ACCJC Standard: III.D

Financial resources are sufficient to support student learning programs and services and to improve institutional effectiveness. The distribution of resources supports the development, maintenance, and enhancement of programs and services. The institution plans and manages its financial affairs with integrity and in a manner that ensures financial stability. The level of financial resources provides a reasonable expectation of both short-term and long-term financial solvency. Financial resources planning is integrated with institutional planning at both college and district/system levels in multi-college systems.  

ACCJC Guide for Evaluating Distance Education (June, 2013)

 Does the institution have a separate budget for distance education activities? Does the budget provide sufficient resources for the effective planning, maintenance, implementation and enhancement of distance education courses, programs and services as well as personnel development?  

If there is growth in the DE/CE programs, what at [sic] the plans for sustainability. (New in August, 2012 version)

*  Copies of the institution’s costs or a separate budget for DE/CE. 

Beyond Audit and Compliance: DE Excellence at SBVC

Description:

There is no separate budget for distance education at the college level.  The District budget allocates monies for the software for delivery of distance education as well as for the relevant hardware and connectivity.  There is a campus technology budget that supports faculty and students who use campus facilities for online classes.  But students who take all their classes on campus also use these technological resources.  So there is no delineation between "online students" and "on ground students" at this level of budgeting.

Between 1998 and 2008 there was a steady growth of online offerings.  However, this growth was mostly a function of on campus sections of courses being converted to online and/or hybrid classes.  The "growth" was not a spike in the enrollment of the campus.  The "growth" was to address the demand for more flexible scheduling afforded by online classes.  Between 2008 and 2012, California experienced some difficulties with the education allocations of the state budget.  Therefore, total enrollment and enrollment in online classes decreased because fewer sections were offered.  This pattern stabilized in 2012, and 2013 saw a slight increase in the number of distance education sections offered by the college.  

What this demonstrates is that the "plan of sustainability" for distance education is not a separate plan; the college's plan for sustainability is the plan for sustaining distance education offerings.  Distance education classes are not separated or segregated in any way.  They are fully integrated into the educational offerings of the college.  As the college grows or contracts, so too distance education courses grow or contract. 

Evaluation:

It is the opinion of the Online Program Committee that SBVC meets this standard in terms of Distance Education.

 

ACCJC Standard: III.D.1.c

When making short-range financial plans, the institution considers its long-range financial priorities to assure financial stability. The institution clearly identifies and plans for payment of liabilities and future obligations. 

ACCJC Guide for Evaluating Distance Education (June, 2013)

 What evidence exists that the need for technology enhanced facilities and equipment appropriate to meeting distance education and/or correspondence program and course objectives is part of the long-term integrated planning and budgeting activities? To what extent does the long-term planning and priorities take DE/CE needs into account? 

*  Evidence that fiscal planning takes into consideration the short-term as well as long-term investment needs related to the teaching through electronic means. 

 

Beyond Audit and Compliance: DE Excellence at SBVC 

Description:

The college's Strategic Plan and the Technology Plan are integrated.  Further, the Online Learning Plan is coordinated and aligned with the Technology Plan.  So the detailed activities identified in the Online Learning Plan are, ultimately, aligned with the various levels of the planning processes at the college.

The short-term pressures and needs for distance education are most quickly felt at the level of the Online Program Committee and the Technology Committee.  If those pressures and needs can be addressed immediately, then those committees try to make it happens.  If those pressures and needs are best addressed through long-term processes such as Program Review, then those committees make sure that the pressure and needs are indeed a function of the planning processes and the mission of the college. [website--Strategic Plan] [website-Techology Plan] [website-Online Learning Plan]

Evaluation:

It is the opinion of the Online Program Committee that this standard is met in terms of Distance Education.

 

ACCJC Standard: III.D.2.e

 

The institution’s internal control systems are evaluated and assessed for validity and effectiveness and the results of this assessment are used for improvement.

ACCJC Guide for Evaluating Distance Education (June, 2013)

 Does the institution have any contractual agreements that relate for example to the provision of support to students, staff, and faculty involved in DE/CE and the technology platform used for DE/CE activities? What are the contractual arrangements, and are they consistent with institutional mission and goals? 

 Does the institution have appropriate control over these contracts? Can it change or terminate contracts that do not meet its required standards of quality? 

*  Evidence of appropriate control mechanisms for external contracts for the provision of technology and/or support needed for DE/CE. 

   

Beyond Audit and Compliance: DE Excellence at SBVC

Description:

Contracts occur at two levels.  At the college level, the Director of Technology Resources is the manager responsible for some purchases and certain maintenance agreements that have an impact on distance learning.  However, most of those contracts also directly affect students who take on campus classes as well.  So the responsibility for contracts is a college-level action, not specifically related to distance education.

At the District level, the Office of Technology and Education Support Services (TESS) is responsible for the contracts that cover Blackboard, the 24/7 help desk, and other services that support distance education.  This office is responsible to meet the needs of both the colleges in the district, Crafton Hills College and San Bernardino Valley College.  Thus the responsibility for these contracts is a district-level action.  

Evaluation:

It is the opinion of the Online Program Committee that this standard is met in terms of Distance Education.