departments. There was also an inter-departmental
group charged with researching the assessment of the proposed General Education Outcomes. It
is the intention of the Assessment Committee to continue these research groups in the form of
assessment institute/research groups after the grant has finished. Bakersfield College is planning
to move CLIPs across the curriculum as well as into student services and administrative units.
These CLIPs will prove to be Bakersfield College’s most important original contribution to the
California community college assessment movement and the literature on assessment of student
academic achievement.
• In addition to training opportunities, college support was also offered as financial awards for
departments that demonstrated full participation in the development of course-level SLOs by
a specified deadline. The participation rate for this one-time project was 85 percent. Some
participating faculty volunteered to place their unedited SLOs online for others to review and
study. A description of this training and the results were described on the Center for Student
Success website of the Research and Planning Group (http://css.rpgroup.org/view_case.
php?CaseID=126). Most departments used the prize money on training or activities designed to
further heighten department collegiality and effectiveness. Academic Development, for example,
secured training materials on the most current brain research. These materials became the basis
for several department training workshops.
• To facilitate the adoption of the student learning assessment cycle, outside expertise was also
provided. Local workshops for both academic and student services personnel were sponsored by
Bakersfield College at various times throughout 2004-2005. These were lead by Dr. Ruth Stiehl
of Oregon State University, Dr. Norena Badway of Higher Education Evaluation and Research
Group and University of the Pacific, and Dr. Mary Allen, former director of the California State
University Center for Teaching and Learning.
• Two campus leaders, professors Janet Fulks and Kate Pluta, have emerged as assessment leaders,
not only on campus but across the state. They now lead state-wide Senate assessment dialogues
and serve as prominent research and planning trainers on SLO development. They have also
served as presenters along with Dr. Terry O’Banion at a League for Innovation Conference.
• Bakersfield College Assessment Coordinator, Bonnie Suderman, has also emerged as an assessment
leader. She has served as assistant to Dr. Badway and W. Norton Grubb in a series of vocational
assessment conferences around the state, works as an independent consultant to other community
colleges, and conducts regular workshops on campus. In fall 2005, she delivered an assessment
presentation to approximately 80 Bakersfield College adjunct faculty.
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Standard I
• In 2005, the Assessment Committee shifted the SLO emphasis from the course to the program
level and embedded the cycle into an existing process, the EMP/unit plans. In order to allow
departments and programs the ability to develop an assessment program based upon their
own needs, the Assessment Committee developed a program-level SLOs project that could fit
the individual personality of each department. [[1038]] Presentations of the new assignment
were given by faculty leaders to department and program chairs in 2005, and a description of
the project as well as examples of how to accomplish it were posted on the assessment website.
Electronic versions of the project matrices were also posted. [[1039]] Initial program-level SLOs
were collected in spring 2006. [[1039b]] To further embed the assessment process into the
decision-making fabric of the campus, these unit plans and the results of the program-level SLOs
projects are included in the current program review process.
• The actual development of outcomes assessment activities across the campus has been initiated at
various levels simultaneously, leading to broad-based participation. For example, the development
of student learning outcomes was first initiated at Bakersfield College at the course level. One
benefit of this strategy was the building of a common language with which to discuss the process.
This common foundation made it easier for the Curriculum Committee to add outcomes and
assessment requirements to the official course outline form, starting in 2005-2006.
• While course- and program-level SLOs were being developed, institution-level SLOs were also
being broadly addressed through the initial development of the EMP. In addition, in 2004, the
General Education Committee, a sub-committee of the Curriculum Committee, started exploring
general education outcomes to replace and update Bakersfield College’s existing general education
outcomes. The Curriculum Committee received the proposal, started conversations, and sent a
portion back for additional explanation/changes. At this time, the definition of “critical thinking”
and the general education critical thinking outcomes have been passed, and the committee plans
to have workable general education outcomes in fall semester 2006. [[1040]]
• To develop an assessment plan for the proposed general education outcomes upon adoption, a
group of faculty from various disciplines is currently working to find and evaluate assessment
methods for general education outcomes on other campuses. This committee intends to present
the results of a pilot study along with a list of recommendations to the Curriculum Committee in
fall 2006.
• To appropriately integrate the varying levels of outcomes and assessments into one cohesive
package, an explicit list of institutional outcomes is necessary. Therefore, in spring 2006, the
Assessment Committee proposed a list of institutional SLOs to the Academic Senate. [[1041]]
To best develop and revise these institutional outcomes, feedback must be sought from a variety
of sources. For example, an alumni focus group with students at California State University,
Bakersfield took place in spring 2006. In addition, a joint project to provide quantitative data
about our students at California State University, Bakersfield is also in the planning stages. The
results of these data will be evaluated according to the Bakersfield College Assessment Plan so
improvements can be made available as necessary.
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Bakersfield College
• Because Bakersfield College owes its success to the knowledge and experience of individuals
within the community, the Assessment Committee sponsors various activities and forums to
encourage the expansion of campus knowledge and participation levels. To this end, events called
Campus Conversations on Assessment are held each semester to present the results of assessment
work or to share assessment expertise. In spring 2005, Bakersfield College faculty and students
presented the first assessment forum, sharing the results of a statewide student focus group
about what instructors do to facilitate or hinder learning. Campus Conversations in 2006 have
covered rubrics, capstone assignments and projects, student portfolios, and surveys. To ensure
that assessment work is acknowledged and celebrated by the campus community, the Bakersfield
College Assessment website went online in fall 2005, and a full-campus assessment reporting-out
social event was held in spring 2006. [[1042]]
• To maintain a connection to other institutions and remain on the cutting edge of the new
SLOs assessment process, faculty leaders at Bakersfield College have also presented assessment
training workshops and presentations throughout the state. [[1043]] These workshops have
been sponsored through The Research and Planning Group, Higher Education and Evaluation
and Research Group as well as presentations to Antelope Valley College, the statewide WASC
convention, and the state chancellor’s vocational assessment workshops. Administrators have also
highlighted Bakersfield College’s assessment efforts via the Association of California Community
College Administrators annual conference.
• In 2005, Bakersfield College has agreed to house the International Assessment Community of
Practice (COP) left homeless at the demise of the American Association of Higher Education.
This service to the national higher education assessment community is another indication of
Bakersfield College’s commitment to becoming a state and national assessment leader.
Developing outcomes and assessments, even the full range of programs, is not enough. These
activities, results and accomplishments need to be effectively communicated in ways other than through
the assessment coordinator’s efforts. The office of Institutional Research and Planning, in conjunction
with the office of Information Technology, produces reports as required. In response to the use of
Partnership for Excellence funds, reports are generated for demographic information, Integrated
Postsecondary Education Data System (IPEDS) data, enrollment figures, and Title V activities.
Other standard reports are made available on campus and filed with the state, such as the
Bakersfield College Student Equity Plan and the Bakersfield College Matriculation Plan. The college’s
implementation of a Banner database and web interface allows faculty, administrators, and classified
staff to obtain course and student information for use in preparing unit plans and updates as well as for
program review and the annual update of the EMP. The assessment activities in this way inform campus
decisions and priorities.
The public is kept informed of Bakersfield College’s outcomes through the Institutional Research
and Planning website and through articles in The Source, a campus and community newsletter published
by the Department of Marketing and Public Relations. Information is collected from various campus
subcommittees and put into reports that also go to the college community. The Office of Institutional
Research and Planning prepares an annual college report showcasing the college’s decisions and activities
throughout the academic year. [[1044]]. Bakersfield College’s director of marketing and public relations
works to establish strong links with community news sources and shares press releases about campus
events on a regular schedule.
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Standard I
Together, the processes outlined in this descriptive summary facilitate college wide decision-making
and planning.
Self Evaluation
As the above description notes, Bakersfield College presents a strong pattern of evidence that it fully
embraces the student outcomes assessment mandate embedded in the ACCJC/WASC standards. The
state Academic Senate curriculum committee has cited the Bakersfield College assessment philosophy
as a state-wide model for local Academic Senates. Bakersfield College faculty and administrators are
providing leadership and guidance across the state to their community college colleagues. Bakersfield
College intends to share its innovations and connected research on student learning acquired through the
CLIPs initiative through professional associations and publications.
Bakersfield College has made significant progress in developing appropriate college bodies and
processes for institutional planning and the tracking of student learning. Extensive strategic planning
generated the creation of the IEC, College Council, the Assessment Committee, and the Enrollment
Management Committee. In addition, college personnel have worked hard to activate these committees
and participatory governance bodies.
Procedures and processes for college committees and governance bodies are being documented in
writing and are made available to college personnel through public folders. To ensure that an on-going
discussion about institutional planning and student learning occurs on a regular basis, timelines and
responsible parties are more routinely being addressed for all projects, processes, and goals.
Bakersfield College took an important step in linking budgeting to planning with the development
of the EMP and the annual unit plan updates. The EMP is the foundation for the programs and services
of Bakersfield College and states the strategic initiatives and planning assumptions of the college.
The effective linking of campus standards and needs with budget decisions is improving each
semester. For example, IEC fine-tunes the program review process each year, improving the overall
process. The Budget Development Committee of College Council is preparing a budget development
process that will help recommend priorities and planning assumptions. In addition, budget priorities are
set at the departmental level, and data are used to justify departmental requests. College administration
effectively uses the unit plan priorities to distribute funds. These steps and details are embedded in the
strategic initiatives and core processes delineated in the EMP. The Academic Senate president is planning
open forums to more fully discuss and review all the components of the EMP.
How information and recommendations move through the various committee processes and how
the final decisions are reported back to the campus are processes in flux. The goal is in place; the
practice needs improvement. As more dollars become available on campus to fund the recommendations
forwarded by the various committees, the processes will be more fully used, reviewed, and improved.
Bakersfield College is also becoming more adept at making effective use of data and analytic review
as it improves its programs and processes. For example, Bakersfield College uses documented assessment
tools to communicate qualitative and quantitative measures. This documentation is disseminated via
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Bakersfield College
print, electronic media, forums, and other campus venues. The Office of Institutional Research and
Planning coordinates and provides the documentation for these reports.
Bakersfield College’s website provides students, faculty, staff, and the community access to the
most current catalog, class schedules, general campus information, policies/procedures, special events,
and programs. This important tool is being updated to make the site more intuitive and user friendly.
Specific changes are ongoing, and a list of improvements was made available at the end of 20052006. Bakersfield College will roll out a new website for campus review in spring 2007 with full
implementation in fall 2007.
Advisory groups for campus programs are routinely updated about the programs with which they
work most closely, but general information about campus events and successes is also disseminated to the
community at large through the local media. In addition, copies of the monthly newsletter The Source
are provided to the neighborhoods adjacent to the campus. The ongoing connection with local high
schools and the area university have been reviewed and expanded, and increased marketing began in
spring 2006.
Each year Bakersfield College more fully uses assessment for review and improvement. Such data,
available to the campus community on the Office of Institutional and Planning website, are incorporated
into the unit plans that generate budget and hiring requests. In addition, Bakersfield College has been
expanding its adoption of the use of SLOs in all courses and programs, with the next step being taken
each year. For example, departments initiated course-level SLOs in 2004 and have started expanding to
program-level SLOs in 2005-2006. At the same time, general education assessments are being developed
and reviewed as are some campus critical thinking assessments.
As part of program review, each department and program reviews its existing curriculum on a
six-year cycle and reviews new curriculum as it is needed. If curriculum is to be delivered in a distance
format, a separate review is undertaken to ensure that the appropriate technologies and activities are
being used effectively and to provide accessibility to all users. The course outlines carefully delineate the
library resources needed to effectively teach the course. The annual updates to unit plans and the six-year
program review cycle effectively review programs and their goals and activities as assessed by their stated
SLOs. Other campus wide or program-specific efforts (Noel-Levitz survey, student equity reports and
assessment validations, for example) provide additional data for review as needed to initiate changes and
to meet state mandates. In addition, the Office of Institutional Research and Planning provides data
as requested to meet specific review parameters for departments and programs. Comparable college
data are made available on the Office of Institutional and Planning and the Kern Community College
District websites for review as well. The access to and integration of this data and its use needs time to be
incorporated effectively into employees’ habitual processes and practices.
An on campus general survey titled “Bakersfield College Survey: Mission & Overall Effectiveness”
[[1005]] was conducted in spring 2005 asking for some initial review of how effectively Bakersfield
College was addressing the themes interwoven throughout the accreditation standards. Response was
strong with 225 employees responding. Feedback from students via the online survey was disappointing
with only 33 students responding. Other more successful avenues to reach students with surveys (in
class, through clubs) are already being explored and implemented.
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Standard I
The survey results indicated communication as a serious concern across campus at all levels. The
avenues that are currently in place need to be reviewed and revised as needed, so more consistent and
timely communications become the norm on campus. Three crucial areas of communication need
attention:
• timely input on major campus decisions, including having the right people involved in
appropriate task forces and pilot studies
• notification of decisions and rationale (as appropriate) to all impacted parties, if not campuswide
• clarification of changes to processes and appropriate training as needed
The survey results underscored an ongoing goal for Bakersfield College: improving campus
communication. This goal is ongoing because communication is a never ending process and new people
routinely join the campus and/or change leadership roles. Such an ongoing goal typically takes on a
sense of urgency when matters surface such as budget crises and major renovation projects. To address
the ongoing goal, various actions are routinely underway:
• Open forums are routinely held by the president to hear directly from campus constituents
• All administrators have open-door policies
• Campus committees count on their members to share updates and details with their
constituencies
• Redesign of the campus website will improve access to college information and increase
maneuverability
• Separate web pages (see Office of Institutional and Planning and Staff Development websites for
examples) are routinely updated
• Announcements about changes are issued via the various campus listservs, including one for
adjunct faculty
• Committee agenda, minutes, and reports are made available through public folders, increasing
communication while minimizing hard copy distribution
• Documents that describe the various functions and processes of college committees and
participatory governance bodies, such as the Bakersfield College Governance and Committees
Matrix, have been prepared, including timelines for yearly tasks and delineation of responsible
parties for each task
Planning Agenda
Bakersfield College will continue to formalize its processes and systems through systematic review
and revision. The initial steps in 2005-2006 include clarifying and maintaining approved procedures
at all levels of decision-making across campus. Having such expectations and priorities in place lays a
strong foundation that can efficiently and effectively support collegial dialogue and decision-making,
even in times of crisis. Each committee will take responsibility for making explicit its role in campus
decision-making, so those connections become evident to all on campus
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Bakersfield College will formalize a process for setting institutional budget priorities for institutionwide initiatives that are not carried out at the departmental level. The president, through College
Council, will take the lead on making this goal a reality.
Bakersfield College will improve institutional effectiveness to continually work to improve
communication at all levels. Each administrator and all committee chairs will take responsibility for
making sure this goal is addressed across campus. This goal has a range of areas that will be explored to
help make certain all levels of ongoing effective communication are being attended:
• Seek appropriate input on all matters through established processes but also by assuring
appropriate staff members are participating when any task force or review process is underway.
All constituency groups-faculty, staff, students, and administrators-need to be heard and valued as
any decision unfolds. Those who will implement a specific process change, for example, may have
valuable insights on exactly what changes are needed to ensure quality improvement.
• Once decisions and actions are finalized, share the outcome across campus. Eliminating surprises
regarding the campus learning and working environments can help people feel more in control
of their environments. Change is inevitable and sometimes hits fast, but effective, systematic
ongoing communication avenues (online updates, open forums, regular meetings and reports,
special notices and convocations, for example) help maintain a crucial sense of community needed
for the campus.
Bakersfield College will provide effective training as needed to make certain decisions and actions
can be addressed smoothly and efficiently. Professional development opportunities need to be available
on a regular routine, but new short-term sessions need to be provided as specific changes are implemented
regarding process. In addition, there needs to be a network to help identify areas that need clarification
through training and review, since not all training needs will be evident immediately. Under the charge
of the president, the Staff Development Coordinating Council and the Assessment Committee can help
take the lead on assessing needs and planning ways to meet the professional development needs across
campus.
It is important to address the needs of individuals within the learning environment regarding
performance and accomplishments. Certainly the evaluation processes need to be clear and consistent,
but there also needs to be a set routine to acknowledge effort, share successes and accomplishments,
and extend appreciation. Many of the activities that already address this piece of ongoing effective
communication will be detailed in later standards, such as the newly revised faculty evaluation process
and Classified Recognition Day. Each administrator will take the lead in his/her area in making certain
praise and appreciation are shared on campus, and the Department of Marketing and Public Relations
will help showcase all of Bakersfield College’s accomplishments across campus and in the community.
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Standard II
Standard II
Student Learning Programs and Services
The institution offers high-quality instructional programs, student support
services, and library and learning support services that facilitate and demonstrate
the achievement of stated student learning outcomes. The institution provides
an environment that supports learning, enhances student understanding and
appreciation of diversity, and encourages personal and civic responsibility as well as
intellectual, aesthetic, and personal development for all of its students.
II.A Instructional Programs
The institution offers high-quality instructional programs in recognized and
emerging fields of study that culminate in identified student outcomes leading to
degrees, certificates, employment, or transfer to other higher education institutions
or programs consistent with its mission. Instructional programs are systematically
assessed in order to assure currency, improve teaching and learning strategies, and
achieve stated student learning outcomes. The provisions of this standard are broadly
applicable to all instructional activities offered in the name of the institution.
II.A.1The institution demonstrates that all instructional programs, regardless of
location or means of delivery, address and meet the mission of the institution
and uphold its integrity
II.A.1.a
The institution identifies and seeks to meet the varied educational
needs of its students through programs consistent with their
educational preparation and the diversity, demographics, and
economy of its communities. The institution relies upon research and
analysis to identify student learning needs and to assess progress
toward achieving stated learning outcomes.
II.A.1.b The institution utilizes delivery systems and modes of instruction
compatible with the objectives of the curriculum and appropriate to
the current and future needs of its students.
II.A.1.cThe institution identifies student learning outcomes for courses,
programs, certificates, and degrees; assesses student achievement of
those outcomes; and uses assessment results to make improvements.
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Descriptive Summary
The mission of Bakersfield College is to provide quality instruction and services needed by the
diverse community to achieve personal, academic and occupational success. In fulfilling its mission,
the college offers general education preparation and programs of study preparing students for transfer to
baccalaureate granting institutions; degrees and certificates in occupational and career fields leading to
entrance into the local workforce; workforce training for business and industry; small business start-up
and operational assistance; instruction to assist with the remediation of academic skills; and courses and
activities for personal enrichment. [[2001]]
Further, in support of the instructional programs, the college provides a schedule of classes that
encompasses morning, afternoon, evening and weekend schedules, as well via as online delivery and
television. [[2002]]
The college utilizes a wide range of resources in determining community and student needs in
the instructional and training programs it offers and the schedule of classes it provides. This research
involves articulation with four-year institutions and area high schools, community input through
formalized advisory committees and boards, and staff involvement with the community through more
informal processes.
The methods and locations of delivery of its offerings include online instruction through computer
web based access, recorded television courses, cable television broadcast, and interactive live television
broadcast through its own studios. The live broadcast courses have the simultaneous reach of six
different locations across the service area.
Bakersfield College has a large regional center located in Delano that serves over 1,000 students per
semester. This center is being relocated to a new site west of highway 99 from its present location on
Randolph Street in Delano. The new location opened in fall 2005 with a co-laboratory in the life and
physical sciences. The uniqueness of the new location is that it is in partnership with the Delano High
School District and will share several facilities with the third high school in Delano that is scheduled to
open in fall 2008. Courses are offered at both locations. The course offerings at Delano focus mostly
on general education, but with the new location and the partnership with the high school district, course
offerings will be expanded to include several career and technical programs of study. [[2003]]
The college also offers courses three nights per week at Stockdale High School in southwest
Bakersfield and in Arvin and Lamont. Property has been purchased west of Bakersfield for the location
of a future center, and potential sites are being explored in the Arvin and Lamont area for yet another
satellite campus.
In providing for student success, the college has course work in academic development to strengthen
reading, writing, math, and study skills; open laboratories for assistance in English and mathematics;
and one-one tutoring services. Further, a full range of assistance is available through Disabled and
Supportive Services and adaptive technology for students with physical and learning disabilities and
challenges.
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Standard II
As delineated in Standard I, in 2003 the college embarked on an aggressive campaign to produce
student-learning outcomes for all of its individual classes. Over 85 percent of faculty participated and
produced defined outcomes for each class that they teach. Since that foundation was laid, the college
is progressing through the curriculum process to write student learning outcomes for every course and
program, as well as the outcomes for its general education offerings. Through the shared governance
Curriculum Committee, a formal curriculum review process ensures systematic review of the efficacy of
the outcomes at the course and program level. Moreover, Bakersfield College has included some general
outcomes at the institutional level.
The outcomes-based model is being developed at the college, and assessment planning is well
underway, through a collaborative Academic Senate appointed Assessment Committee. The Assessment
Coordinator, who receives reassigned time to spearhead the assessment effort on campus, chairs this
committee.
In addition to the learning outcomes at the course and program level, IEC, a shared governance
committee, directs the program review process. Program review requires individual programs to review
the assessment of their outcomes, evaluate the results, and adjust behavior as a result of those findings.
The program review process is tied to unit planning as part of the EMP and the annual budgeting
process. [Refer to Standard IB.]
Self Evaluation
The college provides standard methods of publishing its course and program offerings. The college
catalog is available in both print and electronic forms and includes general information about steps to
matriculation, general degree requirements, broad college policies and student conduct expectations,
program of study requirements, and a full listing of all courses offered and their individual descriptions.
These match the course descriptions included in the course outlines archived in the Office of Student
Learning. As recommended in the accreditation evaluation report of 2000, the college has developed a
full description of all occupational courses and programs of study in its catalog.
A schedule of classes is published for each semester both electronically and in print form. This
schedule of classes cross-lists course offerings by discipline, location, and method of delivery. The
publication of the schedule of classes is a collegial effort between faculty department chairs, deans,
the Office of Student Learning’s scheduling technician and the Department of Marketing and Public
Relations. As technology has advanced and the methods of student registration have become more
sophisticated, the college has struggled with the appropriate format for the published schedule.
Additionally, the move to the compressed semester calendar has exacerbated the timeliness issue.
[[2001, 2002, 2004]].
In 2004, the college instituted an automated waitlist process for its student registration activities.
This waitlist process provides a fair, first-come, first-served means of adding students to courses as
openings exist. The process also yields direct data on student interest and demand that can be used in
making decisions for adding course sections immediately and for modifying schedule patterns later.
Further, historical enrollment records, advisory committee input, and informal student and community
interviews are used in determining course offering times. [[2002]]
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During fall 2005, a scheduling taskforce reviewed the existing class scheduling blocks to determine
where conflicts may exist and where meeting times may have been inappropriate. This taskforce gathered
data during spring 2006 and continues its review to ensure classes are scheduled to best meet student
needs.
The direct broadcast capability of the college has been expanded over the past three years to include
sites across the entire district. As a result, there is a full program for nursing available through distance
education as well as expanded course offerings. In fall 2005, construction courses were offered between
Bakersfield College and Porterville College. Such efforts will continue as student demand continues to
exceed the overall ability to hire enough qualified adjunct faculty in core general education areas.
Beginning in 2003, with a faculty-driven Institutional Effectiveness audit and training sessions,
student learning outcomes have been developed for individual courses across the campus. As the effort
to develop class section level outcomes took hold, course level outcomes have been developed for the
wide majority of courses at the college. The Curriculum Committee has developed a new course outline
format that requires the inclusion of student learning outcomes for each course during the curriculum
review process. As new courses are proposed, these outcomes must be included on the course outline; as
courses are revised or reviewed, these outcomes must be added to existing course outlines. The course
outlines are archived and maintained in the Office of Student Learning.
Program level outcomes began development in December 2005, and significant progress has been
made. Additionally, in fall 2004, the General Education subcommittee of the Curriculum Committee,
together with the Curriculum Committee, began addressing the reform of the General Education
program at the college. To date, general education classifications and definitions have been approved.
Institutional level outcomes were approved by the Academic Senate in spring 2006. As this process
continues, there will be revisions to the class and course level outcomes and their integration with
program and institutional level efforts.
The college is adding strength to the program review and data-driven decision-making processes
through the participatory governance groups in the IEC and College Council. The former conducts
program review which requires the marriage of outcomes assessment and unit planning. IEC makes
some budget recommendations as a result of its review, even if budgets are not immediately available to
fund the recommendations. [Refer to narrative for Standard IB]
In an effort to maintain the momentum with assessment at Bakersfield College, the Assessment
Committee undertook an updated assessment plan built upon the existing 2004 assessment plan.
Developed in summer 2006 and due to be presented to the Academic Senate in fall 2006, the updated
assessment plan includes acknowledgment of goals that have been met and expands the plan for several
years ahead, including strategies and attainment measures for future goals at the course, program, and
institutional level. Of the added features of the proposed plan, two of the most significant are a proposal
for assessment methods for institutional level SLOs and a white paper connecting the proposal to
innovation research, giving added weight and validity to the purpose of the various projects. [[2005]]
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Standard II
Planning Agenda
Based on the existing Assessment Plan, the college will completely incorporate learning outcomes
and assessment in planning, budget, program, and curriculum development by 2009. The College
Council and other primary participatory governance committees will provide leadership and
implementation of the full integration of a culture of evidence and data-driven decision-making.
II.A.2The institution assures the quality and improvement of all instructional courses
and programs offered in the name of the institution, including collegiate,
developmental, and pre-collegiate courses and programs, continuing
and community education, study abroad, short-term training courses and
programs, programs for international students, and contract or other special
programs, regardless of type of credit awarded, delivery mode, or location.
II.A.2.a The institution uses established procedures to design, identify
learning outcomes for, approve, administer, deliver, and evaluate
courses and programs. The institution recognizes the central role
of its faculty for establishing quality and improving instructional
courses and programs.
II.A.2.b The institution relies on faculty expertise and the assistance of
advisory committees when appropriate to identify competency levels
and measurable student learning outcomes for courses, certificates,
programs including general and vocational education, and degrees.
The institution regularly assesses student progress toward achieving
those outcomes.
II.A.2.c
High-quality instruction and appropriate breadth, depth, rigor,
sequencing, time to completion, and synthesis of learning
characterize all programs.
II.A.2.d The institution uses delivery modes and teaching methodologies that
reflect the diverse needs and learning styles of its students.
II.A.2.eThe institution evaluates all courses and programs through an
on-going systematic review of their relevance, appropriateness,
achievement of learning outcomes, currency, and future needs and
plans.
II.A.2.fThe institution engages in ongoing, systematic evaluation and
integrated planning to assure currency and measure achievement
of its stated student learning outcomes for courses, certificates,
programs including general and vocational education, and degrees.
The institution systematically strives to improve those outcomes and
makes the results available to appropriate constituencies.
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II.A.2.g If an institution uses departmental course and/or program
examinations, it validates their effectiveness in measuring student
learning and minimizes test biases.
II.A.2.h The institution awards credit based on student achievement of the
course’s stated learning outcomes. Units of credit awarded are
consistent with institutional policies that reflect generally accepted
norms or equivalencies in higher education.
II.A.2.iThe institution awards degrees and certificates based on student
achievement of a program’s stated learning outcomes.
Descriptive Summary
Assessment
The development of an assessment process at Bakersfield College has been a concentrated effort on
many fronts. A committee of faculty and administrators developed the Bakersfield College assessment
philosophy and assessment plan in 2002, and training workshops for academic and student services
programs on course-level SLOs were conducted by faculty experts soon afterwards. Due to this effort,
over 85 percent of full-time faculty have participated in writing course-level SLOs. In 2005-2006,
the Assessment Committee of Bakersfield College shifted the emphasis from course-level SLOs to the
program level and embedded the process in the existing unit plan process. To facilitate this integration,
outside expertise was provided by Dr. Ruth Stiehl of Oregon State University, Dr. Norena Badway of
Higher Education and Evaluation Group and University of the Pacific, and Dr. Mary Allen, former
director of California State University Center for Teaching and Learning. In addition, faculty volunteers
were trained to provide departmental support, and Assessment Committee members offered assistance
as needed. The rough draft of the program-level SLO project was due to the deans and the assessment
committee by December for feedback, with the final project due with updated unit plans at the end of
the spring 2006. (For a more detailed description of the assessment progress at Bakersfield College, see
Standard I)
Alternate Forms of Instruction
Because of the commitment to student success that is valued at Bakersfield College, attention has
been paid to offering instruction in alternative formats to better meet the needs of students.
Distance Learning
Distance learning has grown considerably. Bakersfield College offers courses taught at a distance
through four primary modalities: Instructional Telecourses (ITV) delivered as “video one-way;”
Interactive delivered as “two-way video/two-way audio” or “one-way video/two-way audio” (Live);
Online delivered via the Internet; and Hybrid – a course utilizing more than one mode of instructional
delivery: face-to-face and the Internet. Course listings are included in the departmental listings of the
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Standard II
printed schedule of classes. Courses are also listed in greater detail in the Distance Learning section of
the printed schedule of classes listed under the specific mode of delivery: ITV, Interactive, Online or
Hybrid. Specific courses are listed by mode of delivery. The in-depth information and links provided on
the Distance Learning area of the Bakersfield College website are kept up to date. Semester online course
offerings are also listed with the California Virtual Campus website.
As noted in the Distance Education Annual Report for academic year 2004-2005, Distance
Learning continued to be an influencing factor in Bakersfield College’s ongoing effort to meet the needs
of an ever growing and increasingly diverse student population. ITV and online enrollments contribute
to the overall college Full-Time Equivalent Students (FTES) numbers via the totals for the departments
offering the courses. There is nominal impact and expense on the infrastructure of the college, unlike
some traditional on-campus courses.
Bakersfield College enrolled 9,252 duplicated head count students in a distance education modality
in 2004-2005. This represents an increase of 9 percent over 2003-2004. The enrollment and FTES
from courses taught at a distance are counted by each of the departments offering the course delivered via
ITV, Online, Interactive or Hybrid. Courses taught at a distance do not cost the department offering
the course additional monies for the enrollment/FTES. Any expenses involved with the Online CMS
license, ITV licenses, enrollment fees (per student) or the annual ITV consortium fee are paid solely by
the Distance Learning budget.
Growth of the Distance Learning program is dependent upon and directed by the course offerings
developed by the departments within the college along with district-wide decisions affecting Bakersfield
College’s Distance Learning program. Departments-not the Distance Learning program-collect WSCH/
FTES for the courses offered in a non-traditional/Distance Learning modality. However, based upon
the documented and consistent increase of students enrolled in courses taught at a distance, it can be
expected that the rate of growth of enrollment will be faster than that of Bakersfield College overall. As
supported in both text and figures, Bakersfield College’s courses taught at a distance academic year 20042005-either as ITV, Interactive, Online, or Hybrid-continued to provide quality instruction and met the
educational needs of a varied student base. The Distance Learning Program continues to be an integral
component of Bakersfield College.
Student Success Computer Lab and Math Lab
In addition to distance learning, students at Bakersfield College are able to take coursework and
receive additional help in the Student Success Computer Lab and Math Lab. The Student Success
Computer Lab is a 60-station, open-entry computer lab where students personally and privately build
their reading, writing, grammar, math, and study skills on the Plato system. Students work on their
skills at no cost and no unit credit, or they can choose to work to earn one-half to one unit in either
reading or writing. Students have found using the lab to be very beneficial for filling in the gaps of
forgotten or never-learned skills, building skills to score more highly on the assessment test, keeping
current on skills over the summer in between courses or improving their skills to be more successful in
their classes. Over 45 instructors from across campus found the time their students have spent in the
lab to be both beneficial and productive. [[2006]] Many of these instructors enroll all of their students
in the lab and either require established amounts of time in the lab or offer extra credit for time spent
working on skills in the lab.
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The 2003 audit provided an opportunity for the Math Lab and Student Success Lab to begin
discussion of how to share space, computers and staff. The self-paced math courses were redesigned from
a multiple-choice, paper-and-pencil, exam-based format in which students had to spend a certain number
of hours in the Math Lab to a hybrid course, using the ALEKS Internet-based computer program.
Students are required to spend time on the ALEKS program, available wherever they have Internet
access. Computer work stations were reorganized to allow room for students to work as well as room for
faculty to provide instruction.
Math Lab and Student Success Lab students now share a common space. Teaching assistants in
the labs are trained in both areas, allowing staff to be shared during busy times. Selected tutors from
the Tutoring Center are assigned in the Math Lab, working with math faculty to offer drop-in tutoring
in the Math Lab for the Developmental Math courses in addition to the peer-tutoring available in the
Tutoring Center. Drop-in Tutoring is now available 52 hours a week including evening hours, up from
23 hours per week. It is open to students who need help one day or several days throughout the semester,
on an as-needed basis. The synergy of the three areas--Math Lab, Student Success Lab and Tutoring
Center--is introduced to students by the Student Success Lab Coordinator’s regular visits each semester to
developmental math and English classrooms. The services available in all three areas are communicated
to students in these courses.
Tutoring
Individualized tutoring is also available to all students at Bakersfield College. Tutoring sessions
are by appointment, 45 minutes in length and one time per week per subject. Drop-in tutoring is
available throughout the day in English and math. Tutors at Bakersfield College attend Tutor Training
and Practicum, a semester-length course on human relations skills and methods of effective tutoring.
Tutors are referred by subject area instructors and have achieved a grade of “B” or better in the course in
which they will tutor. Bakersfield College averages 75 tutors each semester and more than 700 tutees.
In acknowledgement of our student population at Bakersfield College, English as a Second Language
(ESL) Tutoring is also available to second language learners. This tutoring program seeks to remove the
barriers of written English for ESL students and promote academic success. A 30-minute session of free
tutoring is provided once a week to students who qualify for ESL support and all students enrolled in
ESL courses.
Classroom Instruction
Linked courses have also been provided for under-prepared students in college level courses. The
“Student Success” linked course program, recipient of the California Community College Chancellor’s
Office Student Success Award in 2000, assisted students with cognitive instruction and study skills
support in difficult courses.
Team-taught courses are also offered at Bakersfield College. One example of this is English B2,
Advanced Composition and Critical Thinking, taught typically by three faculty, such as an English
professor, biology professor, and a counselor.
Learning Communities are also available for students. Examples of Learning Communities offered
at Bakersfield College include Achieving Success for developmental students, the Puente Learning
Community (on hiatus for 2006-2007) for students preparing to transfer who would benefit from
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Standard II
additional support, and MESA for under-represented students in mathematics, engineering, and science
majors.
High Tech Center
To facilitate the success of students with disabilities, services are provided through Supportive
Services in several areas. The High Tech Center was established in 1988 and originally located in the
Learning Center. In summer 2004, in order to mainstream students with disabilities into the general
population and improve physical access, the High Tech Center was relocated to the computer commons
in the Library. This center is designed for students with disabilities who use assistive technology. There
are 10 individual workstations with desktop computers, five with scanners and automatically adjustable
tables. Each computer has standard windows applications (campus image), as well as assistive technology
including JAWS screen reader; Kurzweil 3000 reading, writing, and learning software; ZoomText screen
magnification; and Dragon Naturally Speaking voice recognition software. Students with disabilities
realize improved access to educational materials and achieve their educational goals.
When using the High Tech Center, students are required to display their yellow accommodations
card issued by Supportive Services and fill out a contact sheet documenting their attendance. From the
beginning of fall 2005 to the present, approximately 360 students have used the HTC.
The High Tech Center is maintained by Information Services in conjunction with Supportive
Services. These departments are upgrading the assistive applications to network versions designed to
provide universal access campuswide. Students with disabilities are provided assistance from a small
number of student workers who also assist other students in the Computer Commons. Reference
material for each assistive technology is also available.
In summer 2005, a pay-per-print system (PHAROS) was implemented in the High Tech Center
requiring all students to pay for printing services. Currently students are able to check out the audio and
microphone headsets used with some assistive technology from the Computer Commons Helpdesk.
Student Workers
Previously the High Tech Center had student workers specifically designated to assist students with
disabilities; however, it was determined to be a more efficient use of resources to have the student workers
assisting in the Computer Commons also assist in the HTC. Training is provided to the student workers
in on effort to provide free assistance to students with disabilities using the computerized assistive
technology.
Assistive Technology
Students are referred for training on assistive technology applications by a Supportive Services
professional. Each student is trained one-on-one by the Assistive Technology Specialist. The assistive
technology programs available are JAWS screen reader; Kurzweil 3000 reading, writing and learning
software; ZoomText screen magnification; and Dragon Naturally Speaking voice recognition.
Students are provided an introduction and training in the use of technology. Many students develop
the ability to use the applications independently. In fall 2005, 36 students were trained to use various
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assistive applications. Thirty of these students were referred for Kurzweil 3000, a reading, writing
and learning software designed for students with learning disabilities. The remaining six were referred
for Dragon Naturally Speaking voice recognition software. Workshops on Kurzweil 3000 are being
organized to more efficiently serve students.
Alternate Media
Section 504 and Section 508 of the Rehabilitation Act require community colleges to ensure access
to students with disabilities; more specifically, section 508 of the Rehabilitation Act seeks to ensure
accessibility of electronic information Technology. Supportive Services has developed an alternate media
production center, which provides students with alternative text formats based on their limitations and
abilities.
Upon request, students are provided educational materials in alternate formats such as Braille,
large print, electronic text, tactile graphics, and audio files. In fall 2005, Bakersfield College filled 115
alternate media requests, consisting of 113 books and other materials for 26 students and two requests
from other colleges through the AMX database. Of the 115 requests, 20 were for Braille. With the
exception of two books, all Braille materials were edited, translated, embossed and bound in-house. The
process for the average straight text with no images/pictures conversion takes approximately two to four
hours to prepare and process through Optical Character Recognition (OCR). An additional two hours
may be required for editing, depending on the size and condition of the original material.
All other requests for alternate media were in various formats such as PDF, Kurzweil, or Microsoft
Word. At least seven books or instructional packets were scanned, edited for errors, converted to the
requested format, and then burned to a CD in-house. Each CD includes standard disclaimer files, the
formatted text and a label identifying the contents.
This entire process is resource intensive, requiring extensive time specialized skills and abilities to
complete. Alternate Media currently has one part-time classified person (19 hours per week), one parttime temporary classified person (19 hours per week), and three part-time student workers attempting to
produce each request in a timely manner. Unfortunately, these resources are not able to keep up with the
growing alternate media needs.
Captioning
California Community Colleges are required by law to provide equal access to video resources for
students, faculty and staff who are hard of hearing or deaf. Supportive Services and Media Services
have developed captioning policies and procedures to ensure the college is in compliance with these
requirements (Section 508 of the Rehab Act and SB 105-State mandate). The forms developed include a
captioning policy, request form and copyright permission form.
Monies are currently available for captioning existing videos and/or purchasing new videos with
captions. Due to the cost involved in captioning existing videos ($8-$10 per minute), it is recommended
that instructors consider purchasing new videos at a significantly reduced cost. This is an opportunity
for instructors to update their existing videos with more current information and delivery methods that
may help improve the effectiveness of the video content.
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Standard II
Supportive Services has purchased captioning equipment and is in the process of working with
Media Services to implement the hardware and software into the faculty lab. The goal is to produce
in-house video captioning for the future captioning needs of existing materials, when the purchase of
replacement videos with captions is not an option. Media Services and Supportive Services will be the
primary points of contact for this service.
Advisory Committees
To ensure that curricula is contemporary and that students are receiving the instruction they need
to be successful, workplace, career and technical education programs of study enlist the assistance of
advisory committees. These committees are comprised of industry leaders and practitioners in each
program area, faculty members from the four-year institutions to which Bakersfield College students
transfer, and representatives from other government agencies. For instance, the Digital Arts Committee
consists of nine community members who provide information on new technologies in the industry
such as software and hardware and who assess classes and assignments for their relevance to the market
need. Computer Studies has an advisory committee consisting of individuals who are leaders in the
programming department for the county, several who perform Geographic Information Systems
functions for the county and the city, a few who do web design and development, and other technology
workers as well as a professor from California State University, Bakersfield.
Bakersfield College’s Radiologic Technology Program utilizes two advisory committees-one as
a program advisory body and one as a clinical advisory. The membership of the Program Advisory
Committee consists of community members, as well as instructor and clinical representatives, while the
Clinical Advisory Committee consists of the clinical coordinators, clinical instructors, and the program
director. Both committees are used for review of the program’s mission and goals, for advice on current
market trends, and for recommendations on program improvement and other concerns. In addition to
the full range of existing advisory groups, a new Cal Works advisory committee is being formed.
Moreover, through the budget planning process at the college, the career and technical education
programs receive federal assistance through Perkins grant funding. Requirements of this grant are
the establishment and regular meetings of a program advisory committee. Typically, each advisory
committee meets twice per year, once in each semester, to review opportunities, trends, resources,
curriculum and programs needs; these meetings are memorialized through printed agendas and minutes
of proceedings.
The college provides the resources and facilities to conduct these semi-annual meetings and an
advisory committee handbook to aid in guiding the work of the committee. Each committee reviews its
membership annually and actively recruits new members to ensure fresh and casual perspectives.
An Advisory Committee Handbook is available to assist any programs at Bakersfield College that
wish to build a new advisory committee.
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Assurance of High Quality Instruction
To ensure quality instruction, Bakersfield College has undertaken the improvement of several key
programs.
Faculty Evaluation
Quality faculty is essential to the academic excellence of an institution. To ensure that quality
teaching and support services remain the core ingredients at Bakersfield College, the faculty evaluation
process was reviewed and piloted by faculty and administrators in 2004. The focus of the review was
to make sure that faculty evaluations were conducted with fairness, equity, and uniformity across the
Kern Community College District. The final process was approved by the Academic Senates of the three
colleges that comprise the Kern Community College District and incorporated into the negotiated union
contract. Finally, it was presented in the first district faculty Convocation at Bakersfield College prior to
fall 2005.
Professional Development
Bakersfield College’s Staff Development Coordinating Council (SDCC) is a participatory governance
committee comprised of equal representation from faculty, staff and administration. SDCC oversees
the spending of the small staff development annual budget. Since the drastic state budget cuts a few
years ago, state funding has disappeared, but SDCC had some carryover dollars that allowed the campus
to continue its efforts each year. In addition, the president has augmented the SDCC budget to fund
targeted projects each year. To maximize the dollars that are available, the limited budget has been used
to fund collegial exchanges for the campus and speakers and workshops for large groups. For example,
each year SDCC provides breakfast or lunch for opening day activities, helping to set an atmosphere for
collegial sharing. In addition, SDCC funds an annual Recognition Day for classified staff, providing a
day of training and camaraderie.
The professional development of Bakersfield College faculty and staff has also changed over the past
several years. For 2005-2006, SDCC is working to better maintain a campus calendar of all available
training being offered and/or funded via SDCC or grants. This master calendar will be coordinated
through a dean’s office, so more collaborative training and advertising efforts can be provided. In
addition, SDCC is advocating for the development of a staff development center on campus that will
become a focal point for collegial exchange and training opportunities. This center would be expanded
to better utilize the current Professional Growth Center equipment and services. A 2004-2005 task force
developed a white paper [[2007]] detailing this staff development need. When campus renovations are
planned, consistent effort will be made to stay mindful of finding a home for an expanded professional
growth center.
Bakersfield College offers other support for SDCC. For example, the flex coordinator is a faculty
member with 0.2 reassigned time who helps plan campus activities appropriate for earning flex credit
for faculty members. Each year, these offerings include well attended technology training sessions
geared for faculty and staff, a summer technology institute giving faculty extensive practical application
opportunities, and opening week sessions on classroom strategies and activities presented by Bakersfield
College faculty. Over the last several semesters, these best practice workshops have focused more and
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Standard II
more on classroom strategies that would help faculty address student retention and success. For example,
for spring 2006, a series of workshops focusing on student diversity were held.
Finally, each year new faculty are provided training opportunities under the umbrella of the New
Faculty Seminar. Seminar meetings are scheduled during the week before each semester and once a
month throughout the school year. A dean of student learning helps coordinate the logistics of these
sessions, that include such topics as understanding student demographics, using campus automated
waitlist system, introductions to campus services and special populations as well as such pedagogical
matters as learning styles and first day activities. Since 2004, Academic Senate has revitalized its
participation in the planning and delivery of these sessions for the new faculty.
Self Evaluation
General Education Outcomes have been proposed and discussions are underway. A plan for
Institutional Level assessment has also been proposed. Even though units began working on their
program-level outcomes, most departments are only in initial stages of developing assessment plans for
course and program-level outcomes. Institution-level outcomes were first developed and approved in
spring 2006. Once course-level outcomes are clearly linked with specific assignments and assessments,
Bakersfield College will be able to demonstrate that credit is being awarded based on each student’s
achievement of the course’s stated learning outcomes.
Similarly, as program-level outcomes are formulated and specific courses are clearly linked to mastery
of specific program-level outcomes, Bakersfield College will be able to demonstrate that degrees and
certificates are awarded based on student achievement of the program’s stated learning outcomes.
Progress toward these goals will be guided by a revision of the initial draft of the 2004 Assessment
Plan that provided a revised timeline and assigned committees and individuals responsible for
implementation. Strategies need to be developed for providing constructive feedback without dampening
faculty and staff enthusiasm for ongoing assessment of learning outcomes.
Institutional support in the form of budgetary commitments for assessment continues to develop. A
commitment to fund an assessment coordinator as well as additional funding for assessment projects has
been made to continue the growth of the assessment process.
Increased faculty, administrative and counselor support will be provided to encourage the growth
and strength of the learning communities. Bakersfield College will continue the development of an
Allied Health Learning Community.
To provide learning support for students, embedded tutoring or supplemental instruction will be
investigated.
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Planning Agenda
Bakersfield College’s Distance Learning program reflects and is directly impacted by reduced staffing
levels and vacancies in critical service areas. Administrative financial support of staffing requests from
the Professional Growth Center, Information Services, the Delano Center and Media Services is vital to
those campus wide service areas and Bakersfield College’s Distance Learning program. Vacant classified
staff positions need to be filled and requests for new classified staff positions need to be approved and
filled in a timely fashion.
II.A.3The institution requires of all academic and vocational degree programs a
component of general education based on a carefully considered philosophy
that is clearly stated in its catalog. The institution, relying on the expertise of
its faculty, determines the appropriateness of each course for inclusion in the
general education curriculum by examining the stated learning outcomes for
the course.
General education has comprehensive learning outcomes for the students who
complete it, including the following:
II.A.3.a An understanding of the basic content and methodology of the major
areas of knowledge: areas include the humanities and fine arts, the
natural sciences, and the social sciences.
II.A.3.b A capability to be a productive individual and life long learner: skills
include oral and written communication, information competency,
computer literacy, scientific and quantitative reasoning, critical
analysis/logical thinking, and the ability to acquire knowledge
through a variety of means.
II.A.3.c
A recognition of what it means to be an ethical human being
and effective citizen: qualities include an appreciation of ethical
principles; civility and interpersonal skills; respect for cultural
diversity; historical and aesthetic sensitivity; and the willingness to
assume civic, political, and social responsibilities locally, nationally,
and globally.
Descriptive Summary
Bakersfield College requires a component of general education for all academic and vocational
associate degree programs. This requirement is specifically identified on pages 37 and 38 of the 20052006 Bakersfield College Catalog under the rubric “General Requirements (for graduation with the
associate degree)” and “Completion of a General Education Pattern.” Three choices are identified:
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Standard II
“Bakersfield College General Education Specific Requirements, or California State University General
Education Breadth, or Intersegmental General Education Transfer Curriculum.” The General Education
program is based on a comprehensive philosophy that is clearly stated on pages 38 and 39 of the 20052006 Bakersfield College Catalog.
Pages 51-105 of the 2005-2006 Bakersfield College Catalog list the programs of study offered by
Bakersfield College. Each of the 77 programs offered requires a minimum of 18 units of focused study
in a single area of inquiry or established interdisciplinary core.
The General Education Committee is composed of a diverse body of educators from business
administration, English, computer studies, mathematics, student services, social science, physical science,
philosophy, and administration. The appropriateness for inclusion of any course into the Bakersfield
College general education curriculum is determined by the General Education Committee, after referral
by the Curriculum Committee, based on established criteria that requires student learning outcomes
for each course. However, with one exception, at the present time, Bakersfield College does not have
any means by which new or revised courses could be judged for inclusion into the appropriate general
education program. The exception is the case of student learning outcomes for critical thinking courses;
these were approved by the Curriculum Committee on October 20, 2005.
Self Evaluation
Although general education student learning outcomes have not been fully adopted by
Bakersfield College, the goal of establishing outcomes has been fully embraced by both the faculty
and administration. A standardized curriculum form for all college courses (Application for Course
Approval/Revisions or the ACAR) has recently been implemented at Bakersfield College. This
form requires that course level student learning outcomes be stated for every course presented to the
Bakersfield College Curriculum Committee for inclusion in the Bakersfield College curriculum. These
outcomes are examined by the General Education Committee when deciding whether or not to include a
course in the general education curriculum, but since general education student learning outcomes have
not been decided upon as yet, such courses cannot be evaluated by that measure.
A clear understanding of the importance of using student learning outcomes to determine the
appropriateness of any course for inclusion in the general education curriculum is evident. In December
2004 the General Education Committee approved and forwarded to the Curriculum Committee an
ambitions plan (Gen Ed Proposal) that re-conceives general education at Bakersfield College. The plan
recommends that Bakersfield College adopt the general education categories employed by the California
State University as well as establish comprehensive general education student learning outcomes for
each new category. These learning outcomes broadly include an understanding of the basic content and
methodology of the major areas of knowledge, the capability to be a productive individual and life-long
learner, and recognition of what it means to be an ethical human being and effective citizen.
Bakersfield College is well on its way to adopting this proposal. General education student learning
outcomes in critical thinking have been approved as well as a definition of critical thinking for use at
the college. A definition of information competency has been adopted from which learning outcomes
are expected to emerge. Alignment with CSU Breadth general education categories and definitions was
approved in spring 2006.
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Institutional level outcomes were adopted by the Academic Senate in spring 2006. It is anticipated
that outcomes in every general education category will be adopted during 2006-07 and that these
outcomes will thereafter be employed in deciding which courses merit inclusion in the general education
curriculum at Bakersfield College.
Planning Agenda
With leadership provided by the IEC, the General Education assessment plan will be completed and
implemented during 2006-2007.
II.A.4All degree programs include focused study in at least one area of inquiry or in
an established interdisciplinary core.
Descriptive Summary
Title 5 of the California Code requires the completion of a minimum 18 units in a major area of
study, and the completion of a minimum of 18 units of general education courses in specific areas, and
a total of 60 units of study before an associate’s degree may be conferred. Bakersfield College complies
with this legal requirement. Further, in the awarding of certificates, focused areas of study are required
for the certificates of completion and certificates of achievement. The former is a certificate of less than
18 units and the latter of 30 units.
Self Evaluation
Bakersfield College meets this standard.
Planning Agenda
None.
II.A.5 Students completing vocational and occupational certificates and degrees
demonstrate technical and professional competencies that meet employment
and other applicable standards and are prepared for external licensure and
certification.
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Descriptive Summary
Bakersfield College ensures that career and technical education competencies are addressed in
all programs leading to a vocational or occupational certificate or degree. As outlined in the College
Catalog, programs include:
• Air Conditioning
• Heating and Refrigeration
• Apprenticeship for Carpentry
• Electrician
• Operating Engineers
• Plumbers and Steamfitters
• Sheet Metal
• Architecture
• Automotive Training
• Business Education
• Child Development
• Computer Studies
• Construction Technology
• Correctional Administration
• Engineering Technology
• Environmental Technology
• Fire Technology
• Foods/Nutrition
• Industrial Drawing and Technology
• Journalism
• Manufacturing Technology
• Registered and Vocational Nursing
• Radiologic Technology
• Welding
• Woodworking/Cabinetmaking
• Automotive
• Automated Manufacturing
• Control Systems
• Culinary Arts
• Digital Arts
• Public Safety
• Human Services
• Diesel/Heavy Equipment.
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Courses within these programs, when taken in aggregate, offer an array of instruction, activities
and experiences that provide real-world skills to prepare students for external licensure, certification and
employment. Further, the college fully embraces the Career Pathways initiative and works closely with
area high schools in its lead role in the Kern/Tulare Tech Prep Consortium.
Self Evaluation
Bakersfield College offers a variety of career and technical programs that prepare students for
employment. Bakersfield College’s catalog identifies both certificates of achievement, which is
the completion of a formal instructional program with a minimum of 18 units, and certificates of
completion, which documents the satisfactory completion of training in a specific area. Bakersfield
College offers 38 certificates of achievement and 43 certificates of completion in the 2005-2006 catalog
as well as a number of professional certifications.
The quality of these programs is monitored in the following ways:
• Bakersfield College IEC
• Annual review of licensure/certification pass rates (including registered nursing graduates;
vocational nursing certificate completers, radiologic technology graduates, and automotive and
welding graduates) as included in the EMP
• Departmental review
• Title 5 review process
The college participates in the regional and national Career Pathways initiatives, which are economic
and workforce development initiatives through the State Chancellor’s Office. The college is establishing
a systematic career and technical program review in addition to the program review process through the
Institutional Effectiveness processes. (Refer to narrative on program review in Standard I.)
Planning Agenda
None
II.A.6The institution assures that students and prospective students receive clear
and accurate information about educational courses and programs and transfer
policies. The institution describes its degrees and certificates in terms of
their purpose, content, course requirements, and expected student learning
outcomes. In every class section students receive a course syllabus that
specifies learning objectives consistent with those in the institution’s officially
approved course outline.
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Standard II
II.A.6.a The institution makes available to its students clearly stated transferof-credit policies in order to facilitate the mobility of students
without penalty. In accepting transfer credits to fulfill degree
requirements, the institution certifies that the expected learning
outcomes for transferred courses are comparable to the learning
outcomes of its own courses. Where patterns of student enrollment
between institutions are identified, the institution develops
articulation agreements as appropriate to its mission.
II.A.6.b When programs are eliminated or program requirements
are significantly changed, the institution makes appropriate
arrangements so that enrolled students may complete their
education in a timely manner with a minimum of disruption.
II.A.6.cThe institution represents itself clearly, accurately, and consistently
to prospective and current students, the public, and its personnel
through its catalogs, statements, and publications, including those
presented in electronic formats. It regularly reviews institutional
policies, procedures, and publications to assure integrity in all
representations about its mission, programs, and services.
Descriptive Summary
Through the catalog, individual program publications, and counseling services, the college provides
instructions for students concerning matriculation as well as program and graduation requirements.
Further, students are individually apprised of the credits that are accepted by the college by the Office of
Admissions and Records.
Upon admission to the college, each student receives an orientation as well as direct advice from
a counselor. Through student development courses or approved introductory career courses, students
review all of the catalog requirements for degree completion in their year of entry. The content of the
courses also requires students to complete individual education plans. Each plan is to be approved by a
counselor.
At the first class session, in every class, students receive a syllabus for that course outlining course
requirements and general expectations of the instructor. Additionally, it is recommended that the
learning outcomes for the course are stated on the syllabus and that those outcomes mirror those
recorded on the course outline of record.
Should a program of study change its requirements during the life of the catalog requirements for
a student (typically a five-year period), each department will provide appropriate substitute or waiver of
requirements so that the student is not penalized for that change.
The catalog and schedule of classes are available in print and electronic formats.
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Self Evaluation
The requirements are met in publishing matriculation, completion, and transfer requirements;
however, the institution can do a more thorough job of communicating and explaining that information.
The matriculation process is admittedly a cumbersome one; however, as outcomes and assessments are
developed in the services area, more direct and timely communication is also being pursued.
Through ongoing staff development workshops, faculty are incorporating student learning outcomes,
assessment methods and individual faculty expectations in their separate class syllabi. The requirement
of providing the class syllabus on the first class meeting is a contractual requirement of all faculty.
A transfer center is available through the counseling department, and the college now has a transfer
counselor from the California State University, Bakersfield, working with Bakersfield College students
on the Bakersfield College campus. Moreover, through the website at assist.org, faculty and students can
easily gather information about which courses match transfer needs at the student’s transfer institution of
choice.
The schedule of classes is reviewed twice annually, the college catalog is reviewed annually, and all
course outlines are formally reviewed every five years as a matter of preparing for formal program review.
Planning Agenda
The college will integrate outcomes and assessment. Planning in this area is included in the college
plan on institutional effectiveness and assessment. (Refer to narrative in Standard I)
II.A.7 In order to assure the academic integrity of the teaching-learning process,
the institution uses and makes public governing board adopted policies on
academic freedom and responsibility, student academic honesty, and specific
institutional beliefs or worldviews. These policies make clear the institution’s
commitment to the free pursuit and dissemination of knowledge.
II.A.7.a Faculty distinguish between personal conviction and professionally
accepted views in a discipline. They present data and information
fairly and objectively.
II.A.7.b The institution establishes and publishes clear expectations
concerning student academic honesty and the consequences for
dishonesty.
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Standard II
II.A.7.c
Institutions that require conformity to specific codes of conduct
of staff, faculty, administrators, or students, or that seek to instill
specific beliefs or worldviews, give clear prior notice of such policies,
including statements in the catalog and/or appropriate faculty or
student handbooks.
Descriptive Summary
Bakersfield College is committed to Academic Freedom, which is guaranteed in the Board
Policy Manual [[2008]], the faculty contract, [[2009]] and the Student Handbook [[2010]]. The
Kern Community College District Board Policy Manual describes that faculty members are free to
exercise academic freedom; the policy defines these freedoms. The policy also states that faculty “have
a responsibility to be accurate and comprehensive in making reports, to be fair-minded in making
interpretations and judgments, to respect the freedoms of other persons, to exclude irrelevant matters
from classroom discussions and instructional exercises, and to make appropriate distinctions between
statements of fact made as faculty subject matter specialists and opinions made as private citizens.”
Faculty are free from censorship which would interfere with their teaching obligations.
The college has demonstrated a high level of academic integrity through its academic honesty policy.
Since the last accreditation study, the college’s academic honesty policy has been strengthened. Academic
honesty is addressed in the student handbook, as well as the college catalog. The handbook and catalog
give definitions of both plagiarism and cheating. They also mention that every instructor has the
responsibility and authority for dealing with such instances of cheating and plagiarism as may occur in
class. The handbook also lists out the consequences for academic dishonesty. The student has the right
to appeal the charge through the Student Conduct Polices and Procedures.
Bakersfield College has published codes of conduct for students, faculty, staff, and administrators.
Specific codes of conduct for students are listed under Student Conduct Policies and Procedures in the
Student Handbook [[2010]]. For faculty, staff and administrators, the codes of conduct are listed in the
Kern Community College District Board Policy Manual [[2008]].
Self Evaluation
Bakersfield College has clearly stated and defined Academic Freedom in the Kern Community
College District board policy and faculty contract. A survey was given to full-time faculty, and 91
percent of the respondents either agree or strongly agree that the college supports Academic Freedom
[[2012]]. In addition, 91 percent of the respondents agree or strongly agree that the faculty present
course material fairly and objectively.
The college is committed to academic honesty by ensuring that high standards are met. For
example, members of the English department use electronic sources to check for plagiarism when their
students write papers. The academic senate at Bakersfield College voted to strengthen the academic
honesty policy by increasing the maximum penalty for a student cheating or plagiarizing from an “F”
on an assignment (or exam) to an “F” for the course. This change has been forwarded to the campus
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approval and implementation processes. The dean of students also has a process set in place to handle
issues that involve academic dishonesty. In the survey, it was found that 91 percent of the respondents
agree or strongly agree that they are aware of the college’s policy on plagiarism and academic honesty.
Codes of conduct for students, faculty, staff and administrators are listed for each group in the
appropriate handbooks and policy manual. The college has enforced these codes by establishing
procedures for students through the student handbook. For faculty, staff and administrators, the codes
have been enforced through the evaluation process.
Planning Agenda
The college will monitor that academic freedom is being supported. The college will ensure that
faculty and students are informed about the policy on academic dishonesty by way of the Student
Handbook as well as the Academic Senate.
II.A.8 Institutions offering curricula in foreign locations to students other than U.S.
nationals operate in conformity with standards and applicable Commission
policies.
The college does not directly offer instruction to foreign locations. Any instruction received in this
manner is related to a distance, on-line course offering. The college does not recruit nor actively seek to
offer courses to foreign locations.
II.B Student Support Services
The institution recruits and admits diverse students who are able to benefit from its
programs, consistent with its mission. Student support services address the identified
needs of students and enhance a supportive learning environment. The entire student
pathway through the institutional experience is characterized by a concern for student
access, progress, learning and success. The institution systematically assesses student
support services using student learning outcomes, faculty and staff input, and other
appropriate measures in order to improve the effectiveness of these services.
II.B.1The institution assures the quality of student development and support
services and demonstrates that these services, regardless of location or means
of delivery, enhance achievement of the mission of the institution and support
student learning.
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Standard II
Descriptive Summary
The institution addresses the criteria for this standard through the program review process. Each
department under Student Services participates in this process every six years. The IEC oversees all
program reviews. During 2005-2006, three Student Services programs piloted the new guidelines
in liaison with the IEC. The pilot programs were Disabled Students Programs and Services (DSPS),
Student Activities, and Assessment/Placement.
Each program in student services prepares a year-end comprehensive unit plan including the
program’s stated mission and description. Unit plans include student learning outcomes and in the
future will include appropriate assessments and future development strategies based on the assessment of
student outcomes along with faculty, student, and staff input. Unit plans are incorporated into the EMP.
The following Bakersfield College student support services are available to students during the day
and evenings at the beginning of each semester:
• Admissions and Records
• Campus Security and Safety
• Counseling
• Financial Aid
• EOP&S
• DSPS
• Learning Support Services
• Transfer Services
These student support services are available to students during the day at Bakersfield College:
• Student Activities
• Health Services
Assessment/Placement and English as a Second Language (ESL) Assessment/Placement testing
sessions are offered days, evenings and Saturdays.
ESL tutoring and peer tutoring are also available to students in day and limited evening hours.
The following support services are available at the Delano Center:
• One full-time counselor who provides academic advising and some transfer advising
• Two financial aid advisers who provide services as well as outreach to the local high schools
• Supportive Services counselors who visit twice a month
• Job Placement personnel who visit the campus frequently providing services
• Admissions and Records representatives who provide services including transcript requests, the
paying of fees and other registration issues
• English and ESL Assessment/Placement tests and orientations to the college offered on a monthly
basis
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• Schedules for these events are located online and in print
• Educational Advisor at the Delano Center
• ESL and peer tutoring are new and growing programs
Self Evaluation
Results of the Noel-Levitz 2003 and 2005 student satisfaction surveys indicate that the policies and
procedures regarding registration and course selection are clear and well publicized and that the add/drop
class change policies are reasonable. The satisfaction surveys indicated that students would like more
assistance with the registration process. The college has responded by adding more registration computers
to the Administration lobby as well as more trained staff to assist students.
Three student services areas, DSPS, Student Activities and Assessment/Placement volunteered to
pilot the revised program review process during the 2005-2006 academic year. A schedule for the
remaining unit program reviews was completed in May 2006.
Planning Agenda
A current review of the research for best practices in community colleges suggests that organizing
Student Support Services into a single support center increases the effectiveness of these services. The
Office of Student Services will continue efforts to centralize Student Support Services.
II.B.2The institution provides a catalog for its constituencies with precise, accurate,
and current information concerning the following:
a)General Information
•Official Names, Address(es), Telephone Number(s), and Website Address of
the Institution
•Educational Mission
• Course, program and degree Offerings
•Academic calendar and Program Length
•Academic Freedom Statement
•Available Student Financial Aid
•Available Learning Resources
•Names and degrees of Administrators and Faculty
•Names of Governing Board Members
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Standard II
b)Requirements
•Admissions
• Student Fees and Other Financial Obligations
• Degree, Certificates, Graduation and Transfer
c) Major Policies Affecting Students
•Academic regulations, including Academic Honesty
•Nondiscrimination
•Acceptance of Transfer Credits
•Grievance and Complaint procedures
• Sexual Harassment
• Refund of Fees
d)Location of publications where other policies may be found
Descriptive Summary
Bakersfield College is identified in its catalog as a public, two-year community college accredited by
the Western Association of Schools and Colleges.
The Bakersfield College catalog is reviewed and updated annually with a calendar outlining the
academic year and length of semesters. Accurate descriptions are provided of the educational vision,
mission, goals and strategic initiatives; admissions and records procedures, including acceptance of
transfer credits; course, certificate, program, and degree requirements; course descriptions; services to
students; and the names of faculty, administration, and Kern Community College District Board of
Trustees.
The requirements for admission, degrees, certificates, graduation and transfer are also provided.
Student fees, financial obligations, and available financial aid services are outlined along with the
procedure for refund of fees.
The college prides itself in academic freedom and publishes the Academic Freedom statement in its
annual catalog. The college policy of non-discrimination is printed in both English and Spanish.
The catalog is available for purchase for $7.50 in the college bookstore. The catalog is available free
of charge online at the college website. It is also distributed to area high school counselors and transfer
centers.
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In addition to the college catalog, a student handbook is updated and published annually both
in print and online. This free handbook contains information on admission and registration, success
tips, student rights and responsibilities, campus clubs, and available student services. The handbook is
available in the Student Activities office.
The class schedule is available online at least two weeks prior to the start of registration.
Self Evaluation
An extensive review and reformatting of the college catalog occurred in 2003 with input from
faculty, staff, and students serving on the Matriculation Task Force. The ongoing rules and regulations
are closely followed. The college meets this standard.
Planning Agenda
During the next three years, as program level outcomes are finalized and assessed in Student Service
units, the feasibility of assessing student, employee, and community satisfaction with the college catalog,
student handbook, and course schedule will be addressed.
II.B.3The institution researches and identifies the learning support needs of its
student population and provides appropriate services and programs to address
those needs.
II.B.3.a The institution assures equitable access to all of its students by
providing appropriate, comprehensive, and reliable services to its
students regardless of service location or delivery method.
Descriptive Summary
As addressed in Standard II.B.1, all student services programs are evaluated through the program
review process. This involves the identification of student learning outcomes and how they will be
evaluated and used to change the programs to better meet the changing needs of the college’s diverse
population of students. Categorical programs such as DSPS and EOP&S are included in this rigorous
review.
The college’s online enrollment system was implemented in summer 1998, and the online admission
process was implemented in summer 1999. Students can access the enrollment and admission processes
from any Internet connection, 24/7. In order to assist students with this technological access, a specific
online counseling orientation was developed along with a telephone help line. Additionally computers
have been made available in Admissions and Records for student use in completing the enrollment and
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Standard II
admission processes. These computers are worked by trained staff, who can assist students who are not
computer savvy. Additional computers are available at the Financial Aid reception area and in the Career
Center.
Self Evaluation
In fall 2003 and again in fall 2005, the college conducted a Noel-Levitz Student Satisfaction
Inventory. The results from a statistically significant sampling of students stated that the policies and
procedures regarding registration and course selection were clear and well publicized.
Planning Agenda
Student feedback of the effectiveness of the counseling website will be collected through an online
survey in 2006-2007 facilitated by the Dean of Student Learning Services.
II.B.3.b The institution provides an environment that encourages personal
and civic responsibility, as well as intellectual, aesthetic, and personal
development of all its students.
Descriptive Summary
The college supports several co-curricular programs that foster personal and civic responsibility.
These programs promote opportunities for intellectual, aesthetic, and personal development through
student government, a student newspaper, a Health Services Center responsive to student needs, visual
art exhibitions at the college art gallery, performing arts activities, and peer tutoring.
Self Evaluation
The college meets this standard.
Planning Agenda
None.
Descriptive Summary
The Student Government Association (SGA) of Bakersfield College manages the affairs of the
associated students to whom they give voice and representation. Responsibilities include sharing
governance in the Academic Senate and taking the lead in organizing campuswide activities such as
homecoming celebrations.
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The Student Activities Office provides students with a safe and welcoming environment that
encourages students to have a campus voice, supports all active clubs that meet SGA requirements,
and promotes a variety of programming that enhances student life. Recent research, including Atkins
Involvement Theory, suggests that students involved in activities outside of the classroom are more
likely to persist and graduate. To that end, Student Activities provides learning, leadership, and service
opportunities that foster the building of a sense of community among the students, staff, and faculty of
Bakersfield College.
The Renegade Rip is Bakersfield College’s student newspaper and serves a vital role in the community
by providing the campus with news, feature articles, opinion pieces, community information, and
information on upcoming campus activities. The Rip is published bi-monthly and is widely available on
the Bakersfield College campus and online at www.therip.com.
Bakersfield College Student Health Center provides basic quality health care in a cost-effective
manner. The Student Health Center addresses critical health issues facing today’s college students that
includes information on alcohol, tobacco and drug abuse; eating disorders; sexual health issues; stress
management; and health advocacy. The Student Health Center hosts an Annual Health and Wellness
Fair to provide all students with health information that is current and reliable and to promote healthy
lifestyles. Additionally, the Freedom from Smoking Program offers students step-by-step, individualized
programs to help them quit smoking.
The college supports a wide diversity of visual and performing arts events for the aesthetic enjoyment
and enrichment of students, staff, and community. The Bakersfield College Kern Shakespeare Festival
performs three plays every fall in the outdoor theater with outreach to area elementary, junior high
schools, and senior high schools. The music program has a myriad of choral and multicultural musical
offerings for all to enjoy. The Wylie and May Louise Jones Art Gallery, located in the college library,
showcases student and professional talent in the area of visual art that includes painting, photography,
sculpture, and mixed media.
Students who become peer tutors through the Tutoring Center assist fellow students in preparing for
class assignments, tests, and essay writing. Tutoring helps students achieve academic excellence through
free tutoring services. The program supports independence in learning, facilitates insight into the
learning process, and provides students with the necessary tools to achieve academic success.
Bakersfield College Child Development Center program has three locations and gives priority to
children of low income, college students and serves as the teaching laboratory for the Child Development
program and other related disciplines.
Self Evaluation
The American Student Government Association’s Student Leadership Conference was successfully
held on the Bakersfield College campus on January 28, 2006. The Dean of Students gained tremendous
insight as to how to plan and manage a superior student government program. This conference was
attended by 14 student government officers, senators and commissioners-at-large from Bakersfield
College. Through attending the seminars at this conference, Bakersfield College students gained insight
into national student government best practices.
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The Irene Spencer Student Lounge including an “Internet Café,” was opened in January 2006. It is
proving to be quite popular with students and generating a new revenue stream for Student Activities.
The SGA held a retreat February 10-12, 2006 to begin implementing best practices learned at
the national conference. Plans are underway to implement on-line voting for the student body. The
traditional ballot box voting will continue, but online voting will offer a much more convenient way for
students to cast their ballots. Currently, at Bakersfield College and at virtually every college campus in
the United States, the turnout is around 2 percent. The intent is to substantially increase the number of
Bakersfield College students who participate in campus elections.
Planning Agenda
During the 2006-2007 and 2007-2008, the Student Activities Office will hire consultants from the
American Student Government Association to complete a comprehensive review of student activities.
The Student Activities office will also conduct student surveys to ensure that activities students need and
want are provided. Recommendations will be implemented and evaluated in the coming years.
The Students Activities Office will assess the programs in place for student satisfaction and will
survey students and staff about the intellectual and aesthetic value of programs and services students
need to develop their personal, civic, and social responsibilities.
During 2006-2007, the Counseling Department, in conjunction with Information Services, will
develop a method to collect student, faculty, and staff feedback on the Virtual Career Center website.
II.B.3.cThe institution designs, maintains, and evaluates counseling and/or
academic advising programs to assure student development and
success and prepares faculty and other personnel responsible for the
advising function.
Descriptive Summary
The institution’s counseling and advising programs are provided in the following departments:
• Counseling
• Bakersfield College/CSUB Satellite Transfer Center
• DSPS
• EOP&S
• Financial Aid
The Counseling Department at Bakersfield College is the gateway for students entering career
specific and/or lower division college academic study. As one of the first points of contact for students
with the college environment, the department introduces, educates, and promotes student success
and career development throughout a student’s matriculation at Bakersfield College. The department
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provides student learning through assessment interpretation, study skills, college orientation, and career,
academic and personal and crisis counseling. Counselors promote the attainment of job-related skills,
completion of career and academic certificates, associate degrees and transfer programs along with
lifelong learning. The Counseling Department also interfaces with counselors in DSPS, EOP&S, the
Delano Center, the Bakersfield College/CSUB Satellite Transfer Center, as well as with local high school
counselors.
Counselors provide services directly and indirectly to students to assist them in making effective
academic, personal, and career decisions. Students generally make individual, face-to-face appointments,
but email and telephone advising and counseling as well as attendance at small-group workshops and
courses are also available. Counselors assist students with the creation of individual student educational
plans, choice of majors, course selection, transfer preparation, graduation planning, career search,
referrals to other services, personal and crisis counseling, study skills, and retention.
Moreover, in spring 2005, Bakersfield College and California State University, Bakersfield opened its
doors to the first four-year satellite Transfer Center on a two-year college campus. Students are given an
opportunity to stop in and meet with a CSUB counselor on the Bakersfield College campus to discuss
transfer procedures in further detail. These details typically include financial aid, course registration,
campus orientation, and student services program information. This program is intended to reduce
barriers to transfer and to increase transfer success.
The Counseling Department is also responsible for the advisement portion of matriculation for
new students as mentioned above. Matriculation advice is through face-to-face orientations available
throughout the year. Students may also elect to use the thorough online orientation and extensive
counseling and career virtual websites that were written and updated by the Counseling Department.
Online orientation was created in response to student requests and became available in March 2003.
The Counseling Department has established a Liaison Program. The Liaison Program links a
specific counselor to a specific academic department. Counselors who act as liaisons to the various
academic departments are available for classroom visits, for orientations to student services, or to inform
students and faculty about program requirement changes, transfer issues, and new programs. In summer
2005, the Counseling website added a link to department websites. Additionally counselors are each
assigned an area high school where they conduct onsite orientations for interested high school seniors and
disseminate important matriculation information.
The Counseling Department offers six credit courses, Student Development B1, Educational
Planning; Student Development B2, Career Decision Making and Planning; Student Development
B4, Introduction to College for International Students; Student Development B6, Tools for College
Survival; and Student Development B201, Independent Study Educational Planning and two courses,
Student Development B51, Job Strategies, and Student Development B55a, Strategies for College Success,
specifically designed for Supportive Services students
All departments that provide counseling publish information about their services in the Bakersfield
College Catalog and Student Handbook, as well as through the Counseling, DSPS, Dean of Students
and EOP&S websites. Events such as Transfer Day, California State University application workshops
and University of California application and personal statement workshops are posted on campus kiosks
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Standard II
and in highly visible areas of the Student Center. They are also posted as updates to relevant websites
and sent as email to counseling faculty and staff.
Counselors from the Counseling Center or DSPS periodically schedule workshops for faculty, staff,
and students as part of the professional development program.
Students in the President’s Scholars Program are given priority counseling appointments and priority
registration appointments. Information about and applications for the President’s Scholars Program are
available in the Student Activities and Counseling offices. Additionally information about the program
is printed in the college catalog and communicated to area high schools.
Like all programs and departments of the college, the Counseling Department, DSPS, and EOP&S
participate in program review, assessing the results of services, goals, changes and the results of research
data. Results of program reviews are readily available for others to review on request and are routinely
reviewed by appropriate chairs, deans, and higher level administrators.
Self Evaluation
The results of the Noel-Levitz 2003 and 2005 surveys, as well as faculty, staff and student surveys
and focus groups, indicate a level of dissatisfaction with counseling services that concern the college,
counselors and staff. Point-of-contact surveys collected after counseling appointments, however, indicate
students were pleased with the services they received. Copies of the surveys, sampling criteria and
procedures for distribution, tabulation, results and analysis are recorded in the Counseling Department
Unit Plan for spring 2005.
The student, faculty and staff dissatisfaction with counseling services could be a result of several
factors. These are:
• A decrease in the number of counselors and educational advisors
• A high level of turnover in Student Services leadership
• A lack of counselor training
Counselor training meetings have been developed for the 2006-2007 academic year that focus
on improving customer service relations as well as the promotion of accuracy of program and transfer
information.
Data are being collected at both Bakersfield College and California State University, Bakersfield on
the progress and success of students using the Bakersfield College/CSUB Satellite Transfer Center.
Planning Agenda
Curriculum development to better meet student need will take place during the Counseling
Department review process in 2006-2007.
Ongoing improvements and review initiated throughout Student Services will be fully developed
under the leadership of the Office of Student Services.
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II.B.3.d The institution designs and maintains appropriate programs,
practices, and services that support and enhance student
understanding and appreciation of diversity.
Descriptive Summary
In fall 2005, several faculty, staff, and administrators met to form a Diversity Task Force with the
goal of promoting an understanding and appreciation of diversity on the Bakersfield College campus.
Plans were made to have regular presentations and workshops that focus on diversity issues for all
students, faculty and staff. The first diversity workshop was offered in spring 2006.
Self Evaluation
The International Counselor developed effective curriculum for the course provided for international
students. This part-time faculty member promotes cultural diversity as evidenced by the positive
feedback and high level of satisfaction with her counseling and teaching evidenced in the information
collected in a counseling focus group. [[2013]]
Seminars on “Generation 1.5” including discussion of how to recognize “ear” learners of English
were held in January 2006 and were well received by faculty.
Planning Agenda
None.
II.B.3.eThe institution regularly evaluates admissions and placement
instruments and practices to validate their effectiveness while
minimizing biases.
Descriptive Summary
As a community college, Bakersfield College does not use tests to determine eligibility for admission.
Standards for admission are based upon norms generally recognized in postsecondary education and are
consistent with the institution’s educational purpose. These standards are as follows:
• High school graduate
• Possession of a GED or the equivalent
• Attained eighteen years of age or older
High school students may take classes on a seats-available basis with the permission of a parent and a
high school principal.
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Standard II
Students take English, math, and reading assessment tests to participate in matriculation; to
meet course prerequisites, graduation requirements, financial aid requirements; or to secure guidance
information. Assessment’s primary goal is to provide fair and appropriate assessment and placement.
Assessments are provided at both Bakersfield College and the Delano Center. Separate ESL assessment is
provided for students whose primary language is not English. Matriculation and testing information and
the testing schedule are available on the college website, in the Office of Admissions and Records on the
Bakersfield College campus, and at the Delano Center.
Adaptive testing is available to students referred by the Disabled Students Program and Services.
English assessment consists of two modules of the Compass computerized test: Reading and Writing
Skills. Additionally students write a short essay that is scored by English/ESL Department faculty. The
English/ESL Department is responsible for developing the cut scores for the writing sample and reading
and assessing students’ ability to write based on trained faculty readers. The writing sample is the only
direct evidence that the college has of the students’ writing skills, so the English/ESL Department takes
great care to produce and administer the test. A careful process is in place to develop topics, check for
bias, and run the evaluations to ensure consistency and fairness.
The college uses Compass to assess reading and critical thinking skill levels for placement into
remedial to college level reading-based courses. The college currently uses Compass for math placement
into seven levels from basic remedial skills through introductory calculus. Multiple measures such as a
student’s high school transcript are used in the appropriate placement in mathematics.
English as Second Language assessment consists of three tests; a writing sample that is based on the
English writing sample in administration and scoring, the SLEP test for reading and listening, and the
Compass math test.
Bakersfield College does not accept placement recommendations from other California community
colleges.
The Assessment Center prepares, administers, records and notifies students of the results of their
placement assessment. The center has recently moved to allow the center to begin the transition to the
computerized Compass assessment from the pencil and paper ASSET test. All group placement testing
sessions will be converted to Compass by summer 2006.
Self Evaluation
A Consequential Validity Survey was administered to students and faculty in Academic
Development B68 and English courses at Bakersfield College during fall 2004. The survey’s purpose
was to revalidate the appropriateness of placement tests and cut scores used to place students into writing
courses. The survey showed that 96.1 percent of students and 97.1 percent of instructors indicated
students were placed correctly.
During 2005-2006, the college collected appropriate data to have Compass approval renewed.
Compass requires a complete application for renewal. In 2006-2007, data will be submitted for the
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approval and renewal of the English and ESL writing samples. Additionally the assessment/placement
portion of Enrollment Services as mentioned above will pilot program review in the 2005-2006 academic
year.
The English faculty are beginning an investigation into other third-party, nationally normed tests
such as ACUPLACER or Compass to replace SLEP when current test approvals expire in 2007.
Planning Agenda
None
II.B.3.fThe institution maintains student records permanently, securely, and
confidentially, with provision for secure back up of all files, regardless
of the form in which those files are maintained. The institution
publishes and follows established policies for release of student
records.
Descriptive Summary
Bakersfield College makes provisions for the security of student records of admission and progress.
Student records, including transcripts, are private, accurate, complete and permanent. Student records
are maintained in paper, microfilm and electronic formats. Duplicate microfilm transcripts are stored
off-site. Electronic records are backed up daily and moved to off-site storage once per week. The oldest
records are kept in paper form in fire safe files or in a concrete vault in the Office of Admissions and
Records. The Kern Community College District Information Technology Security Plan details the
procedures for disaster recovery and for backing up sensitive data [[2014]].
All employees and student workers in offices with access to student records sign a confidentiality
statement.
With the implementation of Banner Web in 1999, students have access online to their own academic
records. Several steps have been taken to ensure the security of these records. Students are assigned a
personal identification number (PIN) in lieu of their social security numbers, and they are required to
change this PIN number when they first access their records online.
Students have the option of allowing directory information to be disclosed or not when they
complete their online admission form and confirm or alter that decision each semester when they
complete their updates. College policy allows the director of enrollment services to approve written
requests for directory listings from educational institutions, governmental agencies, and the media.
Other information on individual students is only released externally with written authorization from the
student.
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Self Evaluation
The college is diligent in securing student data through firewalls, fire-safe rooms and strict
compliance with FERPA standards. At the district level, the routine changing of passwords, the use of
unique ID numbers as opposed to social security numbers, and the extensive protection of servers and
information have been standardized for all three colleges.
Planning Agenda
None
II.B.4The institution evaluates student support services to assure their adequacy
in meeting identified student needs. Evaluation of these services provides
evidence that they contribute to the achievement of student learning
outcomes. The institution uses the results of these evaluations as the basis for
improvement.
Descriptive Summary
Student Services programs and departments underwent a series of student learning outcomes
trainings in fall 2004. Planning activities included shifting of focus from work duties and services to
student learning in order to facilitate the attainment of Student Services outcomes. These outcomes were
discussed as part of the college’s four strategic initiatives. Staff, faculty, and managers in each program
and department developed their own set of draft student learning outcomes. Each program continues
to refine these outcomes as the 2005-2006 unit plans are prepared. Examples of some of these student
learning outcomes are noted below:
Counseling
It will be expected that after students interact with the Counseling Department, they will be able to:
• Locate and use college resources
• Examine, evaluate, and identify a career/pathway or educational goal
• Analyze barriers to success and assemble success strategies.
It will be expected that after students interact with the virtual career center site, they will be able to:
• Locate, interpret, evaluate, and use life/work information
• Explore and improve decision making
• Locate, interpret, evaluate, and use life/work goals
• Discover how work contributes to individuals and the community
• Develop abilities to seek and obtain/create work
• Evaluate career decisions with Bakersfield College vocational and academic majors
• Recognize and manage the life/work process
• Link lifelong learning to the career-building process
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Financial Aid
The Financial Aid Office supports student learning by providing access to Financial Aid resources.
After interacting with the Financial Aid Office, students will be able to:
• Describe the various financial aid resources available to them
• Identify and apply:
o policies and procedures
o the meeting of deadlines
o the importance of following the financial aid process through to completion
o successful completion of applications by utilizing technology and staff resources while
adhering to financial aid policies
o manage an educational plan by utilizing Financial Aid Educational Advisors
o identify and assemble what it will take to remain on financial aid and complete their
educational goals
o the importance of providing complete and accurate information
o value the knowledge and skills used to obtain financial resources necessary to complete their
educational goals
o gain confidence in the ability to manage their educational finances
Disabled Students Program and Services (DSPS)
As a result of participating in the Supportive Services Program, and within their individual range of
abilities, students with disabilities will be able to:
• Identify their needs based on their functional limitations, employ disability management
techniques, and formulate solutions to attain their goals
• Identify and utilize appropriate accommodations, including various technologies to complete their
goals
• Demonstrate self-advocacy, and utilize resources that are available to assist them when access is
denied or hindered
• Plan and evaluate progress toward educational and vocational goals.
Enrollment Services
Students and prospective students will be able to navigate college systems in order to:
• Complete admission/update forms
• Learn about steps to matriculation
• Register for classes
• Pay for classes
• Update their demographic information
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Students will be able to evaluate and define their own educational (transfer, degree, certificate,
employment, career advancement, personal enrichment, improvement of basic skills) progress and
develop their own educational plans by:
• Accessing and interpreting their own academic records
• Exercising the college transfer evaluation process
• Researching course/curriculum information
• Utilizing available tools/programs such as CAPP, College Source, Assist, Eureka, Discover,
ASSET/Compass scores
Student Activities
All students at Bakersfield College have the ability to:
• Join a student club
• Join the Student Government Association
• Become a Senator on the Student Senate
• Apply and run for an SGA office
• Apply for parking permits online
• Obtain a student identification card (Gades card)
• Purchase a Gades Discount Card
• Request and complete a Facilities Request form, Food on Campus and Equipment form
• Schedule identified rooms for meetings and functions
• Obtain information for housing throughout the community
• Apply for Phi Theta Kappa Honor Society, and renew each semester
• Have a Phi Theta Kappa seal placed on their graduation certificate
• Develop an understanding of the importance of diversity by respecting the differences in cultures
and ethnicities.
Through the Dean of Students Office, students have the ability to access and apply the Student
Conduct and Discipline Policy Procedures of Bakersfield College, including:
• Obtain a Bakersfield College Student Handbook which is published each year
• File a Student Conduct Complaint
• Meet with the Dean of Students regarding student discipline and conduct issues
In response to requests from student services and administrative unit directors for an assessment
system that also included important, non-instructional aspects of student services, the Bakersfield
College Assessment Committee researched methods used in other community colleges. The assessment
method found to best meet the needs of student services and administrative units was Nichols’
Administrative Unit Outcomes, which includes student learning outcomes, as well as process outcomes
and satisfaction outcomes. In March 2006, an advisory group of student services and administrative unit
directors met with the assessment coordinator to train on the this method, and the assessment committee
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re-wrote forms for the unit plans to incorporate the changes. Units are in the process of developing
assessment cycle plans and progress will be represented in unit plans and evaluated through the program
review process. Training and assistance is available upon request at all times from the Assessment
Committee as well as the IEC.
Self Evaluation
The above examples show that the various student services areas are shifting their focus from service
orientation to learning outcomes. The Learning Support Services draft outcomes indicate a need
for further training, including the development of a more accurate understanding of a psycho-motor
outcome as an activity students can do or perform, not simply their participation in programs and
workshops.
Student services developed draft program level outcomes as a result of focused workshops. These
draft outcomes are listed in the 2005-2006 unit plan updates. As student services programs cycle
through the program review process, appropriate evaluation and feedback will improve outcomes and
assist with the development of appropriate assessments.
The units piloting the revised program review process (Student Activities, Assessment Center, and
DSPS) received feedback and suggestions about their learning outcomes and assessment plans from the
IEC. For example, DSPS had included indirect measures such as comparison of certificate, degree, and
transfer rates between students taking advantage of Supportive Services and other students as well as
administrative unit outcomes. Program review recommendations will encourage DSPS to develop direct
measures of student learning with the help of the Assessment Committee.
Student Services programs will receive appropriate feedback on their draft student learning
outcomes. Assessment Committee members will continue to make their assistance available upon
request.
A six-year program review cycle for student service units will be developed and implemented. IEC
will work closely with units during the program review process to improve wording of program level
outcomes, link them to institutional learning outcomes and administrative unit outcomes once they have
been developed, and to develop effective and appropriate assessment tools for their outcomes.
These assessments will then be analyzed to see if, in fact, students actually did learn what the
departments or programs stated that they learned. This analysis will be used to modify and alter services
and delivery methods.
Student services programs will receive appropriate feedback on their draft program-level student
learning outcomes from the Assessment Committee.
Student services assessment plans will be developed in consultation with the Assessment Committee
and the IEC. Assessment plans will be refined annually in the unit plans.
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Planning Agenda
The Office of Students Services will develop program-level outcomes and assessment plans consistent
with the review process outlined in Standard I.
II.CLibrary and Learning Support Services
Library and other learning support services for students are sufficient to support the
institution’s instructional programs and intellectual, aesthetic, and cultural activities
in whatever format and wherever they are offered. Such services include library
services and collections, tutoring, learning centers, computer laboratories, and
learning technology development and training. The institution provides access and
training to students so that library and other learning support services may be used
effectively and efficiently. The institution systematically assesses these services using
student learning outcomes, faculty input, and other appropriate measures in order to
improve the effectiveness of the services.
II.C.1The institution supports the quality of its instructional programs by providing
library and other learning support services that are sufficient in quantity,
currency, depth, and variety to facilitate educational offerings, regardless of
location or means of delivery.
General Introductory Comments
The Grace Van Dyke Bird Library is the center of academic life at Bakersfield College, providing
a supportive and innovative environment for learning. The library program supports the instructional
mission of Bakersfield College by collaborating with other instructional faculty and by providing and
managing resources for reading and research, key components of higher education. The library faculty
assists individual students in accessing and navigating the increasingly complex universe of information.
The faculty also provides group instruction through class orientations, research workshops, and a library
research course. Additionally, the faculty prepares instructional materials to meet student needs in
accessing, evaluating, and using information.
The materials collection [[2016]] includes a reference and circulating book collection, a print and
electronic periodical collection, and a reserve collection. Patrons can access the book collection from
on- or off-campus through college web-based catalog. Currently registered students, faculty and staff can
access the periodical databases and catalog remotely.
Twenty-three computers with Internet access are connected to a print network. Four public copy
machines and three microform reader/printers are also available. The library uses the Horizon automated
library system to offer public access to the catalog and to manage circulation, acquisitions, cataloging,
and serials control.
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Media Services, housed in the library, oversees broadcast of ITV classes, the interactive television
classrooms, a production studio, and post-production facilities. Media Services also provides audiovisual equipment and materials for classroom instruction. There are 14 multimedia-equipped lecture
halls on the Bakersfield College campus and two at the Delano Center. Presentation software is available
to facilitate classroom instruction. Also available are two multimedia carts for instructor checkout, two
wireless laptop carts, and a host of digital and video cameras and other audio/visual equipment and
services.
The High Tech Center, located at the north end of the Computer Commons on the bottom floor of
the library, provides assistive technology and hands-on training for students who cannot access standard
computer applications or devices due to physical or learning disabilities. The High Tech Center’s hours
are the same as the library’s. Computer labs in other locations on campus also have some assistive
technology installed in them per students’ needs. The High Tech Center was moved to the library
location in summer 2004 after residing for several years on the second floor of the Student Services
Building. The move was made to improve access and service to all students with disabilities.
The Computer Commons provides 175 computers for general student use, which includes five
Macintosh computers. There are also 24 instructional computer labs located on campus and at the Weill
Center and the Delano Center. A full array of software is provided on all lab computers to support
the classes being given at any time. Computers outside the Office of Admissions and Records and
the Financial Aid Office are available for students to use for registration, admissions, transcripts, and
financial aid. Printers are available for student use in all labs as well, most on a pay-for-print basis.
The Professional Growth Center, which is housed in the library, serves as a technology resource to
faculty, administrators and staff. The center offers a collegial environment where those who want to
integrate technology, create media, discuss pedagogy or develop online courses can gather and receive
assistance. Patrons are given access to various computers, peripherals, and software applications.
Assistance and workshops are provided by one technology specialist.
The institution supports the quality of its instructional programs by providing library and other
learning support services that are sufficient in quantity, currency, depth, and variety to facilitate
educational offerings, regardless of location or means of delivery.
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Standard II
II.C.1.a Relying on appropriate expertise of faculty, including librarians and
other learning support services professionals, the institution selects
and maintains educational equipment and materials to support
student learning and enhance the achievement of the mission of the
institution.
Descriptive Summary
Library
The library’s most important asset is its staff. Five full-time tenured librarians are on the staff as well
as four support staff. This group is responsible for everything that happens in the library: reference desk
assistance, instruction, circulation, acquisition, and collection development.
The library has a collection of 72,000 volumes, including circulating and reference titles, 265
periodical subscriptions, and three online periodical databases (Ebscohost, InfoTrac and Lexis/Nexis).
A reserve collection allows faculty to leave textbooks, software, videos, and articles at the circulation desk
for use by their students. Circulation staff maintains and processes this material and is responsible for
the currency of this collection. Many students rely on the reserve collection to use textbooks they cannot
afford to purchase.
Collection development is an important aspect of the library program because an up-to-date and
relevant collection of print and non-print sources is essential to the academic research and learning
conducted by students and faculty. Book buying decisions are based on student questions, course
assignments, discussions with faculty, academic book reviews and periodic evaluations of the library’s
online databases. The library also has representation on the campus Curriculum Committee to ensure
collection support for all courses.
Weeding of the existing collection is done periodically by librarians and faculty, but there is no
methodical approach to withdrawing books from the collection.
Media Services
Media Services has audio/visual equipment and resource materials for all classrooms on the
Bakersfield College campus and at the off-site locations such as Delano and the Southwest Center.
We have one media services coordinator, two media specialists, and one video control room technician
to implement and support not only the audio/visual equipment on campus, but interactive television,
instructional television, and television production.
Media Services assists with both administrative and instructional videoconferencing in addition to
CCCConfer, which is the web-based conferencing system offered by California Community Colleges.
The video collection in the Media Services area is comprised of the distance education videos that
are broadcasted for instructional television. Distance Education currently airs 13 different series, all
of which are available for checkout to staff and faculty. Students may view the same series by checking
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them out from the circulation desk in the library. As series are dropped from broadcast and no longer
licensed, they are then also dropped from the Media Services collection. Media Services has the full
support of the Distance Education Office to offer these videos as resources to faculty and staff.
Media Services equipment is specified and selected as needed and to fulfill campus priorities
and projects. Closed Captioning equipment has been engineered and implemented into the distance
education classrooms for all live interactive courses. Captioning has also been implemented on all
resource materials campuswide. Videos are purchased by each department and can be housed in the
Media Services Office.
High Tech Center
The High Tech Center has assistive technology for students who are blind or have low vision, who
have repetitive strain injury or limited dexterity, or who have weak word recognition skills or vocabulary,
or other verified disabilities. Software includes programs recommended by the CCCCO’s High Tech
Center Training Unit to meet a variety of students’ functional limitations.
Special assistive hardware is available: adjustable chairs and tables, ergonomic keyboards, special
input devices and supports, CCTV’s (magnifiers), closed captioning decoders for TV/VCRs, captioning
equipment, assistive listening devices, TTYs, and Perkins Braillers. [[2017]]
Computer Commons
The equipment and software available in the Computer Commons is chosen based on input from
faculty teaching courses requiring computer use as well as input from the Information Services and
Instructional Technology Committee, a standing participatory governance committee.
Professional Growth Center
The Professional Growth Center supports student learning by providing technical assistance and
training to faculty as they strive to offer a quality educational experience to students. The center offers
computers, scanners, CD burners, color and black and white printers, and a tape-to-DVD recorder. All
of this hardware supports a variety of software programs, such as Microsoft Office and browsers to access
the Internet, to support faculty in the classroom. Equipment and software are chosen by the technology
specialist using his expertise as well as input and requests from users. To assist Student Services, the
center also houses a closed captioning system for VHS video clips. [[2018]]
Self Evaluation
Library
According to the Bakersfield College Accreditation Employee Survey, 77 percent of employees
agreed or strongly agreed that the library’s collection “effectively supports the courses taught on campus.”
Students also rated “library resources and services are adequate” as a strength in the Noel-Levitz Student
Satisfaction Inventory. Students also responded favorably to the library’s collection in the Bakersfield
College Accreditation Student Survey. In the survey, 65 percent of students responded that the quantity
of information they found in the library was “just right” and 86 percent described the quality (or
academic level) of the information was at the appropriate level.
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Standard II
However, the library’s collection falls below the national standards recommended by the Association
of College and Research Libraries (ACRL) or a two-year college with Bakersfield College’s FTES
enrollment. But a much more revealing statistic is the age of the collection. Of the total titles in the
collection, 57 percent were published prior to 1980; 38 percent of the collection was published between
1980 and 2000, leaving only 5 percent of the collection published since 2000. One of the reasons for the
dearth of new material is the library budget. The money allocated for books changes from year-to-year.
During the 2005-2006 school year, the library’s book budget was only $20,000. With ever-increasing
book prices, this amount would buy approximately 377 books per year (According to Yankee Book
Peddler, an average book costs approximately $53.)
Subscriptions to online resources have had a dramatic impact on the materials budget. The
periodical databases have gained in popularity (statistics show increase in use). It is only through the use
of state Telecommunications and Technology Infrastructure Program (TTIP) monies that the library is
able to provide in-house and remote access to online, full-text journal indexes. This access and service
will certainly be jeopardized if TTIP funding becomes unavailable in the future.
There has been a slight decrease in circulation figures during the past two years which correlates
with the increased use of online journal databases and the decrease in new book purchases. Despite this
decrease, the circulation statistics indicate there is still a demand for traditional print resources.
The library requires additional funds to buy and update the collection, both in print and online
formats.
Media Services
Videos are predominantly departmental purchases, not purchased centrally by Media Services. We
are trying to incorporate a more centralized purchasing of all media equipment campus-wide. We have
specified equipment for various departments to purchase. Media Services has developed a technology
standard for incorporating closed captioning into the interactive classroom. We are also the central
location for those seeking to have their materials closed captioned. The media services coordinator has
invested a number of hours creating policy and working with the Supportive Services Department to help
faculty make accommodations for students with disabilities.
Media Services tracks the number of equipment set-ups on campus by semester as well as the number
of materials produced each semester. Those numbers continue to grow both in amount and variety.
Media Services also tracks job requests, which are on the rise.
Media Services needs more money to update equipment on campus and to develop an online catalog
of resource materials.
High Tech Center
The High Tech Center staff follows the recommendations and standards set by the state chancellor’s
High Tech Center Training Unit at DeAnza College. These state experts extensively test the software
and hardware before making recommendations or stating requirements to the local community college
High Tech Centers. Our High Tech Center staff receives training at least once a year in the new or
improved assistive technologies at state and national conferences.
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Computer Commons
The number of computers in the Computer Commons generally meets the needs of the students.
In the Bakersfield College Student Accreditation Survey, some students indicated a desire for increased
hours. However, there are many vacant computers during the afternoons and evenings. There is growing
concern in the commons over noise levels and inappropriate behavior for a study/work area. This has led
to the development of a list of specific acceptable behaviors for student use that goes beyond the campus
Acceptable Use Policy. In addition, a cyber cafe has been developed as part of the student center to allow
a place for “recreational computing,” allowing the Commons to remain a study area.
The Professional Growth Center has adequate hardware and software to meet the needs of faculty
and staff.
Planning Agenda
Library
• Provide more funds to the library for collection development
• Write a collection development plan to institutionalize processes such as weeding of the existing
collection
Media Services
• Develop a centralized database of instructional media
• Provide more funds for the Media Services instructional media collection
• Provide more funds for Media Services equipment
Commons
• Work toward hiring more highly qualified student workers who will be trained to provide
computer assistance to students in the Computer Commons.
• Employ technology to facilitate better enforcement of appropriate behavior and computer use in
the Commons.
• Work toward hiring a full-time classified employee to supervise the Computer Commons and
student workers
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Standard II
II.C.1.b The institution provides ongoing instruction for users of library and
other learning support services so that students are able to develop
skills in information competency.
Descriptive Summary
Library
Librarians have been instrumental in leading the college’s effort to develop information literacy (or
competency) in its students. Information literacy means that students can analyze an information need,
determine the type of information that might be useful, effectively access this information, understand
and evaluate the information, and use it appropriately and effectively. Librarians teach English 34 classes
(six sections in spring 2006) and offer research workshops (65 this semester); these efforts have been very
successful for developing the critical thinking skills students need to succeed in their courses. Aside from
English 34 and the research workshops, librarians also conduct approximately 70 subject/course-specific
research instruction sessions each semester. These are tailored to the individual needs of a class and
have ranged from beginning Internet searching and evaluation to locating research materials on book
censorship. The librarians work closely with instructors to develop assignments that will develop the
research and critical thinking skills the students will need to succeed in the course.
The library’s success in aiding student retention is directly tied to the librarians’ active participation
on campus. Librarians work individually with various divisions and departments. They attend periodic
department meetings, making faculty aware of new services and technologies and listening to the needs
of each discipline.
Aside from orientations, workshops, and English 34, librarians continually assist and instruct
students one-on-one at the reference desk. Questions range from how to find a book to in-depth research
on a particular topic. Currently a reference librarian is available to aid students whenever the library is
open.
The Bakersfield College library has spearheaded collaboration with high school librarians to develop
an information literacy program geared toward high school students. Competencies were identified and
the group created assignments, handouts, and other study aids that allow students to arrive at college
with the requisite research skills needed to succeed. This innovative program is has been in place in the
local high schools since fall 2003 (www.kernhigh.org/district/instruct/InformationLiteracy).
Media Services
Media Services does not provide direct instruction to students. Student workers are involved and are
mentored by Media Services staff. The department works directly with students on resource materials
and projects for their classes. Media Services supports and works directly with faculty who teach in the
interactive environment. It also supports and trains staff and faculty who use technology to instruct
students.
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High Tech Center
Students enroll in the High Tech Center through the Supportive Services Department. Courses in
basic computer technology are taught each semester by the learning development specialist. Students are
given one-on-one training by the assistive technology specialist in the specialized technology that they
will use on the campus and in the workplace.
Computer Commons
While student workers in the Computer Commons are not specifically trained to provide high level
computer support to the students, they do assist students with the understanding of basic computer
concepts and use.
The Professional Growth Center provides faculty and staff with workshops to support the teaching
and learning effort. Each year, the center provides an eight-day multi-media institute, as well as various
workshops covering a wide variety of topics such as image and OCR scanning, image editing, pedagogy,
distance learning, web design and development, presentation software and skills, and productivity
software. Individualized instruction and assistance is also available daily. In an average year, three
to four full-day workshops are given before the fall and spring semesters, and the eight-day multimedia institute is offered before the summer term. Ten workshops of varying length are given during
the semester. Approximately four one-on-one sessions per week are also offered by the technology
instruction specialist.
Self Evaluation
Library
In the Bakersfield College Accreditation Employee Survey, 64 percent of respondents agreed or
strongly agreed that “librarians support me in my efforts to help my students perform research and
learn.” In the same survey, 55 percent were positive the “library services that my students receive
help them succeed in my courses.” (The remaining 46 percent answered either “Not applicable” or
“neutral.”) In the survey, 89 percent of employees also agreed or strongly agreed that the “interactions
with librarians and library support staff are positive and helpful.” This sentiment is also held by students
who rated the item “library staff are helpful and approachable” as a strength in the Noel-Levitz Student
Satisfaction Survey.
To assess the effectiveness of the research workshop series, an evaluation form was developed for
the library workshops. In prior years, librarians relied on anecdotal feedback to assess the value of the
workshop series. Now they ask the students to complete a short evaluation form at the end of each
workshop. This year student evaluations have supported the value and usefulness of the workshops to
students and their coursework. The survey showed that 87 percent of respondents felt the workshops
were either “a lot” or “tremendously” helpful.
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Standard II
Some of the comments included on the evaluation forms are provided below:
• “I learned a lot more about the specific way to evaluate a website, before this workshop I had no
real idea of how to do that.”
• “I never knew the library could be so informative, easy and useful.”
• “I did not realize how much help these two periodical databases could help me with my research.”
• “I learned the better use of the library catalogs. Sometime I would come in and never find the
book I wanted but now I’ve learned new strategies to have a better research result. It was a very
useful session.”
English 34, Introduction to Library Research, is offered each semester and taught by librarians. This
eight-week course covers the research process from developing a topic to finding both print and online
sources and evaluating the credibility of these sources. SLOs have been developed for this course and
include developing a viable research topic and evaluating the credibility of print, online database and
Internet information. In addition, plagiarism and research ethics are discussed. The course is evaluated
by students at the end of each semester. A sampling below of write-in comments indicates the positive
response for this course:
• “Researching my topic was easy, since I took this research class. It also gave me knowledge on
how to research and where to research and this helped me do research for my Poli Science class.”
• “I think this class was extremely helpful. I thought I knew how to research until I took this class.
It broadened my abilities.”
• “If you go to college, you need this class.”
• “Everyone needs to take this class to write good papers.”
Media Services
The recent Bakersfield College Accreditation Employee Survey [[2015]] found that when prompted,
“Media Services staff and equipment are both available when I need them,” nearly half of the respondents
noted that they agreed with this statement. Staff members work to respond immediately to requests and
equipment problems on campus.
The survey also asked about interactions with Media Services staff, and more than 56 percent of the
respondents agreed or strongly agreed that their interactions were consistently positive and helpful.
High Tech Center
High Tech Center personnel often work one-on-one with students, and they solicit immediate
feedback on the appropriateness and effectiveness of their efforts. Anecdotal evidence supports the high
quality of services and support provided to students.
Computer Commons
While basic assistance is given, more could be done to promote information literacy in the Computer
Commons.
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Bakersfield College
An appropriate number and type of workshops are provided for faculty and staff on the uses of
technology in instruction. Bakersfield College’s technology specialist has been able to accommodate
all the requests for campus-wide, department, or individual workshops. Of respondents in the recent
Bakersfield College Accreditation Employee Survey, 45 percent agreed that the Professional Growth
Center staff provide timely and quality responses to requests for assistance; 49 percent said that the
Professional Growth Center workshops were relevant to and helpful in the classroom; and 43 percent said
that the Professional Growth Center workshop presenters respond well to questions and provide useful
feedback. Although these satisfaction numbers might seem a bit low and suggest dissatisfaction, the very
large number of "neutral" and "not applicable" responses (about 50 percent of the rest of the responses)
point to the actual problem: the Professional Growth Center is an under-utilized resource.
There is also a lack of integration with campus-wide staff development initiatives. The Professional
Growth Center is not an in depth component of the year-long new faculty orientation program. A
white paper was developed by a participatory task force on Staff Development in 2005 that outlined
some factors to consider and some possible approaches to the development of a comprehensive Staff
Development Center.
Planning Agenda
Library
Library faculty and staff will finalize program level SLOs during the 2006-2007 academic year.
Computer Commons
The director of information and technology services will pursue the employment of a higher level
student worker during the 2006-2007 academic year that will be trained to provide computer assistance
to students in the commons.
During the 2006-2007 academic year, the FCDC will study the problem for under-utilization of
the Professional Growth Center, develop a plan for improvement, and make recommendations to the
College Council for its consideration. The College Council will make recommendation to the president
for disposition.
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Standard II
II.C.1.c The institution provides students and personnel responsible for
student learning programs and services adequate access to the
library and other learning support services, regardless of their
Descriptive Summary
Library
The library is open 57 hours per week, which includes four hours on Saturdays. The library is closed
Sundays. During operating hours there is always at least one full-time or adjunct librarian on duty.
The library webpage serves as a portal to web-based research resources. From the webpage, students
and staff have world-wide around-the-clock access to the Bakersfield College library catalog as well as to
other library catalogs, three full-text periodical databases, a guide to research-oriented websites selected
by Bakersfield College librarians, web-based citation guides, and library hours and policies. Access to the
library catalog is available to any Internet user. Access to the three periodical databases is limited to staff
and currently enrolled students through Remote Patron Authentication software.
The library has one computer workstation reserved for disabled students. This workstation is placed
on a motorized, adjustable table to allow for wheelchair access. The workstation software includes
Kurzweil, JAWS and Zoom Text and a scanner is attached. The library also has two text-magnifying
readers for students with visual disabilities.
The Delano Center of Bakersfield College has no library. Delano students have access to the
Bakersfield College library catalog and all periodical indexes through the Internet. Delano students may
attend research workshops and can enroll in English 34 at the Bakersfield campus. Approximately twice
each year a librarian visits the Delano Center to conduct library research orientations. There is currently
no process in place for circulating or delivering print materials to Delano.
Media Services
Media Services provides equipment and support at the main campus as well as the Bakersfield
College Delano Center. In addition, equipment is supplied to the classrooms at off-campus sites such as
Stockdale High School.
Media Services is open five days a week. Media Services is the main technical support of the
interactive classrooms and the instructional television channel. In addition, all of the video production
and resource material production is handled by Media Services staff.
The media services coordinator is responsible for overseeing the daily operations of the Media
Services Department.
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Bakersfield College
Computer Commons and High Tech Center
The Computer Commons and High Tech Center hours are identical to those of the library, 57 hours
per week. Through a joint effort between district and campus Information Services departments, all
students are offered an e-mail account at bakersfieldcollege.edu. These accounts are web-based, hosted
on district servers, and accessible to students from any computer on or off campus. Many students and
instructors use these accounts to facilitate contact.
The Professional Growth Center is normally staffed on weekdays between 9 a.m. and 7 p.m., and at
other times by appointment. The center itself is accessible all the time to staff members who want to use
the equipment. The technology specialist conducts workshops at different locations around campus and
occasionally online. Resources in the form of job aides (tutorials), FAQs, and links to helpful websites
are also available on the center’s website.
Self Evaluation
Library
A November 2005 student survey indicated that 67 percent of students find the library operating
hours either very or somewhat convenient. Funding limitations currently prevent the library from being
open more than 57 hours per week. Full-time librarian hours are most needed during the busiest times
of the day and week and therefore are not easily shifted to cover slower weeknights and weekends. These
hours are, instead, covered by adjunct librarians, and funds for adjunct librarian pay are limited.
The library website is heavily used, with 254,452 hits between July 31, 2004 and July 31, 2005. This
is an average of 695 hits per day. The full-text periodical databases also receive a great amount of usage,
with 153,268 total searches performed in the InfoTrac database and 110,516 total searches performed in
the EBSCOhost databases during the 2004-2005 academic year. These figures imply that library online
services are useful for students doing research for class assignments.
Though the library has one computer station with assistive technology software installed, the
librarians are not familiar enough with the software to offer adequate support. Disabled students who
are not familiar with the software are sometimes referred to the High Tech Center in the Computer
Commons for assistance.
Though Bakersfield College librarians currently respond to research instruction requests from
Delano faculty on an as needed basis, there is a need for an increased level of library service in Delano.
However, staffing constraints, a lack of library facilities, and no library collection at that site make this
difficult.
Media Services
Media Services assists faculty by providing resources and materials to their students with disabilities
by closed captioning those materials. Media Services is the sole technical support behind the Distance
Education Program at Bakersfield College.
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Standard II
Students at Bakersfield College have access to all video materials used in the Distance Education
television program by checking those materials out from the circulation desk in the library. Students at
the Delano Center also have access to materials by checking them out from the main office there.
High Tech Center
The High Tech Center was moved to the Library Computer Commons in summer 2004 to improve
access for disabled students. Two other important reasons for the move were to “mainstream” the
disabled students and to increase visibility of the High Tech Center offerings, so that students needing
assistive technology, but who are not already identified by Supportive Services, would self-refer to the
program to have their needs met. Student workers were hired to assist solely in the High Tech Center,
but there was a significant amount of “down time” when the workers had no one needing assistance. In
fall 2005, it was decided that the High Tech Center would use student workers of the general Computer
Commons to combine resources and reduce costs. This new arrangement has not worked well because
the student workers are spread too thin and they do not communicate effectively with disabled students.
High Tech Center awareness workshops for the student workers have been poorly attended.
Another common complaint by the users of the High Tech Center is the level of noise in the
Computer Commons. The noise level makes it difficult for the disabled students to concentrate or to use
the voice recognition software. Networked versions of assistive software are still waiting to be installed-only ZoomText vision enlarger has been installed on the server.
The two goals of increased hours of operation and mainstreaming of the disabled students have
been realized. The positives of mainstreaming and increased hours of operation probably outweigh the
difficulties mentioned above. With some adjustments, the problems mentioned above will be solved.
Computer Commons
The Computer Commons follows the same hours of operation as the library, and students have access
to computers without a wait, with the exceptions of 9 a.m. to noon, Monday through Thursday.
The Professional Growth Center is available to all faculty and staff, and there have been no concerns
voiced about access.
Planning Agenda
Library
Librarians will receive training during the 2006-2007 academic year from Supportive Services staff
in the use of assistive technologies.
In the short term, the library will develop a plan for the circulation and delivery of library print
materials to students at the Delano Center by fall 2008 when the new high school opens in Delano.
The college will build a multi-purpose building at the new Delano site that will permanently house
library facilities for the Bakersfield College Delano Center. Tentative plans call for opening in fall 2008.
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High Tech Center
In the future, the High Tech Center hopes to quantify the use of the High Tech Center offerings,
such as number of students who use assistive technology and the type they use; how many hours/week
or day they spend using the High Tech Center; how many use the new pay-per-print system; how
much more equipment and staffing should be purchased; and how many students have self-referred to
Supportive Services because of the visibility of the High Tech Center in the library.
II.C.1.d The institution provides effective maintenance and security for its
library and other learning support services.
Descriptive Summary
The library, High Tech Center and Professional Growth Center rely on both campus and district
Information Services (IS) staff to secure and maintain electronic learning resources. Library computer
workstations are secured using Deep Freeze, which prevents changes being made to computer hard disks.
The campus Information Services Department maintains the reliability and security of the campus
network. Additionally, the district Information Services Department maintains a district-wide firewall to
prevent viruses from infecting campus computers and networks.
The technical services/automated systems librarian assists in troubleshooting and maintaining
library desktop computers. This employee ensures that regular backups are made of the library catalog
database and transaction logs. The technical services/automated systems librarian is also responsible for
maintaining and upgrading software for the library management system (Horizon), for the web-based
catalog (Horizon Information Portal) and for Remote Patron Authentication.
There are 3M security gates at all library exits to prevent theft, and all library materials have security
strips. The library director has arranged with Campus Security to have an officer walk the library floor
several times each day to provide security for both students and materials.
Campus Information Services staff maintain all equipment in the Computer Commons and High
Tech Center. These desktop computers are on a replacement cycle of three to four years. The operating
systems are upgraded as often as necessary to keep them current, and the computers are secured through
a combination of a district-wide firewall and Deep Freeze software which prevents alterations to the hard
drives.
The Professional Growth Center is secured in a non-student area of the building and has a numeric
keypad for staff access. The keypad codes can be changed periodically for increased security.
Media Services
Media Services has an operations control room and video production studio that are both alarmed
and secured. The Media Services office and storage areas are secured by a magnetic card system that is
controlled by building management software. All staff in Media Services carry the magnetic card, and
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Standard II
all technology areas are secured in this fashion. The magnetic card enables supervisory staff to limit
student worker access.
Media Services staff maintains and secure all audio visual equipment on the campus and the offcampus sites such as the Delano and southwest centers.
Self Evaluation
Electronic resources are well maintained and secured. Campus use of Deep Freeze software
effectively prevents changes to original computer configurations. This, in conjunction with the districtwide firewall, helps prevent problems associated with downloads and viruses. District and campus staff
work together to maintain and update campus/district networks and to ensure fast and uninterrupted
access to the Internet. Backup of the library database is regular, as is the backup of programs and data
on the other servers used by the library. These efforts combine to greatly reduce downtime which can
adversely affect student productivity and learning.
One of the library security gates is a concern. The gate is located in the southeast corner of the
Computer Commons and is intended to secure the elevator. Though the gate functions properly, there
is no full- or part-time staff located nearby to stop and question students who activate the alarm. This
minimizes the effectiveness of the gate, compromises the security of library materials, and can result in
the loss of resources needed for student use.
Building maintenance is a concern. It is obvious from badly discolored ceiling tiles that during
periods of heavy rain, water is entering the building through the roof. Water is a great threat to books
and other library materials, and many of these discolored ceiling tiles are directly over shelving areas.
It appears no effort has been made to repair leaks in the library roof that could cause water damage
to library facilities and materials. Often, water-damaged ceiling tiles are simply spray painted rather than
replaced. Additionally, the exterior of the building is rarely, if ever, maintained so exterior windows are
covered in cobwebs and damaged by birds.
Networked versions of the assistive software have been available for many months but they have not
been installed. This may be because of limited staffing in Information Services.
Maintenance of the interior and exterior of the building requires an effort beyond what library
personnel can do. There must be a campus-wide effort to make maintenance of facilities a higher
priority.
Planning Agenda
Library and Information Services staff will develop a method for monitoring the security gate in the
Computer Commons.
Library will coordinate with Campus Security to ensure regular patrols of the building.
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Bakersfield College
II.C.1.e When the institution relies on or collaborates with other institutions
or other sources for library and other learning support services for
its instructional programs, it documents that formal agreements
exist and that such resources and services are adequate for the
institution’s intended purposes, are easily accessible, and utilized.
The performance of these services is evaluated on a regular basis.
The institution takes responsibility for and assures the reliability
of all services provided either directly or through contractual
arrangement.
Descriptive Summary
The library has informal agreements with libraries both in and out of state for interlibrary loans.
In addition, the library has a formal agreement with California State University, Bakersfield to allow
reciprocal borrowing for Bakersfield College staff and students when certain criteria are met and when
the individual pays a fee. This agreement allows Bakersfield College students access to a greater breadth
of learning resources.
The library has formal, contractual agreements with SirsiDynix, Inc. for licensing of Horizon
Library Management software, with Gale Group for the Academic ASAP online database, with
LexisNexis for the Academic Universe online database, with EBSCO Publishing for multiple EbscoHost
online databases, and with Serials Solutions for the online e-Journal A.M.S database. All of the above
databases, with the exception of Horizon and InfoTrac are purchased through the state CCL-Electronic
Access and Resources consortium. Contracts with online database vendors and software vendors are
renewed annually.
The library also has maintenance agreements with Xerox and Minolta for servicing four copy
machines and two microfilm/microfiche reader/copiers.
The library is an institutional member of ALA (American Library Association), CODI (Customers
of Dynix, Inc.), CCL (Council of Chief Librarians – California Community Colleges) and LRACCC
(Learning Resources Association of California Community Colleges).
Media Services
Media Services maintains all licensing for the Kern Community College District with the following
music licensing agencies: BMI, ASCAP (American Society for Composers, Authors and Publishers) and
SESAC, Incorporated. These licenses cover all music performed or played on any Kern Community
College District campus.
Media Services is also a Regional Production Center for CCCSAT (California Community College
Satellite Network) and an individual member of the Broadcast Education Association.
Maintenance and software agreements for non-linear editing and closed captioning software are also
maintained by Media Services.
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Standard II
Self Evaluation
Library
The library enjoys cost savings in the licensing of databases thanks to special pricing obtained
through the CCL statewide consortium. Only one database, InfoTrac, is not currently licensed through
CCL for pricing reasons. That will probably change soon, however, and will be licensed through CCL.
At the time of annual renewal, all licensed software and databases are informally reviewed by
librarians to ensure that they continue to meet the needs of Bakersfield College students and staff.
Invoices are also reviewed to confirm that pricing has been correctly calculated by the various vendors.
Media Services
Media Services benefits from being part of the California Community College Satellite Network by
being able to offer programs produced at Bakersfield College to any other community college in the state.
The Regional Production Center Program allows Bakersfield College to serve in an advisory capacity
statewide on technical issues affecting all community colleges in the state.
Planning Agenda
None
II.C.2The institution evaluates library and other learning support services to assure
their adequacy in meeting identified student needs. Evaluation of these
services provides evidence that they contribute to the achievement of student
learning outcomes. The institution uses the results of these evaluations as the
basis for improvement.
Descriptive Summary
The library completed a program review in spring 2002. It is difficult to measure student success
in the library as most services in the library are typically on-demand and transaction-based. Students’
success can only be inferred from the result: Did they understand the librarian’s answer? Were they able
to find the desired website or journal article? Librarians hope that the sum of these small successes adds
up to larger student success in an individual course or in a program of study. Anecdotally, students often
return to thank librarians for their help with research projects.
Student learning outcomes have been written for the one-unit library research course (English 34).
Students in the course also complete a course evaluation.
In spring 2005 a student evaluation form was developed for the research workshops. Students are
asked to complete the form before leaving the workshop. The majority of students did complete the form
and the results show most students deemed the workshops very helpful.
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Bakersfield College
Results from the fall 2003 Noel-Levitz student satisfaction survey identified library resources and
services as a college strength. The survey item “library resources and services are adequate” received a
6.18 importance rating and a 5.29 satisfaction rating (on a 1-7 scale, with 7 being the highest rating).
The other library-related item on the survey, “library staff are helpful and approachable” was also positive,
receiving a 5.89 importance rating and a 5.16 satisfaction rating.
The High Tech Center staff relies on the recommendations and requirements of the state chancellor’s
High Tech Center Training Unit. The state chancellor’s High Tech Center Training Unit extensively
tests the technology to be sure it does what it purports to do before making those recommendations/
requirements. Consideration is also given to the affordability of the technology so that students and
employers will have a better chance of purchasing it later when the student leaves the college.
Self Evaluation
Programs are reviewed every four years, but none of these areas have gone through the new process
that includes SLOs.
Surveying of staff and students is irregular other than the Noel-Levitz survey, which does not address
all local issues or service areas to sufficient depth.
Library staff are in the process of establishing SLOs for the programs and services in this area. The
library staff has attended SLO workshops conducted by Dr. Norena Badway.
Library staff have found the EMP process more helpful because it requires a yearly self-evaluation
and planning.
Planning Agenda
Library staff will develop SLOs for programs and services in this area in the 2006-2007
academic year.
Information Services, in conjunction with library staff, will develop a campus-specific survey
to evaluate areas which are not well represented in the Noel-Levitz survey, such as Media Services,
Professional Growth Center and Information Services.
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Standard III
Standard III
Resources
The institution effectively uses its human, physical, technology, and financial
resources to achieve its broad educational purposes, including stated student learning
outcomes, and to improve institutional effectiveness.
III.A Human Resources
The institution employs qualified personnel to support student learning programs
and services wherever offered and by whatever means delivered, and to improve
institutional effectiveness. Personnel are treated equitably, are evaluated regularly
and systematically, and are provided opportunities for professional development.
Consistent with its mission, the institution demonstrates its commitment to the
significant educational role played by persons of diverse backgrounds by making
positive efforts to encourage such diversity. Human resource planning is integrated
with institutional planning.
III.A.1The institution assures the integrity and quality of its programs and services by
employing personnel who are qualified by appropriate education, training, and
experience to provide and support these programs and services.
III.A.1.a Criteria, qualifications, and procedures for selection of personnel
are clearly and publicly stated. Job descriptions are directly related
to institutional mission and goals and accurately reflect position
duties, responsibilities, and authority. Criteria for selection of
faculty include knowledge of the subject matter or service to be
performed (as determined by individuals with discipline expertise),
effective teaching, scholarly activities, and potential to contribute
to the mission of the institution. Institutional faculty play a
significant role in selection of new faculty. Degrees held by faculty
and administrators are from institutions accredited by recognized
U.S. accrediting agencies. Degrees from non-U.S. institutions are
recognized only if equivalence has been established.
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Bakersfield College
Descriptive Summary
Bakersfield College employs qualified faculty, classified staff and administrators who provide support
for programs and services. The college provides uniformity in hiring and takes steps to ensure the hiring
of well qualified applicants. The Kern Community College District Board of Trustees has adopted
hiring criteria for faculty, classified and administrative staff. Faculty applicants must meet minimum
qualifications as listed in the Kern Community College District Board Policy Manual, Section 5
Addenda or equivalent requirements developed by the Academic Senate.
All faculty meet the minimum qualifications for their disciplines as published by the Human
Resources Division of the California Community Colleges Chancellor’s Office in “Minimum
Qualifications for Faculty and Administrators in California Community Colleges.” Job descriptions
for classified and confidential/management positions are defined and regulated by Kern Community
College District Board Policy. The comprehensive hiring process includes advertisement, application,
interviews, demonstrations, and examinations. The Equal Opportunity Advisory Committee and Equal
Employment Opportunity Plan promote hiring of a diverse work force. The college conducts uniform
and consistent evaluations of employees.
Self Evaluation
The Human Resources office works in cooperation with administration, the faculty chairs, faculty
members, and supervisors to ensure that hiring is uniform in all phases of the employment process.
Therefore, the college meets this standard.
Faculty hiring procedures are clearly stated in Kern Community College District Board Policy
Manual, Section 6. The Human Resources Operational Guidelines clearly outline classified hiring
procedures. Criteria, qualifications, and procedures for selection of personnel are clearly and publicly
stated in Human Resources Operational Guidelines for Classified Personnel and Academic Personnel,
and Board Policy for faculty and confidential/management positions. Kern Community College District
Board Policy, California Education Code, and union contracts are used to ensure all positions are
unique yet uniform. Guidelines for each job are clearly listed and defined. Job descriptions are modified
whenever necessary to meet requirements.
Positions are advertised in a variety of places. The Human Resources Office advertises in-house and
to the public. Positions are listed through the California Community College Registry and Employment
Development Department, professional organizations and, when budget permits, paid advertising in
targeted publications and websites.
Candidates who do not meet minimum qualifications or equivalency requirements are not
interviewed. Screening committees verify minimum qualifications through application documents,
panel interviews, reference checks, previous work experience, certificates, degrees, and possible skills
testing. Faculty screening committees consist of a majority of faculty from the discipline. In order to
meet specific program needs, screening committees forward applicants who best meet the qualifications.
Steps to ensure faculty applicants have knowledge of their subject matter, a review of previous
experience and transcripts, interviews, and teaching demonstrations. Reference checks of previous
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Standard III
experience provide verification of each applicant’s experience. Verification of educational provided
through transcripts, credentials, and evidence of minimum qualifications. Interview questions allow
candidates to describe their experience in promoting student learning. A teaching demonstration
provides verification of skill.
Prospective applicants are informed that foreign degrees need to be evaluated before the application
can be processed by Human Resources. Applicants provide foreign transcript equivalency from
recognized foreign transcript evaluation services of their choice. Numerous organizations provide foreign
transcript evaluation. Review of foreign transcripts includes both the Academic Senate President and
faculty chair.
Classified and confidential/management applicants who meet the minimum qualifications or
equivalency may be selected for an oral interview. Candidates may be required to perform a skills and/or
knowledge demonstration.
The Equal Opportunity Advisory Committee encourages staff diversity with efforts to recruit,
develop and promote qualified members that are under-represented in the college’s work force. Faculty
and administrative positions are sent to the Equal Opportunity Advisory Committee for networking to
under-represented groups. The district reaffirmed the Non-Discrimination/Equal Employment Policy in
2005.
Employee evaluations are conducted on a regular basis. Evaluation policies are clearly stated in the
Kern Community College District Board Policy Manual. There are uniform and consistent evaluations
of all tenured and non-tenured faculty members. Evaluation validates faculty performance.
Planning Agenda
By the end of fall 2007, Human Resources, in coordination with the Bakersfield College Academic
Senate, will develop a list of acceptable Foreign Transcript Evaluation Services to be made available for
prospective applicants to ensure uniformity.
III.A.1.b The institution assures the effectiveness of its human resources by
evaluating all personnel systematically and at stated intervals. The
institution establishes written criteria for evaluating all personnel,
including performance of assigned duties and participation in
institutional responsibilities and other activities appropriate to
their expertise. Evaluation processes seek to assess effectiveness
of personnel and encourage improvement. Actions taken following
evaluations are formal, timely, and documented.
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Bakersfield College
Descriptive Summary
Bakersfield College follows the Kern Community College District Board Policy to ensure that all
personnel are systematically evaluated. All employee classifications are evaluated on a scheduled basis.
Confidential/management employees are evaluated annually the first two years of employment and
every four years thereafter as per the Kern Community College District Board Policy Manual. The
process includes several components: a written evaluation completed by the supervisor, an evaluation
survey that includes faculty input, the job description, and a written self- assessment.
Full –time faculty evaluations are handled in accordance with procedures outlined in the agreement
between Kern Community College District and the Community College Association (CCA).
Evaluations include several elements and consider the actual assignment. The process includes classroom
observation by administration and colleagues, student evaluations, instructional materials review, faculty
service review, and evaluation of non-instructional assignments when applicable.
Classified evaluations are completed as per the written agreement between Kern Community College
District and California School Employees Association (CSEA). Evaluations are based on job-related
criteria and completed by their supervisor on a regular basis (CSEA Contract, Article 9M). Permanent
classified personnel are evaluated on an annual basis; probationary classified personnel are evaluated
more frequently.
Self Evaluation
All full-time faculty, classified and confidential/management employees are evaluated on a regular
basis. Although Board Policy provides an evaluation schedule for adjunct faculty, evaluations have not
been completed on a consistent basis for this employee group.
Planning Agenda
By the end of the 2007-2008 academic year, Bakersfield College and the district will have developed
procedures and timelines to evaluate adjunct faculty.
III.A.1.c Faculty and others directly responsible for student progress toward
achieving stated student learning outcomes have, as a component of
their evaluation, effectiveness in producing those learning outcomes.
Descriptive Summary
The updated district faculty evaluation process is in its first year. During the evaluation team’s
discussions with the evaluee, Form O-Linkage to Staff Development is used to enumerate any areas the
evaluation team recommends to the faculty member for consideration. On this form, the following
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Standard III
areas are included for consideration and discussion: learning styles, managing the learning environment,
scoring rubrics, learning outcomes, measuring student outcomes and active learning strategies. Beyond
this, the current faculty evaluation process does not specifically include evaluation of faculty effectiveness
in producing learning outcomes. There is, however, a materials review form through which the inclusion
of SLOs on course syllabi can now be checked.
Self Evaluation
The implementation of student learning outcomes (SLOs) at the course level is well underway.
The Title V and InSites grants continue to encourage faculty to receive training in developing and
implementing SLOs, and the institution will soon be moving toward development of institutional and
program level outcomes.
Since the faculty evaluation process is in its initial year of use and revision, the process will be
evaluated during 2006-2007 by the faculty and management contract negotiations teams. Those groups
will discuss methods to more readily include effectiveness in producing learning outcomes in the faculty
evaluation process.
Planning Agenda
When faculty contract negotiations resume in fall 2006, the faculty and management negotiations
teams will review the evaluation process to ensure effectiveness in producing SLOs is an integral part of
the evaluation process.
III.A.1.d The institution upholds a written code of professional ethics for all of
its personnel.
Descriptive Summary
The Bakersfield College mission statement references the college’s commitment to respect,
collaboration and participatory governance. The agreement between the Kern Community College
District and Community College Association (CCA) states that “in the exercise of academic freedom
they (faculty members) have a responsibility to be accurate and comprehensive in making reports, to
be fair minded in making interpretations and judgments, to respect the freedoms of other persons, to
exclude irrelevant matters”.
The classified agreement (CSEA) contains several references related to unethical behavior or conduct.
District written procedures for Alcohol and Controlled Substances Testing and Acceptable Computer
Use are in effect. All employees sign a Loyalty Oath upon employment.
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Bakersfield College
Self Evaluation
The college meets this standard. Although no one document directly mentions a code of ethics for
all employees, various documents cite general and/or specific ethical (or unethical) behaviors.
Planning Agenda
None
III.A.2The institution maintains a sufficient number of qualified faculty with full-time
responsibility to the institution. The institution has a sufficient number of staff
and administrators with appropriate preparation and experience to provide
the administrative services necessary to support the institution’s mission and
purposes.
Descriptive Summary
Although the college president makes the final decision regarding staffing, the FCDC provides the
president with staffing recommendations that are determined through a proposal and ranking process.
The full-time faculty obligation (FTFO) specified under Title 5, California Code of Regulations, Section
51025 provides faculty staffing obligation for the Kern Community College District. The following table
shows employee demographics over a five-year period.
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Standard III
Bakersfield College Employee Profiles, Fall 2000 and Fall 2005
Notes: All employees with the exception of casual, hourly employees are included.
The American Indian category is included in the Other category. The Filipino category
is included in the Asian category.
Full-time Faculty
Fall 2000
Total and
233
% Chg
Adjunct Faculty
Classified
Fall 2005
Fall 2000
Fall 2005
253 9%
215
249 16% 357
% of
#
Grp
% of
#
Grp
% of
#
Grp
Fall 2000
% of
#
Grp
Fall 2005
% of
#
Grp
#
Female
121 52% 127 50% 86
Male
112 48% 126 50% 129 60% 138 55% 104 29% 74
Age
#
40 - 55
Years
Fall 2000 Fall 2005
274 -23% 22
Gender
< 40 Years 44
Management
% of
#
Grp
% of
#
Grp
% of
#
Grp
% of
#
Grp
% of
#
Grp
19% 42
17% 55
26% 64
26% 101 28% 67
27%
Fall Fall % of
2000 2005 Chg
801
-3%
% of
#
Grp
#
% of
Chg
32% 472
446
-6%
10 45% 17 68% 355
355
0%
#
% of
Chg
204
175
-14%
10 45% 14 56% 445
414
-7%
% of
#
Grp
40% 111 45% 253 71% 200 73%
Total
25 14% 827
% of
#
Grp
12 55% 8
% of
#
Grp
% of
#
Grp
% of
#
Grp
4
18% 2
8%
24%
137 59% 143 57% 118 55% 108 43% 180 50% 149 54%
56+ Years 52
22% 68
27% 42
20% 77
31% 76
21% 58
21%
8
36% 9
36% 178
212
19%
Ethnicity #
% of
#
Grp
% of
#
Grp
% of
#
Grp
% of
#
Grp
% of
#
Grp
% of
#
Grp
% of
#
Grp
% of
#
Grp
#
% of
Chg
African
14
American
6%
12
5%
6
3%
5
2%
29
8%
22
8%
0
0%
1
4%
49
40
-18%
Asian/
7
Pacific Isl
3%
8
3%
6
3%
5
2%
3
1%
5
2%
2
9%
0
0%
18
18
0%
Hispanic
30
13% 30
5%
21
8%
95
27% 81
30%
4
18% 4
16% 139
136
-2%
White
169 73% 191 75% 181 84% 192 77% 202 57% 140 51%
16 73% 15 60% 568
538
-5%
0
69
30%
Other/
13
Unknown
6%
12
12% 10
5%
12
6%
26
10% 28
8%
26
9%
0%
5
20% 53
Source: MIS State Reporting
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Bakersfield College
Self Evaluation
Bakersfield College met its district-allocated full-time faculty obligation (FTFO) in 2005-2006 and
expects to exceed allocated FTFO for 2006-2007. In recent years, the college experienced reductions
in state funding, FTES shortfalls affecting funding, and general budgetary constraints resulting from
increased salaries, fringe benefits, and operational costs. The college incorporated early retirement
incentives and layoff of personnel in all employee classifications as recently as fall 2003 to deal with
budgetary constraints. Administrative and classified vacancies have been left unfilled, and additional
hiring of new positions has been delayed. Administration and various departments reorganized,
requiring personnel to take on additional responsibilities. Generally, all personnel, particularly classified
and administrative staff, have assumed a greater volume of work.
Planning Agenda
During 2006-2007, based in part on information received through unit plans in the EMP, a staffing
plan will be developed to be implemented beginning with the 2007-2008 fiscal year.
III.A.3The institution systematically develops personnel policies and procedures that
are available for information and review. Such policies and procedures are
equitably and consistently administered.
III.A.3.a The institution establishes and adheres to written policies ensuring
fairness in all employment procedures.
Descriptive Summary
Bakersfield College utilizes personnel policies as reflected in the Kern Community College District
Board Policy Manual, Human Resources Operational Guidelines and the faculty and classified
agreements. All publications are either online or linked to the college website.
Classified employees, administrators and certificated Child Development staff attend a new hire
orientation with Human Resources; full-time faculty members attend a year-long orientation coordinated
by the Office of Student Learning and Academic Senate. An orientation for new adjunct faculty is offered
every fall, in addition to the support new adjunct receive in their departments.
All position announcements list application procedures which include the submission of a complete
application packet by a stated deadline to ensure consideration. Equal employment opportunity and
non-discrimination statements are included in all position announcements. Hiring procedures are
listed in the Kern Community College District Board Policy Manual and reflect committee structure,
authority and the inclusion of an EOAC representative on every screening committee.
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Standard III
Self Evaluation
Planning Agenda
The college will continue to review communication of, access to and fair and equitable application of
personnel policies.
III.A.3.b The institution makes provision for the security and confidentiality
of personnel records. Each employee has access to his/her personnel
records in accordance with law.
Descriptive Summary
Official personnel files are maintained at the Kern Community College District Human Resources
office. File access requirements are listed in Human Resources Operational Guidelines, the CCA Faculty
Contract, the Kern Community College District Board Policy Manual, and the CSEA Contract. Access
to the college and districtwide student and employee database system requires administrative approval
and is strictly limited. Inactive confidential documents are destroyed with a paper shredder. The
college has actively begun complying with privacy regulations which prevent the use of Social Security
numbers as identifiers on campus and district forms and reports. Most forms have been converted to use
generated ID numbers as identifiers, and steady progress is being made to complete the changeover on all
campus and district forms.
Self Evaluation
The college meets the standard for ensuring that all active personnel documents are secure and
confidential.
Planning Agenda
None
III.A.4The institution demonstrates through policies and practices an appropriate
understanding of and concern for issues of equity and diversity.
III.A.4.a The institution creates and maintains appropriate programs,
practices, and services that support its diverse personnel.
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Bakersfield College
Descriptive Summary
Diversity appreciation is fostered through several means, including but not limited to the efforts
of the Equal Opportunity Advisory Council, cultural awareness days, Disability Awareness month
activities, Student Government Association and campus club activities, and guest speakers.
Self Evaluation
Commitment to equity and diversity is well-communicated on campus. In spring 2005, student
perceptions of equity and diversity on the campus were measured by a student satisfaction survey. In that
survey, 55 percent of the students rated campus events and cultural activities as either good or excellent.
Also, 73.9 percent gave the college a rating of good to excellent in preparing students to respect diversity.
There are two indicators of the effectiveness of the college’s policies and practices in promoting diversity.
One is the number of discrimination claims affirmed as discriminatory; the other is progress toward
ensuring that staff ethnicities, gender, or disability status reflects the communities served. The workforce
and utilization analysis is updated on an ongoing basis.
Equal Opportunity Advisory Council is responsible for ensuring that Bakersfield College adheres to
standards for equal employment opportunity for all people as established by Kern Community College
District Board Policy, State of California Education Code, and state and federal regulations. Bakersfield
College attends the California Community College (CCC) Registry Job Fair annually in order to attract
a diverse applicant pool for faculty and management positions.
The college encourages educational continuance and professional development for all employees
through various staff development programs, including the waiver of tuition fees for attending any class
at any college within the Kern Community College District. The staff development program encourages
classified employees to continue education in order to meet the minimum qualifications for instructional
positions.
Planning Agenda
The college is currently in the process of updating the Equal Opportunity Plan which is based on the
State Chancellor’s Office model plan.
III.A.4.b The institution regularly assesses its record in employment equity
and diversity consistent with its mission.
Descriptive Summary
The college has adopted and implemented the recommendations set forth by the State Chancellor’s
Equity and Diversity Task Force. It is committed to providing all persons with equal employment and
education opportunities without regard to race, color, religion, gender (or pregnancy related condition),
150
Standard III
national origin, age, disability (or medical condition), marital status, or sexual orientation and diversity
in the workforce. Human Resources ensures all open positions are listed with the CCC Registry and
the Employment Development Department. Listservs and professional organizations are contacted for
faculty and administrative positions; The Chronicle of Higher Education and local advertising are used as
budget allows. Equal Opportunity Advisory Council is responsible for reviewing equal employment and
diversity issues. All applicants have the option of completing an Equal Opportunity Employment Survey
form. These data along with others are used by the Office of Institutional Research and Planning to
track and analyze employment equity.
Self Evaluation
The college meets this standard. The Equal Opportunity Advisory Council assists all members of
the college with staff diversity and non-discrimination/equal employment issues. Human Resources is a
member of the Association of Chief Human Resources Officers (ACHRO). The Office of Institutional
Research and the Human Resources office collect and analyze all the data regarding employment records.
Some of the data collected is published on the college website. Data from this website indicate that as
of fall 2005, 24 percent of college faculty and staff are from minority groups and the student population
is 55 percent minorities. Faculty and staff are 56 percent female, whereas the student population is 58
percent female.
Planning Agenda
None
III.A.4.c. The institution subscribes to, advocates, and demonstrates integrity
in the treatment of its administration, faculty, staff, and students.
Descriptive Summary
The college uses several media formats such as handbooks, guidebooks, brochures, catalogs, Board
Policy, web, email, and bulletin boards to communicate policies and procedures to ensure fair and
consistent treatment of employees and students. Several policies related to fair treatment of personnel
and students are reflected in various sections of the Kern Community College District Board Policy
Manual.
General personnel policies and procedures cover topics such as non-discrimination, discrimination
complaint process, sexual harassment, students and staff with disabilities, wellness of employees, drugfree workplace, employees with chronic communicable diseases or infectious conditions, safety and
security. Additional policies for students cover the student complaint procedure, student conduct, and
discipline. Student policies are published in the college catalog, class schedule, and student handbook.
STDV B1 and STDV B6 also cover policies related to students.
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Bakersfield College
The classified and faculty agreements provide for a formal grievance procedure to resolve issues
covered under the contracts. New faculty members receive policy and contract information during the
new faculty orientation class. New classified employees receive a copy of the CSEA agreement when
hired and policy and procedure information during orientation. Administrative staff receives policy
and procedure information when hired. All employment decisions require review and approval from
administration and the Kern Community College District Board of Trustees.
Self Evaluation
Planning Agenda
None
III.A.5The institution provides all personnel with appropriate opportunities for
continued professional development, consistent with the institutional mission
and based on identified teaching and learning needs.
III.A.5.a The institution plans professional development activities to meet the
needs of its personnel.
Descriptive Summary
The college provides flex days and classified and faculty professional development programs and has
participated in a district-wide Convocation. The Staff Development Coordinating Council reviews and
makes recommendations for individual and campus involvement in staff development programs.
Self Evaluation
The college provides three flex days for staff development each academic year. Faculty members
are encouraged in their professional development activities by applying and receiving approval for
salary progression as per the CCA contract, Article 10E. Classified staff are encouraged to enroll in
a professional development program which benefits the employees and the district. Upon approval,
classified staff may be compensated $1,500 for each 15 credits completed as specified in the CSEA
contract, Article 9G9. Faculty and staff may also enroll in courses at any of the district colleges without
paying enrollment fees. The college is able to provide minimal funds for staff development activities for
its employees.
The district held its first Convocation in September 2005 at Bakersfield College. All faculty and staff
were encouraged to attend.
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Standard III
Planning Agenda
During the budget planning process for 2007-2008, the college will consider including a line item
for staff development to fund conferences, courses and other professional growth opportunities for its
employees.
III.A.5.b With the assistance of the participants, the institution systematically
evaluates professional development programs and uses the results of
these evaluations as the basis for improvement.
Descriptive Summary
The Staff Development Coordinating Council organizes the flex day schedule and evaluates their
use and effectiveness. All faculty members and staff are asked to submit an evaluation form for each
workshop that they attend. All faculty and staff that attended the first district Convocation were
encouraged to complete an evaluation of the program online.
Self Evaluation
The college meets this standard. The evaluations are used by the college to improve its staff
development programs and offerings.
Planning Agenda
None
III.A.6 Human resource planning is integrated with institutional planning. The
institution systematically assesses the effective use of human resources and
uses the results of the evaluation as the basis for improvement.
Descriptive Summary
The college uses the outcomes of three processes to assess the use of human resources in
institutional planning. These processes include the EMP, the program review process, and new position
recommendations by the FCDC to the president.
The EMP collects and reviews the current and future program offerings, community needs, facilities,
enrollment growth, and staffing needs. It is updated annually.
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Bakersfield College
The program review process evaluates current staffing and program needs and the projected impact
of future trends on programs and staffing. Each program is calendared for review every six years.
The FCDC is plays an integral part in recommending staffing priorities based on FTES, program,
college, and community needs. The FCDC reviews all new position requests on an annual basis. All
recommendations are prioritized in rank order and forwarded to the president.
Self Evaluation
Planning Agenda
None
III.B Physical Resources
Physical resources, which include facilities, equipment, land, and other assets, support
student learning programs and services and improve institutional effectiveness.
Physical resource planning is integrated with institutional planning.
III.B.1The institution provides safe and sufficient physical resources that support
and assure the integrity and quality of its programs and services, regardless of
III.B.1.a The institution plans, builds, maintains, and upgrades or replaces
its physical resources in a manner that assures effective utilization
and the continuing quality necessary to support its programs and
services.
III.B.1.b The institution assures that physical resources at all locations
where it offers courses, programs, and services are constructed and
maintained to assure access, safety, security, and a healthful learning
and working environment.
III.B.1.c The institution subscribes to, advocates, and demonstrates integrity
in the treatment of its administration, faculty, staff and students.
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Standard III
III.B.2To assure the feasibility and effectiveness of physical resources in supporting
institutional programs and services, the institution plans and evaluates
its facilities and equipment on a regular basis, taking utilization and other
relevant data into account.
III.B.2.a Long-range capital plans support institutional improvement goals
and reflect projections of the total cost of ownership of new facilities
and equipment.
III.B.2.b Physical resource planning is integrated with institutional planning.
The institution systematically assesses the effective use of physical
resources and uses the results of the evaluation as the basis for
improvement.
Descriptive Summary
Bakersfield College is a two-year community college established in 1913 and located in the northeast
portion of Bakersfield, California. This institution and two other community colleges make up the Kern
Community College District.
The Bakersfield College campus consists of 20 major buildings, the bulk of which were constructed
in 1956 and total approximately 700,000 gross square feet. The campus sits on 154 developed acres.
Bakersfield College typically enrolls between 14,000 and 16,000 full-time students per semester. The
Facilities and Operations Department, which is comprised of three distinct service areas--Maintenance
and Operations, Grounds Services, and Custodial Services-maintains the facilities of Bakersfield College.
The Maintenance and Operations area is responsible for maintaining all aspects of the buildings,
including heating, ventilation and air conditioning systems, electrical systems, plumbing systems, and the
swimming pool. In addition, the department is responsible for painting services, general maintenance,
and institutional safety. The department is also responsible for the maintenance of approximately 40 fleet
vehicles.
The Grounds Services area is responsible for maintaining the exterior of the campus including tree
trimming, lawn mowing, and waste collection. This area also maintains two baseball fields, a golf/soccer
area, and an 18,000-seat football stadium. The Grounds Services staff maintains several parcels of grass
and flowerbeds. The staff maintains 89 percent lawns and 11 percent flowerbeds. One area of grass
measures 444,000 square feet.
The Custodial Services area works to keep the interior of the facilities clean and is responsible
for the set up and clean up of all special events, including commencement ceremonies and athletic
events. The 700,000 square feet of building interior is maintained on a daily basis with such duties as
sweeping, waxing, buffing and interior/exterior glass cleaning. (See Bakersfield College Maintenance and
Operations Department Facilities Master Plan 2003-2020 for further details.)
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Bakersfield College
Evaluating Safety
The Facilities and Operations staff follows state and federal regulations that mandate safety
requirements. Regular inspections are conducted to identify issues, and work orders are then generated
to resolve issues. These concerns range from health to accessibility issues. Departments meet on a
regular basis to discuss current as well as future needs and relay that information to Facilities and
Operations. The Bakersfield College campus has a safety committee in place to address specific safety
concerns. It has become a concern of the Facilities and Operations department that this committee does
not meet on a regular basis and has become reactive rather than proactive.
Evaluating Facility Effectiveness
To qualify for state funds to construct new facilities, the State Chancellor’s Office requires the
college to demonstrate a “space need” defined more specifically as the total square footage requirement
as compared with current space holdings. This comparison results in a net space capacity. Bakersfield
College conducts a space inventory of facilities on an annual basis, and that document provides the basis
for all subsequent analysis. The document is used as the primary element in planning and managing
the college campus facilities. This information is essential for developing the annual Five-year Capital
Construction Plan and for scheduling and controlling campus space.
Bakersfield College is projected to maintain an overall annual rate of growth for credit of 2.6
percent through 2020. To meet the demand for instructional and support services space, the college
will need to have usable facility space that will be in excess of 440,000 assignable square feet at the main
campus and 109,000 assignable square feet at the off-campus educational centers. The Title 5 guidelines
(California Code of Regulations) outline the criteria that determine “state supportable (funded)” space
that is the result of use and demand. However, it does not have a measure that addresses the condition
of existing facilities and their need to be maintained, upgraded, and/or kept current. The main campus
of Bakersfield College is comprised primarily of facilities that are 30-50 years of age. With the passage
of the Measure G Bond, upkeep and maintenance issues will be addressed through the year 2020.
The Facilities and Operations department has a concern that many projects have neglected to include
maintenance staff and materials cost in the overall cost of the project.
Criteria for Meeting Facility Needs
The Campus Safety Advisory Teams is scheduled to review safety related issues on a monthly basis.
The Safety Coordinator is the primary resource for this committee and reports to the director of human
resources. The director of supportive services acts as the advocate for all disabled students and is involved
in the accessibility, planning, and update issues governed by the Americans with Disabilities Act. The
college owns or leases several sites in the service area. Every attempt is made to maintain these facilities
in a safe and healthy manner and in compliance with construction and education codes as supervised
by a state-approved architect retained by the Kern Community College District. Normal operating
procedures address unsafe situations in a timely manner. Aesthetic issues are handled as budget and
manpower constraints allow.
Several areas of the college still have needs in the way of major renovations [[3019]]. For example,
the Applied Science and Technology Building is under current remodel to address heating problems and
code provisions. The inadequate lighting in labs and fume removal in the welding labs have also been
156
Standard III
addressed. The campus safety coordinator and SISC have created safety programs and conducted staff
training sessions. The college has upgraded and added stations for the emergency phone system (Code
Blue) in strategic locations around campus. Interior campus lighting has been increased to provide
increased safety for staff and students. Off-campus sites are given the same consideration in terms of
safety as the main campus. Procedures that involve the main campus also apply to off-campus locations.
A primary objective of the planning process was to unite the trends, analysis, and concepts
articulated by the college, via the college and off-campus satellite centers, with quantifiable measures and
state standards used as benchmarks for productivity and efficiency. Again the Facilities and Operations
Department should be more proactive than reactive, and that can be accomplished with scheduled
meetings on a regular basis.
Planning and Maintaining Physical Resources
The current Energy Management System is due for a major upgrade due to its age. This system is
computer controlled and is the basis for energy reduction during non-peak times. This system controls
air conditioning, heating, and exterior lighting. The college is committed to formalizing linkage of the
physical resource planning and evaluation to the EMP and district planning. Currently, as part of the
strategic planning process, each division of the college submits an annual division plan that includes
requests for facilities and equipment upgrades based on program goals. The division plans are reviewed
in light of enrollment projections and other available data. The EMP is then revised as necessary to
ensure that it is congruent with the mission of the college. The district reviews the EMP and other
facilities planning documents and uses that information to generate requests for state funding, Measure
G Bond funds, or special grant applications for capital projects.
Funding has always been the major obstacle in planning remodels or upgrades, but with Measure G
Bond funds, district funds and state funding, the college has accomplished several upgrades and has a
plan in place through the year 2020. Divisions of the college submit requests for new and replacement
equipment in their divisions plans, which become a part of the EMP. An administrative decision is made
on which requests will be advanced for consideration when and if funding becomes a possibility.
In most cases, major equipment purchases made in recent years were tied to facility remodels as part
of the project costs. Some major instructional equipment was replaced through division-level efforts and
special funding sources. When supplemental state funding for equipment is made available, the divisions
are asked to identify and rank critical equipment needs. Selection of equipment generally occurs at the
departmental level in accordance with Section 3A3 of the Kern Community College District Board
Policy Manual. In the case of office furniture, the safety coordinator reviews the requested merchandise
for ergonomics suitability.
Construction
Whether on campus or off campus, facilities are maintained and serviced using the same policies
and procedures. College personnel staff most off-campus sites. These sites are maintained with college
equipment and supplies. The director of supportive services uses federal guidelines to ensure accessibility
at all college locations. The Public Safety Office is a visible presence at all college sites. Services are being
provided in a timely manner.
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Planning and Evaluating Facilities and Equipment
The California Education Code mandates an annual inventory of all facilities in the district. The
California Code of Regulation, Title 5 (Sections 57000-57140) prescribes standards for the utilization
and planning of most educational facilities in public community colleges. These standards, when applied
to the total number of students, produce total capacity requirements that are expressed in assignable
square feet. Departmental planning occurs which includes space usage as well as staffing and equipment
details. That data are incorporated into the space inventory.
To achieve the “total cost ownership,” it is crucial to include all departments in the initial planning
stages. There have been several occasions over the years when staff from the Facilities and Operations
Department has raised questions regarding initial construction issues and maintenance issues that occur
after completion of the project. The MAAS Company has done extensive research [[3020]] which
includes economic scans of the region, demographic scan of the 20-mile service area, and key student
characteristics which identify the college’s current position but also a forecast of future needs. The
Projected Facility Project Budget Plan [[3021]] helps project capital projects and costs for current and
future needs. These documents have been based on planning by district personnel, college administrative
staff and departments, and consulting staff.
Integrating Physical Resource Planning
The divisions will continue to submit instructional needs (space and equipment) and justification
in annual division plans on a prescribed timetable. Division plans will support the objectives of the
strategic plan. The Facilities and Operations Department will incorporate those plans into its plan for
staffing, supplies, and equipment needs.
Self Evaluation
Adequate funding continues to be problematic in planning for new equipment purchases. Some
equipment such as gang mowers, tractors, turf vacuums and grounds vehicles are over 20 years old.
Maintenance on these vehicles depends on readily available parts, but many parts are no longer available.
When grounds equipment is down for repair, many areas of exterior campus maintenance suffer.
Most primary buildings on the campus of Bakersfield College were constructed in the mid-1950s.
The infrastructures of these buildings are in dire need of replacement, repair, and routine maintenance.
Major water lines, gas lines, and electrical systems are in great risk of failure. Deferred maintenance
funding is desperately needed to upgrade these systems.
The Energy Management System that controls lighting and HVAC systems on the campus is
outdated and does not communicate with systems in buildings that have been recently remodeled or
constructed. Many boilers, air handlers and chillers must be hand activated by staff in order to provide
required services. A major upgrade of our Energy Management System must occur in order to provide
a comfortable learning environment for staff and students. There is a proposal in process through the
CCC/IOU Energy Efficiency Partnership Program that would fund this upgrade.
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Bakersfield College has no campus standards in place for uniformity in areas of signage, furniture,
carpet and paint color schemes. This absence of standards has resulted in many interesting visual effects
on the campus. The Maintenance and Operations Department along with the president and architect
are in the process of developing standards proposals and then would meet with Administrative Council,
College Council, student groups, faculty groups and staff to adopt these standards as the campus norm.
Many Americans with Disabilities Act (ADA) issues have been resolved, and others are works in
progress. ADA issues that involved restrooms and accessibility have been resolved in the athletics area.
Restrooms in locker room areas have been upgraded to meet current ADA requirements. A ramp in the
athletic field area has been constructed which meet all ADA requirements and allows individuals with
disabilities access to the stadium floor and practice field.
A realistic equipment replacement and maintenance policy for the Maintenance and Operations
Department needs to be developed and funded. The state five-year plan shows primary campus needs
and calls for deferred maintenance funds to resolve those needs.
Planning Agenda
Facilities and Operations must be involved in initial planning of all campus related building
remodels and equipment installations.
As the main campus and its satellite operations are expanded and developed, a funding source must
be developed to ensure proper supplies, equipment, and preventive maintenance are in place to ensure a
quality-learning environment.
By fall 2007, the Maintenance and Operations Department will upgrade its work order system to
obtain more timely feedback from our service areas and will seek to improve response times to resolve
issues.
III.CTechnology Resources
Technology resources are used to support student learning programs and services
and to improve institutional effectiveness. Technology planning is integrated with
institutional planning.
Since the 2000 accreditation self-study, the demand for technology resources has increased
dramatically at Bakersfield College. Many new computer labs have been created; more classes are
relying on technology for communication and instruction. Desktop computers have been networked. A
growing number of meetings are being arranged online. The SCT Banner Student Information System
(Banner) is playing a much larger role in how Bakersfield College conducts its business, and the use of
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the intranet has expanded greatly. In general, technology has become an integral part of how Bakersfield
College will fulfill its mission.
In 1999, information technology services were decentralized from the district office, with network
and personal computer support assigned to the individual campuses. Since then, satisfaction with how
technology is supported on campus has improved dramatically [[3001]], and the college embarked on
a mission of upgrading the infrastructure of the network to provide greater bandwidth and reliability
[[3002]].
III.C.1 The institution assures that any technology support it provides is designed to
meet the needs of learning, teaching, college-wide communications, research,
and operational systems.
III.C.1.a Technology services, professional support, facilities, hardware, and
software are designed to enhance the operation and effectiveness of
the institution.
Descriptive Summary
One of the Institutional goals in the area of infrastructure is to maintain, expand and take full
advantage of the college’s technology and equipment. The Information Services and Instructional
Technology Committee (ISIT), a participatory governance committee, facilitates collaboration from
a cross representation of campus constituent groups on technology-related issues. Underlying all
institutional goals is the need to maintain a robust information technology infrastructure and to
continue to provide reliable, accessible, high-quality information technology services upon which
academic programs, student services and operations can depend. The Media Services, and Information
Services departmental operational plans and goals are updated annually to address changing
requirements for providing these services. These plans and goals are guided by the operational plans of
other departments, both academic and administrative, and are a part of the EMP [[3003]].
The District Wide Information Technology Committee (DWITC), consisting of members from
the three colleges and the district office, coordinates the use of technology across the campuses. This
committee considers and acts upon issues, concerns, policies, and procedures related to the orderly
development and implementation of information technology districtwide and makes its recommendation
to the Executive Council at the district.
The Information Services and Instructional Technology Committee at the college level
communicates its needs to the DWITC committee and takes issues raised by that committee back to its
constituents. The recommendations of this committee are brought to the attention of the appropriate
college governing committees for action.
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Standard III
Bakersfield College Media Services supports district-wide videoconferencing efforts, both
instructional and administrative. Media Services engineers distance education classrooms and develops
and implements policy and procedure for instructional and administrative videoconferences. Media
Services also supports the Instructional Television component to the Distance Education Program by
engineering, facilitating and operating the broadcast facility. Closed captioning has been mandated for
all live interactive distance education classes, and Bakersfield College has led the effort statewide.
To best utilize resources, various replacement policies have been suggested to help facilitate
technology in the most effective way. Bakersfield College has media equipment stationed in most
classrooms, [[3004]] on campus, and at remote sites. Faculty and staff can also check-out equipment.
Bakersfield College is part of the Kern Educational Telecommunications Consortium (KETC),
allowing the shared resource use of a cable channel on both cable systems in the metropolitan Bakersfield
viewing area. Kern Educational Telecommunications Network (KETN) is comprised of consortium
members at the K-12 level and the community college and university level. Bakersfield College
Instructional Television students can also view their video lessons in the library if they should miss a
broadcast. All interactive classes via videoconferencing are recorded.
Bakersfield College is also a Regional Production Center for the California Community College
Satellite Network (CCCSAT). Bakersfield College is a participating college in the CCCLive program.
CCCLive provides live captioning to all instructional distance education classes over videoconferencing
and broadcast. Bakersfield College has an extensive online program utilizing Etudes for curriculum
development and SARS by the counseling department.
Bakersfield College has a video production studio. The facility is available to all faculty and staff for
the production of course materials and campus productions.
The Distance Education Department utilizes a phone bank to contact students automatically if there
are any changes to their courses or any announcements. Students in the Distance Education program are
surveyed each year as to the effectiveness of the program. [[3005]]
The district carries the annual maintenance contracts for the media equipment, but the daily
maintenance of the equipment is performed on campus by Media Services staff. The equipment used to
broadcast distance education courses is selected and maintained by Media Services. The equipment used
on campus, such as TVs, VCR-DVD players, and other media equipment, is selected by Media Services
staff. Selection is based on the flexibility and reliability of the equipment and the needs of campus
departments as requested.
The goals of the Information Services Department [[3006]] and progress toward those goals are
published on the college intranet for employees to review. A feedback form for the staff and faculty is
available on the same website.
The college has the capability of interactive videoconferencing over IP (Internet Protocol–an industry
standard for data transmission), which has enhanced staff development opportunities and has facilitated
distance learning. More than 20 servers operate and support campus-wide computing activities and
distance learning. Specialized computer labs [[3007]] support student learning outcomes in the areas
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of math, tutorial services, computer graphics, multimedia, drafting, business and health sciences.
The college has an open computer lab with 175 computers for access by students as well as registered
community members. The college has also implemented technology training opportunities for faculty
and staff with workshops [[3008]] provided throughout the year.
All classrooms have been cabled for network connectivity, and three carts with wireless laptops have
been acquired that can be moved between classrooms, effectively giving all classrooms the capability of
becoming temporary computer labs.
With the implementation of Banner, all students can register for classes via the Internet from a home
or campus computer. Faculty can input grades, check student transcripts, and access class rosters, among
other functions. The use of Banner has facilitated required data reporting at both state and federal levels.
In addition, interested faculty and staff have received training in the use of Banner.
Bakersfield College implemented Microsoft’s Exchange System as an email service which allows the
college to better communicate between the district and sister colleges. Training was provided to staff and
faculty for this system. Bakersfield College also supplies student email accounts through Exchange via
the web.
Bakersfield College’s presence on the Internet was upgraded to provide a better service to students
including an interface to Banner Web. Bakersfield College implemented an intranet which provides
many services to staff and faculty. Document management was implemented in the Admissions and
Records Department to capture and file the images of transcripts and other documents. Document
management is presently being implemented in the Financial Aid Department to improve service and
reduce costs.
Bakersfield College redesigned and upgraded the campus network to a consistent, reliable and much
faster platform [[3009]]. There is fiber between buildings, and the college has replaced all in-building
cabling with CAT5 to the desktop. This infrastructure has facilitated the expansion of services into all
offices, as well as into all classrooms and laboratories, where students, faculty and staff can now access
Bakersfield College network and Internet-based services. Every employee has access to a computer and
the Internet. As a result, every employee has college email and Internet access.
Self Evaluation
Technology on the Bakersfield College campus is limited to the amount of adequate funding
from year to year. Budget shortfalls prohibit effective planning and require both Media Services and
Information Services to buy what they need if they can by the end of the fiscal year. Since Bakersfield
College is not able to maintain an effective savings account from year to year, large purchases must be
requested from the president or chancellor. If both areas had the ability to save for equipment that was
vital (servers, routers, etc.), planning could be more effective.
DWITC and ISIT are the only two advisory committees for purchasing of new equipment or
services. A majority of the focus is on instructional computing not media and related needs, yet audio/
visual equipment is used daily for instruction. More effective feedback is needed from instructional
departments as to their service and equipment needs.
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Standard III
There is a need for an effective technology equipment replacement and installation program on
campus. LCD/video data projectors generally have a three- to five-year lifespan. Televisions have a
general five- to eight-year lifespan. Servers have a three-year lifespan, and desktop computers can go
between three and five years depending upon the applications. The Americans with Disabilities Act
requires that all televisions on campus must be able to provide closed captioning, if needed. The existing
equipment installation policy is ineffective. Currently, the wait for installation of audio/visual equipment
could be up to two years, simply to have a television installed.
Planning Agenda
By fall 2007, the college will implement a Technology Equipment Replacement Policy that will
address such matters as streamlining multimedia installation processes and securing timely feedback
from end users.
III.C.1.bThe institution provides quality training in the effective application
of its information technology to students and personnel.
Descriptive Summary
Bakersfield College assesses the training needs of personnel and students on an as-needed basis.
Demands for training increase with upgrades in software, new hires, and new equipment installation.
Training is offered to employees and students by several groups on campus. Surveys are conducted at
workshops to determine additional training needs and to evaluate the effectiveness of current training
[[3010]].
Workshops are offered by Media Services, Information Services, Staff Development, the library,
and the Professional Growth Center. Some of the workshops offered are video editing and Microsoft
applications such as Outlook, Word, Excel, PowerPoint, and FrontPage. The Computer Studies
Department offers computer technology classes. If employees are not able to attend the workshops or
classes, there are several tutorials available. There are specialty workshops offered for instructors for
the interactive classrooms. There are training sessions offered to faculty that teach online courses using
Etudes. An online student handbook [[3011]] is available to help guide students with basic Internet
needs. This handbook helps with sending emails, attachments, netiquette and much more about using
the Internet wisely. The district office has a full-time trainer who is available to train employees on
software used for student and financial tracking. Online tutorials for products such as Microsoft
Outlook/Exchange [[3012]], are available to staff and faculty. The new telephone system will have an
online tutorial, and many classes currently have online help.
Self Evaluation
The Bakersfield College Professional Growth Center serves as a training and equipment resource for
staff and faculty. A week-long period of workshops is provided between semesters for staff and faculty to
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improve their knowledge and skills. One full-time instructional technology specialist has the primary
task of working with faculty on development of courseware and skills.
The lack of campus funding for staff development and professional growth limits the ability
to provide effective training for employees both off and on campus. Support staff is limited in the
Professional Growth Center. An instructional web specialist position was vacated and not refilled.
Online tutorials are needed for various software and hardware packages.
Other activities that need to be explored as time and budgets allow include funding more support
staff/trainers and off-campus training, creating more effective online training tutorials, and filling the
vacant web specialist position.
Planning Agenda
None
III.C.1.c The institution systematically plans, acquires, maintains, and
upgrades or replaces technology infrastructure and equipment to
meet institutional needs.
Descriptive Summary
Bakersfield College recognizes the importance of keeping its computer labs equipped with as up-todate equipment and software as is fiscally possible. A three-year cycle has been unofficially agreed upon
and has been followed as closely as budget will allow. Office computers, with the exception of some
high-end users, can normally go longer than three years before replacement. Video equipment is replaced
as needed on campus and upgraded following technological trends. Each department is responsible
for reviewing its own needs for upgrading and utilizing a formal procedure for requesting replacement
equipment. Bakersfield College practices a “push down” process in which displaced computers may
get placed on the desk of someone with an older computer. The Information Services department in
conjunction with the Informational Services and Instructional Technology Committee has established a
minimum configuration for all desktops.
Information Services employs five computer support technicians and two network support staff to
support more than 1,600 computers, over 800 staff/faculty members and over 14,000 students. These
people provide support for the entire campus computing function, including instructional technology.
The department also employs one person who has the responsibility for the web servers, SQL server,
and software development. Media Services employs four full-time employees that handle all of the
equipment requests for setups, video production, Instructional Television broadcasts, and interactive
classes for Bakersfield College.
The Information Services Department has a Helpdesk service--both online and telephone based--that
accepts, records, assigns, and tracks requests for assistance. Most requests come through this service to
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Standard III
allow logging and follow-up; however there are always instances where a technician will become aware
of a problem and resolve it without ever entering it into the Helpdesk system. The Helpdesk software
[[3013]] allows Information Services to identify recurring problems, priority requests and aged requests.
Information Services also maintains a separate hardware inventory system that allows it to monitor and
track computer deployment throughout the campus. It also allows them to locate and replace older
computers when newer ones become available. A summary of work orders [[3014]] received over the last
year is available in the resource section.
Media Services schedules equipment in advance as requests are made to the office. An inventory is
kept and updated when Media Services equipment is serviced for the next semester. The information
collected allows Media Services to quickly respond to any request and any service request made. Both
the scheduling and the maintenance inventory allow Media Services to determine usage trends across
campus. Media Services also provides equipment to all off-campus sites such as Stockdale High School,
the Weill Institute and the Delano Center.
Videoconference equipment is updated on an approximate five year basis unless there is a shift in
technology that warrants an upgrade. Broadcast equipment is replaced as funding becomes available
on all non-essential pieces. Replacement is immediate on technology such as audio-video routers and
switchers and any transmission equipment.
The college describes its maintenance/operational support for technology in the EMP [[3003]].
Security has been steadily growing as an issue in network planning and maintenance. Viruses,
hackers, and other external attacks on the college network have raised security to the level of a major
issue. The firewall has not been breached by hackers, but the system has been the subject of virus attacks
in the past year.
Self Evaluation
College staff and faculty are very understanding of the budgetary constraints when it comes to
replacing old computer equipment. Priority has been given to computer labs when upgrading computer
equipment. Across campus, minimum hardware and software levels have been established. These levels
are controlled by the needs of the departments as expressed by their department chairs and deans. This
process works well within the confines of funding constraints. The Computer Commons, an open lab
with 165 computers, is entering its fourth year of service with the same hardware. Bakersfield College
has agreed on a computer replacement cycle but has never been able to sustain it. Computer replacement
recommendation is part of the EMP [[3003]].
All networking hardware for the college is now under a service maintenance contract but not fully
budgeted. The replacement of this equipment is also part of the EMP. The audio-video router and other
vital transmission equipment are on a maintenance contract.
Bakersfield College keeps a supply of replacement parts available and is a member of the vendor’s selfmaintainer plan so that parts and assistance can be obtained more quickly online. Media Services keeps
an inventory of essential parts needed for various pieces of equipment. A bulb inventory is also kept on
hand for immediate backup and replacement on classroom equipment across campus.
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Data backups of server information are made daily, and the backup tapes are placed in a fireproof
safe. Bakersfield College does not have a disaster recovery plan but is currently working with the district
to establish one.
Members of the technology support staff are meeting the needs of the campus. However, they are
being stretched to the limit. Technology support staff numbers are inadequate to properly support the
current user population, according to state college guidelines [[3015]] and averages. Technology support
staff members have pushed technology to the edge in ‘working smarter’ and have little opportunity to
improve in that area.
Requests for an additional network technician and internet specialist have been made and refused
once by campus administration because of the lack of funding.
The Campus Computing Project has published surveys that show the college’s computer support
technicians support over five times the number of students than the average California Community
College does. Also, the California State Chancellor’s Office published guidelines in its Tech II Study
that indicates Bakersfield College should have three times the number of computer support technicians as
well as more staff in other areas of IS.
Over a year ago, the network was invaded by a virus that caused a number of problems. Virus
protection on our computers and on the district’s firewall did not keep the virus from getting through.
Since then, a series of schemes have been implemented to prevent the reoccurrence of such an attack. A
district-wide virus protection scheme was installed that also addresses the issue of adware and spyware
problems. This is a pro-active system that not only reports the virus but shuts down the infected units.
In addition to this, a district-wide process for keeping all computers up-to-date with system patches has
been installed. Procedures and policies to guard against any future problems have been initiated as well.
Labs containing four-year-old computers were upgraded during summer 2006. Since equipment
replacement is one of the college goals, the campus will now be able to surplus older equipment and move
into self-evaluation.
Emergency preparedness needs to be a high priority in next year’s plan. This was a part of the
district’s study [[3016]] but lost focus due to the need for better network security. This issue has been
and will remain on the college’s list of priorities.
Planning Agenda
Bakersfield College will explore alternative funding sources to support technology acquisition,
deployment and staff.
The college will explore ways to increase the number of technology staff as part of its planning and
resource allocation process. There are three requests for technicians currently being evaluated.
The college will review its current equipment replacement recommendations to determine the best
way to fund and support them. A policy will be drafted and submitted for approval regarding the
replacement of all technology on campus during 2006-2007.
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Standard III
Bakersfield College needs to research offsite storage for its backup media.
Continue to work closely with the district office and the other two colleges to develop policies and
procedures to control and protect our network against incursion.
III.C.1.d The distribution and utilization of technology resources support the
development, maintenance, and enhancement of its programs and
services.
Descriptive Summary
The Information Systems and Instructional Technology Committee of Bakersfield College has
representation from all academic departments, classified staff, students and campus Information Services.
This committee is advisory in nature and is responsible for considering and evaluating all campus
technology issues and then making recommendations to campus and district administration regarding
these issues. A subcommittee of ISIT is also responsible for allocation and re-allocation of campus
computers.
Information Services is responsible for monitoring and maintaining all campus technology services
that support students and staff. Information Services employees work closely with the Kern Community
College District Information Technology Department, which maintains and monitors Internet access
and firewall security for the entire district. Data on district and campus servers is backed up on a daily
basis by Information Services and Information Technology staff. Software is used to automatically
update and patch the operating systems and application software of campus desktop computers. All
campus public access computers use security software to prevent alterations to the original computer
configuration. All applicable network, server and computer desktop software is updated by campus
Information Services once it has been evaluated and tested. Computers across the district are protected
against viruses by virus-protection software.
Distance education videoconferencing equipment is selected by the district staff based on the needs
of the campus. The decision is also based on what technology is available for purchase. The district
carries the annual maintenance contracts for the equipment and daily maintenance of the equipment
is performed on campus by Media Services staff. The equipment used to broadcast distance education
courses is selected and maintained by Media Services. The equipment used on campus such as TVs,
VCR-DVD players, and other media equipment is selected by Media Services staff. Selection is based on
the flexibility and reliability of the equipment and the needs of campus departments
Self Evaluation
The ISIT committee effectively fills its charge to make recommendations to campus and district
administration regarding technology needs. However, the committee structure does not allow for broad
campus representation. Though all academic departments can be represented by faculty, only three
classified staff represent all non-academic departments. This number is determined by the president. In
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a survey of campus staff [[3017]], 27 percent of respondents said they were either neutral, disagreed or
strongly disagreed with the statement, “I feel that my concerns and input regarding the use of technology
on campus are heard and considered by the ISIT Committee.” Due to its advisory nature, members of
the ISIT Committee sometimes feel frustration when recommendations are not acted upon. Funding
shortfalls often prevent administration from implementing recommendations.
Funding shortfalls prevent useful planning as well. Policies can be developed by the ISIT
Committee or by Information Services for upgrading or replacing hardware and software. If funds are
not earmarked for these purposes by administration, these upgrades and replacements do not happen.
Additionally, the Information Services department is in need of additional staff to support the everincreasing number of computers on campus, but campus funding priorities have thus far left these needs
unanswered.
The working relationship between campus technology staff and district Information Technology
staff can sometimes be strained on the subject of distance education. There is also potential for future
conflict. During 2005, the district contracted with Infonet, a technology consulting firm, to analyze the
current state of computer and network security in the district. The resulting recommendations [[3018]]
went well beyond security, however, and included a suggestion for centralization of technology services at
a district level. A campus concern is that this recommendation will be acted upon in unilateral fashion
by the district, without sufficient consultation with campus personnel. If outside entities are contracted
by the district for reasons of consulting regarding district-wide issues, then each campus should be
invited to participate fully in the project. Despite these areas of concern, the two groups perform
admirably in maintaining reliable Internet access and in supporting networks and servers that service the
Bakersfield College campus.
There is currently no written policy in place for updating technology infrastructure. However,
procedurally, Information Services staff is always aware of the state of the current software/hardware
being used on campus and arrange for upgrades when deemed necessary.
Even though the 2006-2007 budget for Information Services was increased to cover expenses,
staffing needs are not yet met.
The Information Services and Instructional Technology Committee will reconsider its committee
structure to broaden representation. As nearly all technology issues have campus-wide implications,
an effort should be made to expand representation on the committee. A recommendation will be put
forward to have most departments on campus represented on the ISIT Committee. Effort will be made
to encourage all representatives to better communicate with their constituents regarding the issues being
addressed by the ISIT Committee as well.
Planning Agenda
Fund technology priorities as determined by the Informational Services and Instructional
Technology Committee and campus administration. These have been also documented in the EMP
[[3003]].
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Standard III
A district replacement policy needs to be developed which addresses all technology on the campuses.
Clearly delineate responsibilities between district Information Technology and campus Information
Services staff. A consulting group has been hired by the district to address the issues of security and
Information Technology organization. This study should produce clear statements of responsibility.
III.C.2 Technology planning is integrated with institutional planning. The institution
systematically assesses the effective use of technology resources and uses the
results of evaluation as the basis for improvement.
Descriptive Summary
Technology planning is always done within the context of the district, college, and departmental
master plans. Departments develop three-year plans that are reviewed and updated annually. All
departmental plans contain sections covering technology needs and evaluation. The departmental plans
are included in the EMP, which must be in accordance with the district Master Plan.
The Information Services director, the Learning Resources and Information Technology (LRIT)
dean, and a faculty representative are members of DWITC and report to the Information Services
and Instructional Technology Committee regarding district-wide Information Services matters. It
is the responsibility of the representatives on the Information Services and Instructional Technology
Committee to report Information Services matters to their departments. Therefore, Information Services
needs and concerns emanate from the departmental level through representatives to the Informational
Services and Instructional Technology Committee and, if necessary, through college representatives to
DWITC.
Evaluation of technology support effectiveness is a function of feedback received from departmental
representatives and occasionally from individuals who report at either the Information Services and
Instructional Technology Committee or the DWITC meetings, or to the technology support personnel
directly. In general, there has been little negative feedback concerning technology support effectiveness
at the college. When problems arise, they are usually handled in a fashion well within the expectations
of college personnel.
Most needs are met on a first-come, first-served basis as long as those needs are compatible with
the LRIT Master Plan and the funding/facilities exist to fill those needs. LRIT administrators review
proposals regularly to determine if they are compatible with the master plan or if the master plan needs
changing to accommodate an unforeseen, urgent need. All departments have input into prioritization via
their representatives on the Informational Services and instructional Technology Committee.
Technology goals and objectives are a part of the LRIT Master Plan which is part of the
Bakersfield EMP. Completion of goals and objectives for technology are assessed annually by the LRIT
administration.
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Self Evaluation
Bakersfield College has few official mechanisms for obtaining client feedback regarding services and
support in the areas of technology. Information Services has a page on its website where staff/faculty can
provide comments with regard to services and support, but there is no such device for students.
The Informational Services and Instructional Technology Committee is supposed to have faculty
representatives from each department on campus, three classified representatives and one representative
from the student body. Membership is voluntary, and the committee does not have representation
from all departments. Those members that do attend may or may not communicate the issues to other
members of their departments. There have been some complaints concerning inadequate representation
of classified employees. The result is that a small group of people make recommendations without the
intended feedback from constituents.
Seven years ago, technology support was decentralized from the district and the responsibility
given back to the campuses. As a result, the relationship between the user community and Information
Services has improved markedly. The district is in the process now of bringing in a consultant group to
evaluate the Information Technology processes and see how they can be improved.
Planning Agenda
By fall 2007, Bakersfield College Information Services will develop an annual electronic survey for
college personnel that will provide for feedback regarding services and support in the areas of technology.
Expand membership of the ISIT Committee to include more classified employees from more diverse
areas of campus and more student representatives from student government. ISIT Chairperson should
attend FCDC meetings at least once a semester and remind department heads of the necessity of having
representatives on the ISIT Committee.
III.D Financial Resources
Financial resources are sufficient to support student learning programs and services
and to improve institutional effectiveness. The distribution of resources supports
the development, maintenance, and enhancement of programs and services. The
institution plans and manages its financial affairs with integrity and in a manner that
ensures financial stability. The level of financial resources provides a reasonable
expectation of both short-term and long-term financial solvency. Financial resources
planning are integrated with institutional planning.
Annually the college’s financial stability is reflected in its ability to maintain reserves to
address short and long term unexpected needs. Presently, reserve levels at Kern Community
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Standard III
College District are at approximately 5.89 percent or $5,575,159. Financial resources are
distributed using the EMP, [[3003]] which was designed to support student learning programs
and services and to improve institutional effectiveness, consistent with the college’s mission
statement and institutional goals. The EMP is composed of departmental unit plans which
address program assessment, local planning and budget. Student learning outcomes play a major
role in the development of Bakersfield College’s goals and priorities, as evidenced in the inclusion
of student learning outcomes in all new curriculum, department assessment reports and final
unit plans.
Bakersfield College’s overriding goal is to have the EMP drive budget decisions and resource
distribution. Participatory governance committees, particularly College Council, are actively
working to integrate financial planning with institutional planning in order to ensure adequate
long-term financial stability. The IEC plays an important role in integrating program review
recommendations to the College Council and the president. IEC recommendations are based
upon the ability of a program to provide evidence to support its self-assessment and planning.
Sufficiency of Financial Resources
Kern Community College District reserves, as reported by the State Chancellor’s Office
website, have been adequate because Kern Community College District has been fiscally
conservative each year in many categories. The only year Kern Community College District
had an unhealthy reserve was 2001-2002 when the reserves of a $98,088,649 budget were spent
down to $652,749 or 0.68 percent in order to avoid paying a penalty for the 50% law. Even
in 2002-2003, the year Kern Community College District laid off numerous classified and
management positions, the district reserve was adequate at 6.87 percent. Table 1 below is taken
from the California Community College State Chancellor’s website (www.cccco.edu).
Table 1 Kern Community College District Reserves Trends
CCCCO
1998
FTES (all) Table 1 15,474
99-00
00-01
01-02
02-03
03-04
04-05
15,836
16,552
17,455
18,127
18,561
18,766
Gen Funds Table III $75,739,714 $81,547,212
$90,748,116 $96,088,649 $100,183,501 $97,446,074 $ 106,204,358
Reserves Table III $3,673,689
$6,279,571
$5,202,969
$652,749
$6,879,924
$6,727,337 $10,402,209
% reserves
7.70%
5.73%
0.68%
6.87%
6.90%
4.85%
9.79%
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Bakersfield College
Distribution of Resources
The Kern Community College District is a multi-college district with three entities that generate
income that must be divided among four entities, Bakersfield College, Cerro Coso Community College,
Porterville College, and the Learning Services Center. The annual General Unrestricted Fund Allocation
from Kern Community College District (referred to as GU001) supports the bulk of the college’s
operations, including instruction, student services, learning resources, maintenance and operations,
and general administration. In 2001, a new budget allocation formula was created by a districtwide participatory governance committee to alter the historical Kern Community College District
allocation model for the unrestricted funds. Previous to 2002, the Kern Community College District
allocation method placed district office needs above campus needs and had no agreed-upon rationale for
distribution. In contrast to the old model, a set of criteria was established to drive the new model. An
example of the district-wide adopted criteria driving the new model is listed below. [[3125]].
Student Centered:
• The process and formula puts the educational needs of students as the highest priority.
• The budget is based on where the dollars are generated by FTES.
• The dollars follow the growth, supporting the additional costs of increased FTES.
• The formula considers and prioritizes the full-time faculty obligation, which is our greatest tool to
meet the student needs especially with regards to available classes
• The formula considers the 75/25 law, which ensures full time faculty service to students and
campus life.
Fair:
• The formula reinforces the concept of fairness and equity for each cost center and establishes
funding criteria that recognize the varying sizes and challenges.
• Provides a small college factor
• Is FTES generated; growth is not a penalty
• Allocates funds based on growth
• There is collegiality at all levels which is built into the model, e.g. review of 50% law, 75/25 ratio
• Provides carry-over and ability to do long-range planning
• Starts with a base that supports the colleges at their present status
Stable:
• The process and formula allow for and encourage stability of funding.
• Base allocation component
• Ensures basic budgeting assumptions do not change
• Residual funding is accrued
• Funds the reserves for emergencies
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Standard III
Priority Driven:
• The allocation model supports cooperative budget priorities as developed through cooperative
strategic planning processes
• Because this is priority driven, planning drives budgeting rather than budgeting driving planning
In 2005-2006, Bakersfield College was allocated $52,192 [[3101]], and projected to
produce 65.78 percent of the district FTES; but received only 49.95 percent of the annual Kern
Community College District budget. Bakersfield College continues to generate a greater portion
of the district FTES, as exhibited in chart 1. However, the campus receives a declining portion of
the district allocation. This budget trend is reflected in the analysis displayed in table 2 [[3108]]
Chart 1 Student Headcount Trends
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Bakersfield College
Kern Community College District annual allocations from the state have increased over the last five
years. However, Bakersfield College funding per FTES has decreased compared to the other campuses.
Unequal funding per FTES amongst the sister colleges in the district and increasing district costs have
resulted in Bakersfield College receiving significantly less funding per student. See Table 3, [[3108]].
Table 3 Four Year Analysis of Kern Community College District Actual Expenditures
Actual
Per
FTES
June 30, 2002
District wide
Revenue
$77,144,152
Per
FTES
Actual
Per
FTES
Actual
Per
FTES
Actual
June 30, 2003
June 30, 2004
June 30, 2005
$80,234,494
$79,991,279
$86,706,833
Bakersfield
College
$41,918,102 $3,768 $39,304,708 $3,429 $41,920,487 $3,657 $44,626,280 $3,798
Cerro Coso
College
$12,488,792 $4,016 $12,594,068 $3,965 $12,531,112 $3,946 $13,616,658 $4,006
Porterville
College
$13,231,137 $4,393 $12,324,818 $4,069 $11,767,615 $3,885 $12,700,705 $4,241
Total
District
$12,794,435
$12,916,328
$13,581,288
$13,702,587
Total
Expenses
$80,432,467
$77,139,921
$79,800,502
$84,646,230
Table 2 Five Year Analysis Kern Community College District Allocations by Percent Distribution
Percentage of Total Revenues
Actual
June 30, 2002
Actual
June 30, 2003
Actual
June 30, 2004
Actual
June 30, 2005
Budgeted
FY 2005-06
Bakersfield
54.34%
College
48.99%
52.41%
51.47%
49.95%
CC
16.19%
15.70%
15.67%
15.70%
PC
17.15%
15.36%
14.71%
14.65%
District
16.59%
16.10%
16.98%
15.80%
21.12%
Total
*104.00%
96.14%
99.76%
97.62%
100.00%
Budget dollars are used for 2005-2006; budget actuals for academic years 2001-2005.
*plus carry-over from previous year
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Standard III
Managing Financial Affairs
From the inception of the new budget allocation formula in 2002, the new model was intended to
prioritize funding based upon where FTES was generated, thereby supporting that growth. As exhibited
above, this has not occurred. There have been numerous allocations adjusted outside the formula. For
example, when a sister college is over budget, district funds are redirected, and while these overages are
sometimes classified as loans from Kern Community College District, the bottom line is that the formula
is not being applied as designed. While this maintains stability within the district, there has been no
analysis of the impact to Bakersfield College short and long term planning.
Potential Problems with the Allocation Formula
Although regular evaluation is prescribed in the criteria, and has been requested, the Budget
Allocation Task Force (BATF) has not been reconstituted and the formula has not been evaluated since
its inception. However, in fiscal year 2006-2007 a district wide committee will be reformed. Its primary
responsibility will be to evaluate the old model and to create a process which will modify, enhance and
make the model more effective. The original formula provided a base budget for each district entity
based on historical levels. It is possible that the original base was so disproportionate, that there are
insufficient funds left to apply to the FTES criteria for distributing funds. Another factor is that the
allocation formula did not have a mechanism to deal with decreasing budgets such as the 2003-2004
budget. Finally, in contrast to the original formula criteria, the portion of the budget charged to all three
colleges for district costs has been growing. Combined, these factors may contribute to the inability to
pursue and create infrastructure leading to FTES growth at Bakersfield College.
FTES generation at Bakersfield College has remained static for three years and is predicted to
decrease in 2005-2006 as shown in Table 4. This has caused the need to question and investigate
whether decreased funding per FTES has been a variable associated with flattening FTES growth.
Table 4 Bakersfield College FTES Reports per Institutional Research and Planning Website
2000-01
2001-02
2002-03
2003-04
10,004
11,510
11,610
11,612
2004-05 11,612
2005-06 11,465*
*without positive attendance FTES
The funding per FTES at Bakersfield College has declined over the past five years while
other district entities have experienced an increase in funding per FTES. As a result Bakersfield
College has been unable to increase local departmental budgets in order to support the additional
costs of the increased FTES and sustain growth. Some areas have increased in FTES while other
areas have decreased, but no concomitant change in budgeting has occurred. Most areas that
were able added students beyond the class maximum. Campus-wide efficiency as measured by
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Bakersfield College
FTES/FTEF exhibited an upward trend, averaging over 35 FTES/FTEF from 2002-2004 with
an apparent and projected decline for 2004-2006.
Table 5 FTES/ FTEF
FTES per FTEF
36
34
32
30
28
20
00
20 01
01
20 -02
02
20 03
03
20 -04
04
20 05
05
-0
6
FTES/FTEF
Year
2000-01
2001-02
2002-03
2003-04
2004-05
2005-06
FTES per
FTEF
34.40
33.00
35.40
35.50
35.00
31.45
Academic Year
FTES per FTEF
Effects Upon Individual Campus Budgets
That instructional department supply budgets have been decreased or remained static over the last 15
years has impeded the ability to sustain increased student numbers, particularly in areas dependent on
daily operating budgets (e.g. industrial technology, sciences, visual and performing arts, etc.). To gain a
perspective on how budgeting factors have impacted instructional department budgets, consider that no
local departmental budgets have increased since 1995, but they have experienced several budget cutbacks.
Cost of living increases (23.6 percent over the last decade) have further reduced buying power (reported
by University of Michigan at http://www.lib.umich.edu/govdocs/steccpi.html). In addition, inflation has
effectively shrunk budget dollars. For example, microscope slides rose by 15 percent, dehydrated media
rose 33 percent, and models for anatomy and physiology rose 50 percent since 1996 while supply budgets
remained flat. As the above charts and tables show, enrollments have increased dramatically since fall
1990.
General unrestricted funding for Student Services has been reduced, making Student Services
increasingly dependent on categorical funding. Most student service program dollars are designated
for program staffing compensation and benefits. Since 2003, Student Services has experienced several
budget cuts, particularly through loss of faculty and staff. A consequence of decreasing general
unrestricted funding (as represented by staff losses) is sometimes an additional unintended concomitant
decrease in the categorical funding. For example, because the general fund budget allocations
have decreased to categorical areas, such as Disabled Students Programs and Services, college effort
(maintenance of original funding effort) has decreased. This, in turn, decreases the allocation of
categorical funding, thereby producing a double reduction upon the categorically funded areas.
Section 56070 of Title 5 Implementing Guidelines for DSPS addresses “Revenue from Special
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Standard III
Classes.” It identifies that FTES generated by DSPS Special Classes “shall be used for the provision
of support services or instruction pursuant to Section 56026 and 56028 and shall not be used for
indirect administrative costs as defined in Section 56068.” At the same time that Kern Community
College District has been reducing funds or staffing for DSPS, the number of students with severe or
complex disabilities has increased, as has the number requiring alternate media. Therefore, the need
for accommodations is greater than at any time in the past, even though the department’s resources
are reduced. Reduced college effort and subsequent loss of state funding result in serious cutbacks to
programs and services potentially impeding statutory obligations. The information in Table 4 below
documents the DSPS allocation awards and trends starting from 2002 to this current year and displays
the special problems in student services, particularly categorically funded areas.
Table 4 Declining Resources in DSPS
$965,564
FTES Special Class
Revenue
$142,943
$45,075
$949,834
$65,843*
$14,089
$144,770
($61,592)
UNSPENT FUNDS
Kern Community College
District used DSPS funds
for purposes other than
DSPS
FISCAL YEAR
DSPS ALLOCATION
02-03
03-04
04-05
$928,586
05-06
$912,996
Findings:
Anticipate the same as
previous year
Decrease in
FTES Special Class
allocation from year to
Revenue is generated
year (ex. FY 04-05 to 05- but not provided to
DSPS
06 <$15,590>)
COLLEGE EFFORT
Anticipated decline
Decrease in college effort
is shown
consistently
* The reduction in FTES in 2003-2004 was due to the LD Specialist’s reassignment as Interim DSPS Director,
thus her instructional load was reduced and the number of students in her Special Classes (ACDV B195)
decreased. The lower FTES during that year also reflects the reduced Counselor contracts; without DSPS
Counseling available during summer 2003, students were not alerted to their need for Special Classes.
Part of DSPS’s responsibility is to ensure that students with disabilities requiring accommodations
are provided with those in a timely manner in order to meet the students’ academic needs as well as help
the college comply with federal and state mandates. Ultimately, the declining funding trend negatively
impacts service to students, hampering the college’s ability to fulfill its mission and meet student service
learning outcomes.
These financial resource needs and challenges could be found on nearly any California community
college campus because the system is chronically under funded. At Bakersfield College, the
administration, faculty, classified staff, and students take the challenge of doing more with less very
seriously, while still maintaining quality.
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Bakersfield College
The following sections outline specifics concerning how the college has evaluated, reorganized, and
attempted to recreate its planning and budgeting to meet the theoretical goal of linking planning to
budget in a realistic manner in spite of the financial challenges.
III.D.1 The institution relies upon its mission and goals as the foundation for financial
planning.
III.D.1.a Financial planning is integrated with and supports all institutional
planning.
Descriptive Summary
The institutional mission and goals are documented in the EMP and implemented through
recommendations of various participatory governance committees based upon documented evidence.
For example, budget and position requests must provide evidence that the institutional mission and
goals are integrated into the rationale for the position request as supported by outcomes data [[3128]].
Various groups and committees (i.e. Academic Senate, President’s Cabinet, Administrative Council,
College Council, and others as described in the document summarizing Bakersfield College committees
[[3126, 3127]]) review the college mission and goals each year. The president then utilizes these goals
as criteria to establish budget priorities and planning for the fiscal year. Several committees have
significant roles in the task of integrating planning with budget, particularly the College Council and
FCDC. The College Council has a participatory-governance representation of faculty, staff, students and
administrators and is defined and charged with the following:
The College Council will:
• function as one of the participatory advisory bodies to the college president
• be responsible for the review and oversight of the EMP
• review and recommend changes to the strategic goals of the college
• receive input from the IEC
• receive input from the Budget Development Committee
• receive input from FCDC for new and replacement faculty and confidential/management
positions, new and replacement classified positions
• be kept apprised of grant proposals (submitted to the co-chairs of College Council)
• review annually the needs and goals of the entire institution
• assist in long-range planning and goal setting
• recommend fiscal and budgetary priorities for the college for both short-term and long-term
budgetary needs
This committee annually reviews district budget allocations, assumptions and guidelines developed
initially by the district’s chief financial officer. A subcommittee of College Council, the Budget
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Standard III
Development Committee is comprised of classified, faculty, administrators, and students. The Budget
Development Committee has been charged with the task of reviewing the financial components, such
as budget trends and budget by line item, in great detail and making recommendations to the College
Council. In addition, the subcommittee was given the responsibility of proposing process changes and
auditing fiscal trends. The president, vice presidents, and deans share budget information with various
campus committees, which utilize the information in the budget development process. In particular,
the FCDC translates the budget information into department needs. In this way, department reports
in the form of unit plans, components of the EMP, link the budget dollars closest to student needs as
recommended by the KH Audit. The college’s tentative and adopted budgets are then presented to the
Kern Community College District Board in June and September respectively [[3101-3107]] for oversight.
Because approximately 80 percent of the budget involves personnel costs, prioritizing position
requests influences a large percentage of the budget. FCDC has the task of reviewing all faculty position
requests and prioritizing them for the president. Rationale for each position request is based on evidence
documented in the unit plans that comprise the EMP [[3109]]. A hybrid committee of FCDC and
CSEA review all classified positions using the same process. After the committees prioritize the faculty
and classified positions, the president creates a final list of prioritized positions that are funded, beginning
with first position and filling as many positions as the budget allows. Constraints on the general fund
budget have precluded the college from adequately funding all the necessary position requests as well as
funding increasing costs for supplies and innovative ideas to meet stated goals.
In contrast to the inability to fund some planning through the general unrestricted fund, the usage
of non-general fund resources has provided an opportunity for several of these priorities to be realized.
Examples are as follows: (1) healthcare grants for the expansion of nursing programs and (2) HUD grant
for local economic development and expansion of construction trades.
Additionally, the successful passage of the local bond Measure G provided $180 million to the Kern
Community College District with approximately $115 million to Bakersfield College over 15 years for
long-range facility improvements. The Bakersfield College Mission Statement [[3111]], EMP 2005-2006
[[3109]], and Bakersfield College Facilities Master Plan [[3110]] provide the guiding criteria, assumptions,
and priorities used in fiscal decision-making with regards to the bond funds. These funds are overseen by
a community oversight committee and the Kern Community College District Board of Trustees.
The college’s EMP was designed to drive both short and long term changes in the institutional fabric
of the college. The college’s Facilities Master Plan, which is included in the Kern Community College
District Plan, directs long term planning with regards to renovation, renewal, and new construction
projects in the district’s capital budget planning, both annually and through 2015. Even though
the Educational and Facilities Master Plans drive the college’s financial planning, current economic
conditions control the timeliness of the implementation of these plans. While the EMP is financed
primarily by general fund resources, local bond proceeds and State capital modernization funds support
the Facilities Master Plan. Unfortunately, the initial costs estimates for construction have skyrocketed
within the last two years. This is attributed to shortages in steel and concrete combined with global
competition for supplies. The end results are that the initial bond offer may actually fund only about 60
percent of the original construction plans requiring additional revisions and prioritization.
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Bakersfield College
III.D.1.b Institutional planning reflects realistic assessment of financial
resource availability, development of financial resources,
partnerships, and expenditure requirements.
Budget Allocations from the District to the Campus
The chief financial officer provides information and guidance about budget allocations and is
ultimately responsible for implementing the district allocation according to the Kern Community
College District budget allocation formula [[3125]]. However, the district does not provide adequate
information concerning actual expenses and audit reports in a timely manner. This forces budgets to
be based upon previous years’ budgets with little evaluation or change based upon actual expenditures.
These problems compound as budgets, without rationale as to FTES, costs, efficiency and other factors,
roll over year after year.
Campus-Level Budgeting
At the campus level, once the allocation from the district is distributed among the three campus
entities, Bakersfield College builds its local departmental budgets. The local budgets reflect data and
needs to be documented in unit plans, which comprise the EMP, and drives budgeting decisions. One of
Academic Senate’s four annual goals the last two years has been to work with the college administration
to develop a budget process in writing that ties budgeting to program review and college strategic plans.
[[3117]] While this process is still being developed and approved through the participatory governance
process, the EMP represents an infrastructure for that process. The mechanics of the EMP driving
budgeting decisions is evolving into a reality at Bakersfield College, hampered by inadequate funding
and FTES accounting inaccuracies. Since the last accreditation report, Bakersfield College’s budget
development process for departments has been based upon years of status quo budgets and reductions.
Revenues are projected from attendance data and expenditures, historic actual expenditures, and a review
of proposed programs, service and staffing levels.
In 2002-2003, the district braced for a budget reduction. Rather than autocratically cutting across
the board, each campus used a unique method to evaluate where costs could be cut or entire programs
eliminated. Bakersfield College underwent a campus-wide audit which entailed an intensive financial,
organizational, and fiscal self-examination by each department on campus. To compensate for the
extreme budget constraints, outreach centers were closed, use of adjuncts was drastically reduced
or eliminated, faculty were asked to increase students beyond class maximums, and staff were laid
off. Various methods of reduction were used in departments, but overall the feeling was that most
departments had nothing left to cut.
The College Council Budget Development Committee has been given the task of reviewing the
campus allocation process and linking budgeting to the EMP through a new process. This committee
has worked on several issues regarding campus-level budgeting. Thus far the committee has created a
carry-over policy for large equipment purchases, attempted to articulate the budgeting calendar, and
identified budget components requiring correction in the EMP. The goal of the committee is to propose
a completed budget process this year. Portions of this process have been completed: the budget timeline,
carry-over policy and budgeting criteria. The goal is to develop more useful institutional resource
180
Standard III
data to be included in the EMP that accounts for budget expenses and income (based upon FTES and
other funding sources). Much of the rationale for staffing replacements and increases are based upon
enrollment growth.
During the past several years the district has maintained enrollment growth as a priority to remain
competitive for state resource allocations. Although the primary factor for the Kern Community College
District Allocation Model was FTES, this has never become a reality. Bakersfield College FTES have
been funded at up to $443 less than that allocated to sister campuses within the district (as evidenced
in [[3108]], year 2005-2006 & Table 3). This practice does not reflect a realistic assessment of the needs
to maintain and grow Bakersfield College; however, this allocation practice persists in spite of repeated
challenges from Academic Senate and other Bakersfield College campus entities. Essentially, the district
continues to under fund Bakersfield College and redirect money to other campuses, which have difficulty
growing and maintaining their FTES caps. This decision impacts the ability of Bakersfield College to
grow, generating a downward cycle of inadequate support to a campus with growth potential that cannot
be realized.
General planning has been impacted by erroneous FTES accounting. FTES projections from all
three colleges were completed using different formulas. These numbers were then used to argue for
resources. In the prior Accreditation Self Study Report [[3114]], FTES accounting errors were a major
concern. Partly stimulated by the KH Audit and by the need for accurate information, institutional
researchers were hired at the campuses and a variety of important data were made available on the
campus website. While this area has greatly improved, in that information is made available to a much
greater extent for decision making and budgeting, FTES accounting continues to remain an area of
uncertainty and failing credibility.
In 2005 Kern Community College District discovered errors in its FTES accounting. These
errors were not noticed before 2005 because Kern Community College District exceeded the funding
enrollment cap imposed by the State of California. The problem was located in a software program
(Banner) not specifically designed for use by California Community Colleges. The program calculated
attendance hours based on a national standard of 50 minutes rather than the method prescribed by the
California Attendance Accounting Manual. This only became an issue when the college changed to a
16-week semester format. The result was an underreporting of 350.22 FTES in the 2004-05 year. This
error was corrected before the final filing date with the state and resulted in no lost revenue.
Several workshops were conducted at each campus of the Kern Community College District with
faculty, administrators and staff in an effort to inform and train all stakeholders in the revised process
[[3113]]. At this date Bakersfield College is still struggling to address FTES projections and the potential
impact to the upcoming budget. Since FTES accounting represents the major area of income generation,
accurate and reliable FTES projections must be a major administrative priority. The forecasted estimate
is reviewed monthly by the Chancellor’s Executive Council and quarterly with the Chancellor’s Cabinet.
All 320 submittals to the State Chancellors office are posted on the district website for all to review. In
addition, efforts are underway to ensure consistency in comparable college based reports.
On a larger scale, the allocation model at both the campus and district level fails to take into
account other factors such as aging buildings, innovative strategies to address student need and diverse
programmatic needs. In order to address these factors, the constituents of Kern Community College
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Bakersfield College
District passed Measure G, an $180,000,000 bond measure to fund these needs. Approximately 64
percent of the Bond or $115,000,000 of the total bond are budgeted for Bakersfield College. This
represents a cost of $12/year for every $100,000 of assessed value for property owners within the Kern
Community College District service area.
In March 2003, the first $75 million dollars from the bond were issued for use. The net proceeds
of the 2003A Bonds of $75,191,548 will be used to finance the improvement, renovation, construction,
equipping and acquisition of the buildings and classrooms for Bakersfield, Cerro Coso Community
and Porterville colleges. As of May 2005, $4.6 million of the Bakersfield College Measure G Bond
funds have been allocated to constructing the Bakersfield College Delano Center, the Bakersfield
College Industrial Technology Center, the Bakersfield College Planetarium Modernization, the Weill
Center Modernization, an Access Survey and signage for the main campus, and upgrading of electrical
infrastructure, fire hydrants and $12,000,000 for land acquisition in fall 2005.
In addition to community support through Measure G Bond, institutional planning attempts have
included community partnerships in an effort to enhance institutional support. Many employees serve
on various community boards, organizations and service clubs. The Bakersfield College Foundation
Board involves approximately 30 community leaders who represent various industries dedicated to
supporting the efforts and mission of the college. Because of these symbiotic relationships, community
education needs as well as various Bakersfield College financial and resource needs are mutually
addressed. One example is the partnership formed through the objectives of a grant award through the
Department of Housing and Urban Development (HUD). The Bakersfield College Foundation Board,
the City of Bakersfield and Bakersfield College’s Construction Technology Program have entered into
a partnership that will provide affordable housing to a Neighborhood Revitalization Area in southeast
Bakersfield. This effort will provide three affordable homes while simultaneously training students for
skills needed in the construction trades.
III.D.1.c When making short-range financial plans, the institution considers
its long-range financial priorities to assure financial stability. The
institution clearly identifies and plans for payment of liabilities and
future obligations.
Descriptive Summary
Bakersfield College monitors and develops long-range financial priorities through the College
Council; however, a recently developed subcommittee focuses more directly on this task. That
committee is the Institutional Planning Task Force [[3127]]. The purpose of the Institutional Planning
Task Force is to delineate institutional planning and to facilitate good decision-making through
participatory discussions. This committee is charged with aligning and clearly connecting the “ThreeYear Strategic Roadmap” with the “Annual College Plan” priorities [[3126, 3127]].
Both the EMP and Facilities Master Plan form the core of the college’s long-term planning efforts.
Annually, these are reviewed by the president, using recommendations from the college’s participatory
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Standard III
governance committees, and translated into the college’s operational plan, which is expressed through
the college’s budget. Long-term planning as it relates to the general operations has been on-going
districtwide [[3115]]. Annually, short-term budgeting can affect potential long-term liabilities.
One long-term liability that was previously unfunded and unassessed was the cost of classified and
administrative unused vacation and faculty banked load. Bakersfield College has recently budgeted in
its fiscal year 2005-2006 budget funds to cover unfunded vacation and banked load ($248,408). This is
reflected in the 7910 Reserve Account [[3101]]. In addition, contract limits were placed on banked load
to limit this liability in the future.
Other long-term college indebtedness is addressed through the district budget which has primary
responsibility for long-term obligations associated with retiree benefits. Previously retiree benefits were
compensated for annually on a “pay as you go” basis. In 2004-2005 a GASB analysis was completed to
project the long-term indebtedness related to retiree benefits. The total unfunded liability is estimated
at $109,000,000. In response to the projected need a JPA was developed with other local community
college campuses to fund that future liability. Unfortunately, there is a potential that this liability will
need to be paid out long in advance of the JPA having adequate funding. Presently retiree benefits cost
approximately $4,000,000 per year and are being “paid as we go” (per the Kern Community College
District Internal Auditor).
District wide long term indebtedness associated with bond repayments is covered through property
tax assessments. In addition to addressing indebtedness, Bakersfield College and the district guarantee
long term stability through various insurance measures. The annual budget process addresses obligations
such as insurance premiums, building maintenance, and medical, dental, vision plan rates. The
state’s scheduled maintenance funding, matched by bond proceeds, addresses some of the building
maintenance needs. There is concern that because the campus infrastructure is over 50 years old, the
college and/or district will need to consider another bond measure sometime within the next 10 years to
augment current construction plans. These additional bond funds are also needed to cover skyrocketing
construction costs incurred in California during the last two years. The likelihood of support for
an additional bond measure will depend upon community perception and value added as a result of
Measure G funds.
III.D.1.d The institution clearly defines and follows its guidelines and
processes for financial planning and budget development, with all
constituencies having appropriate opportunities to participate in the
development of institutional plans and budgets.
Descriptive Summary
Budgeting Process and Guidelines
The annual budget process begins in January with the Governor’s proposed budget. This is an
“inference” based upon state and federal information that is obtained from various agencies in mid to
late January. The Kern Community College District then communicates estimated allocation of funds
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by early February based upon regulatory guidelines, such as the 50% Law, Full-Time Faculty Obligation
and the 75/25 ratio as guiding principles. Fixed costs associated with employees, such as incremental
benefits costs combined with the incremental salary changes, are built into the district tentative
budget. Increases to other fixed costs, such as utilities, are projected and included in the district budget
assumptions. This allocation is submitted in draft form since it is a work in progress. Ending balances
provided in this document are not finalized until the district audit is completed. It should be noted that
the methods and process by which money is made available to the campus from the district is not widely
understood by the College Council and other participatory governance entities. Satisfaction in this area
decreased from 48 percent in 2003-2004 to 37 percent in 2004-2005 [[3124]].
Certain aspects of the initial district allocation are informed and guided by Chancellor’s Cabinet, the
district wide participatory governance committee. Personnel costs comprise approximately 80 percent of
the Kern Community College District budget [[3001, page 4]]. Since the last accreditation study, the use
of comparables to determine salaries has been applied to the faculty salary schedule and is being explored
for administrative and classified salaries. Difficulties lie in the fact that consistent variables are not used
for all labor groups.
Important Financial Planning at the District Level
The cost of benefits represents 22 percent of the Kern Community College District personnel costs.
In 2005-2006, employee benefits cost approximately $20,779,657, an increase of 4.3 percent over the
2004-2005 costs. The cost of benefits is a topic of daily news as insurance premiums have skyrocketed
over the last several years. A recent Kaiser Foundation Research Study (http://kff.org) reported that three
out of five Americans depend upon employer-sponsored health insurance and that a high rate of premium
costs and increases were seen as a major challenge for employers and employees alike. According to the
study, “Between spring of 2002 and spring of 2003, monthly premiums for employer-sponsored health
insurance rose 13.9 percent, the third consecutive year of double-digit premium increases and the highest
premium increase since 1990. Premiums increased substantially faster than overall inflation (2.2 percent)
and wage gains for non-supervisory workers (3.1 percent).” (http://www.kff.org/insurance/ehbs2003-1set.cfm) Exhibit B below shows this comparison between increasing premiums and static earnings.
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Standard III
Source: Kaiser/HRET Survey of Employer-Sponsored Health Benefits: 1999, 2000, 2001, 2002, 2003; KPMG Survey of
Employer-Sponsored Health Benefits: 1993, 1996; The Health Insurance Association of America (HIAA): 1988, 1989,
1990; Bureau of Labor Statistics, Consumer Price Index, U.S. City Average of Annual Inflation (April to April), and
Medical Inflation: 1988-2002; Bureau of Labor Statistics, Seasonally Adjusted Data from the Current Employment
Statistics Survey: 1988-2002. * Estimate is statistically different from the previous year shown at p‹0.05: 1996-1999,
1999-2000, 2000-2001, 2001-2002, 2002-2003. Estimate is statistically different from the previous year shown at p‹0.1:
2002-2003.
Note: Data on premium increases reflect the cost of health insurance premiums for a family of four.
The Kern Community College District has had a long-standing district wide committee that
is charged with the task of researching benefit options and making recommendations to the Kern
Community College District Board of Trustees. The Fringe Benefits Committee, composed of
representatives from all constituencies, has operated very successfully in the past and has been able to
contain rising health costs for the Kern Community College District. In 2002-2003, research from the
committee resulted in a policy change that produced overall savings in premiums and an improved usage
rate. Since that time the committee has not received adequate information or administrative cooperation
to examine the many types of cost savings options available. While individual constituencies have done
research, the committee has not operated as charged. Instead unilateral proposals caused the committee
to address the board with an official motion on December 6, read at the December 8 Kern Community
College District Board of Trustees meeting challenging the lack of opportunity to participate in this
important planning changes to the benefits packages [[3129]].
Financial Planning and Budget Development at the Campus
The campus budget process begins once the Kern Community College District’s allocation
document is provided. Using this draft budget information, the campuses are directed to prepare various
“what if” scenarios (i.e. usually status quo, 5 percent increase or 5 percent decrease) in light of the fact
that the allocation is only an inference at this point in time. The budget assumptions and guidelines
are shared with the college via various committees. Once this information is distributed, individual
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departments begin the development of their budget requests and input that information into the budget
development system. At the same time, the college considers input from FCDC/hybrid and FCDC
regarding staffing priorities which are supported by evidence presented in the unit plans and the EMP.
Once the full-time labor process is completed, the discretionary dollars are then budgeted in faculty,
student, and staff accounts with related benefits, supplies, services, and equipment accounts. These
discretionary dollars have been shrinking significantly over recent years. Therefore, there is little freedom
in development of the budgets. Whenever possible, non-general fund sources in the form of state and
federal contracts, grants and restricted allocations are used to supplement budgeted amounts to further
the college’s mission and goals. Following the “May Revise,” the district then reissues another estimated
allocation to the three campuses, and adjustments are made accordingly creating the tentative budget.
Overall, the Educational and Facilities Master Plans drive financial planning. This model should
allow the college to plan for growth, to adapt programs to meet the needs of the community, and to keep
pace with changes in technology. Unfortunately, cuts in general funding necessitate moving away from a
proactive planning position to a defensive posture in a way that best preserves the goals of the EMP and
least damages student outcomes. This delicate balance proves difficult to maintain. Oversight by the
College Council, the Budget Development Committee, and the Institutional Planning Taskforce ensure
process integrity, conformity to guidelines, and effectual constituent involvement. However, it should
be noted that, according to the College Council Survey of 2004-2005, College Council has decreased
confidence that financial decisions support and are linked to institutional goals. Academic Senate, on the
other hand, has increased confidence that financial decisions support institutional goals [[3124]].
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Standard III
A Flow Chart of the Bakersfield College budgeting process is provided below.
Bakersfield College Budget Process Flow Chart
Col le ge
Budget
Educational
Master Plan
Unit Plan
Curriculum
Staffing needs
Equipment and supplies
Mission
Vision
Goals
Strategic
Initiative
FCDC staffing
recommendations
College Council
Budgeting
IEC recommendations
Budgeting
Facilities and Long
Range Planning
Institutional Planning
Task Force
FTES
Faculty Hires
75/25 ratio
50% Law
Step and class
increases
Trigger
College
Allocation
District
Tentative
Budget
State Allocation
Resource
District
Adopted
Budget
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Bakersfield College
III.D.2 To assure the financial integrity of the institution and responsible use of its
financial resources, the financial management system has appropriate control
mechanisms and widely disseminates dependable and timely information for
sound financial decision making.
III.D.2.a Financial documents, including the budget and independent
audit, reflect appropriate allocation and use of financial resources
to support student learning programs and services. Institutional
responses to external audit findings are comprehensive, timely, and
communicated appropriately.
Descriptive Summary
Annually, the district contracts for an independent external audit of all funds and financial records.
The audit, as required by state law, includes both financial and compliance issues related to state and
federal funds. Annually, the audit includes general findings and recommendations to management for
strengthening internal controls or for improving financial procedures. In previous fiscal years, there were
numerous and repetitive audit findings which were not adequately addressed. For the past several years
the new internal auditor has begun resolving these issues with the involved parties in a proactive way
and has developed plans to implement reasonable and cost effective changes. Since 2003, institutional
responses to audit findings have been comprehensive and timely. Communication concerning the
resolutions continues to be an area needing improvement.
III.D.2.b Appropriate financial information is provided throughout the
institution.
Descriptive Summary
Director of business services shares budget and financial information with the College Council,
Administrative Council and other committees. The director of business services chairs the College
Council Budget Development Committee where budget information is discussed and analyzed in
detail. Budget information is made accessible to all stakeholders through College Council and although
information is being distributed through Bakersfield College Public Folders, it is not easily accessible.
During the previous self-study, availability of financial information was considered a real problem,
particularly as relates to the district providing timely information. This problem was also identified in
the KH study and efforts were made to improve information timeliness, relevance, and availability.
During the last five years, there has been a marked increase in accessibility and quality of financial
information, as supported by the survey of College Council. The 2003-2004 survey indicated that
information was more available and communicated better [[3124]]. Recommendations for improvement
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Standard III
include having state updates and fiscal information readily available on a Business Services web page or
through clearly labeled public folders. This same practice could also be used to provide other financial
updates regarding campus year-to-date financial activity or fiscal procedural or policy changes.
III.D.2.c The institution has sufficient cash flow and reserves to maintain
stability, strategies for appropriate risk management, and realistic
plans to meet financial emergencies and unforeseen occurrences.
Descriptive Summary
Although Bakersfield College annually establishes campus reserves, district reserves are also
established to maintain stability and meet financial emergencies. On June 2, 2005, Frederick Harris,
assistant vice chancellor of college finance and facilities planning from the CCC System Office, presented
a workshop at a Kern Community College District Board of Trustees meeting. This workshop delineated
system controls to monitor and assess fiscal condition and to ensure financial stability. Assistant Vice
Chancellor Harris recommended a minimum prudent Unrestricted General Fund Balance of 5 percent.
The Kern Community College District governing board adopted this as policy. The Kern Community
College District 2005-2006 adopted budget shows a reserve of 5.89 percent [[3001]].
The receipt and timing of revenue from the state and local property taxes inadequately meets district
cash requirements, as with most California community college districts. In order to ensure sufficient
cash balances to meet financial obligations of all colleges in the district in a timely manner, the Kern
Community College District participates in the Community College League of California’s Tax and
Revenue Anticipation Notes (TRAN) program each year. The district fully repays this short term
borrowing, which provides the necessary cash through the fiscal year for the district to meet its financial
obligations within the twelve months of issuance.
The Kern Community College District belongs to a statewide joint powers authority, which provides
all liability and property insurance needs, as well as worker’s compensation.
III.D.2.dThe institution practices effective oversight of finances, including
management of financial aid, grants, externally funded programs,
contractual relationships, auxiliary organizations or foundations, and
institutional investments and assets.
Descriptive Summary
The budget subcommittee has been charged with developing a participatory model for coordination
and oversight of grants. Fiscally the external audit reviews grant financials. However, concerns lie in
the unintended consequences of localized grants on the institution as a whole. In addition, some large
institutional grants have not funded, as promised, aspects of unit plans and grant proposals.
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As grants continue to expand, guidelines and regulations continue to become more complex. The
responsibility for grant management falls to the director who oversees the grant program and the dean
who oversees that area of programs. However, as reflected in the last College Council survey, there is
dissatisfaction with the present grant process and recommendations were made for College Council to
establish a task force to deal with the issues associated with grant implementation [[3124]]. Oversight
at the district level occurs during quarterly grant reporting and is a centralized function that occurs at
the district level in conjunction with the campus program managers input. The chief financial officer
provides oversight.
In addition to the specific institutional procedures for reviewing fiscal management, the district
holds regular district-wide meetings with the executive staff of all three colleges working in coordination
with district staff to review institutional procedures and programs impacting the district. Externally
funded programs are annually reviewed in the external audit, as are contractual relationships, auxiliary
organizations or foundations, and institutional investments and assets.
III.D.2.e All financial resources, including those from auxiliary activities,
fundraising efforts, and grants are used with integrity in a manner
consistent with the mission and goals of the institution.
Descriptive Summary
All financial resources are subject to the following: the same internal controls as all funds under
the Kern Community College District, subject to the Kern Community College District Board Policy
and Fiscal Guidelines for compliance, checks and balances, and quality control. External independent
auditors examine all district financial resources, including those from auxiliary activities such as
the bookstore and cafeteria; Student Health Center; Child Care Center; categorical programs; and
contracts and grants. As part of the audit process, the district also received a management letter with
recommendations to strengthen internal controls or to improve financial procedures. These reports and
the follow-up work to evaluate and implement recommendations, where appropriate, assist in assuring
that all funds are used appropriately and with the mission and goals of the district and its colleges.
[[3116]].
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Standard III
III.D.2.f Contractual agreements with external entities are consistent with
the mission and goals of the institution, governed by institutional
policies, and contain appropriate provisions to maintain the integrity
of the institution.
Descriptive Summary
Prior to seeking or accepting a contract or grant, Bakersfield College reviews the project for
consistency with its mission and goals. The district’s Business Services Office provides financial oversight
and support services for these contracts. It should be noted that there is no process for participatory
governance review of these contracts. The district presents each agreement to the Kern Community
College District Board of Trustees for approval. The district approves most contracts on an annual basis,
and the district can terminate contracts prior to completion if it deems that action appropriate.
III.D.2.gThe institution regularly evaluates its financial management
processes, and the results of the evaluation are used to improve
financial management systems.
Descriptive Summary
In 2000, the Budget Allocation Task Force (BATF) developed a new district allocation model
[[3125]]. This allocation model has not been fully implemented since its adoption by the Kern
Community College District Board of Trustees. Evaluation of the model, in order to adjust or improve
it, has never been done. The BATF developed a survey to evaluate the new formula, but the process
was not implemented. As a result, modifications that would improve the efficacy of the formula have
not occurred; changes to the formula seem to occur in response to perceived problems, rather than as a
result of evaluation leading to improvement. These changes to the formula have essentially prevented the
formula from addressing the priority criteria established to direct allocations within the district.
As previously stated, an independent external auditor annually audits all district funds and financial
records. The audit includes an opinion on the financial statements and the financial management system,
as well as issues related to deferral and state compliance, and recommendations to strengthen internal
controls or to improve financial procedures. In addition, the district Business Office in conjunction
with the Bakersfield College campus Business Office, provides oversight and support services ensuring
the integrity of the financial management system. The campus Business Services is the local contact
in communicating and implementing fiduciary responsibility set forth by the district Business Office.
This involves expenditure compliance, revenue coding, student financial services and dissemination
of budgeting criteria to College Council and other budget administrators, as well as identifying other
accounting adjustments made at the district level. the district compares financial results to the budgets
as part of its fiscal planning and makes appropriate adjustments to the allocation models, ending
balances and other adjustments as necessary.
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Bakersfield College
III.D.3 The institution systematically assesses the effective use of financial
resources and uses the results of the evaluation as the basis for
improvement.
Descriptive Summary
The following provides a historical perspective of changes that have occurred at Bakersfield College
based upon the general un-restricted dollars. As stated before, budget allocations continue to decrease
from Kern Community College District to Bakersfield College even through it has consistently
represented the majority of FTES generated for the district. The Kern Community College District Kern
Community College District Board of Trustees adopted the 2005-2006 budgets for Bakersfield College
consisting of a total budget of $46,077,498, which calculates to a $3,764 funding per FTES, while the
other two colleges within Kern Community College District are allocated $4,202 and $4,179 per FTES
for Cerro Coso and Porterville Colleges, respectively.
When looking at the net impact of allocation changes over these years, it appears that Bakersfield
College continues to see declining dollars per FTES, while the district office costs continue to increase its
percentage of the total allocation as evidenced in Table 6.
Table 6 Budgeting Affects on Allocation per FTES
Year
2001 – 2002
Kern Community Bakersfield
College District
College Budget
Budget
$79,483,955
$46,019,171
11,125
Bakersfield
College
Budget/FTES
$4,137
2002 – 2003
$83,068,396
$43,945,618
11,463
$3,834
2003 – 2004
$83,439,276
$43,888,060
11,463
$3,829
2004 – 2005
$89,594,626
$46,588,325
11,749
$3,965
2005 – 2006
$92,242,734
$46,077,498
12,241
$3,764
Bakersfield
College FTES
The college budget, like many throughout the state, does not begin to approximate the
real costs of college operations, particularly with regard to growth and planning. The highly
erratic state funding has resulted in cuts of administrators, staff, and faculty. The lack of stable
funding and inability to get a finalized budget from the State until May has its greatest effect
on planning. In 2005-2006, the college anticipated a lower income than budgeted because the
district was not going to meet its growth target, since data were showing the other colleges were
missing their targets by 6-8 percent. Accurate information concerning this data is essential for
long term planning.
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Standard III
Self Evaluation (for Standard III.D.1, 2 & 3)
In 2001-2002, an effort was made to seriously examine the district though an external audit provided
by the KH external organizational and financial audit. Following the outside audit, efforts were made to
transform the district into a learning cooperative and to implement KH study recommendations [[3123]].
Prior to the audit, the Kern Community College District Budget Allocation Task Force was initiated as
a part of the district Participatory Governance Committee during the 1999-2000 academic year. The
task force was charged with developing a model for income and expenditures that would transcend the
then limited scope and vision of the current processes. The model was to allow for free flow or adaptive
decision making thereby enabling effective responses to economic or unforeseen circumstances
In 2002-2003, a statewide budget reduction resulted in a direct financial and planning challenge
for the district. Bakersfield College participatory governance instituted a campus-wide audit (similar
to a program review) of every area on campus in an attempt to find specific areas or programs to cut.
During the audit, beliefs, vision, mission, and goals were reviewed in conjunction with a campus-wide
focus on student learning outcomes and reorganization of the governance structure. The audit began at
the department levels and worked up to an institution-wide collection of data. This data and subsequent
decisions were based upon information gleaned from the closest interface to students, an important
principle in all of the KH recommendations. [[3125]].
Beliefs, vision, mission and goals were reviewed with a focus on three major sections – 1) Review and
analysis of state, institution and local mission, 2) evaluation of how that area contributed to improved
student learning, 3) analysis of the local budget to see where it connected with these missions and
improving student learning with a goal to determine how to make budget cuts with the process leading
to an in-depth knowledge of the status of our campus from the ground up. In addition, following
evaluative surveys conducted for the last accreditation self-study process (1999) and much discussion
about a strategy to address outcomes and institutional effectiveness, campus governance was reorganized
around two committees with campus-wide representation: the College Council, a recommending council
to the president, and the IEC, responsible for overseeing assessment and program review. The purpose of
the reorganization was an effort to link planning and budgeting. One major goal was to have planning
drive budgeting rather than having budgeting drive planning.
Bakersfield College and Kern Community College District have made huge strides since the
last accreditation report. Participatory governance committees are wrestling with data, and budget
information is more freely available. There is a common desire to have planning drive budgeting.
Committees have been developed to try and make these links as reviewed above. The difficulty is that-as more information is made available--even more expertise is needed to understand the information.
Even greater challenges may yet appear.
Bakersfield College has been deeply involved in self-evaluation of financial resources, fiscal stability,
and allocation processes. Faculty, classified, and administrators have been essential members of districtwide committees looking at budgetary issues. They have been active on the district-wide Budget
Allocation Task Force; however, this committee has not met regularly or concluded its charge. Since
the last accreditation report, the campus committee most responsible for local budgets and Academic
Senate has been surveyed annually concerning budgetary information and planning. This has provided
several years of longitudinal data to guide decisions and process. [[3124]] The majority of the committee
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Bakersfield College
members and academic senate feel budget information has improved, although last year fewer committee
members supported that statement.
This better understanding of financial information and practices makes it even more difficult to
understand why inequitable allocations, from the district, continue to occur. When budgets decline,
Bakersfield College takes the biggest hit because, in the opinion of the district and sister colleges, it can.
To compensate, the district expects that Bakersfield College make up the loss of FTES with less funding.
Unless the inequities in the district are addressed, the present district budgeting practices will continue to
impoverish Bakersfield College services.
Although the costs at the district appeared to be understood and delineated at the time of the
formula development, analysis shows a trend toward increasing district costs with the district taking a
greater and greater percentage of the allocation. Here in lies a major difficulty: what is the reason, what
are the added service benefits? Once again, as in the pre-KH, pre-audit days, the district, which earns
no income, freely reallocates income to themselves, with no discussion. The KH audit, campus audit,
and new emphasis on student learning described the district (now called the Learning Services Center)
as a support system that should be driven by a service mentality for the campuses. Yet the district is not
perceived as a service center.
Increased district percentages, Bakersfield College FTES growth, and inequitable allocation are
major problems for Bakersfield College. The decrease in percentage budgeting has occurred despite
Bakersfield College’s FTES growth and despite FTES decreases at the other district entities. As
Bakersfield College’s percentage of district budget decreases, it is tempting to interpret the decrease as
penalty for increased effectiveness and growth. On the positive side, Graphs 2 and 3 below indicate data
from the System Office show increased FTES and increased retention of students, thus demonstrating
that mission, vision, and goals are still being met. How long can this strain upon Bakersfield College’s
Instructional and Student Services areas continue without recognizing the need to adequately support
growth and feed infrastructure? Unfortunately, increasing student numbers and outstanding retention
statistics can be interpreted as a liability when coupled with decreased funding per FTES.
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Standard III
Chart 2
Chart 3
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Bakersfield College
The following information was collected from various Bakersfield College departments evaluating
the effect of limited funding to Bakersfield College Services. It is used to illustrate the way in which
departments use benchmarking and evidence to argue for both staffing and financial support.
Biology Department: The number of individual class sections are increasing with no additional
budget money to support the additional students. In the last three years Bakersfield College biology has
increased microbiology from 96 students per year to 120. (This is most expensive class biology offers.)
During summer 2005, Bakersfield College biology offerings doubled. A typical summer session
enrolled 48 students in 2005, which increased the next year to 144 students with no increase in supply
budget. In 2006-2007, the Biology Department will triple its offerings in an attempt to make up for
FTES lost during the 2005-2006 academic year.
Performing Arts: In the last five years, several positions have been cut. A position in technical
theater was lost; this person makes the indoor and outdoor theater available for outside events that
generate campus income as well as for department and campus use.
A position that supervised the music computer lab was cut, the loss of which made tens of thousands
of dollars of music technology all but inaccessible to the students for whom it was intended. Numerous
sections of courses that feed the major such as piano, voice, guitar, and music history were eliminated
altogether, including orchestra and a semester of sophomore theory.
Combined, these cuts have created a downward spiral for the music program. Bakersfield College
has difficulty recruiting and retaining good students in a program that does not offer all the courses
necessary for them to meet their educational goals. This results in fewer students participating in the
program, inviting further cuts.
DSPS: Currently, the revenue from special classes are held by the district. This reduces the
department’s operational budget and results in net under spent funds on state MIS reports, thus
negatively affecting the next year’s budget, as reflected in the 2005-2006 fiscal year DSPS allocation
(awarded October 20, 2005). This district practice can make it seem as if there was a reduction of college
effort, thereby reducing categorical funding.
Counseling: Compounding the inability to provide open sections for first-time students is the fact
that during the 2002-2003 budget crises, the Counseling Department was the only faculty group in the
district that lost faculty. Bakersfield College lost three full-time counselors, and all counseling days were
reduced from 215 to 175.
Using the most current statistics available from the System Office website for spring 2004,
Bakersfield College had the highest counselor-to-student ratio: for 16,867 headcount, there was a 1
counselor to 1800 student ratio. Grossmont College had the lowest ratio: for 17,311 headcount, there
was a 1 counselor to 700 student ratio. Grossmont is one of the 13 comparable colleges identified for
Bakersfield College. Annually the Bakersfield College Counseling Department sees over 22,000 students
with an overall loss of nearly 40 percent staff since 1996.
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Standard III
On May 6, 2005, 298 high school seniors lined up at 7:30 a.m. hoping to drop in on counselors.
The next available counseling appointment was August 22, 2005.
Business Services: In fiscal year 2003-2004, the Business Services Department had a 3.0 FTE
reduction in staffing. Increasing fiscal demands related to meeting student needs, are not being met. A
few examples include: disbursing installment loans, generating refunds for student representation fees,
distributing student SGA cards, and collecting parking payments for students who do not pay by credit
card on the web. Overall, fee assessment inquiries, collections, and third-party billing are examples
of the increased demands generated by students. Business Services needs to clarify its processes and
products to mitigate this increasing workload before these matters become even more complex.
Reduced Funding
Reductions in state funding, along with delays in receiving accurate budgetary projections from the
state has made budget planning these last three to four years very difficult. Bakersfield College, part of a
three-college district, finds itself competing with its sister colleges for an adequate share of state funding.
Multi-faceted outside influences (increase in unit costs to students, increase in job opportunities drawing
students away from education, decrease in general and categorical funding from the state) has led to a
decrease in FTES and compounded the challenges to maintain financial stability.
In prior audits, repetitive findings reflected poor progress in addressing recommendations. Efforts
have been instituted, specifically the hiring of a district internal auditor, to resolve these issues. The
most recent area needing improvement has been in FTES reporting. As budgets were being built based
on FTES projection, it was identified in June that there had been significant miscalculations of FTES.
Investigation as to the cause led to the realization that all three colleges project FTES based on different
assumptions. This highlighted district-wide issues related to FTES and budgetary allocations. Although
each college needs to maintain autonomy, a common system/process for projecting FTES is needed to be
able to make accurate budgetary projections and decisions.
Grant Oversight
Presently Bakersfield College lacks a streamlined process for grant coordination and oversight.
Also identified in the College Council Survey is the dissatisfaction with the present grant process. It
was recommended in the last survey that College Council establish a task force to deal with the issues
associated with grant implementation.
Utilization of grant income to offset reduction in general unrestricted funds makes it imperative that
grant oversight be dealt with in a consistent manner. Implementation of grants and application of grant
dollars need to be monitored to ensure that overspending does not occur, resulting in the college bearing
the burden.
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Bakersfield College
Analysis of the Budget Allocation Formula
The present district allocation model provides funding that makes it difficult for Bakersfield College
to achieve its goals for student learning outcomes. It appears that the current model provides a higher
allocation of funds per FTES to our sister colleges [[3108]]. The Kern Community College District
allocation model needs to be reviewed annually with participatory governance and college input. The
allocation model should be a living model, one that is constructively reviewed and modified annually to
better serve the student needs of the areas we serve.
Financial Oversight
Both college and district policies and procedures adequately control financial oversight and
management of general fund activities. However, timelines for audit results represent a significant area
requiring improvement. Delayed audit information necessitates planning budgets from previous budgets
rather than actual expenses. Inaccurate FTES data prevents the linkage of budgeting and planning to
its source of General Fund income. Nonetheless, independent financial audits, internal and external
program reviews, and campus governance committee reviews cooperatively help to validate adequate
management and control processes. As with all California community colleges, the primary issue is one
of insufficient resources to adequately operate its campuses, not a lack of prudent management at the
college level.
Compelled by budgetary constraints, the college has done an outstanding job of optimizing the
efficiency of services to meet student needs. However, future evaluation and modification of the districtwide budget allocation formula is essential.
There is reason to be optimistic that future state funding will be commensurate with the educational
value the college offers to the community, and there is the expectation that a fair and equitable budgetary
allocation model will follow. Bakersfield College will continue to meet the many challenges confronting
it in order that it may continue to offer an outstanding learning environment and program for students.
Self evaluations should entail a rigorous look at details and needs since the previous accreditation
study; as a result this could easily produce an emphasis on negative aspects of our finances and an
ominous view of looming problems. However, in reviewing financial conditions over the last six years, it
is important to acknowledge several positive areas of growth. Communication concerning budgets has
increased remarkably. Accuracy and timeliness of information has increased. Visitations from the chief
financial officer and forums for budget discussions have occurred as never before.
The openness and availability of financial data has improved remarkably, stimulating much study
and comment from all employee and student groups. The district has developed an allocation formula
(such as it is, admittedly requiring improvement) which forced each college to determine budgeting
criteria and to come to districtwide agreement on some essential financial issues. This work, combined
with broad accessibility to financial information, has allowed many minds to both acknowledge and
analyze financial difficulties, including those common to the chronically under funded state CCC
system. Many minds produce better solutions.
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Standard III
The establishment of the Enrollment Management Committee has connected income with planning.
The IEC has linked a rigorous program review with budgeting and student learning outcomes, an
important and vital linkage. Finally, the availability of information and communication with Bakersfield
College’s sister colleges has created an open participation and problem solving forum. With the addition
of active student representation on the Budget Development Committee and Enrollment Management
Committee, Bakersfield College has incorporated a vital component of its mission to understand and
serve students. In short, the planning and budgeting processes which were once rarely discussed and
even more rarely understood are now a regular aspect of daily college life at all levels.
Planning Agenda
The current funding formula needs to be evaluated and modified to meet the district needs.
Discussion on district-wide costs must be done before the district makes decisions which will impact
student learning. Such information provided to the College Council, Administrative Council and
Budget Development Committee would help to monitor trends and flag potential concerns.
Fully implement Budget Development Committee as designed in original College Council
document, including revision established by College Council in 2005. The College Council, through its
budget subcommittee, should guide discussion and decisions.
Campus costs and strategies for cost containment have been addressed through KH, the campuswide audit, and the present strategic planning process. Procedures to carry over funding for large
purchases at both the district and campus level are now in place and need to be implemented.
Develop grant process to utilize grant income most effectively for the college as a whole.
Continue to increase the financial knowledge and Banner system skills of local managers and staff
through effective training.
Several actions will improve the college’s ability to systematically review, use and improve financial
resources:
• The Bakersfield College Business Services Department will increase its fiscal communication to
the campus as whole by providing information such as federal fiscal updates, state fiscal updates,
Bakersfield College fiscal update current year, and budget development update for upcoming fiscal
year on the department website. These large files are more readily accessible and provide greater
distribution through the Business Services web page.
• In addition, updated year-to-date expenditure quarterly reports will be regularly disseminated via
various committees.
The Bakersfield College Council Budget Development Committee will complete and distribute the
new campus allocation plan within the next year.
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In conjunction with the campus allocation process, better data for the unit plans must be identified
by the budget subcommittee with the business services director, internal auditor, and institutional
researcher.
Our new president has introduced a very effective forum for communication called Town Hall
Meetings. Bakersfield College will continue to hold college-wide forums and other information-sharing
activities to keep all staff apprised of the changing obstacles and scenarios faced throughout the year.
These meetings should continue.
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Standard IV
Standard IV:
Leadership and Governance
The institution recognizes and utilizes the contributions of leadership throughout
the organization for continuous improvement of the institution. Governance roles
are designed to facilitate decisions that support student learning programs and
services and improve institutional effectiveness, while acknowledging the designated
responsibilities of the governing board and the chief administrator.
IV.A Decision-Making Roles and Processes
The institution recognizes that ethical and effective leadership throughout the
organization enables the institution to identify institutional values, set and achieve
goals, learn, and improve.
IV.A.1 Institutional leaders create an environment for empowerment, innovation,
and institutional excellence. They encourage staff, faculty, administrators,
and students, no matter what their official titles, to take initiative in improving
the practices, programs, and services in which they are involved. When ideas
for improvement have policy or significant institution-wide implications,
systematic participative processes are used to assure effective discussion,
planning, and implementation.
Descriptive Summary
The classified staff, faculty, administrators and students at Bakersfield College are encouraged to
participate in and make recommendations on matters of college governance. The FCDC is composed of
all educational administrators, directors, department chairs, and faculty managers from Student Services
and the Office of Student Learning. The primary focus of this body is the coordination of student
services and instruction on operational issues affecting faculty, departments, teaching and learning. It
also prioritizes and recommends to the president a list of new and replacement faculty positions each
budget year.
The Academic Senate serves as the faculty voice on academic and professional matters as defined in
section 6A of the Board Policy Manual. The Academic Senate appoints faculty representatives to “Senate
committees, college-wide committees, and other such college and/or district committees which shall
be formed with the consent of the Senate” (Academic Senate Constitution and Bylaws, Article VII).
More than 14 college-wide committees exist including the College Council, Curriculum Committee,
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Information Systems and Instructional Technology Committee, and IEC. Many of these committees
have internal guidelines specifying classified representation including College Council, IEC, Distance
Education Committee, Information Systems and Instructional Technology Committee, IEC.
The classified union, CSEA, has taken on the role of appointing classified representatives to
campus committees. The Student Government Association appoints a student representative to the
Kern Community College District Board of Trustees, as defined in the Board Policy Manual 2B1A.
In addition, the SGA appoints student representatives to the Academic Senate, College Council,
Curriculum Committee, Information Systems and Instructional Technology Committee, and other
campus committees with student representation.
The college president and the president of the Academic Senate co-chair the College Council, which
is made up of representatives from administration, the Academic Senate, faculty representatives from
various unit areas as defined on the organizational chart, the classified staff, the Student Government
Association, and one ex-officio representative from both the classified and faculty unions. This
participatory governance body was formed in fall 2002 when the former Budget and Program Review
Committee was restructured into two focused entities. The outgrowth of this process was College
Council, which oversees institutional planning and budget development, and the IEC, which reviews
assessment and evaluates programs. This change was made to promote greater communication and
facilitate more timely and effective decision-making.
Other campus matters in which faculty play an important role are the election of department chairs
and the participation on screening committees for new faculty and administrators. The recently revised
faculty evaluation procedure reaffirms the importance this institution places on faculty participation on
campus/district committees through the addition of form M, “Faculty Service Survey,” which is intended
to showcase campus and district committee work. Faculty members also participate on district-wide
committees such as Strategic Planning and Chancellor’s Cabinet.
Self Evaluation
In spring 2004, a survey on the effectiveness of College Council was administered to the members of
the College Council, Academic Senate, and faculty. There were 88 responses--15 from Academic Senate,
23 from College Council and 50 from faculty members. The results for each of these constituencies
were kept separate and, as such, indicated some significant divergences in point of view. While College
Council members overwhelmingly saw improvements in communication, decision-making, oversight,
and budgeting, the members of the Academic Senate and faculty were less enthusiastic. In response to
the survey query “information regarding college-wide issues … has become more accessible to the college
at large since the establishment of College Council,” 92 percent of College Council members agreed
with this statement, while only 40 percent of Academic Senate members agreed, and only 28 percent of
the faculty agreed. Differences to a lesser degree were seen in the response to this statement, “Since the
inception of College Council, faculty roles in budget planning have been strengthened.” While only 56
percent of the College Council agreed with this statement, only 27 percent of Academic Senate members
agreed, and only 24 percent of the faculty respondents agreed.
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Standard IV
Despite these disparities, the College Council Evaluation Outcomes Report that was published in
April 2004 as a companion document to the survey results concluded that there was positive evidence
of improvement in communication, effectiveness, budgeting, decision-making, and consultation to the
president. Furthermore, the report noted areas in which College Council could improve, including “a
clearer means of communicating governance process needs to be developed and communicated.” This
was in response to the fact that a large percentage of faculty survey answers fell into the “I don’t know”
category. Other suggested improvements related to implementing task forces, developing a grant process,
and creating a calendar of deadlines. The final recommendation was to continue College Council with
the implementation of the suggested improvements and re-evaluate it again in another year.
In fall 2005, the Bakersfield College Accreditation Employee Survey was conducted. The survey
consisted of 67 questions that were structured around the four accreditation standards. The survey was
made available online to classified staff, adjunct and full-time faculty, and administrators. Of the 72
respondents, 45 were full-time faculty and one was an adjunct faculty member, 17 were classified staff
and nine were administrators. Several questions dealt specifically with Standard IV, including item 70:
“The College Council is an effective forum for communication of major campus issues.” Unlike the
spring 2004 Academic Senate survey, the responses were not separated by constituency, but grouped
together. Nearly 43 percent agreed or strongly agreed with the statement, approximately 35 percent were
still neutral, and approximately 21 percent strongly disagreed.
While these results seem to indicate that support for the College Council has increased in the
last year, the number of respondents who are neutral indicates that a number of employees may
still be uncertain as to the role of College Council in the communication process. Judging by the
comments in the open-ended portion of the survey (item 76) “Please provide suggestions for improving
Bakersfield College’s leadership and governance,” communication is still an area that many perceive
as needing improvement. Here are some of the comments: “The College Council seems designed to
avoid consultation with the Academic Senate…endless meetings are not communication…the same
information is conveyed in College Council and Department Chair Council” (i.e. FCDC). Another
said, “timely communication” while another was hopeful that now that a new president is in place, “there
will be an improvement in communication.”
The fall 2005 Employee Survey also asked survey participants to rank the statement, “The Academic
Senate is an effective forum for communication of major campus issues.” Approximately 55 percent of
the respondents agreed or strongly agreed, while 28 percent were neutral and 14 percent disagreed. This
seems to indicate that many perceive the Academic Senate as more effective at communication when
compared with College Council. Communication seems to be a major sticking point on the campus
despite publication of meeting minutes and other documents of the Academic Senate, College Council
and other campus committees. These are available to employees in “Public Folders” on the campus
email system. Some areas, such as Assessment and Office of Institutional and Planning, have their own
websites where information is available.
The “Bakersfield College Survey: Mission & Overall Effectiveness” was an online survey of all
faculty, staff, and administrators. A total of 225 employees responded to this survey, which asked survey
style as well as open-ended questions. Although developed to provide input on Standard I, this survey
also elicited a number of responses on decision-making and participatory governance issues. Question
#10 was an open-ended question that was worded as follows: “Please provide suggestions for improving
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Bakersfield College’s mission and institutional effectiveness process.” It is noteworthy that out of 21
written responses, two ideas were mentioned repeatedly: first, not consulting appropriate constituencies,
or making decisions unilaterally was brought up in seven responses; and second, lack of follow through
or implementation was mentioned in six responses.
Here are some direct quotes: “Decisions are made unilaterally…there have been promises of using
evidence and assessment …but made decision (sic) without evidence and without broad input.” Another
person said “action is taken without consultation of the appropriate constituencies,” and yet another “I
believe that sometimes decisions are already made before fact finding is done, and not changed regardless
of the outcome.” A fourth person commented: “Bakersfield College is great at having committees or task
forces to study different issues…and then goes ahead with whatever the administration planned to do in
the first place.” Here are three quotes that relate to the second theme: “…lots of time spent planning and
little implementation,” “Less planning, evaluation, surveying, more planning, re-evaluation, etc. and
more actual implementation,” and “Recommendations need to be acted upon and implemented.” One
commentator expressed hope that the new president will use “evidence and assessment info to direct
resource allocation.”
Planning Agenda
During 2006-2007, the College Council will undertake a self-evaluation of both its methods
and level of success in communicating with the college community. Based on the results of the
self-evaluation, action will be taken to aggressively address the results with the intent of improving
communication.
IV.A.2The institution establishes and implements a written policy providing for
faculty, staff, administrator, and student participation in decision-making
processes. The policy specifies the manner in which individuals bring forward
ideas from their constituencies and work together on appropriate policy,
planning, and special-purpose bodies.
Descriptive Summary
The Kern Community College District Board of Trustees Policy Manual sections 6A through
6F, revised July 13, 2000, define the role of the Academic Senate, its responsibilities, and the method
for bringing matters forward to the Kern Community College District Board of Trustees, chancellor,
president, and the campus management team. Section 6A2, recognizes the Academic Senate “to
make recommendations to the district chancellor, and to the Kern Community College District
Board of Trustees with respect to academic and professional matters.” Section 6A3 further states that
“the Academic Senate of each College shall be recognized to make recommendations with respect to
academic and professional matters to the College president and Management Team of each College,
and if necessary, consult collegially with the Kern Community College District Board of Trustees about
individual College matters as outlined in Policy 6A4”, which delineates the issues that may be brought
forward.
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Standard IV
Procedure 2B1A of the Board Policy Manual provides for a student to be a non-voting member of
the Kern Community College District Board of Trustees, and outlines the selection procedures for this
representative. In addition, it authorizes the Student Government Association of each of the colleges
in the Kern Community College District to select students to serve on a Student Trustee Advisory
Committee. This committee “may consider issues and concerns of students at the campuses and advise
the student member of the Kern Community College District Board of Trustees who will chair the
Student Trustee Advisory Committee.” (Board Policy Manual, 2B1A (6))
Faculty, staff, administrators, and students may also bring forward ideas to all campus committees
by submitting a request to the Committee Chair to have the item placed on the agenda for consideration
at an upcoming meeting.
Self Evaluation
The role of the Academic Senate is well-defined in the Kern Community College District Board
of Trustees Policy Manual. In addition, the Academic Senate has an established Constitution and
By-Laws that was ratified by faculty on May 12, 2004. This document specifies such features as the
purpose, membership, representation, and election procedures for the Academic Senate. The College
Council has no formal document which specifies such matters as purpose, composition, and selection of
representatives. This information is contained in a series of e-mail messages and informal documents. In
order to clarify the role of the College Council as an advisory body to the president, and to ensure that
it does not infringe on the purview of the Academic Senate, College Council should develop a formal
document or set of by-laws which outlines the purpose, membership, and other important procedural
guidelines.
Planning Agenda
During the 2006-2007 academic year, the College Council will prepare a formal document that will
clarify and formalize its role as an advisory body to the college president.
IV.A.3Through established governance structures, processes, and practices, the
governing board, administrators, faculty, staff, and students work together for
the good of the institution. These processes facilitate discussion of ideas and
effective communication among the institution’s constituencies.
Descriptive Summary
The Kern Community College District Board of Trustees regularly sends out an e-mail
announcement of the most recent postings of Board Actions. The president of the Academic Senate
sends out e-mail messages to faculty on issues that the Senate will be considering as well as calls for
participation on campus committees or screening committees. The secretary for the Academic Senate
regularly sends out announcements to faculty when the minutes of the last meeting are posted. One of
the co-chairs of the Information Systems and Instructional Technology Committee sends out monthly
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reports of the proceedings of the committee meetings. The Outlook Exchange system, which is used
campuswide for the purposes of e-mail communications and scheduling, now contains a “Public Folder”
with a folder that contains meeting minutes and other important committee documents for every campus
standing committee. The contents of these folders are accessible both on and off campus to all Kern
Community College District employees on the Outlook Exchange system.
The College Council was formed in December 2002 with the intent of drawing representation from
administration, faculty, classified staff, and students to increase communication campuswide and to
facilitate timely decision-making by providing recommendations to the president on matters of budget
and institutional planning. The College Council and IEC were formed to replace the Budget and
Program Review Committee, which dealt not only with budgetary and planning issues, but also with
program review and modification and recommendations for new faculty, management, and classified
positions. The latter function has been taken over by the FCDC. Reorganizing the old Budget and
Program Review Committee into two committees with more focused charges would involve more faculty
and staff in the decision-making process. Also, this shift would facilitate more timely input. The College
Council meets twice a month.
At the start of spring 2006, the president began sending e-mail updates to all the college staff several
times a month. These messages contain campus news, upcoming events, and personnel changes. They
are a useful tool for keeping faculty and classified staff informed on campuswide issues of note.
Self Evaluation
In a survey conducted in spring 2004 on College Council, 44 percent of the faculty disagreed that
“since its inception, College Council has promoted improved communication on campus among faculty,
classified and administrators.” Only 22 percent of the faculty agreed with this statement, while the
other 34 percent were undecided. The Academic Senate was evenly divided in its assessment-27 percent
agreeing, 26 percent disagreeing, and 47 percent undecided. On the other hand, results among College
Council members were 87 percent in agreement that communication had improved with only 13 percent
disagreeing, and 0 undecided. The survey concluded that while there was some evidence of improvement
in communication and other areas, “a clearer means of communicating the governance process needs to
be developed and communicated effectively.”
The fall 2005 Bakersfield College Accreditation Employee Survey seems to indicate that the
approval rating for communication from the College Council has improved. In response to Question
70: “The College Council is an effective forum for communication of major campus issues,” nearly 43
percent of the administrators, faculty, and classified staff agreed, or strongly agreed with the statement,
but approximately 35 percent were still neutral, while approximately 21 percent disagreed or strongly
disagreed. The number of neutral responses may indicate, that a number of employees are still uncertain
as to the effectiveness of College Council in the communication process.
Students were also asked to respond to the statement “The College Council is an effective forum for
communication of major campus issues” on Item 12 of the Bakersfield College Accreditation Student
Survey. Of 999 responses, 35 percent of the students agreed or strongly agreed with the statement, while
the number who disagreed or strongly disagreed was quite small 7.5 percent. It is interesting to note
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Standard IV
that 37 percent of the students were “neutral,” and almost 20 percent felt that this question was “not
applicable.” These latter results may indicate that many students are not aware of the College Council or
its functions.
Another question in the Bakersfield College Accreditation Student survey also relates to this section
of Standard 4. Item 13 asked students to respond to the statement: “Bakersfield College makes effective
use of collegial dialogue to explore ideas and options across campus.” Approximately 43 percent of the
students agreed or strongly agreed with this statement, while 36 percent were neutral and only 9 percent
disagreed or strongly disagreed, while 12 percent felt this was “not applicable.” The low figures for
disagreement seem to indicate that for the most part students do feel that there is collegial dialogue on
the campus, or at least are neutral (or unconcerned) about the level of dialogue.
The Bakersfield College Accreditation Survey also asked employees to respond to the statement “The
Academic Senate is an effective forum for communication of major campus issues.” Approximately
55 percent of the respondents agreed or strongly agreed, while 28 percent were neutral and 14 percent
disagreed or strongly disagreed. This seems to indicate that many perceive the Academic Senate as a
more effective forum for communication than the College Council. The fact that only slightly more
than 50 percent of the survey participants agreed with the statement seems to indicate that despite e-mail
announcements to all about the posting of the Academic Senate minutes, and the availability of this
information on the college website, many employees still feel out of touch with what is going on in the
Academic Senate.
Results from the Bakersfield College Accreditation Employee Survey indicate that despite efforts
to make information widely available on the campus home page, in public folders in the campus e-mail
system, and through the creation of College Council, communication continues to be a problem. On
question 66 of the survey, “Bakersfield College constituents are aware of how planning, budgeting, and
personnel decisions are made at the college,” nearly 56 percent of the respondents disagreed or strongly
disagreed with this statement. Only 14 percent of the respondents agreed or strongly agreed, while
the other 30 percent were neutral. On question 69, “Bakersfield College communication on major
campus issues is effective,” approximately 48 percent of the survey participants either disagreed or
strongly disagreed. Only 24 percent agreed or strongly agreed with the statement and 28 percent were
neutral. Four of the 16 comments in response to question 76, “Please provide suggestions for improving
Bakersfield College’s leadership and governance,” mentioned improving communication.
The weekly e-mail news updates from the college president to all staff were initiated in spring 2006,
after the fall 2005 surveys. As such, the impact that the implementation of this new procedure will
have on campuswide communications can not be determined at present, but it promises to be a positive
improvement.
Planning Agenda
During the 2006-2007 academic year the College Council and Academic Senate will collaborate on
developing, implementing, and evaluating new methods to more effectively communicate to the college
community on campuswide issues.
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IV.A.4The institution advocates and demonstrates honesty and integrity in its
relationships with external agencies. It agrees to comply with Accrediting
Commission standards, policies, and guidelines, and Commission requirements
for public disclosure, self study and other reports, team visits, and prior
approval of substantive changes. The institution moves expeditiously to
respond to recommendations made by the Commission.
Descriptive Summary
Bakersfield College complies with accrediting commission standards, polices, and guidelines. In
response to the 2000 Evaluation Report from the Accreditation Commission for Community and Junior
Colleges, the college submitted an Interim Report in April 2000, a Progress Report in April 2003,
and a Midterm Report in October 2003. These reports have outlined how the college has aggressively
responded to the seven recommendations from the 2000 Accreditation Commission Report. This
information and various other documents relating to the 2000 accreditation process, including the 2000
Accreditation Self Study, are available online: http://www.bakersfieldcollege.edu/irp/Accreditation/2000_
SelfStudy?/+SelfStudy2000_Index.asp
Self Evaluation
Bakersfield College has responded to all of the recommendations of the fall 2000 Accreditation
Commission Report as detailed earlier in this document and continues to strive to achieve the highest
levels of quality as an accredited institution of higher education.
Planning Agenda
None
IV.A.5The role of leadership and the institution’s governance and decision making
structures and processes are regularly evaluated to assure their integrity
and effectiveness. The institution widely communicates the results of these
evaluations and uses them as the basis for improvement.
Descriptive Summary
A survey of the College Council was conducted in spring 2003 and another in spring 2004. The
Academic Senate planned to conduct a third survey in spring 2006. Since the concept of College
Council is a new one, these surveys will be used to collect feedback on its success as well as suggestions
for improvement. (See the addenda for the results of this survey.)
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Standard IV
The Noel-Levitz Student Satisfaction Inventory was administered in September 2005, with 1,824
students responding. The results of this survey were compared with the Noel-Levitz Student Satisfaction
Inventory administered in fall 2003. An analysis and comparison of the survey results identified 13
strengths, three of them new in 2005, and 14 challenges, one of them new in 2005. The results of these
two surveys are available online at the college website:
http://www.bakersfieldcollege.edu/irp/Surveys/Noel-Levitz/Noel-Levitz_Index.asp
The Noel-Levitz Institutional Priorities Survey was administered to college employees in September
2003 and September 2005. There were 101 respondents in 2005. Responses of the employees and
students were compared and ranked according to areas of greatest disagreement. In fall 2005, there was
significant disagreement on 25 out of the 60 items. This is five fewer areas of disagreement than in the
fall 2003 survey, which identified disagreement on 33 out of the 60 items.
In November 2005 an accreditation survey was administered to students and a second accreditation
survey was made available to administrative, faculty, adjunct, and classified employees. There were 693
student respondents to the Bakersfield College Accreditation Student Survey. The 27 questions were
developed to supplement the Noel-Levitz Student Satisfaction Inventory Survey. The Bakersfield College
Employee Accreditation Survey was composed of 75 questions created by members of the Accreditation
Self-Study Committee to supplement the findings of the Noel-Levitz Institutional Priorities Survey. This
survey was available online and received 72 employee responses.
Self Evaluation
Aside from the College Council Survey conducted in spring 2003 and 2004, Bakersfield College
has not routinely evaluated its governance and decision-making structures. In fall 2005, however,
four surveys were conducted: Noel-Levitz –Student Satisfaction Inventory; Noel-Levitz Institutional
Priorities Survey (Employees); Accreditation Student Survey; Accreditation Employee Survey. Since the
Noel-Levitz Student Satisfaction Inventory was also administered in fall 2003, the results can easily be
compared. Of the 16 strengths identified in fall 2005, 13 were repeated from the fall 2003 survey. Of
14 challenges, 13 were the same as in the fall 2003 survey. This indicates a stasis that is not surprising
given the fact that the surveys were administered only two years apart. It is too soon to determine if the
results of any of these surveys will have an impact on decision-making at Bakersfield College.
In March 2003, Bakersfield College hired a director of institutional research and planning, currently
a vacant position. As a result of his two-year tenure, statistical analyses of various college programs,
student and employee demographics, and surveys have been made widely available. Many of these
published reports have been posted on the Bakersfield College home page and can be located at: http://
www.bakersfieldcollege.edu/irp/irp_Home.asp
Planning Agenda
The College Council will continue the ongoing process of evaluation in order to strive for continuous
improvement in the institution’s governance and decision making structures and processes.
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IV.B Board and Administrative Organization
In addition to the leadership of individuals and constituencies, institutions recognize
the designated responsibilities of the governing board for setting policies and of
the chief administrator for the effective operation of the institution. Multi-college
districts/systems clearly define the organizational roles of the district/system and the
colleges.
IV.B.1The institution has a governing board that is responsible for establishing
policies to assure the quality, integrity, and effectiveness of the student
learning programs and services and the financial stability of the institution.
The governing board adheres to a clearly defined policy for selecting and
evaluating the chief administrator for the college or the district/system.
Descriptive Summary
The Kern Community College District Board of Trustees is the governing body of the district. The
district service area is divided into five segments for elected representatives. Of the seven members of
the Kern Community College District Board of Trustees, two members represent central Bakersfield,
two represent southwest Bakersfield, and one each represents Porterville, Ridgecrest, and northeastern
Kern County. A student member serves on the board for a one-year term and is elected by the student
government association of a college. The student trustee represent a different college each year on a
rotational basis.
The Board Policy Manual is a comprehensive document that enumerates all policies and procedures
of the district regarding the ongoing delivery of services at the college and the district office. Bakersfield
College adheres to the policies and procedures in the policy manual.
The Policy Manual provides a specific process for the selection and evaluation of the district
chancellor and the college president.
Self Evaluation
During spring 2005, the college and district completed the selection process for the new president at
Bakersfield College. The process followed established Board Policy. The college meets this standard.
Planning Agenda
None
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Standard IV
IV.B.1.a The governing board is an independent policy-making body that
reflects the public interest in board activities and decisions. Once
the board reaches a decision, it acts as a whole. It advocates for
and defends the institution and protects it from undue influence or
pressure.
Descriptive Summary
As stated in the Board Policy Manual (2B2), “A candidate must be an elector residing in and
registered to vote in the area to be represented. Members of the Kern Community College District
Board of Trustees shall be elected by the electors of the area in which the member(s) resides.”
As the members are elected from within their respective communities, each member reflects the
interest of his/her constituency. Collectively, the board represents the public of the district and its
colleges.
Self Evaluation
Trustees are elected by the citizens of the communities in the district service area. They are both
visible and active members of these communities. They serve as intermediaries between the district, its
employees and the public; creating opportunities for broad input on district policies.
Planning Agenda
None
IV.B.1.b The governing board establishes policies consistent with the mission
statement to ensure the quality, integrity, and improvement of
student learning programs and services and the resources necessary
to support them.
Descriptive Summary
The Educational Values section of the Board Policy Manual (1B2A) states that the Kern Community
College District Board of Trustees “values the teaching-learning process; individual students and staff;
change and efforts to improve learning; student access while maintaining academic integrity; student
and staff diversity; a broadly-based, systematic approach to decision-making; and partnerships with the
community.
Section 2A1 of the Policy Manual states, “The Kern Community College District Board of Trustees
as the controlling body of the district is charged with approving and adopting the policies for the
operation of the district; determining that adequate funds are available to enable the staff to execute these
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policies; and acting as a board of appeals.” These policies are in support of the college efforts toward the
development and implementation of its student learning programs and services.
Self Evaluation
The board exercises its responsibilities according to its policy, the laws and the regulations as set forth
by the Board of Governors of the California Community Colleges.
Planning Agenda
None
IV.B.1.c The governing board has ultimate responsibility for educational
quality, legal matters, and financial integrity.
Descriptive Summary
The Board Policy Manual, Section 2A1, states:
“The Kern Community College District Board of Trustees as the controlling body of the district is
charged with: (1) approving and adopting the policies for the operation of the district, (2) determining
that adequate funds are available to enable the staff to execute these policies, and (3) acting as a board of
appeals. The Board shall exercise all the powers, duties, responsibilities and obligations given to it by law.
Its primary function is the determination of general policies for and exercise of general supervision of the
district. The details and administration thereof shall be carried out by its officers and employees.”
Self Evaluation
The board exercises its responsibilities according to its policy, the laws and the regulations as set forth
by the Board of Governors of the California Community Colleges. Procedures are in place for continual
monitoring and updating of board policies and procedures.
Planning Agenda
None
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Standard IV
IV.B.1.d The institution or the governing board publishes the board bylaws
and policies specifying the board’s size, duties, responsibilities,
structure, and operating procedures.
Descriptive Summary
The Board Policy Manual is published, regularly updated, and imade available to all district
employees and the public. It is available on the district website. Hard copies are available in various
offices at the campus and centers of the college.
Self Evaluation
The district meets this standard.
Planning Agenda
None
IV.B.1.e The governing board acts in a manner consistent with its policies and
bylaws. The board regularly evaluates its policies and practices and
revises them as necessary.
Descriptive Summary
Board Policy changes are reviewed by the Chancellor’s Cabinet and may be recommended by the
various participatory governance groups within the district. Initially, these changes are brought to the
cabinet as information, allowing the members to solicit input from their constituent groups before the
change is agendized for action. Once the cabinet members have reached agreement, these recommended
policy changes are brought to the board for review and approval. Board policies and procedures are
regularly updated as appropriate.
Self Evaluation
The board functions in accordance with its legal authority and assumes ultimate responsibility for
the operations, programs, and services of the district and its colleges. Procedures are in place for the
continual monitoring and updating of the board’s policies and procedures.
Planning Agenda
None
213
Bakersfield College
IV.B.1.f The governing board has a program for board development and new
member orientation. It has a mechanism for providing for continuity
of board membership and staggered terms of office.
Descriptive Summary
The four-year terms of the board members are staggered in an effort to provide continuity of
membership. The one-year term of the student trustee is rotated among the three colleges of the district.
New board members are oriented by the chancellor and board president and encouraged to attend the
new trustee orientation held at the state level.
Self Evaluation
The Board regularly schedules work-study sessions which are intended to broaden the knowledge and
understanding of college and district operations.
Planning Agenda
None
IV.B.1.g The governing board’s self-evaluation processes for assessing board
performance are clearly defined, implemented, and published in its
policies or bylaws.
Descriptive Summary
The Board Policy Manual does not contain a board self-evaluation process.
Self Evaluation
The most recent board self-evaluation was conducted in 2000-2001, and both the written results and
the framework used for the evaluation process are available in the Chancellor’s Office.
Planning Agenda
The board will establish a timeline to develop, publish, and implement a self-evaluation process.
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Standard IV
IV.B.1.h The governing board has a code of ethics that includes a clearly
defined policy for dealing with behavior that violates its code.
Descriptive Summary
The Board Policy Manual contains a Board Statement of Ethics (2F). It does not include a policy for
dealing with behavior that violates this policy.
Self Evaluation
The Board Policy Manual, Section 2E “Conflict of Interest Statement” and Section 2F “Statement of
Ethics” define what is expected of board members with regard to ethical behavior, but it does not indicate
the procedures that will be used for any violations.
Planning Agenda
The board will establish a timeline to develop a policy that addresses dealing with behavior that
violates the board “Statement of Ethics.”
IV.B.1.i The governing board is informed about and involved in the
accreditation process.
Descriptive Summary
The chancellor and college presidents update trustees on the steps of the accreditation and self study
process at their regular meetings. On March 27, 2006, the Board Evaluation Accreditation Committee
met with the self study chairs and college presidents to discuss accreditation and the initial draft of the
self study documents. Board members review an initial draft of the self study document and provide
recommendations during a regular meeting. As the final form of the self study document is completed,
it is again presented to the board for its review and approval prior to distribution to the visiting team
members and the commission.
Self Evaluation
The board is informed about the accreditation process and is involved to the extent that they
individually have time to devote to the process.
Planning Agenda
None
215
Bakersfield College
IV.B.1.jThe governing board has the responsibility for selecting and
evaluating the district/system chief administrator (most often known
as the chancellor) in a multi-college district/system or the college
chief administrator (most often known as the president) in the case
of a single college. The governing board delegates full responsibility
and authority to him/her to implement and administer board policies
without board interference and holds him/her accountable for the
operation of the district/system or college, respectively.
Descriptive Summary
The Board Policy Manual states: “The Board shall determine the administrative organization
necessary to execute District Policies. It shall elect a Chancellor and such other officers as may be
required and fix their compensation and terms of office. The Board shall hold the Chancellor responsible
for the efficient administration and supervision of the entire system and shall evaluate the Chancellor.
The administration of the Kern Community College District is that of line and staff. Employees should
conduct college or District business according to this organizational arrangement. The college president’s
administrative organization shall be the established authority on campus. Staff members should report
to the designated administrator on specific problems. The college president is the final authority at the
college level.”
Self Evaluation
The board follows this policy and meets this standard.
Planning Agenda
None
IV.B.2The president has primary responsibility for the quality of the institution
he/she leads. He/she provides effective leadership in planning, organizing,
budgeting, selecting and developing personnel, and assessing institutional
effectiveness.
IV.B.2.a The president plans, oversees, and evaluates an administrative
structure organized and staffed to reflect the institution’s purposes,
size, and complexity. He/she delegates authority to administrators
and others consistent with their responsibilities, as appropriate.
216
Standard IV
Descriptive Summary
Board Policy states: “The College President’s administrative organization shall be the established
authority on campus. Staff members should report to the designated administrator on specific problems.
The College President is the final authority at the College level.”
Administrative staff evaluations are conducted following Board Policy and often involve evaluative
input from a broad range of college personnel.
Self Evaluation
A new president for Bakersfield College was elected in April 2005. The president provides effective
leadership and assumes the responsibilities as outlined in Board Policy.
The level of administrative staff positions is adequate to manage Bakersfield College. While there are
several vacant positions, interim appointments and delegation of additional authority allows the college
to be managed appropriately. It is the president’s expectation that administrators are responsible for their
areas while he provides overarching leadership.
Planning Agenda
As Bakersfield College continues to grow in size, sites and complexity, the College Council will be
asked to annually evaluate the number and efficacy of the administrative staff and make recommendation
to the president.
IV.B.2.bThe president guides institutional improvement of the teaching and
learning environment by the following:
•Establishing a collegial process that sets values, goals, and
priorities;
•Ensuring that evaluation and planning rely on high quality
research and analysis on external and internal conditions;
•Ensuring that educational planning is integrated with resource
planning and distribution to achieve student learning outcomes;
and
•Establishing procedures to evaluate overall institutional planning
and implementation efforts.
217
Bakersfield College
Descriptive Summary
In consultation with the College Council, the president establishes annual institutional priorities
that are included in the update of the EMP. These institutional priorities reflect the ongoing effort to
continually improve the effectiveness of the college’s operations through implementation and evaluation
of the EMP. They are based on the college’s mission, vision, and goals. Institutional priorities are an
outgrowth of the college’s unit plans. Research guides and informs the units of the college as they plan
for the future.
A range of participatory governance committees address the related issues of institutional planning
and review, budget development, and institutional effectiveness. All provide direct input to the College
Council.
Self Evaluation
The president provides leadership that fosters consensus building and collegial governance. The
EMP is the driving force in budget development and institutional assessment. Staffing needs are
based on growth and need projections recorded in each plan. The Office of Institutional Research and
Planning provides a wide range of data which is integrated into the plan by the operational units.
Planning Agenda
None
IV.B.2.c The president assures the implementation of statutes, regulations,
and governing board policies and assures that institutional practices
are consistent with institutional mission and policies.
Descriptive Summary
The president directs the efforts of the college to ensure that it adheres to state laws and statutes and
district policies and procedures.
The President’s Cabinet meets monthly to discuss recommendations from the College Council and to
provide assistance and direction in the implementation of policies and statutes.
218
Standard IV
Self Evaluation
The president provides effective leadership and ensures that all statutes, regulations and board
policies and procedures are consistently applied.
Planning Agenda
None
IV.B.2.d The president effectively controls budget and expenditures.
Descriptive Summary
The College Council and its Budget Development Committee provide general oversight to the
development of the college budget. All budget managers are responsible for management of their
budgetary allocations, but the president maintains final authority and responsibility for the budget and
expenditures.
Self Evaluation
The college president holds weekly meetings with the Director of Business Services to monitor
budgets and expenditures. The Director of Business Services provides twice-monthly reports to the
College Council concerning the status of the budget.
Planning Agenda
During 2006-2007, the Budget Development Committee of the College Council will complete work
on documenting the detailed budget development processes of the College.
IV.B.2.e The president works and communicates effectively with the
communities served by the institution.
Descriptive Summary
The president is the chief administrative/educational officer of Bakersfield College. He reports to
the chancellor and is responsible for the total college program. He provides leadership for the college
219
Bakersfield College
community. He is responsible for planning, overseeing, and evaluating the administrative structure
and staffing of the college. The president works with the President’s Cabinet, which is comprised of the
senior administrators and budget managers, to ensure that resources are efficiently managed and the
recommendations are effectively implemented. The college president takes recommendations made by
the President’s Cabinet, Administrative Council, the College Council, the IEC, the Information Systems
and Instructional Technology Committee, and the other college governance committees that deal with
resource allocation. These recommendations are based on college priorities and the mission, vision, and
goals of the college.
The college’s administrative structure is outlined in the organizational chart. The president, along
with faculty and managers, supports the college’s program review and master planning funding cycle.
Through this process, educational planning is integrated with resource planning and distribution.
The president continues to support a college-wide dialogue to review institutional commitments as
well as to develop and define student learning outcomes and methods of evaluation of those outcomes.
Based on the results of this dialogue, the college will develop a long-term, seven- to 10-year educational
and facilities master plan. This long-term master plan is particularly important at this time because
of the district’s success in getting voter approval of Measure G. This bond initiative was approved on
November 5, 2002, to fund renovations and infrastructure upgrades as well as major construction
projects for the district. Bakersfield College is allocated $115 million to construct new buildings; to
acquire property, classroom, and lab space off-campus [[4001]]; and to complete the remodel/renovation
of the Applied Science and Technology Facilities, Student Services Building, Math, and Allied Health
buildings. In addition, the funds will be used to address infrastructure and access issues.
The president has requested a review of the governance and administrative structure of the college
to streamline the shared governance committee and reporting structure and to eliminate redundant or
inoperative committees [[4002]]. He has also initiated a review of the administrative organization of the
college.
The president regularly attends college events, and he frequently represents the college at local
functions and on state-wide committees, requiring him to travel and be away from campus. The
president holds monthly College Open Forums during the lunch hour and the early evening. Typically,
there is no agenda for the Forums; rather this is a time for open discussion on any topic.
Self Evaluation
The president, who started his new role in April 2005, does an excellent job integrating educational
and resources planning and distribution so that the college meets its mission and students achieve their
goals. He is particularly good at empowering and delegating, managing enrollment, and optimizing
funding.
The president has made a strong commitment to working with the Bakersfield College community
and to strengthening the bridge with California State University, Bakersfield.
220
Standard IV
The college president, working with the district and college administrations, ensures the
implementation of federal and state statutes and regulations and board policies. As notice of changes is
received, he directs the compliance by the campus administration.
The president delegates authority appropriately within an administrative structure that reflects the
size, complexity, and mission of the college. The college president follows the collegial process for setting
values, goals, and priorities, and for maintaining the integrity of the college at all levels. He meets with
and shares information from Chancellor’s Cabinet. He also relies on information exchange with the
Academic Senate president, Student Government Association president, classified representative, and the
faculty representatives at the College Council meetings.
One major change that has not yet been evaluated is the institutionalization of the 16-week calendar,
beginning fall 2002.
One of the most important tasks facing the president and the college is to plan for improvements
and expansion of the college’s facilities. The service area is one of the most rapidly growing communities
in the state. The president is responsible for ensuring appropriate input from all constituent groups and
overseeing the planning process for facilities improvement and new construction.
As a result of this self evaluation, the following tasks were identified for program improvement:
• Increase the president’s visibility and interactions on campus
• Hold regular convocations for full- and part-time faculty and staff during evening and daytime
hours; present plans, timelines, and progress of campus remodeling and construction efforts; and discuss
these efforts with all campus constituencies.
Planning Agenda
Commencing with the 2006-2007 academic year, the recently created Facilities Planning
Subcommittee of the College Council will implement and evaluate improved methods of communication
concerning the construction of new or remodeled facilities; planning of such construction; and advising
faculty and staff of plans, project committees, timelines, and progress of all building efforts.
IV.B.3 In multi-college districts or systems, the district/system provides primary
leadership in setting and communicating expectations of educational
excellence and integrity throughout the district/system and assures support
for the effective operation of the colleges. It establishes clearly defined roles of
authority and responsibility between the colleges and the district/system and
acts as the liaison between the colleges and the governing board.
Descriptive Summary
The district works collaboratively with the colleges to ensure communication throughout the district.
The district does not involve itself in the daily operations of the colleges.
221
Bakersfield College
Since the last accreditation effort, the district and college have experienced changes in leadership.
The following Kern Community College District history of leadership by its principals, superintendents,
and chancellors reflects these changes:
G.E. Congre
B.S. Gowen
A.J. Ludden
H.A. Spindt
T.L. Nelson
Theron McCuen
Edward Simonsen
James Young
Joseph Conte
Walter Packard
Jerry Young
Sandra Serrano
1913 to 1915
1915 to 1916
1916 to 1922
1922 to 1938
1938 to 1945
1945 to 1968
1968 to 1978
1978 to 1999
1999
1999 to 2003
2003 to 2004
since 2004
(Principal)
(Principal)
(Principal)
(Principal/Superintendent)
(Superintendent)
(Superintendent)
(Chancellor)
(Chancellor)
(Interim Chancellor)
(Chancellor)
(Interim Chancellor)
(Chancellor)
Bakersfield College has had a similar history:
Paul Vandereike
Grace Van Dyke Bird
Ralph Prator
Edward Simonsen
Burns Finlinson
John J. Collins
Richard Wright
Robert Allison
Sandra Serrano
Lincoln Hall
William Andrews
1913 to 1921
1921 to 1950
1950 to 1958
1958 to 1968
1968 to 1972
1972 to 1983
1983 to 1997
1997 to 1998
1998 to 2004
2004 to 2005
since 2005
(Dean)
(Dean/Director)
(President)
(President)
(President)
(President)
(President)
(Interim President)
(President)
(Interim President)
(President)
Over the past six years, two major attempts were made to better define the relationship between
the district and the college. The philosophical foundations of the two are significantly different. The
first effort sought to characterize the district in a support role for three essentially independent but
confederate colleges. The second defined the district as the central authority for policy, compliance and
coordination in stricter keeping with the Kern Community College District Board Policy Manual.
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Standard IV
Self Evaluation
Since the arrival of the current chancellor, the creation of a full-time auditor position and other
efforts, the district has begun a comprehensive review and revision of budgeting, auditing and accounting
procedures and reporting with the intent of standardizing and unifying fiscal and other operations.
During the past two years, the district has implemented organizational modifications in terms of
responsibilities, duties, and reporting lines. The district recently distributed a revised organizational
chart to the colleges in order to clarify reporting lines and responsibilities.
Planning Agenda
None
IV.B.3.aThe district/system clearly delineates and communicates the
operational responsibilities and functions of the district/system from
those of the colleges and consistently adheres to this delineation
practice.
Descriptive Summary
The Kern Community College Districts exists to ensure compliance with the law and board policy,
to provide leadership and better coordinate district-wide endeavors, and to protect and promote all
member colleges.
The district follows transactions for appropriateness and compliance with policy/state law. The
district also is the official reporting entity to state and federal authorities. Ultimately, the Kern
Community College District is the custodian of the records (processing and reporting). The district also
provides centralized services, such as Information Technology, Human Resources, and Business Services.
This centralization has not only led to economies of scale, but has also enabled the colleges to operate at a
higher academic level because of the costs savings realized.
Self Evaluation
The role and responsibilities of the district and its administrative officers/departments are clearly
defined in the district and board policy manuals and summarized on the district’s website.
Planning Agenda
None
223
Bakersfield College
IV.B.3.b The district/system provides effective services that support the
colleges in their missions and functions.
Descriptive Summary
During the past two years, and with a new Chancellor on board, the district has consistently made
efforts to improve its systems in support of the colleges. The major service units have undergone detailed
analysis by both internal and external evaluators. It is expected that some of the system improvements
will be implemented during the 2006-2007 fiscal year.
Financial feedback systems direct contact between users and system providers (Auditor, Business
Services, Information Technology, etc.). One of the responsibilities of the independent auditor has been
to provide feedback to district providers regarding the effectiveness of its systems, resulting in substantive
changes (detailed below under Standard B.3.d).
Additional feedback is provided through the Chancellor’s Cabinet from problems identified by
users or from data in regular reports. Some improvement or changes have been made to systems
based on directives from the chancellor following recommendations by the KH study, a district-wide
organizational/operational audit of the Kern Community College District.
Self Evaluation
Planning Agenda
None
IV.B.3.c The district/system provides fair distribution of resources that are
adequate to support the effective operation of the colleges.
Descriptive Summary
A collegially developed budget allocation model determines the distribution of resources. There is
a perception held by some employees that the distribution of resources is not adequate to support the
colleges. It may be impossible to completely eliminate this perception as additional funds are always
needed by the colleges.
Currently, calculations are based on budgeted amounts versus actual expenditures each year. This
approach has led to stability in the planning process as budgets are predictable, whereas actual expenses
224
Standard IV
are not. Also, this system has allowed for carryover as an incentive not to spend the entire budget when
not necessary.
Self Evaluation
The chancellor, recognizing that the model needs improvement, has established a working group that
is charged with producing a new budget allocation model by the end of fall 2006.
Planning Agenda
By the end of the 2006 calendar year, a revised district budget allocation model will be completed for
review and discussion by the district community.
IV.B.3.d The district/system effectively controls its expenditures.
Descriptive Summary
Bakersfield College and its sister institutions operate as a district. The college’s financial health
is the district’s financial health. The new organizational budget approval system implemented in the
2005-2006 fiscal year creates an approval process that mirrors the organizational chart, with a hierarchy
starting at the program manager level and increasing controls added with increases in the dollar amount.
Disbursement of funds is based on the approval process with district verification that the documentation
supporting the transaction is in the system.
Oversight is provided by the internal auditor who focuses on problems, integrity of the data, and
investigations when necessary.
All fiscal policy and procedures are outlined in Section Three of the Kern Community College
District Board Policy Manual, which speaks to budgeting, revenue, expenses, reimbursement, travel,
facilities, contract policies, and any other areas that affect finances.
Self Evaluation
The Kern Community College District Board of Trustees through the Chancellor, Internal Auditor,
and the district Chief Financial Officer implements processes to ensure that budgets and expenditures
are effectively managed and controlled. The district Chief Financial Officer provides monthly budget
updates at all board meetings and responds to questions from guests in the audience. Errors in
purchasing and budget are brought to the attention of college president and business services directors for
resolution.
225
Bakersfield College
Planning Agenda
None
IV.B.3.eThe chancellor gives full responsibility and authority to the
presidents of the colleges to implement and administer delegated
district/system policies without his/her interference and holds them
accountable for the operation of the colleges.
Descriptive Summary
Board Policy section 2A2 states: “The College President is the final authority at the College level”
and “the College President’s administrative organization shall be the established authority on campus.
Staff members should report to the designated administrator on specific problems.”
The president is the chief executive officer of the college. He is responsible for all operations and
performance at the college level. All board actions emanating from the college must bear the president’s
signature before they can be approved by the Kern Community College District Board of Trustees.
This separation of responsibility and authority is also demonstrated in the progressive movement to
“drive down” responsibility. For example, the business manager at each campus is responsible for that
level of fiscal/financial operation and reports to the president. The business manager is charged with
applying district-wide policy at the campus level.
Self Evaluation
The president of Bakersfield College specifies that the Chancellor gives him full authority to
administer district policies. The Chancellor holds him accountable for all operations of Bakersfield
College.
This standard is met.
Planning Agenda
None
226
Standard IV
IV.B.3.fThe district/system acts as the liaison between the colleges and the
governing board. The district/system and the colleges use effective
methods of communication, and they exchange information in a
timely manner.
Descriptive Summary
The board meets on a monthly basis with annual meeting dates, times, and locations approved at
the annual organizational meeting. The meeting calendar is broadly distributed. It is typical for the
board to receive reports from student, faculty, staff, unions, and administration representatives. The
Chancellor and college presidents also make brief reports. Brief format unapproved minutes of the board
are distributed widely by the Chancellor’s Office. It is common for the Bakersfield College president to
include comments on board actions in his weekly newsletter to the college community.
The Chancellor’s Cabinet, comprised of college presidents, vice-presidents, senate presidents, and
union representatives as well as student representatives, serves as the advise-and-consent body to the
Chancellor.
Although policy can start anywhere (senates, campuses, presidents)any policy must ultimately go
through the Chancellor’s Cabinet for discussion and advice to the chancellor, and then finally to the
Kern Community College District Board of Trustees to become official district policy.
Self Evaluation
The geography of the Kern Community College District poses a barrier to full and effective
participation and the sharing of information in a timely manner. Cerro Coso Community College is a
2.5 hour drive from the district office, and Porterville College is more than one hour away by car. This
impediment affects all the colleges, including Bakersfield College, as Chancellor’s Cabinet meetings are
rotated to each campus. Communication between the Kern Community College District administration
and its institutions is often delivered via email, the reliance on which has not always served either the
district or the colleges well.
On the positive side, the district is a model for providing information on its activities, board
meetings, etc. All agendas, minutes, and announcements are regularly posted in a timely manner to the
entire district.
Planning Agenda
None
227
Bakersfield College
IV.B.3.gThe district/system regularly evaluates district/system role
delineation and governance and decision-making structures and
processes to assure their integrity and effectiveness in assisting the
colleges in meeting educational goals. The district/system widely
communicates the results of these evaluations and uses them as the
basis for improvement.
Descriptive Summary
Over the past two years a task force formed by the chancellor evaluated all district-wide committees
and made recommendations regarding how these committees could be modified, reduced or eliminated
in order to improve effectiveness and efficiency. After review by the Chancellor’s Cabinet, the majority of
the recommendations of the task force were implemented.
Self Evaluation
There is no process in place to ensure the regular evaluation of the district/system role delineation
and governance and decision-making structures and processes. The district does not meet this standard.
Planning Agenda
During the 2006-07 academic year, the Chancellor’s Cabinet will address its role in the systematic
evaluation of the effectiveness and integrity of governance and decision-making structures and processes.
228
Standard IV
List of Evidence
Standard I
1001 . .....http://www.bakersfieldcollege.edu/about/vision/
1002 . .....Mission Statement Committee Meeting Minutes
1003 . .....Catalog, Schedule, and http://www.bakersfieldcollege.edu/about/vision/
1004 ......Kern Community College District Board of Trustees minutes, approval of mission
1005 . .....Bakersfield College Survey: Mission & Overall Effectiveness survey and results
1006 ......Program review cycle
1007 ......EMP
1009 ......IEC Committee Charge
1010 .......Timeline of SLO development at Bakersfield College
1015 .......College Catalog
1017 .......Curriculum Committee Minutes, Course Approval Form
1018 .......College Council Minutes, Budget Approval Process
1020 . .....EMP
1021 .......Budget & Program Review Minutes, College Council and IEC Charge
1022 . .....Academic Senate Assessment Committee and the Enrollment Management Committee
Charges
1024 . .....Academic Senate Assessment Committee Minutes
1025 . .....Enrollment Management Committee Charge
1026 . .....Enrollment Management Committee – First report to campus
1027 . .....Bakersfield College Biology Benchmark Data
1028 . .....College Council Meeting Schedule 2006-2007
1032 . .....Bakersfield College’s Assessment Tapestry
1029 . .....California Academic Senate citation of Bakersfield College assessment philosophy
1030 . .....Frenzy, Fad, or New Reality: Understanding Student Outcomes Assessment at Bakersfield
College
1031 .......Institutional Assessment Plan/Cycle document
1035 .......NSF/InSites Grant Information
1038........Assessment Committee minutes/plan
1039 . .....SLO Project Matrices
1039b . ...Program Level SLOs
1040 ......Curriculum Committee minutes related to General Education Outcomes
1041 . .....Assessment Committee List of Institutional SLOs
1042 ......Bakersfield College Assessment Website
1043 ......Schedule of assessment training workshops and events
1044 ......Office of Institutional and Planning Annual Report
229
Bakersfield College
Standard II
2001 ......College Catalog
2002 ......Class Schedule
2003 ......Delano Center statistics and offerings
2004 ......www.bakersfieldcollege.edu/schedule
2005 ......Assessment Plan and cited documents
2006 ......Student Success Lab survey data
2007 ......Professional Development Task force white paper
2008 ......Board Policy Manual
2009 ......Faculty Contract
2010 . .....Student Handbook
2011 .......Bakersfield College Codes of Conduct
2012 . .....Faculty survey results regarding academic freedom
2013 . .....Counseling focus group data/records
2014 . .....The Kern Community College District Information Technology Security Plan
2015 .......Accreditation Survey and results
2016 . .....Grace Van Dyke Bird Library collections
2017 .......Assistive Hardware and Software summary
2018 . .....Summary of equipment and software in the Professional Growth Center
Standard III
3019 .......Draft of Projected Facility Project Budget Plan Bakersfield College
3020 ......Bakersfield College Resource and Facilities Master Plan 2004
3021 . .....Projected Facility Project Budget Plan
3001........Evidence of employee satisfaction with technology support
3002 ......Network upgrade plan, meeting minutes, records
3003 ......EMP
3004 ......Bakersfield College Classroom Media Equipment List
3005 ......2005 Distance Education Student Survey and results
3006 ......Information Services Goals
3007 ......Computer Lab List and Data
3008 ......Schedule of technology training workshops 2005-2006
3009 ......Network upgrade summary
3010 . .....Workshop survey and results
3011 .......Online Student Handbook
3012 . .....Online Technology Tutorials
3013 . .....Help Desk Software Summary/Description
3014 . .....Summary of work orders for 2005-2006
3015 .......State College Staffing Guidelines
3016 . .....District study covering disaster recovery and planning
3017 .......Campus technology Survey and results
3018 . .....InfoNet Recommendations
230
Standard IV
3101 .......Kern Community College District Adopted Budget FY 2005-06)
3104 . .....Kern Community College District Adopted Budget FY 2002-03)
3106 . .....Kern Community College District Adopted Budget FY 2000-01)
3108 . .....Excel Table of Summary of Budgets
3109 . .....Bakersfield College’s EMP
3110 .......Kern Community College District Facilities Master Plan
3111 .......Bakersfield College Mission Statement
3112 .......Information on Measure G
3113 .......FTES Handout from 2005 Workshop
3114 .......Financial Section past Accreditation Self Study
3115 .......Kern Community College District Strategic Plan and information
3116 .......Summary of Audit Findings for Bakersfield College
3117 .......Academic Senate Annual Goals 04-05 and 05-06
Kern Community College District Audit, for the period ending June 30, 2000 duplicate
3118 .......Kern Community College District Audit, for the period ending June 30, 2000
3120 . .....Kern Community College District Audit, for the period ending June 30, 2002
3122 . .....Kern Community College District Audit, for the period ending June 30, 2004
3123 . .....KH Consulting Group: Management Consultants
(An Organizational & Operations Effectiveness Study: Mar. 15, 2001)
3124 . .....College Council Evaluation Survey
3125 .......Budget Allocation Task Force Narrative Overview
3126 . .....Planning Committee White Paper
3127 . .....Participatory Governance Matrix
3128 . .....Faculty Position Request
3129 . .....Fringe Benefits committee motion
3130 . .....Power Point Presentation by the Budget Development Committee
Standard IV
4001 ......Measure G Summary
4002 ......Governance review
231
Bakersfield College
Vision
Bakersfield College will be known for its excellence.
We will collaborate in community development, foster
cooperative efforts and cultivate partnerships. We will
ensure student success through innovation and high
standards of service and achievement. Our success
will be measured by the individuals and communities
we serve.
Mission
Bakersfield College provides the quality instruction
and services our diverse community needs in order to
achieve personal, academic and occupational success.
Goals
• To provide all students with the competencies
necessary for learning and earning
• To increase funding
• To increase operational flexibility
• To require accountability
• To improve our public image and support
• To improve college climate and culture
• To effectively allocate resources
1801 Panorama Drive
bakersfieldcollege.edu

Bakersfield College Self Study

Transcription

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