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Research, Planning & Accreditation:


About Planning

Accreditation responsibilities include providing support for the self-study that is conducted every six years and the mid-term report every three years. The research department monitors the implementation of planning agendas and recommendations and takes a lead role in developing the annual report for submission to the Accrediting Commission for Community and Junior Colleges (ACCJC). Our staff also participate on accreditation committees to provide perspective on institutional statistics and trends regarding institutional effectiveness. For detailed information on accreditation, please visit IVC's accredition website or the Accrediting Commission for Community and Junior Colleges (ACCJC) website

The Planning and Decision-Making Manual (PDM [Authenicated Login Required] ) has been developed to promote and sustain planning, participation, and effective decision-making at Irvine Valley College. The PDM describes how all members of the college and district community are involved in the strategic planning and decision-making processes by clearly delineating the roles and responsibilities of all constituent groups as defined by law, regulation, and district and college policies and procedures.

The PDM includes college policies/procedures, committee charge charts, and organizational charts designed to promote widespread participation in strategic planning and decision-making. The PDM clearly describes how the college functions and identifies its relationship with district planning and decision-making. The manual is intended to serve as a living document that is regularly updated to reflect continuous improvements in the strategic planning and decision-making at Irvine Valley College.

About Program Review

Instructional units undergo a program review process to take an introspective look at the effectiveness of the programs, identify areas for improvement, and enhance student success. A comprehensive program review process, conducted every six years, allows a department or program faculty to step back from day-to-day work, evaluate a program’s strengths and weaknesses, and develop a vision of the program for the future. It provides data to serve as evidence for analysis. It connects the program to other campus offices and committees for assistance in evaluation and planning. It allows faculty to look outside the college at curricular, resource and pedagogical issues at aspirational institutions determined by the faculty. Finally, a program review allows a department or program to request resources and professional development. Findings from the program review process are discussed in the college’s Institutional Effectiveness Committee and addressed in future planning and decision making.

Upon completion of a comprehensive program review, a program has a better idea of the direction that the program will take over the next six years.  However, it is important to review the comprehensive program review document to ensure that progress is being made on stated goals, SLO assessment is still occurring regularly, and unforeseen circumstances that change the scope of the comprehensive program review are documented.  The annual update is the mechanism for achieving this review.


Program Review Dashboard

About Student Learning Outcomes

Student Learning Outcomes (SLO) are a fundamental element of ACCJC Standard II and set the expectation of what students will learn from each specific course. Institutionally approved course outcomes, required in each syllabus, are used to assess knowledge gained over a course of study. SLOs specify an action by the student that must be observable, measurable and able to be demonstrated.

The overall purpose of SLOs is to determine that students are learning well what faculty are teaching. Identifying and regularly assessing SLOs as part of routine activities will:

  1. Help departments understand how to better facilitate student learning.
  2. Provide departments with feedback by answer question, such as the following:
    1. Are your services providing what they are supposed to beyond customer satisfaction?
    2. What skills are students learning?
    3. Are these the skills we want them to learn?
    4. Are these the skills we are teaching them?
  3. Enable students to articulate what they are learning and have learned from attending IVC, inside and outside of the classroom.
    1. SLO Training Documents
    2. External Links