Yakima Valley College Year Seven Self-Evaluation Report by Yakima Valley College

years of excellence in education 1928-2018

Yakima Valley College Year Seven Self-Evaluation Report KIMA

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Prepared for the Northwest Commission on Colleges & Universities

YAKIMA VALLEY COLLEGE YEAR SEVEN SELF-EVALUATION REPORT

PREPARED FOR THE NORTHWEST COMMISSION ON COLLEGES AND UNIVERSITIES FOR AN OCTOBER, 2019 VISIT

SUBMITTED AUGUST 12, 2019

TABLE OF CONTENTS Institutional Overview………………………………………………...........................................1 Basic Institutional Data Form……………………………………………………………….…..3 Preface…………………………………………………………………………………………...11 a. Brief Update on Institutional Changes Since Last Report…….……………………….13 Chapter One: Mission, Core Themes, Expectations………………….…………….…………20 a. Executive Summary of Eligibility Requirements 1, 2, 3.....…….……………………..23 b. Standard 1.A: Mission………………………………….…………………………...... 24 c. Standard 1.B: Core Themes……………………………….………………………...…25 Chapter Two: Resources and Capacity…………………………….………………………….32 a. Executive Summary of Eligibility Requirements 4-21……….…………………….….34 b. Standard 2.A: Governance………………………………….………………………....42 c. Standard 2.B: Human Resources ...………………………….…………………..…...60 d. Standard 2.C: Education Resources………………………….…………………...…..65 e. Standard 2.D: Student Support Resources…………….…………………………...…85 f. Standard 2.E: Library and Information Resources……………………….………....100 g. Standard 2.F: Financial Resources………………………………………………….103 h. Standard 2.G: Physical and Technological Infrastructure……………….……....….107 Chapter Three: Planning and Implementation………………………………………….…..115 a. Executive Summary of Eligibility Requirement 23……………………….……….....117 a. Standard 3.A: Institutional Planning………………………………….…………...…118 b. Standard 3.B: Core Theme Planning…………………………….……………….….146 Chapter Four: Effectiveness and Improvement…………………………….……………….148 a. Executive Summary of Eligibility Requirement 22…..…………….………………...150 b. Standard 4.A: Assessment………………………………………….……………......150 c. Standard 4.B: Improvement……………………………………….…………………187 Chapter Five: Mission Fulfillment, Adaptation, and Sustainability………..………………190

a. Eligibility Requirement 24…………………….…………….……………………….192 b. Standard 5.A: Mission Fulfillment………………………………….….....................192 c. Standard 5.B: Adaptation and Sustainability……………………….………………..196 Conclusion ……………………………………………………………………………………..202 Appendices …………………………………………………….………………………………206

Institutional Overview Yakima Valley College (YVC) is located in south central Washington State. The YVC service district is centered in Yakima County, with outreach programs in Kittitas County to the northwest and Klickitat County to the southeast. The main campus is located in the city of Yakima, and a branch campus is situated 45 miles southeast in the community of Grandview. In addition to these campuses, YVC operates learning centers in Sunnyside, Toppenish, and Ellensburg, as well as numerous community outreach locations. The service district encompasses the Yakama Nation Tribal Lands. Founded in 1928 as a private two-year higher education institution, YVC became a public junior college under the auspices of the Yakima School District in 1948. In 1967, the Washington State Legislature passed the Community College Act, and YVC became a state community college under the jurisdiction of the State Board of Community and Technical Colleges (SBCTC). At that time, the college focused on Transfer and Workforce Education Programs. In 1990, responsibility for Adult Basic Education was transferred from the Office of the Superintendent of Public Instruction (OSPI) to the SBCTC, thus expanding the mission of the college to include adult literacy, English as a Second Language, and GED instruction. During its 90-year history, YVC has expanded its funding base, which was initially private, to a complicated array of funding sources including federal, state, local, private, grant, tuition, and fees needed to operate a comprehensive community college today. Over the past 15 years, major renovations and/or replacements have been done to keep facilities current and to expand services, especially in the realm of online and telecommunications instruction. YVC’s service district is predominately rural. The economy of the region is focused on agriculture, food processing, and health care industries. The demographic of the population has changed dramatically over the past 20 years from a largely white, high-school-educated population to a largely Hispanic, less academically educated population. This trend is expected to continue for two reasons: the continued “settling out” of immigrant families who are drawn to the valley for the agricultural work that is now less dependent on seasonal employment, and the greater birthrate of these families. The following demographic snapshot reflects the traits of the population, first in Service District 16, which includes Yakima, Kittitas, and most of Klickitat counties, then in Yakima County in particular (in parentheses):

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About 19.2% (18.2%) of the adult population is below the poverty level, and the annual unemployment rate is about 7.7% (8.3%) for all adults age 16 and older (U.S Census Bureau, American Community Survey, 2012-2016). According to the 2016 American Community Survey (ACS), 22.8% (28.7%) of adults 18- 24 years of age in the YVC Service District had not earned a high school diploma. Some 15.7% (18.1%) of the population was born outside the United States, with the majority of this group 90.1% (93.2%) born in Latin America (ACS 2016). Of the adult population over 25 years of age, 24.0% (27.5%) have less than a high

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school education level, 27.8% (28.3%) have a high school diploma, 21.7% (20.8%) have some college, 7.9% (8%) have an AA degree, and 18.6% (15.2%) have a bachelor’s degree or higher. (ACS 2016). Approximately 32.0% (38.7%) of the population speaks Spanish at home, with 40.0% (40.3%) of this group reporting they speak English less than “very well.”

(Source List: U.S. Census Bureau, American Community Survey – ACS – 2011-2016.) Underscoring a Mission of Enrichment Yakima Valley College in 2018 celebrated its 90th year as a purposeful community of lifelong learners, whether those learners are or have become teachers, students, artists, administrators, technicians, trainers, supervisors, clinicians, or employees – and as an active change agent in the lives and communities of its citizen-students. Rebranded in 2016 (from Yakima Valley “Community” College), the new name both acknowledges the college’s nine- decade heritage as “the College” in Yakima, but it also reflects its new identity as mediator of a collection of fouryear specialty degrees, undertaken in response to the Community’s business- management, training, employment, and other needs. However, in no way does the name change alter the community-service “mission” of the Yakima Valley as a whole. Adopted by the YVC Board of Trustees in 2010, the College statement reflects this transformational attitude of service, adaptability, and future-focused leadership: Yakima Valley College enriches individuals and communities by delivering accessible, student-centered education. YVC addresses the needs of our diverse communities by providing learning opportunities in basic literacy; academic, professional and technical education; and lifelong learning. To fulfill this mission, YVC regularly and systemically communicates and collaborates with community, professional, and educational partners throughout its service district and, when necessary, beyond. YVC’s mission, however, continues to be focused on the “core themes” of student Access, student Success, and Community sustainability, providing students and employees alike with the tools to shape their various professional, personal, and public-service and recreational “communities” as they see fit. As Wilma Dulin, director of YVC Title V grants, said at a 2018 Arts and Sciences Division meeting, “Our job should be to help students figure out who they are and where they belong in their educational journey.” That journey, as we know, is ongoing and all-inclusive – for all of us.

These documents are included as attachments as well as links on this page and in the appendix. YVC does not calculate projections of non-tuition revenue.

Appendix C

FY 16 Audited Financial Report

Appendix D

FY 17 Audited Financial Report

Appendix E

FY 18 Audited Financial Report

Appendix F

Operating Budget – BOARD FISCAL UPDATE 201706 REPORT

Appendix G

Operating Budget – BOARD FISCAL UPDATE 201805 REPORT

Appendix H

Operating Budget – BOARD FISCAL UPDATE 201905 REPORT

Appendix I

Capital Accounts List Biennial 2017-19_8.18

Preface Teaching ‘the whys behind everything’ Ryan Anderson I graduated high school in 2007 from Prosser High School. For a short time, I attended Columbia Basin College and then started at Eastern Washington University. Financially, it got overwhelming because everything was out of pocket, so I decided to move back home and begin working instead. After working a few years, my first child was born which really made me sit back and think about what I wanted for the future of my new family. When life happens and you have bills and a mortgage and kids to provide for, going back to school becomes extremely difficult when you have a full-time job. I had entertained going through the wine program at YVC before, but just never pulled the trigger.

Note: Several chapters in the self-study will open with these snapshots of recent YVC graduates, with responses keyed to a series of core theme, objective and sub- objective indicators. We see no better evidence of the college fulfilling its mission than these students telling their stories, especially when we can tie their responses concretely to our mission goals and objectives. (For more “Student Voices,” see “Voices: Student Profiles” on the YVC website.)

Community Objectives 1.1.b; 1.2

Access Objectives 2.1.a, d, e; 2.3

I was in the Wine Club, which was a fun experience! YVC also helped me find internships that were available, and each year I did a viticulture internship and then a cellar internship to gain as much experience as possible. I have attended meetings with Trent and other experienced winery representatives to collaborate and develop the winery leadership program, which aims to give current winery employees more experience in becoming leaders and learning the whys behind the different job functions that they do day to day. I would recommend this program to anybody thinking about getting into the industry, because it will be extremely beneficial.

I was living in Prosser, so the school was not too far away and I could continue working. One of the major reasons for my success in the program was that the school offered the classes in the evening. I attended two wine and spirits certification programs that the school offered, which had a ton of great information and experiences that I can still recall. Since the classes were offered at a time that I could attend, I immediately became obsessed with â&#x20AC;&#x153;everything wineâ&#x20AC;? and threw myself in everything that the school had to offer. I can still remember the day that I called [Viticulture instructor] Trent Ball on the phone, asking him what classes I needed to qualify me to start the winery technology program. Since I already had the required classes under my belt, I could start taking classes right away.

Success Objectives 3.1.a; 3.2.; 3.3; 3.4

I had a very positive experience at YVC. As I navigated through the various classes, I found that they taught the hands-on learning very well but what really contributed to my success in the program was the way they taught the whys behind everything. Knowing the importance of the different winery functions that you are doing and why you are doing them, and how they ultimately contribute to the quality of the product was huge. These are the lessons that I continue to carry with me as I progress through the industry. I developed a great relationship with the staff and they made the learning fun. They truly helped develop my passion for the industry, which made me want to pursue higher learning.

Preface Brief Update on Institutional Changes Since Last Report Since 1928, Yakima Valley Junior College and then (in 1966) Yakima Valley Community College has sought to serve the needs of the valley communities and stakeholders. As a consistent part of that mission of service, in 2016 Yakima Valley Community College changed its name to Yakima Valley College after being granted baccalaureate status by the Northwest Commission on Colleges and Universities. The request reflected changes in the college’s educational offerings – changes that go beyond the traditional “two-year,” community college contributions that have been the case since 1966. The name change was made in response to stakeholders in the YVC service district, its students’ educational needs, and training and career suggestions from the educational, business, and professional community at-large. YVC answered by examining its definition of Access to higher education and more recently its description of student Success. The College has since worked more diligently to help students identify their educational intentions and then assist them in finding the resources that allow them to complete those goals. (Core Themes: Access, Success) A primary contributor to this work, as well as supporting YVC’s attempts to create and support a “culture of evidence,” has been the increased role over the last decade of the Office of Institutional Effectiveness (OIE). The increased workload of OIE and its users has contributed data that allowed College administrators, staff, and faculty to evaluate enrollment trends, student retention, and course completion rates. The OIE collects both quantitative and qualitative data and provides regular and annual Core Theme Reports to the YVC Board of Trustees, Administration, and Faculty on data patterns associated with interventions aimed at improving College outcomes related to those areas. Since 2010, YVC’s participation in numerous grants and initiatives also has influenced the direction and focus of the college curriculum and institutional assessment efforts. YVC has received multiple Title V Hispanic-Serving Institution (HSI) grants, one USDA HSI grant, and multiple years of funding for TRiO programs, all of which have required the college to address the reality of the community’s changing demographic. This work helps Hispanic/Latinx, lowincome, and first-generation students achieve and persist in college. In addition, Worker Retraining and Perkins funding programs focus efforts on dislocated workers and business partners. Yakima Valley College has been compelled to realign resources both human and financial to meet increasing demands. The enhanced ability to access data continues to be particularly significant. For example, in recent years YVC has seen more faculty-directed responses to initial course placement; the need for better, faculty-led articulation between College and Career Readiness courses – Adult Basic Education, English Language Acquisition, and other curriculum – and Developmental English and Math courses. Developmental Education had been solely the purview of the Arts and Sciences division (ASD). Over the course of this selfstudy, however, pre-college access and student achievement were addressed collaboratively by a team of faculty representing both the College and Career Readiness (CCR) instructional division (formerly Basic Skills) and English and Math faculty in the Arts and Sciences division.

Building and Improving Learning Spaces Further concrete, visual evidence of addressing current and future community needs can be seen in YVC’s new campus footprint and building remodeling, including the new West Campus development. As evidence, consider the following table of developments:

Name of Facility

Constructed

Occupied

Remodeled/Repaired

Campus Operations-Admin

2016

N/A

Campus Operations-Shop Central Receiving Engineering Physics Center Hopf Union Bookstore Palmer Martin Hall Parker Faller Field Prior Hall Skills Center/Annex Student Residence Center Technology Complex West Campus Expansion A West Campus Expansion B West Campus Expansion C Toppenish Learning Center Grandview WED Center Grandview Activity Center Grandview Library Grandview Center

2016 1988 2000 1957 2015 2002 1949 1980 1961 1975 1972 1972 1972 2016 1962 1988 2011 1990

2016 1988 2001 1957 2015 2002 1949 2008 1961 1975 2017 2017 2017 2016 2007 2009 2011 1990

N/A 2013 2018 2016 N/A 2017 2015 2015 2011 2017 2019 2019 2019 N/A 2011 2012 2012 2014

Square Feet 10,009 13,888 4,535 10,585 5,199 58,728 2,071 36,319 29,002 73,417 48,140 5,254 12,950 24,642 7,000 25,888 6,750 12,144 27,738

Since 2010, building space has been reimagined and new structures added to aid student learning and study, as well as faculty and staff research, discussion, and professional development in pursuit of the College Mission. Guided Pathways: A Concerted Effort to Open a Path to ‘Access’ YVC continues to monitor retention and achievement gaps between its white students and other demographic groups and continues to undertake measures to identify and address those gaps. An ongoing Guided Pathways effort began in the mid- to late 2000s and included attention to testing and other initial course-placement initiatives. One of YVC’s strategies early on was to focus on the first-year experience, including the creation of new placement options, ending late registration, and implementing a mandatory New Student Orientation (NSO) program. Firstquarter retention rates rose by about four percent overall, and previous retention gaps between Hispanic and White students reversed. However, retention rates into the second year remained at about 52% with Hispanic students returning at lower rates than White students.

Survey and focus group data from students and faculty indicated strong support for mandating advising until students had clearly identified an education plan (Core Theme: Access). A second initiative – mandatory “Pathway Advising” – began in late fall of 2012 with a facultyled Advising Redesign Retreat held to consider the data and eventually propose a model for mandatory academic advising at YVC. Attendees included representatives from all major instructional departments, the Registrar’s office, and dual-enrollment programs. The proposal outlined a new advising structure built around six pathways: Arts/Humanities, Business, Exploratory, Healthcare, STEM, and Social Sciences and Education. Feedback about the proposal was solicited via department and division meetings as well as interviews with key faculty and staff members. A commitment to implement the new design was achieved in January 2013, and a pilot advising program was undertaken spring quarter of 2014. By fall of 2014, the College provided training for faculty, and full-scale implementation took place. Research and communication among faculty, staff, administrators, “pathway leads,” and other groups continues. The College now provides general institutional information, program advising and deadlines, career guidance and clarification, job-availability insights, university-transfer news, YVC campus contacts, degree and certificate worksheets, online resources (and where to find them), and whatever essential information presents itself, from before college application to after graduation or certification. (See Pathways Data.) (Core Themes: Success, Community.) Response to topics previously requested by the Commission On February 1, 2012, YVC received a letter from NWCCU that reaffirmed accreditation on the basis of the fall, 2011, Comprehensive Evaluation. This letter acknowledged that YVC was already substantially in compliance with the two recommendations it received following the October 2011 visit. The Commission requested that YVC expand its fall, 2014, Year Three SelfEvaluation Report to address the recommendations. YVC has addressed them through various pilot programs, assessment initiatives, and ongoing inter- and intra-campus discussions among administrators, staff, and faculty. The College continues to work to address the recommendations for the benefit of students, faculty, staff, and the Community as a whole. Actions to date, as well as ongoing formative discussions, are noted below, following a restatement of the recommendations: Recommendation 1. “While recognizing efforts to allocate resources to instruction in support of the primary mission of the College, the evaluation committee is concerned that the College maintains a sufficient number of qualified personnel to sustain effective leadership, management, and student services” (Standard 2.A.11). Yakima Valley College has seen significant reductions in its state financial resources over the past several years. During this same time, the college also has seen fluctuating enrollments and has struggled to meet new student demand across the spectrum of its mission, resources, and capacity. The question of what constitutes a “sufficient number of qualified personnel to sustain effective leadership, management, and student services” is germane to budget planning and college reorganization efforts, and navigating these changing waves remains one of ongoing challenges of YVC leadership.

• Action Taken: 2011-13 — Reorganized resources and consolidated responsibilities In order to comply with the Commission’s recommendation, YVC reorganized resources and personnel responsibilities as individual employees have left the College. In general, this strategy has enabled YVC to maintain personnel with both administrative and instructional expertise and experience. It has also meant that some individuals have seen their job duties change to meet college needs. For example, at the time of the October 2011 report, YVC had consolidated administration of the Arts & Sciences and Basic Skills (now CCR) Divisions under one dean. This action was taken to reduce administrative budgets at a time when classified, administrative-exempt, and faculty positions were being reduced. As needs changed and resources became available, the College once again separated those two divisions. Similarly, administration of the CCR Division and Grandview Campus had previously been consolidated, but are now overseen by separate deans. • Action Taken: 2013-2014, 2017 — Improve Student Services/Financial Aid expertise A new financial aid director, Oscar Verduzco, was hired in July 2017, and brought a wealth of experience managing financial aid services and new ideas about the relationship between financial aid and student services in general. YVC sent the new financial aid director to national training opportunities, placed him on key college committees, and empowered him to develop training for staff, faculty and students. In addition, a new Strategic Enrollment Management approach was developed prior to advertising and hiring a permanent Registrar for the 2013-14 academic year. YVC will continue to monitor and address staffing concerns as opportunities arise and resources become available (Recommendation helped address the “Access,” “Community” core themes.) Recommendation 2. “In a review of evidence provided, there is inconsistency in the existence of course and program learning outcomes, the committee recommends that in cases where course and program level outcomes exist, they be consistently communicated and published” (Standard 2.C.1, 2.C.2, and 2.D.5.d). YVC’s educational offerings are overseen by three different instructional divisions. The Arts and Sciences Division oversees developmental education and college transfer courses. The newly renamed (2018) College and Career Readiness Division oversees Adult Basic Education and English Language Acquisition. The CCR division oversees course offerings in professional/technical programs that integrate CCR and vocational instruction, including IBEST programs. During the October 2011 visit, it was noted that, while the divisions had collections of approved course outlines that included student learning outcomes, these learning outcomes were not included on all of the syllabi the accreditors observed. Accreditors stated that since the syllabi are the primary means of conveying expectations and objectives to students, it is important that all course syllabi include the approved course objectives. Since 2011, therefore, YVC has been addressing the content of syllabi in a number of ways: • Action Taken: Deans, curriculum committees, and department/program leadership track course syllabi regularly to ensure essential course- and program-level outcomes are present and available to students

YVC division deans regularly communicate expectations to their respective divisions via emails, division newsletters, and presentations at division meetings. The College’s three curriculum committees have been informed of the concerns and expectations and have shared them with their respective departments. Department chairs have been advised to include a prompt to their respective departments about course syllabi. The deans have tracked and monitored the submission of quarterly syllabi and have contacted faculty members whose syllabi are lacking essential components to prompt them to revise their syllabi for completeness. (See Curriculog roster.) • Action Taken: YVC course catalog reviewed to ensure that course-level, program-level, and institutional learning outcomes are communicated to students through the YVC Catalog YVC annually reviews the college catalog to ensure course-level, program-level, and institutional learning outcomes are communicated to students. (Course Catalog) The College also is merging the curricula of the three divisions into a single shared curriculum database so to streamline ongoing review and management and ease communication to all stakeholders. In addition, the college has taken subsequent actions and submitted the following reports to address the recommendations over the intervening years, including: Ongoing Accreditation Communication Timeline Fall, 2014 — Mid-Cycle Report submitted NWCCU approved the Fall 2014 Mid-Cycle Report with one recommendation: “…incorporate objectives, indicators and student learning outcomes into an effective system of evaluation and improvement (Standard 4.B.1, 4.B.2).” The commission found that the college is substantially in compliance with the standard, but in need of improvement. The NWCCU also requested an Ad Hoc report in fall, 2015. Fall, 2015 — Ad Hoc report submitted to NWCCU The College submitted the requested report to the Commission in October, addressing the following: • Review of the Bachelor of Applied Science in Business Management degree program. • Implementation of the BAS in Information Technology degree program. • Recommendation One of the Fall 2014 Mid-Cycle Report (as shown above): “…incorporate objectives, indicators and student learning outcomes into an effective system of evaluation and improvement (Standard 4.B.1, 4.B.2).” • Action taken: Student Learning Outcome Committee convened and systematically working to improve SLO communication and evaluation. • Fall quarter, 2014, the college convened its Institutional Student Learning Outcomes Committee, partially in response to the commission’s 2011 recommendation (as indicated below) but more importantly because YVC seeks more reliable student “Access” to the means of achieving academic and practical “Success.” The SLO

committee is comprised of seven faculty members and one assistant from administration. The faculty represent all divisions: Arts & Sciences, College and Career Readiness, Student Services, and Workforce Education. The committee organizes, conducts, collects, and analyzes data from YVC annual “Assessment Day” and regularly consults with department and program faculty to help faculty better design meaningful institutional learning-outcome measurement tools in order to improve curriculum and instruction. Committee members serve offset two-year terms, which will thus provide a continuum of knowledge. (Standard C.2.C and Chapter 4, Eligibility Requirement 22, and Standards 4.A.3, 4.A.6). • Address again, at the request of the Commission - Recommendation One of the Fall 2012 Year One Peer-Evaluation Report, that the college “continue to refine its indicators and benchmarks to ensure that all objectives have meaningful, assessable, and verifiable indicators of achievement in order to form the basis for evaluating the accomplishment of the core theme objectives” (Standard 1.B.2). • Action taken: YVC Office of Institutional Effectiveness now annually reviews core theme objective evidence and measures. The findings are presented to administrators, faculty, and other stakeholders by means of an annual ‘Core Theme Report.’ February, 2015 • NWCCU accepts the Fall 2014 Mid-Cycle Report, finding that its expectations in regard to Recommendation One of the Fall 2012 Year One Peer-Evaluation Report “is substantially in compliance with Commission criteria for accreditation, but in need of improvement.” (Selected Correspondence dated Feb. 6, 2015) • NWCCU finds that Recommendation One of the Fall 2014 Mid-Cycle Peer-Evaluation Report still does not meet the Commission’s criteria (although the college is substantially in compliance). (Selected Correspondence dated Feb. 6, 2015) • NWCCU requests that the college address this recommendation again, in an addendum to the Fall 2019 Year Seven Self-Evaluation Report. • NWCCU requests that the college also address the previously requested Recommendations 1 and 2 of the Fall 2011 Year Seven Peer-Evaluation Report. (Selected Correspondence dated Feb. 6, 2015) January, 2016 • NWCCU – Commission grants baccalaureate status to YVC. (See Selected Correspondence dated Feb. 5, 2016.) Fall, 2016 • Implementation of BAS in Dental Hygiene degree program

Spring, 2017 • BAS in Teacher Education prospectus submitted to NWCCU

Fall, 2019 • • • •

Year Seven Self-Evaluation and Site Visit Report on Mission Fulfillment Report on all standards Addenda as requested by NWCCU and listed above

Chapter 1: Mission, Core Themes, Expectations ‘YVC was ‘the beginning of my journey as an activist’ Nancy Vargas I graduated from Yakima Valley College with my Associate in ArtsDirect Transfer Agreement Spring Quarter of 2017. After graduating from A.C. Davis High School in Yakima, I chose to continue my education at YVC. Currently, I am pursuing an International Affairs Degree with a double minor in Spanish and Chicanx Studies at Eastern Washington University (EWU), majoring in International Affairs: Global Socio-Economic Processes, with a double minor in Spanish and Chican@ Studies. I am a Student Program Coordinator for the EWU Multicultural Center, where I practice many of the attributes I gained during my journey at YVC. I would love to visit and reconnect with an institution who helped shape who I am today. Note: Vargas also was named a finalist for the 2018 Governor's Civic Leadership Award "for her leadership and advocacy of students of color."

The leadership and community ties I gained from attending YVC are something I will always hold near and dear to my heart. I attribute my success to faculty, staff, and administrators who were willing to work alongside students and listen to our struggles. Individuals such as Jessica Vigil [TRiO, Financial Aid], Gordon Koestler [English faculty], and Maribel Jimenez [Counseling faculty] who continually treated me like the adult I was and encouraged me to become involved in my community as well as school Community organizations. Due to this immense amount of motivation and support, I Objectives 1.1.b; became involved in Student Government, through which I was able to learn 1.2 about policies, procedures, and build programming agendas that helped unify our at times divided campus. I was also involved with M.E.Ch.A, through which I was able to build lifelong friendships and find a â&#x20AC;&#x153;familyâ&#x20AC;? that I could rely on. My involvement at YVC has been the root of my continued desire to serve my community through advocacy, action, and political participation. It was the beginning of my journey as an activist, and for that I will always be grateful. Being a first-generation college student played a major deciding factor in my decision to attend YVC. As an aspiring immigration lawyer, I knew that my path would be difficult, not only academically but also financially. I was raised in a one- parent household by my mother and older sister. My cultural and moral beliefs value family and the duty of the youth to care for our parents. I chose to stay in the Yakima Valley to pursue as much of my career as possible before having to separate from my mother to further my education. Being in the valley, I was able not only to work, but also care for my family as well as build connections within the community to which I will soon return. One of the main contributing factors to my success was the multitude of resources readily available to me. These included the Writing Center, Academic Advising, and especially TRiO Student Support Services. With the Access Objectives 2.1.a, motivation provided by my English professor, I was able to learn the importance of peer-reviewing and improve my writing skills. Through his d, e; 2.3 courses I began to appreciate the importance of utilizing the Writing Center, and now I have been able to take advantage of the resources that are available to me [at Eastern Washington University]. TRiO-SSS provided me with an academic family base. The team always made me feel motivated and ready to push for success. Through TRiO I was able to earn a grant which helped me through a period of financial hardship. I was also able to build connections with students from similar backgrounds, which is essential as a firstgeneration college student who is learning the ropes of college for the very first time. The abundance of resources helped guide me to complete my degree.

I can attribute my academic success to one tool that helped me manage my academic agenda at YVC. The two-year academic Education Plan was an essential tool that saved me time, money, and stress. Because of the college prep course that was an introductory requirement in TRiO, I was able to learn the differences in the types of degrees offered and how to obtain them. At first I was very lost, confused, and feeling discouraged, because I felt I would never figure out the process necessary to become an attorney. Little did I know that I would soon figure it out with some guidance from a team of great Success Objectives 3.1.a; mentors â&#x20AC;&#x201C; mentors who gave me real and hard-to-hear advice when necessary, 3.2.; 3.3; 3.4 mentors who believed in my ability so much so that they supported my decision to take 20 credits at a time in order to support my own goals. Too often I see students lacking the structure of such an academic plan. This plan was a guideline for me that I was able to adjust accordingly as I went through my journey. I consider myself a life-long learner and critical thinker. My perception on learning is new and improved because of YVC and programs such as TRiO. Specifically Gordon Koestler [English faculty] and Maribel Jimenez [Counseling faculty], whom have been nothing short of amazing mentors and genuine support systems.

Chapter One Mission, Core Themes, and Expectations The institution articulates its purpose in a mission statement, and identifies core themes that comprise essential elements of that mission. In an examination of its purpose, characteristics, and expectations, the institution defines the parameters for mission fulfillment. Guided by that definition, the institution identifies an acceptable threshold or extent of mission fulfillment. — NWCCU Standards, 2018, Standard One: Mission and Core Themes Executive Summary of Eligibility Requirements 1, 2, and 3 Eligibility Requirement 1: Operational Status The institution has completed at least one year of its principal educational programs and is operational with students actively pursuing its degree programs at the time of the Commission accepting an institution’s Application for Consideration for Eligibility. The institution has graduated at least one class in its principal educational program(s) before the Commissioner’s evaluation for initial accreditation. YVC has been providing educational programs for 90 years and has graduated 88 annual cohorts of students. The College currently offers 55 degree programs, including programs of study in Associates of Arts (AA) and Associates of Arts and Sciences (AAS), as well as four Bachelor of Applied Sciences (BAS) degrees. YVC also offers 100 certificate programs. Eligibility Requirement 2: Authority The institution is authorized to operate and award degrees as a higher education institution by the appropriate governmental organization, agency, or governing board as required by the jurisdiction in which it operates. YVC is authorized to operate and award degrees and certificates as approved by the State Board of Community and Technical Colleges (SBCTC) for the state of Washington. YVC has been continuously accredited by the NWCCU since 1948. Eligibility Requirement 3: Mission and Core Themes The institution’s mission and core themes are clearly defined and adopted by its governing board(s) consistent with its legal authorization, and are appropriate to a degree-granting institution of higher education. The institution’s purpose is to serve the educational interests of students and its principal programs lead to recognized degrees. The institution devotes all, or substantially all, of its resources to support its educational mission and core themes.

YVC’s Board of Trustees, appointed by the governor of Washington State, approves and adopts the mission, core themes, and related indicators. All of the institution’s resources support YVC’s educational mission and core themes. In January, 2012, the YVCC Board of Trustees reaffirmed the following mission, definition of mission fulfillment, and core themes – themes they had adopted in 2010 with Board MOTION 10-03-06. Standard 1.A: Mission 1.A.1 Mission Statement YVC enriches and enhances individuals and communities by delivering accessible, student- centered education. YVC addresses the needs of our diverse communities by providing learning opportunities in basic literacy; academic, professional and technical education; and lifelong learning. The YVC mission statement is consistent with the institution’s purpose as meeting the educational needs of residents in its service district. The college’s resources and planning efforts are dedicated to supporting the mission and core themes. The college’s mission statement can be found on the YVC website. (Mission Statement). YVC has institutionalized processes that serve as continual reminders of the focus on “Community,” “Access,” and Success.” In addition, the president ties her monthly activity to core themes and this information is presented at the Board of Trustees meetings (see President-BOT reports). She also addresses core themes/accreditation at the board of trustees retreats which are open public meetings. 1.A.2 Articulation of an Acceptable Threshold or Extent of Mission Fulfillment The institution defines mission fulfillment in the context of its purpose, characteristics, and expectations. Guided by that definition, it articulates institutional accomplishments or outcomes that represent an acceptable threshold or extent of mission fulfillment. In January 2012, the YVC Board of Trustees reaffirmed the following mission, definition of mission fulfillment, and core themes for the 2012 Year One Report, which was reiterated in subsequent communications with the Commission: Definition of Mission Fulfillment YVC will strive to meet each of the objectives associated with the three core themes of Access, Success, and Community. The college will consider its mission to be fulfilled to an acceptable degree when at least 70 percent of the objectives associated with the core themes have been met. To articulate mission fulfillment, YVC’s Administrative Council, with input, suggestions, and critiques from the Instructional Council and other analysts and stakeholders, identified objectives and data measures for each core theme. Once the objectives were clarified, the Office of Institutional Effectiveness (OIE) assisted in selecting indicators from available data and literature reviews of what types of data were informative about each objective. (See also Standard 1.B.2.)

Definition of Acceptable Threshold of Mission Fulfillment YVC will use the following method to determine an acceptable threshold of mission fulfillment: • Set baselines for each of the data measure using the average from the three years prior to the accreditation cycle. • Collect data for each measure during the accreditation cycle timeframe (2011-2019). • Calculate averages at the end of the cycle to ensure that no single data point represents the entire cycle. • Compare baseline data and accreditation cycle averages to each other and assign a score based on the following: o The scores are Above Baseline (1 point), Acceptable Range (.5 point), and Needs Improvement (0 points). • Divide the sum of points earned from the data measures by the total points possible (52) to determine a percentage. o A score of 70% or above indicates mission fulfillment. Standard 1.B: Core Themes 1.B.1. The institution identifies core themes that individually manifest essential elements of its mission and collectively encompass its mission. Every five years YVC engages our community, students, faculty, and staff in surveys and focus groups to better understand how we should plan for the future needs of the communities we serve. Most recently (2016), YVC reaffirmed the three core themes – Community, Access, Success – outlined in the 2011 self-study. Responses from students, employees, and our community were used to identify new objectives and indicators, which are reflected in the 2019 self-study. The complete list of current Core Themes, Objectives, and data indicators is available in Vision for 2020 and in the Final Core Theme Report, 2019. 1.B.2. The institution establishes objectives for each of its core themes and identifies meaningful, assessable, and verifiable indicators of achievement that form the basis for evaluating accomplishment of the objectives of its core themes. For each of its three core themes, YVC identified objectives and indicators. Some Indicators have multiple data measures. The indicators are an array of descriptive statistics (i.e., number of graduates annually), comparative statistics (i.e., pre/post comparisons, cohort analyses), and perception data (i.e., Annual Fall Student Survey, PACE Survey). The rationales for selecting indicators are included with each of the Core Theme outlines provided in the following pages of this Standard One Report. Baselines were set for data measures using the average from the three years prior to the accreditation cycle. The target is to be at or above the baseline on an average for the accreditation cycle.

Core Theme One: Community YVC is aware of the importance of its role in economic development, including the need to develop a workforce with a wide range of skill sets, from entry-level skills to highly technical knowledge. As one of the largest employers in the region, the college strives to ensure that its workforce is well trained and to encourage college personnel to interact with the larger community. YVC identified three (3) objectives and eight (8) indicators with a total of 19 data measures related to the Core Theme of Community. Core Theme 1: Community YVC embraces its role as both a provider of higher education and an employer, and actively seeks partnerships to provide opportunities for the economic, social, and cultural development of our students, employees, and communities. Objective 1.1 – Contribute to the work skills and educational levels of YVC’s communities. Indicators & Data Measures with Baselines Rationale Indicator 1.1.a - College and Career YVC partners with statewide colleges and Readiness skill level gains as measured universities, local business owners, certified by CASAS re-test score improvements. professionals, community advisory boards and committees, as well as other professional Data Measures: organizations, to provide relevant training – • ABE Skill Level Gains - Baseline Job Service placements, for example – 47.1% communication skills, and contributes to the • ESL/EFA Skill Level Gains knowledge bases of its students, employees, Baseline 59.6% and other in the community. The college Indicator 1.1.b – The number of contributes future employees and bettercertificates and degrees awarded educated citizens at a variety of levels of annually. preparation, ranging from basic skills through Data Measures: completion of degrees. • AA & AAS degrees - Baseline 659 • Certificates - Baseline 199 These indicators, in part, suggest the degree to • Total of degrees and certificates – which we are successful in that effort. Baseline 858 Indicator 1.1.c – Percentage of Professional/Technical (PTECH) students employed in their field of study 6 months post-graduation. Data Measure: • PTECH students employed – 79% Indicator 1.1.d – Percentage of Dually Enrolled students who matriculate to YVC within the year following high school graduation.

Data Measures: • Running Start Matriculation – Baseline 78.7% • Tech Prep Matriculation – Baseline 73.3% Objective 1.2 – Increase student engagement outside the classroom Indicators & Data Measures with Baselines Rationale Indicator 1.2.a – Percentage of students National research indicates that students who reporting involvement in campus club and participate in activities that keep them on activities on the Annual Fall Student Survey. campus, engaged and involved with other students with similar interests and concerns, are more likely to build supportive Data Measure: Percentage of students – Baseline 18.4% communities and succeed in achieving academic and career goals. Federal grants, YVC Associated Student fees, ASYVC committees, faculty-student research projects, profession- and career-specific clubs, and offand on-campus conference participation contribute to meeting this objective. Core Theme Two: Access As an “open-door” community college, YVC encourages and supports our community members’ enrollment in educational programs, including enrollment in college and career readiness, professional and technical programs, transfer education, and lifelong learning. Concerted efforts are made to ensure that access is equitably available to our diverse community for all educational programs offered. YVC identified three (3) objectives and nine (9) indicators with a total of 12 data measures related to the Core Theme of Access. Core Theme 2: Access YVC provides educational opportunities and support services that facilitate entrance into and success in post-secondary education throughout our service district. Objective 2.1 – Student Support Services contribute to student success. Indicators & Data Measures with Baselines Rationale Indicator 2.1.a – First-time course success YVC provides an array of programing aimed in English and Math in relation to center at helping students begin a college program usage. focused on successful completion. Relative to first-time course success, YVC monitors Data Measures: placement and provides access to • English pass rates by Writing counseling/advising and academic support Center usage – Baseline 77.5% services to promote more course success. The • Math pass rates by Math Center vast majority of YVC students start below usage – Baseline 60.3% college-level in at least one subject, and the Indicator 2.1.b – Student satisfaction with

placement Data Measures: • Satisfaction with English placement– Baseline 79.6% • Satisfaction with Math placement – Baseline 58.1% Indicator 2.1.c – Pass rates in English and Math in relation to placement.

further below college-level courses they start, the less likely they are to persist to complete certificates and/or degrees. Passing initial courses contributes to student persistence. From national data, we are aware that students’ attitudes play a role in success, with students who perceive that they are placed appropriately more likely to continue with their program, so YVC tracks student perception of placement and knowledge of advisors.

Data Measures: • English pass rates – Baseline 77.0% • Math pass rates – Baseline 79.1% Indicator 2.1.d – Percentage of students who earn 30 college-level credits within the first year of enrollment. Data Measure: • Percentage –Baseline 33.1% Indicator 2.1.e – Percentage of students reporting on the Annual Fall Student Survey that they know their assigned advisor. Data Measure: • Percentage – Baseline 76.7% Objective 2.2 – Increase transition to college programs from Adult Basic Education. Indicators & Data Measures with Baselines Rationale Indicator 2.2.a – Percentage of ABE students Local and state data suggest that more who transition to college within one year. collaborative curriculum and intentional efforts to transition students from Adult Data Measure: • Percentage of ABE students enrolled Basic Education programs to college in levels 4/5/6 who transition – programs will provide key access to those Baseline 37.6% college programs and to additional student Indicator 2.2.b – Percentage of YVC students support services. who completed the GED and transition to YVC is developing “transition” courses and college within one year. programs focused on the top three levels of Data Measure: ABE/GED coursework. Students in these • Percentage of GED completers three levels are the most likely to be in a transitioning– Baseline 24.8% position to transition within one year of taking basic skills courses.

Objective 2.3 – Increase completion of educational requirements. Indicators & Data Measures with Baselines Rationale Indicator 2.3.a – Percentage of students who National data demonstrate that early complete a quantitative degree requirement completion of communication and within two years of enrollment. quantitative degree requirements correlates strongly with degree completion. As a result, Data Measure: • Percentage completing quantitative YVC’s academic advisors emphasize

requirement – Baseline27.3% Indicator 2.3.b– Percentage of students who complete a communication degree requirement within two years of enrollment. Data Measure: • Percentage completing quantitative requirement – Baseline 56.3%

enrolling in English and Math courses at initial entry and taking all the courses in those sequences required to meet student degree and/or certificate goals. One of the reasons for this advice is that many courses require demonstrated proficiency in English and Math as prerequisites for enrollment. YVC is dedicating significant resources to redefine developmental course sequences and degree requirements in line with programs of study.

Core Theme Three: Success As a Hispanic–Serving Institution, YVC is demonstrably aware of the responsibility it has to students and to the community to focus on student success in their endeavors. To this end, YVC has focused on creating a responsive and responsible environment that serves a variety of purposes and helps students meet a variety of goals. YVC identified four (4) objectives and 10 indicators with a total of 22 data measures related to the Core Theme of Success. Core Theme 3: Success Students achieve educational goals through completion of courses and programs of study and are prepared to further their life goals through employment, transfer, and participation in the community. Objective 3.1 – Increase course-completion rates. Indicators & Data Measures with Baselines Rationale Indicator 3.1.a – Course completion rates In order to succeed in college, students must overall. complete courses that lead to completing degrees and/or certificates. The college aims Data Measure: • Course completion rates - Baseline to see similar rates of success regardless of 80.0% modality of instruction. Indicator 3.1.b – Course completion rates by modality. Data Measures: • Face-to-face rates - Baseline 80.1% • Hybrid rates – Baseline 76.5% • Interactive Television (ITV) – Baseline 77.0% • Fully online – Baseline 72.1% • Web-enhanced – Baseline 76.0% • Gap between face-to-face and fully online – Baseline 9.8% Objective 3.2 – Increase student progress towards certificates and degrees.

Indicators & Data Measures with Baselines Rationale Indicator 3.2.a – Fall-to-winter retention of In order to succeed at college, students must the cohort that enters each fall. persist – in courses and in the “job” of attending college. Retention is an indicator of Data Measure: • Percentage – Baseline 80.6% persistence to certificates and degrees. Indicator 3.2.b – Fall-to-fall retention of the National and YVC data on community college retention reveal that the types of cohort that enters each fall. services provided by the college impact firstData Measure: quarter and first-year retention. YVC has • Percentage – Baseline 51.4% invested in New Student Orientation Indicator 3.2.c – The percentage of students earning Student Achievement Initiative (SAI) instruction and in connecting students to performance based funding points overall and advisors with the intention of increasing retention and, therefore, student success. by intention. Data Measures: • Overall Percentage – Baseline 53.5% The SAI points are useful data to track for two reasons: first, they indicate progression • Transfer Percentage – Baseline towards a degree and, second, the 59.3% achievement of SAI points results in • Workforce Percentage – Baseline additional funding that the college can use to 57.2% • College and Career Readiness (CCR) help sustain student-support efforts. Percentage – Baseline 43.5% Indicator 3.2.d – Average SAI points earned per student overall and by intention. Data Measures: • Overall – Baseline 1.86 • Transfer – Baseline 1.92 • Workforce – Baseline 1.85 • CCR – Baseline 1.84 Objective 3.3 – Increase program and degree completion rates. Indicators & Data Measures with Baselines Rationale Indicator 3.3.a – Certificate and degree YVC strives to support students in efficiently completion rates completing certificates and degrees. Community college students – starting in Data Measures: • Three-year rates – Baseline 24.7% developmental work, attending school part• Six-year rates – Baseline 34.7% time, and changing major intentions – take longer to complete degrees. Oftentimes Indicator 3.3.b – Persistence rates (degree/certificate earned, transferred, or still student enrollment “swirls” based on life circumstances. YVC employs several attending) within four years. strategies to help students persist and complete. Data Measure: • Percentage with a credential, transfer, or still attending – Baseline 56.1% Objective 3.4 – Students will demonstrate competence and confidence in student learning outcomes. Indicators & Data Measures with Baselines Rationale Indicator 3.4.a – Results of the Collegiate While degrees and certificates indicate

Learning Assessment (CLA) demonstrate value-added learning. Data Measure: • Comparison of entering and exiting student CLA effect sizes – Baseline .49 (moderate) Indicator 3.4.b – Student reported confidence in academic abilities on the Annual Fall Student Survey. Data Measure: • Difference in the percentage of confidence levels between students with 0-15 credits and those with 75 or more credits – Baseline 8.7 percentage points

student achievement, the actual learning outcomes demonstrate the value-added learning by focusing on overarching learning outcomes throughout a curriculum, between courses and programs, and between instructional divisions. YVC focuses on assessing two (2) institutional-level student-learning outcomes: Computation/Analytical Reasoning (C/AR) and Communication (C). YVC uses two tools to measure the extent of SLO learning: The CLA and student self- report on the Annual Fall Student Survey. The CLA uses performance-based tasks to evaluate the critical thinking and written communication skills of college student. The Annual Fall Student Survey includes 17 questions related to student confidence in their learning across the disciplines. Research data nationally indicates that students who are more confident in their academic abilities will be more successful, will complete their degrees and/or certificate training, and will ultimately be more employable.

Chapter 2: Resources and Capacity â&#x20AC;&#x2DC;Breaking Barriers for a Better Futureâ&#x20AC;&#x2122; Andrea Cardenas I graduated from YVC Spring quarter of 2015 as a Running Start student, with an Associate in Arts-DTA. After graduating YVC in the spring of 2015 with my Toppenish High School diploma and Associate in Arts-DTA, I decided to gain some work experience. I started

working at YVC part time for two special funding programs, Worker Retraining (WRT) and Basic Food Employment & Training (BFET). I graduated from YVC in the Spring of 2018 with a Bachelor of Applied Science degree in Business Management.

Note: In July of 2019, Ms. Cardenas was named Confidential Administrative Assistant to the YVC Vice President of Instruction and Student Services.

Community Objectives met:1.1.b,c,d; 1.2; 1.3.a, b, c

After graduating spring of 2015 with my high school diploma and Associate in Arts-DTA, I decided to gain some work experience that would perhaps help me figure out what I career to pursue. I started working at YVC parttime for two special-funding programs, Worker Retraining (WRT) and Basic Food Employment & Training (BFET). I grew a passion working and helping students and speaking with one of my co-workers influenced me to enroll in the YVC Bachelor of Applied Science in Business Management program. I have been so fortunate. I am a full-time employee at YVC since 2016 for the [division] of College & Career Readiness. Working in this department, I help students enroll in English Language Acquisition (ELA), General Equivalency Diploma (GED), High School 21+ (HS21+), and Adult Basic Education (ABE) classes. I will be graduating spring of 2018 with my Bachelor’s degree and hope to obtain a higher position helping students break their barriers to continue their education for a better future.

Growing up, my parents had always been so supportive and encouraged me to get a good education. My parents only completed high school and they wanted my sisters and me to have a great education to be prepared for life, and have better job opportunities. To get my sisters and me these opportunities, they tried to find educational programs by reaching out to people they knew and found out that their kids participated in programs that helps students excel in their education. In high school, I participated in YVC Upward Bound and the Access Objectives met: Running Start program. These two programs have helped me get closer to better 2.1.d, e; 2.3.a,b life opportunities. It was beneficial being a Running Start student, because it saved my family from paying college tuition for two years, and Upward Bound helped financially with stipends to pay for my college textbooks. When I decided what degree I wanted to pursue, I decided to attend YVC because I would stay close to my family and would save money. I am grateful that I had the opportunity to be in two great programs that have helped me grow as an individual, but also helped me further my education.

In high school, I participated in the YVC’s Upward Bound program. This program prepared me for college, especially giving me the college experience during the summer resident program. I was able to stay at the dorms and take “college”-style classes. Attending the summer program allowed me to excel in my high school classes and encouraged me to enroll as a Running Start student. The Upward Bound coordinators were always Success available for when I had questions or helped me in anything that I needed. I Objectives met:3.1.a; 3.2; think that being involved in a program that is educationally oriented has definitely influenced me and has unquestionably helped me interact with the 3.3; 3.4 student participants who had similar educational goals as me. I really enjoyed being a Running Start student because I loved that YVC had a different environment than high school. I was able to work with a diverse group of people, and YVC made me mature quicker than if I would have stayed in high school.

Chapter Two Standard Two: Resources and Capacity By documenting the adequacy of its resources and capacity, the institution demonstrates the potential to fulfill its mission, accomplish its core theme objectives, and achieve the intended outcomes of its programs and services, wherever offered and however delivered. Through its governance and decision-making structures, the institution establishes, reviews regularly, and revises, as necessary, policies and procedures that promote effective management and operation of the institution. -NWCCU Standards, 2018, Standard Two: Resources and Capacity Executive Summaries for Eligibility Requirements 4-21 Eligibility Requirement 4: Operational Focus and Independence The institutionâ&#x20AC;&#x2122;s programs and services are predominantly concerned with higher education. The institution has sufficient organizational and operational independence to be held accountable and responsible for meeting the Commissionâ&#x20AC;&#x2122;s standards and eligibility requirements. YVC operates under the authority of the Community and Technical College Act of 1991 (RCW 28B.50). The CTC act of 1991 establishes the State Board for Community and Technical Colleges, which distributes state and federal funds to the College districts, approves applications for professional- technical programs, and sets guidelines for disbursement of capital funds. Yakima Valley College operates within these system guidelines, under the policy leadership of a Board of Trustees, appointed by the Governor, and confirmed by the State Senate. Under this authority, YVC independently establishes and manages its programs and services and operates as a public institution of higher education predominantly focused on transfer programs, workforce programs, College & Career Readiness and developmental education. Additionally, YVC offers student support services and college outreach programs to enable prospective students to be better prepared for higher education. Eligibility Requirement 5: Non-Discrimination The institution is governed and administered with respect for the individual in a nondiscriminatory manner while responding to the educational needs and legitimate claims of the constituencies it serves as determined by its charter, its mission, and its core themes. Yakima Valley College is an Equal Opportunity Employer and operates under an Affirmative Action Plan in accordance with applicable federal and state laws and regulations. Yakima Valley College reaffirms its policy of equal opportunity regardless of race, color, creed, religion, national origin, sex, sexual orientation and/or gender identity, age, marital status, disability (including the use of a specially trained guide dog or other service animal), honorably discharged veteran or military status, status as a disabled veteran, Vietnam era veteran, or the right of a

mother to breastfeed her child. This policy applies to all programs and facilities, including, but not limited to, admissions, educational programs and employment. Coordination of institutional compliance efforts with regard to equal opportunity and non-discrimination policies has been assigned to the Director of Human Resource Services. Eligibility Requirement 6: Institutional Integrity The institution establishes and adheres to ethical standards in all of its operations and relationships. YVC adheres to the highest ethical standards for all operations and relationships, and to the rules and regulations administered by the Washington State Ethics Board. As standards of ethical excellence are discovered, they are critically reviewed and if appropriate incorporated into YVC policies and procedures related to personnel, students, and administrative responsibilities. The college publishes its policies and procedures. YVC invites external agencies and organizations to train employees regarding ethical standards and to comment without reservation regarding means by which YVC can proactively promote ethical behavior and enforce high standards of conduct. Eligibility Requirement 7: Governing Board The institution has a functioning governing board responsible for the quality and integrity of the institution and for each unit within a multiple-unit institution to ensure that the institutionâ&#x20AC;&#x2122;s mission and core themes are being achieved. The governing board has at least five voting members, a majority of whom have no contractual or employment relationship or personal financial interest with the institution. YVC has a five-person Board of Trustees which is appointed by the Governor and approved by the Washington State Senate for terms of five years each. Trustees may serve up to two terms subject to approval of the Governor and the Senate. The Board of Trustees carries out its governance authority and duties as described in Washington state law and its constitution and by-laws. The Board functions as a body of the whole and represents the entire district. All board actions are executed in public meetings. Eligibility Requirement 8: Chief Executive Officer The institution employs a chief executive officer who is appointed by the governing board and whose full time responsibility is to the institution. Neither the chief executive officer nor an executive officer of the institution chairs the institutionâ&#x20AC;&#x2122;s governing board. The Chief Executive Officer is Dr. Linda Kaminski. Dr. Kaminski is the 16th president of the college and has served as YVC president since August 1, 1995. Dr. Kaminski was selected through a one-year national search which involved the Board of Trustees, faculty, staff, students,

and community members. The college president reports to the Board of Trustees which evaluates her performance annually. Eligibility Requirement 9: Administration In addition to a chief executive officer, the institution employs a sufficient number of qualified administrators who provide effective leadership and management for the institution’s major support and operational functions and work collaboratively across institutional functions and units to foster fulfillment of the institution’s mission and achievement of its core themes. YVC has an administrative structure that is efficient, qualified, and supports the educational programs, support services, and environment that enable students to succeed. There are two vice presidents who report to the president and oversee most activities at the college: the Vice President for Instruction and Student Services and the Vice President for Administrative Services. The Director for Community Relations and Executive Director of Human Resources also report to the president. Reporting to the VP for Instruction and Student Services are: • Three instructional deans (the Arts and Sciences, Workforce Education, and College and Career Readiness divisions); • the Dean for Grandview Campus; • the Dean for Student Services; • the Director of Library Services; • the Director of the Office for Institutional Effectiveness; • the Curriculum and Instructional Affairs Manager; • the director of the Bachelor of Applied Sciences program; and • the Director for Technology Services. Reporting to the Dean of Student Services are: • the Director of Financial Aid; • the eLearning Coordinator. Reporting to the VP for Administration are: • the Director of Facility Operations; • the Director of Budget Services; • the Director of Business and Accounting Services; • the Director of Occupational Health and Safety; • the Supervisor of Campus Security; • the Director of Organizational Change Management; and • the Director of Auxiliary Services. Each Director has administrative and exempt staff to manage various departments within their area of responsibility. All administrators are hired through an open, competitive process, meet the specific requirements for their positions and are evaluated annually by their respective supervisor.

Eligibility Requirement 10: Faculty Consistent with its mission and core themes, the institution employs and regularly evaluates the performance of appropriately qualified faculty sufficient in number to achieve its educational objectives, establish and oversee academic policies, and ensure the integrity and continuity of its academic programs wherever offered and however delivered. Yakima Valley College employs qualified faculty members in each instructional program, sufficient in number and quality to maintain class capacities and to ensure the continuity of the academic programs, providing faculty expertise in curriculum development and assessment of teaching and learning. Faculty members are responsible for curriculum development and oversight of academic policies through the divisional curriculum committees. Their curriculum proposals, which are coordinated through the Office of the Vice President for Instruction and Student Services, are subject to final approval by the President. Class capacities vary and are addressed in course outlines and recommended by the divisional curriculum committees to the President who makes final determinations. The qualifications for faculty members set forth in the Collective Bargaining Agreement (CBA) between the college and the AFT-Yakima, and ensure the integrity of the academic programs of the college. Departmental faculty members and instructional administrators review the credentials of full-time and part-time faculty members, and the performance of faculty members is evaluated on a five-year cycle. Full-time faculty hired into tenure-track positions follow the tenure evaluation process outlined in Article 12 of the CBA. This three-year process includes self, peer, and supervisor evaluation with annual reports submitted to the Board of Trustees. Once tenure has been awarded, faculty members are placed on a five-year evaluation cycle. Eligibility Requirement 11: Educational Programs The institution provides one or more educational programs which include appropriate content and rigor consistent with its mission and core themes. The educational program(s) culminate in achievement of clearly identified student learning outcomes, and lead to collegiate-level degree(s) with degree designation consistent with program content in recognized fields of study. In addition to the College and Career Readiness instructional programs that address adult precollege learning needs and can lead to completion of a high school diploma or GED, Yakima Valley College offers instructional programs through the Arts and Sciences and Workforce Education Divisions. Arts and Sciences Division programs prepare students to transfer to baccalaureate institutions or to fulfill prerequisites to enter professional/technical programs. The Workforce Education Division maintains 24 professional and technical programs offering 44

Associate of Applied Science degrees, as well as the Associate Degree Nursing and the Associate in Nursing-Direct Transfer Agreement/Major Ready Pathway (AND-DTA/MRP). Each professional and technical degree delivers content from recognized fields of professional practice supported by industry-based advisory committees. The college offers seven transfer degrees, including the Associate in Arts-Direct Transfer Agreement (DTA); the Associate in Arts-Science Option; the Associate in Science Transfer Track 1 (Biology, Biochemistry, Chemistry, Geology) and Track 2 (Engineering, Computer Science, and Physics); Direct Transfer Agreements (DTAs) in Business and Computer Science; the Associate of Applied Science Agribusiness; and the Associate of Applied Science Early Childhood Education. The Associate in Arts, Associate in Science Transfer, and Associate in Business DTA transfer degrees are accepted by member institutions of the Inter-College Relations Commission. The two Associate of Applied Science Transfer degrees are articulated to selected Washington State public baccalaureate institutions. In addition, starting in the fall of 2014, the college added four Bachelor of Applied Science (BAS) degrees: BAS-Business Management (Fall, 2014), BAS-IT Networking (Fall, 2015), BAS-Dental Hygiene (Fall, 2016), and BAS-Teacher Education (Fall, 2018). The YVC Course Catalog has a complete list of such degrees and certificates. (Course Catalog) Eligibility Requirement 12: General Education and Related Instruction The institutionâ&#x20AC;&#x2122;s baccalaureate degree programs and/or academic transfer associate degree programs require a substantial and coherent component of general education as a prerequisite to or an essential element of the programs offered. All other associate degree programs (e.g., applied, specialized, or technical) and programs of study of either 30 semester or 45 quarter credits or more for which certificates are granted contain a recognizable core of related instruction or general education with identified outcomes in the areas of communication, computation, and human relations that align with and support program goals or intended outcomes. Bachelor and graduate degree programs also require a planned program of major specialization or concentration. The transfer degrees of the College require courses that develop competence in written, oral and non-verbal communication; quantitative reasoning and critical analyses; and human relationships necessary for college-level and professional studies. Additionally, the transfer degrees require a breadth of related study in the distribution areas of Natural Sciences, Humanities, and Social Sciences, introducing students to the content and methodology of the major areas of knowledge. All YVC applied degrees and certifications requiring at least 45 credits include required courses fulfilling Student Learning Outcome requirements in the areas of Computation/Analytical Reasoning (C/AR), Communication (C), or Human Relations (HR). All associate, transfer and bachelor degrees offered by YVC comply with the State Board of Community & Technical Collegesâ&#x20AC;&#x2122; guidelines and those of other official bodies that set policies for such degrees, including the general-education component of degrees.

Eligibility Requirement 13: Library and Information Services Consistent with its mission and core themes, the institution maintains and/or provides access to library and information resources with an appropriate level of currency, depth, and breadth to support the institutionâ&#x20AC;&#x2122;s programs and services wherever offered and however delivered. The YVC Library and Media Services Center maintains an accessible, unified collection of print and electronic resources on both YVC campuses. The faculty and staff offer resources and services to YVC students and faculty in order to meet the needs of college programs. In most cases, the librarians share in the responsibility for material selection for all disciplines, working with discipline faculty to purchase appropriate materials for research assignments and in support of the curriculum. (Library and Media Services) Eligibility Requirement 14: Physical and Technological Infrastructure The institution provides the physical and technological infrastructure necessary to achieve its mission and core themes. YVC provides and maintains a physical and technological infrastructure that supports institutional functions and allows the college to pursue fulfillment of its mission and core theme objectives. The Director for Library and Media Services collaborates with library staff and Technology Services to provide electronic and technological access for students, staff, and faculty. They also plan for future technological and educational needs. Annual technical infrastructure planning gathers input from constituencies as well as technical staff, enabling the college to prioritize infrastructure upgrades to existing facilities and programs. Eligibility Requirement 15: Academic Freedom The institution maintains an atmosphere in which intellectual freedom and independence exist. Faculty and students are free to examine and test all knowledge appropriate to their discipline or area of major study as judged by the academic/educational community in general. The college maintains consistent policies that support an atmosphere of intellectual freedom for all faculty and students. Student Rights and Responsibilities clearly articulates YVCâ&#x20AC;&#x2122;s commitment to respecting freedom in learning referencing WAC Chapters 132P-33-010 and 132P-33-065 (Students Rights and Responsibilities). Related to faculty, the Board of Trustees constitution and bylaws statement endorses academic freedom, as well as the district-faculty Collective Bargaining Agreement. (CBA) Eligibility Requirement 16: Admissions The institution publishes its student admission policy which specifies the characteristics and

qualifications appropriate for its programs, and it adheres to that policy in its admissions procedures and practices. The admission process is established by the State of Washington (Revised Code of Washington 28B.50.020) and is governed by the State Board for Community and Technical Colleges (RCW 28B.50.050). As a community college, YVC admits any age eligible person who can benefit from the instructional programs of the college. This policy is published in the Course Catalog and on the college website. Eligibility Requirement 17: Public Information The institution publishes in a catalog and/or on a website current and accurate information regarding: its mission and core themes; admission requirements and procedures; grading policy; information on academic programs and courses; names, titles and academic credentials of administrators and faculty; rules and regulations for student conduct; rights and responsibilities of students; tuition, fees, and other program costs; refund policies and procedures; opportunities and requirements for financial aid; and the academic calendar. The Director of Community Relationsâ&#x20AC;&#x2122; staff also includes a Web Content Coordinator and a Communications Consultant II. The Director is primarily responsible for public information within and external to the college, and oversees the development and distribution of college publications, marketing, media requests, community events, and the college website. (Campus Update, The Yak, and the College Website news â&#x20AC;&#x153;crawl.â&#x20AC;?) Changes to the YVC Course Catalog are shared with the Dean of Student Services, in a process that begins in November with a request for revisions and ends in the following August with a final version available on the YVC website. The Executive Assistant to the President is responsible for responding to all public record requests. The Community Relations staff and the Executive Assistant to the President were hired through an open competitive process and meet all of the required qualifications and experience for their positions. Eligibility Requirement 18: Financial Resources The institution demonstrates financial stability with sufficient cash flow and, as appropriate, reserves to support its programs and services. Financial planning reflects available funds, realistic development of financial resources, and appropriate risk management to ensure short-term solvency and long-term financial sustainability. The institution demonstrates financial stability with sufficient cash flow and, as appropriate, reserves to support its programs and services. Financial planning reflects available funds, realistic development of financial resources, and appropriate risk management to ensure shortterm solvency and long-term financial sustainability. (Constitution and By-Laws)

Eligibility Requirement 19: Financial Accountability For each year of operation, the institution undergoes an external financial audit, in a reasonable timeframe, by professionally qualified personnel in accordance with generally accepted auditing standards. Results from the audit, including findings and management letter recommendations, are considered in a timely, appropriate, and comprehensive manner by the administration and governing board. YVC undergoes a financial statement audit at the end of the fiscal year. Financial statements are compiled late summer for audit by the Washington State Auditorâ&#x20AC;&#x2122;s office in the late fall, which is well within the nine-month accreditation standard. At least one member of the Board of Trustees, the College Executive Team, and the director of Accounting and Business Services attends audit entrance and exit conferences. Each year, the results of the audit are shared and approved by the Board of Trustees. YVC is proud of the fact that we have had no financial- statement audit findings from the SAO. Eligibility Requirement 20: Disclosure The institution accurately discloses to the Commission all information the Commission may require to carry out its evaluation and accreditation functions. The College has appointed the Vice President for Instruction and Student Services as the Accreditation Liaison Officer (ALO), and current Vice President Tomas Ybarra has agreed to serve in that capacity. (The College will inform the NWCCU upon any changes in the appointed ALO designeeâ&#x20AC;&#x2122;s status or employment.) The ALO is responsible for the annual reports to the Commission, as well as the institutional self-study. These documents accurately represent the performance of the institution and enable the Commission to carry out its evaluation and accreditation functions. Eligibility Requirement 21: Relationship with Accreditation Commission The institution accepts the standards and related policies of the Commission and agrees to comply with these standards and policies as currently stated or as modified in accordance with Commission policy. Further, the institution agrees that the Commission may, at its discretion, make known the nature of any action, positive or negative, regarding the institutionâ&#x20AC;&#x2122;s status with the Commission to any agency or members of the public requesting such information. The College accepts and agrees to comply with the standards and policies of the Commission. The college represents in its publications the relationship between the college and the Commission, including the publishing of recent evaluations by the Commission, and invites the public to comment as appropriate concerning that relationship.

Standard 2.A: Governance 2.A.1 Effective System of Governance The institution demonstrates an effective and widely understood system of governance with clearly defined authority, roles, and responsibilities. Its decision-making structures and processes make provision for the consideration of the views of faculty, staff, administrators, and students on matters in which they have a direct and reasonable interest. Yakima Valley College (YVC) has a well-established system of governance in which the Board of Trustees, administration, staff, faculty, and students participate through defined communication-and-compliance roles and responsibilities. With the assistance and input from the Office of Institutional Effectiveness, Core Themes are established, Objectives are defined, and data indicators are identified and measured (Core Theme Report, 2019 Final, as well as similar previous reports). The Board of Trustees sets policy for YVC and delegates administrative authority to the President. The Presidentâ&#x20AC;&#x2122;s Executive Council is the administrative leadership team, comprised of the President, Vice President of Administrative Services, and the Vice President of Instruction and Student Services. The Administrative Council includes the President, vice presidents, deans, and directors of community relations, technology, budget, facilities operations, accounting services, and library and media services. This council meets twice monthly and makes decisions that support the effective operation of the institution. The VP of Instruction and Student Services also weekly convenes the Instructional Council, which includes the deans of CCR, WED, Arts and Sciences, Student Services, and Grandview, as well as specific staff and faculty members consulted to address an array of instructional and student services topics. In addition, the Associated Students of Yakima Valley College, on both the Yakima and Grandview campuses, play a direct role in governing the college by their participation in faculty tenure-review committees, managing student Service and Activities fee budgets, and making regular reports on student activities to the YVC Board of Trustees. (Further student participation in governance, including RCW and WAC compliance, is noted in Standard 2.A.17.) YVC is part of YVC is part of a CTC system of colleges overseen by the State Board for Community and Technical Colleges (SBCTC). The SBCTC sets policy and direction for the 34 institutions within the system. The Board of Trustees and the SBCTC are governed by RCW 28B.50.050, the Community and Technical College Act of 1991, which established the authority of the Washington State Board for Community and Technical Colleges and the local Board of Trustees. The SBCTC determines the method of allocating state funds, approves property acquisitions, and sets tuition rates for the system. It also develops the overarching vision and priorities of

the entire College system. The specific responsibilities of the SBCTC include the following: reviewing a single budget for the support of the state system; disbursing funds to the community and technical college districts; ensuring each college district offers specified educational, training, and service programs, and maintains an open-door policy; administer criteria for establishment of new colleges and modification of district boundary lines; establish minimum standards for operation of the community and technical colleges. 2.A.2 Clearly Delineated Authority, Policies, and Procedures In a multi-unit governance system, the division of authority and responsibility between the system and the institution is clearly delineated. System policies, regulations, and procedures concerning the institution are clearly defined and equitably administered. The overarching system of governance for the community and technical colleges is clearly defined in state statute (RCW and Washington Administrative Code-WAC), which directs each college to be governed by a local Board of Trustees. These boards set the parameters by which their local institutions operate, including the relative autonomy of the administration for day-today operation. YVC clearly understands the division of authority and responsibility between the system and the institution. Similar to other Colleges in the state, Yakima Valley College is controlled by a fivemember local Board of Trustees appointed by the Governor and confirmed by the Washington State Senate. The makeup of the Board of Trustees represents differences across local geographic areas, professions, genders, and ethnicities. RCW 28B.50.140 of the College Act of 1991 assigns specific responsibilities to the Board of Trustees, including the following: operate colleges; create education and training programs; employ presidents for each college; establish new facilities; maintain self-supporting facilities such as bookstores, food service and dormitories; receive gifts; make rules for pedestrian and vehicular traffic; establish programs of study and grant degrees and certificates; enforce rules and regulations; grant tenure, and offer educational services on a contractual basis. 2.A.3 Compliance with Commissionâ&#x20AC;&#x2122;s Standards The institution monitors its compliance with the Commission's Standards for Accreditation, including the impact of collective bargaining agreements, legislative actions, and external mandates. The Board of Trustees, faculty, and staff monitor compliance with the commission standards relative to internal and external challenges facing the institution. The President reviews and communicates legislative actions that impact or could impact the collegeâ&#x20AC;&#x2122;s mission and/or operations and the potential impact on compliance with NWCCU Standards. In addition, any external mandates are reviewed to determine alignment with the Standards. For example, changes in funding may necessitate revisions in course offerings and/or focus of the college that

may restructure the core themes and relative budget allocations. Collective bargaining agreements for both faculty (CBA) and staff (WPEA) reflect acceptable NWCCU practices related to hiring and evaluating staff and curriculum. For example, the Faculty Agreement language on full-time faculty evaluation reflects Standard 2.B.5. Whenever contracts are renegotiated, Standards are reviewed to ensure alignment of YVC practices with accreditation requirements. Sections 2.A.4-8: Governing Board 2.A.4 Governing Board The institution has a functioning governing board consisting of at least five voting members, a majority of whom have no contractual, employment, or financial interest in the institution. If the institution is governed by a hierarchical structure of multiple boards, the roles, responsibilities, and authority of each board-as they relate to the institution-are clearly defined, widely communicated, and broadly understood. The Board of Trustees is responsible for establishing, reviewing, and revising the college’s mission, goals, and policies to ensure the integrity of the college. Duties, responsibilities, and operational policies and procedures are outlined in the YVC Board of Trustees constitution and bylaws and in RCW 28B.50. In addition, the ethical requirements of the Board are described in the Public Ethics Laws of Washington. The bylaws, adopted by the Board of Trustees on June 17, 1967 and revised in 1999, 2000, and 2007, further define the Board’s responsibilities, including the terms and selection of officers. Constitution and Bylaws. The Board of Trustees is comprised of five members appointed by the Governor for five-year, renewable terms. No member of the Board has a contractual, employment, or financial interest in the institution. The Tables 2.A.1 and 2.A.2 list the members and their terms, occupations, and communities since 2012. TABLE 2.A.1: CURRENT YVC BOARD OF TRUSTEES, 2018 Trustee

Term

Occupation

Community

Dr. Sara Cate

6/2015 – 9/2019

Physician

Yakima

Rosalinda Mendoza

7/2013 - 9/2020

Independent Consultant

Cowiche

Robert Ozuna

6/2010 – 9/2018

Patrick Baldoz Neil McClure

President/CEO RGI Corp Executive Director /CEO of the 10/2016 – 9/2021 South Central Workforce Council 10/2017 – 9/2022 CEO, Firman Pollen Company

Sunnyside Zillah/Wapato Yakima

TABLE 2.A.2: PAST BOARD OF TRUSTEE MEMBERSHIP, SINCE 2012 Trustee James Carvo

Occup Term 02/2003-03/2013 Bus. Mgr. of Labor Union 614

Community Selah

Lisa Ann Parker

12/2003-09/2016 High School Teacher

Zillah

Patricia Whitefoot

08/2004-10/2017 K-12 Native American Education Specialist

White Swan/ Toppenish

Paul McDonald

12/2004-09-2014 Orchardist

Wapato

The Board is convened monthly unless it is agreed upon not to meet and there is a month’s notice. Board meetings include a general public meeting and executive and/or study sessions as needed. Executive sessions are privately held for the purpose of personnel, confidential, and legal matters. Study sessions are open to the public and provide opportunities outside of the regular business meeting to further understand a topic in preparation of future Board actions. All meetings are announced in accordance with state regulations. The Board also participates in state meetings and legislative conferences sponsored by its state organization, the Washington Association of College Trustees (ACT). 2.A.5 Committee of the Whole The board acts only as a committee of the whole; no member or subcommittee of the board acts on behalf of the board except by formal delegation of authority by the governing board as a whole. The Board of Trustees Constitution Article VI “Committees” (Section A) states, “The Board of Trustees shall act as a committee of the whole for the conduct of its business” (Constitution and By-Laws). This is reinforced at the orientation for new trustees and has been consistently practiced by board members. 2.A.6 Institutional Policies The board establishes, reviews regularly, revises as necessary, and exercises broad oversight of institutional policies, including those regarding its own organization and operation. Between 2010 and 2018, the Board oversaw a number of actions related to the college mission and institutional policies. The college mission was formally updated in 2001, 2007, and 2008 and was reapproved in 2010 as part of the new institutional strategic plan. The Board regularly updates college policies (i.e., Affirmative Action, sexual harassment, information technology security, etc). All Board policies and college procedures are published on the YVC Intranet “Sharepoint” site and on the college’s public-facing website. The Board approved the three

core themes for the college in March 2010 and began a review of the core theme indicators at their annual summer retreat. The Institutional Strategic Plan is done on a five-year cycle at YVC, the most current of which (Vision for 2020) is posted on the collegeâ&#x20AC;&#x2122;s website. 2.A.7 Selection and Evaluation of CEO The board selects and evaluates regularly a chief executive officer who is accountable for the operation of the institution. It delegates authority and responsibility to the CEO to implement and administer board-approved policies related to the operation of the institution. The Board of Trustees appoints and annually evaluates (each September) the President of the college. Since 1995, the President has served under a series of three-year contracts. Board motions 08-04-01 and 08-04-02 delegated authority to the college President except for approval of budgets and fees, tenure, sabbatical leaves, faculty renewals, and contracts in excess of $100,000. Article IV of the Board of Trusteesâ&#x20AC;&#x2122; constitution designates the President as the Board secretary (Constitution and By-Laws). 2.A.8 Board Evaluation The board regularly evaluates its performance to ensure its duties and responsibilities are fulfilled in an effective and efficient manner. The Board of Trustees conducts an annual retreat during which they undertake more in- depth discussion of issues and review the institutional goals for the previous year and the upcoming year. This time is also designated for updating its constitution and bylaws. The Board schedules time during this retreat to evaluate its performance and accomplishments as a Board. Section 2.A.9-11: Leadership and Management 2.A.9 Effective Leadership System The institution has an effective system of leadership, staffed by qualified administrators, with appropriate levels of responsibility and accountability, who are charged with planning, organizing, and managing the institution and assessing its achievements and effectiveness. The current leadership and management of YVC is organized under the top leadership of the Executive Council, consisting of the President, Vice President of Instruction and Student Services, and Vice President of Administrative Services. Instructional and support leadership under the Executive Council consists of deans and administrative-services directors. Together, the Executive Council and the secondary-leadership tier is responsible for managing the institution and assessing its effectiveness, regularly consulting student-success data indicators and adjusting the Collegeâ&#x20AC;&#x2122;s academic and financial efforts. The College administrative

structure includes second-tier Administrative Services and Instructional Council meetings at which Mission progress is monitored and analyzed. Success initiatives are undertaken, degrees and certificates are initiated, and grants are sought to comply with Mission-fulfillment priorities. The processes by which this is carried out are described in Chapter Three of this report, as well as by the graphic in Chapter/Standard 3.A.1. The current Administrative Structure is as follows: FIGURE 2.A.9.A: YVC ADMINISTRATIVE STRUCTURE

Over the past eight years, this organizational structure has changed in response to growing needs within the scope of the institutional mission. Some administrative responsibilities have been consolidated or reassigned, as indicated in the College’s “Response to Recommendations” in the Preface of the self-study. 2.A.10 Chief Executive Officer Qualifications The institution employs an appropriately qualified chief executive officer with full-time responsibility to the institution. The chief executive officer may serve as an ex officio member of the governing board, but may not serve as its chair.

The current President, Dr. Linda Kaminski, has been in the position since 1995. The President serves as chief executive officer of the college and ensures accountability to the college’s mission. The President is also a visible and influential member of the community and a vigorous advocate for the college in the local community, in the state, and nationally. The President provides leadership in: • Engaging the Board of Trustees, community, staff, and students in developing the college’s vision for the future and ensuring that efforts and resources are appropriately allocated to focus on the vision. • Managing all aspects of the institution. • Developing and managing human and financial resources to achieve the college mission. • Cultivating financial resources and managing the college’s operating and capital budgets. • Ensuring accountability and institutional effectiveness in every area of the college. • Fostering an educational environment that nurtures learning and focuses on mutual respect of all staff and students. • Assessing the needs of the community and promoting educational opportunities to meet those needs. • Promoting the college as a vehicle for economic development within the community. • Collaborating with the common schools, other colleges and universities, businesses, and non-profit agencies to maximize resources and provide unduplicated educational opportunity to students. • Motivating faculty and staff to work together toward meeting the college’s goals and mission, and recognizing their accomplishments. • Approving curricula. • Nurturing a culture of evidence to inform decision making and resource allocation. • Ensuring that all college policies and procedures are followed. 2.A.11 Administrators’ Qualifications The institution employs a sufficient number of qualified administrators who provide effective leadership and management for the institution's major support and operational functions and work collaboratively across institutional functions and units to foster fulfillment of the institution's mission and accomplishment of its core theme objectives. College administrators and staff meet all qualifications and have the appropriate levels of responsibility to assess institutional success and effectively manage the college, and accountability to effectively carry out the policies of the Board. Administrative duties and responsibilities are clearly outlined in position descriptions as well as the policies and procedures manual. YVC employs a sufficient number of qualified administrators (see Table 2.11.A following). Through the structures of the Executive Council, Administrative Council, Vice President’s Team, and Dean’s Cabinet, administrators are able to collaborate on numerous

levels to achieve the objectives outlined by the core themes. This same group of administrators regularly assesses and evaluates the outcomes of the core themes. TABLE 2.A.11.A: SUFFICIENT AND QUALIFIED ADMINISTRATORS Title President

Instruction and Student Services Vice President

Administrative Services Vice President

Arts and Sciences Dean:

Name Linda Kaminski

Tomás Ybarra

Teresa Rich

Kerrie Cavaness

College and Career Readiness Dean

Marc Coomer

Grandview Campus Dean (Interim)

Russell Marquis

Student Services Dean

Leslie Blackaby

Workforce Education Dean

Paulette Lopez

Director of Organizational Change Management

Clarissa Wolfe

Budget Services Director

Misael Lopez

Accounting Manager of Business Services

Angela Anthony

• • • • • •

Qualifications EdD, William & Mary College (1979) 39 years higher education administration 7 years teaching experience MPA, Evergreen State College (1985) 41 years higher education administration 5 years teaching experience

• PhD, Oregon State University (2015) • MPA, Central Washington University (2003) • 18 years higher education administration • 1 year teaching experience • MEd, Heritage University (2000) • 16 years higher education administration • 8 years teaching experience • MEd, Central Washington University (1998) • 10 years higher education administration • MEd, Heritage University (2003) • TESOL Certification (2013) • 15 years teaching experience • MS, Central Washington University (2004) • 35 years higher education administration • • • • • • • • • • • •

MS, Purdue University (1998) 16 years in higher education administration 12 years teaching experience EdD, Educational Leadership University of Washington Tacoma AA, Yakima Valley College (2004) 8 years of higher education administration 24 years in higher education BS, University of Central Oklahoma (2005) 2 years of higher education administration MS, Western Governors University (2018) 5 years in higher education 30 years industry experience

Director of Community Relations

Jay Frank

Executive Assistant to the President

Megan Jensen

Facility Operations Director

Executive Director Human Resource Services

Jeff Morrow

Steven Sloniker

• • • • •

BA, The City College of New York (2004) 1 year of higher education administration 12 years industry experience 27 years experience 4 years in higher education

• Technical Certification, Journeyman Electrician • 29 years in higher education • BA, University of Washington (2010) • HR Certification 2017 • Title IX Coordinator Certification 2018 • 12 years in state government/higher education

• MLIS, University of Washington (1999) Library/Media Services Tammy Siebenberg • 14 years academic librarian experience Director • 22 years in higher education Office of Institutional Effectiveness Director

Sheila Delquadri

Procurement & Supply Specialist 3

Tessa Southards

• • • • •

Technology Services Director

Dilbar Chhokar

• MS, Central Washington University (2016) • 5 years in higher education

Brady Mugleston

• MBA, Texas A&M University (2015) • 12 years in higher education • 3 years teaching

Auxiliary Services Director

MPS, Pennsylvania State University (2013) 13 years higher education administration 3 years teaching experience AAS, Yakima Valley College (2004) 20 years in higher education

In order to ensure a qualified administrative team, a system of regular evaluation has been established as outlined in Section 2.B of this document. Sections 2.A.12-14: Academics 2.A.12 Academic Policies Awareness Academic policies-including those related to teaching, service, scholarship, research, and artistic creation-are clearly communicated to students and faculty and to administrators and staff with responsibilities related to these areas. Academic policies related to teaching, service, scholarship, research, and artistic creation are communicated in a variety of ways to different constituents. All policies are available on the

YVC Intranet under Policies and Procedures. Academic policies for students are published in the Course Catalog, which includes the YVC Student Code of Conduct, and by the Washington Administrative Code, as well as in a booklet published by YVC Student Services. Students are made aware of the documents through new student orientation, the Course Catalog, and ASYVC communications. Instructor syllabi – regularly monitored by instructional-division deans and peer-monitored by faculty – include YVC’s policies for compliance with the American with Disabilities Act, policies related to plagiarism, and policies related to grading. For faculty and administrators, academic policies are predominately represented in the collective bargaining agreement (CBA). Faculty and administrators are made aware of these policies through faculty meetings, contract negotiations, email updates, and all-campus meetings such as Convocation. YVC has developed academic policies related to research and artistic creation that align with current ethics laws. 2.A.13 Library and Information Resources Policies Policies regarding access to and use of library and information resources-regardless of format, location, and delivery method-are documented, published, and enforced. Policies regarding access to and use of library and information resources are published on the library’s link on the YVC website (Library and Media Services), with hard copies available in the library. In addition, the Student Code and YVC’s Policies and Procedures also speak to the use of the library. All library staff are trained on this protocol, and students are required to have identification cards to use the facility’s materials. 2.A.14 Credit Transfer Policies The institution develops, publishes widely, and follows an effective and clearly stated transferof- credit policy that maintains the integrity of its programs while facilitating efficient mobility of students between institutions in completing their educational programs. YVC adheres to the Inter-College Relations Commission (ICRC)) guidelines related to transfer of credit and Direct Transfer Agreements as established by the State of Washington. In addition, the YVC website includes transfer information, both into and from YVC, and links for university transfer. YVC has negotiated specific transfer agreements with other institutions of higher education as appropriate. These are communicated through the Course Catalog and advising worksheets. Sections 2.A.15-17: Students 2.A.15 Student Rights and Responsibilities Policies Policies and procedures regarding students' rights and responsibilities-including academic honesty, appeals, grievances, and accommodations for persons with disabilities-are clearly stated, readily available, and administered in a fair and consistent manner.

As noted in 2.A.12, YVC publishes the Code of Student Rights and Responsibilities (WAC 132P-33) and makes it available to all students through the Course Catalog and website. (Course Catalog), as well as the stand-alone booklet Student Code of Conduct. The importance of the code is emphasized during New Student Orientation and further disseminated with the help of the Student Life Office and other department faculty and staff. The Code maintains policies associated with student rights, student conduct expectations, potential disciplinary actions and appeals processes. The Code is reviewed and updated as needed following the process set forth by the state. The most recent edit was finalized and in effect as of January 5, 2015. In compliance with the Americans with Disabilities Act (ADA) of 1990, and Section 504 of The Rehabilitation Act of 1973, YVC is committed to providing reasonable accommodation, including core services, for qualified students with disabilities. The Office of Disability Support Services maintains a comprehensive policy that identifies the rights and responsibilities of students under the ADA and establishes clear guidelines for seeking and receiving reasonable accommodations. The current policy is available in Student Services offices on both the Yakima and Grandview campuses and on the college’s website (Exhibit). The availability of accommodations is regularly posted on class syllabi and campus event announcements. 2.A.16 Admission and Placement Policies The institution adopts and adheres to admission and placement policies that guide the enrollment of students in courses and programs through an evaluation of prerequisite knowledge, skills, and abilities to assure a reasonable probability of student success at a level commensurate with the institution's expectations. Its policy regarding continuation in and termination from its educational programs-including its appeals process and readmission policy-are clearly defined, widely published, and administered in a fair and timely manner. Like other colleges in the state and as described in full in WAC 132P-160, YVC is required to maintain an open-door, non-discriminatory admission policy [RCW 28B.50.020 (1)] and grants admission to applicants who are over 18 years of age and who have the ability to benefit from the programs and services of the college. Applicants who do not meet this age requirement are encouraged to petition through the Registrar’s Office. The Course Catalog: Standards and Procedures) and YVC website provide the particular requirements for admission to the college as well as for specialty groups (i.e. Running Start, English Language Acquisition, Adult Basic Education, etc.) YVC: What We Offer. The college recognizes that student success requires a clear educational goal, careful course selection, and a substantial commitment of student time and effort. In support of student success, the college provides programs and services to assist students with their educational choices and their learning processes, including regular updates on the college’s website “crawl” (YVC); New Student Orientation and support activities sponsored by the ASYVC; the Guided Pathways program, including (since 2013) Pathway Advising (Pathway Advising); and career, academic, and personal counseling (through Counseling Department faculty). The college has the additional obligation to support and require academic progress for enrolled students. This is essential both for the well-being of the student and for the responsible management of public higher education

resources. The policies and procedures for admission and placement vary depending upon program. Admission and placement for Adult Basic Education programs begins with CASAS placement assessment and advising appointments with faculty. The CASAS examination is required for state and federal funding. It measures a student’s speaking, reading, writing, and computational skills for placement into ELA and/or ABE courses. Additionally, students may take GED placement examinations if they score high enough on the CASAS examination. Student advising appointments are conducted to evaluate appropriate course placement based on CASAS scores and individual goals. Degree and certificate-seeking students are required to complete the placement process in English and mathematics. (Placement) YVC offers a variety of placement options for students in order to find the best option for their needs. The WRITE CLASS and WAMAP (Washington Math Assessment Placement), a locally-developed and YVC–normed mathematics placement tool, are used at YVC to help students determine the appropriate classes for success and can be completed at either the Grandview or Yakima campuses. (Math Placement or and English Placement) Students can also provide evidence of their proficiency levels in English and mathematics based upon transcripted courses from prior institutions or acceptable scores on a prior learning assessment, such as an Advance Placement, DSST (formerly known as DANTES), International Baccalaureate Diploma, ACT, SAT, or CLEP examination. These examinations evaluate a student’s prerequisite knowledge and skills for placement into and/or transcription of equivalency to college credit classes. Cutoff scores for placement testing are determined by the administration in consultation with the faculty, and in consultation with ACT. Cut off scores are shared with the Counseling, Admission, Advising, and Running Start Offices and personnel for use in advising and placement. This information is also available on the college’s website under YVC: What We Offer. Upon completion of the placement process, students are provided with their placement in English and mathematics and are encouraged to make an appointment for their mandatory orientation. All first-time college students are scheduled for New Student Orientation (NSO) and registration prior to starting their first enrolled quarter. Transfer students new to YVC with 30 or more college credits are allowed to register without an orientation appointment. Policies and procedures for admission of former students and part-time students are included in the Course Catalog and YVC website. Students who have not attended YVC for the preceding four quarters, not including summer, are required to reapply for admission to the college. Students who enroll in less than 10 credits are required to follow the general admission guidelines. The following professional/technical programs in the Workforce Education Division have additional admission requirements: Allied Health, Business Management (BAS), Dental Assisting, Dental Hygiene (BAS), Information Technology Networking (BAS), Medical Assisting, Medical Billing and Coding, Nursing, Phlebotomy, Pharmacy Technology, Radiologic Sciences, Teacher Education (BAS), Surgical Technology, and Veterinary Technology. These programs require that students meet the application deadlines and entrance requirements prescribed by the respective program. These are made available via specific program handbooks and on the college’s website.

YVC’s Academic Progress policies, including probation, suspension and readmission, are published in the Course Catalog, and are incorporated into Financial Aid procedures (Financial Aid). 2.A.17 Co-Curricular Activities Policies The institution maintains and publishes policies that clearly state its relationship to cocurricular activities and the roles and responsibilities of students and the institution for those activities, including student publications and other student media, if offered. Students at YVC are provided with numerous opportunities for co-curricular activities. (YVC: Student Life) YVC complies with Revised Code of Washington (RCW) sections that pertain to student service and activities (S&A) fees used to support student activities and programming. The Student Life Office creates, clarifies, and updates materials to aid student clubs and programs. (Student Life: Academic Resources; Student Code of Conduct; Course Catalog ) The Associated Students of YVC (ASYVC) elects the student leadership team (ASYVC Officers) for student life on campus. There are three elected and five hired positions within the leadership team. The procedure is conducted in the same manner for student life on the College’s Grandview campus. Grandview Student Council (GSC) has two elected and two hired council positions. These teams speak for students on campus policies and procedures; initiate and coordinate programs and activities; and coordinate disbursement of student program funds. ASYVC and GSC officers provide leadership to the Services and Activities Fee Budget Committee, which is charged with recommending to the YVC Board of Trustees a budget for the allocation of services and activity fees to support student programs and activities. In addition, student government participates in conversations about awarding faculty tenure by reviewing student members of Faculty Tenure Review Committees, as per Article 12, Section 12.2 of the AFT-Yakima CBA. Currently, faculty probationers submit a written request for student representation on a committee, suggesting a particular student’s name. Names are presented during student government Senate meetings. Council members vote on the submission, approving or denying the request. In addition, the ASYVC officers represent YVC students at the state and national levels. Numerous clubs, student activities and programs are available to all YVC students, with the support of this student leadership team. Policies and procedures related to clubs, athletics, and dorm life are available in the Code of Students Rights and Responsibilities (WAC 132P-33) and on the YVC website (Rights and Responsibilities). Additional information is shared through the publication of The Yak, the monthly student newsletter. YVC is a member of the Northwest Athletic Conference (NWAC). Intercollegiate athletic programs are offered for men in baseball and basketball and for women in basketball, softball, soccer, and volleyball. Policies and procedures about athletics can be found on their website goyaks.com and in the Course Catalog.

Sections 2.A.18-20: Human Resources 2.A.18 Human Resources Policies The institution maintains and publishes its human resources policies and procedures and regularly reviews them to ensure they are consistent, fair, and equitably applied to its employees and students. The Human Resource Department’s policies and procedures are reviewed on a recurring basis by the Administrative Council. College-wide policies such as the Nondiscrimination Policy (Board Policy 4.37) are reviewed by appropriate state agencies and approved by both the Administrative Council and the Board of Trustees. Policies and related forms are available to YVC employees via YVC’s internal server under the “Staff and Faculty” portal. Those policies and procedures that affect employment terms and conditions are included in the appropriate negotiated, collectively bargained agreements or the employment code maintained for administrative and exempt employees. These documents are available on the Human Resources website and are in line with applicable RCWs and the Washington state Department of Personnel office. 2.A.19 Communication to Employees Employees are apprised of their conditions of employment, work assignments, rights and responsibilities, and criteria and procedures for evaluation, retention, promotion, and termination. A number of methods are used to inform employees about their working conditions, assignments, rights, and responsibilities. Human Resource department personnel and area supervisors provide new employees with information about work conditions, ethics, work assignments, rights and responsibilities, and requisite performance evaluation material during new-employee orientation sessions, and the annual Convocation, as well as informal meetings with their supervisors. Copies of the appropriate collective bargaining agreement and evaluation materials are shared with members of their units through the Human Resources Department or on the website under the Human Resources tab. 2.A.20 Security and Confidentiality of Personnel File Information The institution ensures the security and appropriate confidentiality of human resources records. The Human Resources Office is located in a secure setting in Prior Annex. This location allows for a reception room where two assistants are located, a conference room, a testing room, and individual staff offices. In addition, behind the reception desk is a fire-proof vault for confidential storage of personnel files. The files are accessible only by Human Resources personnel who have signed confidentiality agreements. Individual personnel and/or their direct supervisors may view files in the Human Resources Department under the supervision of Human

Resources personnel. Procedures associated with adding or deleting file contents, viewing files, and copying files are outlined in Article 9.1 of the Faculty Agreement (CBA) and Article 19.119.7 of the WPEA followed by all personnel. Sections 2.A.21-26: Institutional Integrity 2.A.21 Institutional Representation and Publications The institution represents itself clearly, accurately, and consistently through its announcements, statements, and publications. It communicates its academic intentions, programs, and services to students and to the public and demonstrates that its academic programs can be completed in a timely fashion. It regularly reviews its publications to assure integrity in all representations about its mission, programs, and services. YVC, in accordance with Article 7, Sections 7.1-7.12 of the WPEA represents itself clearly, accurately, and consistently though its announcements, statements, and publications. The Course Catalog and the YVC website communicate the requirements for degree completion and how degrees can be accomplished in a timely fashion. The Office of Community Relations, in conjunction with area administrative leads, reviews college publications on a regular basis to ensure that they reflect the image of the college (i.e. ensuring color and logo are standard) and provide accurate information. 2.A.22 Ethical Standards The institution advocates, subscribes to, and exemplifies high ethical standards in managing and operating the institution, including its dealings with the public, the Commission, and external organizations, and in the fair and equitable treatment of students, faculty, administrators, staff, and other constituencies. It ensures complaints and grievances are addressed in a fair and timely manner. YVC meets high ethical standards in managing and operating the institution, as well as in working with the public, the NWCCU, Faculty Article 5, Sections 5.1-55 of the WPEA, and other external organizations. Any alleged ethics violations are investigated and resolved through the established procedures as outlined in the appropriate collective bargaining agreement, consistent with the Washington State Executive Ethics Law, RCW 42.52. The college has established grievance procedures for community, students, and employees. In order for a concern to be considered a grievance, it must be recorded in writing, signed, dated, and delivered to the appropriate supervisor. Student complaints are handled by the appropriate supervisor depending on the nature of the complaint. The process is located in the Code of Student Rights and Responsibilities. Employee complaints are addressed by the appropriate supervisor. The process is available within the collective bargaining agreements for each of the units on campus. All grievances are dealt with in a timely manner as outlined in the policies. The college annually provides non-discrimination training, including sexual harassment training on a regular basis. All claims involving discrimination of any type are referred to both the

appropriate supervisor and the Human Resources Department which is responsible for investigation and appropriate action (YVC Board Policy 4.37). 2.A.23 Conflict of Interest The institution adheres to a clearly defined policy that prohibits conflict of interest on the part of members of the governing board, administration, faculty, and staff. Even when supported by or affiliated with social, political, corporate, or religious organizations, the institution has education as its primary purpose and operates as an academic institution with appropriate autonomy. If it requires its constituencies to conform to specific codes of conduct or seeks to instill specific beliefs or world views, it gives clear prior notice of such codes and/or policies in its publications. There is a commitment to avoiding conflict of interest throughout the campus. The Human Resource Services Department serves as a sounding board for all potential conflict of interest cases, and when needed, the Department seeks advice from the State Ethics Executive Board. Training regarding current issues in ethics is presented at all new employee trainings and on a regular basis for all employees during Convocation, with reminders sent to each employee as part of the annual reminder notice. In addition, in 2010, the College initiated a process to review potential conflicts of interest arising from outside employment, available to all employees via the College’s Sharepoint intranet site (Board Policies and Procedures). 2.A.24 Policies Related to Ownership The institution maintains clearly defined policies with respect to ownership, copyright, control, compensation, and revenue derived from the creation and production of intellectual property. The college addresses intellectual property rights in the AFT-Y Collective Bargaining Agreement for Faculty. Articles 8.23 and 8.24 in the agreement define intellectual property and guiding principles. The agreement states “intellectual property shall generally be defined as any trademarkable, copyrightable, or patentable material or thing including, but not limited to, books, texts, articles, monographs, glossaries, bibliographies, study guides, laboratory manuals, syllabi, tests, work papers, lectures, musical and/or dramatic composition, unpublished scripts, films, filmstrips, charts, transparencies, other visual aids; video and audio tapes and cassettes, computer programs and/or applications; distance learning materials or associated data files; video and audio broadcasts; programmed instruction materials; paintings, sculptures, photographs, and other works of art.” The guiding principle states that “the presumption of ownership is with the academic employee when no college resources are used in its creation; otherwise, the presumption of ownership is with the college.” 2.A.25 Representation of Accreditation Status The institution accurately represents its current accreditation status and avoids speculation on future accreditation actions or status. It uses the terms “Accreditation” and “Candidacy” (and related terms) only when such status is conferred by an accrediting agency recognized by the U.S. Department of Education.

YVC accurately represents its current accreditation status and this information can be found on the Collegeâ&#x20AC;&#x2122;s website under the About YVC: Accreditation tab. 2.A.26 Contractual Agreements If the institution enters into contractual agreements with external entities for products or services performed on its behalf, the scope of work for those products or services-with clearly defined roles and responsibilities-is stipulated in a written and approved agreement that contains provisions to maintain the integrity of the institution. In such cases, the institution ensures the scope of the agreement is consistent with the mission and goals of the institution, adheres to institutional policies and procedures, and complies with the Commission's Standards for Accreditation. YVC maintains a clearly defined procedure for entering into contractual agreements that is documented on a routing form requiring the signature of numerous departments to ensure compliance of the contract with the YVC mission and policies and procedures. Contracts comply with relevant state, federal, and funder policies. The scope of responsibility for the College and the contractor are clearly outlined, including dates and deliverables. Final authority for entering into contracts rests with the President of the College. Sections 2.A.27-29: Academic Freedom 2.A.27 Policies Regarding Academic Freedom The institution publishes and adheres to policies, approved by its governing board, regarding academic freedom and responsibility that protect its constituencies from inappropriate internal and external influences, pressures, and harassment. The Board of Trustees constitution and by-laws includes a statement endorsing academic freedom (Constitution and By-Laws). Article 8.23 of the Collective Bargaining Agreement clearly states that faculty members are free to pursue academic interests. 2.A.28 Independent Thought and Freedom of Expression Within the context of its mission, core themes, and values, the institution defines and actively promotes an environment that supports independent thought in the pursuit and dissemination of knowledge. It affirms the freedom of faculty, staff, administrators, and students to share their scholarship and reasoned conclusions with others. While the institution and individuals within the institution may hold to a particular personal, social, or religious philosophy, its constituencies are intellectually free to examine thought, reason, and perspectives of truth. Moreover, they allow others the freedom to do the same. Within the context of its mission, core themes, and values, the institution defines and actively promotes an environment that supports independent thought in the pursuit and dissemination of knowledge. YVC affirms the freedom of its faculty, staff, administrators and students to share their scholarship and reasoned conclusions with others (WAC 132.33.080).

While YVC and individuals within the institution may hold to a particular personal, social, or religious philosophy, its constituencies are intellectually free to examine thought, reason, and perspectives of truth. Moreover, they allow others the freedom to do the same. 2.A.29 Fair and Objective Scholarship Individuals with teaching responsibilities present scholarship fairly, accurately, and objectively. Derivative scholarship acknowledges the source of intellectual property, and personal views, beliefs, and opinions are identified as such. It is expected that teaching professionals will present scholarship fairly, accurately, and objectively. This is specifically addressed in the collective bargaining agreement for the faculty, Article 8.23, titled “Academic Freedom” (Collective Bargaining Agreement). Complaints regarding bias or lack of objectivity are handled per the negotiated agreement Article 9. The Library Services Director and faculty librarians provide workshops and have been instrumental in developing copyright policies and media use that have resulted in campus-wide copyright policies for the College. Section 2.A.30 Finance 2.A.30 Management and Oversight The institution has clearly defined policies, approved by its governing board, regarding oversight and management of financial resources-including financial planning, board approval and monitoring of operating and capital budgets, reserves, investments, fundraising, cash management, debt management, and transfers and borrowings between funds. The college has clearly defined policies, approved by its governing board, regarding oversight and management of financial resources, including financial planning, board approval and monitoring of operating and capital budgets, reserves, investments, fundraising, cash management, debt management, and transfers and borrowing between funds. Oversight of financial policies lies with the Vice President for Administrative Services. As an institution of higher education and an agency of the State of Washington, YVC follows the State of Washington’s accounting policies found in the State Administrative and Accounting Manual (SAAM). The Board of Trustees approves the budgets and receives monthly updates on budgets. The State Board for Community and Technical Colleges (SBCTC) approves and monitors all capital budgets appropriated by the state legislature to YVC. The YVC Board approves all locally funded capital projects. The Vice President for Administrative Services monitors all capital budgets. Board Policy 1.45 “Operations Reserve Policy” establishes a minimum level of reserves to be maintained by the college. All debt is regularly monitored and while YVC does not have a board policy guiding the use and limit of debt, the Board must approve all debt transactions. Fund transfers and inter-fund borrowing are guided by SAAM manual and the Board has delegated approval of all transfers to the college president in Board Policy 2.02 “Delegation of Authority.

Standard 2.B Human Resources 2.B.1 Sufficient Qualified Employees The institution employs a sufficient number of qualified personnel to maintain its support and operations functions. Criteria, qualifications, and procedures for selection of personnel are clearly and publicly stated. Job descriptions accurately reflect duties, responsibilities, and authority of the position. YVC maintains a roster of qualified faculty, staff, and administrators to carry out the mission and operations of the college. The qualifications for faculty and administrators are published annually in the Course Catalog. Qualifications of all college employees are maintained in personnel files housed in the Human Resources Department and documented in a database managed by the same department. Policies surrounding the hiring process are maintained on the YVC Intranet site under Administrative Procedures (see Administrative Procedure 4.07), bargaining agreements, and state statute. For faculty, the hiring process is outlined in the AFT-Yakima agreement, which is in line with the administrative policy. General faculty job descriptions are listed within Article 8 of the AFT-Y agreement. For each specific faculty position, additional information is provided in the job description which is maintained in the Human Resources Office and which identifies the curricular expertise needed for the position. For classified staff, job descriptions adhere to the state classification guidelines and job duties as required by the Washington State Department of Personnel. Specific job requirements and qualifications are made available when it is shared with prospective employees during the search process and are maintained in the Human Resources Office. All job descriptions are updated in tandem with evaluation cycle for the respective position. YVC employed approximately 327 full-time employees as of November 2018, total workforce report (a â&#x20AC;&#x153;snapshotâ&#x20AC;? of all employee groups). The largest full-time employee group is comprised of the faculty members at 145, or 44.3.% of all full-time employees. In addition, YVC employed 231 part-time faculty to supplement the full-time instructional group at the college. A higher percentage of courses at YVC are taught by full-time faculty than the state average. The hiring process at YVC is outlined in Administrative Procedure 4.07. Supervisors of vacant positions must complete a position request that includes a job description, minimum and preferred qualifications, typical duties, type of employment, and funding source. Once approved by the President, requests are used to generate position announcements that are posted to the YVC website and advertised as deemed appropriate for the position. In 2010, the college implemented an online application process using the human resources software, NeoGov. This software includes a YVC application and enables the applicant to upload resumes, cover letters, and/or letters of recommendation as required by the position.

Screeners and hiring committee members are provided with security access to view application materials. At least two screeners then review all applications to determine which applicants meet the minimum qualifications. Where the screeners disagree, the Director of Human Resource Services, in consultation with subject matter experts where necessary, approves candidates for further review. Applicants for classified positions are evaluated and ranked using standard Washington State Department of Personnel scoring sheets (referred to as “supplemental exams”) to determine priority for invitation to interview. All other administrators, exemptprofessional staff, and faculty all use a committee to review applications and rank candidates for invitation to interview. Individuals cannot participate in more than one stage of the selection process. All individuals serving on hiring committees are asked to participate in training on competencybased selection as developed and presented through the Washington State Human Resource Commission. Competency-based selection requires interview committees to develop scalable sets of questions centered on candidates’ competency (as opposed to just experience) in essential functions for each position. A primary goal of competency-based selection is to hire well-qualified candidates, placing a priority on their attitude and desire to serve students. Interview committees are then empowered to ask increasingly difficult questions in different subject matters to identify the candidate’s intellect and rationale for not only what they have done to demonstrate knowledge, skill and ability, but more importantly why candidates accomplish essential functions in the manner they do. 2.B.2 Administration and Staff Evaluations Administrators and staff are evaluated regularly with regard to performance of work duties and responsibilities. The evaluation of administrators and staff vary by position and title. A variety of tools are available to guide and support the evaluation process. For administrators at the vice president, dean or director level, YVC uses a participatory process. This process forms the basis for evaluation and creation of an ongoing professional development plan. Exempt-professional staff members also use the administrative and exempt performance assessment form, with some exceptions dependent on the type of work performed. Classified staff members utilize the Washington State Department of Personnel Performance and Development Plan and forms. Supervisory employees are trained regarding the Performance and Development Plan and encouraged to review their employees’ job descriptions as part of the evaluation process. In 2008, the Human Resource Services Department developed a database of all full-time and regular part-time employees, allowing the Human Resource Services department to monitor the date of any given individual’s most recent evaluation.

2.B.3 Opportunities for Professional Development Administrators and staff are evaluated regularly with regard to performance of work duties and responsibilities. In order to maintain a well-qualified workforce, YVC provides faculty, staff, administrators, and other employees with appropriate opportunities for continuous professional development in areas related to their roles, duties, and responsibilities. Since 2001, a major emphasis has been to focus on increasing skills in the use of technologies and increasing work efficiencies. In addition to college-wide trainings, YVC supports faculty and administrators who wish to attend conferences, participate in webinars, and undertake other activities to assist in fulfilling the College Mission. Many of these opportunities are grant-funded, allowing for professional development to continue during difficult economic times. Full-time faculty members also have opportunities for professional development through sabbaticals and Exceptional Faculty Awards (Foundation) as outlined in the Article 15.2 of the Collective Bargaining Agreement. Administrators, exempt-professionals, and supervisors are encouraged to maintain compliance with the Washington Administrative Code. This code mandates that YVC employees receive regular updates and trainings on state laws and procedures related to College operations. Professional-technical faculty members, as well as the Workforce Education Dean, are required to maintain vocational certifications and professional development plans as required by the Washington Administrative Code (WAC 131-16-092). Full-time instructors must complete the requirements of the initial certification within three years to attain standard certification. Standard certificates must be renewed every five years. The professional development plan identifies priorities for professional growth. The priorities should address, at a minimum, the professional-technical faculty’s ability to provide student instruction, supervise learning environments, and implement curriculum, outcomes, and assessments related to professional development activities. All faculty and staff have ongoing in-house professional development opportunities in the use of technology as offered by the Technology Services Department. In addition, professional development for classified staff can also be arranged by the respective supervisor on a needs basis for the specific position. For example, a program assistant hired for a specific grant initiative might need to be trained on the particulars of the grant. In order to encourage professional development, the Professional Development Committee (PDC), a classified employee driven committee, meets regularly to select and schedule trainings for classified and other employees. The committee hosts an annual all-day “PDC Retreat” held off campus for employees, typically built around a central theme for the year, such as diversity, work-issue management, coping with change, or personal enrichment. In addition, faculty members have taken advantage of informal, internal training opportunities to learn from each other pedagogical strategies that address the common challenges of YVC’s students. These opportunities have taken the form of faculty members team-teaching in learning

communities in which courses from two or more disciplines are integrated or leading student participation in college symposiums. Other internal professional development opportunities have included “mini-grants” for faculty teams to address specific teaching-learning issues such as placement processes or progress in a sequence of courses. 2.B.4 Qualified Faculty Consistent with its mission, core themes, programs, services, and characteristics, the institution employs appropriately qualified faculty sufficient in number to achieve its educational objectives, establish and oversee academic policies, and assure the integrity and continuity of its academic programs, wherever offered and however delivered. Qualifications for faculty members are contained in Articles 8.4-6 of the Collective Bargaining Agreement. Part-time faculty credentials are reviewed by hiring departments and supervisors. The Human Resource Services Department has worked with the deans and directors who supervise faculty to implement a Part Time Faculty Approval Form13 to record the approval of faculty to teach specific subjects and/or classes based on their degree and subject matter knowledge. A copy of these approval forms is then placed in the faculty member’s personnel file. Faculty teaching transfer courses must hold, at minimum, a Master’s Degree in the appropriate discipline or substantial experience in a related field. Faculty teaching in professional and technical fields must meet the standards for their disciplines, which, at a minimum, includes industry certification and experience, but more commonly includes a BA or MA degree (WAC 121-16-091). Part-time professional-technical teaching personnel must meet minimum qualifications as defined by sufficient board and comprehensive training; industry recognized certification when available; and/or two years’ relevant work experience and/or relevant, current teaching experience that particularly qualifies them to provide instruction in their area of specialization as outlined in the AFT-Yakima Collective Bargaining Agreement. Although the minimum standard for College and Career Readiness (CCR) faculty members is a Bachelor’s Degree in the applicable field, all full-time faculty members hired since the previous accreditation visit hold a Master’s Degree. Current CCR hiring practices require full- time faculty members to have earned a Master’s Degree. Part-time faculty members teaching in the CCR Division must hold a minimum of a BA degree and have experience in the field. Class capacities are addressed in course outlines and recommended by curriculum committees to the President. The capacities reflect the level of the course, style of delivery, and restrictions based on special program needs. The College employs enough instructors to maintain these class capacities. To help achieve the College’s educational objectives and maintain integrity of academic programs, the College administration reviews past enrollment reports, incoming student demographics, course waitlists, and community workforce needs in the planning of schedules. The student/faculty ratio for YVC has improved significantly over the last ten years and is comparable to other community and technical colleges in Washington. The student/faculty ratio for YVC, when compared to the student/faculty ratio for the SBCTC system over the previous eight years, shows YVC was able to significantly reduce the student/faculty ratio, and has

consistently held it comparable to the overall system average. 2.B.5 Faculty Responsibilities and Workload Faculty responsibilities and workloads are commensurate with the institution's expectations for teaching, service, scholarship, research, and/or artistic creation. Faculty responsibilities and workloads center on instruction and departmental responsibilities and functions. Faculty workload is calculated using an instructional unit basis that is contained in Appendix A of the AFT-Yakima Collective Bargaining Agreement. Full-time faculty members are assigned between 44 and 47 instructional units per academic year, averaging 15 per quarter. Part-time faculty members are limited to ten instructional units per quarter. 2.B.6 Faculty Evaluation All faculty are evaluated in a regular, systematic, substantive, and collegial manner at least once within every five-year period of service. The evaluation process specifies the timeline and criteria by which faculty are evaluated; utilizes multiple indices of effectiveness, each of which is directly related to the faculty member's roles and responsibilities, including evidence of teaching effectiveness for faculty with teaching responsibilities; contains a provision to address concerns that may emerge between regularly scheduled evaluations; and provides for administrative access to all primary evaluation data. Where areas for improvement are identified, the institution works with the faculty member to develop and implement a plan to address identified areas of concern. The evaluation cycle for all faculty members is included in Article 9.2 Collective Bargaining Agreement. The method and timing of evaluation is dependent upon timing and category of hire. Full-time faculty hired into tenure-track positions follow the tenure evaluation process outlined in Article 12. This three-year process includes self, peer, and supervisor evaluation with annual reports submitted to the Board of Trustees. Once tenure has been awarded, faculty members are placed on a five-year evaluation cycle. Annually, full-time faculty members report their participation in professional development, community service, and committee work as part of ongoing institutional assessment. Evaluation of full-time faculty hired into special faculty appointments (not tenure-track) consists of a two-year process that involves self and supervisor evaluation. These appointments are for one-year assignments only. After successfully completing two years of employment, full-time faculty members on special appointments are placed on a five-year evaluation cycle. From the 2001-02 through the 2010-11 academic years, the part-time faculty evaluation cycle includes and observation by their supervisor in their first quarter of employment and student evaluations every third subsequent quarter they are hired. Article 10 of the AFT-Yakima CBA identifies procedures to follow for corrective actions necessitated by concerns rising from evaluations of, or complaints against, faculty members. Concerns and complaints must be documented in writing and all corrective plans are signed by the affected faculty member and supervisor. The college strives to maintain confidentiality in disciplinary actions by including only those directly involved in communication and planning.

Standard 2.C Education Resources Programs of Study 2.C.1 Programs of Study The institution provides programs, wherever offered and however delivered, with appropriate content and rigor that are consistent with its mission; culminate in achievement of clearly identified student learning outcomes; and lead to the collegiate-level degrees or certificates with designators consistent with program content in recognized fields of study. Yakima Valley College’s educational programs are organized into four main administrative units that report to the Vice President of Instruction and Student Services: the Arts and Sciences Division, Career and College Readiness Division, Student Services Division, and Workforce Education Division. Each unit has responsibility for curriculum offered in its area as outlined in Article 14 of the AFT-Yakima Collective Bargaining Agreement and summarized in the following table: TABLE 2.C.1 – PROGRAMS OF STUDY BY ADMINISTRATIVE UNIT Administrative Unit Programs of Study Academic Departments • •

Developmental Studies Transfer Education

• • • •

Non-credit instruction Integrated College & Career Readiness Training Worker Retraining WorkFirst

•

Support Programs

Arts and Sciences Division

College and Career Readiness Division

Student Services Division

• • • • • • • • • •

English Humanities Life Sciences Mathematics Physical Sciences Social Sciences Adult Basic Education Adult Literacy English as a Second Language GED Preparation

• • • • •

Counseling Library and Media Services Physical Education Student Government eLearning

• •

Workforce Education Division

Professional/Technical Degrees and Certificates Bachelor of Applied Sciences degrees

• • • • • • • • • • •

Agriculture Allied Health Technology Automotive Service Technology Business Criminal Justice Dental Hygiene Engineering Education Nursing Radiologic Sciences Veterinary Technology

The College offers transfer degrees, professional/technical degrees and certificates, College and Career Readiness development (including college preparation, English Language Acquisition, and General Education Development – GED – preparation), and lifelong-learning opportunities. The requirements and learning outcomes for these degrees, programs, and opportunities are widely published, mainly online at www.yvcc.edu and in the annual Course Catalog. The educational programs of the college are supported by eLearning, Library and Media Services, and Technology Services. These programs provide access to information resources and instruction in research methods, as well as access to information technology in the classrooms, open labs, and in the Library/Media Center. Oversight of what has been called “eLearning” has been assigned to the Vice President of Instruction and Student Services. In order to ensure that appropriate content and rigor is maintained, despite location or change in modality, all course offerings follow a standard course outline, which identifies required student learning outcomes and is reinforced in all syllabi. Departmental faculty work together to develop common understandings of assessment within their scope of the curriculum. This often results in shared assignments and common final examinations. (Core Theme Report, Final 2019, especially “Success” Core Theme Objectives 3.1 and 3.2.) As part of the faculty evaluation process, adherence to these outcomes is reviewed. This organizational structure represents e-learning as a modality, not as a separate instructional division, and guarantees the quality of instruction wherever, whenever, and however offered. Arts and Sciences Housed primarily in the Arts and Sciences Division, YVC offers an Associate of Arts Direct Transfer Agreement degree (AA-DTA), an Associate of Science-Track 1 (AS-T1), and Associate of Science-Track 2 (AS-T2) degree, as well as a non-transferable degree, Associate in General Studies. (Worksheets and degree applications are available online on the College website at https://www.yvcc.edu/academics/degrees-and-certificates/). These degrees are

aligned with the Inter-College Relations Commission (ICRC) guidelines for transfer degrees within Washington State. The Arts and Sciences Division collaborates with the Workforce Education Division to offer transfer degrees in Agriculture, Business, Criminal Justice, Education, Engineering, and Information Technology, as well as preparing students to enter other professional technical programs by taking general education courses that meet prerequisite requirements for selected majors. Nearly all of the coursework for all transfer degrees is available on both campuses as well as online. The Arts and Sciences Division includes the humanities and fine arts, the social and natural sciences, and mathematics. These academic departments (Communications, English, Humanities, Life Sciences, Mathematics, Modern Languages, Social Sciences, and Physical Sciences) and related disciplines introduce students to the content and methodology of the major areas of knowledge and help students develop the skills and abilities they will need as lifelong learners and informed, effective citizens. Each transfer degree is designed with two goals in mind: to develop student awareness of the fundamental areas of knowledge and to master competencies for independent learning. Through distribution-specific requirements and basic requirements (covering composition, communication, and quantitative courses), the transfer degrees provide pathways to successfully meet these two end goals. These requirements are included in the degree worksheets available in hard copy through the Counseling and Advising Center and online through Degree Audit, as well as on YVC’s website. In addition, each transfer degree provides students with numerous opportunities to practice and be assessed in curricula that now features three Student Learning Outcomes (SLO): Computation/Analytical Reasoning (C/AR), Communication (C), and Human Relations (HR). (Please refer also to the Chapter 4.A.3 on assessment later in this report for a full review of SLO curriculum, especially Core Theme ‘Success” Objective 3.4.) The SLOs support independent thinking in each discipline and promote application of knowledge. College & Career Readiness Division (formerly Basic Skills) In 2017, YVC changed the name of the Basic Skills division to the College & Career Readiness (CCR) Division. The change was implemented for two key reasons. First, the division has developed over the past several years to encompass more than just delivery of basic reading, writing, and math skills and teaching English language learners. In addition to Adult Basic Education and English Language Acquisition, CCR includes High School 21+, Step Up to College youth re-engagement, Integrated Basic Education and Skills Training (I-BEST), Job Skills Programs, and WorkFirst. Second was the desire to transition to asset-based language as opposed to deficit-based. CCR puts emphasis on students’ potential and goals, instead of focusing on gaps in learning and the other barriers our students face. It is the primary focus of the College & Career Readiness Division that basic literacy and transition programs are accessible, student-centered, and responsive to community needs. The

Division provides students in the service district with reasonable options for classes. These options include: a variety of time schedules, off-campus sites throughout our district, study labs (where students can work individually or in small groups), and distance education. The processes of intake, testing, registration, and advising have been streamlined to help student enrollment and persistence. In addition to the Yakima and Grandview campuses, the division provides services at three learning centers in Toppenish, Sunnyside, and Ellensburg. All Adult Basic Education (ABE) and English Language Acquisition (ELA) classes follow College and Career Readiness Standards in reading, writing, and mathematics. The standards are incorporated into all course outlines. ABE Reading courses are contextualized around science and ABE Writing courses around social studies to address the needs of High School 21+ (HS21+ and HS21+:SBCTC) and Step Up to College (SUTC) students who need credit in specific subject areas. The content and rubrics for measuring student outcomes in each of the course has been approved by the CCR curriculum committee. ELA classes are organized around pathway content and supplemented with student-selected thematic units. Activities within each unit are designed by the instructor to be uniquely tailored to specific class needs, and performance task activities are developed to assess the studentsâ&#x20AC;&#x2122; learning on that basis. Students (day and evening, on and off-campus) receive instruction based on the specific themes. The expertise of the instruction varies, of course, with the training and experience of the instructor. The programs offered in CCR respond to the community and community partners to increase accessibility and intensity depending on the community demand and need. For example, YVC has partnered with local agencies to offer a one-stop center in our service district to address the needs of local employers and in compliance with the Workforce Innovation and Opportunity Act (WIOA). The College & Career Readiness Division also offers integrated workforce education certificates (I-BEST) and WorkFirst classes for Temporary Assistance for Needy Families (TANF) parents. In 2016-2017, College & Career Readiness served almost 4,000 students (almost 1/3 of the total YVC student population) and generated 986 FTE. According to the Washington Adult Basic Education Reporting System (WABERS+) data (for summer, fall, and winter 2016-17), students identified themselves in the following status categories: 180 disability; 1,137 employed; 1,099 unemployed; 526 not in labor force; 1,365 receiving public assistance; and 249 living in rural areas. Ethnicity was identified as one of the following: 74% Hispanic or Latino; 18% white; 6% American Indian or Alaskan Native; 1% Black or African American; 1% Asian; and less than 1% Native Hawaiian Pacific Islander. These ethnicity numbers are roughly equal to the previous yearâ&#x20AC;&#x2122;s numbers. Interestingly, in every ethnic category, female participation is about twice that of males. The majority of all participants (58%) are in the 25- 44 age group, and the next group (24%) are 19-24. The division formally assesses student learning through the administration of the Comprehensive Adult Student Assessment System (CASAS). This assessment is required by the SBCTC for

placement (pre-test) and assessment of individual learning gains (post-test). ELA students are assessed in listening and reading and ABE students are assessed in math and reading. Test scores and attendance hours are reported for each student in the WABERS database. All students are required to complete a CASAS pre-test for a placement baseline and to meet with faculty for an advising appointment before registering for classes. When applicable, ABE and Levels 5 & 6 ELA students will also take a YVC-developed math quiz and produce a writing sample for placement in ABE classes. An orientation to classes includes information on class schedules, levels and sequences, accessing Canvas, and expectations of students. During the first advising appointment, faculty and students discuss possible barriers to regular attendance, set a personal learning goal with guidance from the instructor, and develop a learning plan. Faculty refer to the placement scores, student-declared barriers, and prior educational levels to set an appropriate schedule of classes and (for the ABE/GED student) possible lab time. The student’s personal learning goal and all of the test scores and class schedule information are recorded on the student’s electronic Personal Learning Plan (ePLP). The ePLP is available to other instructors for reference, for updating student information and class test scores, and for end-of-the-quarter advising. CASAS post-testing is administered to students with 45+ hours in any given quarter to assess learning gains. Student progress as demonstrated by CASAS scores and class assessments is discussed with each student during an individual advising appointment with a faculty member at the end of each quarter. Gains for students enrolled in the HS21+ program may be measured by high school credits earned. Students enrolled in YVC’s ELA program begin to take both ELA and ABE classes when they reach ELA Level 5. These students are considered “transitional.” After ELA Level 6, ELA students are routinely transitioned into all-ABE classes. Several full-time ABE instructors have been cross-trained in ELA and now teach both ELA and ABE classes. The instructors state they have become more sensitized to the needs (for greater clarity and a slower pace of instruction, specific vocabulary development, etc.) of ELA students. Day ELA students in classes on both campuses attend a high-intensity program, with hours of instruction ranging from 16 to 21 hours a week. Level 1, 2, 3, & 4 classes have 16 hours of instruction. Level 5 & 6 classes have the possibility of 21 hours of class a week, as students transition into solely-ABE classes. Level 5 and 6 students are enrolled in both ELA and ABE classes in the same quarter and thus have more hours of instruction than students enrolled in the lower-level classes. In partnership with Workforce Education, the division offers two I-BEST programs in Grandview (Early Childhood Education and Agriculture) and four in Yakima (Nursing Assistant Certified, Information Technology, Business Technology, and Accounting Clerk). I- BEST is an instructional model developed by the SBCTC, designed to assist College & Career Readiness

students in earning a workforce certificate while completing a GED and/or improving their reading, writing, and math skills for employment or transition to credit coursework. Through funding provided by the WorkFirst Block Grant, YVC offers TANF parents financial aid, extended activities during college breaks, ABE and ELA classes located at the various sites, and life skills classes to assist with the transition to postsecondary education or employment. YVC serves the second-largest WorkFirst population in the state community college system, carrying 500 to 600 parents on its caseload each month. Student Services The Student Services Division oversees Physical Education and Student Development coursework. Student Development courses are primarily taught through the Counseling departments on both the Yakima and Grandview campuses. Physical Education courses, which are only offered at the Yakima Campus, are taught through the Athletic Department and vary depending on the audience. The courses in both of these departments follow the abilities-based curriculum as set by the Arts and Sciences curriculum committee. At this time, Information Literacy is primarily addressed through instructor-requested workshops and non-credit options. The Physical Education courses are of two types: courses intended for athletic training for various sports teams and course for the general population to incorporate physical fitness into their academic life. The YVC fitness center offers flexible hours and a variety of machines and free weights for student use. Student Development courses consist of classes that focus on improving academic skills and navigating higher education. These courses have flexibility, enabling them to be taught as late start classes and/or as part of a learning community. The specific learning skills classes are always linked to a discipline-specific course focusing on those unique study techniques for that discipline. An example might be math linked with specific learning skills. The focus would be on math anxiety and structuring a study regiment for success in the mathematics course. Most of the student development courses do not have a prerequisite, thereby allowing those students transitioning from College & Career Readiness to gain classroom and study skills. Courses numbered over 100 in these two departments are transferrable as electives within the Direct Transfer Agreement (A.A.) and are aligned with the Intercollege Relations Commission (ICRC) guidelines for transfer degrees within Washington State. Workforce Education The Workforce Education Division (WED) offers a comprehensive assortment of degrees and certificates as well as transfer degree pathways to students interested in professional and technical fields. Degree and certificate requirements are established using industry standards, soliciting community input through advisory board committees, and assessing peer institution programs. WED offers degrees through the following departments: Agriculture, Allied Health

Technology, Automotive Service Technology, Business Administration, Business Technology, Chemical Dependency, Criminal Justice, Dental Assisting, Dental Hygiene, Education, Engineering, Information Technology, Nursing, Radiologic Science, and Veterinary Technology. The Workforce Education division offers 34 Associate of Applied Science degrees (AAS); six Associate of Applied Science transfer degrees (AAS); an Associate in Nursing-Direct Transfer Agreement/Major Ready Pathway (AND- DTA/MRP); three articulated AAS degrees with Perry Technical Institute; one with YV-Tech; 17 certificates of 45 credits or more credits; 82 certificates of less than 45 credits, including short-term certificates of less than 20 credits that increase a student’s potential for gainful employment. The division also offers six transfer pathways in associate transfer degree options in Agriculture, Business, Criminal Justice, Education, Engineering, and Information Technology. (WED Degrees and Certificates) All professional-technical degree and certificate programs must be approved by the SBCTC prior to course or program implementation (SBCTC-WED). Courses in all Workforce Education program certificates and degrees are reviewed annually, with a minimum of 10 percent undergoing thorough review and update each year. The faculty members review the degree and certificate educational pathways to make certain that the plans are consistent with industry skill standards and equivalent to programs offered at other Washington State Colleges. The program’s advisory committee reviews the degree plans and provides advice and guidance regarding the industry standards and requirements for entry-level preparation of employees. YVC complies with SBCTC requirements that there be an industry advisory committee for all professional/technical programs and follows approved College Advisory Committee Procedures. A list of all advisory committee members and their positions is maintained by each program and forwarded to the WED Dean. The SBCTC sets rules/procedures/guidelines, developed in cooperation with the college system, that provide for the approval of all proposed new professional/technical programs, curriculum modifications, and program title changes. Each quarter, the SBCTC provides Workforce Education with a quarterly report. Each program in Workforce Education is continuously changing to meet educational standards developed by the state and federal government to meet the focus of the four-year institutions and industry standards and competencies. (SBCTC-WED) With the opening of the new Workforce Education Center in Grandview, the Medical Assisting, Medical Billing & Coding, Winery Technology, and Vineyard Technology programs became available to students. A wide complement of courses, already available at the Grandview Campus – in the subject areas of: business, education, criminal justice, early childhood education, and education – supported the successful completion of these expanded offerings. The courses required for these degrees and certificates are offered using a combination of modalities: face-to-face, interactive television (ITV), and online web-based courses. 2.C.2 Course, Program, and Degree Learning Outcomes

The institution identifies and publishes expected course, program, and degree learning outcomes. Expected student learning outcomes for courses, wherever offered and however delivered, are provided in written form to enrolled students. The YVC Course Catalog, available on the College website at catalog.yvcc.edu, is the primary tool for disseminating information concerning degrees, certificates, and courses to students. Curriculum additions, deletions, and modifications are approved through the respective curriculum committees. The Course Catalog is updated regularly through an internal process of review by each division dean, classified staff members, program faculty, and administrative staff personnel. Questions regarding catalog content are referred to each division for clarification. The Dean of Student Services initiates the process of the Course Catalog review. Course outlines of record are the College’s defining document for course content, outcomes, and objectives. All components of approved courses are available for review. The information is comprehensive and includes student learning outcomes (SLOs) and course objectives. The official course outlines of record are housed in the Office of the Curriculum and Instructional Affairs (part of the Office of the Vice President of Instruction and Student Services) and maintained on the Course Outline Database which resides on the College’s internal server. Department faculty members are responsible for the maintenance of rigorous course outlines to comply with articulation standards required by the Direct Transfer Agreement (DTA), external accrediting bodies, or other standards within the discipline. Course outlines are reviewed on a regular basis by the appropriate curriculum committees and updated accordingly. For every class taught at YVC, a syllabus is created from the approved course outline of record and contains the SLOs, as well as the course objectives. Institutional Student Learning Outcomes (SLOs) Division-wide Student Learning Outcomes currently are found in all distribution areas of the transfer degree, as identified by the College’s ongoing committee work monitoring, evaluating, and storing SLO research across and throughout its instructional divisions. Since its 2011 selfstudy, YVC identified two common SLOs across all academic divisions: Computation/Analytical Reasoning (C/AR) and Communication (C). In the fall of 2017, the College added a third general- education outcome, Human Relations (HR), and currently is incorporating descriptions of that outcome into syllabi institution-wide. Regardless of where students begin or end their education at YVC, therefore — Arts & Sciences, Workforce Education, or Adult Basic Education — all will have the opportunity to improve their Computational/Analytical Reasoning and Communication skills, and all divisions assess students on some aspects of Communication and Computation/Analytical Reasoning in their courses, and are in the process of implementing and assessing Human Relations. Across divisions, “Communication” is generally defined as “conveying ideas expressed verbally and non-verbally and understanding both forms of expression.” Additionally, all divisions agree that Computation/Analytical Reasoning involves critical thinking and problem solving, and that Human Relations means learning to “identify and demonstrate an understanding of the value of equity, inclusion, and diverse perspectives.”

During the October 2011 site visit, as well as in subsequent communications, NWCCU visitors noted that while YVC’s instructional divisions had collections of approved course outlines that included SLOs. These learning outcomes were not included on all of the syllabi the accreditors observed (Selected Correspondence, dated Fall, 2011, and Feb. 6, 2015). The commission noted that since the syllabi are the primary means of conveying expectations and objectives to students, that all course syllabi should include the approved course objectives is important. Further, since student exposure to, practice with, and assessment of the SLOs are primary indicators that students are reaching the College’s Core Theme goals and meeting its objectives, clear description and explanation of those outcomes is central to the College Mission. In 2012, and in response to the accreditation team’s 2011 visit and further clarification of the institution’s own expectations, therefore, YVC has addressed the content of syllabi in a number of ways: Action Taken • Each instructional division was asked to review all the courses listed in the Course Catalog and corresponding syllabi to ensure that the Student Learning Objectives listed on the approved courses, as well as the opportunities to practice them, were communicated consistently to students via the syllabi. The division deans have communicated expectations to their respective divisions via emails, in division newsletters, and during presentations at division meetings. Assessment Committee members have been informed about the concerns and expectations and have shared them with their respective departments. The deans track and monitor the submission of quarterly syllabi and contact faculty members whose syllabi are lacking essential components to prompt them to revise their syllabi for completeness. • Along similar lines, YVC has undertaken an ongoing annual review of the Course Catalog to ensure program-level outcomes are communicated to students and has merged the curricula of the three divisions into a single shared curriculum database so that ongoing review and management is streamlined. All courses currently offered have been uploaded into the new database and a schedule for review and updating is being implemented across the curriculum. Student Learning Outcomes, Objectives, course competencies, and learning standards are published in the course outlines of record, Course Catalog and syllabi.

As evidence of its ongoing Figure 1. Organization of the SLO committee. commitment to honor a systematic and meaningful collection of verifiable data regarding student 2 faculty from A&S achievement of General Education outcomes, in September of 2014, the 1 manager – 2 faculty college convened its Student from WED affairs Student Learning Outcomes (SLO) Learning Committee. The SLO committee is comprised of seven faculty members Outcomes 1 faculty and one assistant from member Committee 1 faculty from administration (see Figure 1). The coordinator Counseling & Library faculty represent all major divisions: 1 faculty Arts & Sciences (A&S), College & member from C&CR Career Readiness (CCR), Workforce Education (WED), and Student Services and Library. One of the faculty members is appointed by the Vice President-Instruction and Student Services to serve as a coordinator. The coordinator’s responsibilities include calling meetings, setting the agenda, coordinating with administration and drafting summary reports from the assessment work submitted by faculty. The committee is designed to have members serve two-year terms that are offset and thus provide a continuum of knowledge. Committee Responsibilities The SLO committee’s primary responsibilities are as follows: • Draft, edit and maintain rubrics for Student Learning Outcome outcomes • Facilitate continuous improvement of common assessment rubrics • Develop and maintain a system to receive faculty submissions of assessment work • Evaluate and improve logistics of assessment for faculty teams • Maintain communication among faculty and administration The work of the committee is cyclical on an annual timeframe (see following Figure 2). Faculty departments or programs meet on the annual fall-quarter assessment day to discuss their collections of student work. Their deliberations are summarized on a form created by the SLO committee called the Assessment Tool Reporting of Information and Logistics (ATRIAL). The information is then reviewed by the SLO committee based on a rubric. Feedback is provided to each department through joint meetings and email. The SLO committee uses the results of departmental and program ATRIAL submissions to produce summary reports. Based on this work, members of the SLO committee can advise faculty on assessment strategies. The committee also works to increase professional development opportunities for faculty related to assessment strategies.

Figure 2. Annual Cycle of SLO Committee Work

ATRIAL submission describes dept. or program student learning outcome process Faculty meet annually to discuss student work as it relates to assessment of student learning outcomes

Dept. or program responds to feedback

SLO committee

reviews

submission based on rubric

SLO committee provides feedback to dept. or program

SLO committee drafts summary report for administrative

In response to the Commission’s concerns and to improve its teaching, learning, and related services, therefore, YVC now maintains an effective, comprehensive system for instructional departments and program directors to annually review college-wide Student Learning Objectives (SLOs) and Program-level Learning Outcomes. As part of this process, which was begun in 2014, the self-study has revealed a growing understanding of how faculty in their classrooms, assessing SLOs – Computation/Analytical Reasoning (C/AR), Communication (C), and Human Relations (HR) – play a key role in assessing the courses, programs, processes, and degrees at Yakima Valley College. The following instructional graphic emerged at the July 8, 2019, SLO “Assessment Committee” meeting and indicates the growing culture of institutional learning assessment at YVC:

For a more comprehensive look at the SLO Committee and its work over the last three years, see Chapter/Standard 4.A.3 and the related Case Studies of student learning and curriculum improvement available here and in the Appendices. 2.C.3 Awarding of Credits and Degrees Credit and degrees, wherever offered and however delivered, are based on documented student achievement and awarded in a manner consistent with instructional policies that reflect generally accepted learning outcomes, norms, or equivalencies in higher education. In order for YVC to award certificates and degrees, the college must first seek approval of proposed programs of study from the SBCTC and demonstrate that they meet ICRC guidelines for Direct Transfer Agreements (DTAs). Upon receipt of program approval, it is the responsibility of the college to ensure that credits earned in programs of study are awarded in a consistent manner. It is YVCâ&#x20AC;&#x2122;s practice to follow this established protocol set forth by the

SBCTC. Students receive credit for courses in which they earn a passing grade. The grading system includes options for letter grades, pass/fail, and satisfactory credit or no credit, with course outlines stipulating the grading system to be utilized. Two-year degrees are awarded based on successful completion of all requirements. These requirements are covered in the Course Catalog. Students are assumed to be held to the requirements in the catalog in which they first enrolled, but may elect to abide by the requirements published in later iterations of the catalog. 2.C.4 Degree Programs Degree programs, wherever offered and however delivered, demonstrate a coherent design and appropriate breadth, depth, sequencing of courses, and synthesis of learning. Admission and graduation requirements are clearly defined and widely published. All YVC degree programs demonstrate coherent design with appropriate breadth, depth, sequencing of courses, and synthesis of learning. Course and program sequence are available in the YVC Course Catalog, the College website, and through program brochures. YVC ensures high quality instruction through a variety of means. A substantial core of general education is regarded as an essential component of all instructional programs at YVC. Professional/Technical courses and programs are developed in partnership with industry and business representatives, who provide input via advisory committees. Each program has an advisory committee that meets at least twice a year and contributes information on skills, standards, and employment needs to ensure the curriculum is up to date. Programs also incorporate published industry-based competencies (skills standards); core courses are typically sequential and build successively on skills mastered previously. All applied degrees and certificates of at least 45 credits must have a curriculum that fulfills the General Education requirements in the areas of computation, communication, and human relations as mandated by the NWCCU identified by Related Instruction. In the area of communications, most programs require BA 138: Written Business Communications or English 101: English Composition 1. The human relations component is fulfilled through various program curricula such as BA 220: Humans Relations in the Workplace and BA 225: Career Management. The College offers five transfer degrees that meet the requirements of the Direct Transfer Agreement (DTA). Students who earn any of these degrees are prepared to transfer to colleges and universities in Washington state with junior standing, having met most lower-division general-education requirements subject to the provisos listed in the ICRC handbook and YVC Course Catalog. Students can also earn a DTA at the Grandview Campus. Academic departments address curriculum issues concerning appropriate depth and rigor of courses in their ongoing review of courses and programs. Departments collectively and systematically review curricula for appropriate depth and rigor on a regular basis. Department heads and program heads work with colleagues, other instructional divisions, and other higher education institutions to determine the appropriate sequencing of courses. Admission and graduation requirements are defined in the Course Catalog and accessible

through the College website. Procedures for degree applications in all program areas are also provided. All candidates for an associate degree or a certificate must complete an application. Degree worksheets are completed by the student and signed off by their advisor. The application and the degree worksheet are reviewed by the Credentials Evaluator in the Division of Student Services. Students are required to submit degree applications once they have completed 60 credits. In order to meet general requirements, all candidates for degrees from YVC must have: â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘

A minimum of 90 quarter credits; some professional/technical degrees require more. A cumulative grade point average (GPA) of 2.00 or higher at YVC. A minimum of 24 credits completed at YVC.

Several professional/technical programs have limited enrollment or special entry requirements; these are widely available through the catalog, website, program handbooks, brochures, and targeted advising is provided. 2.C.5 Faculty and Curriculum Development Faculty, through well-defined structures and processes with clearly defined authority and responsibilities, exercise a major role in the design, approval, implementation, and revision of the curriculum, and have an active role in the selection of new faculty. Faculty with teaching responsibilities take collective responsibility for fostering and assessing student achievement of clearly identified learning outcomes. YVC maintains rigorous hiring processes with careful attention to minimum qualifications or equivalencies for all faculty members, and highly encourages the participation of faculty members from the relevant discipline on the hiring committee. Many departments include inclass teaching demonstrations during the hiring process to evaluate the teaching abilities for each candidate before a selection is made. Adjunct faculty members are hired with equally careful attention to meeting minimum qualifications or equivalencies. They are evaluated at least once every three academic quarters in which they are contracted. In addition to our full-time faculty membership, each division utilizes the talents of part-time (or adjunct) faculty members to deliver instruction. These faculty members meet the qualifications stipulated in Article 13 of the AFT-Yakima Collective Bargaining Agreement and have been interviewed and approved by the dean and members of the department in which they desire to teach. In the Arts and Sciences division, students assess adjunct faculty each quarter by anonymous, written responses to a predetermined set of evaluative questions. For faculty in the Workforce Education Division, the SBCTC requires that colleges certify professional/technical staff and faculty as provided by WAC 131-16-070 through WAC 131-16-095 (WAC). The philosophy behind the curriculum management structure at YVC has rested on three main tenets: faculty responsibility, documentation of student learning, and efficiency in processes. As faculty has changed and new administrative and faculty leadership have emerged, the actual structure for managing the curriculum has evolved. Curriculum committees now have the

responsibility to review and recommend curricula developed by appropriate faculty members and/or administrators for content, methods, and student learning outcomes, and to recommend to the President adoption or rejection of a particular curriculum. Curriculum committees review course outlines that specify content, methods, and student learning outcomes. The President has the final authority over proposed curricula as designated by the YVC Board of Trustees. The curriculum management structure has been outlined in each of the AFT-Yakima Collective Bargaining Agreements. The curriculum management structure was adjusted most recently in spring 2010 when a separate curriculum committee was established for what is now the College & Career Readiness Division, thus creating three curriculum committees – along with Arts and Sciences and Workforce Education – that convene quarterly for a Joint Meeting. 2.C.6 Faculty and Library Resources Faculty with teaching responsibilities, in partnership with library and information resources personnel, ensure that the use of library and information resources is integrated into the learning process. From each instructional division, a faculty member serves on the Library Committee as required by Appendix G of the Collective Bargaining Agreement. Staff and students attend information technology and library workshops that are offered on a regular basis each academic quarter (Library and Media Services). The library staff works in conjunction with faculty to establish a textbook reserve every quarter, ensuring that students have access to many course texts that they cannot afford or that are not yet available at the bookstore. Scholarly journals are available for students and faculty in all disciplines through several general databases. Numerous specialty databases provide access to leading scholarly journals for Workforce Education programs such as Nursing and Criminal Justice. All YVC employees and students are able to ask and receive responses from professional reference librarians on a twenty-four-hour-a-day basis. Media Services, a component of the library, provides media material to faculty for in-class instruction and makes films, DVDs, videos, etc. available for student viewing in the rooms adjacent to Media Services and through the campus network to computers in classrooms and offices on both the Yakima and Grandview campuses. 2.C.7 Credit for Prior Learning Credit for prior experiential learning, if granted, is: a) guided by approved policies and procedures; b) awarded only at the undergraduate level to enrolled students; c)limited to a maximum of 25% of the credits needed for a degree; d) awarded only for documented student achievement equivalent to expected learning achievement for courses within the institution’s regular curricular offerings; and e) granted only upon the recommendation of appropriately qualified teaching faculty. Credit granted for prior experiential learning is so identified on students’ transcripts and may not duplicate other credit awarded to the student in fulfillment of degree requirements. The institution makes no assurances regarding the number of credits

to be awarded prior to the completion of the institution’s review process. As acknowledged in the Course Catalog, YVC recognizes that adult learners come to college – or return to college – “with a variety of learning experience that does not come from a traditional classroom.” The College honors and recognizes such learning, in order to speed the pace toward educational goals and save money where “new” learning would be redundant to life experience and other professional expertise. Students can earn credit “by taking a national exam – College Level Examinations Program (CLEP) or DANTES Subject Standardized Tests (DSST), transferring industry training, transferring military credit, or through a course challenge.” For more information, students and other community stakeholders can visit Get Credit for What You Know on the College website or “Ways to Earn Credit” in the online Course Catalog. As noted in the YVC Course Catalog, credits may not be awarded until a student has successfully completed one quarter at the college. All prior experiential learning credits are recorded as “Satisfactory” grades. Credits are noted on the transcript by the qualifying exam. 2.C.8 Transfer Credit The final judgement in accepting transfer credit is the responsibility of the receiving institution. Transfer credit is accepted according to the procedures which provide adequate safeguards to ensure high academic quality, relevance to the students’ programs, and integrity of the receiving institution’s degrees. In accepting transfer credit, the receiving institution ensures that the credit accepted is appropriate for its programs and comparable in nature, content, academic quality, and level to credit it offers. Where patterns of student enrollment between institutions are identified, the institution develops articulation agreements between institutions. The College’s transfer policies are located in the Course Catalog. The policies are based on the mandates of the transferring institution and are guided by an articulation process of the college with each transfer institution. In 2015, the Intercollegiate Relations Commission (ICRC) revised the current guidelines for the Direct Transfer Agreement (DTA), which ensures that transfer degrees fulfill the general education requirements of participating baccalaureate colleges and universities within Washington State. This agreement allows students full articulation of an Associate of Arts degree with junior status and the flexibility to pursue any major subject to the specific requirements of the major. As noted elsewhere in this study, YVC offers five associate in arts degrees, which meets the requirements of the DTA. YVC has several articulation agreements with four-year institutions in Washington state that have guided additional transfer opportunities for students. All DTA offerings are outlined in the Course Catalog. YVC accepts transfer credits from colleges accredited by the commissions of colleges and universities as recognized by the Department of Education. The Registrar’s Office conducts complete credit evaluation through the work of admissions personnel according to faculty

direction and approval. The college recognizes and develops policy related to the stateâ&#x20AC;&#x2122;s Transfer Reciprocity Agreement and annually publishes a â&#x20AC;&#x153;Transfer Rights and Responsibilitiesâ&#x20AC;? statement in the Course Catalog. Undergraduate Programs 2.C.9 General Education: Workforce Education The General Education component of undergraduate programs (if offered) demonstrates an integrated course of study that helps students develop the breadth and depth of intellect to become more effective learners and to prepare them for a productive life of work, citizenship, and personal fulfillment. Baccalaureate degree programs and transfer associate degree programs include a recognizable core of general education that represents an integration of basic knowledge and methodology of the humanities and fine arts, mathematical and natural sciences, and social sciences. Applied undergraduate degree and certificate programs of thirty (30) semester credits or forty-five(45) quarter credits in length contain a recognizable core of related instruction or general education with identified outcomes in the areas of communication, computation, and human relations that align with and support program goals or intended outcomes. General education for transfer degrees introduces students to the content and methodology of the major areas of knowledge; requires competence in written and oral communication, quantitative reasoning, and critical analysis; and helps students develop the mental skills that will make them more effective learners. In addition, general education at YVC offers interdisciplinary learning community options that help to focus on the interrelationships among fields of study. All applied degrees and certifications requiring at least 45 credits must also have a curriculum that fulfills Student Learning Outcome requirements in the areas of Computation/Analytical Reasoning (C/AR), Communication (C), and Human Relations (HR). Many of the programs, for example, require PTECH 115: Applied Math or BA 115: Business Math to fulfill the computation requirement. PTECH 115 is structured as individualized modules that enable students to gain competencies that meet specific program requirements for math calculations, such as drug calculations for nursing or proportions and ratios related to automotive technology. In the area of communications, most programs require BA 138: Written Business Communications, PTECH 120: Technical Writing, or ENGL&101: English Composition I. The Human Relations component is fulfilled through BA 220: Human Relations in the Workplace or other coursework that has competencies embedded in program curricula. The transfer degrees include basic academic skills and distribution requirements (Natural Sciences, Humanities, and Social Sciences) designated by the Washington Intercollege Relations Commission for direct transfer within the state. Students earning direct transfer degrees from YVC are conferred admission to state baccalaureate institutions as having met general education degree requirements.

Baccalaureate program: Responding to the needs of the ‘Community’ In response to a perceived community economic and employment need, and in the process addressing the college’s “Community” core theme, Bachelor of Applied Science (BAS) programs at Yakima Valley College now encompass a wide variety of academic disciplines. Each program follows procedures in accordance with institutional practices regarding program assessment. The State Board for Community and Technical Colleges (SBCTC) was granted the authority to confer BAS programs at the state’s Community and Technical Colleges in 2012. In the past several years the community college system has experienced rapid program growth in available BAS programs, with many CTC’s in various stages of program development. Yakima Valley College (YVC) is continually evaluating programs according to guidance from the State Board of Community Technical Colleges (SBCTC). BAS programs at Yakima Valley College are organized under the Workforce Education Division (WED), which reports to the Vice President of Instruction. In 2014, YVC introduced its first BAS program in Business Management, quickly followed by the IT-Networking & System Administration program in 2015. The Dental Hygiene BAS took effect in 2016. Most recently, in fall of 2018, the Teacher Education BAS program began. Yakima Valley College follows SBCTC guidance regarding general education requirements for BAS programs. These guidelines recommend that all BAS programs include a minimum 60 credits of general-education curriculum in addition to 300/400 upper-level courses and foundation course work necessary to obtain the Bachelors-degree award total of 180 credits. All BAS programs have program focused learning outcomes, listed in the Course Catalog, student program handbooks, and on some department webpages as required by additional program accreditation. Due to the varied nature of YVC’s BAS programs, assessment practices are individualized to some degree. For example, two programs Dental Hygiene and Teacher Education must provide specific reports and information to such outside accrediting bodies as the Commission on Dental Accreditation (CODA) and the Public Educators Standards Board (PESB), in addition to institutional review requirements in the Workforce Education Division. In accordance with the BAS proposal, the BASM and BASIT programs practiced a three-year review process to evaluate the program. The review included such criteria as conducting student perception surveys regarding individual courses, reviewing student demographic information, and evaluating curriculum. In addition, an annual BAS retreat for faculty and staff was implemented to discuss and address any potential program changes. After the initial three year review required by the BAS proposal, course and program outcomes are reviewed by faculty dependent upon department requirements. Moving forward, the WED division is instituting standardized program self-studies and a program re-evaluation review process. The WED Dean, division faculty, and the Director of Applied Baccalaureate Programs will provide and fine-tune assessment criteria for the BAS program framework, as well as critique its re-evaluation review process. 2.C.10 Learning Outcomes in Transfer Degree Programs The institution demonstrates that the General Education components of its baccalaureate degree programs (if offered) and transfer associate degree programs (if offered) have

identifiable and assessable learning outcomes that are stated in relation to the institution’s mission and learning outcomes for those programs. Instruction that contributes to Direct Transfer Associate degrees (DTAs) focuses on the content and methodology of the major areas of knowledge and the competencies for independent learning. Student learning outcomes in Arts and Sciences are expressed in three SLO’s or “Abilities,” as they have been defined in past years. The three are “Communication,” “Computation/Analytical Reasoning,” and – as of 2017 – “Human Relations.” As noted in Standard 2.C.2 and Chapter/Standard 4.A.3 and Case Studies in particular, faculty members – assisted by SLO Committee members – have developed rubrics for articulating both curriculum foci and student learning outcomes, as well as applied these rubrics to analyze student performance and improve curriculum. Data collected from this process is systematically stored and routinely shared with faculty and our community teaching-and-learning community partners. As for those courses contributing to baccalaureate-level classes, all BAS programs have specified program and student-learning outcomes that connect to YVC’s related instruction outcomes. 2.C.11 Related Instruction in Applied Degrees and Certificates The related instruction components of applied degree and certificate programs (if offered) have identifiable and assessable learning outcomes that align with and support program goals or intended outcomes. Related instruction components may be embedded within program curricula or taught in blocks of specialized instruction, but each approach must have clearly identified content and be taught or monitored by teaching faculty who are appropriately qualified in those areas. All applied degree and certificate programs and courses identify appropriate SLOs. Program outcome statements describe, within a broad context, skills that a student should be able to apply in a particular industry or career area. (See Chapter/Standard 4.A.3.) Students acquire the program outcomes, related skills, and knowledge by completing all courses required for a degree or certificate in a particular program (Chapter/Standard 4.A.2). Each course also contains outcome statements that describe skills a student will be able to apply following completion of the course. The course outcomes are acquired as a student completes assignments that assess attainment of course objectives. All outcomes are addressed in the course outlines of record and course syllabi. Program objectives/outcomes are reviewed annually in each department. Curriculum changes and modifications, policy changes, changes in teaching delivery/methods, etc. are based on this annual program assessment. 2.C.12-15 Graduate Programs YVC does not offer graduate-level programs. 2.C.16 Compatibility of Continuing Education and Non-Credit Courses with Mission, Goals Credit and non-credit continuing education programs and other special programs are compatible with the institution's mission and goals.

Consistent with its mission, YVC offers continuing education opportunities for the communities that the institution serves. These offerings provide training for upgrading job- related skills, as well as personal and cultural enrichment. They also serve as an outreach strategy for particular departments and the College as a whole. (YVC Continuing Education) 2.C.17 Academic Quality, Assessment, and Faculty Role in Continuing Education and NonCredit Courses The institution maintains direct and sole responsibility for the academic quality of all aspects of its continuing education and special learning programs and courses. Continuing education and/or special learning activities, programs, or courses offered for academic credit are approved by the appropriate institutional body, monitored through established procedures with clearly defined roles and responsibilities, and assessed with regard to student achievement. Faculty representing the disciplines and fields of work are appropriately involved in the planning and evaluation of the institution's continuing education and special learning activities. Continuing education offerings fall into two categories â&#x20AC;&#x201C; Category 1: Credit and Non-Credit Courses and Category 2: Non-Credit Training Workshops. Category 1: Credit and Non-Credit Courses are offered through each of the instructional divisions, monitored by faculty from relevant departments within the divisions, approved through the appropriate curriculum committee, and offered and evaluated in the same manner as other courses offered by each instructional division. Examples include fly fishing, horseback riding, flagger training, Chinese language, and forklift driving. Category 2: Non-Credit Training Workshops are offered by each instructional division, the Grandview Campus, and the Technology Services Department. These workshops are generally short, most lasting only a few hours, and are offered in response to local interest. Some are training sessions offered for the benefit of YVC employees, but also made available to the general public. Examples include general computer workshops, training on Microsoft Office products, First Aid/CPR training, pesticide application, and Mandatory Alcohol Server Training (MAST). These training workshops are monitored by the faculty and staff of the sponsoring department and are evaluated via informal surveys. Due to their short-term and transitory nature, they are not included in the curriculum process as a course would be. 2.C.18 Granting of Continuing Education Units The granting of credit or Continuing Education Units (CEUs) for continuing education courses and special learning activities is: a) guided by generally accepted norms; b) based on institutional mission and policy; c) consistent across the institution, wherever offered and however delivered; d) appropriate to the objectives of the course; and e) determined by student achievement of identified learning outcomes. YVC follows Office of the Superintendent of Public Instruction guidelines regarding the offering of continuing education units for state teacher certification. A Workforce Education subcommittee approves agendas, syllabi, and the educators involved in CE offerings. Credit is

granted by the approved trainer based on attendance hours and completion of required materials. 2.C.19 Maintenance of Records The institution maintains records which describe the number of courses and nature of learning provided through non-credit instruction. Records identifying the number and type of Category 1: Credit and Non-Credit Courses, as well as the specific learning outcomes for each course, are recorded with all other college curriculum. Enrollment records for all Category 1: Credit and Non-Credit Courses are created and maintained in the Student Management System (SMS) as they are for any other courses offered at the College. Records indicating title, topic, and enrollment for Category 2: Non-Credit Training Workshops are maintained by the sponsoring division or department. Standard 2.D Student Support Resources 2.D.1 Programs and Services that Support Learning Consistent with the nature of its educational programs and methods of delivery, the institution creates effective learning environments with appropriate programs and services to support student learning needs. The goal of YVCâ&#x20AC;&#x2122;s student support services programs is to create and maintain a studentcentered, supportive atmosphere in which students are guided to appropriate services with sensitivity and responsiveness. To this end, the college participates in and offers a variety of programs and services aimed at increasing opportunities to attend college and to succeed once enrolled. These programs are housed in several departments under the supervision of the Vice President of Instruction and Student Services. A variety of data sources are analyzed to inform the development and refinement of these programs. Many of the programs track usage through the TutorTrac program or the Student Identification (SID) OneCardÂŠ, enabling the College to research potential correlations between types/hours of utilization and student outcomes. The Incoming, Annual Fall, and Graduation surveys include questions about the use of and satisfaction with support programs. Focus groups are conducted when appropriate to guide program development, understand feedback on surveys, and strategize program changes. Input from the community is gained via advisory boards and partnership meetings. Currently, the SID One Card is used in the gym, the Library and Media Center, and Tutoring Center. Other programs still use TutorTrac. College Outreach YVC provides outreach services to the 18 school districts in the YVC service area and to students enrolled in YVCâ&#x20AC;&#x2122;s College and Career Readiness programs. These efforts are funded by

and coordinated with a number of college programs, including TRiO Upward Bound, TRiO Student Support Services, ASYVC student government, Title V grants: and the collegeâ&#x20AC;&#x2122;s Enrollment Services department. The purpose of this outreach is to build relationships with students, families, and community organizations in the interest of increasing their understanding of the benefits of higher education, and to increase the percentage of high school graduation classes matriculating to college. Additional services include a variety of campus activities, summer camps, financial aid workshops, career planning workshops, campus tours, speakerâ&#x20AC;&#x2122;s bureau contacts, and diversity programming. (Financial Aid workshop; YVC Student Life; Diversity Series) YVCâ&#x20AC;&#x2122;s outreach staff reaches out to and coordinates efforts with other institutions of higher education with the goals of increasing successful completion of transfer-degree requirements at YVC and facilitating transfer to baccalaureate institutions and/or trade schools. Key aspects of support of transfer students include hosting transfer fairs and advising days, as well as sponsoring the ASYVC Transfer Club. Transfer fairs and academic-advising days help make students aware of the early planning necessary for successful transfer to a four-year school. Students are able to meet with representatives from various institutions on campus who help them create transfer plans specific to the requirements of the individual institutions. The Transfer Club collaborates with campus programs and student clubs to identify participants for quarterly visits, campus tours, and advising at four-year institutions. The club advisor is a Student Services Coordinator, funded by a Title V-Hispanic Serving Institutions grant (YVC Student Life). Computer Access Computer access is available on the Yakima and Grandview campus libraries for students to use during weekdays, from early in the morning through early evening, though hours may vary by quarter. There are multiple open computer lab areas on the Yakima campus and one on the Grandview campus. More than 29,000 visits were made to computer labs in 2017-18, with students logging in more than 35,000 hours of use. Additionally, there are computers available for student use on the Yakima campus in the library/media center and the math, tutoring, and writing centers, as well as in open kiosks in the Hopf Student Union building (HUB). Computers also may be checked on at the Media Services desk upstairs at the Raymond Library on the Yakima campus. Testing labs in the Deccio Building on the Yakima campus and on the Grandview campus reported that more than 15,000 tests were administered in 2017-18. All computer and software are supported by Technology Services. Counseling and Advising Centers The Counseling and Advising Centers on the Yakima and Grandview campuses offer several opportunities for current and prospective students as well as community members to consult faculty counselors and curriculum advisors:

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Through scheduled appointments — All faculty counselors have appointment times when students can schedule a specific hour that fits into their schedule. Appointments are available upon request. Through drop-in visits — Faculty counselors have built drop-in times into their weekly schedules, when students can walk in and talk with a counselor or advisor during open hours of the center. Through email inquiries — A designated faculty counselor spends time each day answering academic questions through email inquiries from the “Contact Us” link on the College’s web page. Through Student Development (SD) and College Academic Skills (CAS) courses — SD and CAS courses are offered quarterly to students who need additional focus in academic areas: SD 120 Learning Skills; SD 111-114 Specific Learning Skills; SD 105 Career Planning; CAS 158 Introduction to Distance Learning; and CAS 106 College Seminar.

In addition to their academic guidance, faculty counselors also offer short-term supportive counseling services for all enrolled students. The goal is to provide equitable and inclusive services for students who find that personal issues are interfering with classroom performance. Students who appear to have long-term counseling needs are referred to community mental health providers. Counseling discussions are confidential. The counselors’ academic and professional credentials are published in the Course Catalog. The Dean of Student Services supervises the Counseling and Advising Department and has regular meetings in consultation with the department chair. (More specific services available to students in the Counseling and Advising Center are available on the department reference page in the Course Catalog and on the College website (Counseling and Advising). Faculty counselors monitor SD and CAS courses to ensure an effective learning environment through in-depth discussions about student learning objective. These discussions occur annually during Assessment Work Day. Counselors also monitor services through weekly surveys completed by students who visit the center and by linking these surveys to our campus and departmental goals. Disability Support Services YVC provides access to all college programs and activities to students with disabilities in compliance with ADA and Section 504 of the Rehabilitation Act (Rehabilitation Act of 1973). Disability Support Services (DSS) strives to ensure barrier-free facilities for individuals with disabilities, provides appropriate accommodations for students with documented disabilities, and informs the campus community on issues regarding disability accommodations (YVC DSS). Approximately 195 students are registered with DSS each quarter, of which about 75% request and receive classroom accommodations. DSS program personnel notify instructors for classes in which DSS students are enrolled about approved accommodations, provide assistance with accommodations, such as proctored testing and books on tape, and follow up with students and faculty about the relative success of the accommodations in addressing the students’ needs. The DSS program is directed by the Assistant Dean of Support Programs.

Math Center Services in the Mathematics Center are available free to all registered YVC students. Appointments are not needed, so simply drop in. Math Department instructors and instructional technicians provide individualized assistance to address students’ questions about topics from their mathematics courses as well as other mathematics-related courses. Help is also provided through computer/CD instruction focusing on concept development and guided practice. Resources such as calculators, textbooks, manipulatives, math-related materials, and supplemental written materials are available to students in the study areas of the center (YVC Math Center). Writing Center Writing Center services are also free to all registered YVC students. The Writing Center — on both the Yakima and Grandview campuses — is a resource for YVC students and faculty.The primary purpose is to guide students to become better writers in a college setting. If students can’t get to one of the Centers, they may get feedback online through on online consultation link.Staff members – faculty, “lead” consultants with writing-intensive degrees, and train student peers – work with writers at any stage of the writing process, from getting started to final draft. Students may bring an assignment, an idea, or a draft to the Center and meet with a trained writing consultant (The Writing Center). MESA Tutoring YVC is one of six community colleges in Washington State that offers the MESA Community College Program (MCCP). MESA – Mathematics, Engineering, Science Achievement – builds a pathway to college and careers in science, technology, engineering, and mathematics (STEM) fields. MESA develops programming and initiatives to improve diversity and retention in STEM fields, with an emphasis on traditionally underrepresented students. The YVC program goal is to increase the number of community college students who successfully transfer to four-year institutions and earn bachelor’s degrees in STEM majors. With that goal in mind, YVC’s MESA program is designed to assist students in achieving their academic goals through educational support services and professional development experiences (YVC MESA). Speech and Language Center The Speech and Language Center provides support for public speaking and presentations. In the Speech and Language Center, students are able to work with tutors on upcoming presentations and speeches. The tutor can assist with everything from creating an outline for a speech, articulation, diction and body language to creating effective PowerPoint presentations or even strategies for public speaking anxiety, as well as practice in American Sign Language. Spanish tutoring is also available. The Speech and Language Center has technology that allows users to record and playback a practice presentation, helping identify potential areas for improvement. Students do not need to

be in the Communication Studies courses to use our services (Speech and Language Center). Running Start YVC offers the dual-enrollment Running Start program on both the Yakima and Grandview campuses (YVC Running Start). Running Start is a state-funded program that allows high school students to enroll in college courses to complete high school graduation requirements (Running Start WA). This program provides advising and course registration for students who meet the YVC Running Start eligibility requirements. High school students must place into English 101 and Math 085 (beginning algebra) to be admitted into the Running Start program. The Running Start program is overseen by the Running Start Coordinator, who reports to the Dean of Student Services. The Running Start Coordinator maintains a current web page, offers several new student orientations on a quarterly basis, provides Running Start students with information about support services, participates in spring information nights at local high schools, coordinates information with high school counselors and administrative staff, and provides training for various campus departments. To support student learning needs, the program provides quarterly advising sessions, makes staff available for student advising throughout the quarter, and conducts thorough orientations to campus services. Orientation topics are consistently updated and revised to address common questions or issues that arise for students and parents. Running Start enrollments continue to grow and Running Start students are approximately seven percent of the student population. In 2017, 168 students graduated from both their high schools and YVC simultaneously. TRiO Student Support Services The TRIO Student Support Services (SSS) federal grant program serves 200 students who meet the criteria established by the Department of Education of low-income, first-generation college students and students with disabilities and academic need (TRiO). The purpose of SSS is to help students persist through graduation and transfer to baccalaureate institutions. TRIO SSS provides wraparound support services, including one-on-one tutoring, a success-coaching model of advising, counseling, college success workshops, and transfer assistance for participants. TRIO SSS serves students on both the Yakima and Grandview campuses. While the college has continuously operated an SSS program for more than 30 years, the current grant provides funding from 2015-2020. The new program focuses on identifying incoming students who meet the SSS criteria, offering them a comprehensive orientation process that includes registration into a first quarter Learning Community that combines developmental English with a college academic skills course and the appropriate math course. The college success course, SD 075, was created specifically to address concerns of underprepared, low-income, first- generation college students. It includes sections on personal management, career options, education planning, study skills, and financial planning for college. Workshops, social events, and advising/counseling activities are offered to bring students together on a regular basis after their first quarter Learning Community experience, â&#x20AC;&#x153;Scaffolds to Success,â&#x20AC;? a combination of pre-college English, Math, and/or Student

Development courses (now College Academic Skillsâ&#x20AC;&#x201C; CAS106 â&#x20AC;&#x201C; courses). The TRIO SSS program is overseen by the Assistant Dean of Support Programs (YVC TRIO). TRiO Upward Bound YVC has hosted the federal TRIO Upward Bound program (UB) since 1978 (Upward Bound). TRIO UB is available to Sunnyside, Granger, Toppenish, and Wapato high school students who demonstrate a family income within 150% and/or will be first-generation college students. The primary goal of TRIO UB is to increase the rate at which participants enroll in and graduate from institutions of postsecondary education. TRIO UB is overseen by the Assistant Dean of Support Programs. TRIO UB provides academic instruction in mathematics, laboratory sciences, composition, literature, and foreign language during an intensive six-week summer residential program. Throughout the year, TRIO UB services include: tutoring, learning skills classes, oneon-one senior pre-college advising, campus tours, mentoring, service learning, cultural enrichment, and work-study programs. TRIO UB serves 110 students each year. TRIO-UB encourages parental involvement through parent workshops, family events, and correspondence (YVC Upward Bound). Tutoring Centers All registered Yakima Valley College students qualify for free tutoring services for Accounting, American Sign Language, Anthropology, Biology, Chemistry, Economics, Mathematics, Physics, Spanish, and other courses as indicated by need on a quarter-by-quarter basis. The Tutoring Centers are located in Raymond Hall-Library and Media Services and on the Grandview campus. The centers offer and coordinate a variety of academic support services, with priority placed on providing support for those courses in which students typically struggle. Drop-in and weekly tutoring is arranged for numerous subjects, including but not limited to accounting, American Sign Language, biology, chemistry, economics, mathematics, physics, and Spanish. The majority of tutors are students who previously took the course for which they are tutoring and received a B or higher grade. Tutors must be approved by faculty members and must participate in ongoing training. YVC also participates in the Western e-Tutoring Consortium to provide online services that include synchronous and asynchronous tutoring, as well as an online writing lab. The Tutoring Center is funded through various sources, including grants, student fees, and activity funds. The Tutoring Center is overseen by the Assistant Dean of Student Support Programs (YVC Tutoring Centers). 2.D.2 Safety and Security The institution makes adequate provision for the safety and security of its students and their property at all locations where it offers programs and services. Crime statistics, campus security policies, and other disclosures required under federal and state regulations are made available in accordance with those regulations.

YVC employs security officers who are responsible for the enforcement of YVC, local city, state, and federal rules, regulations, and policies relating to parking, criminal offenses, emergencies, and security issues. Suspected criminal offenses at YVC facilities are referred to the police department in that community. Required disclosures are available on the YVC website and in the Fall Quarterly Schedule in compliance with the Student Right To Know and Campus Security Act (Public Law 101-542) of 1990, Higher Education Opportunity Act (Public Law 110-315) of 2008, and the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act (20.U.S.C. 1092)f. The College has a Campus Safety Committee (WAC 296-24-045) for the purpose of detecting and eliminating unsafe conditions and work procedures. The committee generally meets monthly and includes one elected classified staff member, one elected faculty member, and one appointed exempt employee from Arts & Sciences Division, Workforce Education Division, Student Services Division, Library, Technology Services (classified & exempt only), Business Services (classified & exempt only), Maintenance / Operations / Security (classified & exempt only), Human Resource Services, and the Grandview campus. In addition, the safety officer is a nonvoting member. (More details about security are included in Standard 2.G of this document.) 2.D.3 Recruitment and Admissions Consistent with its mission, core themes, and characteristics, the institution recruits and admits students with the potential to benefit from its educational offerings. It orients students to ensure they understand the requirements related to their programs of study and receive timely, useful, and accurate information and advising about relevant academic requirements, including graduation and transfer policies. As an open-door institution, YVC predominately relies on outreach and public relations efforts to inform the public about opportunities available at YVC, rather than directly recruiting students. Examples of outreach include participating in college fairs, advertising professional-technical programs in local theatres, hosting information nights about Running Start, and sponsoring financial aid workshops. (YVC Student Life; Financial Aid workshop) YVC directly recruits athletes and international students. The Collegeâ&#x20AC;&#x2122;s student housing is a persuasive benefit for these student who often come to YVC from outside the Collegeâ&#x20AC;&#x2122;s traditional service district. Limited scholarships are available for student athletes. On-campus employment is available to international students. The admission process is established by the State of Washington (RCW 28B.50.020) and is governed by the State Board for Community and Technical Colleges (RCW 28B.50.050). True to the mission of community colleges nationwide, YVC is an open-access institution, which means any age-eligible person with the ability to benefit may be allowed admission to the College. Students pursuing a degree or certificate must complete an admission application and pay an application fee. Application fees help offset the cost of admission services. Application fees are waived for Career and College Readiness students per guidance from SBCTC. Admissions acceptance letters include instructions for obtaining mathematics and English placement and

scheduling their mandatory new student orientation (NSO). Once attending YVC, students must receive quarterly Pathway Advising until 30 college- level credits are completed. Students failing to meet this requirement are blocked from subsequent enrollment. Faculty and staff contact these students via e-mail and telephone to maximize the studentsâ&#x20AC;&#x2122; opportunity to obtain the necessary advising. Upon completion of 60 college-level credits, Enrollment Services notifies students it is time to apply for graduation (Course Catalog). Graduation and Commencement information is available on the College website, posters, and at an in-person Commencement Fair offered early spring on both campuses. Academic Placement assessment is required for all full-time students and/or students who intend to enroll in college credit English courses, math courses, or other courses with a placement requirement (YVC Placement). As noted previously in this standard, YVC provides many options for students to attain an English and a Math placement. Recent high school graduates may use their high school GPA, approved high school Math courses, ACT scores, SAT scores, or Smarter Balance test scores for placement. Following an almost three-year review based on conversations between YVC English composition specialists and their discipline colleagues at Boise State University, YVC in 2018 launched use of The Write Class self-guided placement tool for students who cannot meet placement requirements through other means. (The Write Class). Starting in April 2018, we began using the WAMAP (Washington Math Assessment Placement) tool, locally adapted by YVC math faculty, as noted previously in this section (Math Placement). YVC can also accept placements from testing such as CLEP, DSST, or AP and IB. The results of student placements are used to design education plans appropriate to their academic skills and intended educational goals (Course Catalog). New Student Orientation (NSO) and advising sessions are scheduled prior to fall, winter and spring quarters (YVC NSO). Orientation is mandatory for all new students seeking a degree or certificate. During orientation, students have the opportunity to learn about navigating campus, basic financial literacy, academic programs and student rights and responsibilities. Advising and registration is the primary activity. Advising and orientation is led by faculty advisors. During the session with the faculty advisors, the Course Catalog, schedule, and online services are introduced. Students are advised for their first quarter and first year of coursework. Students are in a computer lab so that they can learn and practice use of online registration. These sessions last approximately 2 Â˝ hours, ending with a tour of the campus and issuing of student identification cards. In addition to these session for the general student population, separate orientations are held for Running Start (dual enrollment) students, TRiO Student Support Services students, and selective admission-professional/technical program students. The same content is covered both in Grandview and in Yakima, however, on the day of orientation, Grandview students attend a presentation provided by Grandview faculty counselors, the Academic Services coordinator, and the Student Services coordinator.

2.D.4 Program Accommodations In the event of program elimination or significant change in requirements, the institution makes appropriate arrangements to ensure that students enrolled in the program have an opportunity to complete their program in a timely manner with a minimum of disruption. If a program of study is eliminated or makes significant changes in curriculum, YVC pledges to provide sufficient course offerings and academic advising to meet the needs of all currently enrolled program students. 2.D.5 Course Catalog The institution publishes in a catalog, or provides in a manner reasonably available to students and other stakeholders, current and accurate information that includes: a) Institutional mission and core themes; b) Entrance requirements and procedures; c) Grading policy; d) Information on academic programs and courses, including degree and program completion requirements, expected learning outcomes, required course sequences, and projected timelines to completion based on normal student progress and the frequency of course offerings; e) Names, titles, degrees held, and conferring institutions for administrators and full-time faculty; f) Rules, regulations for conduct, rights, and responsibilities; g) Tuition, fees, and other program costs; h) Refund policies and procedures for students who withdraw from enrollment; i) Opportunities and requirements for financial aid; and j) Academic calendar. The College publishes the annual online YVC Course Catalog. The 2017-18 catalog includes, but is not limited to, the following contents: • Academic calendar • Academic progress expectations and consequences • Academic programs and courses, including completion requirements • Conduct expectations with reference for complete listing of student rights and responsibilities • Employee listing with position title and earned credentials • Entrance requirements and procedures • Financial aid availability and requirements • Governing body and accreditation information • Grading system • Graduation requirements • Mission and core themes • Procedures for gaining credit for prior learning • Tuition and fee information, including eligibility for refunds Throughout the academic year, changes in course descriptions and offerings are updated in the master course catalog in response to curriculum committee decisions. The master course catalog is maintained by the Office of the Vice President for Instruction and Student Services. The

master course catalog may contain courses that, although approved through the curriculum committee process, have not been offered for a period of time and are, therefore, not included in the published catalog. The published catalog includes courses that are expected to be offered during the year for which the catalog is published. The catalog is produced in both print and electronic formats, with quarterly online course schedules reflecting updates that occur after being published. These sections identified in the online Addendum section of the electronic catalog beginning fall quarter, 2018. 2.D.6 Publications about Educational Program Publications describing educational programs include accurate information on: a) National and/or state legal eligibility requirements for licensure or entry into an occupation or profession for which education and training are offered; b) Descriptions of unique requirements for employment and advancement in the occupation or profession. In addition to the college website, the college produces a variety of documents describing its educational programs and strives for complete accuracy in all publications. Degree worksheets and flyers include information about placement into the programs and the sequence of courses taken during a program (Degrees and Certificates). They also include information on potential employment options as well as program personnel and contact information. These flyers are located in the Counseling and Advising Center and available online. Most flyers are updated on an annual basis. Publications also relate information regarding national and/or state licensing regulations for all programs that offer certificates and/or degrees with an end-goal of industry certification or licensing. Some of these programs include Allied Health programs, such as medical assisting, surgical technology, automotive service technology, dental hygiene, nursing, radiologic technology, and veterinary technology. (Degree Pathways) 2.D.7 Student Records and Retention Policies The institution adopts and adheres to policies and procedures regarding the secure retention of student records, including provision for reliable and retrievable backup of those records, regardless of their form. The institution publishes and follows established policies for confidentiality and release of student records. YVC follows applicable federal and state policies regarding the retention of student records. Purchasing maintains a secure storage site for physical records on the Yakima Campus to supplement programmatic storage. All records are stored in clearly marked boxes that include identification of the contents and destruction date. Purchasing monitors destruction dates and arranges confidential disposal per requirements. Archival records â&#x20AC;&#x201C; those that are not to be destroyed â&#x20AC;&#x201C; are stored at Central Washington Universityâ&#x20AC;&#x2122;s Archives in Ellensburg. Electronic student records are stored on a YVC server that is password protected. The backup of student records is ensured via an SBCTC Information Technology Office procedure that backs up student files hourly.

YVC abides by the regulations set forth by the Family Educational Rights and Privacy Act (FERPA). Before employees are granted access to the college’s Student Management System (SMS), they are trained on FERPA regulations. All work-study students read and sign a privacy release form. 2.D.8 Effective Program of Financial Aid The institution provides an effective and accountable program of financial aid consistent with its mission, student needs, and institutional resources. Information regarding the categories of financial assistance (such as scholarships, grants, and loans) is published and made available to prospective and enrolled students. The YVC Financial Aid office awards federal, state, private, and institutional grants, loans, scholarships, and agency support in accordance with state and federal guidelines. This includes monetary benefits for veterans and reservists of the country’s armed forces. Scholarship announcements offered by private agencies are posted in the Student Services areas of both the Yakima and Grandview campuses. Scholarship notices may also be e-mailed to students and instructors when the scholarship appears to closely match YVC student demographics. Social media can also be a good resource for announcements when appropriate. Applications for scholarships administered through the YVC Foundation are made available for students on the College’s website and in each campus Student Services area (Paying for College). A listing of the scholarships administered by the YVC Foundation may be found in the Course Catalog. A select group of other scholarship opportunities are also posted on the college’s website. The Financial Aid Office is located in the Deccio Building on the Yakima Campus, with similar services available on the Grandview Campus. Until spring quarter, 2018, the Student Services Coordinator on the Grandview Campus provided students with information about assistance programs, including any relevant rules, processes, and deadlines. Starting fall quarter, 2018, the Student Services Coordinator’s responsibilities were increased to include more time spent assisting Grandview students daily with their financial-aid needs. A Financial Aid Specialist visits in-person once per week. When the Financial Aid Specialist is not available, Grandview’s coordinator assists students with the completion of financial aid and YVC applications and provides information regarding receipt of awards. Students also have access to this information by using the college website and self-service student portal. (YVC Financial Aid) Complex financial aid issues are referred to the Yakima Campus for service by telephone or e- mail. 2.D.9 Repayment Obligations Students receiving financial assistance are informed of any repayment obligations. The institution regularly monitors its student loan programs and the institution’s loan default rate.

YVC students receiving student loans are informed of any repayment obligations. The institution regularly monitors its student loan programs and the institution’s loan default rate and has observed that the default rate has risen during the past ten years, but is still far below the 25% threshold set for continued participation in the federal financial aid program. The 2008 student cohort loan default rate was 8.8%; the 2014 cohort rate increased to 18.2%. The 2016 Draft Three-Year cohort default rate is 14.9%, which represents a 3.3% reduction. Students requesting loans complete mandatory loan entrance and exit counseling sessions prior to borrowing and when their enrollment falls below half-time. Prior to summer 2010, loan counseling was provided by the Northwest Education Loan Association, a federally recognized, non-profit Federal Family Education Loan Program guarantor. As mandated by recent legislation, the College now processes all student loans through the federal government as Direct Loans. Auxiliary services such as loan counseling are still required, but are now handled by the government contractor. YVC financial aid personnel and a loan coordinator are available by telephone, e-mail, or in person if students have questions about their loans. 2.D.10 Academic Advising The institution designs, maintains, and evaluates a systematic and effective program of academic advisement to support student development and success. Personnel responsible for advising students are knowledgeable of the curriculum, program requirements, and graduation requirements and are adequately prepared to successfully fulfill their responsibilities. Advising requirements and responsibilities are defined, published, and made available to students. YVC continues to monitor retention and “achievement gaps” between its white students and other demographic groups, particularly Latinos, and continues to undertake measures to identify and address those gaps. (Counseling and Advising) One of YVC’s strategies early on was to focus on the first-year experience, including the creation of new placement options, ending late registration, and implementing a mandatory New Student Orientation (NSO) program. (YVC NSO) First-quarter retention rates rose by about 4% overall, and previous retention gaps between Hispanic and White students reversed. But retention rates into the second year remained at about 52% with Hispanic students returning at lower rates than White students. Survey and focus group data from students and faculty indicated strong support for mandating advising until students had clearly identified an education plan. Academic advising for students enrolled in credit-bearing coursework is primarily the responsibility of full-time faculty, which includes the faculty counselors. A small number of nonfaculty employees may also assist with academic advising, pending approval by the appropriate curriculum committee and then designation as either an advising specialist or a curriculum advisor. The credentials of all employees who advise are available in the YVC Course Catalog. All new students are assigned a career Pathway Adviser upon enrollment and selection of a potential career interest, if one is chosen. Students are required to meet with a pathway advisor until they have successfully completed 30 college-level credits.

All students receive some advising during NSO. At the orientation, students are encouraged to meet with their assigned academic advisors on a quarterly basis to ensure that they are taking the correct sequence of classes in order to reach their academic goals. This expectation is detailed in the student’s Advising Syllabus. Updates and trainings for faculty advisors take place during Convocation Week each year. New web-based tools for faculty are introduced and new pages for the Advising Handbook are distributed. To stay current on state degree standards, a member of the counseling staff attends quarterly meetings with the statewide Advising and Counseling Council and the Articulation and Transfer Council. Any changes to degrees, graduation requirements, and program requirements at the state level are shared with the faculty advisors. Faculty counselors help faculty advisors maintain an Advising Handbook that includes the most current information about relevant academic requirements and transfer protocol. Pathway Advising: Another ‘Guided Pathway’ to ‘Access’ A second advising initiative – mandatory “Pathway Advising” – began in late fall of 2012 with a faculty-led Advising Redesign Retreat held to consider the data and eventually propose a model for mandatory academic advising at YVC. Attendees at the Pathways retreat included representatives from all major instructional departments, student government, registration, and dual enrollment programs. The proposal outlined a new advising structure built around six pathways: Arts/Humanities, Business, Exploratory, Healthcare, STEM, Social Sciences and Education. Feedback about the proposal was solicited via department and division meetings as well as interviews with key faculty and staff members, including the faculty union. A commitment to implement the new design was achieved in January, 2013, and pilot advising was undertaken spring quarter of 2014. By fall of 2014, training was provided for faculty, and fullscale implementation was undertaken that fall. (Pathway Advising). Early returns and feedback from students and faculty are promising. Research and communication among faculty, staff, administrators, pathway leads, and other groups continues as we attempt to guide, follow, and lead students. The focus of the advising relationship is on providing general institutional information; program specific details and deadlines; career guidance and clarification; job-availability insights; university-transfer news; YVC campus contacts; degree and certificate worksheets; online resources; and other essential information. One of the goals of pathway advising is that after the mandatory requirement is met, students continue to be advised by faculty based on their academic intention. The academic divisions and the pathways continue to address advising needs identified via student surveys and other feedback. 2.D.11 ASYVC Student Government Co-curricular activities are consistent with the institution’s mission, core themes, programs, and services and are governed appropriately. Student government membership and activities are documented and structured within the Associated Students of Yakima Valley College (ASYVC) Student Constitution and Financial Code. (ASYVC) On the Grandview Campus, student government roles are filled by the Grandview Student Council (GSC). Officers for both campuses are elected and hired by the

campus student body each spring. Orientation and training of officers is conducted as one group. The Grandview Student Council is advised for the most part by an exempt staff member of the campus staff, while the Yakima ASYVC is advised by the Student Life Coordinator. Student Life Office The Student Life Office provides broad-based programs dedicated to enhancing students’ cultural, intellectual, social, recreational, wellness, community service, and leadership skills. The Student Life Office also helps clubs and programs facilitate campus activities, events, celebrations, community and national issue-awareness, and other programs within college and state procedures, policies, and regulations. Student Life activity planning is coordinated from the Yakima campus office with the Student Services Coordinator on the Grandview campus. (YVC Student Life) Student Clubs YVC has many student clubs and organizations which are an important supplement to academic experiences, address special student interests. Clubs provide community service opportunities throughout the service district. Students are encouraged to form new clubs if present groups do not meet their interest. Clubs may be advised by either full-time faculty or staff. Each club is required to send a representative to ASYVC’s weekly Senate meetings. ASYVC officers also set forth requirements for financial record-keeping and other documentation. (ASYVC Student Clubs) During the 201617 academic year, 25clubs were recognized and funded through ASYVC. At the beginning of each academic year, club members solicit members by word-of-mouth, flyer distribution, and information tables. The information tables are often hosted in conjunction with student government programs that include food, music, or other concurrent events. Club members must follow the same admissions, registration, testing, and financial aid policies as other students. In addition, they must adhere to the requirements set forth in the ASYVC Constitution and Financial Code. (ASYVC Constitution) 2.D.12 Auxiliary Services If the institution operates auxiliary services (such as student housing, food service, and bookstore), they support the institution’s mission, contribute to the intellectual climate of the campus community, and enhance the quality of the learning environment. Students, faculty, staff, and administrators have opportunities for input regarding these services. YVC operates one auxiliary enterprise, the Student Residence Center (SRC), which is expected to be self-support. Annual budgets of the SRC are reviewed by the fiscal and administrative staff to make sure all costs are considered and revenue projections are sufficient to cover their operating costs. The budgets are then approved by the Board of Trustees each spring for the coming year. Auxiliary enterprises, revenue contracts, and grants pay indirect and overhead costs to the college for services provided.

YVC has an on-campus childcare center that is operated by Easter Seals. Easter Seals Jane’s House is supported by an operating allocation from the state, the State Childcare Allocation, which is used by the childcare vendor to increase contracted childcare services. Additionally, some YVC students contribute S&A funds to support operation costs at Jane’s House. These funds are approved by the YVC S&A committee and the YVC Board of Trustees. YVC also has an agreement with Barnes and Noble College to operate a bookstore and the “GrabNGo” marketplace. Barnes and Noble pays YVC a monthly commission based on revenue generated by sales. 2.D.13 Athletics Intercollegiate athletic and other co-curricular programs (if offered) and related financial operations are consistent with the institution’s mission and conducted with appropriate institutional oversight. Admission requirements and procedures, academic standards, degree requirements, and financial aid awards for students participating in co-curricular programs are consistent with those for other students. The YVC Athletic Department is managed by an Athletics Director with the support of an

Assistant Director in compliance with requirements set forth by the state, institution and athletic associations. Student athletes follow the same admissions, registration, testing, and financial aid policies as other students. YVC started competing in intercollegiate athletics when the College opened in 1928. From 2011 until now, YVC has offered and provided oversight of two sports for men (baseball and basketball) and four sports for women (basketball, softball, soccer, and volleyball). Previous to 2012, the College had offered students an opportunity to participate in a competitively successful wrestling program for both men and women. However, the wrestling program was discontinued in April, 2012. After three straight years of budget cuts, the College found it necessary to look at reductions to its intercollegiate athletic program. After considering possible cost-saving alternatives, YVC decided to close the wrestling program and offered to help affected students transfer elsewhere if they chose to do so. The Athletic Department and other administrators will continue to consider comprehensively all needs in instruction and services, including intercollegiate athletics, as student interest increases and the overall instructional budget allows. Intercollegiate athletics supports primarily the “Success” and “Community” Core Themes; however, there is an “Access” aspect when considering the athlete-recruitment process. Although developing competitive teams is desirable, the importance of academic achievement governs participation. The importance of academic success is highlighted during orientations, and student athletes must participate in study tables at which their academic performance is monitored. Student athletes follow the standard admissions, registration, testing, and financial aid policies. In addition to the institutional academic standards, student athletes must follow academic standards set by the sanctioning bodies of the Northwest Athletic Association of Community Colleges and the National Junior College Athletic Association. In their orientation to the college, athletes are exposed to the college’s expectation that their role as a student precedes their role as

an athlete. Athletes participate in study tables and their academic performance is assessed at multiple times throughout the quarter. In accordance with the Equity in Athletics Disclosure Act, annual participation data by gender is available. 2.D.14 Identity Verification Process The institution maintains an effective identity verification process for students enrolled in distance education courses and programs to establish that the student enrolled in the distance education course or program is the same person whose achievements are evaluated and credentialed. The institution ensures the identity verification process for distance education students protects students privacy and that students are informed, in writing at the time of enrollment, of current and projected charges associated with the identity verification process. Students enrolled in distance education courses and programs verify their identity through special log-in and password protocols that are supplied to them upon registration and reviewed during New Student Orientation. Proctored examinations and tests are conducted on the Grandview and Yakima campuses. Students present their student identification cards before entering the testing centers. Government issued (state, federal or tribal) picture identification is required prior to issuing a YVC student identification card. Proctoring examination and tests for students away from the campuses is managed through the password-protected learning management system. Picture identification is required at New Student Orientation, which occurs prior to enrollment. Standard 2.E: Library and Information Resources 2.E.1 Access to Library and Media Services: Resources Consistent with its mission and core themes, the institution holds or provides access to library and information resources with an appropriate level of currency, depth, and breadth to support the institution's mission, core themes, programs, and services, wherever offered and however delivered. YVC Library and Media Services (Library Services) provides a wide range of resources for students, faculty, and staff. Library resources are available through Raymond Library and the Media Center on the Yakima campus and through the Grandview Library on the Grandview campus. The Grandview Library is a joint partnership of the City of Grandview and YVC managed through a library coordinating council consisting of representatives of YVC and of the city. In addition to serving the academic needs of YVC students and faculty, Grandview Library is also the public library for the city, thus serving the greater Grandview community along with families of YVC students and employees. Raymond Library also serves the greater community by allowing residents of its three-county service area to use the library and borrow books. The librariesâ&#x20AC;&#x2122; academic collection emphasizes the subject areas taught at YVC while also providing access to information on other topics that might interest library patrons. The collection includes over 40,000 print books in Raymond Library. The libraryâ&#x20AC;&#x2122;s print collection has been extensively weeded in recent years to remove outdated

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materials, particularly in time-sensitive subject areas. New books have been purchased to keep subject areas up-to-date and to deepen the coverage in the Bachelor of Applied Science subject areas. Books have also been purchased for the Grandview Library to support the programs taught on the Grandview campus. Print periodicals (journals, magazines, and newspapers) are also available at each library. Both libraries provide interlibrary loan services to obtain books and articles not otherwise available. Also, books requested from Raymond Library by Grandview students and employees are delivered to the Grandview campus by courier the next business day. The Media Center houses DVDs and videotapes for faculty to check out and show in their classes. Faculty can also assign students to view these on any computer on the campus network. Group study rooms allow students to view the videos in groups if desired or use the rooms for individual or group study. Library and Media Services also subscribes to an extensive collection of eBooks, general article databases, subject specific databases, and streaming videos to provide resources to students and faculty whether on- or off-campus. The streaming video subscriptions have been added specifically to support eLearning and hybrid courses. Raymond Library serves as the circulation point for materials, including textbooks, that faculty choose to make available to students at no cost. Calculators provided by the Math Department and the Business Technology program are also circulated through the library. The Media Center circulates nearly 100 laptop computers for students to use off-campus as well as a few digital cameras and tripods for the Photography program. Faculty and staff may also check out laptop computers, hotspots, projectors, and other instructional technology. Grandview Library has an additional 20 laptops for student checkout. In July 2017 YVC Library & Media Services implemented a new library catalog and discovery service that greatly expanded the number of resources available to the libraryâ&#x20AC;&#x2122;s patrons. The service simplified discovery of and access to physical resources as well as most of the libraryâ&#x20AC;&#x2122;s electronic resources. Although there were plans to merge the library catalogs of Raymond Library and the Grandview Library in July 2019, it was decided that the merger would not be in the best interests of the libraries and their communities. The two libraries continue to work closely to coordinate resource offerings and services to YVCâ&#x20AC;&#x2122;s students, faculty, and staff. 2.E.2 Planning Guided by Data Planning for library and information resources is guided by data that include feedback from affected users and appropriate library and information resources faculty, staff, and administrators. Library and Media Services compiles usage statistics of its subscription databases and, in consultation with relevant teaching faculty, uses that information along with budget allocations to decide if a subscription will be renewed. The library also offers trials of proposed databases to relevant teaching faculty and uses their feedback as well usage statistics in making purchase decisions. Each spring the library surveys students asking, among other things, if they were able to find resources to address their assignments or other needs, if the resources were appropriate for their

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course needs, and if the resources were current and relevant. Those responses provide some guidance for the librarians who make selections. Students and faculty are encouraged to request titles they want added to the library’s collection. Librarians also communicate with faculty to get their feedback about resources the library provides and whether old items should be withdrawn or new titles or subscriptions are needed. 2.E.3 Instruction and Support for Students Consistent with its mission and core themes, the institution provides appropriate instruction and support students, faculty, staff, administrators, and others (as appropriate) to enhance their efficiency and effectiveness in obtaining, evaluating, and using library and information resources that support its programs and services, wherever offered and however delivered. Library and Media Services has two full-time tenured faculty librarians, one part-time faculty librarian, three full-time classified staff, three part-time classified staff, and a director to help students, faculty, staff, and others find the information or other resource they need. Librarians work one-on-one with patrons in the library’s study and computer areas. They also meet individually with students and faculty for more extensive research assistance. Instruction is offered to entire classes upon the request of the instructors. These library instruction sessions meet either in the library’s computer classroom or in the instructor’s classroom. The librarian primarily responsible for instruction continuously works to build relationships with faculty and when possible collaborates with them to create tailored research instruction for their classes. She has participated in programs such as ESCALA to be more effective in her teaching practices and do outreach with faculty. She also is participating with other librarians in our community and technical colleges system in a grant-supported project called Assessment in Action. This project involves partnering with instructors to develop techniques to assess librarian instruction and its effectiveness within the instructors’ classes. In order to meet the library instruction needs of eLearning students and Grandview campus students, the library has partnered with YVC’s Title V grant program to subscribe to a set of online information literacy modules containing tutorials, videos, and assessment tools that faculty can assign to their students. The modules can be incorporated in whole or in part into an instructor’s Canvas class or accessed directly and used by any YVC student or employee. The librarians are able to modify and add information specific to YVC’s library resources and services and have added videos and links to the modules. Training in the use of these modules has been provided to faculty on both campuses. 2.E.4 Systematic and Ongoing Evaluation The institution regularly and systematically evaluates the quality, adequacy, utilization, and security of library and information resources and services, including those provided through cooperative arrangements, wherever offered and however delivered. As part of the annual student library survey, students are offered the opportunity to evaluate the

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library’s staff, facilities, and environment. As a result of recent surveys, the library now allows drinks in spill-proof containers and has added 12 hours to its weekly open hours during the regular academic year. At the request of the ASYVC, for the last two quarters the library has further extended its hours during finals. During summer quarters the collection is weeded of outdated or damaged materials and additional weeding is done throughout the school year. The librarian who does most of the weeding systematically moves from section to section so over the course of several years the entire collection is weeded. Those who shelve books also look for damaged or old materials and recommend withdrawals or replacements. Annually usage of print periodicals and subscription databases is reviewed to determine if the items are being used and to what extent. Librarians also look for patterns in student questions to notice subject areas that need to be strengthened or updated. Librarians regularly read book reviews to select quality resources. They have also attended conferences and visited vendors to become aware of resources that might meet the college’s needs. Librarians also solicit feedback from faculty on the adequacy of the library’s collection in their subject areas. A library committee consisting of representatives from each college division, the librarians, and the library director also meet to discuss library services. Additionally, librarians solicit evaluations of their classes. In an effort to better evaluate library instruction and services, the director and full-time librarians received assessment training through a grant-supported project called Assessment in Action offered by the American Library Association and locally sponsored by the Library Leadership Council of the state community and technical colleges. In addition to the training, the two-year grant sponsored multiple mini-grants for assessment projects. The director and primary instruction librarian attended the first symposium where results of the first mini-grant cycle were presented. The director and both full-time librarians will attend the final symposium on September 27, 2019. Attendance at the training and symposiums have and will improve the library’s ability to evaluate itself. Standard 2.F: Financial Resources 2.F.1 Financial Stability The institution demonstrates financial stability with sufficient cash flow and reserves to support its programs and services. Financial planning reflects available funds, realistic development of financial resources, and appropriate risk management to ensure short-term solvency and anticipate long-term obligations, including payment of future liabilities. YVC maintains a strong financial management staff managed by the Vice President for Administrative Services, who serves as the college’s chief business and financial officer. The Vice President is responsible for the integrity of the college’s finances in accordance with generally accepted accounting principles. Assessing the effect of operations on reserve balances is a critical part of the budget development and monitoring process. The college maintains a minimum operating reserve in addition to capital reserves. The institution is dedicated to maintaining financial stability and sustainability through fiscal conservancy. A realistic and conservative annual budget is created based on current enrollment trends,

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increases/decreases in state funding, tuition projections, and local fund planning numbers or actual awards. YVC uses technology to disseminate timely financial information to campus fiscal managers. The college has a long-established practice of limiting debt to lease-purchase agreements and certificates of participation (COP) with the Washington State Treasurer. Currently, the college has been approved for a COP for its West Campus Expansion project for $22.7 million that will be funded as part of the annual operating budget. YVCâ&#x20AC;&#x2122;s Board of Trustees has adopted a conservative investment policy that makes safety, security, and accessibility of investments the primary objectives to optimize earnings. As a result, sufficient funds to cover current obligations are maintained. 2.F.2 Resource Planning and Development Resource planning and development include realistic budgeting, enrollment management, and responsible projections of grants, donations, and other non-tuition revenue sources. Yakima Valley College employs a variation of an incremental budgeting model in order to maintain a realistic and stable operating budget. The model is based on existing funding and expense levels and will adjust incrementally as information is gathered throughout the development process. Guided by the Budget Director, the Administrative Council and Executive Team provide input on expected changes. 2.F.3 Policies, Guidelines, and Processes for Financial Planning The institution clearly defines and follows its policies, guidelines, and processes for financial planning and budget development that include appropriate opportunities for participation by its constituencies. YVC manages and monitors a clearly defined budget development process. As mentioned in 2.F.2, the budget is adjusted incrementally each year. The Deans and Directors of the college identify institutional and departmental needs in February and March as unfunded mandates. The Budget office gathers unfunded mandates from the Deans and Directors which are reviewed by the President and Vice Presidents. The list of unfunded items are presented to the Deans, Directors and Vice Presidents for discussion and review in March. The Presidentâ&#x20AC;&#x2122;s office schedules several campus meetings, widely published on staff and faculty email, to present the operating budget to the college community. These meetings take place in late April through early May. The meetings provide an opportunity for all constituencies from both campuses to participate. 2.F.4 Accounting Principles and Internal Controls The institution ensures timely and accurate financial information through its use of an appropriate accounting system that follows generally accepted accounting principles and through its reliance on an effective system of internal controls.

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As an agency of the State of Washington, YVC follows mandated guidelines set out by the Washington State Office of Financial Management (OFM) and the SBCTC. Guidelines are located in the Washington State Administrative and Accounting Manual (SAAM) and the SBCTC Fiscal Affairs Manual (FAM). YVC maintains sufficient oversight and separation of duties to assure assets are safeguarded. In addition, the college has a well-defined system of internal controls that is reviewed and updated regularly. YVC uses a fully integrated accounting system designed and developed for the community colleges of Washington to record financial activity in compliance with generally accepted accounting principles and the rules and regulations defined by the Washington State Office of Financial Management. The Director of Business and Accounting Services, on behalf of the College, actively participates in the state system to review and, when necessary, modify the system to keep current with changing accounting and reporting requirements. YVC has several systems for accessing data more efficiently and nearly all accounting data is updated daily and available online to critical users, dramatically improving the ability to develop accurate and timely reports for management decision-making. 2.F.5 Capital Budget Capital budgets reflect the institution's mission and core theme objectives and relate to its plans for physical facilities and acquisition of equipment. Long-range capital plans support the institution's mission and goals and reflect projections of the total cost of ownership, equipment, furnishing, and operation of new or renovated facilities. Debt for capital outlay purposes is periodically reviewed, carefully controlled, and justified, so as not to create an unreasonable drain on resources available for educational purposes. In 2015, YVC developed a new twenty-year capital master plan that focuses on the Yakima and Grandview campuses and leaning centers. The college participates in and follows the state process for capital project development. For each capital project, YVC employs the services of an architectural firm to prepare project requests and project budgets to ensure accuracy and based on industry standards. Currently, all of the facilities at YVC are fully funded and without debt. In September of 2019, YVC will enter into a $22.7 million debt agreement with the State of Washington to fund the West Campus Expansion. This action was approved by the YVC Board of Trustees, the SBCTC and the Washington state Legislature in 2017-2019 biennium. The West Campus Expansion will be home to the Larson Gallery, a tasting room for the viticulture and enology program, a new allied health building and a much needed conference space. 2.F.6 Auxiliary Enterprises The institution defines the financial relationship between its general operations and its auxiliary enterprises, including any use of general operations funds to support auxiliary enterprises or the use of funds from auxiliary services to support general operations. The institution defines the financial relationship between its general operations and its auxiliary enterprises, including any use of general operations funds to support auxiliary enterprises or the use of funds from auxiliary services to support general operations. YVC operates one auxiliary

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enterprises, the Student Residence Center (SRC), which College administrators expect to be selfsupporting. The annual SRC budget of auxiliary services is reviewed by the fiscal and administrative staff to make sure all costs are considered and revenue projections are sufficient to cover their operating costs. The budgets are then approved by the Board of Trustees each spring for the coming year. Auxiliary enterprises, revenue contracts, and grants pay indirect and overhead costs to the college for services provided. YVC has an on-campus childcare center that is operated by Easter Seals. Easter Seals Jane’s House is supported by an operating allocation from the state, the State Childcare Allocation, which is used by the childcare vendor to increase contracted childcare services. Additionally, some YVC students contribute S&A funds to support operation costs at Jane’s House. These funds are approved by the YVC S&A committee and the YVC Board of Trustees. YVC also has an agreement with Barnes and Noble College to operate a bookstore and the “GrabNGo” marketplace. Barnes and Noble pays YVC a monthly commission based on revenue generated by sales. 2.F.7 Financial Audit For each year of operation, the institution undergoes an external financial audit, in a reasonable timeframe, by professionally qualified personnel in accordance with generally accepted auditing standards. Results from the audit, including findings and management letter recommendations, are considered in a timely, appropriate, and comprehensive manner by the administration and the governing board. YVC undergoes a financial statement audit at the end of the fiscal year. Financial statements are compiled late summer for audit by the Washington State Auditor’s office in the late fall, which is well within the nine-month accreditation standard. At least one member of the Board of Trustees, the College Executive Team, and the director of Accounting and Business Services attends audit entrance and exit conferences. Each year, the results of the audit are shared and approved by the Board of Trustees. 2.F.8 Fundraising All institutional fundraising activities are conducted in a professional and ethical manner and comply with governmental requirements. If the institution has a relationship with a fundraising organization that bears its name and whose major purpose is to raise funds to support its mission, the institution has a written agreement that clearly defines its relationship with that organization. All institutional fundraising activities are conducted in a professional and ethical manner and comply with governmental requirements and are authorized through the college President and overseen by the appropriate supervisor. The YVC Foundation is a separate corporation, formed in 1977, to provide scholarships to students who might not otherwise have access to higher education, as well as assist the college in its efforts to provide a higher quality education through other capital and non-capital fund-raising activities. The YVC Foundation holds non-profit status under the Internal Revenue Code 501(c)

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(3) and is registered with the Washington Secretary of State Office, pursuant to the Charitable Solicitation Act. YVC and the YVC Foundation define their relationship through formal policy and in accordance with state and federal regulations. The relationship is further defined in a quid pro quo agreement. As a separate entity, the YVC Foundation maintains accounting records in compliance with all applicable requirements, professional standards, and Generally Accepted Accounting Principles (GAAP). The Financial Code of the Associated Students of Yakima Valley College (ASYVC) was developed under the guidance of the ASYVC Senate and authorized by the college President for the implementation and governance of both the Student Activities and Intercollegiate Athletics fundraising revenue accounts (ASYVC Financial Code). This code aligns with the requirements of the state Office of Financial Management and guides all student fundraising. Standard 2.G: Physical and Technological Infrastructure 2.G.1 Supports Mission, Programs, and Services Consistent with its mission, core themes, and characteristics, the institution creates and maintains physical facilities that are accessible, safe, secure, and sufficient in quantity and quality to ensure healthful learning and working environments that support the institution's mission, programs, and services. The Facility Operations Department (FOD) is committed to meeting institutional goals that specifically address the physical climate of the Yakima and Grandview campuses, as well as offsite locations operated by the college. In support of our institutional core themes, especially Community (1.3.a and 1.3.b), the department mission is to provide and coordinate professional services that promote a clean, secure, safe, and comfortable state-of-the-art learning, living, and working environment in support of the learning-centered institution. The FOD consists of three departments (Maintenance, Grounds, and Custodial,) all under the supervision of the Director of Facility Operations. These entities coordinate their respective efforts in support of college events, emergency situations, and management of special assignments, such as setups for events and college functions. An open line of communication within the Facilities Operations Department – and between the department and the campus – is maintained through campus-wide e-mail, addressing such major concerns as power outages or water shutoffs; publication of a quarterly news bulletin on the college’s internal server; and an online work-order request system. The Facility Operations Department, in collaboration with Campus Security, is responsible for maintaining the integrity of YVC’s grounds, buildings, and overall campus security. The campus community includes 28 buildings on the Yakima Campus (48 acres), one building in Toppenish (2 and 1/2 acres), one building in Sunnyside (1/2 acre), four buildings in Grandview (7+acres), and leased classroom space in Ellensburg. The Facilities Operations Department conducts an ongoing “building-by-building” assessment to ensure building, equipment, and furnishings are maintained in such a manner that their usefulness is extended

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Material Safety Data Sheets online to assure most current information and accessibility; and facilitates monthly safety meetings for Facility Operations staff. YVC has undergone a comprehensive review under the “Rapid Responder” program, which uses advanced technology to help emergency responders know the exact location and related hazards in an emergency at the touch of a button. This immediately available information expedites needed information for emergency responders and is updated regularly. Rapid Responder is a secure website that is not available to the public. Access is limited to first responders, facilities’ personnel, and the YVC Incident Command Team. YVC staff members work to make all college facilities compliant with the Americans with Disabilities Act (ADA). YVC’s ADA Compliance Officer works closely with the Director of Facility Operations to ensure that the college adheres to ADA regulations. Since 2006, YVC has received ADA funding on an annual basis to modify facilities, including the installation of wider doors, purchase of furniture to accommodate students with disabilities, and improvement in accessibility to labs and equipment. The Campus Security Department, along with the Campus Operational Safety and Health Director, is responsible for the overall safety and security of the college. In an effort to promote safety, the Security Staff facilitates annual fire drills for all YVC buildings and works with all departments on fire code compliance. Campus plans and maps are updated annually to include RAVE (mass-electronic notification system) (YVC Rave), Rapid Responder (campus mapping system), Clery Annual Securities Report (YVC Clery Report), Material Safety Data Sheets (online), and the Emergency Preparedness Plan. The Security Department also hosts monthly safety committee meetings that are open to all college employees. The Security Department provides 24/7 coverage for the campuses, (YVC Security) with an emphasis during hours of operation, 6 a.m. to 10 p.m. daily, Monday through Friday. After-hours and weekend coverage is also provided. The Security Department consists of a Campus Safety and Security Supervisor, and Administrative Assistant, four full-time Security Officers, one Parking-Enforcement Officer, and four part-time Security officers. The Yakima Campus Security Department also operates a student-worker program that consists of as many as 13 Criminal Justice program students who receive Cooperative Field Experience credit and/or work study funding for their efforts. These students participate in patrol activities and help support full-time staff during the day. All security officers are trained in National Incident Management (NIMS). Besides monitoring the overall safety of the campus, the Yakima Campus Security Department provides a number of additional services, including locksmith work, parking assistance, providing stranded-motorist service, offering evening escort service, and conducting a weekly Parking Appeals Committee meeting. Department staff provide several professional training and awareness opportunities for the campus community, such as hazardous materials communication; campus safety pamphlet; rape prevention; gangawareness seminars and active- shooter training. The Yakima Campus Security Department works with the Yakima County Sheriff’s Department and the assistant dean for Support Programs in an effort to identify and manage a program for monitoring registered sex offenders enrolled at the College. In an effort to maintain open communications, the Security Department also maintains a

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presence on the college’s internal electronic server. This site contains posts related to parking regulations, safety information, emergency-evacuation procedures, and safety updates that may be useful to the campus community. On the Grandview campus, security responsibilities are carried out by the dean of the Grandview campus, who communicates and collaborates regularly with the city of Grandview Police Department. Grandview campus emergencies are reported to the Grandview police. 2.G.2 Policies and Procedures for Hazardous Materials The institution adopts, publishes, reviews regularly, and adheres to policies and procedures regarding the safe use, storage, and disposal of hazardous or toxic materials. YVC’s Custodial Department has adopted a "Green Cleaning" procedure to reduce waste and its carbon footprint. This procedure includes the types of cleaning products; equipment; methodology; and a commitment by the Custodial Department to practice and promote environmentally friendly cleaning procedures. The “Green Cleaning” process includes: • Using Sustainable Earth® or other cleaning products that meet Green Seal® • • • • • • • • • • • •

standards, or products with low levels of VOCS (volatile organic compounds) whenever possible. Purchasing and using only CRI-certified power equipment in our college facilities when possible, and maintaining that equipment to that standard. Using concentrated cleaning products whenever possible. Using a cleaning products system whereby the chemicals are automatically and accurately diluted with cold water. Eliminating phosphates and aerosol products, and minimizing the use of chlorinated or ammoniated products when possible. Using cleaning products and supplies that are packaged with recyclable materials when possible. Purchasing cleaning supplies and equipment from a vendor who delivers with trucks using alternative energy sources whenever possible. Using ECO Green® paper products that meet EPA standards for high postconsumer recycled content. Compliance with all relevant laws, regulations, legislation, and industry standards. Conserving energy, water, and resources while providing a clean, sanitary, and healthy environment. Instilling a sense of pride and environmental responsibility in the custodial staff, making them aware of how the products, equipment, and methods they use to clean impact building health, building occupants, and ultimately the earth. Training custodial staff as to the proper use of the cleaning products, supplies, and equipment by the vendors supplying these items, and by custodial staff trained by these vendors. Administrative Procedure 1.16 of YVC’s Policies and Procedures outlines the process for handling hazardous waste and toxic materials. This policy is in compliance with

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WISHA WAC 296-62-054 Hazardous Communication and the State of Washington’s Dangerous Waste Regulations. This policy is available on YVC’s internal server and reviewed on an annual basis (2.G.2). 2.G.3 Facilities Master Plan The institution develops, implements, and reviews regularly a master plan for its physical development that is consistent with its mission, core themes, and long-range educational and financial plans. In 2015, the College – in consultation with the architecture firm of Brockway, Opfer, Raab (BORA) – developed its 20-year capital/campus master plan. The process was in alignment with our mission and core themes (especially Community 1.2.a and 1.3.a), the Campus Strategic Plan, and included input from faculty, staff, administrators, students, and external stakeholders. 2.G.4 Equipment Equipment is sufficient in quantity and quality and managed appropriately to support institutional functions and fulfillment of the institution's mission, accomplishment of core theme objectives, and achievement of goals or intended outcomes of its programs and services. YVC maintains an annual equipment budget request process in which departments and divisions are asked for a list of their equipment needs in priority order and include the core theme that the equipment will support. The administrative dean or director reviews the priority lists and forwards the request to the college vice presidents for review. The final determination about which priorities can be funded based on the approved budget funded each year is handled by the Executive Team. Major equipment purchases are often necessitated by program expansions, building construction, and remodeling. Those equipment purchases are funded through the construction project budget or out of campus reserve funds. Technological Infrastructure 2.G.5 Technology Supports Management, Programs, and Services Consistent with its mission, core themes, and characteristics, the institution has appropriate and adequate technology systems and infrastructure to support its management and operational functions, academic programs, and support services, wherever offered and however delivered.

YVC Technology Services is committed to meeting institutional goals that specifically address the state-of-the-art computing hardware and software of the Yakima and Grandview campuses, as well as off-site locations owned by the college. The mission of Technology Services is to provide professional, coordinated computing hardware and software services that provide a world-class e-learning environment that promotes student success. Technology Services provides technology to support management, business operations, programs and services, video teleconferencing functions, instructional multimedia teaching stations, computing hardware and software, network infrastructure, web-based computing services and telephone management

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services, all under the supervision of the Director of Technology Services. Over the last two decades, YVC has been regularly upgrading its technology infrastructure in response to the demand for internet and computer access for instruction, student services, and day-to-day business administrative functions. YVC now provides access to 1Gbs/bandwidth on the K-20 state fiber network, and a redundant 1Gbs/bandwidth on Noel Communications Network was installed in the Fall of 2018. This addition created a separate link/service supporting over 3200 computing devices in 150 different classrooms, plus labs, kiosks, all faculty and staff locations on the Yakima and Grandview campuses, as well as the Toppenish and Sunnyside learning centers.

Satellite campuses and support facilities are provided a 5 Mbs to 100 Mbs bandwidth connection, depending on the location. This connection is via local internet carriers, providing access back to the K-20 fiber network. All campus building locations that provide student instruction or administrative functions have been upgraded to a standard of 10 Gbs redundant fiber with switching hardware to support the demand on the internet/intranet resources. Multimedia capabilities were enhanced with state-of-the-art technology during the remodel of Raymond Library. Enhancements enabled Media Center personnel to digitally transmit instructional multimedia from VHS, DVD, and internet-hosted digital transmissions to any campus computer. Study rooms located on the second floor of the library were enhanced with large screen televisions and internet access so that student study groups could use the rooms for reviewing multimedia materials from classes, studying with others, and working on group projects. Student access to databases for conducting research was enhanced with the expansion to 102 virtual computers in library open areas. The Library and Technology Services teamed up to create a central commons for student computing in 2016, with the new location we were able to add an additional 23 computer stations (Library and Media Services). Students, faculty, staff, and community members use computers and related technology at the college for a myriad of purposes, with the most prominent use occurring in testing centers, student informational kiosks, advising centers, open labs, tutoring centers, classrooms, and student group-study rooms (Computer Labs). The Technology Services staff also have developed a secure wireless network for faculty, staff, and student use throughout the Yakima and Grandview campuses, allowing students who prefer to use their own laptops for studies to have access to the internet and online student services. In support of instructional and administrative processes, 77 production servers are running applications and processing data, all residing on a infrastructure of 18 hosts or hardware configurations, which runs a virtualized platform updated in 2017 to the newest technology platform VMware, in a fully replicated and redundant environment. Technology Services staff provide specialized application development in support campus services and online services for students.

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Many applications supporting online student services, such as “Instructor Briefcase” and quarterly course schedules, were developed with monies from a Title V Cooperative Grant, including YVC, Columbia Basin College, and Walla Walla College. YVC has since hired its own developers and converted the most useful of these tools to modern, web-based applications. Key applications include the student-centered website, Faculty and Staff Portals, advisor tools, Instructor Briefcase, student web mailer, campus-alert system software, and Adult Basic Education tracking and reporting programs. The College is in the process of moving all software to a modern technology stack for improved experiences and easier maintenance. Students are given e-mail accounts through cooperation with Microsoft Office 365 services. Local programming has enabled automatic creation of email accounts for all registered students. Office 365 allows students to use a variety of document creation and collaboration tools, in addition to cloud storage and file sharing. Students can store documents online so they can access them from any computer and share with others. They are given a 25 GB passwordprotected online storage account. Further, YVC, Central Washington University, and Heritage University now provide distancelearning instruction in the Deccio Higher Education Center on the Yakima campus. The technology of Video Teleconferencing (VTC) broadcasting allows instruction at distant locations for students throughout the Yakima Valley, making use of $4.7 million in funding. In part, the money paid for five computer labs for instructional support and two open labs for student use in their studies and testing. Student computing services were combined with Library services, which allowed the YVC testing center to expand into two testing labs, doubling the college’s computerized testing capacity on the Yakima campus. 2.G.6 Instruction and Support for Users The institution provides appropriate instruction and support for faculty, staff, students, and administrators in the effective use of technology and technology systems related to its programs, services, and institutional operations. The Yakima and Grandview campuses maintain computer technical staff onsite during the day and evening to provide support for faculty, staff, students, and administrators. Technical staff members also provide support for courses delivered using video teleconferencing technology; instructional support of course management systems; and computer lab and testing centers. Computer training workshops are offered via “Ed2Go” online training, a non-credit offering for faculty, staff, and community members to reach a higher level of competency in software usage. The Technology Services Department provides Help Desk support and tracks computer- trouble issues with a cloud-based Software as a Service (SaaS) system. This tool is used to trend, track, and evaluate hardware and software data. The Help Desk also sends technicians to faculty and staff offices and labs to troubleshoot hardware and software problems. Technology staff are

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trained in the latest software and technology prior to implementation of those tools. Such instruction and support is meant to ensure that the College maintains a high level of proficiency and expertise when serving students, staff, and faculty who have computer-related issues. Work study and Cooperative Learning students also work in the Technology Department, which provides a practical avenue for student learning experiences in a complex computer-network and computing environment. 2.G.7 Opportunities for Input and Training Technological infrastructure planning provides opportunities for input from its technology support staff and constituencies who rely on technology for institutional operations, programs, and services. During the yearly planning process for the campus, all campus faculty and staff have the opportunity to provide input regarding technology needs and the setting of goals related to upgrades to the technical infrastructure. During building design phases, Technology Services staff and curriculum faculty are brought together with engineers to plan for the appropriate use of available instructional technologies to support instruction. 2.G.8 Technology Planning and Replacement Processes The institution develops, implements, and reviews regularly a technology update and replacement plan to ensure its technological infrastructure is adequate to support its operations, programs, and services. YVC is part of a statewide system of colleges that collaborates on technology initiatives. This provides a level of consistency across colleges and leads to better solutions, instead of each institution inventing its own way to do things. The colleges within the system share application development and finished products – creating a cooperative environment – and common applications that support the system as a whole. YVC is also part of a statewide system that provides for shared applications, data collection, registration, financial aid, and business department applications. This platform provides the Office of Institutional Effectiveness (OIE) the ability to track trend data when comparing best practice measures with comparative data for the entire system, local, and state uses. YVC also creates and maintains several local applications and database systems. The data from these systems is used for analysis and decision-making regarding campus initiatives. The College’s equipment is sufficient in quantity and managed appropriately to support institutional functions and fulfillment of the institution’s Mission, accomplishment of Core Themes and Objectives, and achievement of goals and intended outcomes of its programs and services. Computing equipment for student use is replaced on a three to five-year cycle, while staff/faculty equipment is replaced on a five-year cycle. Software is updated as required by needs assessments of each specific software and application. Faculty and staff usually will generate a request for newest versions of software, prompting an evaluation of needs, requirements, and funding source determination. On occasion, grants are sought out to help assist in the cost and implementation of

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newer software and hardware to support emerging requirements in technology that supplements student learning needs. Title V Co-op Grant with partners Columbia Basin College and Walla Walla College was utilized to develop student support services and enhance E-learning opportunities.

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Chapter 3: Institutional Planning and Implementation ‘I am now a life-long learner’ Brittney Stephens I earned my Associate’s degree in Business-DTA from YVC, Winter quarter, 2017. I did not take a break before deciding to go to college. I earned my High School Diploma in June of 2014 and started taking courses at YVC in September of 2014. I have lived with my grandparents since I was eight years old. My grandmother was diagnosed with cancer when I was in high school, so leaving home wasn’t an option for me. However, I am very family-oriented and didn’t want to move far away. YVC was affordable and offered the degree that I needed.

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Community Objectives 1.1.b, c; 1.2; 1.3.a

Previously before attending YVC, I attended “YV-Tech,” which is a program offered through YVC while students are in high school. I enrolled in the Medical/Legal Office Procedures course, which helped me decide that I wanted to earn a degree in Business. While attending YV-Tech, our class’s Future Business Leaders of America club “adopted” a family for Christmas. We each bought or made gifts for the family but delivering the gifts to the Union Gospel Mission was the most rewarding feeling. I cherished my time at YV-Tech and the FBLA club, thanks to YVC. I am also working at Baird Private Wealth Management [in Yakima] as an assistant to a financial advisor with the potential to be promoted once I earn my degree. Mr. Koestler [English instructor] was a reference for me when I applied for this position.

Access Objectives 2.1.b, c, d, e; 2.3

I learned about the college’s programs when I had TRiO orientation. That is when I was advised to take a developmental and English course. The instructor became my English instructor for English 095, 101, and 102, as well as my academic advisor for three years. He was very involved in my academic success. During my time at YVC, my grandmother passed away. I struggled, but because my TRiO English instructor helped set me up for success, I succeeded. I am now attending Central Washington University, and have one year left until I earn my Bachelor’s degree in Business Administration with a specialization in Marketing Management and a minor in Economics. I thank the amazing TRiO program that YVC has to offer and attribute my success to them.

The first English course that I took paved a path for the remainder of the courses that I have taken and will take in the future. The instructor taught me the importance and value in being a “critical thinker. This was a concept that Success we discussed all throughout the quarter, and I truly feel as though, learning Objectives 3.1; how to be a critical thinker is what has helped me in school and work. I am 3.2; 3.3; 3.4 now a life-long learner, and I truly enjoy learning since taking this course at YVC. The instructor insisted that I finish my degree, and really encouraged me to transfer to CWU to continue with my education.

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Chapter Three Standard Three:Institutional Planning and Implementation The institution engages in ongoing, participatory planning that provides direction for the institution and leads to the achievement of the intended outcomes of it programs and services, the adequacy of its resource allocation, and the effective application of institutional capacity. In addition, the institution demonstrates that its planning and implementation processes are sufficiently flexible so that the institution is able to address unexpected circumstances that have the potential to impact the institution’s ability to accomplish its core theme objectives and to fulfill its mission. -NWCCU Standards, 2018, Standard Three: Institutional Planning and Implementation In the Yakima Valley College service district, immigration, citizenship issues, worker training, our students’ general welfare, and the needs of local agricultural employers are among the issues that YVC’s Mission, Core Themes, objectives, and indicators are intended to address. We continue to wrestle with related issues and plan for future needs of our evolving student and employment demographics, even as we try to anticipate the requirements of changing state and/or federal policies, as well as the local economy. Comprehensive planning, financially as well as with other resources and people, is the challenge of Standard Three: Does YVC adequately plan, with as much input as possible from as many stakeholders as we can identify, to an extent that we can carry out the objectives of our core themes and mission? Further, do we have resources and foresight to plan for “unexpected circumstances” and other contingencies? Yes, in fact, we do. Eligibility Requirement 23: Institutional Effectiveness The institution systematically applies clearly defined evaluation and planning procedures, assesses the extent to which it achieves its mission and core themes, uses the results of assessment to effect institutional improvement, and periodically publishes the results to its constituencies. Through these processes it regularly monitors its internal and external environments to determine how and to what degree changing circumstances may impact the institution and its ability to ensure its viability and sustainability. The YVC administration and Board of Trustees monitor performance relative to the core theme objectives and identify strategies for improvements. Each spring administrative units and/or programs are directed to review goals and outcome data relative to the core themes and to submit a progress summary that includes updated information about their programs, progress in meeting goals, goals for the next academic year, and strategies for improvement. YVC conducts an annual Administrative Retreat to determine progress towards meeting objectives and, ultimately, fulfilling the mission. During this retreat, the administration reviews indicator data, analyzes indicator trends, identifies strategies related to meeting objectives, suggests changes to objectives and/or indicators, and makes plans for addressing areas of concern during the following year.

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Information gathered from these retreats is shared with the YVC Board of Trustees during their summer retreat and incorporated into Core Theme Reports form the Office of Institutional Effectiveness, with updated indicator data that are shared with the Board during a Fall Quarter meeting. The Board reviews conclusions reached by the Administrative Team and the data that supported these conclusions and reaffirms the collegeâ&#x20AC;&#x2122;s commitment to the core themes and objectives. This cycle is represented in the schematic below:

Progress towards mission fulfillment is ascertained

Fall/Winter: Indicator reports are updated and reviewed

Summer: Board Reviews Administrative reports

Spring: Units set goals and evaluate progress

Summer: Divisions identify progress and set priorities

Every five years YVC engages its community, students, faculty, and staff in surveys and focus groups to better understand how we should plan for the future needs of the communities we serve and to review its mission, core themes, and strategic plan (Vision for 2020). In other words, we justify our existence as a training, educating, and employment vehicle for the Yakima Valley service district by asking how we can better serve those constituencies and ask their concerns. 3.A. Institutional Planning 3.A.1 Planning Process and Stakeholders The institution engages in ongoing, purposeful, systematic, integrated, and comprehensive planning that leads to fulfillment of its mission. Its plans are implemented and made available to the appropriate constituencies. In pursuit of its Mission, Yakima Valley College defines comprehensive planning: At YVC, Comprehensive Planning includes the ongoing, comprehensive, and deliberate

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use of flexible and reflective management and learning strategies designed to fulfill its mission. This process-based planning method permeates YVC programs and services, engaging administrators, employee groups, and constituencies, including students and community/professional advisory committees. Core themes are established, objective measures of those themes identified, measurements are taken, and the results are routinely evaluated as we address the core themes and as strategies to adjust, adapt, and improve emerge in pursuit of mission fulfillment. To increase regular input from stakeholders, the resulting reports are regularly published on the YVC website and in other College-sponsored communication and publications. The College planning process leads to strategies that are implemented and reflected in relevant programs and services, in resource allocation, and in the effective use of institutional capacity. As a result, the planning, implementation, and assessment processes are nimble enough to address unexpected changes in funding, community economic and social realties, vocational trends, and other unanticipated circumstances that have the potential to influence the College’s potential to achieve its Mission and its objectives. Updated to correspond with the NWCCU Accreditation cycle, a review of the College’s planning cycle features data-based assessment and an institutional review, including detailed cataloguing and analyses of: • The College’s ability to adapt the Mission, Core Themes, programs, and services as necessary to meet the changing needs, emerging trends, and cultural influences, which ensure institutional relevancy, productivity, and sustainability. • The institutional availability of resources, as well as the effectiveness and efficiency of operations and programs, to identify the ongoing potential for the College to fulfill its Mission, including connecting to and accomplishing Core Theme objectives and sub- objectives, as well as matching the intended outcomes of all programs, departments, and services. • Student-learning, institutional assessment, and information-gathering processes and tools to ensure they are authentic, accurate, and yield meaningful results. • The extent to which the results of core theme assessments, program and department evaluations of Student Learning Objectives (SLOs), and measurements of related College services (a) stem from the collection of pointed, data-based inquiries or other meaningful, identified indicators; (b) are used to improve such programs, learning, and services by informing relevant and appropriate planners, decision-makers, and those tasked with allocating resources and other “capacity” assets; and (c) made available to appropriate constituents and stakeholders in a timely manner. • The cycle of planning, practice, resource-allocation, application of capacity, and assessing results to ensure such processes are adequate, effective, and align with other actors and features of the planning process, as well as the NWCCU Accreditation standards, as indicated in this chapter’s graphics, tables, and contextual descriptions.

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Strategic Institutional Planning at YVC: Real-Time Communication, Implementation, Assessment and Adjustment College personnel at all levels, as well as external community stakeholders, regularly and routinely evaluate and assess the alignment, configuration, and integration of YVC programs, services, resources, processes, and capacity in predictable and inter-related cycles. Such holistic, real-time planning and adjustment allows YVC to simultaneously fulfill and sustain its Mission, while adapting to changing financial and political conditions, as well as post-graduate educational and employment trends. “Planning” at YVC, therefore, is a dynamic rather than a static, frozen-in-time process that is updated weekly, if conditions warrant, in addition to its current 5-year summative institutional cycle. Yakima Valley College conducts its institutional planning through a number of standing and ad hoc committees, employee unions and other employee groups, associated student organizations and clubs, and other stakeholders, depending upon the focus of planning and the required resources. In general, however, “Planning,” Communication, and Compliance takes place within three traditional areas of institutional responsibility and function: Administrative Services, Student Services, and Instructional Services. The following graphic and the subsequent “key” attempts to chart the interconnected and holistic way the YVC planning-and-compliance system actually works in real time. Following that description will be textual and tabular explanations of the pieces of the system. (Note – Formative Cycle in the following reflects the frequency of the recurring event at which data is presented and analyzed and during which strategies for change, if necessary, emerge; Summative Cycle reflects the point at which emerging strategies, if necessary, can be disseminated and applied.)

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YVC Planning Cycles and Process (key) — Decision-making: Information gathering, processing, distribution Communication Arrow: Represents information flow out to stakeholders once decisions are made and disseminated to stake holders, according to the Summative Cycles. This “flow” allows services and other resources to be delivered and distributed. Compliance Arrow: Represents information and feedback flow in from stakeholders during the Formative Cycles, as the planning cycle evolves, corrects, and sustains itself. The “compliance” flow measures services delivery against local, state, federal, and other regulatory guidelines and stakeholder concerns. The evaluation tools themselves also are assessed for efficacy, where appropriate. Communication vehicles and media — Public Communication (‘Community’ Stakeholders) In-House Communication  YVC Website (revised daily)  President’s Post-Board of Trustees meetings  Campus Update  Convocation  Community-Relations Department  Instructional Division Meetings  Facebook  Curriculum Committee meetings, labor-management  Local print and broadcast news outlets and advertising check-ins and negotiations, other ad hoc  Board of Trustees retreats, meetings, email and in-person  Intranet professional information (course outlines, quarterly updates, and other regular communications schedules)  RAVE emergency incident alerts (subscription text messages)  Department meetings: Discipline-specific, Programspecific, and Services-specific Compliance-and-Alignment documents and guidelines — State and Federal stakeholder laws and guidelines • State budget allotments and regular reconciliations • State laws and policies (RCW’s and WAC’s) • Federal grant and financial aid guidelines • Other state financial guidelines (grants, financial aid) • Federal laws where applicable

• • • • •

In-House Policies and Guidelines YVC Budget allotments and regular reconciliations State financial guidelines (legislature, grants, financial aid) Division and Department budgets and reconciliations YVC operation policies and employee contract terms and Compliance with federal, state, and local laws (building codes, traffic law, etc.)

NOTE TO READERS – The ‘Communication/Compliance’ ring of the holistic flow chart represents a variety of meetings, publications, and Q-and-A sessions primarily designed to distribute and dispense information. Some of that ‘Communication’ may be used in future planning, and some reactions to the posted information may spark future planning efforts. The communication events themselves are not part of YVC’s formal institutional planning process, though they inform short- and long-term planning processes. Similarly, the ‘Compliance’ feature of the flow chart is not necessarily a formal feature of planning, but rather a diligent attempt to carry out and assess those plans in preparation for the next planning cycle

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Institutional Planning: Ongoing, Annual, and Cyclical To further clarify the finer points within the holistic planning “bull’s eye,” the following several pages are designed to showcase YVC’s ongoing institutional planning meetings, the topics of those sessions, the expected results of those proceedings and other information- gathering and – dispensing meetings, and the cycles during which those events take place. Though it does not account for those informal, happenstance, “hallway meetings” at which much of the communication – and, therefore, daily work of the College – gets done, we can assume that such meetings take place as adjuncts to these tables. The College’s Annual planning cycle follows the quarter system, beginning in summer quarter each year and continuing through the end of spring quarter. This roughly corresponds to the fiscal calendar that runs from July 1 to June 30 each year. During summer quarter, the Administrative Council conducts an annual retreat at which progress towards meeting college objectives is assessed and planning is consolidated for the upcoming academic year. Following this retreat, the Board of Trustees holds its annual retreat, at which board members review a summary of the Administrative Council Retreat and identify Board Priorities for the upcoming year. One outcome of these retreats is a work plan that includes how the entire College community will be included in addressing priorities for the upcoming year. Also during summer quarter, Vice President for Administration conducts an annual Division Meeting. The Administrative Division Meeting is attended by all administrators and staff members serving in departments overseen by the VP of Administration. At this meeting, administrators and staff review budgets and accomplishments and share departmental goals and work plans. Every two years, YVC updates its Capital Project documents, including plans and requests during fall quarter in preparation for the legislative sessions that will begin in January. Annual Course Schedules and preliminary planning for the next academic year are conducted during winter quarter so that preliminary budgets may be proposed. Budget Development that is completed once the final state of Washington legislative budget document is released. The College also engages in Cyclical planning activities, including strategic planning conducted every five years, NWCCU Accreditation Planning that is now conducted on a septennial calendar, and Professional/Technical Program Accreditation planning that varies by the dictates of the accrediting body. The YVC President every five years oversees Strategic planning, which begins with collecting information about perceptions of YVC’s strengths, opportunities, challenges, and future direction through focus groups and surveys with both internal YVC constituents and external stakeholders. An Environmental Scan is assembled that includes demographic information about the YVC service district compared to both the Washington State and U.S. populations; college participation rates; enrollment projections; occupational outlook; community survey information; and information about YVC students, including their perceptions of the college. The President drafts a Strategic Plan based on the available data and takes it to the Board of Trustees for approval. The following columnar chart provides a snapshot of planning topics and the ongoing questions that guide those processes, as cued to the NWCUU standards and the mission-specific needs of the College. The subsequent tables in Standard 3.A.1 will provide more specifically organized examples of who, what, when, where, and to what extent YVC and its constituent stakeholders conduct institutional planning and implement those plans, divided into service divisions: 123 Administrative Services, Student Services, and Instructional Services.

YAKIMA VALLEY COLLEGE : STRATEGIC PLANNING AT A GLANCE Activities/ Participants

Strategic Planning

Academic Effectiveness

(Standards 1, 3, 5)

Student Services

Administrative Effectiveness

(Standards 2, 3)

(Standards 2, 4) On what priorities should YVC focus over the next five years? Adapt or add Primary Questions and core themes? Revise the mission Core Themes statement? And how Addressed do we define mission fulfillment? (Community, Success, Access) Administrative Lead • President, Trustees

 Board of Stakeholder Groups

Trustees  College personnel  Students  Community

Committees  Faculty  Students

Planning Cycle(s)

Reports and Data Consulted

 NWCCU critiques

   

• New Strategic Plan

• Review of degree

Scan

coming in 2020 Focus of Efforts

• Dean of Student

Do YVC’s facilities and business services and practices provide a flexible, equitable social and physical infrastructure that supports student success? If so, how, when, and where? (Access, Success)

• VP of

(Standards 1, 4, 5)

Directors

 Coordinators  Counselors  Academic

Do students achieve institution- wide General Education outcomes that contribute to realworld competencies? How do we know? (Success, Community)

• VP of Instruction

 Business office  Facilities staff  Purchasing personnel

Do those students participating in targeted initiatives succeed at higher rates? If so, which initiatives should YVC consider taking to scale? (Access, Success)

• Director, Office

and Student Services

Administrative Services

Services

Ongoing curriculum review • (Formative and Summative) Accreditation cycle (Formative and Summative)

Five-year Plan with annual review (Summative and • Formative cycles)

 YVC Strategic Plan  Environmental

(Standards 1, 4, 5)

 Faculty  Students  Community

of Institutional Effectiveness

 Grant initiative and directors and staff

 OIE

supports •

•

Do YVC’s Student Service capacities – financial aid, advising, testing, counseling, etc. – and other programs contribute to student success? If so, how? (Community, Access, Success)

 Program  Curriculum

Success Initiatives

(Standards 2, 3)

Do YVC’s courses and programs help students meet discipline- and program-specific learning outcomes and measure overall student learning? How, when, and where? (Success)

• Academic Deans

General Education

Program Reviews PACE survey NWCCU Reports WED Program Accreditation

and certificate award criteria, as well as program accreditations

Annual Review of • Services (Formative and Summative)

 Annual Core Theme Reports: Measurable Objectives, and Indicators

• Annual Review of Services (Formative and • Summative)

 Capital Improvement Plan

• Create template

and schedule Program Effectiveness Review

Annual Review of • Services (Formative) Every three years • (Summative)

 CLA (OIE)

Annual Review of Services (Formative) Every three years (Summative)

 Grant reports  OIE measurements

• Create, monitor quality control, and store data for measuring GenEd outcomes (SLOs)

• Creates tool for initiative and annual grant performance reviews

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Table 3.A.1.1: Institutional Administrative Planning

YVC President/Board of Trustees Major Planning Responsibilities

Activity

Decision Cycles and Data

Core Themes Addressed

• Review qualitative and

Strategic Institutional Planning

• • •

Formative Cycle: Cyclical quantitative data and make • Environmental Scan recommendations to the • Community (internal and external) president surveys President drafts a Strategic Plan • Community (internal and external) President takes draft to BOT for focus groups approval Summative Cycle Approved Strategic • 5-year cycle, beginning 2000 Plan published to the public

COMMUNITY, ACCESS

• Maintain awareness of relevant Formative Cycle: Monthly college issues and activities • Review any and all information related to items under • Approve college policy, Institutional Strategic Supervision, Monitoring, and Analyses

mission, and core themes Define mission fulfillment Set tuition and fees

• maintained • in the President’s office • Approve budgets and property Summative Cycle: Ongoing • • •

Facilities: Board of Trustees retreat

consideration

• Monthly packets and minutes

acquisition Grant faculty tenure and excellence awards Non-renew faculty Approve collective bargaining agreements

• Review ongoing proposals • Develop new proposals

Formative Cycle: Fall quarter • Predictions of future funding • Appropriate data for development of projects (e.g., number of affected students) Summative Cycle: Annual

COMMUNITY, ACCESS

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Major Planning Responsibilities

Activity

• Prioritize funding requests • Propose budget to cover

Budget Development

• •

planned course offerings and support services for the next year Identify contingencies to cut spending should the need arise Conduct forums to share proposed budget and solicit feedback

Decision Cycles and Data Formative: Winter quarter • Division reports and proposed schedules • Anticipated funding from all sources • Previous year’s allocations and actual anticipated expenses Summative Cycle: Annual

Core Themes Addressed

COMMUNITY, ACCESS, SUCCESS

Budget timeline snapshot January:

Proposed state budget released

February-March: Other funding sources, allocations, and anticipated expenses identified

April-May: Continued

communication, negotiation, re-thinking, resource and mission alignment

June: Final Budget adoption

Note: For a detailed table of examples of evolving budget requests, justifications, funding decisions, and core themes addressed, see “Emergent Budget Decisions” • Year One: Standard One report Formative Cycle: Regular Cyclical

NWCCU Standards Reports

– Identify new Core Themes and Increments Indicators; refine Mission • Updated certificate and degree Fulfillment offerings • Year Three: Standard Two • Offerings by modality and location report • Faculty: Full-time and Part-Time – Identify resources statistics • Year Five: Standards Three and • Environmental Scan Four reports – focus on strategic • Community Surveys planning and assessment • Community focus groups • Year Seven: Standard Five • Performance Indicators Reports and report analysis – focus on Mission Fulfillment • FTE, Financial, Human Resources and SBCTC reports Summative Cycle: Self-Study, Year 7

COMMUNITY, ACCESS, SUCCESS

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Table 3.A.1.2: Administrative Services Planning

YVC President/Vice President of Administrative Services Major Planning Responsibilities

Activity

• Analyze condition of Review of key facilities Capital Project • Review ongoing proposals Requests • Develop new proposals

Decision Cycles and Data Reviewed Formative Cycle: Fall quarter • Predictions of future funding • Appropriate data for development of projects (e.g., number of affected students)

Core Themes Addressed

COMMUNITY, ACCESS

Summative Cycle: Annual

• Review a summary of • Emergency Preparedness

incident reports, looking for patterns of concern Recommend actions to be taken to improve campuses’ safety and security

Formative: Summer quarter • Reports from Director of Facilities; Environ-mental Safety, Health and Security Director; Community Relations Coordinator; Campus Security Supervisor; and Grandview campus dean. • Related regulations • Campus facility schematics • Facility reports

COMMUNITY, ACCESS

Summative Cycle: Annual

Administrative Division Meeting: Department directors and staff members

• Review budgets • Share department updates • Share department goals and •

progress Plan for upcoming year

Formative: Summer quarter • Department Budgets • Self-studies • Institutional initiatives and progress

COMMUNITY, ACCESS

Summative Cycle: Annual

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Table 3.A.1.3: Student Services Planning

Vice President-ISS/Dean of Student Services Activity

Financial Aid

‘Student Life,’ Associated Students S&A Fees, and Services Management

Athletics

Major Planning Responsibilities

Decision Cycles and Data Reviewed

With Financial Aid director: Formative Cycle: Ongoing • Develop, manage, and maintain • Student Portal/YVC Website student “award” budgets • Financial Aid Portal • Ongoing federal and state Federal and state compliance report compliance reports reconciliation Summative Cycle: Quarterly and • Staff information desk in Monthly as Required Registration services With Student Life Coordinator: Formative Cycle: Ongoing • Associated Students-YVC • YVC Senate meeting notes (ASYVC) Budget • YVC S&A Fees budget allotment Development and S&A fees• Past HUB usage logs distribution schedule • Past Event-Attendance reports • Build Activities Calendar • Budget Reconciliations and Conduct Leadership Training Summative Cycle: Annual • Manage Hopf Union Building • Anticipated budget requests (HUB) schedule and coordinate • Budget allotment events • Plan staffing and maintain Student Life office With Athletic Director and Student Life Coordinator: • Coordinate “student-athlete success” efforts with study hall activities • Coordinate use of athletic facilities (ball fields, soccer pitch, Sherar Gym, Fitness Center, etc.) • Monitor First-Aid training for athletic staff • Coordinate community use of athletic facilities

Formative Cycle: Quarterly Updates • Budget Allotment • Budget Reconciliations • “Equity in Athletics” updates • Northwest Athletic Conference (NWAC) rules and regulations • Federal “Equity in Athletics” (Title IV) guidelines • Past facilities-usage logs and patterns

Core Themes Addressed

COMMUNITY, ACCESS

COMMUNITY, ACCESS, SUCCESS

Summative Cycle: Annual • Budget allotment

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Activity

Dormitories

Counseling: Academic Testing, Course Placement

Counseling: Academic and Personal

Major Planning Responsibilities

Decision Cycles and Data Reviewed

With Director of Auxiliary Formative Cycle: Quarterly Services: • Dorm-use calendar • Manage “shared space” based • Budget reconciliations on suggested occupancy rates, Summative Cycle: Annual occupancy requests, and budget • Budget allotment allotment

With Coordinator of Running Start-Testing Services: • Align testing services to meet student needs (staggered staffing)

Formative Cycle: Quarterly Updates as requested • Placement method adjustment or replacement (with Mathematics and English faculty) • Usage requests and documentation • Budget reconciliations Summative Cycle: Quarterly and Annually • Budget allotments

With Counseling Coordinator Formative Cycle: Quarterly, with and Counseling Faculty: weekly updates as usage suggests • Coordinate faculty and other • Requests for faculty services staffing to meet student drop-in • Counseling Center usage numbers and appointment needs (TutorTrac) • Balance faculty teaching • Budget and time reconciliations activities with counseling and Summative Cycle: Annual other mission- and core-theme • Budget allotment support activities (Diversity • Faculty staffing for the year based Series, stand-alone class on projected usage and available presentations, etc.) counselors

Core Themes Addressed

COMMUNITY, ACCESS

COMMUNITY, ACCESS, SUCCESS

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Table 3.A.1.4: Instructional Services Planning

Vice President-ISS/ Instruction, Grandview, Student Services Deans Major Planning Responsibilities

Activity

• Make recommendations for adding or removing classes to meet annual student demand and/or need in light of incoming student characteristics, state/grant budget allocations, and perceived need

Enrollment: Data and Strategic Analyses, Forecast, and Preparation

Data and Decision Cycles Formative Cycle: Summer quarter • FTE reports, predictions • Past attendance patterns • Placement scores • Lists of intended majors and programs • Appointment lists for New Student and other orientations • Budget allotment • Class schedules and seat openings

Core Themes Addressed

COMMUNITY, ACCESS, SUCCESS

Summative Cycle: Annual

• Conduct and review

Assessment Workday (All Instructional Divisions)

Formative Cycle: Fall college-wide assessment quarter/Ongoing of learning • Student Learning Outcomes data • Contribute to (logged on ATRIAL) Accreditation reports • Develop new proposals • Contribute to Student Learning • Plan divisional assessment Outcomes tracking (ATRIAL: activities Assessment Tool Reporting of • Assess the day’s outcomes Information and Logistics) • SLO Project data • Self-studies Summative Cycle: Annual • Assess projects • Recommend changes to course curriculum, if warranted • Review Program Competencies

• Create a schedule using Yearly Instructional Schedule Development (with Student Services)

COMMUNITY, SUCCESS

• •

input from departments and Registrar Review proposed schedule in light of budget constraints Submit schedule to the Registrar

Formative: Winter quarter • Previous year’s class-fill rates • Faculty lists • Facilities-use requests • Instructional budget allotment

ACCESS, SUCCESS

Summative Cycle: Annual

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Major Planning Responsibilities

Activity

• Prioritize funding requests • Propose budget to cover

Instructional Budget Development

• •

planned course offerings and support services for the next year Identify contingencies to cut spending should the need arise Conduct forums to share proposed budget and solicit feedback

Data and Decision Cycles

Core Themes Addressed

Formative: Winter quarter • Division reports and proposed schedules • Anticipated funding from all sources • Previous year’s allocations and actual anticipated expenses Summative Cycle: Annual

3.A.2 Broad-Based Planning Process The institution’s comprehensive planning process is broad-based and offers opportunities for input by appropriate constituencies. As identified in Tables 3.A.1.1 through 3.A.2.5 in this chapter, each of YVC’s planning processes involves interconnected groups of administrators, staff, faculty, and/or community members and other stakeholders. YVC seeks out opportunities for input from the greater YVC workforce, YVC students, and the communities served via surveys, focus groups, event evaluations, and planning meetings, as appropriate to the focus of planning efforts. Surveys: Methods and Frequency Every three years during fall quarter, YVC invites employees to take an emailed version of the Personal Assessment of the College Environment (PACE) survey as a means of helping YVC determine the relative “climate” of the college. (The College conducted the most recent survey in fall, 2018.) The PACE is a nationally normed survey that asks respondents to rate items on a 5point scale, from a low of “1” to a high of “5.” The annual report includes detailed responses related to four climate factors: institutional structure, supervisory relationships, student focus, and teamwork. Overall scores measure four managerial systems found to exist in colleges: Coercive (rated between 1 and 2); Competitive (rated between 2 and 3); Consultative (rated between 3 and 4); and Cooperative (rated between 4 and 5). The results are presented for the overall college and are delineated for four employee groups: administrative, faculty, professional staff, and classified staff. The Instructional Council reviews the report and recommends followup activities, such as conducting focus groups with the different employee sectors to clarify concerns and gather ideas for activities to initiate improvement of the campus climate. YVC also uses surveys to gather student perceptions and other stakeholder input from the college. One example is the Annual Fall Survey, administered to all undergraduate YVC students during the sixth week of fall quarter each year. The Annual Fall Survey invites students to share their perceptions of academic challenge, barriers to success, use of and satisfaction with

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support services, and relationships with YVC staff and programs. The results of this survey are disaggregated in multiple ways, including by location, ethnicity, status in college (year in school), gender, age, and program affiliation. Reports of the survey results are discussed by the Instructional Council team and made available to the YVC community via the Share Point site. An example of surveying multiple stakeholder groups to inform a practice is the Fall Advising Survey administered with students and faculty. Faculty advisors have been surveyed since 2015 about their perceptions of the advising program while students have been surveyed since 2016. The results are analyzed by the Pathway Advising Leads to determine potential areas for improvement. In addition to the scheduled employee and student surveys, other surveys are developed and administered as need arises to gain input from a variety of constituencies and stakeholders. Examples of these include the Transfer Student survey offered to recent YVC graduates, and Workforce Education-specific surveys sent to Advisory Boards, programs, and students. Focus Groups: Methods and Frequency YVC conducts focus groups to gather perceptions about the college from a variety of groups and for a variety of purposes. Focus groups are conducted with community members as a part of strategic planning and development of new professional/technical programs. Participants provide input on the opportunities for the college to better serve the community and/or on the development of curriculum for specific programs of study or student support. Examples of focus groups conducted from 2015-present include 2015 Strategic Planning. Focus groups, 2014-15 Guided Pathways faculty focus groups, 2018 Transfer Students, and 2019 Equity Focus Groups. Event Evaluations YVC utilizes both paper-pencil and online formats to evaluate participants in YVC activities. Examples include the following:  Attendees at high-demand lectures and Diversity Series lectures complete Scantron form evaluation questionnaires  Student satisfaction with various programs of study is captured via both in-class paperpencil formats and online formats  Counselors attending the annual Counselor Symposium complete a Scantron form evaluation of the program as well as their experience with YVC  Faculty and staff attending Convocation and Accreditation Workdays are asked to complete online evaluations.  Planning Meetings The College conducts ongoing institutional planning via regular assemblies of specific taskcentered groups: monthly meetings of the Board of Trustees, monthly meetings of the Executive Council, weekly meetings of the President’s Direct Reports and semi-monthly Administrative Council meetings. These sessions primarily function as a means to monitor Compliance and alignment with various professional, district, local, state, and federal policies and regulations, as well as Communicate any discrepancies – and successes – to appropriate employees, constituent groups, and other stakeholders. In these “formative” processes, administrators and managers

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gather and log information for long-term or “summative” planning, as well as develop shortterm plans and decisions to address problems – and celebrate successes – as they present themselves. Each of YVC’s three administrative segments conducts a variety of managerial meetings, publishes an assortment of media (print and online), and offers general- interest sessions for the overall health and welfare of the YVC institutional “Community.” Administrative Services, for example, monitor and plan work via weekly meetings of the VP of Administrative Services Team, weekly meetings with the VP of Administrative Services Direct Reports, Administrative Department meetings, and Safety Committee meetings. Compliance and Communication for instructional programs and accreditation is accomplished via monthly meetings of the Vice President of Instruction and the Student Service Team; weekly meetings of the VP of Instruction and deans; weekly meetings of the Dean’s Cabinet; quarterly division meetings; monthly department chair meetings; and semi- monthly curriculum committee meetings. Various college entities hold meetings to plan for a variety of programs and college processes, including the following:  Professional Technical programs hold Advisory Board meetings at least twice each year. A key feature of these meetings is community input on program offerings and opportunities.  As indicated in the “Compliance and Communication” tables, beginning in December and running through May each year, the college president holds open- forum budget meetings with the staff and faculty to share information about proposed funding for YVC and the effect such funding will have on budgets. Input about how to address the budget is sought at these meetings and through SharePoint links.  Grant teams meet to discuss grant-funded activities and outcomes and adjust program services as indicated by data. These teams may include a mixture of administrators, faculty, staff, students, and community partners. The following tables illustrate how plans are applied, results are analyzed, data consulted, compliance established, and decision-making is disseminated to the College campus communities and stakeholders. These venues and vehicles provide forums in which questions are answered, substantive comments are logged, and critiques are addressed – information that is added to future plans and/or addressed immediately when appropriate:

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Table 3.A.2.1: Institutional Administrative Services Communication & Compliance: Alignment Monitors and Cycles Activity or Responsible Publication Team/Leader • President • VPs for Administrative Council Retreat

Admin Services and InstructionStudent Services

Target Audience

Frequency? Work Reviewed/Disseminated

Core Themes Addressed

• Deans, Program (Summer Quarter, Annually) directors, • Previous year’s planning outcomes Department • Prioritizing next year’s activities chairs, selected • Division and Department Self-Studies community ACCESS, • Accreditation performance indicators COMMUNITY guests reviewed • Office of Institutional • Final allocated state budget report Effectiveness director

• President • Board of

• Board of Trustees (Summer/Winter Quarters, Annually) • Review and approval of annual priorities and/or changes to the Strategic Plan. • Identification of BOT study-session topics • President self-evaluation and annual performance review (BOT conducts) • Review of the financial position of the College

Trustees chair

Board of Trustees Retreats

COMMUNITY

• VP of Admin Admin Council: (Twice Monthly, Ongoing) Services • VP of InstructionStudent Services

Compliance and Alignment

• Two VPs • Review and revise policies as • Our Deans: A&S, necessary for recommendation for the WED, CCR, Student Services • Directors of Accounting, Budget, Facilities, HR, Library Services, Technology

Board of Trustees • Review and revise institutional procedures as necessary • Review college priorities and indicators to determine successful performance as related to the College Mission • Provide input on operating budget and capital planning

COMMUNITY, ACCESS, SUCCESS

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Activity or Responsible Publication Team/Leader Campuswide Board of Trustees Debriefing

• President

• All available YVC staff and faculty

• President

Frequency? Work Reviewed/Disseminated (Monthly, Ongoing) • Notes collected, questions answered, and further questions researched by Administrative staff

• President

Core Themes Addressed

COMMUNITY

• VP Instruction- (Weekly, Bi-Monthly, and Monthly Student Services Ongoing meetings, respective to roles and functions) • VP • Review personnelAdministrative related decisions Services • Review and plan • Director of Community community relations Relations activities • Executive • Identify an over-arching Assistant to the institutional issues or concerns President • Monthly meetings with • Human Relations individual deans (not “Direct Executive Reports”) Director • Executive Council (Both Vice Presidents) • Administrative Council (all deans and other “Direct Reports”)

President’s ‘Direct Report’ meetings

Institutional Budget Monitoring

Target Audience

• Executive Council: President, VP of Admin Services and VP of InstructionStudent Services

(Monthly, Ongoing) • Decision-making regarding college procedures • Allocation, reduction, and management of resources • Implementation and management of new initiatives • Review grants • Personnel decisions • Discuss legislative Priorities

COMMUNITY, ACCESS, SUCCESS

COMMUNITY ACCESS

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Activity or Responsible Publication Team/Leader

Facilities: Plans, Use

Target Audience

Frequency? Work Reviewed/Disseminated

Core Themes Addressed

• President • Deans, Program (Monthly, Ongoing) • VP of chairs, • Space utilization Administrative participating • Capital plans and suggestions Services staff, and faculty • VP of InstructionStudent Services

COMMUNITY, ACCESS

Table 3.A.2.2: Institutional Administrative Services Communication & Compliance: Alignment Monitors and Cycles Activity or Responsible Publication Team/Leader

Safety Committee Meetings

Campus Security • All YVC supervisor staff, faculty, and students

Campus Security Supervisor

Emergency Preparedness

Target Audience

• All YVC staff, faculty, and students

Frequency? Core Themes Work Reviewed/Disseminated Addressed (Monthly-September to June; Ongoing) • Review accident reports on campus for causes and conditions • Make recommendations for reducing and/or preventing such accidents in the future (Monthly; Ongoing) • Reports from Director of Facilities; Environmental Safety, Health and Security Director; Community Relations Coordinator; Campus Security Supervisor; and Grandview campus dean. • Related regulations • Campus facility schematics • Review a summary of incident reports, looking for patterns of concern • Recommend actions to be taken to improve campuses’ safety and security

COMMUNITY, ACCESS

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Activity or Publication

Responsible Team/Leader • VP of

Administrative Services Department meetings

Target Audience

Frequency? Core Themes Work Reviewed/Disseminated Addressed

• All

Administrative Administrative Services staff Services and • Department appropriate heads and YVC supervisors personnel in (Business and other Accounting departments Services, and programs Auxiliary Services, • Appropriat Facilities, Safety e Students and Security, and • Impacted Budget) deans and faculty

(Monthly; Ongoing) • Reports from directors and department/program heads and supervisors • Department/program and College budget reconciliations • Recommend actions to be taken to improve communication, compliance features, and service

COMMUNITY, ACCESS, SUCCESS

Table 3.A.2.2: Student Services Communication & Compliance: Alignment Monitors and Cycles Activity or Responsible Publication Team/Leader • Dean of Directors and Coordinators Meetings

Student Services

• Student Life coordinator

Student Life

Target Audience • Department and services directors and coordinators

• Students • Staff, faculty, and community members

Frequency? Work Reviewed/Disseminated

Core Themes Addressed

(Monthly, September through June; individually as needed: Ongoing) • Budget reconciliations • Institutional updates • Department updates and reports

COMMUNITY, ACCESS

(Daily, Weekly, Quarterly, and Annually: Ongoing) • YVC Website • Facebook site and social media • YVC Senate meeting notes • Coordinators and Directors meetings • Budget reconciliations • HUB usage logs • Event-attendance reports

COMMUNITY, ACCESS, SUCCESS

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Activity or Responsible Publication Team/Leader • YVC Athletic Director

Athletics

• Dean of

Counseling: Academic Testing, Course Placement

Student Service s • Coordinator of Running StartTesting Services

Target Audience • Students • Staff, faculty, and community members

• Dean(s) • Students • Faculty

• Dean of Student • Students,

‘YVC Cares’

Services • Security Supervisor • “Student Life” coordinator or representative • Counseling Department representative

staff, and faculty.

Frequency? Work Reviewed/Disseminated

Core Themes Addressed

(Daily, Weekly, Quarterly, and Annually as Required: Ongoing) • Publicizing ASYVC and athletic events COMMUNITY, • YVC Website ACCESS, • Student Services Directors and SUCCESS Coordinators meetings • “Equity in Athletics” (Title IV) updates (Daily, Weekly, Quarterly, and Annually as Required: Ongoing) • Student placement scores as per faculty requests, for the purpose of assessing instructional needs • Usage logs • Budget reconciliation

ACCESS, SUCCESS

(Daily and Monthly: Ongoing) • Daily updates of “YVC Cares” inbox checked daily. Priority concerns receive immediate attention. COMMUNITY, • Monthly incident summaries, “threat ACCESS, levels,” and investigations (if any) SUCCESS are reviewed.

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Table 3.A.2.4:Instructional Services Communication & Compliance: Alignment Monitors and Cycles Activity or Responsible Publication Team/Leader

Target Audience

• Vice President • Appropriate of InstructionStudent Services

NWCCU Annual Report

stakeholders and constituents, including all YVC faculty, staff, and administrators

Frequency? Core Themes Work Reviewed/Disseminated Addressed (Spring Quarter, Annual) • Review and report on substantive changes to programs and degrees • Review and report on curriculum offerings by modalities • Review and report on finances • Full-time/Part-time faculty statistics • Environmental Scan • Community Survey and Focus Group results • Progress/Analysis of Performance Indicators

ACCESS, SUCCESS

• Vice President • Instructional, (Monthly, Ongoing) of InstructionGrandview, • FTE reports, predictions and Student Student • Placement scores Services deans Services • Budget reconciliations • Directors of Library-Media • Class schedules, seat openings, VP-ISS Team Meetings

•

Services, Technology, College Outreach, and Multi-Cultural Services Director, Office of Institutional Effectiveness

• • • •

and wait lists Program and grant compliance requirements Assessment of learning data Instruction-related purchase information Meetings minutes, maintained in VP-ISS office

COMMUNITY, ACCESS, SUCCESS

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• Vice President • Instructional, (Weekly, Ongoing) of InstructionGrandview, • Coordinate initiative work and Student Student • Coordinate policy and Services

Services deans

• Others as invited

Instructional Council

• • • •

Activity or Responsible Publication Team/Leader

Target Audience

• Vice President • Deans (Arts

Deans’ Cabinet

of InstructionStudent Services

• Department

and Sciences, Workforce Ed, College and Career Readiness, Grandview)

• Department

heads

•

Instructional Department Meetings

faculty Department support staff

procedure compliance, as related to instruction, Student Services, and general division management Enrollment and course-fill data Student- and employee-survey data (and develop strategies to respond, if necessary) Conduct confidential discussions about personnel and related matters No meeting minutes maintained

COMMUNITY, ACCESS, SUCCESS

Core Themes Frequency? Work Reviewed/Disseminated Addressed (Weekly, Ongoing) • Coordinate planning and adjustments for Instruction and Student Services • Participate in professional development on topics of shared interest or concern • No minutes maintained

(Quarterly and as needed, except Summer) • Review current and future course schedules • Update course outlines • Conduct departmental business, including updating self-study and department and institutional assessment work • Respond to request for information from the division dean • Information and action items as identified by the dean • Minutes maintained in the appropriate dean’s office

COMMUNITY, ACCESS, SUCCESS

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• Division deans • Division •

faculty Division support staff

Instructional Division Meetings

Activity or Responsible Publication Team/Leader

Instructional Division Curriculum Committee Meetings

Target Audience

(Quarterly, except Summer) • Review activities of the various departments within the division • Share information and strategies about items of mutual interest, benefit, or concern • Plan overall assessment activities • Respond to and plan to address emerging issues and concerns • Respond to college request for information • Information and action items identified by the deans • Minutes maintained in the appropriate dean’s office

Frequency? Work Reviewed/Disseminated

Membership of (Bi-weekly Fall, Winter, and Spring • Respective three committees: quarters) instructional division deans • Arts and • Review and approve curriculum Sciences: six proposals, including courses, elected faculty certificates, programs, prerequisites, from six distinct and the like disciplines; • Course Impact Statements • CCR: five • Course outlines faculty; • Documented program and degree • WED: five requirements faculty • ICRC guidelines • YVC President • College Catalog • SLOs • CCR competencies • Approved curriculum sent to the President for review and/or final approval

COMMUNITY, ACCESS, SUCCESS

Core Themes Addressed

ACCESS, SUCCESS

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• VP of InstructionStudent Services

Joint Curriculum Committee Meetings

Activity or Responsible Publication Team/Leader • Instructional deans

Annual Course Schedule

• De facto (Quarterly, except Summer) faculty • Share information regarding membership division curriculum committee from all other activities instructional • Brainstorm common issues, such as divisions review of new, evolving, and archaic documentation forms (course impact statements, course outlines, and the like) • Minutes maintained in Deans’ offices and by the VP-ISS Curriculum Manager

Target Audience • Discipline Department heads and/or Program chairs • Full-time faculty • Division and/or campus support staff • Technology director and staff

COMMUNITY, ACCESS, SUCCESS

Frequency? Core Themes Work Reviewed/Disseminated Addressed (Winter Quarter, annually)

• Review of previous year schedule • • • • • • • • • • • •

and class-fill rates Propose schedule for following year, including courses taught be Full-Time and Part-Time faculty Review offerings by instructional modality Review offerings covering degree and certificate general-education distribution Propose facilities schedules (classroom, computer labs) Identify technical support Identify staffing requests Review institutional and division planning tasks Previous year’s schedules, class- fill rates, and FTE Needs of student in the enrollmentdegree-certificate “pipeline” (course and program sequences) Full-Time faculty loads; sections to be covered by Part- Time/adjunct faculty Budget allocation by division and anticipated FTE Facilities-use loads, including computer-lab availability as well as available technology for distance learning and hybrid classes (on-site AND online combinations).

ACCESS, SUCCESS

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Activity or Responsible Publication Team/Leader

Target Audience

• All YVC • President staff and • Admin Team

Convocation

(VPs of Admin Services, Instruction -Student Services, Deans)

faculty

• Workforce • Appropriate Education dean faculty and division • Program support staff Coordinators • Appropriate industry partners and advisory boards

ProfessionalTechnical Program Accreditation

*See the immediately following table for specific program accreditation dates

Frequency? Core Themes Work Reviewed/Disseminated Addressed (Fall Quarter, Annually) • Update faculty and staff on policies, procedures, legislation, and budgets. • Share information about current student demographics, success and persistence data, enrollment numbers, and related instructional initiative • Update faculty and staff on capital projects • Review data on the previous year’s institutional outcomes

(Ongoing, annually or according to program-accreditation guidelines) • Developed detailed self-studies as per the guidelines of the professional-technical accrediting body • Complete required scheduled reports as per the guidelines of the professional-technical accrediting body • Track enrollment and completion data, as well as course-passage rates and subject-specific score data on national exams • Survey data from students and industry partners • Employment data

COMMUNITY, ACCESS, SUCCESS

COMMUNITY, SUCCESS

• Numbers of courses, certificates, • • •

and degrees Policies and procedures related to specific program management Recommendations by programspecific advisory boards Outcomes-assessment data through required certification testing per program-compliance criteria

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In addition to NWCCU accreditation, eight YVC professional/technical programs are also accredited on a cycle that varies by the accrediting body, as indicated below: Table 3.A.2.5.: Workforce Education Program Accreditations/ Review Schedule Last Review

Next Review

Automotive Service Technology • National Automotive Technicians Education Foundation (NATEF) • Master Automotive Service Excellence –MAST (ASE certified)

2018

2023

2015

2022

2011

2019

2013

2021

2017

2019

2018

2019

2010

2020

2013

2019

Dental Hygiene • Commission on Dental Accreditation

(Approval without reporting requirements.)

Medical Assisting • Commission on Accreditation of Allied Health Education Programs (CAAHEP)

Nursing • Accreditation Commission for Education in Nursing (ACEN)

Pharmacy Technician • American Society of Health –System Pharmacists (Accreditation process must be completed by 2020. Self-study and site survey completed in 2018. At this writing, the faculty is awaiting an official vote and letter confirming program accreditation status.)

Radiologic Science • ARRT - Radiologic Sciences is under the accreditation of the college (NWCCU). (Annual Program Reports to ARRT are submitted in October.)

Surgical Technology • Commission on Accreditation of Allied Health Education Programs (CAAHEP) (A Comprehensive review including an on-site visit due 2020. Annual accreditation reports due to ARCSTSA May 1, 2019.)

Veterinary Technology • American Veterinary Medical Association (AVMA)

Most planning for professional/technical programs and their accreditations is conducted in consultation with their advisory boards and in line with their accreditation mandates.

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3.A.3 Planning Process Informed by Appropriate Data The institution’s comprehensive planning process is informed by the collection of appropriately defined data that are analyzed and used to evaluate fulfillment of its mission. As referenced in Sections 3.A.1 and 3.A.2 above, as well as in the Core Theme trend analyses available here and elsewhere in this self-study, YVC collects and uses a variety of data to guide decision-making that is in line with its mission and objectives. The majority of the data gleaned from these planning processes is incorporated into the assessment of mission fulfillment via the broader objectives included in the assessment of the Core Themes. As an indication of its summative contributions to planning, each Department/Program contributes an annual review of the year’s General Education goals and progress made, as well as proposals for goals for the next year. These annual updates are reviewed at the Annual Administrative Retreat, where decisions are made about the priorities for the next academic year. As indicated by data, the Administrative leadership team may entertain proposals from various constituencies and stakeholders to modify core themes, objectives, and/or indicators, or to propose changes themselves. Any modifications to the core themes are taken to the Board of Trustees for consideration, along with the annual summary of progress toward meeting core theme objectives. 3.A.4 Comprehensive Plan Articulates Priorities The institution’s comprehensive plan articulates priorities and guides decisions on resource allocation and application of institutional capacity. Funding priorities for each year are identified through planning processes that begin in winter quarter with the proposal of the next academic year’s schedule and the identification of the resources necessary to meet this schedule, as indicated above in this section. In setting priorities, requesters are asked to justify their requests in light of the potential contribution to achievement of core theme objectives. As the resources for the next year are solidified in late spring quarter each year, an annual schedule is developed that encompasses all parts of the mission. Resources are then allocated to this schedule and priorities for both educational and administrative activities are set by the Administrative Council and Board of Trustees during summer quarter. Following are some examples of how the planning process proposals were incorporated into the budget process: • YVC is committed to maintaining high quality learning environments for all students. This commitment has resulted in retrofitting buildings for ADA and safety compliance and scheduling replacement of technology on a rotating basis. (Community, Access) • YVC is committed to its underprepared college population, including the Adult Basic Education and English Language Acquisition groups. A priority has been placed on assisting students with reaching college-level participation as quickly as possible. The resulting changes are anticipated to result in more students successfully transitioning from pre-college to college coursework, as well as more efficient use of funding. (Access, Success)

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• In response to a perceived community economic and employment need, the College has planned and budgeted for instructors and program development for Applied Science baccalaureate degrees (BAS). Such programs at Yakima Valley College now encompass a wide variety of academic disciplines, including Teacher Education and Information Technology (Community, Access). 3.A.5 Emergency Preparedness and Contingency Planning The institution’s planning includes emergency preparedness and contingency planning for continuity and recovery of operations should catastrophic events significantly interrupt institutional operations. YVC publishes and regularly updates a comprehensive Emergency Preparedness Plan under the direction of the Vice President of Administrative Services. This plan covers both the procedures to be followed and the related responsibilities of various employees for carrying out these procedures. The general tenets of the plan are covered during Convocation each fall, with reminders and updates sent to the campus community via the internet. Four groups have responsibilities for the ongoing assurance of safety, security, and emergency preparedness at YVC: the Security Department, the Safety Committee, the Administrative Council, and the Emergency Preparedness Team. YVC has added an uninterrupted power source to its servers to protect data in the event of a power failure. Should operations be suspended due to an emergency, the Executive Team will assess the possibilities after an incident and develop a plan to resume operations. Information is reported to the campus community via internet, text message, and to the media by the Community Relations Director. Standard 3.B: Core Theme Planning 3.B.1 Planning for each core theme is consistent with the institution’s comprehensive plan and guides the selection of programs and services they are aligned with and contribute to accomplishment of the core theme’s objectives. Over the eight-year course of the self-study, YVC has employed many planning strategies to achieve its Core Themes and align programs and services with achieving the Core Theme objectives. The College has moved from a 47-member Institutional Effectiveness team to a more streamlined group that includes the Administrative Council, Executive Team, and Instructional Council. Initially, planning for each Core Theme was divided by teams. Each team had a responsibility for tracking accomplishment of the Core Theme’s objectives through data and other reports. That responsibility is now conducted more holistically by instructional deans, department directors, and the Office of Institutional Effectiveness. The OIE conducts surveys of students, staff, administrators, and faculty and then issues semi-annual reports of its findings as related to Core Theme objectives, indicators and data measures. The OIE also honors individual data requests by faculty and administrators through its link on the YVC website. 3.B.1 Planning for core theme programs and services guides the selection of contributing components of those programs and services to ensure they are aligned with and contribute to

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achievement of the goals or intended outcomes of the respective programs and services. -- and -3.B.1 Core theme planning is informed by the collection of appropriately defined data that are analyzed and used to evaluate accomplishment of core theme objectives. Planning for programs and services is informed by the collection of appropriately defined data that are used to evaluate achievement of goals or intended outcomes of those programs and services. YVC now employs the three Core Themes of Community, Access, and Success as the organizing elements for the YVC Strategic Plan (Vision for 2020) and the identification of programs and services that support meeting College goals and Core Theme Objectives. The tables reviewed previously in this chapter (3.A.1.1, 3.A.1.2, and 3.A.1.3, as well as in 3.A.2, provide more specific contextual explanations of who, what, when, where, and to what extent Yakima Valley College and its constituent stakeholders conduct institutional planning, divided into service divisions: Administrative Services, Student Services, and Instructional Services. Results of these collections are available to the administration, staff, and administrators through data request forms available from the Office of Institutional Effectiveness on the YVC website. The following example serves to illustrate how our planning process aligned with core themes, indicators, and data measures. Guided Pathways Initiative In 2011, at the start of planning for YVCâ&#x20AC;&#x2122;s 2012-2019 accreditation cycle, the college analyzed student success data and determined that retention and completion were major concerns. A team of faculty, staff, and administrators met over Winter Break December 2012 to review literature on success strategies and identify an approach YVC might take for improvement. YVCâ&#x20AC;&#x2122;s Guided Pathways initiative, including revision of New Student Orientation and a new Mandatory Advising policy resulted. An evaluation plan for the Guided Pathways model was developed from the beginning, with indicators pulled from the Access and Success Core Themes. The Guided Pathways program was piloted from Spring 2013, revised and incrementally implemented until it became Mandatory Advising in Fall 2015. The types of data collected include perception data from faculty and students via focus groups and surveys; Advising Day attendance data; and student achievement data, including retention in the first quarter, retention first year to second year, completion of communication and quantitative degree requirements, completion of 15, 30 and 45 college-level credits and degree completion. Throughout the seven years YVC has been building a Guided Pathways program, data has informed modifications. The Guided Pathways program (Pathway Advising) has been correlated with meeting YVCâ&#x20AC;&#x2122;s Core Theme objectives, indicators, and data measures, especially in the Access core theme.

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Chapter 4: Effectiveness and Improvement ‘Few schools have teachers as passionate about their students’ learning as YVC’ Katie Hovenkotter-Wyatt I graduated from YVC as a Running Start student in Spring, 2015. I earned an Associate of Arts degree and Washington State High School diploma. In fall of 2018, I started my first year of medical school at Pacific Northwest University in Yakima. I had an amazing support group throughout my time at YVC that helped me made up of faulty, friends, family, and my boyfriend, Riley Wyatt (now my husband). Yet, I believe that ultimately, my father was the one person who made me persist until the end. My father was unable to finish his college education due to finances and the health of his parents, and he never wanted that to be what happened to me. He always knew the power that education held and believed that I would be the first person in my family to receive my bachelor’s degree. YVC was a huge step to reaching that goal.

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I decided to attend YVC based on my family’s income struggle. I knew that I would not be able to afford going to a four-year university without taking out massive loans or working for a few years before attending. I planned on going to YVC after high school to begin with since it is much more affordable. But after finding out that Running Start was essentially free for me, it made sense to go two years earlier. My parents were very supportive of my decision to go to YVC, even though they never pushed me.

Access Objectives 2.1.a, d; 2.3

Once I was on the YVC campus I quickly became very involved in the student life there. I used the Writing Center sparingly (I did not take too many writing classes), the Math Center regularly, and the Tutoring Center when I felt like I needed even more help. In my opinion, there are very few schools out there with teachers that are as passionate about their students learning as YVC. I felt that the small class sizes provided an intimate learning experience and teachers could modify their teaching to best fit the class so that everyone got the most out of it. I did not use the advising department at YVC and did most of my own homework into what classes I needed and when. A few the science faculty and the math, writing, and tutoring centers (as mentioned below) were very helpful in answering any questions that I did end up having.

My “success team” at YVC was mostly made up of the professors that I took classes from. I was very fortunate to have had great relationships with nearly every professor that I had at YVC, however a few really impacted me. The professors that I had for my Biology series (Claire Carpenter, Jarred Seveyka, and Matthew Loeser) prepared me for my upper-division biology courses so well that there were times I was bored with Success my classes at university because I had already learned most of the curriculum from Objectives them. My chemistry professor (Tanya Knickerbocker) prepared me for the rigor of 3.1.a; 3.2; scientific research that eventually led me to co-author two published papers at university. She also helped advise me with my decision to pursue an education in the 3.3; 3.4 medical field. Lastly, and most surprisingly to me, my English professor (Gordon Koestler) helped me to open my eyes to a world much larger than the one I lived in. I have never loved English or writing in general, however this class made me a much more compassionate and patient person, traits that are very helpful in the field I will be going in to. As mentioned, I became quickly involved in student life as soon as I got to campus. I was a member of the Math and Chemistry clubs, and president of the Pre-Med club for Community my two years there. I even worked at the Tutoring Center for a year, which helped alleviate financial strain. After my very first week at YVC, many of my professors Objectives pointed me in the direction of the Pre-Med club where most of my extra-curricular 1.1.b, d; 1.2; time was spent. This club introduced me to building houses for Habitat for Humanity 1.3.a and donating blood/setting up blood drives for the American Red Cross. [Biology instructor] Jerred Seveyka also had a large impact on my desire to not only protect how our environment is now, but to help nurture it back to health with his teachings.

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Chapter Four Effectiveness and Improvement Standards 4.A and 4.B The institution regularly and systematically collects data related to clearly defined indicators of achievement, analyzes those data, and formulates evidence-based evaluations of the achievement of core theme objectives. It demonstrates clearly defined procedures for evaluating the integration and significance of institutional planning, the allocation of resources, and the application of capacity in its activities for achieving the intended outcomes of its programs and services and for achieving its core theme objectives. The institution disseminates assessment results to its constituencies and uses those results to effect improvement. â&#x20AC;&#x201C;NWCCU Standards, 2018, Standard Four: Effectiveness and Improvement Eligibility Requirements Eligibility Requirement 22: Student Achievement The institution identifies and publishes the expected learning outcomes for each of its degree and certificated programs. The institution engages in regular and ongoing assessment to validate student achievement of these learning outcomes. Expected Student Learning Outcomes (SLOs) for all degree and certificated programs are published in the YVC Course Catalog, as well as in all YVC course syllabi. The College SLO Assessment Committee annually conducts an Assessment Day activity, in which faculty from each division select one SLO to assess for the coming year. Assessment data is entered into ATRIAL, stored by the VP of Instruction and Student Services office; and available to all faculty and staff. As deemed appropriate by departments, SLO assessment data is used to improve or upgrade instruction. 4.A Assessment 4.A.1 The institution engages in ongoing, systematic collection and analysis of meaningful, assessable, and verifiable data â&#x20AC;&#x201C; quantitative and/or qualitative, as appropriate to its indicators of achievement â&#x20AC;&#x201C; as the basis for evaluating the accomplishments of its indicators of its core theme objectives. The Office of Institutional Effectiveness oversees the ongoing, systematic collection and analysis of meaningful, assessable, and verifiable data used for reviewing and planning for core themes. YVC uses interactive data dashboards to make data more accessible, understandable, visually compelling, and user-friendly. Core Theme indictors are updated twice per academic year as data are available, with emphasis on using reliable and appropriate data sources. The July 2019 Core Theme Report includes tables, graphs, and charts of the data points collected across the accreditation cycle. Each of these points was reviewed at the time, with planning for improvements identified for areas of concern. Here in Standard Four, we present our summary

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and analysis of the data, including our summation of the level of indicator performance as per the following methodology. Defining Core Theme Indicator Analyses The rationales for selecting indicators are included with each of the Core Theme outlines provided in Standard 1.B. Baselines were set for data measures using the average from the three years prior to the accreditation cycle. YVC used the following method to determine whether an indicator has performed Above the 2008-2010 data baseline, is performing in the Acceptable range, or Needs Improvement: • Calculated averages at the end of the cycle to ensure that no single data point represents the entire cycle. • Compared cycle averages to the baseline, assigning performance points for the cycle average.  1 point for Above the baseline  .5 point for Acceptable, from 10% below the baseline to the baseline  0 points for Needs Improvement, more than 10% below the baseline. A percentage is used to account for different data formats (e.g., percentages, numbers, scores) The target is to be at or above the baseline on average for the eight-year accreditation cycle (designated as “Cycle” in the tables to follow). Core Theme 1: Community YVC embraces its role as both a provider of higher education and an employer, and actively seeks partnerships to provide opportunities for the economic, social, and cultural development of our students, employees, and communities. Objective 1.1 – Contribute to the work skills and educational levels of YVC’s INDICATORS & DATA MEASURES WITH BASELINES

ANALYSES & RATINGS

Indicator 1.1.a - College and Career Readiness (CCR) skill level gains as measured by CASAS re-test score improvements.

Analysis – Cycle averages for ABE and ESL/ELA are below our baseline averages. Significant changes were made in ABE/ESL programming, including not using the Data Measures: • ABE Skill Level Gains - Baseline 47.1% CASAs for retesting students progressing through the curriculum. We need new Cycle Average 42.4% indicators for CCR. • ESL/ELA Skill Level Gains - Baseline 59.6% Rating – Acceptable for ABE; Cycle Average 50.7% Needs improvement for ESL

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Indicator 1.1.b – The number of certificates and degrees awarded annually. Data Measures: • AA & AAS degrees - Baseline 659 Cycle Average 766 • Certificates - Baseline 199 Cycle Average 371 • Total of degrees and certificates – Baseline 858 Cycle Average 1,155

Analysis – The numbers awarded have increased, lending credence to YVC contributing to the work skills and educational levels of the community. Overall, there has been a 25% increase in the number awarded annually. Rating – Above baseline on all counts

Indicator 1.1.c – Percentage of Professional/Technical (PTECH) students employed in their field of study six (6) months post-graduation.

Analysis – Employment rates were consistently below the baseline during this cycle, but only by 3.9 percentage points (not statistically significant).

Data Measure: • PTECH students employed – 79% Cycle Average 75.1%

Rating – Acceptable

Indicator 1.1.d – Percentage of Dually Enrolled students who matriculate to YVC within the year following high school graduation.

Analysis – Running Start matriculation has hovered near the baseline. Tech Prep matriculation has been increasing after an initial dip.

Data Measure: • Running Start Matriculation – Baseline 78.7% Cycle Average 77.4% • Tech Prep Matriculation – Baseline 73.3% Cycle Average 76.6%

Rating – Running Start Acceptable; Tech Prep Above Baseline

Objective 1.1 Discussion The College’s progress on this objective overall is satisfactory, given the acknowledged mitigating factors and actual student achievement, especially in the “Certificates and Degrees” indicator. ABE/ESL(ELA), Federal grants Even though the trend over the past few years tracks below the “Acceptable” benchmark in ABE and ESL/English Language Acquisition (ELA) measures, the College views its progress as acceptable, given changes to curriculum and assessment. The CASAS test had not been updated since the state implemented the Basic Skills/College and Career Readiness standards in 2013.

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Tracking progress through CASAS gains, therefore, is problematic. While YVC uses the CASAS as a measure of academic progress, the College is now trying to capture data from additional sources and assessment measures, such as “High School 21-Plus” (HS21+) students. The state began recognizing this measure in 2016-17. As a result, academic progress is now measured on 45 percent of HS21+ students through high school credits rather than CASAS testing. Given the Core Theme objective of contributing to “the work skills and education levels of YVC’s communities,” however, the College is not satisfied with its benchmark trend and continues to explore more accurate and traceable measures. Certificates and Degrees The performance above and beyond the objective benchmark exceeds the College expectation here. The numbers of Associate of Arts and Associate of Arts-Science option degrees completed, including Direct Transfer Agreements (DTAs), have increased, and while the numbers of “certificates” has dropped since 2014. This leveling off may be due to students’ financial concerns. The numbers include the College’s recently added (2014) Bachelor of Applied Sciences program. Professional/Technical Employment: Field of Study Students “employed in their field of study nine months after graduating” under-performed the 80 percent benchmark. Also, while those training programs that are accredited by the state and other professional agencies have to track their students in the workplace, not all programs have a systematic way of following their students’ employment beyond certificate or degree completion. Other options may include more closely following the number of private partnerships YVC students undertake, such as workplace practicums, internships, the College’s Job Skills program (CCR), co-operative training, and “externships.” The College remains committed, however, to maintaining this data because the story it tells does recognize our students’ achievements and their contributions to the workplace, their professions, and their community. Dual Enrollment and Matriculation to YVC: Running Start/Tech Prep Measures here are performing at expected levels. “Matriculation to YVC” is defined as those students who were enrolled at YVC as Running Start, graduated from high school, and continued with their studies at YVC the following year. These data also include students who earned their high school diplomas or AA or AAS degrees simultaneously. Tech Prep matriculation dipped slightly in 2014 but rebounded to perform above the 2010 benchmark. Tech Prep credits, however, do not always contribute to specific degree requirements.

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Objective 1.2 – Increase student engagement outside the classroom INDICATORS & DATA MEASURES WITH BASELINES

ANALYSES & RATINGS

Indicator 1.2.a – Percentage of students reporting involvement in campus club and activities on the Annual Fall Student Survey.

Analysis – Student involvement has been consistently Above the baseline.

Data Measure: • Percentage of students – Baseline 18.4% Cycle Average 25.8%

Rating – Above Baseline

Objective 1.2 Discussion “Student engagement outside the classroom” data indicate increased involvement, which backs up supporting anecdotal evidence of that same impression. More assessment indicators in addition to “Involvement in Campus Clubs and Activities” are needed, however. Increase student engagement outside the classroom Several factors may be involved in this assessment, aside from the sheer numbers of participants. For example, YVC’s Diversity Series program of offerings is now overseen by a standing committee. The Associate Students of Yakima Valley College (ASYVC) and Student Life have been involved more with other campus-community activities, such as faculty tenure- review committees. There has been an increase in participation in such extra-curricular events as the College’s Students of Color Conference, faculty-directed student research, and commitments by YVC programs to (and participation in) such Yakima Valley industries as wineries and hospitality. Also, student representatives from Workforce Education, such as Surgical-Technical and Automotive Technical clubs, YVC Playmasters theater troupe (the annual Kennedy Center for the Performing Arts contest), compete on local, regional, and national levels. In addition, improvements to the physical campus over the past seven years, including building remodels (Palmer-Martin Hall) and removals to make way for a new student walking and gathering area beneath the clock tower have encouraged student engagement. Objective 1.3 – Maintain positive campus climate for employees. INDICATORS & DATA MEASURES WITH BASELINES Indicator 1.3.a – The overall score on the Personal Assessment of the College Environment (PACE) will be at or above the national norm.

ANALYSES & RATINGS Analysis- PACE scores have increased across the cycle and the average is above that of the nation. In 2018 our score of 3.89 indicated a very strong cooperative environment.

Data Measure: • Overall score every three years – Baseline Rating – Above baseline 3.62 (nation 3.56) Cycle Average 3.74 (nation 3.69)

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Indicator 1.3.b – The PACE score by personnel group will improve over the original score. Data Measures: • Administrators – Baseline 3.82 Cycle Average 4.13 • Administrative Exempt – Baseline 3.45 Cycle Average 3.62 • Faculty – Baseline 3.75 Cycle Average 3.81 • Classified Staff – Baseline 3.43 Cycle Average 3.58 Indicator 1.3.c – The PACE score by category will improve over the original score. Data Measure: • Institutional Structure – Baseline 3.36 Cycle Average 3.52 • Supervisory Relationships – Baseline 3.61 Cycle Average 3.75 • Teamwork – Baseline 3.73 Cycle Average 3.92 • Student Focus – Baseline 3.93 Cycle Average 4.05

Analysis- PACE scores for all personnel groups are above the baseline. The administrators score the college in the “Collaborative” range while other personnel score the college in the “Cooperative” range. Rating – Above baseline for all groups

Analysis – PACE scores for all categories are above the baselines. There is strong indication that the college is focused on students. Rating – Above baseline for all categories.

Objective 1.3 Discussion These data come from the Personal Assessment of the College Environment (PACE) Survey, which is conducted every three years at YVC by the National Initiative for Leadership and Institutional Effectiveness (NILIE).

Core Theme 2: Access YVC provides educational opportunities and support services that facilitate entrance into and success in post-secondary education throughout our service district. Objective 2.1 – Student Support Services contribute to student success. INDICATORS & DATA MEASURES WITH BASELINES

ANALYSES & RATINGS

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Indicator 2.1.a – First time course success in English and Math in relation to center usage. Data Measure: • English pass rates by Writing Center usage – Baseline 77.5% Cycle Average 83.7% • Math pass rates by Math Center usage – Baseline 60.3% Cycle Average 64.9% Indicator 2.1.b – Student satisfaction with placement Data Measure: • Satisfaction with English placement– Baseline 79.6% Cycle Average 82.2% • Satisfaction with Math placement – Baseline 58.1% Cycle Average 63.7%

Indicator 2.1.c – Pass rates in English and Math in relation to placement. Data Measure: • English pass rates – Baseline 77.0% Cycle Average 81.6% • Math pass rates – Baseline 79.1% Cycle Average 75.6% Indicator 2.1.d – Percentage of students who earn 30 college-level credits within the first year of enrollment. Data Measure: • Percentage –Baseline 33.1% Cycle Average 40.7%

Analysis – Writing Center and Math Center use is correlated with higher success rates in English and Math courses. Changes were made to hours of operation, staffing, staff training, promotion of center use, and integration of online tutoring models. Rating – Above for English and Math course success Analysis – Student satisfaction with placement has increased and has been consistently above the baseline. Changes were implemented in placement procedures, tools, and curriculum, and efforts are made to inform students about placement during New Student Orientation. Rating – Above Baseline for both English and Math Placement Satisfaction Analysis – English pass rates were predominately above the baseline; Math pass rates were predominately below the baseline despite a couple of years at just above the baseline. Rating – English is Above Baseline; Math is Acceptable Analysis – The first three years of the cycle, before we implemented Mandatory Advising (MA) to 30 college-level credits, the percentage hovered at the baseline. After implementing MA, the trend has been well above the baseline. Rating – Above Baseline

Indicator 2.1.e – Percentage of students reporting on the Annual Fall Student Survey that they know their assigned advisor.

Analysis – Increasingly, students report knowing who their advisor is.

Data Measure: • Percentage – Baseline 76.7% Cycle Average 82.6%

Rating – Above Baseline

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Objective 2.1 Discussion The College’s progress on this objective is satisfactory, though the conversations continually return to the grounding principle of separating “Access” as a core theme from “Success”: How and to what level does YVC provide students “Access” to college services, degrees, certificates, and other supportive information that will contribute to student academic and professional “Success”? There is also an ongoing conversation to be continued in “Access” surrounding the theme of “Equity” of Access to “Equality” of Access. Pass Rates in Relation to Center Usage Theory, research, and data indicate that continued access to Writing and Math centers will improve student pass rates over the general student population, and generally the YVC results bear out those assumptions. However, changes in staffing, hours of operation, promotion by faculty, and even the tutoring models – the Math Center has YVC Math faculty as consultants and the Writing Center has staff, some faculty, and peer-student consultants – could affect the local data trends. Progress by this indicator toward the “Access” indicator is acceptable, as the assumption of “center” Access contributing to student achievement has been borne out. Placement Satisfaction Students in general responded that they were pleased with their English and Math placement and satisfaction has continued to improve over the course of the self-study despite changes in placement tools – COMPASS to AccuPlacer to The Write Class and Washington Math Assessment Placer (WAMAP). Pass Rates in Relation to Placement Though students indicated they were pleased with their Math and English class placement, the trend line for passing those resulting initial-class placements had a fluctuating trajectory here, arching (English) and then finally landing below the 2008-11 benchmark (Math). These data are based on the COMPASS placement test scorers, a tool that was discontinued in December, 2016. As of 2018, YVC was using for initial placement The Write Class” (English) and WAMAP (Math), the latter taking over for AccuPlacer, which bridged the gap between January, 2017, and April, 2018. The English and Math departments, as well as Institutional Researchers, will track the data from these newly available tools. Credit Attainment The number of students who attained 30 or more college-level credits in their first year at YVC, as suggested by the data, is satisfactory. The reason this data supports the “Access” core theme is that, according to our data as well as national studies, achievement of at least 30 college-level credits the first year provides “Access” to academic success and are among the factors that contribute to degree completion.

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Advising Relationship Though the data indicates that YVC students generally know who their academic adviser or program advisers are, the trend fell back to just below the benchmark in Fall, 2017. The College continues to advocate for and adjust Guided Pathways, though some challenges have arisen. The “advising” methodology for some of the Pathways over the course of students’ career at YVC remain inconsistent, and some students report being unsure of who specifically should be “advising” them at any particular point in their academic journey. Other students – those with more than 30 college-level credits – occasionally note that the faculty “adviser” they talked to when they had fewer than 30 college-level credits is now different than the one the College recommended once they got beyond 30 college credits. In general, however, the College contends that its students’ improving relationships with their academic advisers supports the “Access” core theme. Such strategies as “Education Plans” are touted in some programs in the Workforce Education division and in Student Support Services like TRiO’s “Scaffolds to Success” learning communities likely have contributed to improving academic adviser relationships, as well as stand-alone College Academic Success (CAS) 106 classes. YVC has its website to include regularly updated Pathway Advising information and contacts. Objective 2.2 – Increase transition to college programs from Adult Basic Education. INDICATORS & DATA MEASURES WITH BASELINES Indicator 2.2.a – Percentage of ABE students who transition to college within one year. Data Measure: • Percentage of ABE students enrolled in levels 4/5/6 who transition – Baseline 37.6% Cycle Average 28.5% Indicator 2.2.b – Percentage of YVC students who completed the GED and transition to college within one year. Data Measure: • Percentage of GED completers transitioning– Baseline 24.8% Cycle Average 18.2%

ANALYSES & RATINGS Analysis – ABE student transition to college has been below the baseline for the cycle. The upswing in the economy may have contributed to more students employed versus coming to college. Rating – Needs Improvement Analysis – GED student matriculation to college has been below the baseline for the cycle. The upswing in the economy may have contributed to more students employed versus coming to college. Rating – Needs Improvement

Objective 2.2 Discussion Increased transition to College programs from Adult Basic Education programs provides Access to College programs. However, the data collected on indicators for this objective disappointed in relationship to the established benchmark. Several variables were in play, however, during the course of the study, and a deeper dive into and beneath the data trends is in order.

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ABE Transition to College Work/Matriculation of GED Completers Especially among ABE students, local, regional, and national economic trends and events may change the life priorities of potential YVC students. Potential students simply are choosing to go to work than to attend college or college-prep classes. Another contributing variable: During the course of the self-study, Pearson Vue Education purchased the rights to the GED test, which simultaneously made the test more difficult and more expensive. This turn of events may also have affected the numbers of ABE students attending YVC and the framing of their academic goals. With the addition of federal Workforce Innovation and Opportunity Act (WIOA) initiatives into ABE/ESL-ELA curriculum, the YVC focus has become more on preparing students to transition into pathways of “college and career readiness.” The College has taken mitigating steps to provide better pre-college “Access” to college-level courses, in addition to developing the HS21+ program. For example, YVC continued to offer I-BEST learning communities, which are intended to create an accelerated-learning corridor, earning students college credit towards Workforce certificates while still in ABE. (I-BEST programs at YVC in general integrate Career and College Readiness coaching and vocational instruction.) Finally, the College’s Toppenish Learning Center came online in September of 2017, which allowed for increased course offerings in HS21+ and GED instruction, providing college Access to degrees, certificates, and other services for students in that community. Also, the YVC English Department and CCR faculty have met in a series of workshops to help norm expectations and build the bridge between CCR and College-level achievement. (See also the PowerPoint presentation) GED Matriculation to College Work This work needs improvement, as the self-study reveals, or perhaps a more reliable or insightful indicator. Objective 2.3 – Increase completion of educational requirements. INDICATORS & DATA MEASURES WITH BASELINES Indicator 2.3.a – Percentage of students who complete a quantitative degree requirement within two years of enrollment. Data Measure: • Percentage completing quantitative requirement – Baseline 27.3% Cycle Average 33.4%

ANALYSES & RATINGS Analysis – The trend was over the baseline for the cycle. Faculty advisors have emphasized taking math early and continuing through meeting the quantitative degree requirements. Rating – Above Baseline

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Indicator 2.3.b– Percentage of students who complete a communication degree requirement within two years of enrollment. Data Measure: • Percentage completing quantitative requirement – Baseline 56.3%

Analysis – The trend was initially below the baseline, but quickly rallied and stayed above the baseline for the rest of the cycle. As with Math, students are advised to take required communication courses early and through degree requirements. Rating – Above Baseline

Objective 2.3 Discussion These data exceeded expectations, though not surprisingly. Institution-wide advising focus on “math, math, math” (Quantitative Requirement) especially as a prerequisite gatekeeper (“Access” key) to other courses and programs, as well as to degrees and certificates themselves, has been a pointed priority during the eight-year course of self-study in such initiatives as New Student Orientation and Guided Pathways. Also, several Arts and Sciences courses have stepped up both Quantitative and Communication prerequisites over the past seven years – a common set of prerequisites is student eligibility for both Math 085 and ENGL& 101 – to improve course completion and performance. The College is achieving its goal of improving completion rates of pre-college and program Quantitative and Communication prerequisites as an indication of improved academic and professional “Access” to programs, degrees, and certificates.

Core Theme 3: Success Students achieve educational goals through completion of courses and programs of study and are prepared to further their life goals through employment, transfer, and participation in the community. Objective 3.1 – Increase course-completion rates. INDICATORS & DATA MEASURES WITH BASELINES Indicator 3.1.a – Course completion rates overall. Data Measure: • Course completion rates - Baseline 80.0% Cycle Average 81.6%

ANALYSES & RATINGS Analysis – The first few years of the cycle course completion rates hovered at the baseline, but they have been inching their way up in the last five years. Rating – Above baseline

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Indicator 3.1.b – Course completion rates by modality.

Analysis – Course completion rates were improved for all modalities, but the gap between face-to-face and fully Data Measure: online grew slightly. In the most recent • Face-to-face rates - Baseline 80.1% year, the gap was only three (3) Cycle Average 82.8% percentage points, pointing to the • Hybrid rates – Baseline 76.5% considerable efforts we have made to Cycle Average 79.4% • Interactive Television (ITV) – Baseline 77.0% improve online delivery. Cycle Average 80.6% Rating – Above Baseline for all • Fully online – Baseline 72.1% modalities; Acceptable for the Cycle Average 75.9% gap • Web-enhanced – Baseline 76.0% Cycle Average 80.0% • Gap between face-to-face and fully online – Baseline 9.8% Cycle Average 10.1% Objective 3.1 Discussion YVC course-completion rates, whether taken overall and or when compared teaching modality by teaching modality, have remained high over the course of the self-study. However, the overall trend is only slightly above the 2008-11 benchmarks. Are the overall rates themselves an indication of general student “Success”? Some of the disaggregated data (pages 20-21 of the Core Theme Report, 2019 Final) indicate different groupings of students – especially different ethnicities and non-whites – are not performing as well as the trend. Data also indicate, however, that the College has closed “the achievement gap” between white and Latino students, our two largest student groups. A further breakdown has been suggested (along “gender” lines or by rank of first- vs. second-generation college students). Course Completion Rates Overall Overall course-completion rates at YVC are among the highest in the state, though the “increase” over the course of the self-study is minimal, according to our data. Course Completion by Modality “Face-to-Face” instruction remains the highest-performing modality of instruction to boost student academic “Success” based on these data trends, though the gap between face-to-face and other modes of instruction has closed slightly from the 2008-11 benchmark. Some possible reasons for the narrowing might be better access to faculty training sessions in using Canvas and other online instruction tools, as well as the hiring of support staff to help develop and make better use of the technology.

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Objective 3.2 – Increase student progress towards certificates and degrees. INDICATORS & DATA MEASURES WITH BASELINES Indicator 3.2.a – Fall-to-winter retention of the cohort that enters each fall. Data Measure: • Percentage – Baseline 80.6% Cycle Average 80.9% Indicator 3.2.b – Fall-to-fall retention of the cohort that enters each fall. Data Measure: • Percentage – Baseline 51.4% Cycle Average 51.9% Indicator 3.2.c – The percentage of students earning Student Achievement Initiative (SAI) performance based funding points overall and by intention. Data Measure: • Overall Percentage – Baseline 53.5% Cycle Average 57.2% • Transfer Percentage – Baseline 59.3% Cycle Average 65.3% • Workforce Percentage – Baseline 57.2% Cycle Average 58.4% • College and Career Readiness (CCR) Percentage – Baseline 43.5% Cycle Average 40.9% Indicator 3.2.d – Average SAI points earned per student overall and by intention. Data Measure: • Overall – Baseline 1.86 Cycle Average 1.91 • Transfer – Baseline 1.92 Cycle Average 2.30 • Workforce – Baseline 1.85 Cycle Average 1.86 • CCR – Baseline 1.84 Cycle Average 1.39

ANALYSES & RATINGS Analysis – Fall-to-Winter retention rates are generally flat, but our average was above the baseline. Rating – Above Baseline Analysis – Fall-to-Fall retention rates are similar to those of Fall-to-Fall – hovering near the baseline, but slightly up from the baseline Rating – Above Baseline Analysis – The percentage of students earning SAI points overall was above the baseline all years. Performance was mixed for transfer and workforce students, but generally below for CCR students. Rating – Above baseline for overall, transfer and workforce groups and Acceptable for CCR.

Analysis – Overall, the SAI trend was at or slightly above the baseline, resulting in an average that was slightly above. Transfer performance was consistently above the baseline; Workforce was initially above and then hovered at about the baseline for the last four years; CCR was consistently below the baseline. Rating – Above Baseline overall, transfer, and workforce; Needs Improvement for CCR.

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Objective 3.2 Discussion YVC institutional researchers point out that the tool used to measure progress here comes from a national database (Student Achievement Initiative) and that the College is free to choose its own benchmark. YVC indicators suggest overall progress toward this objective meets, if not exceeds, the 2008-11 benchmarks set by the College. However, some of the disaggregated data in the Core Theme Report, 2019 Final suggest that different groupings of students – especially different ethnicities and non-whites – are not “succeeding” as well academically as the overall trend. Lengthy conversations persist on the issues surrounding the systemic “equity” of instruction vs. the “equality” of that same instruction. Further discussions, to include all stakeholders regardless of their philosophical and socio-political leanings, may shed light on this discrepancy. Fall-to-Winter Retention According to these data, the College performed at or above the 2008-11 benchmark during the course of the self-study. Questions continue as to whether the objective in general – “Increase student progress toward certificates and degrees” – is actually what the College wants to measure as a key to the College’s academic “Success.” The data reflect not much of an “increase,” but the numbers certainly suggest “acceptable” performance overall. Fall-to-Fall Retention Again, not much fluctuation from the 2008-11 benchmark. Momentum Point Achievement These data are based on the Student Achievement Initiative (SAI), provided by the Washington State Board for Community and Technical Colleges. Arts and Sciences/Transfer students and Workforce Education students showed steady, “Acceptable Progress” from the 53.5 percent benchmark in 2009-11. The data show that “Basic Skills” (now Career and College Readiness) students consistently performed below the benchmark during all years of the self- study, however basic-skill achievement measured by this indicator does not reflect the substantial changes to curriculum, or the change in division goals (and even its name and philosophy toward “readiness”). Overall, then, progress toward the objective is “Acceptable,” though improvements in student performance will be expected. Momentum Points Per Student Again, the overall data trend here suggests “Acceptable Progress.” Gains in the Arts and Sciences and Workforce Ed divisions’ momentum points were tied to the implementation of mandatory Guided Pathway advising in 2012, which allows students to choose a career and academic pathway in which they can be successful. “Basic Skills” (now College and Career Readiness) students continued to perform below the 2009-11 benchmark, owing to significant changes of curriculum and resources in the division.

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Objective 3.3 – Increase program- and degree-completion rates. INDICATORS & DATA MEASURES WITH BASELINES Indicator 3.3.a – Certificate and degree completion rates Data Measures: • Three-year rates – Baseline 24.7% Cycle Average 26.7% • Six-year rates – Baseline 34.7% Cycle Average 35.0%

ANALYSES & RATINGS Analysis – The tree-year completion rate has consistently been slightly above the baseline; the six-year rate has hovered slightly above and below the baseline. The averages for both were slightly above. Rating – Above Baseline for three and six year completion rates.

Indicator 3.3.b – Persistence rates (degree/certificate earned, transferred, or still attending) within four years.

Analysis – Performance was above the baseline for all years of the cycle.

Data Measure: • Percentage with a credential, transfer, or still attending – Baseline 56.1% Cycle Average 60.5%

Rating – Above Baseline

Objective 3.3 Discussion Degree and/or certificate completion rates during these time frames were “Acceptable” measures of student academic “Success.” Students are completing degrees and certificates at close to the same rate as in 2008. When disaggregated by group, the data raise some questions: What have we done to encourage certain ethnic groups of students to complete their studies, especially in the face of the changing demographics of the YVC student population? And what could we do differently – or what current practices could we take to scale – to help specific groups of students to be successful in a three- to six-year time frame? Certificate and Degree Completion This indicator suggests “Acceptable Progress” toward the objective but also reflects a fairly flat line over the course of the study, at both the three-year and six-year completion marks. Persistence Rates At the six-year completion mark, available data show that the overall trend is flat but still suggests “Acceptable” progress toward the objective. Specific groups of students, however, (Latinx, “Other”) rise significantly about that line when data is disaggregated, while other groups perform below expected “progress/success” markers (Core Theme Report, Final 2019, Objective 3.3a).

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Objective 3.4 – Students will demonstrate competence and confidence in student learning outcomes. INDICATORS & DATA MEASURES WITH BASELINES Indicator 3.4.a – Results of the Collegiate Learning Assessment (CLA) demonstrate value-added. Data Measure: • Comparison of entering and exiting student CLA effect sizes – Baseline .49 (medium) Cycle Average .48 (medium) Indicator 3.4.b – Student reported confidence in academic abilities on the Annual Fall Student Survey. Data Measure: • Difference in the percentage of confidence levels between students with 0-15 credits and those with 70 or more credits – Baseline 8.7 percentage points Cycle Average 8.9 percentage points

ANALYSES & RATINGS Analysis – The CLA rates effect sizes as small, medium and large, expecting medium effect size for two year degree students. For the five years of CLA data available, YVC students have demonstrated a medium effect size. Rating - Acceptable

Analysis – The Annual Fall Student Survey poses 17 questions about student confidence in academic abilities. An overall confidence percentage is calculated. Students with 0-15 credits report significantly less confidence in their academic abilities than do students with 70 or more credits. Rating – Above Baseline

Objective 3.4 Discussion CLA/YVC Student Learning Objective Measures Data here is drawn from the Collegiate Learning Assessment, a national assessment tool that has been administered to YVC students starting in 2013. The CLA uses performance-based tasks to evaluate the critical thinking and written communication skills of college students. The CLA is given fall quarter to approximately 100 students with fewer than 15 college-level credits and spring quarter to approximately 100 more students, the latter group with a graduation application on record. After checking the YVC data, the CLA information corroborates the observation that YVC students are learning “Computation/Analytical Reasoning” and “Communication” skills at a rate comparable to other schools and that the data does not contradict information generated by other YVC institutional assessment tools, such as the Student Learning Outcomes research and assessment. (See Standard 4.A.3 and Case Studies in the Addenda to this self-report.) Confidence in Academic Abilities – These data, generated by YVC’s Annual Fall Student Survey, suggests students are generally more confident in their own “Academic Abilities” the longer they persist at YVC. Students with

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more than 70 college-level credits are more confident in their “academic abilities” than those with 15 or fewer college-level credits. Such a conclusion would seem to be self-evident. However, these numbers are based on reports by the students themselves and do not reflect an objective measure of student “Success” over time. Still, a student who feels confident in their academic abilities to meet problems, understand obstacles, plan strategies to overcome them, and then carries out those strategies, has a better chance of academic “Success” than one who has fewer such skills and strategies. As in the past, these results will be communicated to the Board of Trustees. They have been shared with internal constituencies via department, division, and campus-wide meetings and posting. They are available on the “Faculty and Staff” SharePoint site on the college website and will be available to the public and other stakeholders as part of the next comprehensive planning cycle, beginning in 2020. 4.A.2 The institution engages in an effective system of evaluation of its programs and services, wherever offered and however delivered, to evaluate achievement of clearly identified program goals or intended outcomes. Faculty have a primary role in the evaluation of educational programs and services. The Vice President of Administrative Services oversees evaluation of the College’s Finances, Facilities, Physical Infrastructure, Technological Infrastructure, Human Resources, and Auxiliary Services, as outlined in Standard 2. Communication and Compliance functions. These evaluations and compliances are directed by regular internal director meetings and reports as well as external policies, audits, laws, and federal, state, and local legal guidelines. Plans – and services provided as a result of those plans – are made flexible enough to match changes in those policies, laws, and guideline changes so that they align with a program’s goal or intended outcome. (See Standard 3.A.1, especially the “Administrative Services” tables and schedule of summative and formative review cycles and meetings.) VP of Instruction and Student Services oversees the evaluation of Student Services and Instruction as described in Standard 2, especially Policies and Procedures regarding Academics, Students, “Institutional Integrity,” and “Academic Freedom.” These evaluations are conducted in part by a team that includes the deans of Arts and Sciences, Workforce Education, College and Career Readiness, and Student Services, as well as the director of the Office of Institutional Effectiveness. Evaluators meet regularly to discuss program goals and outcomes, including curriculum, degree and certificate offerings, faculty and other staffing, related Student Services, and employee-district relations. Decisions are made with an eye toward flexible compliance and communication of decisions and new policies – whether internally or externally generated – with faculty and other College employees (See Standard 3.A.1, especially the “Vice President of Instruction and Student Services tables and schedule of formative and summative review cycles and meetings.)Faculty have a primary role in the evaluation of educational programs and services, as noted in the following descriptions and examples. The System of ‘Program Review’ of academic services at YVC The following list of definitions of terms and processes marks how “program review” is

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accomplished at Yakima Valley College to ensure that each course, discipline, program, degree, and/or certificate addresses the College Student Learning Outcomes and is presented and assessed in a uniform manner wherever and whenever offered and however delivered. Faculty consult data and information, collected and published annually and upon request by the Office of Institutional Effectiveness to improve instruction and consulted when faculty and support staffing decisions are made. (See the narrative and tables in 3.A.1, “Institutional Planning: Ongoing, Annual, and Cyclical”) Definitions ‘Program’ — A “program” at YVC is a systematic, usually sequential grouping of courses forming a considerable part or all of the requirements for a degree or credential. It may refer to the total educational offering of the institution. ‘Program Review’ — A “program review” at YVC is the process charted to update the courses required for a certificate or degree. This includes approval of individual courses as well as configurations of courses in to programs of study resulting in certificates and degrees. Curriculum Committee Work All three of the divisional curriculum committees work to ensure that courses consistently align with core themes, objectives, Institutional Student Learning Outcomes, state Inter-College Relations Commission guidelines, professional-technical field and industry standards, and course, program, and/or discipline-specific outcomes and objectives, wherever, whenever, and however course material is delivered or a program is managed. This philosophy and approach to “program review” is exemplified, for example, by the following outline of obligations, identified in the Arts and Sciences Curriculum Committee Handbook: • Our duty is to ensure that proposals meet appropriate degree and discipline standards in content, form, and language. • We seek to facilitate faculty development of curriculum and to serve as liaison between faculty and other relevant governing bodies. • To the greatest possible extent, the academic policies of the College shall be maintained in the College Catalog and shall be accurately published and uniformly administered. • It is the duty of the Curriculum Committee to review these policies periodically and advise the President on their content. • In order to facilitate curriculum development and keep the existing curriculum current and accurate, [Curriculum Committees have] created procedures to assist faculty and division staff in the steps necessary for course/program additions, deletions, and changes. At Yakima Valley College, courses and programs of study themselves are reviewed, analyzed, critiqued, revised, and approved for inclusion in programs by the appropriate curriculum committee:

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Arts and Sciences Curriculum Committee o Critiques and approves courses offered by the disciplines providing English, humanities, mathematics, natural science, physical education, social science, and student development courses. o Critiques and approves programs of study associated with the AA-DTA, AST  Mission: the Arts and Sciences Curriculum Committee promotes a faculty-driven, student- focused, abilities-based curriculum. Workforce Education Curriculum Committee o Critiques and approves courses offered by professional-technical programs. o Critiques and approves programs of study associated with professional-technical certificates, Associate of Arts and Science degrees, and Bachelor of Applied Science degrees. This mission statement is taken from the Workforce Education Division Curriculum Committee Handbook:  Mission: the Workforce Education Division prepares students for careers in the evolving workplace and promotes lifelong learning. College & Career Readiness Curriculum Committee o Critiques and approves courses offered by the Career and College Readiness division, including Adult Basic Education (ABE), English Language Acquisition (ELA), and High School Completion (HSC) courses. The following is taken from the College & Career Readiness Curriculum Committee Handbook:  The mission of the College and Career Readiness Division Curriculum Committee is to promote a faculty-driven, student-focused curriculum composed of specific, measurable objectives. The Joint Curriculum Committee o Provides a forum for forecasting potential changes and discussing inter-disciplinary and/or multi-course impacts. o Provides a forum for sharing curricular decisions made each quarter. Formative action and Summative Schedules At a minimum, courses and programs of study are reviewed and updated every five years. College and Career Readiness and Professional-Technical Courses are typically reviewed more often because of changing program-accreditation requirements, industry standards, or program

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focus. Course elements reviewed include the course title, description, objectives, outcomes, links to YVC institutional Student Learning Outcomes (SLO), mode(s) of instruction, credits, and class capacity. As part of the course review process, faculty proposing updates are required to identify the programs of study the course is used in, check with the departments overseeing those programs to determine impact, and identify to the curriculum committee the potential impacts, if any, of changing the course. For example, a proposal may be made to change the credits on a Communications course from 3 to 5. Because the Communications course is required in several professional-technical programs, the communications department would need to consult with those programs and discuss impact. Should the impact adversely affect programs relying on the course, the initiating curriculum committee would postpone approving changes until the concerns had been adequately addressed and consensus reached about how to proceed. This reconciliation might well occur at the Joint Curriculum Committee meeting. Should a mutually satisfactory solution elude the curriculum committee(s), the College President makes the final decision. Courses approved by the curriculum committees are forwarded to the President for final approval, rejection, or critique. Once courses are approved by the President, they are entered into the YVC Course Catalog. Each Spring, departmental faculty review their department courses approved for the catalog and make recommendations to the curriculum committees about moving courses that will not be offered to the inactive list and removing courses that should no longer be in the inventory. Each summer, the catalog of courses, certificates, and degrees is updated to reflect the changes from the prior year. The official catalog for each academic year is published each fall. Additionally, advising materials are updated, including degree worksheets and degree audit. Controlling the quality of what, ‘wherever offered and however delivered’ YVC faculty and administrators for years have wrestled with the theory and application of how the institution can best guarantee the quality of its offerings across all three of its instructional units. Some have supported the theory of a single curriculum committee tasked with overseeing the entire catalog of degrees and certificates. YVC, however, has agreed – for the time being – on a three-legged-stool model, with separate curriculum committees for each division. Those divisions then report to a Joint Curriculum Committee, which meets Quarterly and helps coordinate the intra-institutional communication efforts of the other three. The “preambles” to all three curriculum committee handbooks commence with a citation from Article 14.5 of the Collective Bargaining Agreement (CBA) between faculty represented by AFT-Yakima and the District and are meant to suggest the level of faculty commitment to the quality of curriculum content, delivery, and assessment. It charges the curriculum committees with the duty “to review and approve curriculum and recommend to the President the courses, program structure, policies, and requirements that they deem appropriate for the operation of the programs under its control and responsibility and that are consistent with accreditation standards, state regulations, and such other requirements as may have an influence.”

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Note: All three divisions’ handbooks are posted on the College SharePoint intranet site, under the VP of Instruction and Student Services web page, and include meeting schedules, forms and notes for curriculum adjustment, as well as “Impact Statement” considerations that need to be addressed before curriculum changes are adopted. 4.A.2 The institution documents, through an effective, regular, and comprehensive system of assessment of student achievement, that students who complete its educational courses, programs, and degrees, wherever offered and however delivered, achieve identified course, program, and degree learning outcomes. Faculty with teaching responsibilities are responsible for evaluating student achievement of clearly identified learning outcomes. Faculty have the primary responsibility for evaluating students’ achievement of learning outcomes at the course, program, and institutional level. All YVC courses are developed by faculty with the appropriate degrees and experience. All course outlines include the learning outcomes and objectives. These are identified in course syllabi. Faculty assess student achievement relative to course outcomes and objectives for students enrolled in their courses and work with their colleagues to identify comparable assessment practices. For example, the English Department engages in an annual norming sessions at a departmental retreat each fall quarter. Faculty members review examples of student work, identify and apply rubrics, and discuss equitable application of those rubrics to scoring and grading. The Allied Health Department engages full- and part-time faculty in assessing competencies in a comparable manner using agreed-upon software and course designs. Faculty departments and curriculum committees have responsibilities for monitoring student achievement and updating courses and programs of study on a maximum five-year cycle. Student success is monitored via the Core Theme Indicators, including retention rate; credit and degree completion rates; and Student Learning Outcome (SLO) measurements, including the Collegiate Learning Assessment (CLA) – See the Assessment of Student Learning and Achievement Plan for more details. Documentation of the assessment of student achievement is accomplished in a number of ways. At the course level, instructors maintain gradebooks and examples of student work, including SLO assessments. Final grades are submitted via Instructor Briefcase. Grades are recorded on student transcripts and are available to students and advisors via Degree Audit on the YVC website. Degree Audit enables students and advisors to review progress towards meeting program requirements. Periodically, departments are asked to review their criteria for assessing student learning and course success. The most recent example of this was Assessment Workday Fall 2018. Academic departments were prompted to use a searchable database for their courses that provided pass rates disaggregated by race, gender, and age. Each department was to review their data for potential inequities and create a plan for further investigation and/or remediation. An example of how this data prompted department change comes from the Counseling Department that reviewed pass rates for the CAS 106: College Success Course over the past five years. The department determined that there were patterns of less success for some groups of students and they requested to have course pass rates identified by faculty member so they could better determine if the patterns they witnessed were potentially resulting from differences in the race

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and/or gender of the faculty members and students. Assessment of student attainment of institutional level SLOs is best illustrated in the case studies developed by academic departments. (See YVC Assessment of Student Learning and Achievement Plan for complete case studies). The following example illustrates how documentation of assessment work is captured in a case study and used to review and improve curriculum: Biology/BIOL 201-I – Cells and Molecules • General Education Outcome: Computation/Analytical Reasoning • Specific Indicator: C/AR1: Apply learning in familiar and new contexts. Study Rationale and Scope BIOL 201 is offered as the first quarter in a three quarter sequence of biology classes designed for students majoring in a STEM discipline. Generally these students are in their second or third year at YVC and have completed some college math and science courses previously. This assessment is derived from a 70 question end-of-quarter, multiple choice survey of knowledge that had no impact on their grade. Members of the department identified five questions that were considered to be higher level on the Bloom’s scale. Class averages for each question were reviewed and compared to a rubric. Higher performance on the questions indicates greater ability to reason analytically and specifically, the ability to apply knowledge in new contexts. Findings/Discussion This class included 19 students. The overall class average for these five questions was 63% which was deemed “acceptable” based on the rubric. The most valuable outcome of this assessment was the discussion generated in the department. There were differing viewpoints on how to interpret these data and we lacked the time to reach a conclusion. Fortunately, the entire department committed to a future “biology retreat” to make progress on this issue. It was also helpful to see that the topics of cell respiration and cell transport may be particularly difficult for students attempting to reason analytically and thus an area for us to focus on. Implications: Next Steps The department committed to: • Organizing a biology retreat that would allow for more planning time to sort through issues related to assessment and student success • Improving the assessment analysis by looking at individual student performance rather than class averages 4.A.2 The institution evaluates holistically the alignment, correlation, and integration of programs and services with respect to accomplishment of core theme objectives.

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and 4.A.2 The institution evaluates holistically the alignment, correlation, and integration of planning, resources, capacity, practices, and assessment with respect to achievement of the goals or intended outcomes of its programs or services, wherever offered and however delivered. YVC defines “holistic evaluation” as that which entails consultation with stakeholders to align practices to achieve identified outcomes. Of particular importance is the identification of potential impacts and ramifications. It is a complicated balancing act between focusing on the bigger picture and dealing with the day-to-day minutia that often grabs attention. This process is best illustrated by the following example that requires participation from administrators, faculty, staff, and students. The quarterly course schedule is planned around ensuring that enough sections of high demand courses and the proper sequencing of courses is available for students. Course enrollment rates are monitored throughout the registration process by the registrar and the academic deans. During the New Student Orientation process, the availability of courses is monitored hourly as students attempt to get schedules that meet their needs. This often results in adding sections of high demand courses. Considerations in adding courses include the availability of facilities, instructors, and technical support. Low enrolled courses are potentially slated to be dropped from the schedule so as to maximize the use of instructional funding where students need courses, but enrollment rates are not the only consideration. Some courses are historically low enrolled, but required for majors or successful transfer. Other courses are only offered every other year. Thus, these low-enrolled courses need to remain on the schedule if students are to succeed in programs of study. Another aspect of “holistic evaluation” is the need for realistic appraisal of the resources available to the college in any given timeframe and the investment in successful practices. Over time, YVC has chosen to focus narrowly on a few high-impact practices rather than taking a shotgun approach to achievement. This is accomplished by alignment of new initiatives and revision of existing practices with institutional objectives. The Core Theme Logic Models that follow this discussion identify the general alignment of resources and practices to the achievement of Core Theme indicators and objectives.

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Standard One Intended Purpose Focus Area and Rationale

Standard Two Resources and Capacity

Standard Three Planning and Implementation

Inputs (sources)

• ABE personnel enters • Basic Skills grants • Technology Community • CCR Dean YVC embraces its • Enrollment role as both a Services personnel provider of higher • Financial Aid education and an personnel employer, and • Degree Audit actively seeks • Degree partnerships to Applications provide • Program Maps opportunities for • SS Dean the economic, • A&S Dean social, and • WED Dean cultural development of our students, employees, and communities.

• • • •

Outputs Activities – planning Counts-implementation Classes and labs • FTE Online services • Enrollment #s Digital Literacy • GED/HS21+ completers Employability skills

• Transfer Fairs • Contacting students near graduation yet stopped out • Commencement Fairs • Degree Audit prominent link in Student Portal • Calling students who miss pathway advising • Contacting financial aid applicants who are missing paperwork despite notices posted in Financial Aid Portal • Updating program materials • Financial Aid Nights at the high schools • Outreach events throughout the district

• # contacts

Standard Four Assessment and Improvement

Standard Five Mission Fulfillment

Outcomes Indicators

Objectives

1.1.a – ABE & ESL level gains

1.1.b – # of Certificates and degrees awarded Objective 1.1 Contributes to the work skills and educational levels of YVC’s communities

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Community (continued)

• PTech Advisors • Advisory boards • Community and employer partnerships • SBCTC reports • Classrooms and labs • Prof-tech personnel • Perkins Grants • Title V grants • Career Coach • WED Dean

• Advisory board meetings • Experiential learning – Simulations, Internships, practicums, externships, • Coops • I-BEST • Aerospace Joint Apprenticeship (AJAC)

• # of meetings • # Simulations labs and percentage of use per program • # experiential learning opportunities and experiences • # clinical affiliation agreements • # students • Enrollment #’s, FTE • Purchase of specialized equipment

1.1.c – % of professional/technical student employed in field

Objective 1.1 (Continued)

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Standard One Intended Purpose Focus Area and Rationale

Community (continued)

Standard Two Resources and Capacity Inputs (sources)

• Running Start Coordinators • Running Start Funding • SS Dean • Articulations with High Schools • Tech Prep • WED Dean

Standard Three Planning and Implementation Outputs Activities – planning Counts-implementation • KSA/Competencies required by accredited programs • # job search activities within program curricula • RS information nights held at each of the high schools and at YVC • RS marketed in the Yakima Herald Republic newspaper & featured annually in the Campus Update • Tech prep articulations with K-12 • Tech prep outreach

• # RS students • # RS student dual graduates • # Tech prep articulation agreements • # Tech prep credits transcribed with grade of B or better • # visits to school districts • # TP students

Standard Four Standard Five Assessment and Mission Fulfillment Improvement Outcomes Indicators Objectives

1.1. d – Dual enrollment matriculation (Running Start & Tech Prep)

Objective 1.1 (Continued) Contributes to the work skills and educational levels of YVC’s communities.

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• Student Life Office • ASYVC and GSC Student Government • Funding from the Services and Activities Fee as budgeted by the student government • Grant funding • Student Athletics • SS Dean • Student residence center • VP Admin • Faculty & staff • Larson Gallery • Community partners • A&S Dean • Student leaders • Prof Tech faculty • WED Dean

• • • • • • • • • • •

Club days Campus events Diversity Series Intercollegiate athletic program Inter-collegiate competition offered on campus Dorm events Drama and music productions Clay Sale Larson Gallery events including studentfaculty show Undergraduate research Student leadership competitions

• • • • •

# events # days # attendees Satisfaction with events # student leaders/researchers

1.2.a – Involvement in clubs and campus activities

Objective 1.2 – Increase student engagement outside the classroom

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Standard One Intended Purpose Focus Area and Rationale

Community (continued)

Standard Two Resources and Capacity Inputs (sources) • PACE Survey • President • EFA & Prof Development grant funds • VP ISS • Required state training for supervisors • VP Admin • PDC • $5 employee tuition • HR Director • Faculty lecture series • Undergraduate research • A&S Dean • Perkins funds • WED Dean

Standard Three Planning and Implementation Outputs Activities – planning Counts-implementation • PACE survey every 3 years • EFA award cycle aligning with conference announcements • EFA Board reports • Recognition events • On- campus professional development & PDC Scholarships for classified staff • New Student Services supervisors attend the Dept. of Enterprise Services’ Supervision Essentials I to learn best practices • Sabbatical Leave Awards • Undergraduate research • Professional Development Plans & Vocational Certifications

• # PACE survey respondents by classification • # EFA and professional development awards • #PDC events • # attendees/participants

Standard Four Standard Five Assessment and Mission Fulfillment Improvement Outcomes Indicators Objectives 1.3.a – College climate overall 1.3.b – College climate by employee group 1.3.c – College climate by area

Objective 1.3 Maintain a positive campus environment for employees

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Standard One Intended Purpose

Standard Two Resources and Capacity

Focus Area and Rationale

Inputs (sources)

Standard Three Planning and Implementation

Standard Four Assessment and Improvement

Outputs

Access YVC provides educational opportunities and enrollment and support services that facilitate entrance in to and success in post-secondary education throughout our service district.

• • • • • • •

Computer Labs Library Math Center Speech Center Tutoring Center Writing Center Staffing, including students • eTutoring • Placement center • English faculty • Math faculty • Placement tools • OIE • English and Math faculty • Advisors

• Fall Survey • Advising Survey

Activitiesplanning • Expand hours of service • Develop

Counts implementation

Standard Five Mission Fulfillment Outcomes

Indicators

Objectives

2.1.a – Pass rates in relation to center usage (Short Term)

Grandview options • Increase tutor training

• Revise placement 2.1.b – Placement satisfaction (Short-Term) • Review by English and Math sequences • Mandatory • #/% of Pathway students Advising – participating quarterly days • # advisors • Advisor training • # trainings • Surveys • # faculty trained • # faculty assigned by pathway • Responses by pathway

2.1.c. – Pass rates in relation to placement (Short-Term) 2.1.d – Attainment of 30 college level credits (MidTerm)

Objective 2.1 Student support services contribute to student success.

2.1.e – Advising relationship (Mid-Term)

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• HS 21+/GED courses • Dev. Ed Courses • Faculty

• HS 21+/GED course development • ALPs developed • Co-enroll with English and Math

• # HS 21/GED courses • Enrollment in HS21+/GED • Completion of HS21+/GED • # ALP options English and Math • Co-enrolled #s in ALPS

2.2.a – Transition from ABE to college courses (Mid-Term) Objective 2.2 – Increase transition to college programs from Adult Basic Education

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Standard One Intended Purpose

Standard Two Resources and Capacity

Focus Area and Rationale

Inputs (sources) • GED courses • GED Advising

Access (continued)

• Quant faculty (Math and WED) • Quant courses (Math and WED) • Program faculty • Advisors • Degree worksheets • 30 college-level credit document • Prior Learning Assessments: CLEP • Advanced Placement • International Baccalaureate • DANTES Subject Standardized Tests (DSST) • Course Challenges, Extra-Institutional Learning • Military Credit

Standard Three Planning and Implementation

Standard Four Assessment and Improvement

Outputs Activitiesplanning • GED testing labs • Math pathways • Math advising tools • Pathway advising • Degree worksheets & advising document development • Advisor training • Use of WAMap • “Get Credit for What You Know” campaign

Counts implementation

• # PLA Assessments available • # PLA Assessments attempted • # PLA Assessments earned

Standard Five Mission Fulfillment Outcomes

Indicators

Objectives

2.2.b – Matriculation of GED Completers (MidTerm) 2.3.a – Quantitative requirement attained (MidTerm)

Objective 2.3 Increase completion of educational requirements.

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Standard One Intended Purpose Focus Area and Rationale

Standard Two Resources and Capacity Inputs (sources) • EFA grants • Grant funding for professional development • Faculty • Courses • Assessment Team and funding

Success Students achieve educational goals through completion of courses and programs of study and are prepared to further their life goals through employment, transfer, and participation in the community.

Standard Three Planning and Implementation

Standard Four Assessment and Improvement

Outputs Activities planning • ESCALA training • Assessment projects

Counts implementation

Standard Five Mission Fulfillment Outcomes

Indicators

Objectives

3.1.a – Course completion rates overall

• Canvas support • Technology • Faculty • eLearning committee

• eLearning committee mtgs • Canvas training • Canvas support, including orientations

• # meetings • # members • Outputs of eLearning • # Canvas courses and enrollments

3.1.b – Course completion rates by modality

• NSO • Pathway Advisors • Advising Day

• NSO • Advising Day • Advisor training

3.2.a – Fall to Winter Retention

• Retention/reengagement Advising (Finish grant) • Pathway advising • Get Credit for What you Know program (PLA) • Faculty • Pathway Advising • ABE Advising

• Contacting students • Advising Days • Develop course challenges and crosswalks • Pathway/ABE Advising Days and materials

• #/% in NSO • #/% participation in MA • # advisors in NSO and MA • # students contacted and reenrolled • # PLA offerings • # students with PLA

3.2.c – Momentum point achievement

3.2.b – Fall to Fall retention

Objective 3.1 Increase course completion rates

Objective 3.2 Increase student progress towards certificates and degrees

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• Degree worksheets • Degree Applications

• Clinical Comm Training & simulations

3.3.a – Certificate and degree completion rates

• Finish grant personnel

Standard One Intended Purpose

Standard Two Resources and Capacity

Focus Area and Rationale

Inputs (sources) • EQUAL grant personnel • TRiO personnel • STEMS personnel • Counselors • Pathway Advisors

Success (continued)

• CLA • Staff

• OIE • Fall Survey

Standard Three Planning and Implementation

Standard Four Assessment and Improvement

Outputs

Objective 3.3 Increase program and degree completion rates.

Standard Five Mission Fulfillment Outcomes

Activities planning • Re-engagement advising • Retention advising • SAP and fin aid advising • TRiO • Pathway Advising • CLA administered annually

Counts implementation • # Students contacted and returned • # SAP alerts • # TRiO students and contacts • Pathway advising participation rates • # sessions pre and post • # students pre and post

3.4.a – Collegiate Learning Assessment

• Survey

• # survey respondents

3.4.b – Confidence in Academic Abilities

Indicators

Objectives

3.3.b – Persistence rates

Objective 3.3 (continued)

Objective 3.4 Students will demonstrate competence and confidence in student learning outcomes.

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The four activities below illustrate the approach of taking a narrow focus to broader impact. ESCALA Training As evidence of YVC’s growing commitment to improving overall student performance by encouraging culturally responsive andragogy and inclusive curricula, YVC hired ESCALA trainers, funded by a HSI-Title V grant. According to the program mission statement, ESCALA – Spanish for “striving” – is a consortium of higher-education consultants “committed personally and professionally to increasing the retention and graduation rates of underrepresented students.” Working specifically with HSI institutions like YVC, ESCALA uses a faculty development model with a commitment to training teachers to teach teachers “to close the gap in educational access and completion rates for Latinos, mainly through faculty development programming and remedial program evaluation.” Such gaps were present in YVC’s assessment data as well, and the ESCALA program, initially conducted in conjunction with Central Washington University, is yet another initiative to address that gap. Since 2017, more than 50 YVC faculty have participated in ESCALA mentoring and teacherpresentation programs, and early reviews have indicated that it boosts faculty-participant morale by offering relevant and local professional development. More collaborations are planned for the immediate future to encourage greater curriculum accountability and instructor sensitivity. Accelerated Developmental Education and Transition from CCR — English, Math, CCR Over the course of the self-study, several collaborations between Math and English faculty in the College and Career Readiness division and the Arts and Sciences division have been kindled to address low retention and achievement levels among pre-college students. Placement In the last four years, both the English and Math departments have changed their placement tools partly in response to the COMPASS placement test being phased out but also because faculty in both departments wanted more accurate, locally relevant placement tools. The assumption was that better and more relevant placement would encourage better retention and achievement rates than YVC students were charting. In response, the Math Department developed a YVC version of WAMAP – Washington Math Assessment Placement. The English Department has implanted The Write Course, which involves multiple writing measures including high school GPA and a student questionnaire, as its new placement test. Both departments continue to monitor course-completion and achievement rates. Overall, students seem to indicate satisfaction with their Math and English placements, as indicated in the most recent Core Theme Reports. (Core Theme Access: Objective 2.1.b). Accelerated Coursework – Math, English, and CCR faculty Faculty and administrators have noted that YVC pre-college student-retention rates have performed below expectations over the course of the self-study. We know that one reason

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students fail to return and finish are financial considerations. There are limits to the amount of financial aid, for example, that students can use for pre-college classes. Once the money is gone, students are less likely to return and/or finish. Several initiatives over the past few years have been undertaken to shrink the amount of time students spend completing their quantitative and communication degree and certificate requirements. Both the English and Math departments, for example, have devised “accelerated” classes for students. Over the course of a quarter, students may be able to earn credit for two courses: Math 050 and Math 075, for example, or English 095 and English 101. Math instructors, in fact, have attempted to use computer modules to move students from a “49C” course, through Math 050, and even up to 075 in the course of a quarter. (Arts and Sciences Math instructors worked with College and Career Readiness Math faculty to coordinate curriculum and identify students who might be able to make the jump.) Results have been mixed; the accelerated courses seem to benefit few students as now configured. Math faculty in both divisions, however, have collaborated to pinpoint other studentspecific issues, such as sequencing of Math Department curriculum and CCR-ABE vs. Arts & Sciences pre-college course capacity and faculty availability. English Department concerns mirror the Math Department as far as few students being able to “accelerate” in one quarter and their ability to staff enough faculty to offer accelerated courses. English Department faculty and CCR Writing faculty have worked together to address low precollege retention and achievement rates over the course of the self-study. First, faculty and administrators in both divisions developed a “Transitions” program and course-numbering (English 090T and 081T – Transitional Writing and Reading, respectively). Then, to polish the process, faculty most recently (2018-19) collaborated on a year-long effort to norm grading and assessment rubrics. Faculty also addressed assumptions and expectations about transitioning students from ABE writing courses to pre-college Arts and Sciences courses. Finally, revised the language of the ABE writing rubric to reflect what they had discovered in scoring and discussing our collected essays. Faculty say the new rubric should now work to help CCR faculty place their transitional students into 90T or 95, depending on the students’ writing level upon exiting CCR. (See CCR-English Final Report and the CCR-English Collaboration PowerPoint presentation for more information.) All these efforts were conducted in response to data reports in an effort to spur student retention and boost pre-college student achievement. Guided Pathways Guided Pathways is an advising approach intended to help generate a more uniform education plan for all students. It began in late fall of 2012 with a faculty-led Advising Redesign Retreat held to consider the data and eventually propose a model for mandatory academic advising at YVC. Attendees included representatives from all major instructional departments, the Registrar’s office, and dual-enrollment programs. (See ‘Pathway Advising’)The proposal outlined a new advising structure built around six pathways: “Arts/Humanities,” “Business,” “Healthcare,” “STEM,” “Social Services,” and “Exploratory.” Feedback about the proposal was

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solicited via department and division meetings as well as interviews with key faculty and staff members. A commitment to implement the new design was achieved in January, 2013, and pilot advising was undertaken spring quarter of 2014. By fall of 2014, training was provided for faculty, and full-scale implementation was undertaken that fall. YVC has been identified as a regional leader in the approach, which it continues to measure, monitor, and improve. The College has presented its efforts at the statewide and regional level. (See Guided Pathways, SBCTC) Bachelor of Applied Sciences courses of study approved In response to Community concerns about training and employment of service-district residents, YVC in 2015 chose to address a low-performing data measure (Core Theme: Community, Objective 1.c: “Percentage of Professional/Technical students employed in field of study …). The new Bachelor of Applied Sciences (BAS) degrees is collection of four-year specialty degrees, developed in response to the Community’s business-management, training, employment, and other employment needs. The College’s BAS program was first acknowledged by the Northwest Commission Sept. 1, 2015. The college currently has five such degrees available, and most recent data (2016-18) indicates an uptick in those numbers. 4.A.2 The institution regularly reviews its assessment processes to ensure they appraise authentic achievements and yield meaningful results that lead to improvement. Assessment processes are conducted in a variety of ways relevant to YVC’s departments. New data is provided and reviewed at regular department meetings conducted at least once a quarter but more often as needed, especially in departments with greater numbers of faculty, such as English and Math. More specific data is also available, both to departments and individual faculty and administrators, from the Office of Institutional Effectiveness to address specific retention, achievement, and other student- centered issues, such as andragogy and curriculum assessment and improvement. Data from specific success initiatives is shared with the OIE, as well as with appropriate deans and advisory committees. Feedback evaluating the efficacy of the processes used to deliver and measure such information and data is provided by a number of regularly scheduled meetings, conferences, and ad hoc sessions with administrators, staff, and faculty. Meetings with Administrative Services department leaders, directors, and key staff are convened weekly, monthly, and/or quarterly, as needed to assess its processes and progress toward Core Theme objectives and institutional initiatives. Matters concerning financial budgets and processes, facilities planning and maintenance, technology concerns, and campus safety and upkeep are discussed, as well as any emerging department or campus challenges. Budget and other decisions are based on information from a variety of sources, and an annual summation of activities is compiled and shared with the Vice President of Administrative Services, as well as the appropriate community stakeholders and monitoring agencies (auditors; local, state, and federal financial and public-policy governing bodies; public-safety and building-compliance officials, and the like). (See the VP of Administrative Services tables in Standard 3.A.1 and 3.A.2 for more specific information about duties and meeting schedules.)

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Instruction and Student Services leaders also are conducted weekly, monthly, quarterly, annually, and as needed by the Vice President of Instruction and Student Services to assess its efforts and the efficacy of its processes. The VP-ISS – often in conjunction with the deans of Student Services, the Grandview campus, and the deans of the three instructional divisions: Workforce Education, Arts and Sciences, and College and Career Readiness – to review budget information, requests relevant to enrollment, student-success initiatives, availability of services, availability of resources (financial and staff/faculty) to meet requests, assessment of learning, and maintaining staff sufficient to carry out related mission and Core Theme strategies and improvements to services. Necessary data generated is maintained in the VP-ISS office, the Office of Institutional Effectiveness, and/or the relevant deans of Instruction and Student Services offices. (See the VP of Instruction and Student Services tables in Standard 3.A.1 and 3.A.2 for more specific information about duties and meeting schedules.) Instructional divisions – Workforce Education, Arts and Sciences, and College and Career Readiness – conduct meetings with staff and faculty quarterly. Staffing, budgeting, teaching and learning initiatives and enrollment trends are discussed, as well as assessment and related professional development opportunities. Relevant data is housed in the deans’ offices or with the Office of Institutional Effectiveness. The dean of Student Services conducts weekly, monthly, quarterly, and annual meetings with directors and staff concerning student financial aid, counseling and academic advising, testing and placement, Student Life, Associated Students of YVC, Student Rights and Responsibilities, athletics, and related services. Budgeting and staffing issues are discussed, as well as the processes used to evaluate those services in search of improvement. Relevant data generated is stored in the respective Student Service area – Counseling, Testing and Placement, Registrar’s office, Student Life – as well as in the Office of Institutional Effectiveness. (See the Student Services tables in Standard 3.A.1 and 3.A.2 for more specific information about duties and meeting schedules.) The Office of Institutional Effectiveness, seeking and making use of regular feedback from many college stakeholders, has seen its role evolve over the past 13 years from monitoring grant compliance and compiling data on disaggregated student outcomes to include – during the scope of the eight-year self-study – institutional accountability and compliance, accreditation, state board initiatives, YVC-specific curriculum interventions, and ad hoc analyses provided to inquiries made from staff and faculty in almost all college departments and instructional divisions. A variety of information, as well as the means to request data, is available on the YVC website and the college SharePoint intranet site. YVC continues to grapple with how to more carefully and accurately select and/or create indicators that provide perspective on particular Core Themes and objectives, as well as the strategies and initiatives used to address those themes and objectives. We do find, however, that our continued discussion of institutional tools used to measure what it means to be a graduate of Yakima Valley College with either a certificate, an Associate’s degree, or a Bachelor of Applied

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Science degree are informative and often themselves suggest ways to improve our review processes and delivery of instruction and services. Standard 4.B: Improvement 4.B.1 Results of core theme assessments and results of assessments of programs and services are: a) based on meaningful institutionally identified indicators of achievement; b) used for improvement by informing planning, decision making, and allocation of resources and capacity; and c) made available to appropriate constituencies in a timely manner. The rationales for the indicators being meaningful to YVC are included in Chapter One. As noted in Chapter 3, YVC reviews progress at meeting Core Theme indicators at least twice a year, identifying service areas, programs, and curriculum-delivery initiatives in which we are below our baseline targets. The information is made available via email, internal portals, presented during department, division, and all-campus meetings with opportunities for questions and clarification of the data and further implementation plans. Pertinent personnel and departments are engaged in reviewing the data, identifying current approaches, and strategizing improvements. These stakeholders are supported by the Office of Institutional Effectiveness in gathering additional data needed to better understand and interpret indicator results. Decisions for implementation, including allocation of resources are made collaboratively among appropriate personnel. These decisions include how progress will be monitored and assessed. An example of when YVC used Core Theme indicator results to drive strategies for improvement comes from the Workforce Education Division addressing Community Indicator 1.1.c: the percentage of professional technical students employed in their field of study nine months post-graduation. Post-graduation data are presented at the professional-technical degree level, not by individual program. In order to assess where to intervene, the Dean of Workforce Education requested additional analysis of employment rates by program. It was determined that employment rates were lower in some programs or that drops had occurred over time. These data were discussed with advisory boards to determine potential influences in those industries and implications for YVC. Professional-technical programs continue to monitor their rates. 4.B.1 The institution uses the results of its assessment of student learning to inform academic and learning-support planning and practices that lead to enhancement of student learning achievements. Results of student learning assessments are made available to appropriate constituencies in a timely manner. YVC regularly seeks out and consults data and other assessment measures when making decisions about improvements to curriculum, advising, and other learning-support planning and practices. Data are used to support student achievement by informing the improvement of andragogy, as well as delivery of and access to college services. Some examples of this work over the course of the self-study include Math and English placement studies, which led to changes in placement tools. A review of student pass-rate data led to a change in course prerequisites in several Arts and Sciences classes. Low course pass rate and retention data in general led to changes in academic advising and the ESCALA curriculum-mentoring workshop. (For further information about those initiatives, see the descriptions in Standard 4.A.4/4.A.5)

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Finally, the Office of Institutional Effectiveness has seen a general increase in the number of institutional data requests from almost all college departments and divisions, as well as individual faculty and administrators. Those requests indicate that more and more faculty are seeking data about Core Theme Objective and Indicator progress, as well as other assessment measures designed to evaluate and improve student learning and achievement. A specific example of a college-wide use of assessment data to improve student learning and achievement comes from the Student Learning Outcomes assessment committee. The committee meets weekly, quarterly, at an annual retreat to review Assessment Day planning and activities, as well as to review case studies from multiple disciplines and suggest practical strategies, including a regular “norming” review of student work by individual faculty departments and programs. Such reviews contribute toward improving the assessment of student progress toward institutional SLOs and generate more reliable data measures about student achievement in general. The information generated from such efforts is housed in the ATRIAL application available to staff and faculty through the office of the VP of Instruction and Student Services. Most recently, due to feedback from its department and program constituencies, the committee also played a key role in developing and fine-tuning the YVC Assessment of Student Learning and Achievement Plan that accompanies this self-study. The study provides a map for assessing not only the processes of assessing student learning but for assessing and improving the process of assessment planning itself. Following assessment-day analyses of student research, faculty evaluated their results and addressed the following question: Summary of Department Responses to the Question: 'Do the results of this assessment tool warrant changes in teaching practices?'

% of respondents

60 50 40 30 20 10 0 Yes

No 2016-17

2017-18

Did not respond 2018-19

Note: “Did Not Respond” above means that in some cases faculty were in the midst of drafting new assessment tools, so “No Response” would have been expected.

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In 2018, the SLO Committee revised its reporting form to more specifically identify “improvement,” if warranted with “Implications: Next Steps,” and reimagined the previous year’s results through that lens as well. For detailed methods, results, and analyses, as well as the suggested curriculum improvements during the three years of case studies, see the Case Studies concluding the “YVC Assessment of Learning and Student Achievement” following the selfstudy.

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Chapter 5: Mission Fulfillment, Adaptation, and Sustainability â&#x20AC;&#x2DC;There are always multiple sides to a storyâ&#x20AC;&#x2122; Riley Wyatt I graduated from YVC as a Running Start student in Spring, 2015. I earned an Associate of Arts degree and Washington State High School diploma. I became a Washington State Trooper in the spring of 2018. I decided to attend YVC to save money and get ahead in my studies. My father passed away a little over a month right before I started YVC, and it was a really big transition period for me. Not only was my school life changing with going from high school to college, my home life was drastically different. I knew how much it meant to my dad for me to finish YVC and go on to a fouryear college. Seeing how happy my mom was made all of the persistence worth it.

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Community Objectives 1.1.b, d; 1.2; 1.3.a

Access Objectives 2.1.a, d, e; 2.3

Before changing my career plan, I was a member of several clubs including Math, Chemistry, Pre-med, and Phi Theta Kappa. After changing my career path, I was less involved in the community at YVC, mostly because I felt I had a duty to be at home and help my mom after my dad passed (as mentioned above). I always enjoyed the atmosphere at YVC, though, and wish I could have been more involved.

My older brother did the Running Start program, and he heavily influenced me to do it as well. I also did not feel as though I was being thoroughly challenged in high school, and I was ready to see what college had for me. I used the Math and Tutoring center quite a bit, and the Writing Center once in a while. Halfway through my first year at YVC, I completely decided to change my career path from dentistry to law enforcement, and I believe that it was partially due to the support I received from my professors. Even though I was doing really well in all of my science and math courses, my professors always supported me following my passion and even helped me look into different departments on campus that could help.

Success Objectives 3.1.a; I do feel as though I am a life-long learner, and I owe a lot of that to YVC. 3.2.; 3.3; 3.4 Their diverse class requirements helped me learn more than just what I was interested in and that made me a more well-rounded person and a more caring individual. I enjoyed learning about different perspectives and I really solidified the idea that there are always multiple sides to a story: something that is very important to know in my line of work.

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Chapter Five Mission Fulfillment, Adaptation, and Sustainability Based on its definition of mission fulfillment and informed by the results of its analysis of accomplishments of its core theme objectives, the institution develops and publishes evidence-based evaluations regarding the extent to which it is fulfilling its mission. The institution regularly monitors its internal and external environments to determine how and to what degree changing circumstances may impact its mission and its ability to fulfill that mission. It demonstrates that it is capable of adapting, when necessary, to its mission, core themes, programs, and services to accommodate changing and emerging needs, trends, and influences to ensure institutional relevancy, productivity, viability, and sustainability. –NWCCU Standards, 2018, Standard Five: Mission Fulfillment, Adaptation, and Sustainability Eligibility Requirement 24: Scale and Sustainability The institution demonstrates that its operating scale (e.g., enrollment, human and financial resources and institutional infrastructure) is sufficient to fulfill its mission and achieve its core themes in the present and will be sufficient to do so in the foreseeable future. Yakima Valley College – its administrators, staff, faculty, and other members of the college community – has served its stakeholders and students since it opened in 1928. In that time, the college has adapted to changing economies, cultures, demographics, and changing community and state educational priorities. YVC has adapted to changes in technology, seeking to support relevant and up-to-date instruction. Further, YVC seeks to proactively modify its footprint, upgrade facilities and build new learning spaces, and improve andragogy to continue to provide quality higher education opportunities for its students and community. The college employs sufficient human capital in faculty, staff and administrators to meet student and institutional needs. YVC actively seeks to sustain adequate funding sources, discover new educational and professional development dollars, and maintain responsible fiscal practices to meet the community’s future educational needs, with the dreams and ambitions of students consistently at the center of its efforts. Standard 5.A: Mission Fulfillment 5.A.1 Regular, Systematic, and Evidence-Based Assessment The institution engages in regular, systematic, participatory, self-reflective, and evidencebased assessment of its accomplishments. Ongoing, annual, and cyclical planning processes at Yakima Valley College rely on appropriate data to inform decision-making and future directions, as indicated in the college’s Vision for

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2020 publication, available on the college’s website. YVC’s Board of Trustees has approved a definition of mission fulfillment that rests on monitoring and assessing progress towards core theme objectives. By adopting the new NWCCU Accreditation Standards, YVC committed to further integrating these processes in support of the accomplishment of the core themes. Each department of the college identified the core theme objectives to which their goals related and provided the data that supported their focus and their outcomes. Each year, departmental accomplishments are integrated into division-level reviews that then inform the overall core theme analyses. Each fall quarter, instructional areas complete annual instructional schedules. This work includes evaluating trends in the previous year’s enrollments and offerings and establishing a class schedule for the next academic year. Department faculty and administrators also regularly review and (as needed) revise course descriptions and learning outcomes for courses and programs, as noted in Standard 4.A.3. When need arises, “pilot” programs – often funded by Title V and other grants – are offered to address specific student needs and curriculum hot spots, which help address core theme indicators. (For example, Math and English faculty have worked to revise placement tools and have offered accelerated course offerings to tailor placement and course achievement to individual student needs and resources.) 5.A.2 Use of Assessment to Determine Mission Fulfillment Based on its definition of mission fulfillment, the institution uses assessment results to make determinations of quality, effectiveness, and mission fulfillment and communicates its conclusions to appropriate constituencies and the public. Using the assessments and evaluations conducted over the last eight years, as outlined and documented in Standard 4.A.1, YVC has determined that it has met its definition of Mission Fulfillment, as outlined in Standard 1.A.2: Definition of Mission Fulfillment YVC will strive to meet each of the objectives associated with the three core themes of Access, Success, and Community. The college will consider its mission fulfilled to an acceptable degree when at least 70 percent of the objectives associated with the core themes have been met. Statistical and Quantitative Status of Mission Fulfillment as of July 15, 2019 An analysis of the data shows that 44.5 points were earned out of a possible 52, resulting in a “fulfillment” percentage of 86 percent. To review, the college assessed and evaluated its three core themes using 10 objectives, 25 indicators, and 52 data measures. To determine attainment of mission fulfillment, the following method of calculation was applied: •

A baseline was set for each of the data measures using an average taken from the timeframe prior to the current accreditation cycle. Not all measures will use the same criteria due to differences in the type of data used or availability of data. Definitions of

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• • • •

baselines for each measure are included in the pages that follow. Data for each measure was collected during the accreditation cycle timeframe (2011-2019). As new data points were added, an average was calculated to ensure a single data point did not represent the entire cycle. Baseline data and accreditation cycle data were compared to each other and a score was assigned. The scores are Above Baseline (1 point), Acceptable Range (.5 point), and Needs Improvement (0 points). The sum of points earned are divided by the total points possible to determine a percentage. — July, 2019, Measures of Mission Fulfillment — (Data Measures divided by objectives and sub-objective points) Community

15.5/18 Above baseline or in Acceptable Range (86%)

Access

9.5/13 Above baseline or in Acceptable Range (73%)

Success

19.5/21 Above baseline or in Acceptable Range (93%)

Overall 44.5/52 data measures met – 86% Core Themes, Objectives, Indicator, and data measure scores, by item Core Theme 1: Community Objective 1.1 1.1a ABE Skill Level Gains

Average 43.4%

1.1a ESL Skill Level Gains

50.7%

1.1b AA & AAS Degrees

766

1.1b Certificates

371

1.1b Total Degrees and Certificates

1155

1.1c Prof/Tech students employed

75.1%

1.1d RS Matriculation

77.4%

1.1d Tech Prep Matriculation

76.6%

Objective 1.2 1.2a Club and Campus Activities

Objective 1.3 1.3a Overall College Climate Satisfaction - YVC 1.3a Overall College Climate Satisfaction - Nation 1.3b College Climate- Admin Exempt

Average 25.8% Average 3.74 3.69 3.62

1.3b College Climate- Administration

4.13

1.3b College Climate- Classified

3.58

1.3b College Climate- Faculty

3.81

Above 47.2 or Higher 59.7 or Higher 660 or Higher 200 or Higher 859 or Higher 79.1 or Higher 78.8 or Higher 73.4 or Higher Above 18.5 or Higher Above

Acceptable Needs Improvement 47.1 to 42.4 42.3 or Lower 59.6 to 53.6

54.5 or Lower

659 to 593

592 or Lower

Needs Improved Above

199 to 179

178 or Lower

Above

857 to 815

814 or Lower

Above

79.0 to 74.0

73.9 or Lower

Acceptable

78.7 to 73.7

73.6 or Lower

Acceptable

73.3 to 68.3

68.2 or Lower

Above

Acceptable Needs Improvement 18.4 to 13.4 13.3 or Lower Acceptable Needs Improvement

3.70 or Higher 3.69 to 3.31 3.46 or Higher 3.83 or Higher 3.44 or Higher 3.76 or Higher

Score Acceptable

Score Above Score

3.32 or Lower

Above

3.45 to 3.11

3.10 or Lower

Above

3.82 to 3.44

3.43 or Lower

Above

3.43 to 3.10

3.09 or Lower

Above

3.75 to 3.38

3.37 or Lower

Above

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1.3c Climate by Institutional Structure

3.52

1.3c Climate by Supervisory Relationships

3.75

1.3c Climate by Teamwork

3.92

1.3c Climate by Student Focus

4.05

3.37 or Higher 3.62 or Higher 3.74 or Higher 3.94 or Higher

3.36 to 3.02

3.01 or Lower

Above

3.61 to 3.25

3.24 or Lower

Above

3.73 to 3.36

3.35 or Lower

Above

3.93 to 3.54

3.53 or Lower

Above

Above 77.6 or Higher 60.4 or Higher 79.7 or Higher 58.1 or Higher 77.1 or Higher 79.2 or Higher 33.2 or Higher 76.8 or Higher

Acceptable Needs Improvement 77.5 to 69.8 69.7 or Lower

Score Above

60.3 to 54.3

54.2 or Lower

Above

79.6 to 71.6

71.5 or Lower

Above

58.0 to 53.1

53.0 or Lower

Above

77.0 to 69.3

69.2 or Lower

Above

79.1 to 71.2

71.1 or Lower

Acceptable

33.1 to 29.8

29.7 or Lower

Above

76.7 to 69.0

68.9 or Lower

Above

Above 37.7 or Higher 24.9 or Higher

Acceptable Needs Improvement 37.6 to 33.8 33.7 or Lower

Core Theme 2: Access Objective 2.1 2.1a English Pass Rates of Center Users

Average 83.7%

2.1a Math Pass Rates of Center Users

64.9%

2.1b English Placement Satisfaction

82.2%

2.1b Math Placement Satisfaction

63.7%

2.1c Pass Rates in English with Placement

81.6%

2.1c Pass Rates in Math with Placement

75.6%

2.1d 30 CLVL Credits within First Year

40.7%

2.1e Students Knowing Assigned Advisor

82.6%

Core Theme 2: Access Objective 2.2 2.2a ABE Transition to College Work 2.2b GED Matriculation to College Work

Objective 2.3 2.3a Quantitative Requirements 2.3b Communication Requirements

Average 28.5% 18.2% Average 33.4% 58.8%

24.8 to 22.3

22.2 or Lower

Score Needs Improved Needs Improved Score Above

Above 27.4 or Higher 56.4 or Higher

Acceptable Needs Improvement 27.3 to 24.6 24.5 or Lower

Above 80.1 or Higher 80.2 or Higher 76.6 or Higher 77.1 or Higher 72.2 or Higher 76.1 or Higher 9.7 or Lower Above 80.7 or Higher 51.5 or Higher 53.6 or Higher 43.6 or Higher 57.3 or Higher 59.4 or Higher 1.87 or Higher

Acceptable Needs Improvement 80.0 to 72.0 71.9 or Lower

Score Above

80.1 to 72.1

72.0 or Lower

Above

76.5 to 68.9

68.8 or Lower

Above

77.0 to 69.3

69.2 or Lower

Above

72.1 to 64.9

64.8 or Lower

Above

76.0 to 68.4

68.3 or Lower

Above

56.3 to 50.1

50.0 or Lower

Above

Core Theme 3: Success Objective 3.1 3.1a Course Completion Rates

Average 81.6%

3.1b Course Completion by Modality-Face to Face

82.8%

3.1b Course Completion by Modality-Hybrid

79.4%

3.1b Course Completion by Modality-ITV

80.6%

3.1b Course Completion by Modality-Online

75.9%

3.1b Course Completion by Modality-Web-Enhanced

80.0%

3.1b Course Completion Gap-Face To Face/Online

Objective 3.2 3.2a Fall to Winter Retention

10.1 Average 80.9%

3.2b Fall to Fall Retention

51.9%

3.2c Students Earning Momentum-All

57.2%

3.2c Students Earning Momentum-Basic Skills

40.9%

3.2c Students Earning Momentum-Workforce

58.4%

3.2c Students Earning Momentum-Transfer

65.3%

3.2d Momentum Points-All Students

1.91

9.8 to 10.8 10.9 or Higher Acceptable Needs Improvement 80.6 to 72.5 72.4 or Lower

Acceptable Score Above

51.4 to 46.3

46.2 or Lower

Above

53.5 to 48.2

48.1 or Lower

Above

43.5 to 39.2

39.3 or Lower

Acceptable

57.2 to 51.5

51.5 or Lower

Above

59.3 to 53.4

53.3 or Lower

Above

1.86 to 1.67

1.66 or Lower

Above

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3.2d Momentum Points-Basic Skills

1.39

3.2d Momentum Points-Transfer

2.30

3.2d Momentum Points-Workforce

1.86

1.85 or Higher 1.93 or Higher 1.86 or Higher

1.84 to 1.66

1.65 or Lower

1.92 to 1.73

1.72 or Lower

Needs Improved Above

1.85 to 1.67

1.66 or Lower

Above

Acceptable Needs Improvement

Score

24.7 to 22.3

22.2 or Lower

Above

34.7 to 31.2

31.1 or Lower

Above

56.1 to 50.5

50.4 or Lower

Above

Core Theme 3: Success Objective 3.3

Average

Above

3.3a Degree/Certificate within 3 Years

26.7%

3.3a Degree/Certificate within 6 Years

35.0%

3.3.b Credential, Transfer, or Still Attending

60.5%

24.8 or Higher 34.8 or Higher 56.2 or Higher Above .50 or Higher 8.8 or Higher

Objective 3.4 3.4a CLA 3.4.b Confidence in Academic Abilities

Average 0.48 8.90

Acceptable Needs Improvement .49 to .44 .43 or Lower 8.7 to 7.8 7.7 or Lower

Score Acceptable Above

These results were communicated to the Board of Trustees. They have been shared with internal constituencies via department, division, and campus-wide meetings and posting. They are available on the â&#x20AC;&#x153;Faculty and Staffâ&#x20AC;? SharePoint site on the college website and will be available to the public and other stakeholders as part of the next comprehensive planning cycle, beginning in 2020. Standard 5.B Adaptation and Sustainability Within the context of its mission and characteristics, the institution evaluates regularly the adequacy of its resources, capacity, and effectiveness of operations to document its ongoing potential to fulfill its mission, accomplish its core theme objectives, and achieve the goals or intended outcomes of its programs and services, wherever offered and however delivered. 5.B.1 YVC Evaluates adequacy of resources and capacity As detailed in previous chapters of this report, YVC evaluates the effectiveness of the college in pursuit of meeting its mission through the engagement of stakeholders on an ongoing basis. This ongoing approach allows the college a more nimble response to dealing with financial, curriculum, staffing, and other challenges as they arise. Progress towards meeting core theme goals and objectives is monitored at least twice each year. Where data are available and appropriate, monitoring, adjustments, and mid-course corrections are ongoing. Departments submit annual requests for resources to support their programs, and both faculty and administrators make multiple requests for informational data to the Office of Institutional Effectiveness. They also often suggest data queries to the OIE as checks and balances on curriculum and learning. They link these requests to college objectives and identify data to support their requests. Annual reports are reviewed at the Administration and Board Retreats where discussions about leveraging resources to meet objectives are held 5.B.2 Documents cycle of planning and use of results to make changes The institution documents and evaluates regularly its cycle of planning, practices, resource allocation, application of institutional capacity, and assessment of results to ensure their

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adequacy, alignment, and effectiveness. It uses the results of its evaluation to make changes, as necessary, for improvement. In Chapter Three, YVC outlined the ongoing, annual, and cyclical planning activities that contribute to the overall cycle of planning for the college. In essence, these planning cycles form a self-study process that is both formative and summative, which builds on the review of strategies and outcomes to create more successful programs in the future. The results of institutional assessment of these efforts is represented most recently in documentation from the Office of Institutional Effectiveness, especially in the annual Core Theme Reports. All departments and divisions of the college participate in and contribute to ongoing planning. At the departmental level, college employees set departmental goals and align them with divisional goals and core theme objectives. In so doing, they provide a rationale for budget and data requests that support their work. Department-level data, also available on request from the OIE, is then consolidated at the divisional level to determine the major areas of focus and the allocation of resources. As data become available that support or refutes particular activities, resources are leveraged to support changes that increase success. (See again the tables and graphics in 3.A.1). All resource requests are prioritized based on their importance relative to achieving the core theme objectives. Figure 5.B.2.A graphically represents this process: Core themes are the center of ongoing planning that is built on assessment, reflects and directs policy, and results in implementation plans that are constantly assessed.

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Figure 5.B.2.A: Cycle of planning based on assessment

5.B.3 Monitors internal and external environments The institution monitors its internal and external environments to identify current and emerging patterns, trends, and expectations. Through its governance system it uses those findings to assess its strategic position, define its future direction, and review and revise, as necessary, its mission, core themes, core theme objectives, goals or intended outcomes of its programs and services, and indicators of achievement. YVC monitors its internal environment via evaluation of students and employees. Students are surveyed regarding college services and their perceptions of these services. Focus groups are held with students to help strategize programs and services that might improve access or success. Students evaluate faculty and classes through a variety of means, including course evaluations, interviews, and Small Group Instructional Diagnoses. A number of different means are used to monitor YVCâ&#x20AC;&#x2122;s internal relationship with employees. On an ongoing basis, many of the team meetings include opportunities to discuss the campus climate and to identify areas on which the college might focus attention. The President holds AllCampus Meetings following each Board of Trustees meeting to share information from the

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meetings and gather feedback. The PACE survey is administered every three years. (Core Theme Report, 2019 Final, “Community” Core Theme, Objective 1.3.) Focus groups have been held with various departments and categories of employees to identify areas of concern and propose opportunities for enhancing the work environment. YVC monitors the external environment by supporting BOT, administrative, faculty, and staff participation with and representation to external professional and academic organizations. Participation with external organizations enables YVC employees to return to the college with a deeper understanding of their particular sphere of influence and potential to increase effectiveness. BOT, Presidential, and CommissionLevel Involvement State Councils and Professional Groups Professional Academic Organization

Local Groups

At the broadest level, the BOT members and President interact with local and state legislators regarding policies, procedures, and funding initiatives that impact or could impact the college. The President also coordinates with the CEOs of other educational organizations and businesses in the community. As the leader of Strategic Planning, the President oversees development of an Environmental Scan that projects future growth and areas of concern as well as current strengths and weaknesses. The President is a member of the Washington Association of Community and Technical Colleges (WACTC). YVC supports administrative involvement in all state-wide SBCTC commissions and some national initiatives. The Challenge to Adapt and Sustain Yakima Valley College has used the opportunity of this self-study to examine its approach to assessment of its systems of evaluation at all levels. We are pleased with the mission-fulfillment data that we have examined in the last eight years. We realize, however, that we need more accurate and sophisticated data measures and indicators. Better tools will help us point out more specifically where we do succeed in our service delivery and curriculum strategies – Guided Pathways, Math and English placement adjustments, and accelerated course-completion

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programs (see Standard 4.A.4/4.A.5 for more specific descriptions of these successful adaptation efforts). These are team efforts conducted by faculty, staff, and administrators. They are evidence of data-driven changes that allow YVC to adapt effectively to evolving student and community needs and to sustain its work on behalf of all stakeholders in its service area. Improved self- scrutiny, such as that made possible by the ongoing accreditation process and this self-study, also will allow us to identify where we might be more successful in addressing the needs of students, partner colleges and universities, and local employers. A particular example of the increasing use of data to measure and analyze delivery of student services and student achievement comes from the increased role the Office of Institutional Effectiveness has played on campus over the eight-year course of the self-study. According to the 2018-19 OIE Effectiveness Plan filed by director Sheila Delquadri, the OIE as seen its role evolve over the past 13 years, from monitoring grant compliance and compiling data on disaggregated student outcomes to include gathering information and providing data for a number of off-campus agencies and on-campus agents, including: • • • •

Institutional accountability and compliance with state and federal guidelines; Accreditation and related assessment; State initiatives, especially from the State Board of Community and Technical College; YVC-specific institutional interventions (Guided Pathways/Pathways Advising, Placement, a variety of grants from a variety of sources and agencies); • Regular and ad hoc analyses and data requests from staff and faculty from almost all college departments and instructional divisions; • Executive requests.

Then, too, as Delquadri points out, with the expected change to NWCCU accreditation standards due in 2020, the OIE may play an increased role in its accreditation responsibilities, which may include developing new data indicators, more responsibility for institutional assessment data, and a jump in requests for disaggregated data from faculty and staff (through access to data dashboards). To adapt, sustain, and maintain its growing role as a hub for institutional data collection, distribution, and analysis, Delquadri used the OIE plan to suggest changes in job responsibilities (and the funding sources that would allow that change to happen). The previous examples show that, in general, YVC has marshalled the energies of its staff, the resourcefulness of its faculty, the upgraded adaptability of its facilities, and the flexibility of its financial and human resources to adapt to the myriad challenges in its changing district demographic. We have uncovered many grants and tried many creative pilot programs and courses to address them, generally with successes. Even when results are mixed, the overall trend is toward improving student service Access and Success. The self-study has revealed, in part, a need to focus on identifying strategies that are more likely to work, test-driving them, and then taking the ones that are successful to scale in order to sustain its teaching-and-learning role in the Community’s educational and economic future. The College already is using what we have learned in its 2019 self-study. We view this work as the first step in how we will focus our service efforts in the future. In late June of 2019, we

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conducted an on-campus workshop including selected staff, faculty, and administrators, facilitated by Tacoma Community College’s Analea Brauburger. A former faculty member, a current TCC administrator, and the college’s Accreditation Liaison Officer (ALO), Brauberger is also a certified accreditor and presenter for the State Board of Community and Technical Colleges. The result of the June workshop was a draft planning document that begins the process of updating YVC’s institutional assessment work, with an eye toward improving institutional assessment, responding to the new accreditation standards, and crafting our next commission report. YVC administrators, faculty, and staff look forward to using the next planning cycle, along with the revised NWCCU accreditation standards, to explore this new direction to enrich student success and provide greater services to our community as a whole.

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Conclusion: â&#x20AC;&#x2DC;They planted the seed and watered it dailyâ&#x20AC;&#x2122; Gina Scribner I was a non-traditional student. I started my college education in 2001 at the age of 22. I had three small children, and had to leave so I could get full-time employment to support them. I then returned in 2013 to finish thanks to the daily encouragement of faculty member Janet Foster Goodwill, former Financial Aid assistant director Tammy Graham, and President [Linda] Kaminski. I began working as the barista in the HUB espresso bar in 2010. I helped each of these women on a daily basis with their coffee orders. Janet planted the seed, and all three of them watered it daily. I am now a Program Assistant for Arts & Science in the YVC Humanities Division, and I am really enjoying my job.

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As I spent year after year with a contracted food-service company on the campus, serving with the faculty, staff, and teachers, my goal soon became landing a job with YVC. It is five years later, and I am now a Program Assistant for Arts & Science in the Humanities Division. I have been in my current position for about two years, and I am really enjoying my job.

Community Objectives met: 1.1.b, c; 1.3.a, b, I have been interacting with the staff, faculty, and students on campus for c the last 10 years. My current position includes community interaction through the Drama and Music Departments, as well as the Art Department. In addition, I am currently the Chair for the Professional Development Committee for the Classified Staff on campus.

I had never thought about going to college, but then my best friend signed up, and talked me into signing up with her. We got our GED (because we Access had both dropped out of high school to have kids) I originally decided I Objectives met: wanted to pursue a career as a paralegal so I could research a family legal 2.1. e; 2.2.b; case and possibly bring it back in front of a judge. I grew up in foster care, 2.3.a, b; and my relationship had ended, so I really did not have any kind of a family support system (besides my small children and my best friend). Once I returned, my goal was the degree. I worked very hard and made the presidents and deans lists many times. I did not have the same career goal Success Objectives met: anymore, but I wanted to finish what I had started. I did finish, in Fall, 3.1.a; 3.2; 3.3; 2014, with an Associates of Arts and Sciences degree in Criminal Justice, along with a “Correctional Certificate,” a “Communications/Call Taker 3.4 Certificate,” and a “Police Clerk/Support Specialist” Certificate.

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Conclusion As the previous chapters have demonstrated, YVC has pursued and fulfilled its mission over the eight-year scope of this self-study. We are pleased with what our data are telling us, but we realize that they do not tell the entire story. Our analyses and evaluations occasionally raised as many questions as they answered. Like reflective practitioners and good educational partners everywhere, we too often focus on our shortcomings rather than our successes. (Our students’ achievements and the professional development of our faculty and staff should not be overlooked.) Still, there is much work to be done. Over the past eight years, Yakima Valley College has engaged the Board of Trustees, students, faculty, staff, local Community members and contributing business representatives in improving community Access and student Success, in response to the employment, citizenship, and social responsibility needs of the larger YVC Community. During this time, the demography of the college’s service district has continued to change as the population grew. The most significant growth continues to be in the Latinx/Hispanic population. The evolving demographic includes a significant proportion of younger individuals who come to the college with low academic achievement levels. These changes in our classrooms and on our Canvas rosters continue to challenge us to respond with appropriate, relevant, well-designed, and intentional programs and services. The resulting benefits include a better-educated workforce (which data suggest attracts diverse business opportunities to the valley) and a better understanding among and between cultures and micro-cultures. Such understanding also would help us support our current staff and faculty of color and attract the professional role models to the Valley that would help our students envision themselves transformed, if transformation is what they seek. To address such challenges, therefore, in addition to the HSI-funded training and studentsupport efforts, YVC is working on a college-wide “equity” plan. We are exploring new ways to package and deliver curriculum and learning to students without regular access to our main campuses or learning centers. As technology and professional requirements continue to evolve in our far-flung service area, we will work to bridge the artificial differences between our three instructional divisions. No educator does their best work in a silo. YVC recognizes its ever-changing community context and external accountability demands, and engages stakeholders to envision our future through advisory boards, participation in local, statewide and national committees, and ongoing collection of perception data. An example of such future focused work was begun in June 2019 when a team of 24 YVC administrators, faculty, and staff participated in a two-day workshop on the proposed NWCCU 2020 Accreditation Standards. This group continues to focus on what comes after reaccreditation in October 2019. How will the college address more transparent planning processes and identify relevant indicators of achievement? How will student learning assessment more clearly permeate all college efforts? What have we learned in the 2019 self–evaluation needs more attention and how will we focus our efforts in the future? These questions are already informing our planning processes for a new 2020 Strategic Plan.

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We recognize the necessity of supporting and hopefully inspiring teachers, administrators, office assistants, custodians, groundskeepers, community members, and other stakeholders to conduct the ongoing critical work of institutional assessment. All programs, curricula, and personnel practices should be regularly evaluated to assure they comply with or enhance this vision. Any program, curriculum, or practice found to be inconsistent with this vision should be systematically improved to meet the transformational metric. Such rigorous and ongoing assessment – “assessment” being a present-tense verb – is key to the growth and relevance of our institution and the continued focus of our transformational vision of service, support, and sustainability. We would also point out, however, that some servant-leader work undertaken in pursuit of those goals do not pencil out on a ledger sheet. There are the 16 unique and heartfelt scholarship recommendation letters one faculty member writes over the course of one quarter for deserving students, assisting in obtaining several thousands of dollars of tuition and fees for the next year – money that would otherwise preclude students from attending if it had to come out of their own pockets. (There are the other three or four references he writes for equally deserving colleagues each year so that they may improve their professional training or status.) There is the May 1st “Workers Day” march the Chican@ Studies chair undertakes each year in support of her students, not to mention the other community-organizing efforts she supports using her own resources, time, and energy. There is the grant-funded staff member who goes with a student to the Sheriff’s office to file a complaint against an uncle who has been sexually abusing her for the past decade … because the student is terrified her parents won’t believe her. There is the faculty member who undertakes community fund-raising to support the Afghan Girls School in support of women’s education in Afghanistan, where he once served as a member of the U.S. Army, as well as in support of two of the young women who attended classes at YVC. Finally, there is the faculty librarian who, in media-literacy workshops, openly and immediately admits that she is a Latinx student from the Yakima Valley. She tacitly understands the value of standing in front of our students, as a woman of color, a Latina, from their own neighborhood, who has been successful in – and is excited to be in – an academic environment. None of those commitments are in employees’ job descriptions, and therefore they cannot – and perhaps should not – be documented and accounted for to protect the privacy of the specific individuals involved. They are, however, anecdotal evidence of YVC’s unflinching dedication to fulfilling its mission on behalf of its students, employees, and the supporting community. They are who we are. This is our story.

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Appendices Appendix A Glossary of acronyms and terms related to the Year Seven Report Appendix B

Link to most recent accreditation reports and key correspondence

Appendix C

FY 16 Audited Financial Report

Appendix D

FY 17 Audited Financial Report

Appendix E

FY 18 Audited Financial Report

Appendix F

Operating Budget – BOARD FISCAL UPDATE 201706 REPORT

Appendix G

Operating Budget – BOARD FISCAL UPDATE 201805 REPORT

Appendix H

Operating Budget – BOARD FISCAL UPDATE 201905 REPORT

Appendix I

Capital Accounts List Biennial 2017-19_8.18

Appendix J

Core Theme Report

Appendix K

Assessment Plan

Appendix L

Case Studies

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Yakima Valley College does not discriminate against any person on the basis of race, color, national origin, disability, sex, genetic information, or age in admission, treatment, or participation in its programs, services and activities, or in employment. All inquiries regarding compliance should be directed to the Director of Human Resource Services, YVC, South 16th Ave. & Nob Hill Blvd., Yakima, WA 98902; or call 509.574.4670. Hispanic-Serving Institution YVC is designated by the US Department of Education as a Hispanic-Serving Institution. A Hispanic- Serving Institution (HSI) is defined as a non-profit institution that has at least 25% Hispanic full-time equivalent (FTE) enrollment. Beginning in 2002, YVC received the designation along with a Title V grant allowing the college to strengthen the institution for all students and faculty. The college has received additional Title V grants in subsequent years and the funds allow YVC to focus on projects that range from student support programs to classroom technology.

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