Educational Programs


The institution offers collegiate-level programs in recognized fields of study that culminate in identified student competencies leading to degrees and certificates. The provisions of this standard are broadly applicable to all educational activities offered in the name of the institution, regardless of where or how presented, or by whom taught.

A. General Provisions


A.1 The institution seeks to meet the varied educational needs of its students through programs consistent with its institutional mission and purposes and the demographics and economics of its community.




Irvine Valley College, as part of the South Orange County Community College District (SOCCCD), serves the southern part of Orange County. The college is located in the city of Irvine. Irvine is a fast-growing city with a strong presence of high technology businesses. Irvine is also the location of one of the campuses of the University of California. The population of IVC's service area has a per capita income above the state's average, and a large part of its adult population has some level of higher education (4.1).


The commitment to high-quality, accessible and relevant educational opportunities is central to IVC's mission statement (4.2, page 7). To ensure the central premises of the statement, the college has articulated a commitment to provide transfer, vocational and career enhancement programs, basic skills courses and community education courses. This commitment is reflected throughout the college's curricula and programs (4.2, pages 50-199) and its mission statement (4.2, page 7).


The college meets the diverse educational needs of its students by continuing to review, develop, and implement the curricula. There are 38 majors leading to an associate of arts degree and 30 that lead to an associate of science degree. In addition, 30 fields provide occupational certificates. The requirements for the completion of each degree or certificate are listed in the IVC catalog (4.2, page 17-22).


In order to meet the changing and increasingly diverse needs of the student body, new courses and programs may be developed each year by the academic schools and then submitted for review and approval by the Committee on Courses (4.3). Courses and programs have been modified appropriately to meet either state certification requirements or requirements specified by the UC or CSU systems.  




IVC has transfer agreements with various colleges and universities (4.2, pages 200-260), so courses taken at IVC can be used to meet lower division requirements for a bachelor's degree. The Institutional Effectiveness Survey (4.4) was distributed to approximately 525 IVC faculty and staff members. Of these, 176 actually completed the survey, including 11 administrators; 67 full-time and 47 part-time faculty; 32 full-time and nine part-time classified; and 10 participants who did not indicate their staff affiliation but whose responses were included in the survey results. Of the 143 respondents to Item 35 of the Institutional Effectiveness Survey (4.4, Section Three, page 13), 88.8% agreed that "appropriate articulation agreements are in place that provide the information for the preparation of courses for the major and the courses that satisfy major requirements." Of the 158 respondents to Item 38 of the Institutional Effectiveness Survey (4.4, Section Three, page 14), 93.7% agreed that IVC has "clearly stated transfer credit policies to fulfill degree requirements."


The college offers a variety of support services to help its students meet their different needs. These services are listed and described in the college catalog (4.2, pages 31-38) and the student handbook (4.5, pages 12-20), which is made available to all students.


IVC off-campus programs provide for the needs of three distinct student populations: Marine Corps personnel (4.6), Emeritus (mature adults) (4.7, pages 71-72), and the high school outreach students (4.8).


Students with basic skills limitations can enroll in a variety of courses such as Problem Solving Using Arithmetic (Mathematics 350) and College Spelling Skills (Writing 280) (4.2, pages 153 and 111). Community Education enhances the curriculum and reaches special groups of students (4.9). Of the 121 respondents to Item 30 of the Institutional Effectiveness Survey (4.4, Section Three, page 12), 83.5% agreed that "Community Education classes meet the needs of the students, business community, and the general community populations."


Beginning in the fall semester of 1997, IVC began offering courses under the direction of the Honors Program. A lack of agreement on release time vs. stipend offered for the chair of the Honors Program has placed this program on hiatus. It is expected that increased outreach services at local high schools by IVC counselors will build a firm foundation on which the program can successfully be implemented in the near future.


In keeping with the geographic location of the college, high technology programs and courses have been developed to meet the needs of the population and businesses of its community (4.10). Partnerships have been established with CompTia, Microsoft, Novell, Lotus, and Ascolta Training. Some of the courses now offered at IVC were derived from these partnerships. Specific courses that have derived from these partnerships currently include (4.2, pages 85-88):


CIS 103C Hardware Concepts for Networking

CIS 215A Introduction to Telecommunications

CIS 215B Introduction to Local Area Networks

CIS 215C LAN: System Administration

CIS 215D LAN: Server Technologies

CIS 215E LAN: Networking Technologies

CIS 215F LAN: Installing, Configuring, Troubleshooting

CIS 215G LAN: Service and Support

CIS 215H LAN: Internships for System Engineers

CIS 215I Transmission Control Protocol/Internet Protocol (TCP/IP)

CIS 216A Lotus Notes: Introduction

CIS 216B Lotus Notes: Technical Users

CIS 216C Lotus Notes: System Administration I

CIS 216D Lotus Notes: System Administration II

CIS 216E Lotus Notes: Application Development I

CIS 216F Lotus Notes: Application Development II

CIS 225C MS Windows and MS-DOS for Technical Professionals

CIS 225D Supporting MS Windows 95 for Technical Professionals

CIS 226C Introduction to Intranet/Internet Concepts and Administration




1. The college will continue to take the necessary steps to ensure the continuation of partnerships to meet the needs of the business community.


A.2 Programs and courses leading to degrees are offered in a manner which provides students the opportunity to complete the program as announced within a reasonable time.




Courses are offered at various times and days of the week (4.7) to provide students options when scheduling their classes. Although all courses listed in the catalog are offered at the college, all classes are not scheduled each year. A variety of options in general education courses (4.2, pages 19-22) provide the student the opportunity to complete the necessary requirements for an associate degree or certificate in a timely fashion. Instructional schools strive to offer courses required for degrees and certificates as often as necessary for a student to matriculate in a reasonable period. IVC students may also attend classes at Saddleback College to meet IVC graduation requirements.


The class cancellation policy protects specialized courses in both major and certificate program sequences from being automatically canceled due to low enrollments. Every effort is made to allow students to complete programs in a reasonable amount of time (4.11).


The college catalog (4.2, pages 50-199) provides prerequisite and other course sequence information for all programs to help student's plan their educational programs.




In order to earn a degree, a student must complete 60 units of credit (4.2, page 18). These 60 units include at least 18 or 20 units in the major and a minimum of 28.5 (associate of arts degree) or 24.5 (associate of science degree) units of general education. The student may select his or her general education classes from an extensive list of over 300 courses (4.2, pages 21-22), allowing flexibility in accommodating individual scheduling needs. A procedure for waiving a required course or substituting an alternative course provides additional flexibility in meeting degree requirements (4.12). A student maintaining continuous attendance also has the option of graduating under the degree requirements in effect at the time of initial enrollment (4.2, page 18). While the faculty labor contract mandates a minimum of 18 students per class, it provides certain exceptions to accommodate student needs (4.11). The Office of Admissions and Records maintains waiting lists of students for each class section to facilitate fair and orderly access to full classes, and to provide data for future scheduling (4.13). Inspection of the schedules over successive semesters shows that IVC offers classes over a wide range of days and times to accommodate student needs (4.14).


Despite these efforts aimed at accommodating the scheduling needs of the greatest number of students, not every student can earn a degree within the time desired. Thirty percent of students attend evening classes only (4.15, page 4), limiting the number of units they can take each semester. Even allowing for contractual exceptions to the 18-student minimum class size, IVC receives state funding on a per-student basis and must therefore maintain a certain average enrollment level over all classes (4.16). Thus, some classes, particularly in specialized areas, cannot be offered as frequently as other classes in higher demand. Limited classroom and laboratory space also precludes additional class offerings during periods of high demand (see Standard 8, Section 1 of this Report). Within these constraints, inherent in its role as a comprehensive California community college, IVC strives to enable students to complete their educational programs as expeditiously as possible.

Of the 157 respondents to Item 24 of the Institutional Effectiveness Survey (4.4, Section Three, page 9), 64.3% agreed that "students' best interests are the primary focus of class scheduling."




No changes are recommended at this time.


A.3 When programs are eliminated or program requirements are significantly changed, the institution makes appropriate arrangements so that enrolled students may complete their education in a timely manner with a minimum of disruption.




IVC has eliminated very few programs in recent years. In the past, program phase-out has been accomplished in a manner that provides affected students with an opportunity to complete necessary course work. Students must maintain continuous attendance (at least one course in an academic year) at IVC to maintain graduation requirements in effect at their time of enrollment (4.2, page 18). For example, when programs have been phased out due to the obsolescence of technology, such as the printed circuit technology and IBM Displaywriter in 1985, classes were scheduled and conducted to allow students to either complete the sequence or a class with appropriate technology was substituted.




Due to the fact that IVC has not eliminated or substantially changed any program in recent history, the current policy of allowing students to graduate under the requirements in effect at their time of enrollment (with continuous enrollment) and to satisfy program requirements with equivalent courses has generally allowed students to complete their education in a timely manner with a minimum of disruption.




No changes are recommended at this time.


A.4 The institution provides sufficient human, financial, and physical (including technological) resources to support its educational programs and to facilitate achievement of the goals and objectives of those programs regardless of the service location or instructional delivery method.



IVC strives to provide financial and academic resources to meet the educational needs of its students. The organization and operation of the college, from an administrative point of view, is designed to assure that all possible financial resources are dedicated to instruction.


During the March 25, 1996 board meeting, the Board of Trustees of the South Orange County Community College District, approved the loan of approximately $6,000,000 via Certificates of Participation to fund a Technology Initiative (4.17). The money has been used to create a districtwide computer network and to purchase hardware and software. Workshops are offered to educate the staff in the usage of the new technology to support instruction as well as administrative and student needs. Recently, the college has received funding from the state earmarked for instructional equipment (4.18) and library materials (4.19).


IVC off-campus programs provide for the needs of three distinct student populations: Marine Corps personnel (4.6), Emeritus (mature adults) (4.7) and the high school outreach students (4.8). While off-campus sites do not have immediate access to the student services and resources provided on campus, all students are welcome to use the campus services. IVC does provide a part-time (twice a week) counselor at the El Toro Marine Corps Base to assist Marine Corps personnel. Instructional delivery methods at off-campus sites include lecture, discussion, textbooks and computers to ensure quality instruction.




IVC continues to undergo rapid growth. The demographics of the surrounding community are changing and the number of people requiring instruction through the college's programs, individual course segments, and related educational services are increasing (4.20). Both the allocation of financial resources and the support and development of physical and technological resources must remain top priorities to ensure that educational programs are adequately supported. IVC continues to look for ways to improve programs, course offerings, and facilities within its operating budget as described in Standard Nine.


IVC continues to improve its full-time to part-time ratio of faculty to provide the human resources necessary to support the program offerings. In July 1997, the district's Board of Trustees reorganized the administrative structure at IVC from a school chair to dean instructional model. This administrative reorganization process resulted in putting more faculty in the classroom and allowed the college to offer an additional 60 class sections during the 1997-98 academic year (4.21).


Of the 156 respondents to Item 29 of the Institutional Effectiveness Survey (4.4, Section Three, page 11), only 37.2% agreed with the statement that the college and the district "provide enough funding, facilities, and equipment to support its educational programs." But, of the 109 respondents to Item 143 (4.4, Section Three, page 50), 62.4% agreed that the college "financial planning supports the institutional goals of IVC." Also, 52.9% of the 104 respondents to Item146 (4.4, Section Three, page 51) agreed that the college budget reflects "appropriate allocations of financial resources in support of institutional programs and services." These statistics seem to indicate that most of the respondents to these questions believe that the college is trying to do its best with the funds available in addressing the educational needs of the students.


The majority of the respondents to Item 100 of the Institutional Effectiveness Survey (4.4, Section Three, page 35) (57.8% of a total of 147) agreed with the statement that IVC maintains a sufficient number of faculty members to provide effective instructional services. But only 23.5% of the 149 respondents to Item 101 (4.4, Section Three, page 36) believed that the present number of classified staff is adequate to provide effective support services.


When asked about the physical facilities for on- and off-campus programs, the majority of respondents to the Institutional Effectiveness Survey (4.4, Section Three, page 44) (57.9% of 152 total to Item 125 and 66% of 53 total to Item 126, respectively) agreed that they are adequate and well maintained.


Currently, some courses are offered off-campus. For example, mathematics courses are offered at local high schools and at El Toro Marine Base (4.6, 4.8). Also, mediated courses are offered via cable television (4.7, page 13) and the Internet (4.9, page 9). These courses receive the same support as all other courses offered at the college.




1. The college will seek funding to hire more classified staff, per the classified hiring priority list, to support the existing programs and services.

  1. The college will explore and expand the use of non-traditionally delivered instructional methods such as technology and media-driven course offerings in order to provide greater access to students.


A.5 The institution designs and maintains academic advising programs to meet student needs for information and advice and adequately informs and prepares faculty and other personnel responsible for the advising function.




A comprehensive counseling and advising program is available to all students. The counseling faculty function as information specialists and facilitators of personal growth, helping students to clarify needs, make decisions, set goals, and deal effectively with personal obstacles. Services available to students are outlined in the catalog (4.2, page 32), student handbook, (4.5, page 15) and schedule (4.7, page 75). Workshops offered during semi-annual flex weeks inform and prepare staff involved with advising.


The School of Guidance and Counseling coordinates counseling services at IVC. Counselors are available during both day and evening hours. Students can make appointments or use the drop-in hours for answers to quick questions. In addition, faculty may also provide discipline-related counseling to students. The college's faculty, many of whom work or have worked in the private sector in the past, may also assist in the advising function in conjunction with the Counseling Center. For example, computer information science faculty work in a rapidly changing discipline and provide counseling to students about current trends.


All matriculated, non-exempt (must go through assessment and advisement process prior to attending classes at the college) students are required to complete a combined assessment and orientation program conducted by the Counseling Center. The college encourages first term students to enroll in the college planning course offered by the School of Guidance and Counseling (4.2, page 12). Students on academic probation or returning after dismissal are required to meet with a counselor to discuss and plan an approach to learning that avoids past misunderstandings or mistakes (4.2, page 30).


The Transfer Center provides information and services and sponsors special events to educate and assist IVC's transferring students (4.22). The Transfer Center keeps catalogs of colleges and universities and the most up-to-date information about transfer applications. Students can get assistance in accessing information about universities and financial aid programs via the Internet. IVC participates with the University of California Project Pathways which offers students online applications and information for the UC campuses. In addition, the Transfer Center offers students progress checks of CSU certification, IGETC certification, and associate degree requirements (4.2, page 32, 4.5, page 20, and 4.7, page 74).


Through the Early Alert Program (4.23), first year students, EOPS students and foreign students receive academic progress reports solicited from their instructors midway through the semester. Each student who receives a non-satisfactory progress report meets with an advisor to discuss possible reasons and solutions. In this way problems can be detected, hopefully with enough time to help the student to successfully complete his/her courses.




IVC counseling services provide well-publicized, accessible, and competent advice to students who require it. The counseling and advising function at IVC continues to provide students with appropriate information with respect to proper course selection, career planning, time management, personal issues, and transfer information.


Workshops have been offered during Flex Week to educate faculty and staff in different areas related to advising. Some of the workshops are ESL Students in the Classroom (Fall 97); Seven Steps to Student Success (Spring 97); Matriculation: The Ticket to Success (Spring 97); Project Pathways and WWW Transfer Innovations (Spring 96); and Major and Transfer Panel (Spring 96) (4.24).



No changes are recommended at this time.


B. Degree and Certificate Programs


B.1 The institution demonstrates that its degrees and certificate programs, wherever and however offered, support the mission of the institution. Degree and certificate programs have a coherent design and are characterized by appropriate length, breadth, depth, sequencing of courses, synthesis of learning, and the use of information and learning resources.




In pursuit of its mission (4.2, page 7), IVC strives to serve its diverse communities by providing a center for learning, cultural development, personal enrichment, and career education. The college is committed to open access to all prospective students from the surrounding community who seek vocational certification and associates degrees in a particular major. The college also endeavors to serve those students who wish to broaden their base of knowledge in a specific field of study or area of interest that may or may not lead to a particular degree or certificate (4.9).


Degrees and programs at IVC conform to California Education Code requirements and support the mission of the institution: to provide a comprehensive, broad range of high quality courses and programs. All programs offered are consistent with the college's primary goals as stated in the college mission statement (4.2, page 7): transfer programs; vocational and career enhancement programs; basic skills courses; and community education courses. Degree and certificate programs in transfer and general education, vocational, and career certificate programs have been designed with input from the college's Committee on Courses (4.3) and program advisory committees appropriate to each field of study (4.25).


IVC, through courses and advisory committees, reviews courses and programs for coherent design, length, breadth, depth, and sequence (4.3). For example, every effort is made to be sure that courses and programs meet the requirements of the four-year universities to which students may transfer. In addition, vocational programs, such as the Computer Information Science program, are reviewed by committees (4.25) to ensure they meet the needs of the business community as well.


Transfer programs are the stated goal of 4,491 students (41%) of enrolled students (4.26). Two thousand eight hundred and five students (26%) are planning to earn an associate degree (4.26). IVC offers lower-division courses in general education and major requirements for transfer in conjunction with California State University (CSU) and the University of California (UC) requirements (4.2, pages 202-205).


Each academic school and the articulation officer make an effort to ensure course offerings correspond with coursework at other institutions. IVC has articulation agreements with 14 other community colleges, 15 CSU campuses, nine UC campuses, 20 private four-year institutions, and three international colleges (4.2, pages 223-260).


Career opportunities at IVC include 30 majors in technical disciplines, applied fields of study, liberal arts, computer science, and business sciences (4.2, Page 23). In these ever-changing technical fields, faculty continues to expand the programs to meet the needs of the business community and the students. The Career Placement Center offers program support through current labor-market information gathered from the surrounding community and professionals from the private sector (4.27).



In the Institutional Effectiveness Survey, of the 154 responses to Item 23 (4.4, Section three, page 9), 80.5% agreed that the IVC curriculum is "current and responds well to the needs of the students, business community, and the four-year universities to which students will transfer." The transfer rate has increased every year for the past four years (4.28).


Of IVC students, two thousand nine (18%) already have baccalaureate degrees and attend IVC for the updating of their skills through short-term certification programs (4.15, page 4). The college will continue to provide additional certificate programs in appropriate disciplines that reflect student interest, labor-market information, and business community needs. In the Institutional Effectiveness Survey, of the 160 responses to Item 36 (4.4, Section Three, page 13), 88.8% agreed that IVC "meets the specific instructional needs of the culturally diverse student body."


In the Institutional Effectiveness Survey, of the 166 responses to Item 28 (4.4, Section Three, page 10), 90.4% agreed that IVC "offers high quality instruction with appropriate rigor, proper evaluation, academic integrity, necessary prerequisites, and effective delivery methods."




1. The college will continue to monitor and implement new strategies to strengthen the transfer rate on an ongoing basis.


B.2 The institution identifies its degrees and certificates in ways which are consistent with the program content, degree objectives, and student mastery of knowledge and skills including, where appropriate, career preparation and competencies.




All programs and courses (except Community Education) satisfy Title V (4.29) guidelines for the development of intellectual, creative, and critical thinking. In addition, the business community provides guidance through advisory committees (4.25) to ensure that the vocational programs are consistent with business and industry needs and standard practices.


The 68 associate degree and 30 certificate programs offered at IVC cover a broad intellectual spectrum (4.2, page 23). All of the programs are housed in the ten academic schools of Business Science; Fine Arts; Guidance and Counseling; Health Sciences, Physical Education, and Athletics; Humanities and Languages; Library Services; Life Sciences and Technologies; Mathematics, Computer Science, and Engineering; Physical Sciences and Technologies; and Social and Behavioral Sciences.


Each school offers courses that have been approved by the IVC Committee on Courses and meet degree and certificate requirements, general education and transfer requirements, or remedial or basic skills needs. The associate in arts degree is available in all majors. Students in the sciences and vocational programs have the option to complete an associate in science degree.


IVC publishes brochures that seek to inform students concerning degree and certificate programs (4.30) and a general reference for such information is provided in the catalog (4.2, page 23). The catalog includes descriptions of course offerings as well as specific information pertaining to each field of study. The IVC schedule of classes (4.7), published for each semester and for summer sessions, is now available to students over the Internet (


The Career and Job Placement Centers distribute current information for students seeking long-range career planning and job preparation guidance (4.27).





The integrity and appropriateness of IVC program content of courses, degrees, and certificates are assessed by way of a recently instituted program review (4.31). It is expected that recommendations from the review process will subsequently be incorporated into the appropriate departmental long-range instructional program plan.




No changes are recommended at this time.


B.3 The institution identifies and makes public expected learning outcomes for its degree and certificate programs. Students completing programs demonstrate achievement of those stated learning outcomes.




Students seeking a degree from IVC must show competency in the areas of reading, writing, and mathematics. Competency in these areas is demonstrated by successful completion of the following courses: Writing 1 or Writing 201 and Mathematics 251 or a higher level course in math with a grade of "C" or better (4.2, page 13, 4.7, page 79). Students successfully demonstrate achievement in these courses by completing course requirements such as final examinations with a passing grade in order to receive credit. These and other academic requirements are outlined in the college catalog and the schedule of classes (4.2, pages 17-24 and 4.7, page 79).


All courses and programs offered at IVC are designed to meet the mission of the college. Information regarding associate degree and occupational certificate requirements is provided in the college catalog, schedule of classes, the Counseling Center, the instructional schools, and the Transfer Center. Instructors provide the expected learning outcomes in the required syllabus for each course on file in the school office (4.32). The Office of Instruction and Publications Office updates the college catalog each year in order to provide students with the most accurate information possible. Program brochures are made available from each of the instructional schools (4.30). The college catalog (4.2) contains all detailed information on academic standards, graduation requirements, and transfer information to the CSU, UC, and other private post-secondary institutions. In addition, the Counseling Center offers the students supplementary material through workshops and orientations. Furthermore, the School of Guidance and Counseling offers courses in applied psychology designed to assist students in choosing a career and in academic planning.


The Committee on Courses approves all courses to be offered in order to ensure that they support the overall definition and integrity of the college's mission statement. The process of program review ensures that all courses are continually revised and updated.



A course outline (4.33) is provided by the department to all faculty members who teach a given course. This outline lists goals and learning objectives and ensures that all pertinent topics are covered. The course syllabus (4.32), provided by faculty to students and on file in each school office, is designed to make students aware of the academic standards and skills necessary for successful completion of the course as well as learning outcomes expected by the college.


Students are made aware of the learning resources available at the college through the college catalog, counseling staff, college orientation, and instructional process. In addition, the Office of Admission and Records sends Early Alert notices (4.23) to all faculty members requesting feedback regarding student performance.


Analysis of graduation applications, number of certificates awarded, and transcript evaluations provide verification of the rate of student success.




No changes are recommended at this time.


B.4 All degree programs are designed to provide students a significant introduction to the broad areas of knowledge, their theories and methods of inquiry, and focused study in at least one area of inquiry or established interdisciplinary core.  




All students seeking an associate degree from IVC must complete at least 60 units of credit. As part of this 60-unit requirement, a minimum of 24.5 units must be completed in general education courses. General education coursework is distributed through the areas of Language and Rationality, Mathematics, American Institutions, Natural Sciences, Social Sciences, Cultural Diversity, Humanities, Fine Arts and Languages, and Lifelong Health/Personal Development (4.2, pages 19-20). In addition, those students who declare a major are required to complete 18 or 20 units of credit as part of their 60 unit curriculum in a single subject or related discipline (4.2, Page18).


Instructional schools seek academic consistency with four-year colleges and universities for articulation purposes (4.2, pages 200-260). In addition, all vocational certificate program faculty work with advisory committees (4.25) from the business community to ensure the breadth and depth of knowledge required in a given field of study.




Courses offered in general education are designed to give students a significant introduction to a broad area of common knowledge. Completion of units in a single subject area provides students with a focused goal. For example, the associate of science degree in accounting requires 60 units of coursework with 24.5 units of general education courses, plus 20 units of accounting coursework.




No changes are recommended at this time. 


B.5 Students completing degree programs demonstrate competence in the use of language and computation.



Language and computational skills are a required component of graduation for all degree programs at IVC. The college's academic standards stipulate that all students graduating from IVC must demonstrate competency in reading, writing, and mathematics. The college requires demonstration of completion of College Writing 1, Writing 201 (Technical Writing) or an equivalent course and Mathematics 253 or an equivalent or higher level course in mathematics with a grade of "C" or better (4.2, Pages 21-22). By state law (4.29), all transferable general education courses must contain critical thinking and writing components. This requirement is in keeping with the college's mission statement (4.2, page 7) to provide programs and services "for the education of students who think critically, who become well-informed, culturally aware, competitive individuals who strive to achieve personal and professional goals". Degree requirements are published in the college catalog and schedule of classes (4.2, pages 17-22 and 4.7, pages 79-80).




The college catalog clearly states the competency requirement of reading, writing, and mathematics competency; no exceptions to this graduation requirement are made. This requirement is in addition to the required 60 or more units of credit with a minimum grade point average of 2.0 in all units attempted at IVC and an overall grade point average of 2.0 for all units attempted (4.2, Pages 21-22).




No changes are recommended at this time.


B.6 The institution documents the technical and professional competence of students completing its vocational and occupational programs.




All students attending IVC may pursue an occupational certificate in addition to or rather than an associate degree. Students in vocational programs are prepared in both theory and application (4.2, Page 24). Vocational courses include performance-based examinations as well as objective tests to determine proficiency.


The IVC curriculum is established following the guidelines of Title V standards (4.29) and incorporate input obtained through the program review process and advisory committee recommendations. The faculty of IVC is highly qualified to teach the vocational curriculum (4.2, pages 271-284). Based on the preceding standards, IVC students achieve technical and professional competence as a result of completing the vocational and occupational programs.




The catalog specifically states the requirements a student must complete in order to earn vocational and occupational certificates and/or associate degrees. The specific course requirements for each occupational major are listed in the catalog. In addition, counselors and discipline faculty are also available to advise students on an ongoing basis about the requirements for vocational and occupational programs.


The number of certificates awarded is closely tracked to provide feedback to the instructional schools. Certificates awarded during the time period of 1992-93 through 1996-97 school year are as follows:



Certificates Awarded-Fiscal Years 92/93-96/97




AOJ: Law Enforcement




CIS: Computer Language


CIS: Microcomputer Applications


CIS: Local Area Network


CADD: Mechanical




Early Childhood Education: 


     Child Development




     School Age Child


Environmental Hazardous Material Tech


Electronic Technology


Digital Electronics






International Business 


Physical Education: 


     Fitness Specialist


Office Information Systems: 


     Administrative Assistant


     Word Information Processing


Real Estate





In addition, the college receives the results of the U. I. Wage Data Study, a follow-up survey of vocational students performed by the state.




No changes are recommended at this time.


C. General Education  


C.1 The institution requires of all degree programs a component of general education that is published in clear and complete terms in its general catalog.




All students seeking an associate degree are required to successfully complete coursework in general education. These requirements are published in the college catalog (4.2, Pages 19-22) and in the schedule of classes (4.7, Pages 80-81).


General education requirements for the associate in arts and associate in science degrees differ both in the categories of courses from which students may select and the total number of course units required. The associate in science degree requires a greater number of units in the major and a lesser number of units in general education; conversely, the associate in arts degree requires fewer units in the major and more in general education. In effect, there are two different general education lists with considerable overlapping of courses, with the associate in arts degree pattern paralleling more closely the normative requirements for transfer students.




General education requirements for all degree-seeking students are clearly and completely published in the college catalog (4.2, Pages 19-22) and schedule of classes (4.7, pages 80-81). Results of the Institutional Effectiveness Survey, Item 25 (4.4. Section Three, page 9), show that the majority (92.0%) of those responding agreed that the college's catalog information is accurate and current.


IVC has demonstrated through enrollment growth, transfer rates, and the number of awarded certificates that it has designed degree and certificate programs that successfully meet both students needs and academic standards.



No changes are recommended at this time.


C.2 The general education component is based on a philosophy and rationale that are clearly stated. Criteria are provided by which the appropriateness of each course in the general education component is determined.




Board Policy 5600 (4.34) lists general education requirements for an associate degree. This policy includes a philosophy statement based on Title V regulations. Board Policy 5600 was last revised in 1989 and does not reflect a cultural diversity component. Since then, a cultural diversity requirement has been implemented and should be reflected. Area F, American Institutions, is no longer a general education requirement but stands in the extant Board Policy 5600.


The college has adopted a specific philosophy of general education that is communicated to students through the college catalog (4.2, pages 19-20). The philosophy is based on the notion that academic disciplines are interrelated and they inform and reinforce one another. The college's General Education (GE) Subcommittee, a working group of the Committee on Courses is responsible for the development of these criteria and the review of the college's general education component. The GE Subcommittee examines the college's degree programs and general education requirements in light of the California Education Code requirements and those of other institutions. It has adopted criteria and guidelines for the inclusion or exclusion of IVC courses in particular areas of the general education program, the California State University general education package, and the Intersegmental General Education Transfer Curriculum. Detailed information regarding membership and procedures of this subcommittee is found in the Curriculum Manual (4.3, page 131).


Since the last accreditation self-study, the GE Subcommittee revamped the college's general education requirements and rewrote detailed rationales for each of the categories. Core and breadth distinctions were removed to conform more closely to the California Education Code format and certification requirements by the California State University.

In addition, a cultural diversity requirement was instituted (4.2, page 20).




IVC's general education requirements are clearly explained and persuasively argued. They reflect a great deal of thought and detailed work over the last several years in an effort to update the college's requirements and institute a clearly defined mechanism for review. The Curriculum Manual (4.3) is a well-organized, useful, and comprehensive document that has served its function well in facilitating curriculum work.




No changes are recommended at this time.


C.3 The general education program introduces the content and methodology of the major areas of knowledge: the humanities and fine arts, the natural sciences, and the social sciences. The general education program provides the opportunity for students to develop the intellectual skills, information technology facility, affective and creative capabilities, social attitudes, and an appreciation for cultural diversity that will make them effective learners and citizens.




The general education program, as outlined in the college catalog (4.2, Pages 19-22), is divided into eight categories: 1) Language and Rationality, 2) Mathematics, 3) American Institutions, 4) Natural Sciences, 5) Social Sciences, 6) Cultural Diversity, 7) Fine Arts, Humanities, and Languages, and 8) Lifelong Health/Personal Development. Each of these categories is designed to introduce students to specific areas of intellectual inquiry and strengthen their analytical and critical thinking skills.




The general education program closely mirrors that of the California State University and the University of California, and stresses the importance of general education's interdisciplinary nature. Through a carefully reviewed list of course options, students are encouraged to develop intellectual skills, affective and creative capabilities, social attitudes, and an appreciation for cultural diversity. All of the college's courses comply with standards of rigor established by the college's Committee on Courses (4.3) and the California Education Code. The college requires coursework in mathematical computation as a component of its general education requirements. No specific coursework in information technology is required, but may be selected as one of the options under Lifelong Health/Personal Development (4.2, page 21). It may be desirable to make computer literacy a graduation requirement.



1. The college will document the computer literacy of the IVC student population and move forward with implementing computer literacy as a graduation requirement based on the study performed.


C.4 Students completing the institution's general education program demonstrate competence in oral and written communication, scientific and quantitative reasoning, and critical analysis/logical thinking.




General education core requirements for the associate degree specifically include courses in speech communication, college-level writing, laboratory science, mathematics, and critical thinking. In addition, the California Education Code requires that all courses include a critical thinking component (4.29).




General education requirements provide appropriate breadth and rigor to ensure that students develop competencies in these areas. The college Committee on Courses ensures through the curriculum review process that each course contains communication, reasoning and critical thinking components.


No changes are recommended at this time.


D. Curriculum and Instruction


D.1 The institution has defined processes for establishing and evaluating all of its educational programs. These processes recognize the central role of faculty in developing, implementing, and evaluating the educational programs. Program evaluations are integrated into overall institutional evaluation and planning and are conducted on a regular basis.




The major responsibility for establishing, evaluating, and approving educational programs at IVC rests with the Academic Senate. Its Committee on Courses has standard processes by which it evaluates and makes recommendations on all matters related to the credit and non-credit curriculum at IVC (4.3). This includes implementing policies and procedures for the development and approval of the curriculum; and reviewing and making recommendations on proposed new courses, new programs, program revisions, and course revisions as delineated in the Curriculum Manual (4.3). The Committee on Courses analyzes course content to ensure that the issues of writing and critical thinking are being incorporated into existing and new courses. Faculty is responsible for submitting new and revised curriculum as well as for recommending deletion of curriculum, if necessary.


Program Review (4.31) is a systematic process defined by the collection, analysis and interpretation of data concerning a program and its curriculum. IVC's recently initiated program review will be used to make judgments about the effectiveness of a program and to facilitate improvement of the program. The major objective of the process is to improve the quality of education at IVC. Review of the programs is undertaken for the following purposes: a) to provide the college with information concerning how well the program functions in relation to its objectives, the mission of the college, the college's institutional direction statements, and the needs of the community; b) to aid in planning and decision making; and c) to improve programs. Program review is an ongoing process within the college and is coordinated by the Office of Instruction. The instructional review process involves a self-study by the program faculty with involvement of students and administrators. Establishing and evaluating educational programs is the ultimate responsibility of the vice president of instruction. At the direction of the instructional deans, faculty in each school organizes review of each program. The review of the quality and effectiveness of the college's programs is an ongoing professional responsibility. In accordance with Title V, Section 51022 (4.35), Instructional Programs, the college has adopted a specific plan for program review in concert with the Statewide Academic Senate, that establishes "a logical, supportive, student-centered, faculty-driven, academically relevant process" grounded in the professional expertise and the collective wisdom of the faculty (4.31). To ensure that no program is overlooked, a program review timeline has been established (4.36).



The Curriculum Manual (4.3, Section 6) states the guidelines for submission of new and revised curriculum as well as curriculum to be deleted. In the Institutional Effectiveness Survey (4.4, Section Three, page 8), of the 136 respondents to Item 22, 61.8% agreed that the curriculum process at IVC is "clearly defined, easy to work with, and responsive to the needs of the faculty for creating and revising courses in a timely manner."


In addition, results of the Institutional Effectiveness Survey show that the majority of college faculty, staff, and administration agree that "the institution's curriculum is current and responds well to student needs". Of 154 respondents to Item 23 (4.4, Section Three, page 9), 80.5% either agreed or strongly agreed with this statement. The survey also shows that the "college faculty plays the central role in the development, implementation and evaluation of the educational programs." A total of 113, 79.6% out of 142 respondents, to Item 26 (4.4, Section Three, page 10) either agreed or strongly agreed with this statement.


Using the recently initiated program review process, pilot testing occurred in the spring of 1997 with an evaluation of three programs: the Writing program, the Health and Wellness Center and Foundation. It was subsequently determined that the program review instrument, geared towards instructional programs, could not be used to evaluate effectively the Health and Wellness Center or other student services programs. The Program Review Committee reviewed and revised the handbook in February 1998 to broaden the handbook's applicability to all college programs. Although the Program Review Handbook has not yet been approved by Academic Senate, the process is expected to continue in the spring of 1998 with public information (Office of the President), community and contract education (Office of Instruction), grants and special projects (Office of Instruction) and parking (Office of Business Services) scheduled to undergo program review.




  1. The college will continue to implement the program review process in the 1998-99 academic year.


D.2 The institution ensures the quality of instruction, academic rigor, and educational effectiveness of all of its courses and programs regardless of service location or instructional delivery method.


Ensuring the quality of instruction is a multi-faceted issue at IVC. The quality of the curriculum, excellence of faculty, and support of educational programs are all factors in this process. The Committee on Courses ensures the quality of the curriculum through the curriculum review process. Instructional deans, in the monitoring of the delivery of instruction and the evaluation process, ensure the excellence of faculty. Full- and part-time faculty are required to provide their deans with syllabi for each class as stated in the Faculty Handbook (4.37). Ongoing evaluations are conducted by instructional deans as established in the Faculty Contract (4.38).


Program review also contributes to the quality of instruction, its academic rigor, and educational effectiveness. All academic programs are reviewed on a cyclic basis through the college's program review process. The process utilizes data that is collected for long-range planning and other college activities.



Most classes are conducted using the traditional lecture/discussion mode. Many faculty are making course content more accessible to students via non-traditional means such as e-mail, electronic bulletin boards, and the Internet. Alternative instructional delivery methods, such as classes partially delivered over the Internet (4.9, page 9) and via television (Channel 33) (4.7, page 13), are being explored on a limited basis. IVC has recently been awarded a grant to study and establish a statewide model for Distance Learning (4.39); this study and model will assist IVC in its ongoing efforts to use alternative instructional delivery methods. Regardless of the location and how IVC courses are taught, the standards for teaching and evaluating the courses are the same.



No changes are recommended at this time.


D.3 The evaluation of student learning and the award of credit are based upon clearly stated and published criteria. Credit awarded is consistent with student learning and is based upon generally accepted norms or equivalencies.





Faculty members are expected to provide students with a syllabus specifying course objectives, student performance standards, and grading policies (4.32). These documents are on file in the school offices.


IVC instructional schools incorporate the importance of syllabi into the orientation program for new full-time and adjunct faculty. The course syllabus designed is based on the course outline that is in agreement with the articulation policies and approved by the Committee on Courses. Students are awarded grades based on the standard semester unit with the 4.0 grading scale (4.2, Page 25).



Grading standards are generally described in the college catalog (4.2, page 25), are specifically described in the course syllabi (4.32), and are developed and distributed to students by faculty. Faculty has been presented with information regarding the need for syllabi and the benefit for students. Models of excellent syllabi have been shared with faculty at school and department meetings. In the event that individual problems arise regarding grading or awarding of course credit, they are addressed administratively through departmental and school channels as well as through Board-approved student grade grievance procedures (4.2, page 30 and 4.38). IVC provides model syllabi, course outlines, and other course materials to all new full-time and adjunct faculty for review and planning for course design. In addition, during the orientation meeting, a full-time instructor acts as the course liaison and orients new faculty members with the overall course objectives, expected learning outcomes, performance standards, and grading policies. It is anticipated that materials such as distance learning courses will also need to be shared with new and adjunct faculty to acquaint them with IVC practices.




No changes are recommended at this time.


D.4 The institution has stated transfer of credit policies. In accepting transfer credits to fulfill degree requirements, the institution certifies that the credits accepted, including those for general education, achieve educational objectives comparable to its own courses. Where patterns of transfer between institutions are established, efforts are undertaken to formulate articulation agreements.




IVC accepts most lower division courses from other accredited institutions provided that the students arrange to have their transcripts sent to the Office of Admissions and Records during the college application process (4.2, page 27). Credit for military service will be granted after the completion of 12 units in residence and upon application for an evaluation to the college (4.2, Page 27).


Transfer of credit policies are divided into two categories: (a) accepting transfer credits, primarily to fulfill the requirements for the associate in arts degree or associate in science degree; and (b) formulating agreement with other post-secondary institutions to which students wish to transfer. IVC offers its students various methods of earning college units, including credit from regionally accredited colleges or universities as well as credit for military service. Credit for military service is granted after the completion of 12 units in residence and upon application for an evaluation for an associate degree. The School of Guidance and Counseling is responsible for evaluating transfer of credits to meet the requirements for associate degrees, occupational certificates and general education.


The articulation officer and faculty of the School of Guidance and Counseling, in cooperation with the faculty of other academic schools, are responsible for working out articulation agreements to establish course equivalencies with four-year colleges and universities. IVC has articulation agreements with 14 other Community Colleges, 15 CSU campuses, nine UC campuses, 20 private four-year institutions, and three international colleges. Course-by-course articulation agreements exist with most local four-year institutions to accommodate IVC students who will continue their education. Articulation with UC and CSU campuses is also spelled out in the appropriate articulation documents. These agreements provide information about how each course fits into required preparation for specific majors and, if applicable, how each course satisfies major requirements. Furthermore, IVC offers special programs in support of transfer admission. These include articulation with C.S.U.F. (the PACT program) (4.2, page 201-203) and Chapman University (the ACT program) (4.2, page 220).


Articulation continues to be developed with feeder high schools such as those in the Irvine and Tustin Unified School districts and Regional Occupational Programs/Centers through the Tech Prep Program. This permits students in those high schools and Regional Occupational Programs/Centers to be able to articulate their courses with IVC when transferring to IVC. In the academic year of 1996-97, 40 courses were articulated in areas such as keyboarding, accounting, nursing, chemistry, and electronics (4.40). In the 1997-98 academic year, there will be an additional 26 courses articulated in areas such as computer information science, psychology, photography, and journalism (4.41).





General education requirements for all degree-seeking students are published in the college catalog (4.2, pages 19-22). The policies and guidelines that govern transfer of credit to fulfill degree requirements at IVC are clearly stated (4.2, Page 27). IVC certifies that any and all credits accepted at IVC achieve educational objectives similar and comparable to its own courses through an evaluation process used in admitting students to the college or in the articulation process. Either process requires the comparison of course outlines to ensure course equivalence. In addition, students are strongly urged to seek advice and guidance from the School of Guidance and Counseling and the articulation officer regarding transfer issues.


To accommodate those IVC students who will continue their education within the U.C. or C.S.U. systems, a course-by-course articulation agreement is provided which outlines the general education or breadth requirements of these institutions (4.2, pages 200-261). Furthermore, IVC offers special programs in support of transfer admission. These include articulation agreements with C.S.U.F. (the PACT program) and Chapman University (the ACT program). The general education articulation process is working effectively for those students transferring to baccalaureate institutions and provides students with the opportunity to complete these requirements at IVC. The courses completed are certified to protect the student from having to repeat lower division general education requirements at C.S.U. or U.C. campuses.


IVC reviews general education requirements accepted from other institutions (4.2, page 27), in a regular and systematic way, and updates the understanding of the general education requirements at the campuses to which IVC students transfer. IVC publishes the list of transferable courses that satisfy general education requirements at baccalaureate institutions (4.2, pages 200-262). The Transfer Center also arranges for four-year colleges and universities to visit the campus during an annual transfer day and several mini-fairs held during the year (4.22).




No changes are recommended at this time.


D.5 The institution utilizes a range of delivery systems and modes of instruction compatible with the objectives of the curriculum and appropriate to the needs of its students.





The mission of IVC is to serve its diverse communities by providing instructional programs that make education accessible. IVC affirms its commitment to open access for all prospective students, including those who wish to obtain an associate degree, transfer to a four-year institution, or qualify for vocational certification. Because of the unique and diverse student needs, IVC has found it desirable to provide a multitude of delivery systems. No longer is the community college a short stopover for undecided majors; instead it is the first step for many seeking an undergraduate education or new job training skills.


The curriculum and programs are tailored to accommodate many different schedules. Courses and programs are offered both day and night, seven days a week (4.7). Courses have been modified for program acceleration and/or condensation (4.7). Some are offered in the traditional semester, others in mid-semester or late-semester. In addition, IVC offers non-credit programs, transfer courses, and contract education (4.9) through customized programs in order to meet industry needs.


IVC, as an innovative learning community, affirms that present and evolving technologies will not only enhance the learning experience on the college campus but will provide additional access to student learners utilizing new educational methodologies. Television (4.7, page 13) and online distance education via the Internet (4.9, page 9) along with limited on-campus lectures are now being offered to students on an experimental basis.



Experimental classes providing online distance education via the Internet are being explored. Faculty is being encouraged to look for ways to incorporate technology into the delivery of instruction. Additional ways to maximize the use of distance learning will continue to be explored. Faculty is being encouraged to use multimedia to create programs that can be exported to students via the Internet. The construction of the new Library building has made several new facilities available for instructors to offer differing techniques of instruction. For example, a new Broadcasting Studio, also called a Smart Classroom, will come on line in the fall of 1998; this Studio will be used to offer classes in a nontraditional mode. Courses will be offered over Channel 33 and the Internet. Weekend courses such as CIS 215F and CIS215G are offered to further the growth of non-traditional programs as well as to accelerate students' completion of courses.


A network infrastructure with hardware and software for instruction is being developed that will support distance learning via the Internet. This infrastructure has led to an instructional presence on the World Wide Web ( including course outlines, course syllabi and instructors' e-mail. In the Institutional Effectiveness Survey (4.4, Section Three, page 11), of 119 responses to Item 31, 52.1% agreed that IVC has an appropriate mix of traditionally delivered and non-traditionally delivered instruction including distance learning classes.


Staff development is being offered to faculty to support distance learning and other nontraditional methods of instructional delivery (4.42). A Technology Resource Center has been established for faculty use for class preparation. In the Institutional Effectiveness Survey, of 144 responses to Item 34 (4.4, Section 3, page 12), 61.1% agreed that faculty is provided with current and up-to-date staff development opportunities to enable them to offer the highest quality classes.



No changes are recommended at this time.


D.6 The institution provides evidence that all courses and programs, both credit and non-credit, whether conducted on- or off-campus by traditional or non-traditional delivery systems, are designed, approved, administered, and periodically evaluated under established institutional procedures. This provision applies to continuing and community education, contract and other special programs conducted in the name of the institution.  


Continuing education (non-credit) courses and programs are planned, approved and evaluated in the same manner as credit courses and programs. Continuing education instructors are required to meet community college faculty minimum qualifications. The South Orange County Community College District has consolidated the continuing education administration under the district Emeritus Institute.


Community Education (fee-based) courses and programs (4.9) are designed, administered, and evaluated (4.43) by the Community Education Office and approved by the Board of Trustees (4.44). Courses are generated in response to participant needs and requests. Course outlines and presenters are reviewed by appropriate school deans where applicable. Independent contractors on a fee-split basis usually present courses; course outlines (4.45) and contractor biographies (4.46) are kept on file in the Community Education Office. Instructors are expected to be experts in their particular field but are not required to meet community college faculty minimum qualifications.


Community education at IVC is fully self-supporting as requested by the Board of Trustees. All direct and indirect costs are recovered from the registration fees paid by participants.





Contract education courses and programs may be offered for credit or non-credit and are fee-based. Contract education responds to the needs and requests of business and industry. The contract education function was combined with the office of community education in July 1995. Contract credit courses are designed, approved and evaluated following established college procedures. Fee-based contract courses are administered in the same manner as community education courses. Courses are designed to meet the specialized training needs of the client and are usually held at the client's site.







Continuing education courses follow the set procedures for academic credit courses.


Community Education courses are designed by the Community Education Office and submitted quarterly by the president and the chancellor to the Board of Trustees for approval.


Community and contract education complement each other and the number of clients contracting with IVC has increased significantly. A sample list of contract clients includes Motorola, Toshiba, Air Touch Cellular, Irvine Chamber of Commerce, Gilardi Group and Leibert.



No changes are recommended at this time.


D.7 Institutions offering curricula through electronic delivery systems operate in conformity with applicable Commission policies and statements on Principles of Good Practice in Distance Education.




The fall 1996 semester was the first time that hybrid classes using electronic delivery distance learning techniques were offered at IVC. These classes, such as CIS 226C, Introduction to Intranet/Internet Concepts and Administration, are being offered in conjunction with the computer-networking program on an ongoing basis. In these classes, computer based training was offered to students at the time of their convenience over telephone lines and in the Computer Center. Electronic mail for daily correspondence was also a portion of the class.


Additional classes such as Anthropology, Business Management, Psychology and Sociology (4.7, page 13) have been offered via the Irvine Cable Channel 33. These alternative delivery classes carry the same unit, general education, and transfer value as courses offered in the traditional classroom. Students must meet the specific requirements of the class and participate on a regular basis. Registration is completed in the same manner as it is for courses in the traditionally delivered curriculum. 

IVC has been awarded a grant (4.39) from the State Chancellor's Office to study and establish a statewide model in distance learning across various disciplines. This grant will assist the college in its advancing distance learning efforts.




These curricula through electronic delivery systems operate in conformity with applicable commission policies and statements on "Principles of Good Practice in Distance Education." For example, 1) the same objectives of the class are achieved whether offered traditionally or via distance learning techniques; 2) interaction with the instructor is offered in various ways; and 3) the courses are funded at comparable levels. In the results of the Institutional Effectiveness Survey, 37 out of 49 responses (75.5%) to Item 40 (4.4, Section Three, page 15) agreed that "IVC offers curricula through electronic delivery systems that conform with applicable Commission policies and statements on Principles of Good Practice in Distance Education".




1. The college will move forward with its efforts to offer television courses on Channel 33 and hybrid and online courses via the Internet.


D.8 Institutions offering curricula in foreign locations to students other than U.S. nationals operate in conformity with applicable Commission policies and guidelines.



IVC does not offer curriculum in foreign locations to students other than U.S. nationals.




Not applicable.



No changes are recommended at this time.





4.1 The Almanac � Demographics and Economy of County

4.2 1997-98 IVC Catalog

4.3 Curriculum Manual

4.4 Institutional Effectiveness Survey

4.5 IVC Student Handbook

4.6 Marine Base Schedule of Courses, Summer 1998

4.7 IVC Schedule of Classes, Spring 1998

4.8 Sample: High School Schedule

4.9 IVC Corporate and Community Education Program Schedule, Summer 1998

4.10 President's Report for Board Meeting of July 20,1998 re Business Partnerships

4.11 Letter of Intent: Exceptions to Class Size Minimums

4.12 Sample Course Substitution/Waiver Form

4.13 Sample Class Waiting List

4.14 Various Schedules

4.15 Irvine Valley College and Foundation Annual Report

4.16 The Almanac � FTES Data

4.17 Minute of Board Meeting of March 25, 1996 (Agenda Item 36A)

4.18 Release of State Block Grant Funds

4.19 Letter from California Chancellor's Office Releasing Equipment Funds

4.20 The Almanac � Changing Demographics

4.21 Added Class Sections Due to Reorganization

4.22 Transfer Center Flyers

4.23 Early Alert Form

4.24 Flex Week Schedules: Fall 1997, Spring 1997, Spring 1996

4.25 Vocational Advisory Committee: Invitation Letter and Agenda

4.26 Student Educational Goals

4.27 Career and Job Placement Center Information

4.28 The Almanac � Transfer Rates

4.29 Title V: Sections 55802 and 55805.5

4.30 Program Brochures

4.31 Program Review Handbook (draft)

4.32 Sample Course Syllabus

4.33 Sample Course Outline

4.34 Board Policy 5600

4.35 Title V: Section 51022

4.36 Program Review Timeline

4.37 Faculty Manual

4.38 Academic Employee Master Agreement (Faculty Contract)

4.39 Abstract of Distance Learning Grant

4.40 1996-97 Tech Prep Summary of Curriculum Articulation Agreements




4.41 1997-98 Tech Prep Summary of Curriculum Articulation Agreements

4.42 Flex Week Schedules: Fall, 1998

4.43 Community Education: Sample Evaluation

4.44 Community Education: Board Approval

4.45 Community Education: Course Outline

4.46 Community Education: Instructor Biography