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Fast-Action Teams

Background/overview

Pima Community College has completed on schedule the first two phases of the Institutional Self-Study:

  • Phase I, evidence collection, completed in September 2013
  • Phase II, determination of compliance, completed in November 2013

How well PCC meets criteria

The members of PCC’s 14 Self-Study committees, composed of staff, administrators, faculty, students and community volunteers, have examined evidence to determine how well the College is meeting criteria in 125 areas of policy and operations. Of those 125:

106 areas (about 85 percent) meet criteria at either a high or acceptable level. Among the areas in which PCC is operating at a high level are:

  • Sub-component 3.A.1: Courses and programs are current and require levels of performance by students appropriate to the degree or certificate awarded
  • Sub-component 3.C.5: Instructors are accessible for student inquiry
  • Sub-component 3.D.4:  The institution provides to students and instructors the infrastructure and resources necessary to support effective teaching and learning (technological infrastructure, scientific laboratories, libraries, performance spaces, clinical practice sites, museum collections, as appropriate to the institution’s offerings).
  • Core Component 5.A.: The institution’s resource base supports its current educational programs and its plans for maintaining and strengthening their quality in the future.

19 areas (about 15 percent) do not meet criteria. Of those areas, five concern deficiencies noted by the Higher Learning Commission when it placed the College on probation in April 2013.

Next steps: Phase III

High level: Self-Study committees will begin drafting sections of the Institutional Self-Study report.

Acceptable level: PCC will identify internal subject-matter experts, examine national best practices, and develop and implement plans for further improvement.

Do not meet criteria: PCC has assigned each area to a Fast Action Team to implement changes so that the College can fully meet criteria no later than May 1, 2014.

Areas that do not meet criteria

5 address issues outlined in the probation notification received by PCC from the Higher Learning Commission in April 2013.

Core Component 2.A: The institution operates with integrity in its financial, academic, personnel, and auxiliary functions; it establishes and follows fair and ethical policies and processes for its governing board, administration, faculty, and staff.

Finance Fast-Action Team: David Bea (lead), Carl Englander, Diane Groover, Bill Howard, Tom Harrington

Human Resources Fast-Action Team: Mark Ziska (lead), Irma Federico, Diane Franklin, Lee Nichols, Alison Colter-Mack

Chancellor’s Office Fast-Action Team: Debbie Yoklic (lead), Jeff Silvyn

Core Component 5.B:  The institution’s governance and administrative structures promote effective leadership and support collaborative processes that enable the institution to fulfill its mission.

Chancellor’s Office Fast-Action Team: Debbie Yoklic (lead)

Finance Fast-Action Team: David Bea (lead)

Human Resources Fast-Action Team: Mark Ziska (lead)

Core Component 5.C:  The institution engages in systematic and integrated planning.

Planning Fast-Action Team: Heather Tilson (Lead)

Assumed Practice A.4:  The institution provides clear information regarding its procedures for receiving complaints and grievances from students and other constituencies, responds to them in a timely manner, and analyzes them to improve its processes.

Monitoring Report Follow-up Team

Assumed Practice B.2.c:  Faculty participate substantially in:

  1. oversight of the curriculum—its development and implementation, academic substance, currency, and relevance for internal and external constituencies;
  2. assurance of consistency in the level and quality of instruction and in the expectations of student performance;
  3. establishment of the academic qualifications for instructional personnel;
  4. analysis of data and appropriate action on assessment of student learning and program completion.

Monitoring Report Follow-up Team

1 addresses HLC Criteria for Accreditation effective January 1, 2013

(View the HLC Criteria for Accreditation effective January 1, 2013)

Sub-Component 4.C.1: The institution demonstrates a commitment to educational improvement through ongoing attention to retention, persistence, and completion rates in its degree and certificate programs.

Enrollment Management Task Force: Debbie Yoklic and Leticia Menchaca (Co-Chairs)

8 address HLC Assumed Practices effective January 1, 2013

(View the HLC Assumed Practices effective January 1, 2013)

Assumed Practice A.5.C:  The institution makes readily available to students and to the general public clear and complete information including c) requirements for admission both to the institution and to particular programs or majors

Jennie Scott (lead), Dolores Duran-Cerda, Terry Hawkins, Marty Mayhew.

Assumed Practice A.5.d:  The institution makes readily available to students and to the general public clear and complete information including: c) policies on acceptance of transfer credit, including how credit is applied to degree requirements. (Except for courses articulated through transfer policies or institutional agreements, the institution makes no promises to prospective students regarding the acceptance of credit awarded by examination, credit for prior learning, or credit for transfer until an evaluation has been conducted.)

Terra Benson, Terry Hawkins, Stan Steinman, Shelly Dorsey, Brian Stewart, Pete Stodsgill, Greg Wilson, Jennie Scott; Jennie Scott and Dolores Duran-Cerda (tentative)

Assumed Practice A.5.g:  The institution makes readily available to students and to the general public clear and complete information including:  g) a full list of its instructors and their academic credentials

Kate Schmidt (lead), Dan Blumberg, Clare Sharafinski, Aurie Clifford, Anne Denogean (as needed), Louise Glogoff (as needed)

Assumed Practice A.5.h:  The institution makes readily available to students and to the general public clear and complete information including its relationship with any parent organization (corporation, hospital, or church or other entity that owns the institution) and any external providers of instruction.

Stan Steinman

Assumed Practice A.7.a:  The institution portrays clearly and accurately to the public its current status with the Higher Learning Commission and with specialized, national, and professional accreditation agencies. 

a.  An institution offering programs that require specialized accreditation or recognition by a state licensing board or other entity in order for its students to be certified or to sit for the licensing examination in states where its students reside either has the appropriate accreditation and recognition or discloses publicly and clearly the consequences to the students of the lack thereof. The institution makes clear to students the distinction between regional and specialized or program accreditation and the relationships between licensure and the various types of accreditation.

Carol Hutchinson (lead), Heather Tilson, Terry Hawkins, Louise Glogoff, Anna Reese

Assumed Practice A.7.c:  The institution portrays clearly and accurately to the public its current status with the Higher Learning Commission and with specialized, national, and professional accreditation agencies.

c. An institution that advertises a program as preparation for a licensure, certification, or other qualifying examination publicly discloses its pass rate on that examination, unless such information is not available to the institution.

Carol Hutchinson (lead), Heather Tilson, Terry Hawkins, Louise Glogoff, Anna Reese

Assumed Practice B.1.d:  Programs, Courses, and Credits

The institution adheres to policies on student academic load per term that reflect reasonable expectations for successful learning and course completion.

Jennie Scott and Terra Benson

Assumed Practice B.1.g:  Programs, Courses, and Credits

g. The institution has a clear policy on the maximum allowable credit for prior learning as a reasonable proportion of the credits required to complete the student’s program. Credit awarded for prior learning is documented, evaluated, and appropriate for the level of degree awarded. (Note that this requirement does not apply to courses transferred from other institutions.)

Terra Benson (Lead)  Terry Hawkins, Stan Steinman, Shelly Dorsey, Brian Stewart, Pete Stodsgill, Greg Wilson, Jennie Scott

5 address elements of Federal Compliance

(View the HLC Federal Compliance Program)

Assignment of Credits, Program Length and Tuition

Jennie Scott (lead) Mary Ann Martinez Sanchez, Stephen Grede, Fred D’Angelo

Institutional Record of Student Complaints

CGO Team

Advertising and Recruitment Materials and Other Public Information

Jennie Scott

Standing with State and Other Accrediting Agencies

Stan Steinman (co-lead), Kate Schmidt (co-lead), Jeff Silvyn, Sheila Ortego

Title IV: Facilities for Disabled Students

Planning Fast-Action Team: Heather Tilson (lead)