Accreditation Eligibility Application
El Camino College
Compton Community Education Center
1111 East Artesia Boulevard, Compton, California 90221
Accrediting Commission for Community Junior Colleges
Western Association of Schools and Colleges
January 15, 2015
Thomas M. Fallo
Superintendent/President
El Camino College
16007 Crenshaw Boulevard
Torrance, California 90505
2
Table of Contents
Contents
1. Authority 3
2. Mission 4
3. Governing Board 4
4. Chief Executive Officer 6
5. Administrative Capacity 8
6. Operational Status 17
7. Degrees 20
8. Educational Programs 28
9. Academic Credit 30
10. Student Learning and Achievement 31
11. General Education 35
12. Academic Freedom 37
13. Faculty 37
14. Student Services 63
15. Admissions 72
16. Information and Learning Resources 72
17. Financial Resources 76
18. Financial Accountability 78
19. Institutional Planning and Evaluation 81
20. Public Information 85
21. Relations with the Accrediting Commission 89
3
El Camino College Compton Community Educational Center Applying
for Eligibility for College Status
Eligibility Requirements for Accreditation
El Camino College is seeking eligibility for El Camino College Compton Community
Educational Center, hereafter referred to as Compton Center, to apply for candidacy.
1. Authority
The institution is authorized or licensed to operate as an educational institution and to award
Associate Degrees by an appropriate governmental organization or agency as required by each
of the jurisdictions or regions in which it operates.
Private institutions, if required by the appropriate statutory regulatory body, must submit
evidence of authorization, licensure, or approval by that body. If incorporated, the institution
shall submit a copy of its articles of incorporation.
El Camino College was founded in 1947 and is accredited by the Accrediting Commission for
Community and Junior Colleges (ACCJC) of the Western Association of Schools and Colleges,
and recognized as a fully accredited two-year community college. In August 2006, the El
Camino Community College District Board of Trustees approved a Memorandum of
Understanding to provide educational and related support services to the Compton Community
College District (CCCD) residents
1
. This was followed by the Agreement Between El Camino
Community College District and CCCD in May 2013
2
.
El Camino College provides accredited instructional and related student support services, in
addition to administrative services, to meet the needs of CCCD students. El Camino College
courses are taught at Compton Center by CCCD faculty.
Compton Center is authorized to operate as a center of El Camino College by the ACCJC and
the California Community College Board of Governors. On August 9, 2006, El Camino College
submitted a substantive change proposal to the ACCJC requesting the establishment of an
educational center at the former Compton Community College facility and approval to expand
the service area of El Camino College to include the CCCD service area
3
. On August 16, 2006
the ACCJC Committee on Substantive Change met to review the substantive change proposal
and the committee granted El Camino College provisional approval to establish Compton
1
http://district.compton.edu/history/docs/Partnership-Agreement-2006.pdf
2
http://district.compton.edu/history/docs/May22_2013_Agreement.pdf
3
http://www.compton.edu/campusinformation/accreditation/docs/Substantive_Change_Proposal_2006.pdf
4
Center
4
. The Commission reviewed and accepted requested supplemental information on April
23, 2007
5
.
2. Mission
The institution’s educational mission must be clearly defined, adopted, and published by its
governing board consistent with its legal authorization, and be appropriate to an Associate
Degree-granting institution of higher education and the constituency it seeks to serve. The
mission statement defines institutional commitment to achieving student learning.
El Camino College’s educational mission is clearly defined and expresses the institution’s
commitment to achieving student learning.
El Camino College Mission: El Camino College makes a positive difference in people’s lives.
We provide excellent comprehensive educational programs and services that promote student
learning and success in collaboration with our diverse communities
6
.
The mission statement was updated in fall 2014 during a Planning Summit with representatives
from both El Camino College and Compton Center
7
. The revised El Camino College Mission
Statement was adopted by the El Camino Community College District Board of Trustees on
December 15, 2014
8
.
Compton Center uses the same mission statement.
3. Governing Board
The institution has a functioning governing board responsible for the quality, integrity, and
financial stability of the institution and for ensuring that the institution’s mission is being
accomplished. This board is ultimately responsible for ensuring that the financial resources of
the institution are used to provide a sound educational program. Its membership should be
sufficient in size and composition to fulfill all board responsibilities. The governing board is
an independent policy-making body capable of reflecting constituent and public interest in
board activities and decisions. A majority of the board members have no employment, family,
ownership, or other personal financial interest in the institution. The board adheres to a
conflict of interest policy which assures that those interests are disclosed and that they do not
4
http://www.compton.edu/campusinformation/accreditation/docs/August262006ACCJCLetter.pdf
5
http://www.compton.edu/campusinformation/accreditation/docs/April232007ACCJCLetter.pdf
6
http://www.elcamino.edu/administration/board/agendas/2014/12-15-14_agenda.pdf
7
http://www.elcamino.edu/administration/ir/docs/planning/OutcomesReport_PlanningSummit_2014.pdf
8
http://www.elcamino.edu/administration/board/agendas/2014/12-15-14_agenda.pdf
5
interfere with the impartiality of governing body members or outweigh the greater duty to
secure and ensure the academic and fiscal integrity of the institution.
Compton Center is governed by the El Camino Community College District Board of Trustees,
which is responsible for the quality, integrity, and financial stability of the institution and for
ensuring that the institution’s mission is being accomplished. The board is responsible for
ensuring institutional financial resources are used to provide sound educational programming
9
.
The board comprises five members elected by trustee area
10
and is sufficient in size and
composition to fulfill all responsibilities. The governing board is an independent policy-making
body capable of reflecting constituent and public interest in board activities and decisions
11
.
None of the board members have any employment, family, ownership, or other personal
financial interest in the institution. The board adheres to a conflict of interest policy
12
, a code of
ethics
13
, a political activity policy
14
, and a statement of economic interest policy
15
, all of which
assure that any interests are disclosed and that they do not interfere with the impartiality of
governing body members or outweigh the greater duty to secure and ensure the academic and
fiscal integrity of the institution
16
.
Board members and their qualifications are below.
William Beverly, President
William Beverly, an attorney, was first elected to the El Camino Community College District
Board of Trustees in November 1991. He represents Trustee Area 3. His current term of office is
through 2015.
Kenneth Brown, Vice President
Kenneth Brown, an engineer and part-time instructor, was appointed to the El Camino
Community College District Board of Trustees in December 2010, and was elected by voters in
November 2011. He represents Trustee Area 1. His current term of office is through 2015.
John Vargas, Secretary
John Vargas, an educator, was elected to the El Camino Community College District Board of
Trustees in November 2013. He represents Trustee Area 2. His current term of office is through
2017.
9
http://www.elcamino.edu/administration/board/boarddocs/2200%20Board%20Duties%20and%20Responsibilities.pdf
10
http://www.elcamino.edu/administration/board/
11
http://www.elcamino.edu/administration/board/policies.asp
http://www.elcamino.edu/administration/board/boarddocs/2200%20Board%20Duties%20and%20Responsibilities.pdf
12
http://www.elcamino.edu/administration/board/boarddocs/2710%20Conflict%20of%20Interest.pdf
13
http://www.elcamino.edu/administration/board/boarddocs/2715%20-%20Code%20of%20Ethics%20Standards%20of%20Practice.pdf
14
http://www.elcamino.edu/administration/board/boarddocs/2716%20Political%20Activity%20Board%20Members.pdf
15
http://www.elcamino.edu/administration/board/boarddocs/3400%20Statement%20of%20Economic%20Interest.pdf
16
http://www.compton.edu/campusinformation/accreditation/docs/BoardLetterNoInterest11.6.2014.pdf
6
Mary Combs, Member
Mary Combs, a businesswoman and educator, was first elected to the El Camino Community
College District Board of Trustees in November 2003. She represents Trustee Area 4. Her
current term of office is through 2015.
Cliff Numark, Member
Cliff Numark, a chief executive officer, was elected to the El Camino Community College
District Board of Trustees in November 2013. He represents Trustee Area 5. His current term of
office is through 2017.
4. Chief Executive Officer
The institution has a chief executive officer appointed by the governing board, whose full-time
responsibility is to the institution, and who possesses the requisite authority to administer
board policies. Neither the district/system chief administrator nor the college chief
administrator may serve as the chair of the governing board.
The El Camino Community College District Superintendent/President oversees Compton Center.
The Superintendent/President’s full-time responsibility is to the institution. The
Superintendent/President possesses the authority to administer board policies, as described in
Board Policy 2430 (Delegation of Authority to Superintendent/President)
17
. This policy states
“The Board delegates to the Superintendent/President the executive responsibility for
administering the policies adopted by the Board and executing all decisions of the Board
requiring administrative action.” The Superintendent/President does not serve as the chair of the
El Camino Community College District Board of Trustees.
Furthermore, Board Policy 2410 (Policy and Administrative Procedure)
18
includes the following
language: “Administrative procedures are to be issued by the Superintendent/President as
statements of method to be used in implementing Board Policy. Such administrative procedures
shall be consistent with the intent of Board Policy. Administrative procedures may be revised as
deemed necessary by the Superintendent/President.”
For examples of the Superintendent/President’s responsibilities, see El Camino College’s Board
Policies 3100 (Organizational Structure)
19
, 4020 (Program, Curriculum, and Course
17
http://www.elcamino.edu/administration/board/boarddocs/2430%20Delegation%20of%20Authority%20to%20Superintendent%20President.pdf
18
http://www.elcamino.edu/administration/board/boarddocs/2410%20Policy%20and%20Administrative%20Procedure.pdf
19
http://www.elcamino.edu/administration/board/boarddocs/3100%20Organizational%20Structure.pdf
7
Development)
20
, 5300 (Student Equity Plan)
21
, 6100 (Delegation of Authority [Fiscal and
Business])
22
, and 7110 (Delegation [Personnel])
23
.
Compton Center is a center of El Camino College. Thomas Fallo is the Superintendent/President
of the El Camino Community College District.
Thomas Fallo, El Camino College Superintendent/President
El Camino College, President’s Office, 16007 Crenshaw Boulevard, Torrance, California 90506
Fallo was named the fifth President of El Camino College in July 1995. During his tenure, he
hired over 300 faculty members and dozens of college administrators; oversaw the passage of
two local capital construction bonds; and lead the charge to assist the former Compton
Community College when its accreditation was revoked.
Prior to his selection as Superintendent/President, Fallo served as Vice President Administrative
Services at El Camino College.
An El Camino College alum, Fallo holds a Doctorate in Institutional Management from
Pepperdine University, a Master of Business Administration in Business Management from
UCLA, and a Bachelor’s in Economics from UCLA.
Fallo serves as President of the board for California Manufacturing Technology Consulting;
President of the Statewide Association of Community Colleges Joint Powers Agreement board;
and is a member of the board for Schools Association for Excess Risk and Intelecom.
As the Chief Executive Officer of one of the largest two-year colleges in the nation, Fallo
oversees an annual operating budget of more than $120 million and an enrollment of 25,000
students at the El Camino College campus and 7,700 students at Compton Center
24
.
Keith Curry, Compton Community College District CEO
Compton Center, 1111 East Artesia Boulevard, Compton, California 90221
Curry currently serves CCCD as the Chief Executive Officer (CEO). He was appointed CEO on
July 1, 2013
25
. In this position, Curry’s full-time responsibility is to oversee all departments and
functions of the District. Curry recommends the budget and policies, manages and oversees
senior management, sets goals and benchmarks, and on a daily basis functions as a team builder
among management. He leads the district while setting the tone and direction for the district.
20
http://www.elcamino.edu/administration/board/boarddocs/4020%20Program%20Curriculum%20and%20Course%20Development.pdf
21
http://www.elcamino.edu/administration/board/boarddocs/5300%20Student%20Equity.pdf
22
http://www.elcamino.edu/administration/board/boarddocs/6100%20Delegation%20of%20Authority.pdf
23
http://www.elcamino.edu/administration/board/boarddocs/7110%20Delegation%20of%20Authority.pdf
24
http://www.elcamino.edu/administration/hr/Presidents%20Contract%202013.pdf
25
http://district.compton.edu/board_of_trustees/Compton%20District%20Board%20Agenda%2004.16.2013.pdf
8
Curry has demonstrated great support for the Compton Center to provide quality education to the
students of this community and to provide an environment of educational excellence.
Once eligibility is granted to Compton Center, the CEO of CCCD will become the
Provost/CEO
26
. The Provost/CEO will assume oversight of Compton Center and will continue
reporting to the Superintendent/President of El Camino College and the Special Trustee for
CCCD
27
. Upon achieving initial accreditation status, the El Camino College Compton
Community Educational Center will become a college within the El Camino Community College
District. The Provost/CEO position and title will change to College President/CEO. Curry reports
to the CCCD Special Trustee and the El Camino Community College District
Superintendent/President.
Curry previously served as the Dean of Student Services, Compton Center, and Acting Dean of
Student Affairs at the former Compton Community College. Prior to that, he was Director of
Early Academic Outreach Programs at the University of California, Irvine.
Curry is an active member of the African-American Male Education Network Development, the
Foundation for CCCD, and the Association of California Community College Administrators.
Curry earned a Doctorate in Educational Administration from the University of California, Irvine
and a Bachelor’s degree in American Studies from the University of California, Santa Cruz.
5. Administrative Capacity
The institution has sufficient staff, with appropriate preparation and experience, to provide
the administrative services necessary to support its mission and purpose.
Compton Center has an administrative structure and sufficient staffing, with appropriate
preparation and experience, in place to fulfill the institution’s mission and purpose
28
.
Administrative officers are qualified by training and experience to perform their administrative
duties.
Compton Center has a Vice President who is responsible for instruction and student services.
The Vice President reports directly to the Superintendent/President of El Camino College. Under
the auspices of Assembly Bill 318
29
, the CCCD is under the guidance of a state-appointed
26
http://www.district.compton.edu/administration/human-resources/classifiedjobdescriptions/ceo2.pdf
27
http://www.elcamino.edu/administration/board/agendas/2013/CCCD%20and%20ECCCD%20Agreement_5-22-13.pdf
http://district.compton.edu/administration/human-resources/docs/CEOContract2013.pdf
28
http://www.compton.edu/campusinformation/accreditation/docs/2014-2015ComptonOrgChart2.pdf
http://www.compton.edu/adminandoperations/AdminExtensions/index.aspx
29
http://www.compton.edu/campusinformation/committees-governance/assemblybill318/Documents/ab_318_bill_20060630_chaptered.pdf
9
Special Trustee, and the day-to-day operations of the District are the responsibility of the CCCD
CEO. The CEO is responsible for business affairs, facilities, and human resources. The CEO
works closely with the Vice President, Compton Center, and both attend weekly meetings with
the Superintendent/President of El Camino College.
Compton Center has a Dean of Student Learning (Arts, Social Sciences, and Career and
Technical Education); a Dean of Student Learning (Sciences and Health and Human Services); a
Dean of Student Success; a Dean of Student Services; a Director of Financial Aid; a Director of
CalWORKs, TANF, GAIN, and Special Resource Center; a Director of EOPS/CARE; a Director
of Admissions and Records; a Director of Enrollment Services; a Director of Student
Development and Athletics; and a Director of the Child Development Center.
Barbara Perez, Vice President, Compton Center
Perez has served as the Vice President, Compton Center since 2010. In this capacity, she serves
as the Chief Instructional and Student Services Officer, develops operational systems for
Compton Center, develops instructional programs to meet the needs of the community, and
works with the campus community to prepare Compton Center for accreditation. Perez also
interfaces with the Chief Instructional Officer and Chief Student Services Officer of El Camino
College, serves as a member of the President’s Cabinet for El Camino College, and serves as a
member of the CCCD CEO’s Cabinet.
Prior to Compton Center, Perez served as Vice President, Human Resources at El Camino
College. She was responsible for all functions of the Human Resources Department, served on
the District’s negotiating team, coordinated the health and welfare benefits program, and chaired
the benefits committee. The recruitment and hiring process, district staff development programs,
and the implementation and proposed changes to personnel policies and procedures were also
under Perez’s direction.
Perez is a member of the Association of California Community College Administrators, the
Association of Chief Human Resources Officers, Faculty Association of California Community
Colleges, and the American Association of University Women.
Perez earned her Bachelor of Science in Chemistry and Master of Science in Chemistry from San
Diego State University. She has also completed graduate coursework in the Community College
Studies doctoral program at UCLA.
Rodney Murray, Dean of Student Learning (Arts, Social Sciences, and Career and
Technical Education Division)
Murray was hired as Dean of Student Learning (Arts, Social Sciences, and Career and Technical
Education Division) at Compton Center in August 2008. His tenure as Dean of Student Learning
(Arts, Social Sciences, and Career and Technical Education Division) has focused on
10
institutional efficiencies in the vocational technology offerings at Compton Center, the
promotion of new emerging industries, and the implementation of contextualized education.
Prior to becoming Dean of Student Learning (Arts, Social Sciences, and Career and Technical
Education Division), Murray was an adjunct instructor in the Business Division at the former
Compton Community College (1994) and later a full-time faculty member (1999). He became a
tenured professor in 2003. Murray also served as president of the Compton College Federation of
Employees, Certificated Unit, for three years.
Murray earned his Doctorate in Human Services with a Criminal Justice emphasis from Capella
University. He has a Master of Business Administration and a Bachelor of Arts in Business from
the University of Redlands.
Wanda Morris, Dean of Student Learning (Health, Natural Sciences, and Human Services
Division)
Morris is the Dean of Student Learning (Health, Natural Sciences, and Human Services
Division) at Compton Center. Her responsibilities include management of the overall quality and
integrity of the Child Development Program, the Child Development Center, the Nursing
Department, and other assigned areas. Morris is responsible for assuring that the programs
maintain compliance with regulatory boards to which the Child Development Program, the Child
Development Center, and the Nursing Program report.
Prior to being hired as a Dean of Student Learning (Health, Natural Sciences, and Human
Services Division), Morris served the CCCD as Director of Nursing. In this capacity, Morris
provided the administration, management, organization, and supervision of the Nursing
Department. She also provided academic and administrative leadership of the Associate Degree
Nursing, Vocational Nursing, and the Nursing Assistant/Home Health Aide educational
programs. Additionally, Morris serves as Assistant Director of Nursing for El Camino College
and Compton Center.
Morris is an active member of the Council of Black Nurses, the National Black Nurses
Association, the Association of California Community College Administrators, and the
Historically Black Colleges and University National Strategy Advisory Board.
Morris earned her Master of Nursing from UCLA, her Bachelor of Science in Nursing from
California State University, Dominguez Hills, and her Associate in Science from Compton
Community College. Morris is currently enrolled in the doctorate program at Argosy University.
Morris is currently on loan to El Camino College for the 2015 year serving as the Director of
Nursing for both El Camino College and Compton Center. An Interim Dean of Student Learning
will be hired to fulfill her responsibilities in early spring 2015.
11
Chelvi Subramaniam, Dean of Student Success
Subramaniam is the Dean of Student Success at Compton Center and oversees the Humanities &
Mathematics and Library-Student Success Center Division. Her responsibilities include
implementing and assessing innovations in developmental education. Subramaniam works with
faculty and staff from Academic Strategies, Communication Studies, English, English as a
Second Language, Human Development, Learning Resources, Library, and Mathematics to
foster an environment of student learning and success. She also provides leadership for Compton
Center’s student success programs and services to deliver an integrated instructional program
that includes basic skills, academic and occupational education, and transfer courses to meet the
diverse needs of the students and community. She administers, supervises and evaluates
educational programs, courses, and services that are related to student success.
Prior to becoming Dean of Student Success, Subramaniam was a tenured faculty member
teaching both English and Communication Studies for the past 25 years. For nine of the 25 years,
she served as chair of the Humanities, ESL, and Foreign Languages Division. She also served as
the Student Learning Outcomes Coordinator for Compton Center for four years.
Subramaniam earned her Doctorate from USC, a Master of Arts in English, and a Bachelor of
Arts in English and Communication Studies from the University of South Alabama.
Phillip Humphreys, Dean of Student Services
Humphreys is the Dean of Student Services at Compton Center. His responsibilities include
organizing, supervising, and coordinating the operations of the Student Affairs programs at
Compton Center, including Admissions and Records, Athletics, Counseling, Special Resource
Center, EOPS/CARE, Financial Aid, Matriculation, Student Equity, Student Life, TRIO
Programs, Transfer Services, and all other student support services areas. Humphreys
coordinates and administers the planning, development, and management of the budget for the
Student Affairs Division and makes recommendations to meet the educational and support needs
of Compton Center students and the community.
Prior to his appointment at Compton Center, Humphreys worked for 19 years in several
capacities at California State University, Long Beach. He served as Director of Upward Bound
where he was responsible for the overall development and administration of federally-funded
Upward Bound programs. Humphreys also served as the Director of the Workforce Investment
Act, developing and administering the Workforce Development Bureau programs, and as the
Assistant Director of Education Equity Services.
Humphreys received his Doctorate in Organizational Leadership from the University of La
Verne. He earned his Bachelor of Arts in Social Science and his Master of Arts in Social Science
from Humboldt State University.
12
Mytha Pascual, Director of Financial Aid
Pascual is the Director of Student Financial Aid at Compton Center. Her responsibilities include
the direction of staff; employee recruitment; and the selection, training, evaluation, discipline
and professional development of staff.
Pascual has worked in all five of California’s postsecondary education segments: the University
of California, California State University, vocational/proprietary schools, California Community
Colleges and private/independent colleges and universities, in addition to possessing experience
with a student lending institution.
Pascual received her Bachelor of Arts from the University of California, San Diego, and a
Master of Business Administration from the University of Phoenix.
Patricia Bonacic, Director of CalWORKs, TANF, GAIN, and Special Resources Center
Bonacic has served as the Director of CalWORKs, TANF, and GAIN since 2006 and assumed
administration of the Compton Center Special Resources and High Tech centers in 2008. Her
role is to provide development and delivery of institutional services supporting the retention and
academic success of students with disabilities and at-risk students receiving public assistance, in
compliance with mandated CalWORKs and DSPS regulations, Title 5, Sections 504 and 508 of
the Rehabilitation Act of 1973, and the Americans with Disabilities Act. Bonacic manages the
budget for five categorical and contract budgets and manages faculty and classified staff.
Bonacic previously worked as the Case Management and Services Coordinator for
EOPS/CalWORKs/CARE at El Camino College for seven years and also as Assistant Director of
Career Development at University of Miami and VTEA Project Manager and Coordinator of
Disability Services at Miami-Dade and Florida Keys community colleges.
Bonacic received her Master of Science in Adult Education from Florida International
University, with an emphasis in career development in multi-cultural communities and a
Bachelor of Arts in Psychology from San Francisco State University.
Christine Aldrich, Director of EOPS/CARE
Aldrich is Director of EOPS/CARE at Compton Center. Her responsibilities include advising and
assisting students enrolled in the program, monitoring accountability systems, and implementing
all program-related projects and services.
Prior to her appointment at Compton Center, Aldrich served as the CalWORKs
Coordinator/Counselor at Rio Hondo College for over thirteen years. She also served as the
Interim Director of EOPS/CARE and CalWORKs at Rio Hondo College. She played an active
13
role in the Los Angeles Community College CalWORKs Consortium (LAC-5) for 11 years,
serving as chairperson for three years. Aldrich is a certified True Colors Personality trainer.
Aldrich received her Master of Science in Counseling from California State University, Fullerton
and a Bachelor of Science in Psychology from University of California, Irvine.
Richette Bell, Director of Admissions and Records
Bell is the Director of Admissions and Records at Compton Center. Bell’s responsibilities
include organizing, supervising, and coordinating the operations of the Admissions and Records
Office; overseeing the operations of the Assessment and Testing Office; administering
procedures relating to the registration and admission of students; supervising the maintenance,
custody, security, and retirement of student records; and participating in budget preparation and
administration.
Prior to her appointment at Compton Center, Bell served as Work Activity Program and
Employment Services Program Manager for Goodwill Southern California. She also served as a
Partnership Assistant for the Los Angeles Regional Census Office and Director of Student
Outreach and Visitor Services at California State Polytechnic University. Prior to that, Bell
served as Admissions and Recruitment Coordinator for USC’s School of Social Work and as
Program Supervisor for Orangewood Children’s Foundation. She began her supervisory career
working for University Outreach and School Relations for California State University, Long
Beach.
Bell received her Master of Arts in Educational Psychology from Clark Atlanta University and
her Bachelor of Science in Criminal Justice from California State University, Long Beach.
Elizabeth Martinez, Director of Enrollment Services
Martinez serves as Director of Enrollment Services at Compton Center. She is responsible for the
oversight of Enrollment Services, the Welcome Center, the Transfer and Career Center, Foster
Kinship and Care Education, PSMAAP, YESS Program, Offsite Courses and Upward Bound
Math and Science Program. She supervises faculty, staff, students, and a budget of over $1.5
million.
Prior to her employment as Director of Enrollment Services she was Interim Director of EOPS
and CARE and Transfer Center Coordinator at Compton Center. Martinez also was a Life Skills
Instructor at WAHUPA Upward Bound, University of San Diego. She was a counselor/mentor at
the University of San Diego. She began her counseling career working at MEChA de UCLA’s
Xinachtli Program as a Venice High School Site Coordinator.
14
Martinez is a doctoral student at UCLA in the Ed.D Educational Leadership Program. She
received her Master of Arts in Education Specialization in Multicultural Counseling from San
Diego State University and a Bachelor of Arts in Sociology from UCLA.
Eric Mendoza, Director of Student Development and Athletics
Mendoza is the Director of Student Development and Athletics at Compton Center. His
responsibilities include organizing, supervising, and coordinating the operations of Student
Development, Student Activities, Student Government, and Athletics.
Prior to his appointment at Compton Center, Mendoza worked for five years as the Director of
Student Programs and Athletics at Porterville College. Mendoza also served as the Director of
the West Fresno Boys and Girls Club, and as the Assistant Athletic Director, Sports Information
and Marketing at Fullerton College.
Mendoza earned his Master of Arts in Kinesiology/Physical Education from Fresno Pacific
University and his Bachelor of Arts in Mass Communication and Journalism from California
State University, Fresno.
Shirley Edwards, Director of Child Development Center
Edwards serves as Director of Abel B. Sykes, Jr., Child Development Center at Compton Center.
Her professional career spans 26 years as an Adjunct Instructor, Division Chair, Associate Dean,
Administrative Dean, and Executive Vice President of Academic Affairs. She is also Coordinator
of both the Child Development Training Consortium and the California Early Childhood
Education Mentor Teacher Program. She is affiliated with several professional and service
organizations.
Edwards received her Associate of Arts Degree from Compton Community College, her
Bachelor of Science in Education/Behavioral Sciences from USC, and her Master of Science in
Early Childhood Education from the University of La Verne.
* * * * *
In addition to the Compton Center administrators listed above, CCCD has a Chief Business
Officer, a Dean of Human Resources, a Director of Fiscal Affairs, a Director of Accounting, a
Director of Facilities, Planning, and Operations, and a Supervisor of Management Information
Systems (MIS).
The Supervisor of MIS is an employee of El Camino College who is under the direct supervision
of the El Camino College Vice President, Administrative Services. This employee is on
administrative loan to CCCD. CCCD reimburses El Camino College for the salary and benefits
of this employee.
15
Felipe Lopez, Chief Business Officer
Lopez serves as the Chief Business Officer at the CCCD. His job is to serve and maintain the
fiscal integrity of the institution; provide technical information and assistance to the El Camino
College Superintendent/President, the CEO, Vice Presidents, and administrators in the
development and implementation of plans, strategies, goals, and objectives for the District; and
to provide technical assistance concerning resource allocation, fund disbursement, and long-
range financial requirements.
Lopez also directs the preparation and maintenance of a variety of financial and statistical
reports, files, and records as required by the CEO, the El Camino College
Superintendent/President, and the Special Trustee. He oversees the preparation of materials and
reports for the Special Trustee and makes presentations as necessary. Lopez assists in the
preparation of fiscal information on all project applications submitted by other administrative
staff and coordinates applications prior to submission to the CEO, conducts financial analysis
and prepares reports as necessary for the effective management and operation of the District, and
manages all district financial policies, procedures, and activities, including budget and audit.
He coordinates budgetary changes and effects thereof with Fiscal Services; administers and
supervises the District’s financial affairs in accordance with state laws, board policies, and
administrative regulations; keeps abreast of pertinent legislation, rules, regulations, and court
decisions that may relate to fiscal functions; assumes responsibility for interpretation of and
compliance with federal and state laws and regulations; and administers the legal and financial
operation of civic use of the college facilities. Lopez serves as member of the District’s team for
faculty and classified negotiations and chairs and participates in District shared governance
master planning committees as assigned. He is a member of the CEO’s Cabinet.
Prior to his employment at Compton Center, Lopez worked as an audit supervisor for Vavrinek,
Trine, Day, & Co., LLP for nearly ten years. Lopez is a member of the Association of Chief
Business Officers (ACBO) and serves on the ACBO Fiscal Standards Task Force.
Lopez earned his Master of Business Administration from the University of Redlands. He
received his Certificate in Accounting for Governmental and Nonprofit Organization from
University of California, Riverside and his Bachelor of Science in Business Administration from
California Baptist University.
Rachelle Sasser, Dean of Human Resources
Sasser is the Dean of Human Resources at the CCCD, reporting to the CEO. She has nearly 30
years of community college experience including 14 years as an educational administrator and
15 years as a full-time tenured faculty member. Sasser is responsible for all operations of the
District’s Human Resources Office including recruitment, employment, classification and salary
16
administration, personnel planning, employer-employee relations, labor relations, and faculty
and staff diversity programs. She participates in the collective bargaining/negotiation process,
administers and interprets collective bargaining agreements, and serves as the District employee
grievance representative and investigating compliance officer for discrimination complaints.
Sasser administers the District’s employee benefits program which includes employee
health/medical programs, as well as workers’ compensation and retirement programs. She is a
member of the CEO’s Cabinet.
Sasser served as Acting Executive Assistant to the President of the former Compton Community
College and Acting Dean of Human Resources. She served as the Executive Assistant to the
President of the former Compton Community College; Acting Dean and Executive Dean
Academic Affairs; Assistant to the President of the former Compton Community College;
Executive Dean of Vocational Education; Dean of Vocational Education; Associate Dean of
Student Affairs; Director of DSPS; and Learning Disabilities Specialist.
Sasser earned her Master of Arts in Psychology from Pepperdine University, and her Bachelor of
Arts in Psychology from UCLA.
Reuben James III, Director of Fiscal Affairs
James serves as Director of Fiscal Affairs at CCCD. He oversees the Payroll Department,
Purchasing Department, and Facilities Rental and Usage Department. James assists in
implementing computer software programs. For one year he served as the Director of the
Emancipated Youth Program.
Prior to working at CCCD, James was a Floating Supervisor at Pepperdine University. He was
previously employed as the Operations Officer at Highland Federal Bank.
James received his Master of Science in Organizational Leadership and Management from
Springfield College, a Bachelor of Science in Management from Pepperdine University, and an
Associate in Arts in Business Administration Finance from West Los Angeles College.
Steven Haigler, Director of Accounting
Haigler serves as Director of Accounting at the CCCD. He manages the Accounting Department,
develops policies and procedures to improve efficiency of operations, and reconciles/maintains
dual accounting systems. He is also in charge of supervising and training staff.
Haigler received a Bachelor of Science in Business Administration from California State
University, San Bernardino and is a Certified Public Accountant.
17
Linda Owens, Director of Facilities Planning and Operations
Owens serves as Director of Facilities Planning and Operations at CCCD. She manages the
planning and construction process for new facilities and modifications to existing District
facilities based upon the identified needs of Compton Center programs and state space allowance
guidelines. Planning entails programming, budgeting, selection of design professionals,
management of the design process, securing needed regulatory approvals, and selection of the
delivery method.
Owens also manages the Maintenance and Operations Department. The Maintenance and
Operations Department provides services to keep the District’s facilities safe, clean, and
functional.
Owens has more than 20 years of construction industry experience. Prior to her current position,
she worked for the CCCD as Interim Director of Facilities Planning and Operations, and Senior
Facilities Project Manager. Before joining the CCCD, Owens served as the Senior Project
Manager for VANIR Construction Management.
Owens earned a Bachelor of Science in Mechanical Engineering from Lawrence Technological
University. She also has a certificate in Real Estate Development from USC.
6. Operational Status
The institution is operational, with students actively pursuing its degree programs.
Brief History
The former Compton Community College was established in 1927 as a component of the
Compton Union High School District. In 1950, voters approved a bond separating the college
from the high school district. The new college campus was then constructed at the present site
30
.
After many successful years, followed by several challenging years, in June 2005 the
Accrediting Commission for Community and Junior Colleges announced its decision to revoke
Compton Community College’s accreditation.
In August 2006, the El Camino Community College District Board of Trustees approved a
Memorandum of Understanding to provide educational and related support services to the CCCD
service area at the Compton Educational Center, located on the property of the CCCD. El
Camino College provides accredited instructional and related support services, in addition to
administrative services to meet the needs of Compton Center students. El Camino College
courses are taught at Compton Center by CCCD faculty
31
. Through the agreement, residents of
30
http://www.district.compton.edu/history/index.asp
31
http://www.compton.edu/studentservices/admissionandrecords/ClassSchedule.aspx
18
the CCCD service area continue to have access to university transfer and career and technical
education opportunities, as well as financial aid, basic skills courses, and related support
services, in their own neighborhood. Compton Center is operational, with students actively
pursuing degrees.
Currently, CCCD has 245,605 square feet of assignable square footage as well as 442,691
outside gross square footage on 88 acres of land. In 2012, the CCCD Special Trustee in
consultation with El Camino College approved the Facilities Master Plan
32
. Included in the
Facilities Master Plan are the following projects:
1. Library-Student Success Center (opened in spring 2014)
2. Allied Building Project (expected completion fall 2015)
3. Music Building Renovation (expected completion 2016)
4. Instructional Building 1 (planning stage)
5. Instructional Building 2 (planning stage; dependent on state funding)
Enrollment
Compton Center is operational and has seen stability in enrollment for the past five years,
increasing from 10,060 students (4,735 full-time equivalent students) in 2008-2009 to 13,940
students (5,477 full-time equivalent students) in 2012-2013. Demographic information for
students enrolled at Compton Center is included below.
Table 1 - Headcount & FTES of Compton Center Students
2008-09 2009-10 2010-11 2011-12 2012-13
Headcount 10,060 12,209 16,189 14,603 13,940
FTES 4,735 5,576 6,859 6,088 5,477
Source: California Community College Chancellor’s Office
Table 2 - Age of Compton Center Students
Age 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013
19 or less 29.7% 26.3% 30.2% 21.4% 23.6%
20 - 24 27.4% 30.1% 31.9% 38.7% 38.1%
25 - 34 21.5% 22.8% 22.2% 24.1% 23.1%
35 - 44 11.9% 10.9% 9.1% 9.2% 8.4%
45 - 54 7.0% 6.0% 4.9% 5.0% 5.1%
32
http://district.compton.edu/administration/docs/CCCD-Facilities-Master-Plan-2012.pdf
19
Age 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013
55+ 2.5% 1.9% 1.7% 1.7% 1.9%
Unknown 0.1% 2.0% 0.0% 0.0% 0.0%
Source: California Community College Chancellor’s Office
Table 3 - Gender of Compton Center Students
Gender 2008-09 2009-10 2010-11 2011-12 2012-13
Female 62.9% 62.8% 62.5% 62.9% 62.9%
Male 36.9% 37.1% 37.4% 37.1% 37.1%
Source: California Community College Chancellor’s Office
Table 4 - Ethnicity of Compton Center Students
Ethnic Group 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013
African-American 49.5% 46.5% 42.0% 40.2% 37.4%
American Indian or Alaskan Native 0.3% 0.2% 0.2% 0.2% 0.2%
Asian 3.0% 7.2% 8.3% 7.4% 7.8%
Filipino 2.0% 0.0% 0.0% 0.0% 0.0%
Latino 35.6% 34.0% 37.6% 41.1% 44.7%
Other 1.2% 0.0% 0.0% 0.0% 0.0%
Pacific Islander 1.7% 1.4% 1.2% 1.0% 0.8%
Two or more races 0.0% 1.8% 2.6% 2.9% 3.1%
Unknown or Decline 3.8% 4.6% 2.7% 1.9% 1.2%
White 3.0% 4.3% 5.4% 5.1% 4.8%
Source: California Community College Chancellor’s Office
The number of degrees awarded at Compton Center has increased from 150 in 2008-2009 to 281
in 2012-2013, an 87 percent increase. The number of certificates awarded has also increased
from 27 in 2008-2009 to 96 in 2012-2013, a 255 percent increase. See the El Camino College
Degrees and Certificates Awarded Recent Trends report for specific numbers of Compton Center
degree and certificate recipients
33
.
33
http://www.elcamino.edu/administration/ir/docs/research/DegreesCertificates_2012-13_v2.pdf
20
Compton Center’s substantial degree and certificate growth over the past five years is not
explained only by increases in Full Time Equivalent Students (FTES) over time. Table 5 displays
growth in degrees, certificates, and overall awards as well as a ratio of awards to FTES.
In viewing the number of awards in relation to FTES in Table 5, it is important to note that a
smaller FTES to awards ratio is better than a larger ratio. The ratio reflects the number of FTES
per award, so the 2008-09 ratio of 26.8 means that for every 26.8 FTES, one award was given
that year. However, in 2012-13, for every 14.5 FTES, one award was given that year. This
indicates that the increased rate of awards has outpaced any changes in FTES over time. In
addition, given that the normative time to completion for students is approximately four years,
the best way to assess if increased FTES is a driving factor of award growth would be to
compare annual awards to the FTES from four years prior. This is presented in the last row of
Table 5 where the FTES used in the FTES to awards ratio adjusted for average completion time
calculation is the FTES from four years prior to that academic year.
Table 5 - Degrees & Certificates Awarded at Compton Center
Award Type 2008-09 2009-10 2010-11 2011-12 2012-13
Degrees 150 157 211 230 281
Certificates 27 78 51 102 96
Total Awards 177 235 262 332 377
FTES : Awards
Ratio
26.8
23.7 26.2 18.3 14.5
FTES : Awards
Ratio
(adjusted for
average completion
time)*
14.3 14.8
Source for Degrees, Certificates, and Total Awards: California Community College Chancellor’s Office
* Ratio of awards to FTES adjusted to reflect average four-year award completion time (e.g., 2008-09 FTES of 4735
/ 332 awards in 2011-12 = 14.3).
7. Degrees
A substantial portion or majority of the institution’s educational offerings is programs that
lead to degrees, and a significant proportion of its students are enrolled in them.
The mission of Compton Center is to make a positive difference in people’s lives and provide
excellent comprehensive educational programs and services that promote student learning and
success in collaboration with our diverse communities. Using the curriculum of El Camino
21
College, Compton Center offers programs in transfer, education, career technical education
(CTE), developmental education, basic skills, non-credit instruction, and economic development
programs.
The educational programs at the Compton Center are designed to lead students to certificates,
associate degrees, and/or transfer to a four-year institution
34
. In addition, Compton Center offers
programs in pre-collegiate, remedial, or developmental improvement, and for general
education
35
.
Through El Camino College, Compton Center reviews all programs through both the strategic
planning process and El Camino College’s Curriculum Committee. Compton Center’s faculty
members serve on El Camino College’s Curriculum Committees
36
. This ensures that degree and
certificate programs are in recognized fields of study in higher education, have the required
quality and rigor, and can be measured with identifiable student learning outcomes. Programs
also undergo a program review at least once every four years. Program review reports are
examined by a peer group, the Academic Program Review Committee, and final versions are
available online
37
.
The El Camino College catalog provides the standard requirements for degrees and certificates.
Requirements for the Associate of Arts and Associate of Science degrees are detailed in the
2014-2015 college catalog. Both degrees require a completion of at least 60 degree applicable
units. At least 18 units must be in a discipline or from related disciplines with a grade of “C” or
better in each course
38
.
The categories of General Education courses for Associate of Arts and Associate of Science
Degrees are:
1.
Natural Science
2.
Social and Behavioral Science
3.
Humanities
4.
Language and Rationality (A. English Composition, B. Communications and Analytical
Thinking)
5.
Health and Physical Education
6.
Mathematics Competency
39
34
http://www.compton.edu/academics/index.aspx
http://www.compton.edu/Academics/Majors/index.aspx
35
http://www.compton.edu/Academics/distance-ed/index.aspx
36
http://www.elcamino.edu/academics/ccc/s5ccccommittee.asp
37
http://www.compton.edu/academics/programreviews.aspx
38
http://www.elcamino.edu/admissions/docs/2014-2015-Catalog.pdf (pages 63-67)
39
http://www.elcamino.edu/admissions/docs/2014-2015-Catalog.pdf (pages 60-62)
22
Catalog designation of college-level courses for which degree credit is granted is located in the
2014-2015 college catalog. Information found in the college catalog includes course and credit
requirements for each academic program
40
.
The college catalog provides additional information regarding transfer to a California State
University (CSU), including the lower division CSU general education requirements, Lower
Division Transfer Patterns (LDTP), and requirements to transfer to a University of California
(UC), including the Intersegmental General Education Transfer Curricula (IGETC)
41
.
Additionally, under the Admissions and Registration section of the college catalog, information
on the admissions, registration, and matriculation processes is provided
42
.
For the academic programs listed below in Table 6, Compton Center students will take all or the
majority of courses at Compton Center, with the possibility of a select few courses taken at El
Camino College. As El Camino College students, students attending Compton Center have
access to all degrees offered by El Camino College. Students may enroll in courses not offered at
the Compton Center at El Camino College, which accounts for a number of the low degrees
awarded numbers in Table 6.
When submitting application materials, students indicate their intended majors. Due to the open
enrollment policy for California Community Colleges, students often change declared majors,
making the acquisition of data describing student enrollment in degree and non-degree programs
a challenge. For example, a fall 2013 report prepared by Institutional Research and Planning
showed that while 1,096 students had indicated nursing as their intended program of study
during enrollment, only 265 of those students took a nursing course; 831 had not taken a nursing
course
43
. Compton Center academic programs utilize information prepared by Institutional
Research and Planning to monitor data regarding students’ intended programs of study, degrees
and certificates awarded, and transfer rates, including those to the California State University and
University of California systems
44
. The new Student Success & Support Program (SSSP)
requires California community college students to attend an orientation session, complete an
assessment process, and complete an educational plan, as well as select a major by the time they
have taken 15 units. These requirements will enhance the data available to Compton Center to
further assess the viability of degree and certificate offerings.
40
http://www.elcamino.edu/admissions/docs/2014-2015-Catalog.pdf (pages 79-286)
41
http://www.elcamino.edu/admissions/docs/2014-2015-Catalog.pdf (pages 70-74)
42
http://www.elcamino.edu/admissions/docs/2014-2015-Catalog.pdf (pages 11-22)
43
http://www.compton.edu/campusinformation/accreditation/docs/CECStudentMajorCountsByDivisionFall2013.pdf
http://www.compton.edu/campusinformation/accreditation/docs/CECStudentMajorCountsByMajorFall2013.pdf
44
http://www.elcamino.edu/administration/ir/docs/research/DegreesCertificates_2012-13_v2.pdf
http://www.elcamino.edu/administration/ir/docs/acadperformance/TransferVelocity_Trends_CEC_06-07.pdf
http://www.elcamino.edu/administration/ir/docs/acadperformance/Time%20to%20Completion%202012-2013.pdf
http://www.elcamino.edu/administration/ir/docs/research/Transfers_UC-CSU_2012-13_NSC.pdf
23
As Compton Center moves toward accredited college status, it is assessing which programs to
offer leading to a degree. Additional methods to enroll a significant proportion of students in
those programs are also under review. Compton Center has already combined several disciplines
and created divisions, such as the Arts, Social Sciences, and Career Technical Education
divisions, which provide the courses and support services necessary for students to complete
their general education requirements.
Currently, the program review process ensures that faculty, staff, and administration examine
program enrollment and degree and certificate completions along with course fill rates, retention
rates, gainful employment information, and other data provided by Institutional Research and
Planning. Program faculty review disaggregated data for each of the years in a program review
cycle to monitor numbers of program completers and to make any necessary curricular, staffing,
equipment, and technology recommendations.
Certain programs listed in Table 6 may at present have low completion numbers but high fill
rates for program courses. Faculty in these programs examine specific student and program
needs and may, for example, recommend needed full- or part-time faculty hiring based on
identified program improvement plans to increase completion numbers. For example, Life
Sciences program faculty members analyzed the program’s high course enrollment and fill rates
and recommended hiring one additional full-time faculty member
45
. History program faculty
recommended a plan to hire both full-time and part-time faculty with curriculum expertise to
replace full-time faculty retirees, and to accommodate expansion of the curriculum to meet
student needs
46
.
When needed, the program discontinuance process will be initiated to determine whether or not
an educational program should be discontinued. Data and other information, such as enrollment
trends, degrees and certificates, success and retention, facility and equipment needs, and student
outcomes, as well as indicators relevant to the review of the college’s vocational and
occupational training programs are considered as part of this process
47
.
45
http://www.compton.edu/campusinformation/accreditation/docs/LIFESCI2012-2013PROGRAMREVIEW.pdf
46
http://www.compton.edu/campusinformation/accreditation/docs/HistoryPROGRAMREVIEW2013.pdf
47
http://www.elcamino.edu/administration/board/boarddocs/4021%20Program%20Discontinuance.pdf
http://www.elcamino.edu/administration/board/boarddocs/AP%204021%20Program%20Discontinuance.pdf
24
Table 6 - Degrees & Certificates offered at Compton Center
Degree AA/AS Certificate 2008-2013
Number of
Degrees
Awarded
2008-2013
Number of
Certificates
Awarded
Administration of Justice
30 16
Air Conditioning and Refrigeration
2 23
Anthropology
1
Art
2
Automotive Collision
Repair/Painting
1 4
Automotive Technology
2 31
Biology
1
Business
Accounting
Business Administration
Business Management
Marketing
Office Administration
60 22
Chemistry
3
Childhood Education
100 173
Commercial Music
4
Computer Information Systems
3
Communication Studies
1
Dance
2
English
1
Film/Video
2 2
25
Degree AA/AS Certificate 2008-2013
Number of
Degrees
Awarded
2008-2013
Number of
Certificates
Awarded
Fire and Emergency Technology
6 1
General Studies
467
History
3
Liberal Studies
27
Machine Tool Technology
2 2
Manufacturing Technology
Mathematics
3
Nursing
201
Philosophy
Physical Education
Physical Science
3
Physics
2
Political Sciences
5
Psychology
11
Real Estate
7 5
Sign Language/Interpreter
Training
2 1
Sociology
37
Spanish
3
Theatre
26
Degree AA/AS Certificate 2008-2013
Number of
Degrees
Awarded
2008-2013
Number of
Certificates
Awarded
Transfer Studies
17
Welding
8 23
Source: Institutional Research and Planning
48
During 2012-2013, Compton Center faculty, staff, and administration utilized research to
establish measures of student achievement as part of Compton Center’s development of
institutional effectiveness outcomes
49
. Compton Center has also set aspirational goals for two
measures of degree achievement: 1) annual count of degrees awarded and 2) cohort completion
rate. The latter rate measures enrollment fluctuations and is a sub-rate of the California
Community Colleges Student Success Scorecard, a performance measurement system that tracks
student success at all California Community Colleges
50
. Using two measures supports Compton
Center’s short-term and long-term evaluation of institutional effectiveness. This also allows
Compton Center to track its students elsewhere in the California Community Colleges system
and make comparisons with peer institutions. Compton Center has established an institutional
standard for degrees awarded and an institutional standard for cohort completion rate
51
. These
outcomes will be monitored annually, with the plan to reach stated goals by the end of Academic
Year 2019-2020.
The Institutional Effectiveness Outcomes of the Strategic Plan 2015-2020 were developed with
input from Compton Center and El Camino College groups
52
and were presented to the El
Camino Community College District Board of Trustees for review and approval in fall 2014
53
.
48
http://www.elcamino.edu/administration/ir/docs/research/DegreesCertificates_2012-13_v2.pdf
49
http://www.compton.edu/campusinformation/accreditation/docs/InstitutionalEffectivenessOutcomesCOM2015-20FINAL.pdf
http://www.compton.edu/campusinformation/accreditation/docs/InstitutionalEffectivenessOutcomes2015-2020Methodology.pdf
50
http://scorecard.cccco.edu/scorecard.aspx
51
http://www.compton.edu/campusinformation/accreditation/docs/StudentAchievementOutcomesGrid.pdf
52
http://www.elcamino.edu/administration/ir/docs/planning/Planning%20Summit%202013%20-%20Outcomes%20Report.pdf
http://www.compton.edu/campusinformation/accreditation/docs/InstitutionalStudentAchievementSenateWork.pdf
http://www.compton.edu/campusinformation/accreditation/docs/InstitutionalStudentAchievementSuccessCommitteeWork.pdf
http://www.compton.edu/campusinformation/accreditation/docs/FacultyCouncilMinutes9.19.2013.pdf
http://www.compton.edu/campusinformation/accreditation/docs/FacultyCouncilMinutes9.18.2014.pdf
http://www.elcamino.edu/cmte_minutes/minutes/1001/0321201395239.pdf
http://www.compton.edu/campusinformation/accreditation/docs/ComptonPBCMinutes081214.pdf
http://www.compton.edu/campusinformation/accreditation/docs/IEOutcomesScorecardToBoard.pdf
53
http://www.elcamino.edu/administration/board/agendas/2014/10-20-14_agenda.pdf
27
Institution-set standards are now being incorporated into regular Institutional Research and
Planning reports, such as the Annual Fact Book
54
and the Degrees and Certificates Report
55
.
Compton Center is currently in the fourth year of the Graduation Initiative, a Title V grant-
supported project designed to significantly increase the number of students earning degrees
56
.
The project increases student readiness for the pursuit of an associate degree, while strengthening
student learning and faculty teaching in essential gateway courses such as reading, writing, and
math. The project focuses on systematic professional development and faculty collaboration in
learning teams, which encourage experimenting with instructional methods and pedagogy. To
promote students’ self-advocacy and their development as self-directed learners, tools that
facilitate students’ educational and financial planning have been implemented. Strategically
targeted academic advising is emphasized to students to help them fulfill graduation
requirements and enhance their understanding of the benefits from graduating with a degree.
By the third year of the grant, the six grant objectives had been met or surpassed, with the
exception of Hispanic students obtaining degrees, which fell 4 percent short of the fall 2013
target
57
.
1. Compton Center significantly increased the percentage of students enrolled in
developmental level courses one level below college level who enroll and successfully
complete college level English and Mathematics courses within two years.
2. Compton Center surpassed the target of students achieving “Transfer Directed” status
(students successfully completing both transfer-level Math and English courses) within
three years of enrollment.
3. The percentage of Compton Center students who achieved "Transfer Prepared" status
(students successfully completing both 60 University of California or California State
University transferable units and have a GPA of 2.0 or higher) increased by 29 percent.
4. Overall, Compton Center increased the percentage of first time, full-time, degree-seeking
students who graduate with an associate degree within three years of enrollment. The fall
2013 target of 32 percent was met for non-underrepresented minority students. The
percentage of Hispanic students in this group obtaining degrees increased from 15
percent to 19 percent, slightly below the 23 percent target.
5. Compton Center surpassed its target of students completing 7,000 educational plans by
10 percent with the number of completed educational plans totaling 7,732.
6. Targets for full-time faculty members and part-time faculty members participating in
learning team cohorts were surpassed for both the mathematics and humanities cohorts.
54
http://www.elcamino.edu/administration/ir/docs/eccprofile/COM-Annual-Factbook-2013.pdf (page 26)
55
http://www.elcamino.edu/administration/ir/docs/research/DegreesCertificates_2012-13_v2.pdf
56
http://www.compton.edu/studentservices/graduationinitiative/gioverview.aspx
57
http://www.compton.edu/campusinformation/accreditation/docs/GraduationProject2013Summary.pdf
http://www.compton.edu/campusinformation/accreditation/docs/GraduationProject2014AdvisoryComm.pdf
28
In addition to the above outcomes, the Graduation Initiative utilizes planned activities that have
demonstrated immediate improvements toward strengthening programs and services directly
impacting students
58
.
1. Opened in fall 2011, the Reading Success Center employs tutors who assist students by
strengthening reading comprehension, raising reading levels, and augmenting vocabulary.
Student usage of the Reading Success Center tutors and computer labs continues to
exceed targets.
2. Compton Center launched a Web-based degree audit software program where students
utilize an online system to enter a declared or potential major to see how many of the
requirements they have already met. Student usage of this system has significantly
exceeded targets resulting in increasing awareness of degree completion.
3. To bring awareness to the needs of the Compton Center Hispanic student population,
diversity panels, speakers, and workshops are conducted. A wide range of informational
books, CDs, and DVDs related to diversity topics is now available for students to access
via a book/resource loan program.
4. Summer Math Academies provide a three-week refresher on math ideas and skills, as
well as essential student success skills. At the end of an academy, students again take the
math placement test and then move to a higher level math within their math sequence,
thus increasing their ability to graduate sooner.
The Graduation Initiative director will continue to follow through with component activities and
update strategies to continue improving Compton Center persistence and graduation rates.
8. Educational Programs
The institution’s principal degree programs are congruent with its mission, are based on
recognized higher education field(s) of study, are of sufficient content and length, are
conducted at levels of quality and rigor appropriate to the degrees offered, and culminate in
identified student outcomes. At least one degree program must be of two academic years in
length.
The mission of Compton Center is to make a positive difference in people’s lives and provide
excellent comprehensive educational programs and services that promote student learning and
success in collaboration with our diverse communities. Compton Center offers programs in
transfer, education, career technology, developmental education, basic skills, and non-credit
instruction programs
59
, all of which are congruent with its mission and based on recognized
higher education fields of study. At least one degree program is of two academic years in length.
58
http://www.compton.edu/campusinformation/accreditation/docs/GraduationProject2013Highlights.pdf
59
http://www.compton.edu/academics/
http://www.elcamino.edu/admissions/docs/2014-2015-Catalog.pdf (pages 63-286)
29
Compton Center is dedicated to fulfilling its mission and upholding integrity in all programs
offered by the Compton Center and its off-campus (i.e. local high school) locations
60
. Through
careful planning and review of curriculum
61
, the program review process and peer analysis of
program reviews
62
, articulation with transfer schools
63
, and compliance with external review
agencies for vocational programs
64
, Compton Center evaluates all academic offerings to ensure
sufficient content and length, appropriate levels of quality and rigor, and culmination in
identified student outcomes. As part of this evaluation, in 2010-2011 Compton Center
consolidated its 51 academic programs into 33 programs.
Compton Center offers high-quality instructional programs, student support services, and library
and learning support services that facilitate and demonstrate the achievements of stated student
learning outcomes. Student learning outcomes are in place for all courses and degree programs
65
.
As of June 2014, Compton Center had assessed at least one learning outcome for 100 percent of
all courses and 100 percent of all programs
66
. To improve assessment dialogue between El
Camino College and Compton Center, Compton Center decided to align its assessment schedule
with El Camino College. Completion of scheduled assessments is verified each semester.
Compton Center instructional programs in recognized and emerging fields of study (e.g.
aerospace fasteners) culminate in identified student outcomes leading to degrees, certificates,
employment, or transfer to other higher education institutions. While Compton Center offers an
array of degree and certificate programs, it is one third the size of El Camino College, and
therefore El Camino College has more programs. Compton Center’s degree programs are
congruent with El Camino College programs and mission statement.
Requirements for the Associate of Arts and the Associate of Science degrees are detailed in the
2014-2015 college catalog. All associate degrees require at least 60 units, of which a minimum
of 12 units must be in a specific discipline, 18 units of general education, a 2.0 cumulative GPA,
and at least a “C” grade in specific areas
67
. The general education and graduation requirements
for the degrees are stated in the 2014-2015 college catalog
68
. Associate degree programs are two
years in length
69
. Instructional programs are systematically assessed in order to assure currency,
improve teaching and learning strategies, and achieve stated student learning outcomes.
60
http://www.compton.edu/campusinformation/accreditation/docs/ComptonCenterHighSchoolCourses2014.pdf
61
http://www.elcamino.edu/academics/ccc/
62
http://www.compton.edu/academics/programreviews.aspx
63
http://www.elcamino.edu/studentservices/co/articulation.asp
64
http://www.compton.edu/campusinformation/accreditation/docs/CECNursingBRNApproval.pdf
65
http://www.compton.edu/academics/slo/SLObydivision.aspx
66
http://www.compton.edu/campusinformation/accreditation/docs/SLOPLOUpdateforCEC6.18.2014.pdf
67
http://www.elcamino.edu/admissions/docs/2014-2015-Catalog.pdf (pages 64-67)
68
http://www.elcamino.edu/admissions/docs/2014-2015-Catalog.pdf (pages 60-62)
69
http://www.elcamino.edu/admissions/docs/2014-2015-Catalog.pdf (pages 63-286)
30
To provide alternate delivery modes for students, Compton Center also offers distance education
courses, including hybrid and online courses. In fall 2014, hybrid courses were offered in three
program areas, and online courses were offered in 17 program areas
70
. No degree or certificate
programs can be earned at least 50 percent through distance education. The Extended Learning
Coordinator, under the supervision of the Dean of Student Learning (Arts, Social Sciences, and
Career and Technical Education), coordinates distance education offerings. Distance education
student resources include online orientation, course management system information, and a
student handbook for distance education
71
. Distance education faculty resources include training,
instructional media and online communication tools, and resources supporting effective online
instruction
72
. In spring 2013, Compton Center piloted the use of online tutoring for several
distance education courses through NetTutor, a Web-based online tutoring service. In fall 2013
the NetTutor service was expanded to all distance education courses. Online tutoring services
have been integrated into Etudes, the distance education course management system, allowing
students direct access to online tutorial services through Etudes course websites. All on-campus
tutorial, learning resources, and student services are available to distance education students.
9. Academic Credit
The institution awards academic credits based upon generally accepted practices in degree
granting institutions of higher education. Public institutions governed by statutory or system
regulatory requirements provide appropriate information about the awarding of academic
credit.
Through El Camino College, Compton Center awards academic credits consistent with
Education Code and Title 5 regulations. The standard measurement of college work is a unit.
One unit of credit is awarded for approximately 54 hours of lecture, study, or laboratory. The
amount of credit awarded is adjusted in proportion to the number of hours of lecture, study, or
laboratory work. Compton Center operates on a semester basis and all references to units of
academic credit in the college catalog are to semester units. The criteria on which credit is based
are described in the 2014-2015 college catalog
73
, in the El Camino College Curriculum
Handbook
74
, and in El Camino College Board Policy 4230 (Grading and Academic Record
Symbols)
75
.
70
http://www.compton.edu/academics/distance-ed/Course_FacultyInfo.aspx
71
http://www.compton.edu/academics/distance-ed/
72
http://www.compton.edu/academics/distance-ed/facultyresources.aspx
73
http://www.elcamino.edu/admissions/docs/2014-2015-Catalog.pdf (page 44)
74
http://www.elcamino.edu/academics/ccc/handbook/Appendix%20A.pdf (pages 1-2)
75
http://www.elcamino.edu/administration/board/boarddocs/4230%20Grading%20and%20Academic%20Record%20Symbols.pdf
31
10. Student Learning and Achievement
The institution defines and publishes for each program the program’s expected student
learning and achievement outcomes. Through regular and systematic assessment, it
demonstrates that students who complete programs, no matter where or how they are offered,
achieve these outcomes.
Student learning outcomes are the specific observable or measurable results that are expected at
the end of a learning experience (i.e. a course; a program of study; a degree or certificate; or set
of interactions with student or library services). El Camino College’s learning outcomes are
described in the 2014-2015 college catalog
76
and on the college Website
77
.
Compton Center’s learning outcomes exist and are assessed at three levels:
● Course: Student Learning Outcomes (SLOs)
● Program: Program Learning Outcomes (PLOs)
● Institutional: Institutional Learning Outcomes (ILOs)
Course and program learning outcomes statements are shared between El Camino College and
Compton Center, except when a course or program is unique to a particular campus such as
Commercial Music at Compton Center. Compton Center has defined and published learning
outcome statements for 100 percent of its courses and programs. In fall 2013, Compton Center
faculty committed to increasing the number, depth, and usage of assessments. Faculty worked to
ensure that the number of SLOs and PLOs was sufficient to fully assess both course and program
goals. Generally, each course has at least three SLOs and each program has at least three PLOs.
Student learning outcome statement information for all courses, programs, and certificates is
available to all students and to the public through course information material (e.g. syllabi) and a
comprehensive assessment Web page
78
. Every program has aligned course-level student learning
outcomes (SLOs) with program-level learning outcomes (PLOs). All SLOs and PLOs are aligned
with institutional-level learning outcomes (ILOs)
79
. As part of this comprehensive alignment, all
general education courses are mapped to ILOs. ILOs are used to assess corresponding general
education areas
80
. Due to increased numbers of SLO and PLO statements and revised ILOs, a
comprehensive re-mapping of SLOs, PLOs, and ILOs was completed in fall 2014
81
.
76
http://www.elcamino.edu/admissions/docs/2014-2015-Catalog.pdf (page 10)
77
http://www.compton.edu/academics/slo/
http://www.elcamino.edu/academics/slo/index.asp
78
http://www.compton.edu/academics/slo/
http://www.elcamino.edu/academics/slo/index.asp
79
http://www.compton.edu/campusinformation/accreditation/docs/SampleAlignmentPsychology.pdf
http://www.compton.edu/campusinformation/accreditation/docs/SampleAlignmentWelding.pdf
80
http://www.elcamino.edu/academics/slo/geo.asp
81
http://www.compton.edu/academics/slo/SLObydivision.aspx
32
Compton Center has established regular and systematic student learning outcome assessments.
As of June 2014, Compton Center had assessed at least one learning outcome for 100 percent of
all courses and 100 percent of all programs
82
.
Outcome assessments demonstrate that Compton Center students achieve course and program
outcomes. In Academic Year 2013-2014, faculty conducted 98 SLO assessments. Students met
established assessment targets for 58 of those assessments, a nearly 60 percent achievement of
these course-level outcomes. To improve student learning and achievement of SLOs, Compton
Center faculty initiated 100 actions based upon outcomes assessment data and analysis, including
61 teaching strategies, three curricular actions, eight requests for program or institutional
support, and 28 modifications to assessment processes
83
. In Academic Year 2013-2014, two PLO
assessments were conducted. Students met established assessment targets for one of these
assessments, a 50 percent achievement of program-level outcomes. To improve student learning
and achievement of PLOs, Compton Center faculty initiated two actions based upon outcomes
assessment data and analysis, including one teaching strategy and one modification to
assessment processes
84
. With the increased numbers of PLOs established in fall 2013, the
number of PLO assessments significantly increased beginning in fall 2014, with a total of 18
PLO assessments scheduled for Academic Year 2014-15
85
. Compton Center will continue to
utilize TracDat, its outcomes assessment management software, to monitor data on student
achievement of learning outcomes.
ILO assessments for El Camino College include Compton Center. As of fall 2014, all ILOs have
been assessed and assessments demonstrate students are achieving institutional outcomes
86
. The
Content Knowledge ILO assessment determined that students have an understanding of the basic
content and methodology of all major areas of general education
87
. The assessment for the
Communication and Comprehension ILO indicated the vast majority of exiting students rated
themselves as mastering the skills of communication and comprehension, especially writing and
the discussion of ideas. Analysis of course grades showed high performance in terms of course
success, retention, and grade point average for exiting students in courses with a strong emphasis
on this ILO
88
. The Critical, Creative, and Analytical Thinking ILO assessment revealed that
exiting students indicated that their critical thinking skills have improved since attending
Compton Center. Analysis of course grades in this competency revealed that exiting students
demonstrate high performance in success, retention, and GPAs in courses with a greater
82
http://www.compton.edu/campusinformation/accreditation/docs/SLOPLOUpdateforCEC6.18.2014.pdf
83
http://www.compton.edu/campusinformation/accreditation/docs/SLOAssessmentSummary2013-14.pdf
84
http://www.compton.edu/campusinformation/accreditation/docs/PLOAssessmentSummary2013-14.pdf
85
http://www.compton.edu/campusinformation/accreditation/docs/PLOAssessmentScheduleSample.pdf
86
http://www.elcamino.edu/academics/slo/corecompassess.asp
87
http://www.elcamino.edu/academics/slo/Content%20Knowledge%20ILO%20Assessment%20Report%205.14.2014.pdf
88
http://www.elcamino.edu/academics/slo/docs/Core%20Competency%20Assessment--Summary%20and%20Overview.pdf
33
emphasis on critical, creative, and analytical thinking
89
. The Professional and Personal Growth
ILO assessment indicated that students were positively influenced in their professional growth
regarding learning, understanding information, and having conversations with others on
important matters. Students specified that their experiences had a positive influence on their self-
esteem as they have improved their knowledge and increased social interactions
90
. The
Community and Collaboration ILO assessment established students were encouraged to take on
additional responsibilities inside and outside the classroom, which, in turn, increased their
collaboration with other students and participation in their communities
91
. The assessment for the
Information and Technology Literacy ILO demonstrated the following: students completing their
first year at either El Camino College or Compton Center performed better than students at other
community colleges on all skill sets covered in a standardized test of information literacy skills;
second-year students performed better than at other community colleges on three of eight skills;
and performance for most skill sets improved as units earned increased
92
.
During the spring 2014 semester, the Assessment of Learning Committee engaged in extensive
discussions to review and revise the six ILOs that had been assessed. The committee developed a
set of four redefined ILO statements with strong alignment to all general education areas
93
. The
Academic Senate reviewed the redefined statements on April 15 and May 8, 2014 and ratified
them on May 8, 2014
94
. As ILO assessment methods are refined in the future, they will assist
Compton Center in measuring student skills in these areas, as well as implementing actions to
improve student performance. Planned ILO assessments with aggregated course and program
data combined with stand-alone institutional data will provide additional and more specific
measures of how well students achieve institutional and general education outcomes.
Compton Center devotes appropriate resources to the assessment of student learning, including a
faculty SLO Coordinator and two faculty SLO Facilitators
95
.
All program review reports completed since 2009 discuss SLOs and PLOs, their assessment,
how the program will respond to the assessment, and what changes and planning steps have been
implemented as a result of assessments
96
. Compton Center is able to identify strengths of
instruction, gaps in student learning, and areas for actions to improve student learning. The
below examples illustrate how Compton Center utilizes learning outcomes assessment and the
89
http://www.elcamino.edu/academics/slo/docs/core_competencies/spring2011_critical_creative_analytical_thinking/institutional_results.pdf
90
http://www.elcamino.edu/academics/slo/docs/core_competencies/professional_and_personal_growth/AssessmentResults_CC_ProfGrowth.pdf
91
http://www.elcamino.edu/academics/slo/AssessmentResultsILO5CommunityandCollaboration.pdf
92
http://www.elcamino.edu/academics/slo/ILOInfoAndTechnologyLiteracyPresentationFall2013.pdf
93
http://www.elcamino.edu/academics/slo/corecomps.asp
94
http://www.elcamino.edu/academics/academicsenate/AS%20Packet%205-8-14.pdf
95
http://www.elcamino.edu/academics/slo/assessment-personnel.asp
96
http://www.elcamino.edu/administration/vpaa/program_review/ProgramReviewMaterials2014.pdf
http://www.compton.edu/campusinformation/accreditation/docs/StudentServicesProgramReviewTemplate.pdf
34
program review process to evaluate instruction and take planning, curricular, and budgeting
actions to improve student achievement.
1. The English program at Compton Center used pass rates, completion rates, and SLO and
PLO assessment results to make program review recommendations regarding
implementation of new teaching strategies for thesis statements, increased offerings of
writing workshops, and increased staffing of the Writing Center. Faculty shared teaching
strategies, additional writing and grammar workshops were scheduled, and a Writing
Center Specialist was hired
97
.
2. The Life Sciences program at Compton Center used assessment results to plan additional
reinforcement activities for difficult subject matter, address the need for supplemental
instruction and more lab hours, and make equipment requests to directly support student
learning
98
.
The California Community Colleges Student Success Scorecard includes degree, certificate, and
transfer-related outcomes completion rates, persistence rates, and remedial progress information
for Compton Center students
99
.
Success and retention rates are listed in Table 7. Success is defined as a student completing a
course with an A, B, or C grade. Retention is defined as a student remaining enrolled through the
end of a course.
Table 7 - Success and Retention Rates at Compton Center
2008-09 2009-10 2010-11 2011-12 2012-13
Success Rate 59% 61% 62% 61% 65%
Retention Rate 74% 75% 77% 77% 80%
Source: California Community College Chancellor’s Office
The National Council Licensure Examination (NCLEX) licensure exam pass rate history is listed
in Table 8.
97
http://www.compton.edu/campusinformation/accreditation/docs/CECEnglishProgramReview2012-13.pdf
98
http://www.compton.edu/campusinformation/accreditation/docs/CECLifeSciencePR2011-2012.pdf
99
http://www.compton.edu/campusinformation/accreditation/docs/CCCCOScorecardSummary2012-13.pdf
http://scorecard.cccco.edu/reports/OneYear/711_OneYear.pdf
http://scorecard.cccco.edu/scorecardrates.aspx?CollegeID=711
35
Table 8 – NCLEX Pass Rates
El Camino College –
Compton Education
Center
2008 2009 2010 2011 2012
#
taken
%
pass
#
taken
%
pass
#
taken
%
pass
#
taken
%
pass
#
taken
% pass
65 66.15% 57 71.93% 44 81.82% 59 84.75% 54 81.48%
Source: BRN Pass Rates Report (2013-2014 data not yet available)
100
11. General Education
The institution defines and incorporates into all of its degree programs a substantial
component of general education designed to ensure breadth of knowledge and promote
intellectual inquiry. The general education component includes demonstrated competence in
writing and computational skills and an introduction to some of the major areas of knowledge.
General education has comprehensive learning outcomes for the students who complete it.
Degree credit for general education programs must be consistent with levels of quality and
rigor appropriate to higher education. See the Accreditation Standards, Standard II.A.3,
(Appendix B) for areas of study required for general education.
The El Camino Community College District Board of Trustees adopted Board Policy 4025
(Philosophy for Associate Degree and General Education)
101
which requires that degree
requirements lead students through a general education pattern designed to ensure breadth of
knowledge and promote intellectual inquiry. Courses approved for inclusion in the general
education requirements are evaluated as meeting the criteria established in this policy. The El
Camino College 2014-2015 catalog details general education criteria for Associate in Arts and
Associate in Science degrees and lists general education courses currently offered within
Associate of Arts and Associate of Science degree requirements
102
. The courses and programs
presented meet standards approved by the Board of Governors of the California Community
Colleges as stated in the California Administrative Code, Title 5, Section 55002.
General Education Criteria
The El Camino College Associate Degree Committee, with participation from instructional and
counseling faculty and administrators, conducted an extensive review of associate degree
requirements, including general education. The Committee produced a statement of “General
Education Criteria for Associate of Arts and Associate of Science degrees.” This statement is
published in the college catalog.
100
http://www.compton.edu/campusinformation/accreditation/docs/NCLEXPassRates.pdf
101
http://www.elcamino.edu/administration/board/boarddocs/4025%20Philosophy%20for%20Associate%20Degree%20and%20General%20Education.pdf
102
http://www.elcamino.edu/admissions/docs/2014-2015-Catalog.pdf (pages 60-62)
36
The degree requirements for an associate degree at the college include six areas of general
education:
1. Natural Sciences
2. Social and Behavioral Sciences
3. Humanities
4. Language and Rationality
A. English Composition
B. Communication and Analytical Thinking
5. Health and Physical Education
6. Mathematics Competency
The general education component includes demonstrated competence in writing and
computational skills and an introduction to some major areas of knowledge
103
.
To be included as a general education course, a course must be recommended by faculty
members from the discipline and approved by the El Camino College Curriculum Committee.
The Curriculum Committee is responsible for determining where courses fit into the general
education breadth pattern; however, the committee relies strongly on the recommendation of the
program faculty. When courses are brought before the Curriculum Committee, the committee, in
coordination with the originating faculty members, determines whether or not the course has
sufficient rigor to meet the standards of scholarship of El Camino College
104
. To a large extent,
courses are included in the general education pattern based upon articulation with the four-year
schools and criteria for inclusion in the different patterns developed by the California State
University (CSU) system and the University of California (UC) system. General education
curriculum in the community colleges closely mirrors the four-year universities and is consistent
with levels of quality and rigor appropriate to higher education.
El Camino College uses comprehensive ILOs to assess general education areas. Current ILOs
strongly correspond to general education areas
105
. These ILOs shape all general education
courses including the Natural Sciences, Social and Behavioral Sciences, and Humanities
disciplines. The goal of general education is accomplished through the college’s ILOs which
include developing students’ critical thinking skills, learning to communicate effectively in
writing, acquiring an understanding of the major concepts to solve problems, and employing
methods of scientific inquiry to understand the world around them. ILOs allow institutional-level
assessments to apply to all students, including those taking general education courses. This
103
http://www.curricunet.com/elcamino/
http://www.compton.edu/campusinformation/accreditation/docs/SampleGenEdCourseOutlines.pdf
104
http://www.elcamino.edu/academics/ccc/handbook/PEOPLE.pdf
http://www.elcamino.edu/academics/ccc/handbook/Course%20Review%20Worksheet.pdf
105
http://www.elcamino.edu/academics/slo/corecomps.asp
http://www.elcamino.edu/academics/slo/geo.asp
37
approach provides assessment results that are useful and actionable at the general education
level.
12. Academic Freedom
The institution’s faculty and students are free to examine and test all knowledge appropriate
to their discipline or area of major study as judged by the academic/educational community in
general. Regardless of institutional affiliation or sponsorship, the institution maintains an
atmosphere in which intellectual freedom and independence exist.
Compton Center is committed to providing an environment that allows for faculty and students
free and open discourse representing all points of view as supported by El Camino College
Board Policy 4030 (Academic Freedom)
106
. This board policy is published in the college
catalog
107
and on the Website
108
.
Intellectual freedom and independence is also reaffirmed in the contract between the El Camino
College Federation of Teachers and the El Camino Community College District
109
and, more
specifically, in the contract between the Compton Community College Federation of Employees,
Certificated Unit and the Compton Community College District, 2007-2010
110
.
13. Faculty
The institution has a substantial core of qualified faculty with full-time responsibility to the
institution. The core is sufficient in size and experience to support all of the institution’s
educational programs. A clear statement of faculty responsibilities must include development
and review of curriculum as well as assessment of learning.
Compton Center employs 95 faculty members with full-time responsibility to the institution and
195 faculty members with part-time responsibility to the institution. The faculty core is sufficient
in size and experience to support Compton Center’s educational programs. All Compton Center
faculty, full-time and part-time, meet or exceed the minimal state qualifications to teach in a
California Community College as stipulated by the State Chancellor’s Office
111
and the even
higher qualifications adopted by El Camino College
112
. If applicable, CCCD Human Resources
106
http://www.elcamino.edu/administration/board/boarddocs/4030%20Academic%20Freedom.pdf
107
http://www.elcamino.edu/admissions/docs/2014-2015-Catalog.pdf (page 47)
108
http://www.elcamino.edu/administration/board/boarddocs/4030%20Academic%20Freedom.pdf
109
http://www.elcamino.edu/administration/hr/2012-2015%20Federation%20Agreement%20as%20of%20NOV%2030%202012%20with%20links%20corr.pdf
110
http://district.compton.edu/administration/human-resources/CBAFaculty1013.pdf
111
http://extranet.cccco.edu/Divisions/AcademicAffairs/InstructionalProgramsandServicesUnit/MinimumQualifications.aspx
112
http://www.compton.edu/campusinformation/accreditation/docs/ECCMinimumQuals.pdf
38
requires applicants for faculty positions to provide an evaluation of foreign transcripts by a
recognized evaluation agency. Transcripts issued outside the United States require a course-by-
course analysis with an equivalency statement from a certified transcript evaluation service
verifying the degree equivalency to that of an accredited institution within the United States
113
.
All existing Compton Center faculty qualifications were reviewed at the beginning of the
partnership with El Camino College. Modifications in assignments were made as needed, based
upon the results
114
.
All Compton Center faculty members are required to fulfill professional responsibilities and
obligations as stated in the most current contract between the faculty union and the CCCD. These
responsibilities include teaching assignments, curriculum development and review, course and
program assessment of learning, committee work, sponsorship of student clubs, faculty
evaluations, office hours, department meetings, staff development, and shared governance
duties
115
. Regular faculty evaluations are conducted for all Compton Center full-time and part-
time faculty members
116
.
The most current list from the CCCD Human Resources office of all full-time faculty members
with their degrees and qualifications may be found in Table 9; the most current list of part-time
faculty members with their degrees and qualifications may be found in Table 10. The most recent
schedule of classes identifies faculty responsible for each class
117
.
Table 9 – Compton Center Full-Time Faculty Roster
INSTRUCTOR &
YEAR OF HIRE
PROGRAM(S) DEGREES
Aasi, Fazal (2007) Anatomy B.S. M.D. Panjab University
Abbassi, Ali (1985) Mathematics
B.S. Detroit Institute of Technology
M.S. West Coast University
Aguilar, Carmela (1985) Counseling; ESL
A.A. Compton Community College
B.A. University of California, Los
Angeles
M.A. California State University,
113
http://www.compton.edu/campusinformation/accreditation/docs/ForeignTranscriptEvaluation.pdf
114
http://www.compton.edu/campusinformation/accreditation/docs/CECMinimumQualsReview.pdf
115
http://district.compton.edu/administration/human-resources/CBAFaculty1013.pdf (pages 14-15)
116
http://district.compton.edu/administration/human-resources/CBAFaculty1013.pdf (Pages 19-41)
http://www.compton.edu/campusinformation/accreditation/docs/2011-12FacultyEvaluation.pdf
http://www.compton.edu/campusinformation/accreditation/docs/2012-13FacultyEvaluation.pdf
http://www.compton.edu/campusinformation/accreditation/docs/2013-14FacultyEvaluation.pdf
http://www.compton.edu/campusinformation/accreditation/docs/2014-15FacultyEvaluation.pdf
117
http://www.compton.edu/studentservices/admissionandrecords/ClassSchedule.aspx
39
INSTRUCTOR &
YEAR OF HIRE
PROGRAM(S) DEGREES
Dominguez Hills
Ahmad, Manzoor (1987) Business
B.S. Government College
LL.B University Law College
M.B.A. Northwest Missouri State
University
Allen, Jennell (1980) Counseling
B.A. California State University,
Long Beach
M.S. California State University,
San Bernardino
Alpern, Ronny (1992) Mathematics
B.A., M.A. California State
University, Fullerton
Arroyo, Celia (1991) Counseling
A.A. Compton Community College
B.A., M.A., M.Ed. California State
University, Dominguez Hills
Arroyo, Silvia T. (1998) Counseling
B.S. University of Nebraska
M.A., Ph.D. United States
International University
Benson, Eugene (1981) Welding
A.S. Los Angeles Trade Technical
College
B.S. University of LaVerne
Bernaudo, Jose (2004) English
B.A. University of California, Irvine
M.A. Claremont University
Boatwright, Eddie (2004) Biological Sciences
B.A. Fisk University
M.D. Meharry Medical College
Bosfield, Saundra (2008) Nursing
A.D.N. Compton Community
College
B.S.N. University of Phoenix
M.S.N. California State University,
Dominguez Hills
Ed.D. Argosy University
Bunting, Ikaweba (2002)
Sociology; Political
Science
B.S. Loyola Marymount University
Ph.D. University of Wales
Clark, Leonard (2001) Geology
B.S., M. S. California State
University, Los Angeles
40
INSTRUCTOR &
YEAR OF HIRE
PROGRAM(S) DEGREES
Collins, Diane (1991) Contemporary Health
B.S. California State University, Los
Angeles
M.S. University of California, Los
Angeles
Cortez-Perez, Aurora
(1996)
ESL
A.A. Compton Community College
B.A., M.A. California State
University, Dominguez Hills
Coti, Karla (2011) Chemistry
B.S., M.S., Ph.D. University of
California, Los Angeles
Crozier, Judith (2014) English
B.A. University of Wyoming
M.P.W. University of Southern
California
DeHardt, Thomas (2013) Psychology
B.A., M.A., Ph.D. University of
California, Los Angeles
Ekimyan, Roza (2014) Human Development
B.S., M.S., Ed.D University of
Southern California
Estrada, Harvey (2000) Music
B.M. California State University,
Fullerton
M.M. California State University,
Los Angeles
Estrada, Maria (2012) Counseling
A.A. Orange Coast College
B.A. University of California, Los
Angeles
M.A. San Diego State University
Evans, Jerome (2000) History
A.A. Los Angeles City College
B.A.California State University, Los
Angeles
M.A., M.S. Pepperdine University
Flor, Paul (1997)
Political Science;
Ethnic Studies
B.A., M.A. University of California,
Los Angeles
M.A. California State University,
Los Angeles
French-Preston, Essie
(1986)
Counseling
B.A. Alabama State University
M.A. University of South Alabama
Ed.S, Ed.D. University of Alabama
41
INSTRUCTOR &
YEAR OF HIRE
PROGRAM(S) DEGREES
Garcia, Annaruth (1998) Office Administration
A.A. Compton Community College
B.S., M.A.University of Phoenix
Garrett, Curtis (2007)
Automotive
Technology
B.S. California State University,
Long Beach
Gillis, Amber (2012) English
B.A., M.A. California State
University, Fullerton
Gras, Lauren (2011)
English Composition;
Developmental
Reading
B.A. University of California, Los
Angeles
M.A. California State University,
Los Angeles
Halligan, Christopher
(2006)
English B.A., M.A. University of Nebraska
Hayes-Cushenberry, H.
Frances (2008)
Nursing
B.S.N., M.S.N. California State
University. Long Beach
Ed.D. Argosy University
Haynes, Vanessa (1998) Counseling
A.A. Monterey Peninsula College
B.A., M.A. California State
University, San Jose
Heming, Deborah (2007) Nursing
A.D.N. Compton Community
College
B.S.N., M.S.N. University of
Phoenix
Hill, Jennifer Knox (2014) English
A.A. Cerritos College
B.A. University of California, Irvine
M.F.A. California State University,
Long Beach
Hobbs, Charles (2011)
Library Information
Science
B.A. University of California, Santa
Barbara
M.L.S. University of California, Los
Angeles
Jimenez, Alberto (2012) Instructional Specialist
B.A. University of California,
Berkeley
M.A. Azuza Pacific University
Johnson, Renee (2006) Nursing
B.S.N., M.S.N. University of
Phoenix
42
INSTRUCTOR &
YEAR OF HIRE
PROGRAM(S) DEGREES
Joiner, Robert (1987) Business
B.S. California State University, Los
Angeles
M.B.A. Pepperdine University
Juarez, Dalia (2011)
English Composition;
Developmental
Reading
B.A., M.A. California State
University, Dominguez Hills
Khalilzadeh, Mohammad
(1999)
Computer Information
Systems
B.A., M.A. California State
University, Los Angeles
Khodagholian, Sevana
(2014)
Chemistry
B.S. University of Southern
California
M.S., Ph.D. University of California,
Riverside
Kooiman, Brent (2011)
Auto Collison Repair
& Painting
A.A. Cerritos College
Lamm, Frederick (1969)
Automotive
Technology
A.S. Los Angeles Trade Technical
College
B.V.E., M.A. California State
University, Long Beach
Ed.D Nova University
Lazar, Shemiran (1996) English; ESL
B.A. Baghdad University
M.A. California State University,
Dominguez Hills
Lyles, Cornelia (1976) Social Sciences
B.A., M.A. California State
University, Los Angeles
Ph.D Nova University
Madrid, Vanessa (2014) Art
B.A. San Diego State University
M.F.A. Claremont Graduate
University
Manikandan, Gyanthri
(2013)
Mathematics
B.S., M.S. Barathidasan University
M.S. California State University,
Long Beach
Maradiaga, Axa (2005) Spanish
B.A., M.A. California State
University, Dominiguez Hills
43
INSTRUCTOR &
YEAR OF HIRE
PROGRAM(S) DEGREES
Martinez, Jose M. (2013) Mathematics
A.A. East Los Angeles College
B.S. University of California, Los
Angeles
M.S. California State University of
Los Angeles
Maruyama, David (2005) English
B.A. University of Caifornia, Los
Angeles
M.A., M.F.A. California State
University, Long Beach
McPatchell, David (1997) Psychology
B.S. University of Kentucky
M.A. California State University,
Sonoma
M.A. University of New Mexico
Mediza, Jose (2003) Mathemtics
B.S. University of Iran
M.S. Sheraz University
Mendoza, Ladislao (1989)
Physical Education;
Recreation
B.A. California State University,
Dominguez, Hills
M.Ed. Azusa Pacific College
M.Ed. Grand Canyon University
Mills, Jesse (2014) Political Science
B.A. Loyola Marymount University
Ph.D Univeristy of Southern
California
Mitu, Zenaida (2003) Nursing
B.S., M.S. University of Santo
Tomas
Moore, Billie (1979) Ethnics Studies
B.A., M.P.A. California State
University, Long Beach
Ph.D. University of California, Los
Angeles
My, Alexander (1989) Counseling
A.S. Austin Community College
B.A. Southwest Texas State
University
M.A. Northeastern Illinois
University
Ed.D. Nova University
Norton, Thomas (2000) English
B.A. University of Iowa
M.A. University of Wisconsin
44
INSTRUCTOR &
YEAR OF HIRE
PROGRAM(S) DEGREES
Odanaka, Michael (1987) Counseling
B.A. Dartmouth College
M.A. Fuller Theological Seminary
M.S. California State University,
Los Angeles
Ornelas, Miguel (2013) Mathematics
B.A. University of California,
Berkeley
M.A. California State University,
Fullerton
Osanyinpeju, Abiodun
(2003)
Life Sciences
B.S. University of Ibadan
M.S. Ph.D. University of Lagos
Pham, Hoa (2012) Child Development
B.A. University of Texas, El Paso
M.Ed. University of Texas, Austin
Ed.D. University of California,
Irvine
Phillips, Marjeritta (2000) Dance
B.A., M.A. California State
Univeristy, Long Beach
Pratt, Estina (1988) Librarian
B.S. Kent State University
M.L.S. Atlanta University
Radcliffe, Kendahl (2012) History
B.S. Emerson College
M.A., Ph.D. University of
California, Los Angeles
Richardson, Pamela
(2014)
Welding
B.S. University of Phoenix
M.A. National University
Rios, Liza (2013)
Communication
Studies
B.A., M.A. California State
University, Fullerton
Roach, Donald A. (1985) Mathemetics
B.S. University of West Indies
M.S. Math University of Waterloo
Ph.D. University of West Indies
Roach, Ruth (2003) English
B.A. M.A.T., Occidental College
M.A., Ph.D. Claremont Graduate
University
Roeun, Malinni (2014) Mathematics
B.S., M.S. California State
University, Long Beach
Ed.D. Argosy University
45
INSTRUCTOR &
YEAR OF HIRE
PROGRAM(S) DEGREES
Ross, Dovard (1986)
Computer Information
Systems
B.A. California State University,
Dominguez Hills
M.B.A. University of Phoenix
Sahebjame, Mohsen
(1998)
Computer Information
Systems
B.S., M.A. California State
University, Long Beach
Schumacher, Holly (2010) Counseling
B.A. California State University,
Long Beach
M.S. National University
A.A. Long Beach City College
Schwitkis, Kent (2014) Astronomy; Physics
B.A. University of California, San
Diego
M.S., Ph.D. University of California,
Santa Barbara
Sidhu, Rajinder (2014) Anatomy; Physiology B.S., M.S. Punjabi University Patiala
Stoddard, Patricia (2011) Mathematics
B.S., M.S. California Institute of
Technology
M.S. California State University,
Long Beach
Tatlilioglu, Abigail (2011) Mathematics
A.S., El Camino College
B.S., M.S. California State
University, Long Beach
Tavakkoli, Mohamad
(1987)
Mathematics
B.S., M.S. California State
University, Los Angeles
Thomas, Shirley (2003)
Assistant Director,
Professor Nursing
B.S.N. University of Phoenix
M.S.N., F.N.P., RNC-OB University
of Phoenix
Threadgill, Cheryl (1998) Counseling
B.A. National-Louis University
M.A. Roosevelt University
M.A. National University
Uch, Mandeda (2004) Music
A.S. Long Beach City College
B.M., M.M. California State
University, Fullerton
Ueda, Dale (2011)
Heating & Air
Conditioning
B.S. California State University,
Dominguez Hills
46
INSTRUCTOR &
YEAR OF HIRE
PROGRAM(S) DEGREES
Valdry, Andree (1999)
Library Information
Science
B.A., M.L.S. University of
Cailfornia, Los Angeles
Valle, Gerson (2014) Mathematics
B.S., M.S. California State
University, Long Beach
Villalobos, Jose (2008) Mathematics
A.S. Compton Community College
B.S., M.S. California State
University, Long Beach
M.S., Ph.D. University of Southern
California
Walker, Gregory (2010) Anatomy
B.S. Tuskegee University
M.D. Howard University
Wallano, Eyob (2007) Life Sciences
MVSC Master of Veterinary
Sciences- Research degree as
Ph.D.
D.V.M. Kharkov Veternairy Institute
Doctor of Veterinary Science
Washington, Cassandra
(2011)
Child Development
B.A. California State University,
Dominguez Hills
M.A. California State University,
Los Angeles
West-Lee, Pamela (1999) Child Development
B.A., M.A., M.S. California State
University, Dominguez Hills
Williams, Nikki (2012) English; Sociology
B.A., M.A. California State
University, Dominguez Hills
Williams, Shannon (2013)
Physical Education;
Baseball
A.A. Compton Community College
B.A. California State University,
Dominguez Hills
M.A. Concordia University
Woodward, Valerie
(2014)
English
B.A. Wellesley College
M.A. San Francisco State University
Ph.D. University of California,
Riverside
Yaghmai, Phillip (2014)
Machine Tool
Technology
B.S. University of Nebraska, Lincoln
47
INSTRUCTOR &
YEAR OF HIRE
PROGRAM(S) DEGREES
Yahye, Abdirashid (1996)
Computer Information
Systems
B.S. Somali National University
M.S. University of Southern
California
Zambrano, Ruth (2011) Mathematics
B.S. University of California, Los
Angeles
M.S. California State University,
Long Beach
Table 10 – Compton Center Part-Time Faculty Roster
INSTRUCTOR PROGRAM(S) DEGREES
Abdulmalek, Sulaiman Biological Sciences
Ph.D. New Mexico State University,
M.S. University of Bridgeport,
Connecticut
B.S. College of Science, University of
Istanbul, Turkey
Adabzadeh, Ali Auto Collision
Ph.D. Capella University
M.A., B.A. University of California,
Los Angeles
Aguilera, Peter Sociology
M.A., B.A. California State University,
Dominguez Hills.
Allen, Gregory Fire Technology
A.S. El Camino College
Altermatt, Robert Chemistry
M.A., B.A. California State University
Dominguez Hills
Armstrong, Sunny English
M.A. California Polytechnic State
University, San Luis Obispo
B.A. Anna Maria College
Avalos, Ron English
M.A. California State University
Dominguez Hills
Bankhead, Steven Arts
M.F.A. Otis College of Art & Design
B.F.A. Auburn University
48
INSTRUCTOR PROGRAM(S) DEGREES
Barber, Lessie Nursing
M.P.A California State University
Dominguez Hills
B.S.N. University of Southern
Mississippi
Bennet, Sage Philosophy
Ph.D., M.A. New School for Social
Research, New York
B.A. Long Island University
Bergman, Stefan English
M.A., B.A. California State University
Dominguez Hills
A.A. Los Angeles Harbor College
Bibb, Nicole Math
M.S. California State University
Hayward
B.S. Loyola Marymount University
Biffle, Lamar PE/Health
M.A., B.A. California State University
Dominguez Hills
Black, Dustin History
M.A., B.A. University California, Los
Angeles
Blankenship, Martin
Sign Language/
Physical Education
B.A. California State University, Long
Beach
A.A. Los Angeles Harbor College
Brabbee, Andrew Spanish
M.A. University of California, Los
Angeles
B.A. Middleburg College
Buenaventura, Ninita Library
M.L.S., B.A. San Jose State University
Bush, Asilia
Counseling/Human
Development
M.A. California State University,
Dominguez Hills
B.A. California State University
Dominguez Hills
A.A. Los Angeles Southwest College
Bystry, Philip ESL
M.A. Chapman University
M.S. Pacific Christian University
B.A. California State University Long
Beach
A.A. Fullerton College
49
INSTRUCTOR PROGRAM(S) DEGREES
Can, Minh Math
M.S. Texas A&M University
B.A. University of California, Berkley
Carrillo, Rosa Counseling
B.A. California State University, Long
Beach
M.A. San Diego State University
Carroll, Craigg Theatre Arts, English
M.F.A, M.A, B.A. California State
University, Long Beach
M.A. University of Massachusetts
A.A. El Camino College
Carter, Sekou Math
M.S., B.S. California State University,
Long Beach
Castro, Naomi Education
M.Ed., B.A. University of Arizona
Colby, Anita Library
M.L.S. University of California, Los
Angeles
B.A. California State University, Long
Beach
Conn, Bradfield Psychology
Ph.D. Alliant International University
M.S. Pepperdine University
B.A. San Diego State University
Cooper, Erin
Psychology/
Communication Studies
M.A., B.A. St. Louis University
M.A. California State University, Long
Beach
Cunnigan, Dixie Fashion
A.A. Los Angeles Trade-Technical
College
Dadi, Tedla Degefa Biological Sciences
Ph.D. University of California, Davis
M.A. Universidad Automata
B.A. Universidad de La Habana
Daniel, Brittney Earth Sciences
M.A. State University of New York
B.A. California State University, Long
Beach
Davis, Timothy Music
M.M., B.A University of California,
Los Angeles
De La Cruz, Nancy Nursing
B.S.N. San Juan de Dios College
50
INSTRUCTOR PROGRAM(S) DEGREES
de la Pena, Susana English
Ph.D., M.A, B.A University of Arizona
M.A. Pacific Graduate Institute
Desetto, Vincent Anthropology
M.A. California State University,
Northridge
B.A. Binghamton University
Diaz, Juan PE/Health
M.A.,B.A. California State University,
Dominguez Hills
Douglas, Jeffrey English
MA., BA California State University,
Long Beach
Doust, Atousa Biological Sciences
M.S. California State University,
Fullerton
B.A. Vanguard University of Southern
California
Dowell, Aaron Film/Video
M.F.A. Loyola Marymount University
B.A. Morehouse College
Eaves, Stephanie Sociology
M.A., B.S California State University,
Dominguez Hills
Edwards, Allyce HDEV/Counseling
M.P.A California State University,
Long Beach
M.A. California State University,
Dominguez Hills
B.S University of California, Irvine
El Farissi, Hassan Biological Sciences
M.A. California State University,
Dominguez Hills
B.A. University of California, Los
Angeles
Ellingson, James Fire Technology
A.A. El Camino College
Espinoza, Carolina English
M.A., B.A. California State University,
Long Beach
Evans, Max English
M.A., B.A. California State University,
Long Beach
Fernandes, Sean PE/Health
M.A. Concordia University
B.S. University of Phoenix
51
INSTRUCTOR PROGRAM(S) DEGREES
Fong, Nancy Counseling
M.A. University of Southern California
B.A. California State University, Long
Beach
Garcia, Jose PE/Health
B.A San Diego State University
A.A. Rio Hondo College
Ghebreab, Michael Chemistry
Ph.D. University of Vermont,
Burlington, Vermont
M.S. Sacred Heart University
B.A. Bluffton University
Gerchikov, Eleonora Chemistry
M.S., B.S. Riga Technical University,
Riga, Latvia
Gill, Jack Math
B.A. University of Florida
M.A. University of Miami
Gonzalez, Bryan English
M.P.W., B.A. University of Southern
California
Goudeau, Omega PE/Health
M.A., B.A. California State University,
Dominguez Hills
Gray, Jill Nutrition
M.P.H. San Diego State University
B.S. California Polytechnic State
University, San Luis Obispo
Green, Michelle Nursing
Ph.D. Clayton College
M.S. University of Drexel
B.S. University of Southern California
A.A. Los Angeles Harbor College
Guimaraes, Nancy English
M.A. California State University,
Dominguez Hills
B.A. California State University
Riverside
A.A. Cerritos College
Gutierrez-Padilla, Laura
Counseling/Human
Development
M.S. California State University, Long
Beach
B.A. University of California, Los
Angeles
Harris, Kelvin Biological Sciences
M.S., B.A Mississippi State University
52
INSTRUCTOR PROGRAM(S) DEGREES
Harrison, Mickey English
M.A. California State University,
Dominguez Hills
B.A. University of California, Los
Angeles
A.A. El Camino
Hector, Jeremy English
M.F.A., B.A. California State
University, Long Beach
A.A. Los Angeles Harbor College
Herrera, Raul History
M.A., B.A. California State University,
Northridge
A.A. Los Angeles Mission College
Herring, Larry ESL
M.A. California State University,
Dominguez Hills
B.A. California State University, Long
Beach
Higgins, Keith
PE/Health/Human
Development
M.A. Pacific Oaks University
B.A. California State University,
Northridge
A.A. Bellevue Community College
Hortsmann, Peter ESL
M.A. New York University
B.A. State College of New York
Huynh, Dwan Math
M.A., B.A. California State University,
Fullerton
Jackson, Broderick PE/Health
M.A. Azusa Pacific University
B.A. California State University,
Dominguez Hills
Jacobs, Bruce English
M.A., B.S. Ohio State University
James, Ibanga Biological Sciences
M.S., B.S. California State University,
Los Angeles
Johnson, Eric ESL
M.A., B.A California State University,
Dominguez Hills
Johnson, Lorenda Counseling
M.S. University of La Verne
B.A. California State University,
Dominguez Hills
A.A. El Camino College
53
INSTRUCTOR PROGRAM(S) DEGREES
Johnson, Shirlisa Nursing
M.S.N. California State University,
Dominguez Hills
B.S.N. California State University,
Long Beach
A.S. Charles Drew University
A.D.N. Los Angeles Southwest College
Kaufman, Bonnilee Counseling/LD Specialist
M.A. University of New Mexico
B.S. State University of Oneonta, New
York
Keller, Ginger
Davidson
Counseling
M.E. Texas A&M University
B.A. Tulsa University, Texas
Keskinel, Meric Economics
Ph.D. Claremont Graduate University
M.A. Northeastern University
B.A. University of Istanbul
Khan, Mahbub Math
Ph.D. Boston College
B.A. University of DACCA
Khwaja, Ziauddin Math
M.S., Ph.D. Uppsala University
B.A. University of DACCA
Kim-Choi, Susan Math
M.S. California Polytechnic State
University, Pomona
B.A. University of California, Davis
Klonecky, Loretta ESL
M.A. California State University,
Dominguez Hills
B.A. California State University, Los
Angeles
Lawrence, Richard Communication Studies
M.A. University of Southern California
B.A California State University,
Dominguez Hills
Lawson, Anitra Film/Video
M.F.A. California Institute of Arts
B.S., B.A Florida A&M University
League, Nia HDEV
M.A. California State University,
Dominguez Hills
B.A. California State University,
Fullerton
54
INSTRUCTOR PROGRAM(S) DEGREES
Lee, Kenneth Fire Technology
M.A. Colombia Business School
B.A. Howard University
A.A El Camino College
Leonard, Chester Admin. Of Justice
M.P.A. University of Southern
California
B.A. California State University,
Dominguez Hills
Lev, Natalia Physics
M.A., B.S. Khabarovsk Pedagogical
Institute
Lipp, Alex Math
M.S. California State University, Long
Beach
B.S. California Polytechnic State
University, Pomona
Lopez, James English
M.A. California State University,
Dominguez Hills
B.A. Loyola Marymount University
Loya, Carmen Nursing
M.S.N., B.A. California State
University, Dominguez Hills
Luna, George Auto Body Technology
B.A. Ferris State University
A.A. Delta College
Magabo, Susan English
M.A. University of Philippines
B.A. Philippines Normal University
Malouf, Terri Math
M.A., B.A California State University,
Long Beach
Martinez, Amanda PE/Health
B.A, California State University,
Dominguez Hills
A.A. Long Beach City College
Martinez, Dulce ESL
M.A. International University
B.A. California State University, Long
Beach
Martinez-Weitzel,
Victoria
Counseling/Human
Development
M.A. California State University, Long
Beach
B.A. California State University, Los
Angeles
55
INSTRUCTOR PROGRAM(S) DEGREES
Maruri, Carlos
Counseling/Human
Development
M.S., B.A. California State University,
Long Beach
Massich, Regina English
M.A., B.A. California State University,
Dominguez Hills A.A. Long Beach
City College
Mayreis-Voorhis, Morgan English
M.A. California State University,
Northridge
B.A. University of California, Irvine
McDaniel, Heather Anthropology
M.A., B.A. California State University,
Northridge
McGee, Robyn Journalism
M.A. University of Phoenix
M.A. California State University,
Dominguez Hills
B.A. San Jose University
McLaughlin, Patrick English
M.A. California State University,
Fullerton
B.A. California State University,
Dominguez Hills
A.A. Compton Community College
McNeil, Tracey PE/Health
M.Ed. National University
B.A. California State University,
Dominguez Hills
Mendez, Jose Human Dev.
M.A., B.A. California State University,
Dominguez Hills
Meza, Juan History
M.A., B.A. California State University,
Los Angeles
Millea, Johnny English
M.A. California State University, Long
Beach
B.S. Sonoma State University
Morales, Alberto Anthropology
M.A. California State University,
Fullerton
B.S., B.A. University of California,
Irvine
56
INSTRUCTOR PROGRAM(S) DEGREES
Moshrefi, Farshid Psychology
M.A. California State University,
Northridge
M.A. Alliant International University
B.A. University of California, Los
Angeles
Mosqueda, Cynthia Counseling
Ed.D. University of California, Los
Angeles
M.A., B.A. California State University,
Dominguez Hills
Most, Rosemary Child Development
M.S., B.S. Southern Illinois University
Moten, Georgia English
M.A., B.A. California State University,
Dominguez Hills
Murray, Ricky History
M.A. California State University,
Northridge
B.A. University of California, Los
Angeles
A.A. Moorpark College
Murugiah, Yarmoli Math
M.A. California State University,
Fullerton
M.S. University of Peradeniya, Sri
Lanka
B.S. University of Jaffna, Sri Lanka
Navarro, David English
M.A. California State University,
Fresno
B.A. California State University, Los
Angeles
Ndoumna, Emmanuel Math
M.S. California State University, Long
Beach
B.S. University of Dschang, Camaroon
Neal, Albert English
M.F.A. Emerson College
M.A. California State University, Los
Angeles
B.A. University of California, San
Diego
57
INSTRUCTOR PROGRAM(S) DEGREES
Nebbia, Gerardo Economics
M.A. California State University, Long
Beach
B.A. Reed College
Nguyen, Hoang Math
M.S., B.S., B.A. California State
University, Long Beach
Niang, Babacar Math
M.S. California State University, Los
Angeles
B.S. Université de Pau et des Pays de
l'Adour, France
Nkwuaku, Anthony Nursing
M.S. California State University,
Dominguez Hills
M.A. University of California, Los
Angeles
B.S. University of Port Harcourt
Noonan, Lloyd Humanities
M.S. Goddard College
B.A. University of California, Los
Angeles
Norton-Cooke, Amelia ESL
M.A. California State University
Northridge
B.A. California Lutheran University
Nunez-Mason, Rebeca Counseling
M.S. University of California, Los
Angeles
B.A. University of California, Davis
Nwabuzor, Ozo Nursing
M.S.N. University of Phoenix
Okbamichael, Mussie Earth Sciences
Ph.D. State University of New York,
Stony Brook
M.S. University of Netherlands,
Groningen
B.S. University of Asmara Eritrea
Okoh, Pepertua Nursing
M.S.N. California State University,
Long Beach
M.S.N., B.S.N. University of Phoenix
Orozco, Marco Chemistry
M.S. University of California, Irvine
B.S. University of California, Los
Angeles
58
INSTRUCTOR PROGRAM(S) DEGREES
Ortiz, Jennifer English
M.A., B.A. Mills College
Ortiz, Stuart Counseling
M.S. University of Rhode Island
B.S. University of Santa Cruz
Palmer, Cleveland Art
M.F.A., M.S. California State
University, Fullerton
B.F.A. California Institute of the Arts
Panski, Saul History
M.A. Southern Illinois University,
Edwardsville
M.L.S. University of Southern
California
B.A. University of California, Los
Angeles
Parker, Norma Spanish
Ed.D. Nova Southeastern University
M.A. University of San Francisco
B.A. California State University,
Dominguez Hills
Pfeiffer, Jill Anthropology
M.A., B.A. University of California,
Los Angeles
Phillips, Jasmine
Counseling/Human
Development
M.S. Vanguard University of Southern
California
B.S. California State University, Long
Beach
Pimentel, Alberto Sociology
M.S. California State University, Long
Beach
M.A. California State University,
Dominguez Hills
B.A. University of California, Los
Angeles
Pittman, Lowerence Art
B.A. California State University,
Dominguez Hills
M.F.A. University of Southern
California
Plair, Vincent Admin. Of Justice
B.B.A. University of Houston
M.B.A. National University
59
INSTRUCTOR PROGRAM(S) DEGREES
Porter, Gordon Communication Studies
M.A. Bowling Green State University
B.A. Wright State University
Powell, Damaine History
M.A., B.A. University of Southern
California
Puglisi, Robert English
M.A., B.A. California State University,
Long Beach
Quinones, Juan Child Development
M.A. Pacific Oaks College
B.A. University of California,
Riverside
Raffel, Charmaine Math
M.A., B.A California State University,
Northridge
Replogle, Peggy English
M.A. California State University,
Dominguez Hills
B.S., B.A. University of California,
Irvine
Ricci, Natalie
(Deyoung)
English
M.A., B.A. California State University,
Dominguez Hills
Rodriguez, Magdalena
Counseling/Human
Development
M.S. National University
B.S., B.A. California State University,
Fullerton
Rooks, Robert Real Estate
A.A. Cerritos College
Rorie, Paul Law
J.D. Southwestern Law School
B.A. Santa Clara University
Roshanaei, Alireza Math
M.S., B.S. California State University,
Long Beach
Roske, Rachel Art
M.A. Yale University School of Arts
Sanders, Zeb Communication Studies
M.A. University of Southern California
B.A. California State University,
Dominguez Hills
Sandoz, Cornel Admin. Of Justice
B.A. Union Institute & University
60
INSTRUCTOR PROGRAM(S) DEGREES
Sandoz, Jerretta Admin. Of Justice
B.S. Union Institute & University
Scott, Gregory Math
M.S., B.S. Washington University of
St. Louis
Scott, Rodney Theatre Arts
M.F.A. University of California, Los
Angeles
B.S. Northern University Virginia
Scranton, Sandra Child Development
Ed.D. California Western University
M.A. California State University,
Dominguez Hills
B.A. Pacific Oaks College
A.A. Los Angeles City College
Sesay, Abdul PE/Health
M.A. University of the Rockies
B.A. California Polytechnic State
University, San Luis Obispo
Sewell, Tiombe
Counseling/Women’s
Studies
M.S. California State University, Long
Beach
B.A. Scripps College
Shabaka, Macheo Political Science
M.A. California State University,
Sacramento
B.A. Jackson State University
Shabazz, Moyofune Human Dev.
M.A., B.A. California State University,
Los Angeles
Shannon, Mark Communication Studies
M.A., B.A. California State University,
Long Beach
Shibuya, Steven Machine Tool Tech
B.A. California State University, Long
Beach
Shigg, Cheryl Nursing
B.S.N., M.S.N. University of Phoenix
Shihabi, Azzam Math
Ph. D. Claremont Graduate University
M.A. California State University, Long
Beach
B.A. Kuwait University
Shirley, Gregory Philosophy
Ph.D., M.A. University of California,
San Diego
B.A. Reed College
61
INSTRUCTOR PROGRAM(S) DEGREES
Sims, Hiram English
M.P.W., B.A. University of Southern
California
Sims, Shannon English
Ph.D. University of California,
Riverside
M.A. Georgetown University
Sims-Drew, Sharon Nursing
M.A., B.A. California State University,
Long Beach
Skorka, Evan Math
M.S., B.S. University of California,
Irvine
Smith, Darwin Philosophy
B.A. California State University,
Fullerton
Solomon, Lehenry Psychology
M.F.A. University of California, Los
Angeles
B.S. Northern Virginia University
Stewart, Thomas Chemistry
M.S., B.S. University of California, Los
Angeles
Strivewell, Daniel Math
M.A. Queens College University New
York
B.A. University of California, Davis
Strong, Becky Admin. Of Justice
B.A. California State University, Los
Angeles
Taul, Christina Dance
M.S. University of California, Los
Angeles
B.S. University of New Mexico
Tavarez, Juan Spanish
M.A. California State University,
Fullerton
Teng, Merica English
M.F.A. California State University
Long Beach
B.A. University of California, Los
Angeles
Thomas, Brian HDEV
M.S., B.A. San Diego State University
Tran, Thien Math
M.S. California State University, Long
Beach
B.S. University of California, Irvine
62
INSTRUCTOR PROGRAM(S) DEGREES
Triplett, Jennifer English
M.A. California State University, Long
Beach
B.A. University of California, Santa
Barbara
Tuitasi, Saili Medical Term
M.P.H. University of Hawaii
B.A. Goucher College
Uribe, Diego ESL
Ph.D., M.A., B.A
University of Granada
Vakil-Jessop, Carolee Reading
M.A. California State University,
Fullerton
B.S. California State University,
Dominguez Hills
Van Dyck, Stephen English
M.F.A. California State Institute of the
Arts
B.A. Occidental College
Van Niel, Pieter Theatre Arts
Ph.D. Stanford University
B.A. Principia College
Vanish, Clark Math
Ph.D. Claremont Graduate University
M.S. West Coast University
B.S. Wilberforce University
Vasquez, Leticia Academic Strategies
M.A., B.A. Urban Affairs, Criminal
Affairs, California State University
Long Beach
Vogel, Karen Library
M.L.S. San Jose State University
B.A. Virginia Poly Tech.
Vu, Tim Math
M.A./B.A. California State University,
Long Beach
B.A. Saigon University
Wagner, Summer Communication Studies
M.A., B.A. California State University,
Long Beach
Walczak, Katherine Academic Strategies
M.B.A. Baldwin Wallace College
M.E.D. Cleveland State University
B.A. Earlham College
63
INSTRUCTOR PROGRAM(S) DEGREES
Walker, Elizabeth Political Science/English
M.A. Seton Hall University
M.A. California State University,
Dominguez Hills
B.A. Pepperdine University
Walls, Philip Air Conditioning
A.A. El Camino College
Warren, Sue Ellen Nutrition
B.S. Michigan State University
Wasserberger, Toni English
M.A., B.A. University of California,
Los Angeles
Waters-Harris, Kimberly Nursing
M.A. California State University,
Fullerton
B.A. University of California, Santa
Barbara
Webb, Robert Math
M.P.H., B.A. California State
University, Los Angeles
Willis, Edna Nursing
M.S., B.S. California State University,
Dominguez Hills
Youngblood, Aaron PE/Health
M.S. Pepperdine University
B.A. University of Pacific
Yu, Andy Math
M.S., B.S. California State University,
Long Beach
14. Student Services
The institution provides appropriate student services that support student learning and
development within the context of the institutional mission for all of its students.
Compton Center offers all students appropriate services to support student learning and
development within the context of the institutional mission. The following student support
services are available:
64
Admissions
118
Enrollment is open to all students, 18 or older, who have the ability to benefit from the college
experience. Students may apply online at www.compton.edu. In addition, concurrent enrollment
is available to K-12 students, and cross enrollment programs are established with California State
University, Dominguez Hills. With approval, students are allowed to enroll at Compton Center to
further their high school agendas and potentially garner collegiate credits. Paralleling this
program is a mechanism to enroll in the California State University and University of California
on a limited basis, with credits applicable to the two-year degree and beyond. There are no fees
involved in the concurrent enrollment high school program for residents of California. There is a
$10 basic fee with the universities. Any pre-requisites must be met and class scheduling must be
aligned. See the “Operational Status” section (section 6) of this document for demographic
characteristics of students admitted to Compton Center.
Admissions services include:
Assistance with registration for classes
Processing adds/drops
Processing transcript requests
Processing requests for records
Assistance with MyECC and email access
Processing petitions for degrees and certificates
Enrollment management
Assessment Center
119
The Assessment Center assists with the four steps of matriculation. Therefore, most new full-
time students enrolling at Compton Center come to the Assessment Center to complete their
placement tests for assessment/counseling purposes and to enroll in English, Math, and related
courses. Compton Center also serves many part-time, non-matriculated students who may need
to avail themselves of the same assessment services.
Assessment Center services include:
Placement testing (English, Math, and English as a Second Language)
Ability-To-Benefit test for financial aid
CELSA (Combined English Language Skills Assessment) test
Chemistry test
Uploading of assessment scores into the El Camino College Datatel Colleague system
118
http://www.compton.edu/studentservices/admissionandrecords/index.aspx
119
http://www.compton.edu/studentservices/supportservices/assessmentcenter/
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Athletics Department
120
The mission of the Athletics Department, which is under the direction of the Director of Student
Development and Athletics, is to provide an equitable opportunity for all students to participate
in intercollegiate athletics while succeeding in their academic or vocational goals. The Athletics
Department asserts that athletic participation helps promote leadership development, time
management skills, sportsmanship, positive role-modeling, peer group interaction, determination,
risk-taking, and perseverance. The Athletics Department endorses a comprehensive program that
encourages the development of each student-athlete's values and character, and sees its activities
as an integral part of campus life, as well as a positive aspect of the overall educational
experience for participants. The Athletics Department promotes academic success by supporting
the student-athlete with tutors, counselors, an intervention program, and an award ceremony
focused on academic achievement.
The Athletics Department includes the following intercollegiate sports: football, men’s and
women’s soccer, men’s and women’s cross country, men’s and women’s basketball, badminton,
men’s and women’s track and field, softball, and baseball. The athletic program is Title IX
compliant under prong two of the Title IX Compliancy Test, which is to demonstrate a continual
expansion of athletic opportunities for the underrepresented gender. Compton Center added
women’s soccer in 2009 and women’s softball in 2011.
CalWORKs
121
The mission of the CalWORKs Program is to serve CalWORKs students and their families in
achieving economic self-sufficiency by providing educational and career opportunities,
combined with an array of high-quality support services, enabling students to complete their
educational goals, find meaningful employment, and successfully transition into the workforce.
CalWORKs funds are for the purpose of assisting single parents who are receiving Temporary
Assistance for Needy Families (TANF) and is the community portion of the California Work
Opportunity and Responsibility to Kids Act (CalWORKs), the welfare reform program
established by Assembly Bill (AB) 1542. Through collaboration and advocacy with college,
county, and community partners and a career ladder approach allowing the attainment of higher
education while providing students with valuable work experience, CalWORKs prepares a
segment of California’s workforce so they no longer rely upon public assistance.
CalWORKs services include:
Academic advisement/educational plans
Priority registration
Career counseling
120
http://www.compton.edu/athletics/
121
http://www.compton.edu/studentservices/supportservices/CalWORKSTANFGAIN/
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Orientations/Human Development courses
Child care assistance
Advocacy with county case workers
Process books, materials, and supplies requests
Documentation/compliance with 32 hours of weekly approved activities
Employability skills training/job search
Work activity referrals/subsidized job placement
Referrals for interoffice, on-campus, and community support services
Counseling
122
The mission of the Counseling Department is to create a learning environment that provides
services that will promote student success through the entire matriculation process.
As an integral part of the matriculation process, services offered through the Counseling
Department to help students reach their goals include:
New Student Welcome Day activities
Interpretation of placement test scores to help students evaluate current academic
readiness and plan coursework to build skills
Individual counseling to develop a student education plan for completing certificate,
associate degree, and/or university transfer programs
Evaluation of transcripts from other American colleges and universities for credit that can
be applied to certificates and degrees at Compton Center
Basic skills classes to remediate deficiencies that may interfere with the student’s ability
to succeed
Human Development classes to assist students acclimate to the college, develop strategies
for success, and develop career plans
Student enhancement workshops to teach students important skills, strategies, and
techniques to enhance classroom and academic success, as well as help students make
decisions and set educational and career goals
Classroom presentations
Referrals to services/resources both on and off campus
Probation workshops for students currently on academic probation
Veteran counseling
Athletic counseling
Registration assistance
122
http://www.compton.edu/studentservices/supportservices/counseling/index.aspx
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Enrollment Services
123
Enrollment Services works with area high schools to inform students of opportunities at the
Compton Center through regular visits to college fairs and events. High school students working
with this office are able to complete the application, orientation, assessment, and registration
process and are informed about programs of study before high school graduation day.
EOPS/CARE
124
The Extended Opportunity Programs and Services program (EOPS) is a state-funded program
designed to assist students with completing their educational goals. The primary goal of the
EOPS program is to encourage the enrollment, retention, and transfer of students challenged by
language, social, economic, and educational disadvantages, and to facilitate the successful
completion of their goals and objectives in college.
EOPS services include:
Academic/career advisement
Priority registration
Orientation
Book services/vouchers
Book loans
Academic intervention
Student enhancement workshops
Backpacks/supplies
Transportation assistance
Meal vouchers
Incentive grants
Transfer assistance
The Cooperative Agencies Resources for Education (CARE) program is a supplemental program
for EOPS students who are single parents of children under the age of 14 and currently receiving
CalWORKs/TANF aid. The primary goal of the CARE program is to provide educational
support services that will enable students to break the dependency cycle.
In addition to the EOPS services noted above, CARE services include:
Direct grants
Additional book vouchers
Additional transportation assistance
Mini-conference and other specialized workshops designed for single parents (e.g.
presentations by the Western Center on Law & Poverty, CPR/first aid, etc.)
123
http://www.compton.edu/studentservices/outreach-and-relations-with-schools/index.aspx
124
http://www.compton.edu/studentservices/eops/index.aspx
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Financial Aid
125
The mission of the Financial Aid Office (FAO) at Compton Center is to assist students who have
the ability to benefit from postsecondary instruction and who, without financial support,
otherwise would be unable to attend college. In keeping with the El Camino College mission, the
FAO is dedicated to building an effective student-centered system for the administration of
financial aid resulting in the prompt and accurate delivery of funds to eligible students.
The Compton Center FAO offers an assortment of programs and services for potential, current,
and former students. Financial assistance is offered via federal grants, loans and work study,
state grants, and various scholarships. In addition to financial assistance, the Compton Center
FAO director and coordinators provide outreach through high school visits, as well as participate
in various events around the community to raise financial aid awareness and help guide students
and parents through the financial aid process. The primary focus is on educating students and
community members in all aspects relating to applying for financial aid and maintaining
eligibility. The FAO accomplishes this goal by encouraging all financial aid applicants to
participate in Financial Aid Orientation and apply early; providing availability of online access
of various financial aid platforms; providing year-round workshops to facilitate the steps from
application to disbursement, meeting deadlines, and maintaining Satisfactory Academic
Progress; and offering other important information.
The FAO conducts outreach efforts on campus and in the community to increase the number of
students who submit FAFSA applications by the March 2 deadline. The FAO hosts an annual
Cash for College event on campus during the spring semester. Cash for College brings students
to campus to get assistance with submitting their FAFSA applications. This event includes major
outreach efforts in our feeder high schools and on the Compton Center campus. Extensive
promotions via the Web and social media are also conducted. The goal is to ensure that the
community is aware of the requirements and services involved in the financial aid process.
First Year Experience
126
The First Year Experience/Learning Communities Program (FYE/LC) is designed to assist new
students in transitioning from high school to college to attain their educational goals. The
program was initiated in 2009-2010 with two cohorts, expanded to four cohorts in 2010-2011,
and again expanded to seven cohorts in 2014-15. This comprehensive program links academic
and student support services, integrative learning community courses, and interpersonal and
collegial experiences to facilitate student retention, transfer, and graduation.
First Year Experience academic and student services include:
125
http://www.compton.edu/studentservices/financialaid/index.aspx
126
http://www.compton.edu/studentservices/fye.aspx
69
Integrative learning communities (cohorts)
Linked developmental and transfer classes
Supplemental instruction
First year orientations
Hands-on instruction utilizing Compton Center technology for students
Academic, financial aid, career, and personal counseling
Student leadership opportunities
Community service learning
Outreach and recruitment
Faculty development activities
Events, field trips, and information sessions promoting recruitment, enrollment,
graduation, and transfer to universities
● Peer mentors
Special Resource Center
127
The mission of the Disabled Students Program and Services (DSPS), known as the Special
Resource Center (SRC), is to facilitate academic success for students with disabilities by
providing equal access to educational opportunities in an integrated campus setting. The program
provides legally mandated instruction and services to students with disabilities, promotes
appropriate utilization of resources/instructional delivery and equitable access to instructional
medium, and advocates universal design and educational access for students with disabilities to
promote maximum independence and integration. The program provides services for students
with physical disabilities (including temporary disabilities), psychological or developmental
disabilities, learning or intellectual disabilities, speech and language disorders, students who are
blind or have visual impairments, students who are deaf or hard of hearing, and students with
health limitations.
DSPS special services include:
Priority registration/registration assistance
Academic/career counseling
Mobility assistance
Testing accommodations
Orientation/workshops
Campus and community referrals
Note-taking and reader services in the classroom
Learning disability assessment referrals
Sign language interpreter services
Alternate media services (e.g. large print, taped books, and CDs)
127
http://www.compton.edu/studentservices/supportservices/specialresourcecenter/index.aspx
70
High Tech Center (assistive computer technology, software and special equipment on
loan to students including tape recorders, digital players, Smart Pens, and FM loops)
Student Development Office
128
The Student Development Office provides oversight, planning, and implementation of a
comprehensive student development program. Included in the student development program are
student activities that are programmed throughout the year, and range from lectures and dramatic
performances to student debates and concerts. Student activities are planned to represent a cross
section of interests, cultures, educational experiences, and social perspectives. In addition to the
primary roles for students in planning and organizing campus activities, faculty and staff are
routinely involved both in program planning and implementation.
Student activities and programs include but are not limited to the following: African-American
History Month, Latino Awareness Month, Academic Awards Tea, International Student Day,
U.S. Constitution Day Observance, and the annual Commencement Ceremony.
The Student Development Office serves as the liaison to the Student Council at the El Camino
College Compton Center
129
. The Student Council is comprised of 11 officers who are elected
each year by the Compton Center student population. The Student Council meets on a weekly
basis and is open to all students. The Student Council recommends how fees will be used, and
assists the Student Development Office with coordinating student activities. The Student Council
represents the students on important issues at Compton Center.
Transfer/Career Center
130
The Transfer Center and the Career Center were combined in spring 2011 in order to provide a
one-stop location to assist students who are seeking employment, exploring different careers, or
planning their educational path. Students have access to a full-time transfer/career counselor who
assists with transfer and career planning. The mission of the Transfer/Career Center is to provide
career advising and activities for transfer and career functions at Compton Center. Activities that
increase student awareness of transfer and career opportunities, preparing students to transfer to
four-year colleges and universities are offered throughout the year. The Transfer/Career Center is
a comprehensive program focused on transfer/career counseling, transfer/career workshops,
transfer/career exploration and links to career pathways, career preparedness (volunteering,
internships, jobs, etc.), effective college/job searches, and partnering with colleges and
employers.
Transfer/Career Center services include:
128
http://www.compton.edu/studentservices/studentlife/index.aspx
129
http://www.compton.edu/studentservices/studentlife/asb/
130
http://www.compton.edu/studentservices/supportservices/transfercenter/index.aspx
71
University/employer representative visits
University tours
University/college fairs
Transfer/career information workshops
University catalog and reference library
Transfer websites and Internet resources
University admissions panels
Career exploration
Counseling and advisement
* * * * *
In addition to the above student services, Ask Compton, an online instant answer service, is
available to all students via the Compton Center Website. Students attain answers to a wide
variety of admissions, counseling, financial aid, and other frequently asked questions by typing
in a question or browsing through the most popular questions. If an answer is not found, students
may submit questions via email and receive a timely response
131
.
Compton Center assesses student needs for services through a variety of surveys
132
, including
those listed below, and arranges for delivery of services based on identified needs.
1) 2014 Community College Survey of Student Engagement (CCSSE)
133
2) 2013 Technology Survey
134
3) 2013 Campus Climate Survey
135
4) 2011 Online Student Survey
136
Through Institutional Research and Planning, Compton Center provides a variety of research
documents utilized to identify student demographics, academic performance, success, and any
needed institutional actions. These research documents include demographic profiles
137
, success
and retention rates
138
, and student achievement and completion results and employment
outcomes
139
. There are also a variety of research briefs, student success reports, and course
analysis studies that allow the Compton Center to examine and respond to student needs
131
http://compton.intelliresponse.com/
132
http://www.elcamino.edu/administration/ir/surveys.asp
133
http://www.elcamino.edu/administration/ir/docs/survey/CCSSE_Survey%20Results_Compton_2014.pdf
134
http://www.elcamino.edu/administration/ir/docs/survey/TechSurvey_Presentation%20COM.pdf
135
http://www.elcamino.edu/administration/ir/docs/survey/StudentClimate2013ReportCOM.pdf
136
http://www.elcamino.edu/administration/ir/docs/survey/Results_Summary_OnlineSurvey_Compton_Center.pdf
137
http://www.elcamino.edu/administration/ir/eccprofile.asp
138
http://www.elcamino.edu/administration/ir/acadperformance.asp
139
http://www.elcamino.edu/administration/ir/outcomes.asp
72
regarding distance education courses, assessment testing, and participation in learning
communities, First Year Experience program, and Supplemental Instruction
140
.
15. Admissions
The institution has adopted and adheres to admission policies consistent with its mission that
specify the qualifications of students appropriate for its programs.
The Admissions and Records Department is a centralized function overseen by the El Camino
College Director of Admissions. The Admissions and Records office personnel includes one
Director of Admissions and Records in charge of the daily operation of the admissions functions
at Compton Center, an Enrollment Services Supervisor, and four Records Specialists
141
. The
Compton Center Dean of Student Services oversees all Student Services functions and works
closely with the El Camino College Director of Admissions.
All El Camino Community College District admissions policies are followed. These policies are
clearly outlined in the El Camino College catalog
142
. Compton Center adheres to these
admissions policies, which are consistent with the mission and which specify the qualifications
of students appropriate for its programs. The policies indicate that admission is open to anyone
(subject to residency requirements) who is at least 18 years old, or has a high school diploma or
the equivalent.
Students are required to submit an online application
143
. Students also submit transcripts of any
high school or other college work completed and GED or high school proficiency exam results,
if applicable.
16. Information and Learning Resources
The institution provides, through ownership or contractual agreement, specific long-term
access to sufficient information and learning resources and services to support its mission and
instructional programs in whatever format and wherever they are offered.
Compton Center provides appropriate long-term access to information and learning resources
and services to support its mission and instructional programs. The Library-Student Success
140
http://www.elcamino.edu/administration/ir/research.asp
141
http://district.compton.edu/administration/human-resources/classifiedjobdescriptions/diradm.pdf
http://district.compton.edu/administration/human-resources/classifiedjobdescriptions/enrollmentservsupervisor.pdf
http://district.compton.edu/administration/human-resources/classifiedjobdescriptions/recordsspecialist.pdf
142
http://www.elcamino.edu/admissions/docs/2014-2015-Catalog.pdf (pages 11-22)
143
https://secure.cccapply.org/applications/CCCApply/apply/Compton_College.html
73
Center serves as the informational and learning resource of Compton Center. Quality information
services and programs in support of the curriculum and information literacy are provided
144
. In
addition, the Library-Student Success Center provides a supportive and safe environment with
resources and services to promote intellectual development for independent lifelong learning.
Library
The Library offers materials to meet El Camino College curriculum requirements by providing
access to information via a variety of media; circulation of materials; support of classroom
activities through the provision of reserve materials; reference materials in print and online
formats; and bibliographic instruction classes and one-on-one instruction. These services are
frequently used by students across all academic divisions. Multiple assignments are given
requiring the use of the Library and its resources. Librarians are available to provide group
instruction and individualized support in the public service areas. Group study rooms are also
available.
Compton Center Library holdings:
Audio Books 113
CDs 140
Children’s Books 146
E-books 70,000
+
Fiction Books 2,354
Microform titles 193
Non-fiction Books 28,804
Professional Books 25
Reference Books 1,962
Reserve Textbooks 338
Total Books, CDs, and E-Books 104,075
Print magazine titles 173
Print periodical titles 15
Total Print Magazine and Periodical Titles 188
Subscription databases 42
Total Subscription Databases 42
Total Compton Center Library Holdings 104,305
The Library maintains a subscription package with EBSCO, a fee-based online research service,
to provide access to over 70,000 e-book titles representing a broad range of academic subject
matter
145
.
144
http://www.compton.edu/library/index.aspx
145
http://www.compton.edu/campusinformation/accreditation/docs/EBSCOEBookSubscription.pdf
74
In addition to the subscription databases included in the statewide purchase of EBSCO databases,
the Library maintains an agreement with Community College Library Consortium
146
to provide
access to other subscription databases. Current subscriptions include access to 42 general
periodical and subject specialized databases. These databases provide information from
thousands of scholarly journals, research reports, magazines, newspapers, government
documents, and other reference sources
147
.
The Library maintains an Agreement for Mutual Lending Privileges of Library Materials with
California State University, Dominguez Hills (CSUDH) for mutual lending privileges of library
materials
148
. This agreement provides that, as of October 20, 2003, Compton Center and CSUDH
will:
1. Share resources and services with other members of the regional library network.
2. Meet the minimum resource-sharing performance standards of the regional library
network in compliance with the Library of CA Act, Section 18830.
3. Participate in interlibrary loan, direct lending, or patron referral. (Compton Center
students are regularly referred to CSUDH Library as an alternate academic library for
resources to fulfill their research needs.)
Archive Collection
The Archive Collection contains photographs, documents, memorabilia, and other materials
related to the CCCD from 1927 to present.
Art Gallery
Open to the public, the Art Gallery, located in the lobby of the Library-Student Success Center,
presents a rotating series of exhibits and collections on loan from other institutions, as well as
student art shows.
Student Success Center
The Student Success Center provides students with access to four drop-in tutorial centers,
including general tutoring, the Math and Science Center, the Writing Center, and the Reading
Success Center. In addition, the Student Success Center houses the Multidisciplinary Computer
Lab and a Faculty Innovation Center. The Student Success Center offers a Supplemental
Instruction (SI) program, Directed Learning Activities (DLA), academic skills workshops, and
peer-led tutoring. All services are free to Compton Center students.
146
http://www.compton.edu/campusinformation/accreditation/docs/LibraryEBSCODatabases.pdf
http://www.compton.edu/campusinformation/accreditation/docs/LibraryDatabasesRenewal2014-2015.pdf
http://www.compton.edu/campusinformation/accreditation/docs/NursingDatabaseInvoice2014-15.pdf
147
http://www.compton.edu/library/LibraryDatabases.aspx
148
http://www.compton.edu/campusinformation/accreditation/docs/CSUDHLibraryAgreement.pdf
75
Academic Tutoring
Tutoring is free and available on a drop-in basis to all Compton Center students. The tutoring
program is certified through the highly recognized College Reading and Learning Association.
Tutoring is available in various subjects such as anatomy, math, nursing, English, chemistry,
Spanish, physiology, and English as a Second Language (ESL).
Math and Science Center
The Math and Science Center provides free group tutoring on a drop-in basis by trained peer
tutors and adjunct faculty tutors. The Math and Science Center sponsors programs to further
assist math students. The Math Workshop Series is a series of one-hour workshops presented by
tutors covering topics from basic math to college algebra. All tutoring is conducted in a group-
setting environment and collaborative learning is encouraged.
Writing Center
The Writing Center provides free tutoring on a drop-in basis. Tutors assist students in
deciphering writing tasks, organizing writing assignments, and developing content and critical
thinking. While the tutors do not provide copyediting services, the tutors do assist students in
identifying and correcting specific grammatical errors. In addition, the Writing Center provides a
Workshop Series presented by a faculty tutor. This series provides focused instruction on
particular skills and writing tasks, from fragment identification to scholarship essays.
Reading Success Center
Tutors work with students to help them become better readers. Students learn reading strategies
that will not only help in current classes, but throughout all academic endeavors and beyond. All
Reading Success Center tutors are available to help students on a walk-in basis.
Supplemental Instruction
Supplemental Instruction (SI) is a series of weekly review sessions for students enrolled in select
courses. Students have an opportunity to compare notes, discuss important concepts, study for
tests, and develop strategies for studying and learning. An SI Coach facilitates the SI sessions.
Multidisciplinary Computer Lab
Compton Center has a central instructional computer facility, which includes state-of-the-art
computers connected to the Compton Center network. The Multidisciplinary Computer Lab is
designated for registered students. This computer lab contains 100 personal computer systems,
interconnected via a high-speed, Ethernet network. The computers include a wide array of
software including the latest packages for word processing, desktop publishing, and other
applications. Instructional assistants are available to provide any support to students and faculty
during the hours of operation.
76
Faculty Innovation Center
The Faculty Innovation Center (FIC) is dedicated to maximizing the effectiveness of Compton
Center’s instruction, research, and outreach endeavors through collaboration and technological
expertise. The FIC provides high-quality instructional technology to support pedagogy and
research. Services provided for faculty include a meeting area and four computer stations
connected to the college’s network for Web conferencing, Web applications, classroom
preparation, and printing, scanning, and faxing access. Instructors participating in learning
communities, supplemental instruction, and team learning utilize the FIC for meetings and
program planning.
17. Financial Resources
The institution documents a funding base, financial resources, and plans for financial
development adequate to support student learning programs and services, to improve
institutional effectiveness, and to assure financial stability.
As outlined in California Assembly Bill (AB) 318, CCCD funds Compton Center
149
. AB 318
specifies that CCCD is an independent, state-funded jurisdiction, able to receive state funds and
raise local funds. CCCD retains fiscal authority of the independent community college district.
(Apportionment funding for Compton Center goes to CCCD, not El Camino Community College
District.) Since 2004, CCCD has been under the oversight of a state-appointed Special Trustee.
In collaboration with CCCD Special Trustee and CEO, the El Camino Community College
District Superintendent/President monitors CCCD budget development and implementation. All
contracts and expenditures in consultation with the Special Trustee shall be pre-approved by the
Superintendent/President prior to the Special Trustee taking action
150
.
In 2006, CCCD received authorization for a $30 million emergency loan from the State of
California. Since 2006, CCCD has drawn down $18 million. No funds have been drawn down
since 2009. The CCCD budget includes a $1.3 million annual debt service payment provided
from unrestricted general funds. As of June 30, 2014, the outstanding principal balance is $13.9
million and is scheduled to be paid in full in fiscal year 2029
151
. Going forward, CCCD will not
borrow from the state emergency loan for fiscal stability.
CCCD provides a budget sufficient to support the student learning programs and services at
Compton Center, thereby ensuring institutional effectiveness and financial stability
152
. In fall
149
http://www.compton.edu/campusinformation/committees-governance/assemblybill318/Documents/ab_318_bill_20060630_chaptered.pdf
150
http://district.compton.edu/history/docs/May22_2013_Agreement.pdf (page 9)
151
http://www.district.compton.edu/administration/businessadmin/docs/FY%202013-2014.pdf
152
http://district.compton.edu/administration/businessadmin/financialdocs.asp
77
2014 CCCD revised the five-year fiscal management plan
153
, which is matched to CCCD
revenues and projected expenditures, including FTES projections. Table 11 shows the estimated
funded FTES included in the five-year fiscal management plan.
Table 11 – Fiscal Management Plan Estimated Funded FTES
2013-14 2014-15 2015-16 2016-17 2017-18
Estimated
Funded FTES
6,181.20 6,060.00 6,304.82 6,430.92 6,559.54
The five-year fiscal management plan is updated annually to include new growth projections,
Cost of Living Adjustment (COLA) estimates, state emergency loan debt service payment, and
other significant changes that impact the budget. The five-year fiscal management plan also
provides CCCD with information regarding the impact of new employee positions on the budget.
In the five-year fiscal management plan, CCCD set the reserve levels above five percent for each
year, which is consistent with Board Policy 6200 (Budget Preparation). Board Policy 6200 was
revised in September 2013 in order to increase mandated unrestricted general reserves from three
percent to no less than five percent
154
. In December 2014, CCCD, through consultation with the
Compton Center Planning and Budgeting Committee, again revised Board Policy 6200,
increasing the unrestricted general reserves from no less than five percent to no less than ten
percent
155
. This action was based on the Government Finance Officers Association’s (GFOA)
Best Practices in Community College Budgeting.
The five-year fiscal management plan is a working document that is updated annually, or when
information becomes available that would affect any of the future budget years. Included in the
five-year fiscal management plan is the liability from the 2010-2011 CCCD financial audit. The
liability was the result of a finding relating to an instructional services agreement. Since 2013,
CCCD worked with the Chancellor’s Office to resolve this liability
156
. By June 30, 2014, CCCD
had accrued a total of $2.452 million in anticipation of repaying monies back to the state of
California. CCCD continued to work cooperatively with the state of California to finalize the
amount owed by CCCD and had several meetings with the Chancellor’s Office. In November
2014 the Chancellor’s Office and CCCD resolved this matter
157
. The actual liability totaled
$2.082 million, which will be repaid through a reduction of general apportionment in 2014-2015.
Since CCCD had set aside $2.452 million in anticipation of repaying monies back to the state of
California, CCCD will realize a gain of $369,747. This liability does not impact the five-year
fiscal management plan.
153
http://www.compton.edu/campusinformation/accreditation/docs/Five-YearFiscalManagementPlanFY2014_12_10_14.pdf
154
http://district.compton.edu/board_of_trustees/doc/BP_6200_BudgetPreparationB.pdf
155
http://www.boarddocs.com/ca/compton/Board.nsf/files/9RN4Q473407E/$file/BP_6200_Budget_PreparationD.pdf
156
http://www.compton.edu/campusinformation/accreditation/docs/LetterLiability6.19.2013.pdf
157
http://www.compton.edu/campusinformation/accreditation/docs/ISALiabilityResolution.pdf
78
Compton Center also created and maintains a Planning and Budget Calendar
158
. This calendar
was presented to the CCCD Planning and Budget Committee
159
, the CCCD Consultative
Council
160
, the CCCD Special Trustee
161
, and the El Camino College Superintendent/President
for review, input, and approval.
The CCCD conducts sound fiscal management self-assessments to ensure acceptable funding
and budget monitoring
162
. As addressed in the 2014 Sound Fiscal Management Self-Assessment
Checklist, CCCD has not deficit spent since fiscal year 2011. As a result, CCCD’s unrestricted
general fund reserves have increased annually since fiscal year 2011. CCCD’s unrestricted
general fund reserves have more than doubled over the past few years, increasing from $3
million in fiscal year 2011 to $8.2 million in fiscal year 2014.
Compton Center is also supported by community donations for student scholarships through the
Foundation for CCCD
163
. In addition, CCCD is currently in the process of a capital construction
program with funding from local and statewide bond measures
164
. On November 4, 2014,
Measure C, a $100 million dollar facilities bond for CCCD, was approved by 78.39 percent of
voters in the district. As part of the capital construction program, on April 15, 2014, the CCCD
opened its newly completed Library-Student Success Center. This facility supports the academic
success of students, as the CCCD continues the process of increasing enrollment to meet the
needs of the diverse community.
18. Financial Accountability
The institution annually undergoes and makes available an external financial audit by a
certified public accountant or an audit by an appropriate public agency. The institution shall
submit with its Eligibility Application a copy of the budget and institutional financial audits
and management letters prepared by an outside certified public accountant or by an
appropriate public agency, who has no other relationship to the institution for its two most
recent fiscal years, including the fiscal year ending immediately prior to the date of the
submission of the application. The audits must be certified and any exceptions explained. It is
recommended that the auditor employ as a guide Audits of Colleges and Universities,
published by the American Institute of Certified Public Accountants. An applicant institution
158
http://www.compton.edu/campusinformation/accreditation/docs/ComptonPBCCalendar2014-2015.pdf
159
http://www.compton.edu/campusinformation/accreditation/docs/PBCMeetingMinutes012814.pdf
160
http://www.compton.edu/campusinformation/accreditation/docs/CouncilAgenda02242014.pdf
161
http://district.compton.edu/board_of_trustees/Compton%20District%20Board%20Agenda%203.25.2014.pdf
162
http://www.compton.edu/campusinformation/accreditation/docs/FiscalManagementSelfAssessmentChecklistDec2014.pdf
163
http://www.compton.edu/campusinformation/accreditation/docs/FoundationMasterAgreement.pdf
164
http://district.compton.edu/administration/docs/CCCD-Facilities-Master-Plan-2012.pdf
http://www.compton.edu/campusinformation/accreditation/docs/ComptonCCDFiveYearConstructionPlan2016-2017.pdf
79
must not show an annual or cumulative operating deficit at any time during the Eligibility
Application process.
As outlined in AB 318, CCCD funds Compton Center. CCCD financial accountability is
validated by annual external financial audits performed by a certified public accountant who has
no other relationship to the District. The CCCD audits follow the Governmental Accounting
Standards Board and Governmental Auditing Standards. The annual audit does not include the
student financial aid program, since the student financial aid program is operated by El Camino
College. Copies of CCCD budgets are available on the CCCD Business and Administrative
Services Web page
165
. Certified external audits with management letters are available on the
CCCD Business and Administrative Services Web page
166
.
CCCD financial audits demonstrate sustained improvements in reserve balance and resolution of
audit findings. The 2012 Annual Financial Audit Report was completed and filed with the state
of California by the December 31, 2012 deadline. It demonstrated significant progress as
compared to the 2011 audit
167
. CCCD ended the 2012 fiscal year with a general fund reserve of
$4.4 million, or a 13 percent reserve, well above the five percent minimum reserve requirement.
Of significance, CCCD had no general fund audit adjustments. While CCCD had a total of 26
audit findings in fiscal year 2011, the total audit findings were reduced by half in 2012 when 13
audit findings were reported. Of the 26 audit findings reported in 2011, 14 were noted as fully
implemented, 11 were noted as improved and/or currently being addressed, and only one was
noted as not implemented. Most importantly, while ten of the 26 2011 audit findings were
deemed material weaknesses, in 2012 all ten material weaknesses were either fully implemented
or improved to a status of significant deficiencies. In addition, in 2012 CCCD complied with the
50 Percent Law (Education Code Section 84362), which requires all community college districts
to spend at least half of their current expense of education on classroom instructor salaries.
In 2013, the CCCD financial audit continued to demonstrate improvements in reserve balance
and resolution of audit findings
168
. For a second consecutive year, the 2013 Annual Financial
Audit Report was completed and filed with the state of California by the December 31, 2013
deadline. The 2013 Annual Financial Audit Report demonstrated an unmodified opinion of the
financial statements. CCCD ended the 2013 fiscal year with an unrestricted general fund balance
of $7.1 million, or a 23.8 percent reserve, which is significantly above the five percent minimum
reserve requirement. CCCD’s internal controls continued to improve. While CCCD had a total of
13 fiscal year 2012 audit findings, the total audit findings had been reduced to six in 2013. Of the
13 audit findings reported in 2012, eight were noted as fully implemented, and the five noted as
165
http://district.compton.edu/administration/businessadmin/financialdocs.asp
166
http://www.district.compton.edu/administration/businessadmin/financialdocs.asp
167
http://www.district.compton.edu/administration/businessadmin/docs/CCCD-Annual-Financial-Report-06-30-2011.pdf
http://www.district.compton.edu/administration/businessadmin/docs/Compton-CCD-2012-Annual%20Financial%20Report.pdf
168
http://www.district.compton.edu/administration/businessadmin/docs/FY%202012-2013%20Annual%20Financial%20Report.pdf
80
in process were addressed in 2014. Of significance, the 2013 audit reported no audit adjustments
and no material weaknesses in internal controls.
In 2013, CCCD did not comply with the 50 Percent Law and implemented a plan to achieve
compliance in 2013-2014 and 2014-2015. A draft of the plan was shared with the Special Trustee
on April 15, 2013
169
. The plan was submitted to the Chancellor’s Office on June 23, 2014
170
, and
the plan was accepted by the Chancellor’s Office on June 26, 2014
171
. CCCD implemented
several measures to ensure compliance with the 50 Percent Law for fiscal year 2013-2014. First,
CCCD reduced non-instructional expenditures for the 2013-2014 fiscal year by $350,000. This
included reductions in contracts, consultant services, supplies, and equipment. Second, CCCD
hired 11 full-time faculty members during the 2013-2014 fiscal year, at a cost of $634,540.
Third, CCCD applied a change in accounting for the Police Services Contract in accordance with
the Budget and Accounting Manual (BAM). Finally, CCCD completed the negotiations with the
Compton Community College District Federation of Employees (Certificated) on a
compensation increase in the amount of $265,000 for the 2013-2014 year
172
.
CCCD developed an implementation plan for the five remaining financial statement findings
173
.
The following measures are part of this plan:
1. Increase general fund reserves
2. Continue contributions into irrevocable trust
3. Reduce spending and increase monitoring of the Child Development Fund
4. Increase contribution rates to adequately fund the Workers Compensation program
5. Implement procedures to reconcile financial systems and cash accounts
6. Develop consultant agreements to assist resolution of issues within Payroll Clearance
Fund
The 2014 Annual Financial Audit Report was for a third consecutive year completed and filed
with the state of California by the December 31 deadline. The report again demonstrated an
unmodified opinion of the financial statements as well as the following continued
improvements
174
.
1. CCCD ended the 2014 fiscal year with an unrestricted general fund balance of $8.2
million or a 25.4 percent reserve
2. There were no audit findings
3. CCCD implemented all six prior year audit findings
4. There were no audit adjustments
5. There were no internal controls deficiencies
169
http://www.district.compton.edu/board_of_trustees/Compton%20District%20Board%20Agenda%204.15.2014.pdf
170
http://www.compton.edu/campusinformation/accreditation/docs/LetterFiftyPercentLaw6.23.2014.pdf
171
http://www.compton.edu/campusinformation/accreditation/docs/ChancellorLetterFiftyPercentLaw6.26.2014.pdf
172
http://www.compton.edu/campusinformation/accreditation/docs/CertificatedContractAgreement2013.pdf
173
http://www.compton.edu/campusinformation/accreditation/docs/AuditPlanPriorYearFindings.pdf
174
http://www.district.compton.edu/administration/businessadmin/docs/FY%202013-2014.pdf
81
6. CCCD was in compliance with 50 Percent Law
In order to address the unfunded Actuarial Accrued Liability (AAL) of $15,200,000 Other Post-
Employment Benefits (OPEB) costs, CCCD has established an irrevocable trust
175
. The District
contributed $200,000 into the trust account during 2013 and $250,000 in 2014. CCCD has
incorporated into its five-year fiscal management plan an annual contribution of $250,000 to the
trust. Though $250,000 may seem inadequate to fund the CCCD, CCCD has made substantial
progress in establishing a long-term plan that ensures financial stability, while contributing to
OPEB. CCCD developed a funding schedule which estimates that CCCD will fully fund its
OPEB obligation over a 20-year time-frame
176
. In the funding schedule, CCCD will increase the
OPEB contribution from $250,000 to $1,400,000. The increase is possible due to the line of
credit being fully paid to the Department of Finance in fiscal year 2029. In December 2014,
CCCD approved an additional $369,747 be transferred into the trust, which would total over $1
million contributed into the trust since its existence. This additional $369,747 is a result of the
liability settlement relating to the 2011 audit finding from an instructional services agreement.
CCCD booked a $2.452 million liability; however, the final liability resulted in an amount of
$2.082 million, resulting in a difference of $369,747 that will be transferred to the OPEB trust.
In addition, on July 1, 2013, CCCD adopted board resolutions for the elimination of lifetime
health benefits for confidential and supervisory staff
177
. CCCD also reached agreements with the
classified employees
178
and the faculty
179
, eliminating lifetime health benefits for new hires.
CCCD’s financial strategy is to maintain the minimum prudent reserve level, match ongoing
expenditures with ongoing revenue, and address funding for retiree health benefit costs. CCCD
will have the annual Actuarial Accrued Liability study completed in spring 2015.
19. Institutional Planning and Evaluation
The institution systematically evaluates and makes public how well and in what ways it is
accomplishing its purposes, including assessment of student learning outcomes. The
institution provides evidence of planning for improvement of institutional structures and
processes, student achievement of educational goals, and student learning. The institution
assesses progress toward achieving its stated goals and makes decisions regarding
improvement through an ongoing and systematic cycle of evaluation, integrated planning,
recourse allocation, implementation, and re-evaluation.
175
http://district.compton.edu/board_of_trustees/agendas/agenda-05-21-2013.pdf
http://www.district.compton.edu/administration/businessadmin/docs/FY%202013-2014.pdf (Page 43)
176
http://www.boarddocs.com/ca/compton/Board.nsf/files/9RGT5Z75BDBE/$file/OPEB_Funding_Schedule%20121614.pdf
177
http://www.compton.edu/campusinformation/accreditation/docs/HealthBenefitsResolution.pdf
178
http://www.compton.edu/campusinformation/accreditation/docs/ClassifiedAgreement2013.pdf
179
http://www.compton.edu/campusinformation/accreditation/docs/CertificatedContractAgreement2013.pdf
82
Compton Center has planned for improvement of institutional structures and processes, student
achievement of educational goals, and student learning. A new planning model was adopted in
October 2013 to ensure that Compton Center assesses progress toward achieving stated goals,
and makes decisions regarding improvement through an ongoing and systematic cycle of
evaluation, integrated planning, resource allocation, implementation, and re-evaluation
180
.
El Camino College and Compton Center have written, adopted, and begun implementing an
overarching Comprehensive Master Plan to guide planning and budgeting processes
181
. Compton
Center’s Educational Master Plan is part of this Comprehensive Master Plan
182
. Since the
Educational Master Plan’s adoption, it has been used consistently to guide the creation of annual
goals for Compton Center and CCCD. The new planning processes are integrated into the
Educational Master Plan and drive decisions about resource allocation. There is currently a
system of goal evaluation and re-evaluation in place.
The Educational Master Plan for Compton Center was shared as an information item with the
CCCD Special Trustee on September 27, 2011
183
. It was adopted as a chapter of the El Camino
College Master Plan by the El Camino Community College District Board of Trustees on August
20, 2012
184
. The first section of the Educational Master Plan includes several primary goals,
which include:
1. Focusing on equitably meeting community needs
2. Enhancing facilities and technology
3. Maintaining staffing levels and offering professional development opportunities for
employees
4. Maintaining consistency in leadership while also being flexible regarding programs and
services
5. Improving student learning
Compton Center systematically evaluates and makes public how well, and in what ways, it is
accomplishing its purposes, including assessment of student learning outcomes. Assessment of
the above goals has been ongoing since the Educational Master Plan was adopted. Each year,
goals have been examined and evaluated by the Compton Center Vice President, the CCCD
CEO, the Consultative Council, and the Planning and Budgeting Committee when preparing
goals for the following year.
180
http://www.elcamino.edu/administration/ir/docs/planning/PlanningModel2013_Final.pdf
181
http://www.elcamino.edu/administration/masterplan/docs/Comprehensive-Master-Plan-2012.pdf
182
http://www.elcamino.edu/administration/masterplan/docs/Comprehensive-Master-Plan-2012.pdf (page 149)
183
http://district.compton.edu/board_of_trustees/agendas/agenda-09-27-2011.pdf
184
http://www.elcamino.edu/administration/board/agendas/2008/8-20-12_agenda.pdf
83
In addition, during 2011-2012, a careful review of programs’ annual plans revealed a need to
strengthen links between the El Camino College Strategic Initiatives and program requests.
Therefore, the first annual Compton Center Planning Summit was held on May 8, 2012 and
focused on writing effective plans and linking program plans to the ECC Strategic Initiatives
185
.
Beginning in 2012-2013, annual plans demonstrate stronger links between annual plan goals and
El Camino College Strategic Initiatives
186
.
In fall 2012, the Compton Center leadership team began to develop a new planning process,
similar to the structure in place at El Camino College. During fall 2012, the Consultative
Council, a group of faculty, staff, student, and administrative leadership at Compton Center,
revised drafts of the planning process and adopted a new model
187
.
Beginning with Academic Year 2013-2014, the new Compton Center planning process used the
overarching goals from the CEO and Vice President, the Educational Master Plan, many
accreditation documents, the El Camino College Strategic Initiatives, and the college’s mission
statement. These overarching goals are used to guide program plans, unit plans, and program
review recommendations. Highly ranked recommendations are submitted to the area leadership
(e.g., Academic Affairs, Student Services) for consideration. Area leaders and standing
committees then make recommendations to the Planning and Budget Committee (PBC).
Consultation Council reviews recommendations from PBC and forwards them to the
Consultative Council and then the Compton Center CEO and Vice President for consideration
before forwarding to the El Camino College Superintendent/President.
An integral part of this planning process is creating effective program plans and conducting
periodic program reviews, including analysis of student learning outcomes. The Academic
Affairs area is on a four-year cycle for program reviews, and CTE programs also undergo Career
and Technical Education program reviews, as required by Title 5, every two years
188
. The below
examples illustrate how the planning and evaluation processes at Compton Center have guided
resource planning, facilities, and other processes.
1. The Machine Tool Technology program review and annual plans identified the need for
curricular changes, a full-time instructor, and equipment to strengthen the program. As a
result of program review recommendations and annual plan goals, an Aerospace Fastener
185
http://district.compton.edu/docs/news-releases/2012/july/Planning-Summit-07-2012.pdf
http://www.compton.edu/campusinformation/accreditation/docs/PlanningSummit2012Presentation.pdf
http://www.compton.edu/campusinformation/accreditation/docs/PlanningSummit2012Material.pdf
186
http://www.compton.edu/campusinformation/accreditation/docs/BiologicalSciences2012-13AnnualPlan.pdf
http://www.compton.edu/campusinformation/accreditation/docs/History2013-14AnnualPlan.pdf
http://www.compton.edu/campusinformation/accreditation/docs/SRC2014-15AnnualPlan.pdf
187
http://www.compton.edu/campusinformation/accreditation/docs/ComptonCenterDistrictPlanningChart.pdf
http://www.compton.edu/campusinformation/accreditation/docs/FacultyCouncilMinutes9.19.2013.pdf
188
http://www.compton.edu/academics/programreviews.aspx
84
Certificate was created. Program review and annual plans identified equipment needs to
enhance student success, which resulted in funding from both the unrestricted general
fund and Comprehensive Employment and Training Act (CETA) funding
189
.
2. The Life Sciences program has used program review and annual plans to identify
equipment requests as well as the need for additional faculty and staff. Over the past
several years, Compton Center has funded upgraded equipment for physiology classes
and has hired an additional full-time faculty member, as well as a laboratory technician.
To support a strong STEM program, increased sections of General Chemistry and
Biology courses have been offered, whereas in the past only lower level courses had been
offered. Funding has been provided to the Chemistry and Biology departments to
purchase the necessary equipment and supplies to meet the needs of the programs
190
.
All Student Services area programs have completed program reviews
191
. The area has revised
practices based on the results of the evaluation (e.g. registration student survey).
The Enrollment Management Plan illustrates successful goal-setting and institutional progress
toward stated goals
192
. Through careful planning, Compton Center increased its enrollment from
2,695 FTES in 2006-2007 to over 6,600 FTES in 2010-2011. FTES has been closely monitored
since this significant increase. The Enrollment Management Committee continues to establish
and revise data-driven objectives and projects, such as the Graduation Initiative Project described
in the “Degrees” section (Section 7) of this document, as well as priority registration initiatives.
With the support of El Camino College, research for Compton Center has been conducted by the
Institutional Research and Planning Department. To bolster data-driven decisions at all levels,
CCCD has hired two full-time researchers who, under the direction of the Vice President,
Compton Center and the El Camino College Director of Institutional Research and Planning,
assist in the collection and evaluation of Compton Center and El Camino College-related data
193
.
Additional plans have been developed collaboratively and address the educational goals
including: Student Success and Support Program Plan
194
, Student Equity Plan
195
, Facilities
189
http://www.compton.edu/academics/programreview/MTT_2012.pdf
http://www.compton.edu/campusinformation/accreditation/docs/MTT2013-14AnnualPlan.pdf
190
http://www.compton.edu/campusinformation/accreditation/docs/LIFESCI2012-2013PROGRAMREVIEW.pdf
http://www.compton.edu/campusinformation/accreditation/docs/BiologicalSciences2012-13AnnualPlan.pdf
191
http://www.elcamino.edu/administration/vpsca/programreview.asp
192
http://www.compton.edu/campusinformation/accreditation/docs/2012-13EnrollmentManagementPlan.pdf
193
http://www.elcamino.edu/administration/ir/contact.asp
194
http://www.compton.edu/campusinformation/accreditation/docs/ComptonSSSPPlan.pdf
195
http://www.compton.edu/campusinformation/accreditation/docs/ComptonSEP2014.pdf
85
Plan
196
, Technology Plan
197
, Basic Skills Report and Plan
198
, Staffing Plan
199
, and Student
Success Plan
200
.
The El Camino College Planning Summit is an annual college-wide event that brings together
stakeholders from Compton Center and El Camino College to evaluate and provide feedback on
various aspects of the planning process. One of the outcomes of the May 10, 2013 Planning
Summit was the creation of the new representation of the El Camino College Planning Model,
noted earlier in this section. A Planning Model working team of El Camino College and
Compton Center faculty and staff created the new model that was reviewed by the El Camino
Community College District Board of Trustees on October 21, 2013
201
.
20. Public Information
The institution provides a catalog for its constituencies with precise, accurate, and current
information concerning the following:
A. General Information
Official Name, Address(es), Telephone Number(s), and Web Site Address of the
Institution
Educational Mission
Course, Program, and Degree Offerings
Academic Calendar and Program Length
Academic Freedom Statement
Available Student Financial Aid
Available Learning Resources
Names and Degrees of Administrators and Faculty
Names of Governing Board Members
B. Requirements
Admissions
Student Fees and Other Financial Obligations
Degree, Certificates, Graduation, and Transfer
196
http://www.elcamino.edu/administration/masterplan/docs/Comprehensive-Master-Plan-2012.pdf (page 233)
http://district.compton.edu/administration/docs/CCCD-Facilities-Master-Plan-2012.pdf
197
http://www.elcamino.edu/administration/masterplan/docs/Comprehensive-Master-Plan-2012.pdf (page 203)
198
http://www.compton.edu/campusinformation/accreditation/docs/2012-13BasicSkillsPlan.pdf
199
http://www.elcamino.edu/administration/masterplan/docs/Comprehensive-Master-Plan-2012.pdf (page 241)
200
http://www.compton.edu/campusinformation/accreditation/docs/StudentSuccessPlan9.25.11.pdf
201
http://www.elcamino.edu/administration/ir/docs/planning/PlanningModel2013_Final.pdf
86
C. Major Policies Affecting Students
Academic Regulations, including Academic Honesty
Nondiscrimination
Acceptance of Transfer Credits
Grievance and Complaint Procedures
Sexual Harassment
Refund of Fees
Refund of Fees (non-resident)
D. Locations or Publications Where Other Policies May Be Found
The El Camino College catalog includes a section dedicated to Compton Center. The catalog is
published annually and provides precise, accurate, and current information for all items detailed
in the Commission’s Standard IIB. This information is published in the current 2014-2015 El
Camino College Catalog available in the El Camino College and Compton Center bookstores,
and on the El Camino College and Compton Center Websites
202
. El Camino College’s contact
information, mission statement, academic calendar (including program length), course, program,
and degree offerings are included in the catalog. The names of the El Camino Community
College District’s Governing Board Members are listed on page 5 of the catalog. Contact
information for Compton Center and the names of Compton Center’s administrators and faculty,
along with their degrees, are provided in the Compton Center section of the catalog.
The academic calendar may be found in the catalog and the schedule of classes. It is also
available on the El Camino College and Compton Center Websites.
Financial aid information is available in the catalog, the schedule of classes, and the El Camino
College and Compton Center Websites. In addition, these documents and the Website
information describe the wide variety of learning resources and other important student services
available to students.
Information on admission, registration and matriculation procedures; student fees and other
financial obligations; and degree, certificate, graduation, and transfer requirements are outlined
in the catalog and on both Websites. The college application and financial aid application may be
viewed, completed, and submitted online via the El Camino College and Compton Center
Websites.
Information on the above areas that is specific to the Compton Center is provided in a separate
section of the 2014-2015 catalog (pages 305-343).
202
http://www.compton.edu/studentservices/admissionandrecords/ClassSchedule.aspx
87
Important policies affecting students such as academic regulations, including academic honesty;
acceptance of transfer credit; grievance and complaint procedures; refund of fees (residents and
non-residents) and non-discrimination and sexual harassment are highlighted in the El Camino
College catalog and the Compton Center schedule of classes. The catalog, schedule of classes,
and student handbook also include information on registration procedures, matriculation,
scholarship standards, and student services. All are also available on the Websites.
The catalog is revised annually by the Office of Academic Affairs in coordination with the
offices and programs that provide the services discussed in the catalog. The catalog, schedule of
classes, and student handbook are available in print editions and via the Web for viewing and/or
downloading. All Compton Center students are provided a printed student handbook, at no cost,
by the Office of Student Life.
The 2014-2015 El Camino College catalog includes all the required information as noted below:
General Information
Official Name, Address(es), Telephone Number(s), and Website Address of Compton
Center: page 305 Compton Center catalog
Educational Mission: page 9
Course, Program, and Degree Offerings: pages 79-286
Academic Calendar and Program Length: page 3
Academic Freedom Statement: page 47
Available Student Financial Aid: pages 24-25 and page 27; pages 318-320 Compton
Center catalog
Available Learning Resources: pages 26-29; pages 320-321 Compton Center catalog
Names and Degrees of Administrators and Faculty: pages 287-303; pages 340-344
Compton Center catalog
Names of Governing Board Members: page 5
Requirements
Admissions: pages 11-13; page 307 Compton Center catalog
Student Fees and Other Financial Obligations: pages 21-22; pages 314-315 Compton
Center catalog
Degree, Certificates, Graduation, and Transfer: pages 60-74
Major Policies Affecting Students
Academic Regulations, including Academic Honesty: pages 44-49; pages 324-333 and
336 Compton Center catalog. Academic regulations include policies and procedures for
the following: Grading and Academic Record Symbols; Grade Change; Course
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Repetition; Probation, Dismissal, and Readmission; Probation Disqualification, and
Dismissal; Limitation to Remedial Coursework; Academic Renewal; Academic Freedom;
Field Trips and Excursions; Access to Records and Release of Information; Children in
Classrooms; Attendance, Auditing of Courses, and Instructional Materials Fees. The
Academic Honesty policy upholds the academic integrity of the institution by ensuring
“all members of the academic community behave in a manner which encourages learning
and promotes honesty and…act with fairness towards others.”
Non-Discrimination: page 42. The Non-Discrimination policy reads as follows: “The El
Camino Community College District is committed to providing equal opportunity in
which no person is subjected to discrimination on the basis of ethnic group identification,
national origin, religion, age, sex, race, color, ancestry, sexual orientation, physical or
mental disability, or retaliation.”
Acceptance of Transfer Credits: pages 52-57. The Acceptance of Credit policy states:
“Credits earned at other colleges which are accredited by one of the regional accrediting
agencies are customarily accepted for transfer to El Camino College on receipt of an
official transcript of record.”
Grievance and Complaint Procedures: pages 31-35; pages 330-335 Compton Center
catalog. Student rights and responsibilities are outlined in Board Policy 5506. This
policy, which is accessible at offices throughout the college, states that students have
rights and responsibilities as provided for in law, including the State Education Code and
the Title 5 Matriculation regulations; Board policies, including the Academic Honesty
and Standards of Conduct; and health and safety considerations. Administrative
Procedures 5530 Student Rights and Grievances provide detail regarding student due
processes. Information is also available on the college Website:
https://www.elcamino.edu/studentservices/activities/college-complaint-process.asp
Student complaint procedures for issues not resolved at the campus level are also
provided in the catalog and on the college Website.
Sexual Harassment: pages 42-43; page 335 Compton Center catalog. It is the policy of
the El Camino Community College District to provide an educational, employment, and
business environment free of unwelcome sexual advances, requests for sexual favors, and
other verbal or physical conduct or communications constituting sexual harassment as
defined and otherwise prohibited by state and federal statutes. Within the El Camino
Community College District, sexual harassment is prohibited regardless of the status
and/or relationships the affected parties may have.
Refund of Fees: page 21; page 314 Compton Center catalog. The Refund of Fees policy
specifies that “[t]o receive a refund, students must drop their classes through the online
system located in the Student Activities Center, on the Web, or at the Cashier’s Office
according to dates published in the schedule of classes and listed on fee receipts. Classes
that meet for less than 15 weeks must be dropped by the end of the first full week of
classes.”
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Refund of Fees (non-resident): page 22; page 315 Compton Center catalog. The Non-
Resident Tuition Refund policy describes how “[s]tudents will receive a full or partial
refund for non-resident tuition if they drop their classes through the online system on the
Web” according to the schedule specified in the catalog.
Locations or Publication Where Other Policies May Be Found
Recent print and other media advertisements
203
Compton Center Student Handbook
204
Compton Center Student Handbook for Distance Education Courses
205
Compton Center schedule of classes
206
Compton Center Website
207
El Camino College Website
208
Compton Center Library
El Camino College Library
21. Relations with the Accrediting Commission*
The institution provides assurance that it adheres to the Eligibility Requirements and
Accreditation Standards and policies of the Commission, describes itself in identical terms to
all its accrediting agencies, communicates any changes in its accredited status, and agrees to
disclose information required by the Commission to carry out its accrediting responsibilities.
The institution will comply with Commission requests, directives, decisions, and policies, and
will make complete, accurate, and honest disclosure. Failure to do so is sufficient reason, in
and of itself for the Commission to impose a sanction, or to deny or revoke candidacy or
accreditation.
*This Eligibility Requirement may not be fully realized until Candidacy or Initial
Accreditation has been achieved.
The El Camino Community College District Board of Trustees provides assurance that Compton
Center, through El Camino College, adheres to the eligibility requirements and accreditation
standards and policies of the Commission, describes itself in identical terms to all its accrediting
agencies, communicates any changes in its accredited status, and agrees to disclose information
203
http://www.compton.edu/campusinformation/currentnews/ComptonCenterNewsReleases.aspx
http://www.compton.edu/campusinformation/currentnews/index.aspx
204
http://www.compton.edu/studentservices/Documents/CEC-Handbook-2013.pdf
205
http://www.compton.edu/academics/distance-ed/Documents/Handbook/DEHB-SU14-417.pdf
206
http://www.compton.edu/studentservices/admissionandrecords/ClassSchedule.aspx
207
http://www.compton.edu/index.aspx
208
http://www.elcamino.edu/index.asp
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required by the Commission to carry out its accrediting responsibilities. Board Policy 3200
209
and Administrative Procedure 3200 (Accreditation)
210
ensure District compliance with the
accreditation process and standards of the Accrediting Commission of Community and Junior
Colleges and the process and standards for the special accreditation of other District programs
that seek special accreditation. Compton Center will comply with Commission requests,
directives, decisions, and policies, and will make complete, accurate, and honest disclosure.
Certification of Continued Compliance with Eligibility Requirements is documented by the El
Camino College Certification of Continued Compliance with Eligibility Requirements from its
2014 Accreditation Self-Study
211
.
209
http://www.elcamino.edu/administration/board/boarddocs/3200%20Accreditation.pdf
210
http://www.elcamino.edu/administration/board/boarddocs/AP%203200%20Accreditation.pdf
211
http://www.elcamino.edu/administration/vpaa/accreditation/2014/2014-ECC-Accreditation-Self-Evaluation.pdf
