Accreditation Update & Quick Guide To Essential Resources - Skyline College
Accreditation Update& Quick Guide to Essential ResourcesAugust 2013Skyline College Mission Statement: To empower and transform a global community of learners1
Table of ContentsPart I: Accreditation Update . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Accreditation Refresher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Accreditation Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Upcoming Site Visit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4External Evaluation Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Accreditation Website . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Accreditation Across the Nation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Institutional Student Learning Outcomes (ISLOs) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Part 2: Quick Guide to Essential Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9San Mateo County Community College District (SMCCCD) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Organizational Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Major Developments in Board Policies & Procedures Since Last Accreditation . . . . . . . . . . . . . . . . . . . . . . . 10About Skyline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Skyline College Mission-Vision-Values Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1Skyline College Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Strategic Priorities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Diversity Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Organizational Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Participatory Governance and Integrated Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Major Developments in Participatory Government and planning Since Last Accreditation . . . . . . . . . . . . . . 17Student Learning Outcomes and Assessment Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Part 3: Essential Plans, Planning Tools, and Handbooks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211. College Plans and Handbooks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Education Master Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Strategic Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Human Resources Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Comprehensive Diversity Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Technology Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Sustainability Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Skyline College Events and Conference Initiative & Marketing Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Professional Development Resources Handbook. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24Faculty Handbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25General Education Handbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25Student Handbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .262. District Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Strategic Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Facilities Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263. Planning Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Administrative Leadership Unit Review (ALUR). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Comprehensive Program Review and Annual Program Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28Balanced Score Card (BSC) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Part 4: Key Websites and Additional Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Center for Transformative Teaching & Learning (CTTL) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Office of Planning Research and Institutional Effectiveness (PRIE). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Distance Education Website . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Distance Education Handbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31District Gateway to Distance Education Website . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Faculty Website . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32Curriculum Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Glossary of Acronyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
As we enter the Fall 2013 semester, Skyline Collegeis preparing for the external evaluation component of our accreditationprocess, described in greater detail below. If you are new to the campuscommunity, or have remaining questions about accreditation, we hope thatyou find this Quick Guide to be a useful resource. We also encourage you toperuse more detailed information at the links x.phpSelf Evaluation Volume One: Introduction, Standard I, tionselfevaluation/assets/3Volume I Final updateWeb091213.pdfSelf Evaluation Volume Two: Standard III, Standard IV, nselfevaluation/VII%20Final%20Electronic.pdfThe accreditation process has also afforded opportunities for increasedreflection and dialogue, and for improving how we document and communicate the stellar work of the College—enriching our already strong participatory processes and assessment mechanisms, and capturing decades ofvaluable institutional memory through a comprehensive documentationeffort that preserves both historic and emergent best thinking. This QuickGuide provides a centralized hub for accessing the most currentinformation through key College and District documents and web resources.The accreditation external evaluation team will be asking questions of us asthey walk around campus. Here are some.Questions You are Likely to be Asked1. What is the college Mission-Vision-6. How do decisions get made at Skyline2. What is the student learning7. Where do you find information about3. What goals do you have for your8. What does the District do for theValues? And how do they affect whatyou do?experience at Skyline College?students and how do you know theyare achieving them?4. What part have you played inassessment?5. How does Skyline College prepareits students for successful careers,meaningful lives, and, where appropriate, further education?College? What avenues do you have toparticipate in decision-making?college plans and achievements?college? Is that working well?9. Do you have the resources andsupport you need to do your job?10. Is Skyline College a place where allstudents and employees are treatedequitably and with respect?Note:Answers to thesequestions areindicated throughout this guide bythis icon:Q#The number in eachicon corresponds toits question.Also, a glossary ofacronyms is available on page 34Skyline College Mission Statement: To empower and transform a global community of learners3
Part 1Accreditation Update:Preparing for the October VisitAccreditation Refresher:The Upcoming Site Visit“Accreditation is a system of self regulation developed byhigher education institutions to evaluate overall institutional quality and encourage continual improvement. Collegesand universities form membership associations to set up anaccrediting agency and work with that agency to establishthe quality standards used to rigorously evaluate the institutions. Accreditation Standards represent the best practices in higher education and set a high expectation for Regional-Accreditation rev-3 11-131.pdf (p. 1).One important component of the accreditation process isthe external evaluation. On October 21-24, 2013, SkylineCollege will host an External Evaluation Team comprised of professional peers from a cross-section of community college constituencies, who volunteer their time andprovide independent insights based on both the writtenInstitutional Self Evaluation Report and their interactions and observations during the campus visit. The TeamChair is selected based on expertise and accreditation experience. Additional team members are drawn from a roster ofexperienced educators who have exhibited leadership andbalanced judgment; and typically includes several facultymembers, academic and student services administrators,a chief executive officer, a trustee, a business officer, andindividuals with expertise/ experience in learning resources,distance education, and/or planning, research and evaluation. A roster of team members visiting Skyline College isincluded later in this section. Once the schedule for theexternal evaluation team’s site visit has been established, it will be disseminated to the campus community.It will also be available on the Accreditation 2013 website(described below).Students earning degrees at accredited institutions knowthat both the instructional and support components oftheir education meet high quality standards, and that theircredentials will be accepted as legitimate by both employersand other institutions of higher education. Skyline Collegeis accredited by the Accrediting Commission for Community and Junior Colleges (ACCJC), http://www.accjc.org/which is part of the Western Association of Schools andColleges (WASC) region. http://www.acswasc.org/Accreditation for Career and Technical Education (CTE)programs is governed through discipline-specific professional organizations. Every CTE program at SkylineCollege that can earn discipline-specific accreditation hassuccessfully done so. These programs include AutomotiveTechnology, Business, Central Service Technology, Cosmetology, Emergency Medical Technician, Massage Therapy,Respiratory Therapy and Surgical Technology. Information about each of the accrediting agencies is available pThe Accreditation Process“There are four phases to the accreditation process involving internal evaluation, external evaluation by professional peers, Commission evaluation, and institutionalself-improvement to meet evolving regional and federalstandards. Every six years ACCJC members have agreed toundergo the comprehensive process to determine whetherthey are meeting their established Accreditation Standards and to develop ways to improve their future ability toserve students.” creditation rev-3 11-131.pdf (p. 2).During their time on campus, members of the ExternalEvaluation Team “ will typically expect to meet with thecollege/district CEO, administrators, department heads/program coordinators, members of the Governing Board,students and persons with substantial responsibility forproducing the Institutional Self Evaluation Report. External evaluation team members might also decide to attendmeetings of the Board should one be scheduled duringthe time of the site visit. In addition, the External Evaluation Team will also conduct open meetings for membersof the college community in order to provide broad accessto the teams during the site visit.” nual-for-Institutional-Self-Evaluation 2012.pdf (p. 29).Dialogue with External Evaluation Team members willinclude both structured conversations—such as an OpenForum, classroom visits, individual interviews, or meetings—and informal conversations with members of thecampus community. Among the primary responsibilities ofthe External Evaluation Team are: Assess the Institutional Self Evaluation Report, andclarify any questions Confirm that institutional practices are aligned withthe Accreditation Standards4Skyline College Mission Statement: To empower and transform a global community of learners
Identify potential areas for improved compliance Assure the Commission that the institution continuesto meet eligibility requirements; that the institutionhas been responsive to the recommendations ofprevious visiting teams; and that the institution hasdeveloped sound evaluation and planning proceduresto foster improvement of student achievement andstudent learning outcomes Reinforce and extend the College’s commitment to itscontinuing pursuit of excellence Write an evaluative report with recommendations forimprovement. Even when institutions meet all Accreditation Standards, continuous improvement remains akey goal of the accreditation processExternal Evaluation Team forSkyline College: Chair & MembersDr. Melinda NishSuperintendent/PresidentSouthwestern CommunityCollege DistrictVisiting Team ChairMs. Michele FenlonAdministrative Secretary IISouthwestern CommunityCollege DistrictVisiting Team AssistantDr. Guillermo CastillaMathematics/Physics InstructorEvergreen Valley CollegeStandard IIIMr. Dennis GordonSenior Accounting Specialist IrvineValley CollegeStandard III Team LeadMs. Roberta EiselProfessor of EnglishAccreditation Co-ChairCitrus CollegeStandard IV Team LeadMs. Catherine Chenu-CampbellLibrarianSacramento City CollegeStandard IIMs. Alma Johnson-HawkinsInterim PresidentLos Angeles Valley CollegeStandard II Team LeadDr. Yasmin DelahoussayeInterim PresidentLos Angeles Southwest CollegeStandard IV and District TeamRepresentativeMr. Luis SanchezVice President for Academic AffairsAllan Hancock CollegeStandard IIIMs. Eeva DeshonPresidentHeald CollegeStandard IMr. Omar TorresDean of Mathematics, Sciences,and EngineeringCollege of the CanyonsStandard IIMs. Crystal KollrossInterim Dean, Planningand ResearchPasadena CollegeStandard I Team Leadand District Team RepresentativeSkyline College Mission Statement: To empower and transform a global community of learners5
Accreditation WebsiteThe Skyline College Accreditation website provides anoverview of the accreditation process and the AccrediQ2tation Oversight Committee, the current InstitutionalSelf Evaluation Report, archival accreditation materials,and information for the campus community about OpenForums and other opportunities for input. The website alsoprovides contact information for the members of the Accreditation Oversight Committee, as well as for the ACCJCand each of the discipline-specific professional organizations that provide accreditation for our Career TechnicalEducation (CTE) programs.Skyline College remains engaged in a continuous and systematic cycle of planning, implementation, and evaluation,in order to maintain effectiveness in promoting academicexcellence and student success, and to ensure ongoingcompliance with accreditation standards. Throughout itscontinuous six-year review cycle, Skyline College conductsand publishes several review instruments, including anannual report, annual fiscal report, midterm report, comprehensive institutional self evaluation, and an evaluationreview by a team of peers.components of the learning experience, and otherlearning experiences that the institution deems relevantto its mission.Institutional Student Learning Outcomes (ISLOs) are thefoundation of the student learning experience inside andoutside the classroom. As described in the College’s StudentLearning Outcomes Assessment Cycle (SLOAC) Frameworkdocument (http://skylinecollege.edu/sloac/framework.php), a student learning outcome (SLO) is “a clear statement of what a student will be able to do with what s/he haslearned upon successfully completing a course, program orservice. It describes the assessable and measurable knowledge, skills, and abilities or attitudes that students shouldattain by the end of a learning process.”Institutional Student LearningOutcomes ex.phpAccreditation Across the NationIn its summer 2013 newsletter, ACCJC reported onPrinciples for Effective Assessment of StudentAchievement that were endorsed by the national highereducation associations and the regional accrediting commissions. The statement issued “is intended to emphasizethe need to effectively assess student achievement, and theimportance of conducting such assessments in ways thatare congruent with the institution’s mission.” The statementbegins by saying “Federal law requires that a higher education institution undergoing accreditation provide evidenceof ‘success with respect to student achievement in relationto the institutions mission.’ Both aspects of this requirement—the insistence upon achievement, and the tailoringto institutional mission—are critically important.” “All institutions should be expected to provide evidence of successin three domains.”The three domains are put in the questions below, alongwith the Skyline College answers.1. Evidence of the student learning experience.Institutions should be able to define and evaluate howtheir students are learning: more specifically, institutions should be able to describe the kinds of experiencesthat they expect students to have inside and outside theclassroom. Relevant evidence may pertain to targetsfor the kinds of reading and writing assignments thatstudents should complete; levels of personal interactionwith faculty members; residential and/or co-curricular6Upon completing an A.A./A.S. degree and/or transfer preparation, students will showevidence of ability in the following corecompetency areas:Critical ThinkingStudents will be able to demonstrate criticalthinking skills in problem solving across thedisciplines and in daily life.Effective CommunicationStudents will be able to communicate andcomprehend effectively.CitizenshipStudents will be able to use knowledgeacquired from their experiences at this collegeto be ethically responsible, culturally proficientcitizens, informed and involved in civic affairslocally, nationally, and globally.Information LiteracyStudents will be able to demonstrate skillscentral to information literacy.Lifelong WellnessStudents will be able to demonstrate anunderstanding of lifelong wellness throughphysical fitness and personal development.Skyline College Mission Statement: To empower and transform a global community of learners
Learning experiences in the classroom are given in thecourse outline of record(COR) for each course, whereamounts of reading and writing, critical thinking components, typical assignments, and methods of instruction areaddressed. Methods of instruction often go well beyondlecture, demonstration and discussion to include a varietyof other activities such as field trips, attendance at lecturesor performances or service learning experiences. Onlinecourses also specify how regular effective contact will bemaintained between students and the instructor. Theselearning experiences are directly related to the studentlearning outcomes for the course.meeting the knowledge, skills, and abilities defined, evaluate pedagogy and materials based on the data collected,and then revise both the course and its assessment tools asindicated. Assessment may take several forms, includingpre- and post-tests, critiques of works produced, performances, or research projects. Assessment techniques aredetermined by faculty in the discipline.Learning experiences outside of the classroom includeevery student support area such as the library, The LearningCenter, counseling and Admissions & Records. Each hasdefined SLOs posted on its website. Abundant other outside-the-classroom experiences are also provided, includingclub activities, lectures, performances and exhibits.Skyline College students are actively engaged with theirlearning experiences. Evidence for this is provided by usingnationally recognized survey instruments—the Community College Survey of Student Engagement (CCSSE)and the Noel-Levitz Student Campus Climate Survey—inaddition to departments within the institution conductingevaluations (e.g. The Learning Center student evaluation).Assessments measure experiences related to the amountof and quality of interaction with faculty/staff, the types ofassignments students complete, and the degree to whichthe experience helped the student.Standards in some programs are partially determined byexternal accrediting agencies or boards specific to theprogram. These programs, described on the accreditationwebsite, are Emergency Medical Technician, RespiratoryTherapy, Massage Therapy, Surgical Technology, SterileProcessing, Automotive Technology, and the Business programs. The Business program received accreditation fromACBSP last year, the first 2- year college in California to getthis accreditation.Evidence related to student learning experiences is included in the Balanced Scorecard (BSC), that Skyline Collegeuses to assess how effectively it meets the goals of theMission-Vision-Values. See pages 11 and 12 for more aboutthe BSC.2. Evaluation of student academic performance. Institutions should be able to define meaningful curriculargoals, and they must have defensible standards forevaluating whether students are achieving those goals.Appropriate methods for the assessment of studentwork may include, among other approaches, meaningful and rigorous faculty evaluation and grading orexternal benchmarkingExamples of how Skyline College evaluates studentacademic performance through the establishing of andassessment of curricular goals include: course and program SLOs, Annual Program Planning and ComprehensiveProgram Review, specific program accreditations, and theBalanced Scorecard.The Student Learning Outcomes Assessment Cycle is acontinuous process in which area experts create SLOs forcourses and programs that define goals and benchmarks,measure how students in the course and/or program areThe Annual Program Planning and Comprehensive Program Review processes are examples of programs usingspecific academic performance data to help assess programsand plan for the future. Data used includes retention rates,success rates, and grade distribution. These processesconsider demographic information such as race/ethnicity,gender, day/evening status, age, and enrollment status(e.g. first-time student or returning student) in order tocheck for disproportionate impact. If disproportionate impact is found, plans include processes and resources to correct it. The plans developed in annual plans and programreview are used by the Institutional Planning Committeeand the College Budget Committee for setting prioritiesand allocating resources, including personnel, equipment,and facilities.Evidence related to student academic performance is alsoincluded in the Balanced Scorecard (BSC), The academicperformance measures in the BSC include retention rate,persistence rate, all course success rate, basic skills coursesuccess rate and measures of program completion.Q33. Post-graduation outcomes. Institutions should be ableto articulate how they prepare students consistentlywith their mission for successful careers, meaningfullives, and, where appropriate, further education. Theyshould collect and provide data about whether theyare meeting these goals. Relevant kinds of data mayinclude completion rates, job placement rates, levels ofpost-graduation civic participation, kinds of jobs andvocations chosen, survey pertaining to alumni satisfaction and success, and data on other post-graduationgoals relevant to the institution’s missionTo help assess how the College is achieving its MissionVision-Values and stated goals it collects and analyzes dataon completion of degrees and certificates, transfer, licensure and job placement rates, and future employment.Skyline College Mission Statement: To empower and transform a global community of learnersQ57
The most recent transfer data is for 2011-2012 and shows 373Skyline students transferred to CSU campuses, 64 transferred to UC campuses, 108 transferred to in state privatecolleges and universities and 45 transferred to out of statecolleges and universities.Licensure and job placement rates are reported where dataare available and to supplement post-graduate employmentdata, a survey is sent to all graduates asking them specificquestions related to employment upon graduation. Forinstance, data is collected and reviewed relative to futureeducation plans, whether or not students are currentlyseeking employment, reasons why they may not be seekingemployment at this time, and how relevant their academicexperience was to their employment. Licensure pass rates areconsistently high in those programs that require it: Automotive technology, Central Services, Cosmetology, EmergencyMedical Technician, Massage Therapy, Respiratory Therapy,and Surgical Technology, with Auto and RT achieving 100%.Job placement rates in 2011-2012 for Respiratory Therapy were100%; for Surgical Technology they were 90%. More information about these rates can be found at ine College Mission Statement: To empower and transform a global community of learners
Quick GuidePart 2to Essential ResourcesThe San Mateo County Community College District (SMCCCD)San Mateo Community College District OfficeBoard of TrusteesRon sident,ExecutiveChancellorCollege ofViceSan Mateo ChancellorRaymond Chow,Interim ChiefFinancial OfficerSusan Harrison,Interim Director ofGeneral ServicesThomasBauer,ViceChancellor,Auxiliary &EnterpriseOperationsLily Lau,Director ofCommunity EducationBoard of TrusteesThe SMCCCD, one of the largest community college districts in the state, is governed by a six-member Board ofTrustees that operates independently from county government. Five members are elected at-large by county votersin staggered four-year terms, and a student member iselected annually by students for a one-year term. The student Trustee is a non-voting member. Board goals, policies,meeting agendas and minutes, and other resources may beaccessed at s/members.shtmlCurrent Board members
6 Skyline College Mission Statement: To empower and transform a global community of learners Accreditation Website The Skyline College Accreditation website provides an overview of the accreditation process and the Accredi - tation Oversight Committee, the current Institutional Self Evaluation Report, archival accreditation materials, and information for the campus community about Open
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Practice Accreditation Program Web based program launched in January 2011 Application, interview and data collection forms, surveyor report and summary are all captured electronically No more paper ACR-ASTRO accreditation outcomes 3 Categories: Accreditation Defer Denial of Accreditation ACR-ASTRO Accreditation Accreditation Cycle is 3 years
6" syl 4" syl 12" swgl @ 45 & 5' o.c. 12" swchl 6" swl r1-1 ma-d1-6a 4" syl 4" syl 2' 2' r3-5r r4-7 r&d 14.7' 13' cw open w11-15 w16-9p ma-d1-7d 12' 2' w4-3 moonwalks abb r&d r&d r&d r&d r&d r&d ret ret r&d r&d r&d r&d r&d 12' 24' r&d ma-d1-7a ma-d1-7b ret r&d r&d r5-1 r3-2 r&d r&r(b.o.) r6-1r r3-2 m4-5 m1-1 (i-195) m1-1 (i-495) m6-2l om1-1 .
Animal nutrition has pronounced direct impact not only on animal health but also indirectly through animal products on human health and through excreta on the environment. Due to increased awareness and concerns about animal health, due to increased incidence and severity of chronic non-communicable diseases in developed world that are linked to nutritional quality of (animal) food and due to .
