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Plans Arising from the Self-Evaluation ProcessStandard II.A.5.Continue to explore procedures by which the Curriculum Committee can evaluate therelevant CTE requirements in CTE course outlines.Anticipated Outcome:Revised course outline evaluation process for career technical education (CTE)Actual Outcomes to Date:Te curriculum and outcomes-assessment data management system eLumen was implemented in2018 and includes the required CTE elements in course outlines, degrees, and certifcates. Further, allproposed courses and substantive revisions must be presented to the Curriculum Committee by theinitiating faculty. CTE-related courses and programs must provide additional information as part ofthis process (P-05).A revised course outline evaluation process for CTE is established and is an ongoing component of theCurriculum Committee’s work.Status: Completed; ongoingStandard II.B.3.Explore improved evaluation methods for the Library’s SLO assessment.Anticipated Outcome:Revised evaluation methodsActual Outcomes to Date:Tis action plan and expected outcomes are still pending.Te Library engaged in preliminary action plan activities. A librarian participated on the StudentLearning Outcomes Assessment Council (SLOAC) in 2017-2018, where they also participated in asix-month long training facilitated by Skyline College’s SLO faculty coordinator. Librarians reviewedthe information literacy institutional student learning outcome in fall 2019. Further, librarians revisedlibrary student services learning outcomes in fall 2019.Te Library is exploring available opportunities and methods for SLO assessment. Te goal is topartner with instructors using Canvas and eLumen, and with institutional research eforts to assess theimpact of information literacy instruction in key courses with a research component, such as English150. Tis will include administering pre- and post-information literacy assessments in Canvas orother assessment instruments for a portion of classes that work with a librarian. Te Library will alsodetermine the process by which librarians may be embedded in select courses in Canvas to evaluatestudents’ work.While this action plan and expected outcomes are still pending, the Library has engaged inpreliminary activities and is positioned to achieve its objectives within the 2021-2022 academic year.Status: 2021-2022MIDTERM REPORT 2021 9

Plans Arising from the Self-Evaluation ProcessStandard III.D.14.Build a collaborative and supportive relationship with the new auxiliary foundation, onceestablished, to support the fundraising eforts defned by the College’s mission, goals, andpriorities.Anticipated Outcome:More integrated approach to fund development and managementActual Outcomes to Date:Te new auxiliary foundation is established and currently recruiting external board membersrepresenting greater diversity refective of our students and broader community. Te board willconvene beginning early spring of 2021.A new director of advancement was hired in 2019 and has developed fundraising priorities incollaboration with the Board of Trustees and many faculty and staf. Te director deployed newtechnology to provide the opportunity for any department, group, or club to fundraise for theirconstituents. Te text-to-donate platform was introduced and was tested with the Drama programin spring 2020. Unfortunately, the stay-at-home mandate was issued during the middle of theirperformance schedule. Despite this, they were able to reach their goal of raising 2,500.Te text-to-donate platform allowed a collaborative efort between staf and faculty and theAdvancement Ofce. Also, it enabled policies and procedures established by the Advancement Ofceto be followed; in particular, the stewardship, solicitation, and cultivation of donors. Te Advancementwebpage ofers resources, forms, guidelines, and standards for reference and use by the Collegecommunity (P-06).Te pandemic eliminated social gatherings, so it eliminated the opportunity to fundraise at eventssuch as theatrical performances. Te director of advancement proposed to staf and faculty to continueto fundraise via the text-to-donate platform and there has been a tremendous collaboration from avariety of groups such as Emeritus Students College of Marin (ESCOM), Umoja, Kinesiology andAthletics, Extended Opportunity Programs and Services (EOPS), Classifed Senate, and the criticallaunch of the Student Emergency Assistance Fund. Since March, this collaboration has netted morethan 18,000.A more integrated approach to fund development and management has been achieved through theestablishment of the auxiliary foundation, collaboration across the College, new technology, andclearly-defned policies and procedures.Status: Completed; ongoing10 COLLEGE OF MARIN

Plans Arising from the Self-Evaluation ProcessStandard III.D.14.Clarify fundraising policies and procedures to ensure compliance with the College’smission, goals, and prioritiesAnticipated Outcome:New administrative procedure implemented and followedActual Outcomes to Date:A revised policy was drafed and put into efect in 2017 that requires proposed fundraising activities tobe vetted by a manager (P-07, P-08).Status: CompletedEVIDENCE LISTP-01Program Review 2019-2025 templateP-02District-Directed Calls for Applicants, fall 2020 through spring 2021P-03Educational Master Plan 2019-2025, pp. 18-19P-04Program Review Calendar, March 2020P-05Curriculum Committee New Course or Program ProcessP-06Advancement, Resources and Forms webpageP-07AP 3840 FundraisingP-08Fundraising Guidelines and ProceduresMIDTERM REPORT 2021 11

Institutional Reporting on Quality ImprovementsInstitutional Reporting on Quality ImprovementsResponse to Recommendations for Improvement (6.A)Following their 2017 comprehensive review of College of Marin’s (COM) compliance with regard toEligibility Requirements, Accreditation Standards, and Commission policies, the external evaluationteam identifed two areas to remedy in order to meet the Standards: 11. In order to meet the Standards, the College should take the steps necessary to ensure thereis consistent identifcation of student learning outcomes on the course syllabi and that theycorrespond with the existing ofcial course outline of record. Te College should also ensurethat all program-level outcomes are available to students. (I.C.1, I.C.3, II.A.3) 12. In order to meet the Standard, the institution needs to employ safeguards to ensure hiringprocedures are consistently followed that address serving its diverse student population.(III.A.1)COM satisfactorily addressed those two areas in its Follow-Up Report 2018 and the AccreditingCommission for Community and Junior Colleges (ACCJC) noted in the acceptance letter on January25, 2019, that based on the information and evidence provided in the follow-up report,“the Commission acted to fnd compliance and reafrm accreditation for the remainderof the cycle. Te Commission fnds that College of Marin has addressed the compliancerequirements Recommendations 11 and 12, corrected defciencies, and meets StandardsI.C.l, I.C.3, II.A.3, and III.A.1.”In addition to the recommendations to meet the Standards, the evaluation team issued 11recommendations for improvement. COM’s consideration of and response to each of therecommendations, including those discussed in the follow-up report, is described in this sectionof the midterm report.12 COLLEGE OF MARIN

Institutional Reporting on Quality ImprovementsRecommendation 1In order to be more effective, the college should establish a more structured and formalprocess to ensure timely and proactive review of policy and procedure. (IV.A.2)During the past three years, the Academic Senate and administration have worked together toestablish a more streamlined internal process to ensure routine review of policies and procedures.As described below, a system is now in place whereby all policies and procedures will be reviewed atleast every six years per the institutional schedule, if not sooner due to recommended updates by theCommunity College League of California (CCLC) or in response to internal or external factors thatnecessitate review.The Academic Senate has streamlined its internal process. Now, revised policies and procedures aredistributed to the Academic Senate members at an earlier point in the process. This allows greatertime for review and helps determine whether other members of the institution need to be involvedfor questions or clarification. Once the allotted review time has passed, and only after all informationis collected, the Academic Senate schedules discussion which is limited to relevant changes. Whererevisions to policies and procedures are legal changes, the revised policies and procedures are addedto the Academic Senate’s consent agenda as the revisions do not require discussion.The District administration, participatory governance, and Board review processes are alsostreamlined and more structured now. On an annual basis, the executive assistant II to thesuperintendent/president (executive assistant) reminds constituents and departments of the stepsand cycle of review (R1-01). First, revised policies and procedures are reviewed by the Board PolicyReview Committee, followed by College Council. The policies and procedures are then presentedfor Board approval or information. Once authorized, updated policies and procedures are publishedto the Policies and Procedures webpage (R1-02). Adoption and revision dates are included in thefootnote of all Board policies and administrative procedures.When there is a need for Board approval of a policy or procedure outside of CCLC updates orroutinely scheduled review, the office(s) of primary responsibility initiates communication with theexecutive assistant. In the case of CCLC updates, the executive assistant distributes correspondinginformation to managers, supervisors and confidential employees for review. If updates or revisionsare time sensitive or urgent, the executive assistant is made aware of the need to process the review inan expedited manner.The College Council meeting schedule and Board calendar are made publicly available at the outsetof every calendar year. The Board of Trustees meets every second Tuesday of the month and CollegeCouncil meets the Thursday before the Board meeting. Starting in approximately February 2021, theBoard Policy Review Committee meetings will be held shortly before each College Council meeting.The tracking, revision, and approval process details are as follows.The executive assistant tracks the status of all policies and procedures.At least once every six years, policies and procedures will be reviewed through a CCLC update,constituent-initiated update, or as part of a regular review cycle. Effective March 2021, the executiveassistant will present ten or more policies and procedures at each regular College Council meeting aspart of the regular cycle of review.MIDTERM REPORT 2021 13

Institutional Reporting on Quality ImprovementsTe executive assistant reviews and revises policies and procedures in color code and sends them tothe ofce of primary responsibility, as well as the Academic Senate if it is a 10 1 item. Te date ofrevision is noted in the document. As of January 2021, the executive assistant also notifes constituentsof the review deadline, which is typically within one month from the time an update or revisionwas sent to the constituent. Te inclusion of deadlines is a new process to prompt more responsiveturnaround of policy and procedure review.Te executive assistant follows up with constituents who do not respond by the initial deadline.When more time is required due to complexity or language, a new follow-up date is confrmed. Inexceptional circumstances, where more time is needed for review, the executive assistant will consultwith general counsel to determine an appropriate deadline.Te ofce(s) of primary responsibility who initiated revision and/or the Academic Senate returntheir modifcations to the executive assistant, who enters changes into a master revision document. Ifthere are no additional revisions or all constituents’ recommended revisions are incorporated, generalcounsel and the executive assistant review and prepare the documents for the next monthly BoardPolicy Review Committee meeting.Following the Board Policy Review Committee meeting, updated policies and procedures are sent tothe constituents and to College Council. If the Board Policy Review Committee and College Councilapprove the updated policies and/or procedures, the policies and/or procedures are added to the nextregular Board meeting agenda for a frst read or information. Policies with updates are presented tothe Board for a frst read; procedures and reviewed but unaltered policies are provided as informationitems only.Any revised policies go before the Board at the following regular Board meeting for a second read andfnal approval. Policies that are approved afer the second read, and procedures and unaltered policiesthat have gone before the Board as information items, are updated in a master fle and on the Policiesand Procedures webpage.Te more structured and efective process described herein ensures timely review and revision ofpolicies and procedures, with strong involvement by constituents.EVIDENCE LIST14R1-01Policies, Review Process webpageR1-02Policies and Procedures webpage COLLEGE OF MARIN

Institutional Reporting on Quality ImprovementsRecommendation 2In order to be more efective as the distance education eforts expand and additionalstudent populations are added to this mode of instruction, revisiting online tutoringbeyond the current online writing service may be warranted. (II.C.1)College of Marin (COM) has expanded the number of distance education (DE) courses to includemore career technical education (CTE) oferings and in Intersegmental General Education TransferCurriculum (IGETC) and CSU GE-Breadth areas. Expansion eforts include ongoing evaluation ofthe scope and scale of the DE program. Te DE program was of central focus to one of the College’squality focus essay action projects and is described in further detail in this midterm report.COM adopted NetTutor as an additional online tutoring option to support DE student success and toaddress this recommendation. NetTutor was frst piloted in spring 2018 in online math and Englishcourses to assess the efcacy of external tutoring services for online courses (R2-01). NetTutor is nowintegrated into all Canvas course shells and faculty activate the link for use by students. Recent usagestatistics show the majority of tutoring sessions are live tutorials, and students access the service mostfor math courses (R2-02).While NetTutor was implemented to primarily support students in DE courses, it is complementaryto the support services provided by the Online Writing Center, Reading and Writing Lab, Tutoringand Learning Center, and the Math Lab. Since March 2020, tutoring and support services have beendelivered remotely and this experience has allowed the College to test alternative modalities forproviding comprehensive tutoring and support services to students. Post-pandemic, these practiceswill be sustained to allow students to access support services both on-site and remotely.EVIDENCE LISTR2-01Student Access 3.1 report, 2017—2018R2-02NetTutor AnalyticsMIDTERM REPORT 2021 15

Institutional Reporting on Quality ImprovementsRecommendation 3In order to be more efective in relation to the College’s Basic Skills eforts, more activeinvolvement with the Math Department may be warranted. (II.C.2)College of Marin (COM) was commended by the external evaluation team for its research and workto address basic skills and student support eforts. While the College implemented a number ofinnovative and efective initiatives and projects to support basic skills students, math success andpass rates were slow to improve. Te College responded in-part by adding Statway as an alternative tointermediate algebra for students majoring in disciplines other than science, technology, engineering,or math (STEM). By adding Statway, which met the local associate degree graduation requirement,students had more math options available to them to complete degrees. Math Jam, a program thatprovided just-in-time remediation before the semester started, was piloted for a few semesters asanother type of support for students in basic skills math. Math Jam has been put on hiatus withthe implementation of Assembly Bill (AB) 705 as students are able to take the companion classesconnected to the parent math course.AB 705 requires a community college to maximize the probability that a student will enter andcomplete transfer-level coursework within a one-year timeframe. Consequently, colleges must addressthe needs of basic skills students to achieve the legislation’s objectives. To better understand howthe Math Department could optimize the intention of the legislation, four math faculty attendedthe math Curriculum Alignment Project (CAP) conferences. Furthermore, the Math Departmentchair referred to the Multiple Measures Assessment Project (MMAP) reports to help facilitate andinform the department’s transition to an AB 705-compliant system. Te Math Department begandeveloping companion co-requisite classes to provide additional support and just-in-time remediationfor transfer-level courses. Tese companion courses launched in fall 2019 and the Math 95 and Math101 basic skills classes stopped being ofered (R3-01). Te companion courses for the following wereinstead ofered: Math 104C for Math 104 Plane Trigonometry Math 105C for Math 105 College Algebra Math 109C for Math 109 Pre-Calculus College Algebra and Trigonometry Math 115C for Math 115 Probability and Statistics Math 121C for Math 121 Calculus I with ApplicationsTe Math 115C companion course introduced the need to evaluate whether to retain Statway courses.A two-semester Statway sequence was no longer necessary because students could comp

Mar 15, 2021 · Cari Torres, AVP of Instruction, Accreditation Liaison Officer . Te text-to-donate platform was introduced and was tested with the Drama program in spring 2020. Unfortunately, the stay-at-home mandate was issued during the middle of their performance schedule. Despite this, they were able to reach their goal of raising 2,500.