Moorpark College
MOORPARK COLLEGEACCREDITATION SELF-EVALUATION REPORT2016
320Moorpark College Catalog 2016-2017
Moorpark CollegeInstitutional Self Evaluation ReportIn Support of Reaffirmation of AccreditationSubmitted by:Moorpark College7075 Campus RoadMoorpark, CA 93021(805) 378-1400Submitted to:Accrediting Commission for Community and Junior Colleges,Western Association of Schools and CollegesJuly 2016
MOORPARK COLLEGE SELF EVALUATIONCertification
Table of ContentsIntroduction . 1Presentation of Student Achievement Data and Institution-set Standards . 9Organization of the Self-Evaluation Process .19Organizational Information .27Certification of Continued Institutional Compliance with Eligibility Requirements .57Certification of Continued Institutional Compliance with Commission Policies .61Evidence List .75Standard 1: Mission, Academic Quality, Institutional Effectiveness, & Integrity .771.A: Mission .791.B: Assuring Academic Quality and Institutional Effectiveness .861.C: Institutional Integrity .106Evidence List .118Standard 2: Student Learning Programs & Support Services.1232.A: Instructional Programs.1252.B: Library and Learning Support Services .1502.C: Student Support Services .161Evidence List .179Standard 3: Resources .1853.A: Human Resources .1873.B: Physical Resources .2123.C: Technology Resources .2243.D: Financial Resources .232Evidence List .251Standard 4: Leadership and Governance .2594.A: Decision-Making Roles and Processes .2614.B: Chief Executive Officer .2724.C: Governing Board .2784.D: Multi-College Districts or Systems .291Evidence List .298Quality Focused Essay .303Changes & Plans Arising Out of the Self-Evaluation Process.313
MOORPARK COLLEGE SELF EVALUATIONIntroduction
2 PageIntroduction
A. IntroductionMoorpark College is a public two-year community college located in the eastern region ofVentura County on 150 acres of sloping hillside land, which includes an exotic animal trainingand management zoo (America’s Teaching Zoo). The College was established in 1965 as apublic community college by the Governing Board of the Ventura County Community CollegeDistrict (VCCCD). The College opened its doors to 1,400 students and 50 faculty on September11, 1967. Today, the College serves approximately 14,000 students by offering lower divisionuniversity-parallel associate degree instruction, a variety of career technical education programs,and basic skills education.The roots of the Moorpark College culture were planted nearly 50 years ago, when the firstadministrators selected the founding college faculty and staff for their willingness to experimentwith the traditional approaches to education. This spirit of experimentation permeates MoorparkCollege and has led the college to create innovative learning opportunities for the diverse groupof students that make up the college community. Moorpark College continues to reflect thevision of those who created this college to serve students and the community.The Ventura County Community College District (VCCCD) was established July 1, 1962 toprovide broad access to public community college education to the residents of Ventura County.VCCCD serves over 36,000 students through three colleges: Moorpark College, Oxnard Collegeand Ventura College. All three colleges are comprehensive and provide a wide range ofprograms and services to students. A locally elected five-member Board of Trustees governs theDistrict.3 PageIntroduction
Moorpark College Demographic InformationStudent Headcount (Fall 2009 to Fall 2015)Moorpark College’s enrollment hit its all-time high in fall 2009, reaching 15,818 students. Fromthere, the enrollment has been declining steadily, slowing its decline between fall 2014 and fall2015, matching a decline in its service area high school graduates.Student 3,71513,706120001000080006000400020000Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 20154 PageIntroduction
Access RatesThe College’s distribution of student demography closely resembles that of the service areas ofMoorpark, Somis, Simi Valley, and Conejo Valley (including Thousand Oaks, Newbury Park,and the Ventura County side of Westlake).CollegePopulation #Fall 2015CollegePopulation % Fall2015Service AreaAdult Population(2015 Census)Gain/Loss(% pointdifference)Hispanic4,35432%21% 11 ptsNon-Hispanic9,35268%79%-11 ptsWhite7,06752%67%-15 ptsAsian11889%9%--More than one race6635%3% 2 ptsBlack or African-American2592%1% 1 ptAm Indian/Alaskan Native37 1% 1%--Hawaiian/Pacific Islander31 1% 1%--107 1%NA--Males6,63748%49%-1 ptFemales7,06752%51% 1 ptVeterans71 1%13%-12 pts9377%19%-12 pts96 1%unknown--Some other raceIndividuals w/disabilitiesCurrent or former foster youthRacial/Ethnic DistributionMoorpark College’s student population has seen a steady increase in Hispanic students over thelast 6 years, reaching nearly 32 percent of the overall population in fall 2015.Fall 2010Fall 2011Fall 2012Fall 2013Fall 2014Fall 3%2.0%2.2%2.4%2.4%2.3%Black / African-American2.0%1.8%2.0%2.0%1.9%1.9%Native American0.5%0.3%0.4%0.3%0.3%0.3%Pacific 1.0%0.9%0.7%0.8%5 PageIntroduction
Age DistributionMoorpark College continues to serve a more traditional student population, with 78 percent ofthe students being under the age of 25 years.Fall 2010Fall 2011Fall 2012Fall 2013Fall 2014Fall 201519 or Less38.2%38.3%39.0%39.0%38.7%38.0%20 to 2436.7%37.4%38.6%39.4%39.9%40.1%25 to 299.9%10.2%9.5%9.5%9.5%10.2%30 to 344.3%4.1%3.9%3.9%4.0%4.1%35 to 392.7%2.7%2.4%2.3%2.2%2.2%40 to 494.8%4.4%3.8%3.4%3.3%3.0%50 3.3%2.9%2.7%2.6%2.5%2.4%Gender DistributionMoorpark College’s gender distribution has remained relatively static over the last six years.Fall 2010Fall 2011Fall 2012Fall 2013Fall 2014Fall portedWorkforce and Labor Market TrendsJune2008Ventura CountyCalifornia6 34.9141210864204.75.4Unemployment RateThe unemployment rate for Ventura County continues to improve since reaching its highest levelof 10.6 percent in 2010. Ventura County reflects the same general unemployment trend asCalifornia albeit with a lower rate.June2015
Fastest-Growing Jobs in our Region (Top 10)Personal Financial Advisors2,9182020Jobs3,77329%2014 MedianHrly Earnings 24.86Retail Salespersons6,0156,79913% 11.43Personal Care Aides1,6402,22436% 10.89Securities, Commodities, & Financial Srvc Sales Agents2,1642,68924% 22.007791,26863% 13.52Food Preparation and Serving Workers, Incl. Fast Food3,2603,71614% 9.89Real Estate Sales Agents6,9247,3436% 14.11Customer Service Representatives1,8942,22517% 17.839391,26835% 10.913,8974,1948% 10.95Occupation2015 JobsTellersHome Health AidesCashiers% ChangeHighest Paying Jobs in our Region (Top 10)Surgeons697712%2014 HrlyEarnings PerWorker 105.75Anesthesiologists394310% 101.612052218% 99.60Psychiatrists192111% 99.50Internists, General626810% 97.73Obstetricians and Gynecologists283111% 90.8729332511% 89.62Pediatricians, General45499% 73.74First-Line Supervisors of Police and Detectives11129% 64.9714316113% 64.59Occupation2015 JobsFamily and General PractitionersPhysicians and Surgeons, All OtherVeterinarians7 PageIntroduction2020Jobs% Change
SummaryThe College serves a diverse student population, primarily the communities of eastern VenturaCounty. Moorpark College student demographics indicate that nearly 78 percent of the studentpopulation is under the age of 25, with nearly one third of the local high school graduatesattending the College each year. In addition, the College actively reaches out to returning adults,veterans, former foster youth, concurrently-enrolled high schools students, and students choosingto complete their higher education requirements through distance learning. While the openaccess nature of community colleges means that students will enter the institution with a varietyof skill sets, the focus of the mission and the work at the College is on ensuring that students willhave the educational skills they need to be successful by the time they leave Moorpark College.8 PageIntroduction
MOORPARK COLLEGE SELF EVALUATIONPresentation of Student Achievement Dataand Institution-set Standards
10 P a g ePresentation of Student Achievement Data and Institution-set Standards
B. Presentation of Student Achievement Data and Institution-Set StandardsFor over a decade, Moorpark College has used student achievement data in its evaluation andplanning processes. These data include California-resident, Ventura County-resident, andMoorpark College student demographic data; enrollment trends; student achievement andcompletion data; the Student Success Scorecard; labor market and employment data; facultyworkload and program productivity; assessment results generated through the student learningoutcomes process; and student satisfaction and employee satisfaction surveys. These data areanalyzed annually to determine how effectively the College is accomplishing its mission, and areused to make a variety of decisions, including resource allocations, program building, andprogram discontinuance (see Standard I.A.2).Student achievement trends are presented below, alongside the College’s short-term institutionset standard and long-term institution-set standard goals. Through the governance processes,Moorpark College faculty, students, administrators and staff defined these student achievementgoals in spring 2016 (the goals for successful course completion were actually set in spring2015).Student Achievement RatesData ElementOverallProgram CompletionProgram Completion:College-PreparedProgram Completion:Remedial/UnpreparedCTE Completion Rate(Completed 8 CTE units ormore and completed a degree,certificate, or transfer)Course Success Rate(Fall/Credit)Distance Education CourseSuccess Rate(Fall/Credit)Number of degrees awardedNumber of certificatesawarded (CTE 205211Sources: Student Success Scorecard and CCCCO Data Mart11 P a g ePresentation of Student Achievement Data and Institution-set Standards
Course Success Rate Equity Gap Analysis (Fall 2014 Cohort)In its 2015 Student Equity Plan, the College identified the student populations who achievesuccess at a lower rate than the College average. The College’s student population, althoughclosely mirroring the demography of its service area, is predominately white, non-Hispanic (52percent in fall 2014) and under the age of 25 (72 percent in fall 2014). The College’s Hispanicstudent population is the second-largest student population (31 percent in fall 2014).The College’s overarching goal in the 2015 Student Equity Plan is to increase the rates ofsuccess by 5 percent (closing the equity gap) for each underserved population by 2020. Goalsidentified include: Increase access by 5 percent for students who identify as foster youth, veterans, or lowincome Increase successful course completion by 5 percent for students who are Black/AfricanAmerican, Hispanic, or Pacific Islander, and for students who identify as foster youth orveterans Increase basic skills pathway completion by 5 percent for students who are Hispanic(ESL pathway), female (ESL pathway), American/Indian/Alaskan Native (Mathpathway), Black/African-American (Math pathway), or Hispanic (Math pathway) Increase degree and certificate completion by 5 percent for students who are Hispanic Increase transfer rates by 5 percent for students who are Hispanic, and for students whoidentify as foster youth or veteransTo reach these goals, the College is developing large-scale and smaller-scale activities, asdetailed in the 2015 Student Equity Plan. The largest activity is a “first-year experience” forincoming, first-time college students, with a pilot program to run in fall 2016. This program isbeing developed using the resources provided by student equity, basic skills, and student successand support program funds. Other activities include “bridge” courses in math and English (alsoreferred to as “Jam Sessions”), the expansion of tutoring services and supplemental instruction,the implementation of a college wide license of Read&Write Literacy software, and providingprofessional development to faculty and staff on equity-minded, inclusive instruction andmentoring.12 P a g ePresentation of Student Achievement Data and Institution-set Standards
Successful Course CompletionProportion ofOverallPopulationTotal Student PopulationEnrollmentsFall 74%American Indian/Alaskan Native 1%1199479%Asian9%3593275677%Black or African-American2%83350961%Hispanic or Latino31%12,676880769%Hawaiian/Pacific Islander 1%946165%White52%21,54016,69277%Some other race1%26620176%More than one 20,86016,17478%Unreported Gender1%41529070%Current or former foster youth1%21812557%Individuals with disabilities7%2738203274%Low-income students (EOPS)3%107878273%Veterans1%46233673%Goals for Successful Course Completion Rates Foster youth: Improve 57% success rate to 62% Black/African-Americans: Improve 61% success rate to 66% Native Hawaiian/Pacific Islander: Improve 65% success rate to 70% Hispanic/Latino: Improve 69% success rate to 73%Activities Include: First-Year Experience Increase tutoring services and supplemental instructors Provide “bridge” courses in math and English Install college wide license of Read&Write Literacy software (improves accessibility forelectronic files and materials) Provide professional development sessions for faculty and staff on equity-minded, inclusiveinstruction and mentoring13 P a g ePresentation of Student Achievement Data and Institution-set Standards
Degree and Certificate CompletionProportion ofOverallPopulationTotal Student PopulationCohort rican Indian/Alaskan Native1%231043%Asian8%23517072%Black or African-American2%613151%Hispanic or Latino18%51921842%Hawaiian/Pacific Islander1%191579%White58%165392456%Some other race12%34321162%More than one race orted Gender 1%161169%Current or former foster youthUnavailableIndividuals with disabilities7%2039647%Low-income students (EOPS)3%97749250%VeteransUnavailableGoals for Degree/Certificate Completion Rates Hispanic/Latino: Improve 42% completion rate to 47%Activities Include: Identify and eliminate completion barriers by analyzing course scheduling patterns Increase degree and certificate marketing campaigns to students Provide professional development sessions for faculty and staff on equity-minded, inclusiveinstruction and mentoring Provide increased student support through additional staff, including student successnavigators and counselors14 P a g ePresentation of Student Achievement Data and Institution-set Standards
Transfer RatesProportion ofOverallPopulationTotal Student PopulationCohort American Indian/Alaskan Native1%22836%Asian8%20313064%Black or African-American2%442148%Hispanic or Latino18%41615938%Hawaiian/Pacific Islander1%17847%White58%144270149%Some other race12%30316755%More than one race orted Gender 1%16638%Current or former foster youthUnavailableIndividuals with disabilities7%1736035%Low-income students (EOPS)3%1034443%VeteransUnavailableGoals for Transfer Rates Hispanic/Latino: Improve 38% completion rate to 50% Identify completion rates for foster youth and student veterans and improve data trackingActivities Include: Introduce students to local four-year universities through attendance at transfer events Provide professional development sessions for faculty and staff on equity-minded, inclusiveinstruction and mentoring Implement first-year experience program Provide increased student support through additional staff, including student successnavigators and counselors15 P a g ePresentation of Student Achievement Data and Institution-set Standards
Matriculation Process CompletionsIn support of increasing student success, as part of the Student Success Act of 2012 the Collegerequires all new students to complete the self-placement/assessment process, attend a newstudent orientation (in person or online), and develop an abbreviated student educational plan.Fall 2014Self-PlacementProcessTotal Student PopulationAm Indian/Alaskan NativeAsianBlack or African-AmericanHispanic or LatinoHawaiian/Pacific IslanderWhiteSome other raceMore than one raceMalesFemalesUnreported GenderCurrent/Former foster youthIndividuals with disabilitiesLow-income students (EOPS)VeteransFall 2015# 1st Time CollegeStudents# CompletingPlacement Process% CompletingPlacement Process# 1st Time CollegeStudents# CompletingPlacement Process% CompletingPlacement 00%100%100%100%100%Fall 2014OrientationTotal Student PopulationAm Indian/Alaskan NativeAsianBlack or African-AmericanHispanic or LatinoHawaiian/Pacific IslanderWhiteSome other raceMore than one raceMalesFemalesUnreported GenderCurrent/Former foster youthIndividuals with disabilitiesLow-income students (EOPS)VeteransFall 2015# 1st Time CollegeStudents# CompletingOrientation% CompletingPlacement Process# 1st Time CollegeStudents# CompletingOrientation% CompletingPlacement %99%88%100%16 P a g ePresentation of Student Achievement Data and Institution-set Standards
Fall 2014Abbreviated StudentEducational PlanTotal Student PopulationAm Indian/Alaskan NativeAsianBlack or African-AmericanHispanic or LatinoHawaiian/Pacific IslanderWhiteSome other raceMore than one raceMalesFemalesUnreported GenderCurrent/Former foster youthIndividuals with disabilitiesLow-income students (EOPS)VeteransFall 2015# 1 Time CollegeStudents# CompletingAbbreviate EdPlan% CompletingPlacement Process# 1 Time CollegeStudents# CompletingAbbreviate EdPlan% CompletingPlacement 100%stst17 P a g ePresentation of Student Achievement Data and Institution-set Standards
18 P a g ePresentation of Student Achievement Data and Institution-set Standards
MOORPARK COLLEGE SELF EVALUATIONOrganization of the Self-Evaluation Process
20 P a g eOrganization of the Self Evaluation Process
C. Organization of the Self-Evaluation ProcessMoorpark College’s last comprehensive evaluation and site visit for the Accrediting Commissionof Community and Junior Colleges (ACCJC) occurred fall 2010. The College’s accreditationstatus was reaffirmed in the January 2011 Commission Letter. Following this reaffirmation,however, the Commission required a follow-up visit in fall 2011, addressing deficienciespertaining to the VCCCD Board that were identified as part of Moorpark, Oxnard and VenturaColleges’ fall 2010 site visit reports. At that time, ACCJC moved all three of the VCCCDcolleges to “probation” status. The following took place in response:January 2011 Moorpark College receives reaffirmation of accreditation by ACCJC.October 2011 ACCJC Follow-Up Site Visit, addressing identified deficiencies pertainingto the VCCCD Board and governance.January 2012 Moorpark College, Oxnard College, and Ventura College placed onProbation status.October 2012 Moorpark College submits Follow-Up Report to ACCJC responding to theDistrict recommendations made by the Commission. Eachrecommendation response included a statement of “College Activities andImpact” as related to District progress. The District and College responsesdelineated the progress achieved at that time and addressed the concernsnoted by the Commission’s letter dated February 2012. Moorpark Collegeremained on Probation status.January 2013 ACCJC removes Moorpark College’s Probation status.October 2013 Moorpark College submits Focused Midterm Report to ACCJCresponding to college recommendations made by the Commission.February 2014 Moorpark College receives continued affirmation of accreditation byACCJC.Following the submission of the Focused Midterm Report in October 2013, the College beganpreparations for the 2016 accreditation cycle. The Education Committee on Accreditation andPlanning (EdCAP) began preparing for the next self-evaluation report immediately after themidterm report was submitted to the Commission.21 P a g eOrganization of the Self Evaluation Process
Fall 2013The College begins preparation for the Self-Evaluation. In EdCAP, membersreview Accreditation Standards, practice (role-play) accreditation visitor for onestandard. EdCAP takes the lead in assembling Self-Evaluation Teams composedof EdCAP members as well as members from the College as a whole.Spring 2014Workgroups focus on evidence-gathering and create a gap analysis of theCollege’s progress for each standard. Workgroups report on each standard andidentify strategies to close gaps.Fall 2014EdCAP communicates timeline, gap analysis, and general information tocampus community (Professional Development Week presentation, Fall Flingpresentation, and Y’All Come). It forwards identified accreditation gaps to theexecutive vice president as accreditation liaison officer (ALO) and AcademicSenate. EdCAP confirms and recruits additional workgroup members.Workgroups continue to meet routinely over the fall semester responding tofocused standard questions and gathering evidence.Spring 2015Workgroups report progress and findings to EdCAP. EdCAP forwards the finaltables created for Standards I-V, including distance education, to the ALO andthe self-evaluation writer.Summer 2015 Draft #1 of self-evaluation preparedFall 2015EdCAP reviews and revises draft #1. Changes made to the self-evaluation basedupon feedback from EdCAP and other groups.Spring 2016The Academic Senate and the College review draft #2. The College communityreviews self-evaluation and provides feedback. Revisions are made based uponthis feedback. Final review of self-evaluation.Summer 2016 The College forwards completed self-evaluation to VCCCD Board and toACCJC.22 P a g eOrganization of the Self Evaluation Process
Accreditation Steering Committee (2013-2015 and 2015-2016)Education Committee on Accreditation and Planning (EdCAP)Steering Committee (EdCAP) ChairsLori BennettAccreditation Liaison Officer,Executive Vice President, Student LearningLee BallesteroSelf-Evaluation WriterFaculty, Co-Chair: 2013-2015; spring 2016Kimberly HoffmansDean, Co-Chair: 2013-2015Lisa PutnamDean, Co-Chair: 2015-2016Howard DavisFaculty, Co-Chair: fall 2015Special ThanksDr. Lee Ballestero, Self-Evaluation WriterDr. Sydney Sims, Self-Evaluation EditorMs. Dominga Chavez, Administrative AssistantMs. Tami Cobb, Administrative AssistantMs. Elizabeth Salas, Administrative AssistantStandards Work Groups and Resource MembershipStandard I: Mission, Academic Quality and Institutional Effectiveness,and IntegrityJulius SokenuDean, Co-ChairAmanuel GebruDean, Co-ChairLydia EtmanAdjunct Faculty, Art History, Co-ChairChakameh AzimpourAdjunct Faculty, BiologyTabriziHugo HernandezFaculty, HistoryRachel MessingerFaculty, Anthropology/Distance EducationJoanna MillerFaculty, JournalismHelga WinklerFaculty, World LanguagesJennifer LawlerClassified, Administrative AssistantJason LeeClassified, Foster YouthJesus VegaClassified, OutreachLisa PutnamDean23 P a g eOrganization of the Self Evaluation Process
Standard IIA: Instructional ProgramsKimberly HoffmansDean, Co-ChairCynthia BarnettFaculty, Sociology, Co-ChairJulie CampbellFaculty, PsychologyCarol HigashidaFaculty, Health SciencesPamela Kennedy-LunaFaculty, CounselorJerry MansfieldFaculty, EnglishSydney SimsFaculty, EnglishReet SumalFaculty, Business, Distance EducationDan VieiraFaculty, Sociology, Distance EducationBrenda WoodhouseFaculty, Exotic Animal Training &ManagementTami CobbClassified, Administrative AssistantKrista LedererClassified, Performing ArtsCarmen LeviaClassified, Curriculum TechnicianVance ManakasClassified, AthleticsSamantha SimmonsClassified, CounselingMelvin KimStudentStandard IIB: Library and Learning Support ServicesInajane NicklasDean, Co-ChairFaten HabibFaculty Librarian, Co-ChairJill McCallFaculty, Communication StudiesMary LaBargeFaculty, LibrarianDanielle KaprelianFaculty, LibrarianDavid MayorgaFaculty, Math/Math CenterElizabeth Gillis-SmithFaculty, English/Writing CenterTracy TennenhouseFaculty, English/Writing CenterWendy BergFaculty, CounselorJohn DobbinsClassified, Learning Resources SupervisorKyle LoughmanClassified, Tutorial Services Specialist IIPenny HahnClassified, LibraryLinda SandersClassified, LLR Administrative AssistantLee BallesteroFaculty, Political Science/Distance EducationStandard IIC: Student Support ServicesAmanuel GebruDean, Co-ChairJesus VegaClassified, Outreach, Co-ChairPatricia EwinsDeanRobert SalasFaculty, DanceRobert KeilFaculty, ChemistrySharon ManakasFaculty, Student Health CenterJudi GouldFaculty, Counselor, Career Transfer CenterHoward DavisFaculty, Athletic DirectorSharon MillerClassified, Student ActivitiesKimberly KorinkeClassified, Financial AidMaureen RauchfussClassified, International Students,Matriculation SpecialistKerry MehleClassified, Publications24 P a g eOrganization of the Self Evaluation Process
Standard IIIA: Human ResourcesPatricia EwinsDean, Co-ChairChristine ColeFaculty, Math, Co-ChairJoanna MillerFaculty, Journalism, Distance EducationRon WallingfordFaculty, Astronomy/PhysicsSherry D’AttilleFaculty, ACCESSHolly RamseyClassified, ACCESSMichael ShanahanVice Chancellor, Human Resources,District Administration CenterStandard IIIB: Physical ResourcesJohn SinutkoDirector, Facilities, Maintenance &Operations, Co-ChairJack MillerFaculty, Political Science, Co-ChairRemy McCarthyFaculty, KinesiologyPhil AbramoffFaculty, MathRex EdwardsFaculty, EconomicsKatherine WalshClassified, Administrative AssistantSteve TimmonsClassified Supervisor, Facilities/GroundsMary SwensonClassified, BiologyMartin ChetlenFaculty, Computer Science, Distance EducationAshley ChelonisClassified, Instructional TechnologistAshley RasmussenStudentStandard IIIC: Technology ResourcesDan McMichaelDirector, Information Technology, Co-ChairLee BallesteroFaculty, Political Science, Co-ChairVincent CrisostomoFaculty, ChemistryJeff KreilFaculty, Kines
MOORPARK COLLEGE . ACCREDITATION SELF-EVALUATION REPORT . 2016 . 320 Moorpark College Catalog 2016-2017. Moorpark College . Institutional Self Evaluation Report . In Support of Reaffirmation of Accreditation . Submitted by: Moorpark College . 7075 Campus Road . Moorpark, CA 93021 (805) 378-1400 .
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Grant R. Brimhall Library 1401 East Janss Road Thousand Oaks, CA 91362 Phone: (805) 449-2660 Moorpark City Library 699 Moorpark Avenue Moorpark, CA 93021 Phone: (805) 517-6370 Newbury Park Library 2331 Borchard Road Newbury Park, CA 91320 Phone: (805) 498-2139
Ventura County Community College District INSTRUCTIONS FOR BIDDERS Bid 622 Moorpark College Softball Backstop and Fencing Project Section 00100 Version 01-04 - Rev 10/12/20 Page 1 of 9 . All information required by the bid forms must be completely and accurately provided. Numbers shall be stated in both words and figures where so indicated .
Sciences Coordinator. In March 1992, the Joint Review Committee on Education in Radiologic Technology (JRCERT) and the CA Dept of Public Health awarded accreditation to the Associate Degree in Radiologic Technology Program. The Department of Health Sciences at Moorpark College was established with the addition of the Radiologic Technology Program.
Page 1 MOORPARK COLLEGE STUDENT SERVICES SYLLABUS 2020-2021 Location: 7075 Campus Road Moorpark, CA 930
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Simi Valley Hospital is located at 2975 North Sycamore Drive, Simi Valley, CA 93065. The hospital service area includes the cities of Simi Valley and Moorpark in Ventura County. Inpatient hospital acute admission data indicate that the majority of admissions come from Simi Valley (zip codes 93063 and 93065) and Moorpark (zip code 93021).
In Abrasive Jet Machining (AJM), abrasive particles are made to impinge on the work material at a high velocity. The jet of abrasive particles is carried by carrier gas or air. High velocity stream of abrasive is generated by converting the pressure energy of the carrier gas or air to its kinetic energy and hence high velocity jet. Nozzle directs the abrasive jet in a controlled manner onto .
