Evaluation of Institutional Effectiveness (EIE) Report 2026
Prepared for the Northwest Commission on Colleges and Universities Submitted August 2026 1
Accreditation Handbook
APPENDIX J: INSTITUTIONAL REPORT CERTIFICATION FORM Please use this certification form for all institutional reports (Self-Evaluation, Annual, Mid-Cycle, PRFR, Evaluation of Institutional Effectiveness, Candidacy, Ad-Hoc, or Special)
Institutional Report Certification Form On behalf of the Institution, I certify that: • There was broad participation/review by the campus community in the preparation of this report. ✔ • The Institution remains in compliance with NWCCU Eligibility Requirements. ✔ • The Institution will continue to remain in compliance throughout the duration of the institution’s ✔ cycle of accreditation. I understand that information provided in this report may affect the continued Candidacy or Accreditation of my institution. I certify that the information and data provided in the report are true and correct to the best of my knowledge.
Yakima Valley College (Name of Institution)
Teresa Rich, PhD
(Name of Chief Executive Officer)
Teresa Rich PhD
Digitally signed by Teresa Rich PhD Date: 2026.08.05 10:50:17 -07'00'
(Signature of Chief Executive Officer)
8-5-26
(Date)
107
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Table of Contents
Institutional Overview.....................................................................................................................................................................4 Preface: Institutional Changes Since Last Report...................................................................................................................5 Outstanding Recommendations..............................................................................................................................................7 Student Success and Institutional Mission and Effectiveness............................................................................................8 1.A Institutional Mission.................................................................................................................................................................8 Standard 1.A.1 Mission................................................................................................................................................................8 1.B Improving Institutional Effectiveness..................................................................................................................................9 Standard 1.B.1 Continuous Process of Planning and Evaluation...................................................................................9 Standard 1.B.2 Meaningful Goals, Objectives, and Indicators......................................................................................12 Standard 1.B.3 Inclusive Planning Process...........................................................................................................................13 Standard 1.B.4 Monitoring Internal and External Environments.................................................................................14 1.C Student Learning........................................................................................................................................................................18 Standard 1.C.1 Program Offerings with Appropriate Content and Rigor..................................................................18 Standard 1.C.2 Awarding of Credit, Degrees, Certificates, or Credentials.................................................................18 Standard 1.C.3 Published Program and Degree Learning Outcomes..........................................................................19 Standard 1.C.4 Admission and Graduation Requirements.............................................................................................20 Standard 1.C.5 System of Assessment..................................................................................................................................20 Standard 1.C.6 Institutional Learning Outcomes..............................................................................................................20 Standard 1.C.7 Assessment Informs Planning and Continuous Improvement.......................................................22 Standard 1.C.8 Transfer Credit and Credit for Prior Learning.........................................................................................25 Standard 1.C.9 Graduate Programs........................................................................................................................................27 1.D Student Achievement..............................................................................................................................................................28 Standard 1.D.1 Recruitment, Admission, Orientation, and Academic Requirements...........................................28 Standard 1.D.2 Student Achievement Indicators...............................................................................................................30 Standard 1.D.3 Indicators of Student Achievement Used for Continuous Improvement....................................32 Standard 1.D.4 Transparent Data Processes and Strategic Allocation of Resources..............................................34 Conclusion............................................................................................................................................................................................38 Addenda...............................................................................................................................................................................................39 Response to Concerns Highlighted in Year Six PRFR Report...........................................................................................39 Distance Education......................................................................................................................................................................39
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Institutional Overview
Yakima Valley College (YVC), established in 1928, is a public community college committed to open access. Located on the ancestral lands of the Confederated Tribes and Bands of the Yakama Nation, Yakima Valley College serves a district spanning nearly 8,000 square miles across three counties in south-central Washington. The college’s main campus is in Yakima, with an additional campus in Grandview and learning centers in Ellensburg, Toppenish, and Sunnyside. YVC is one of 34 colleges governed by the Washington State Board for Community and Technical Colleges (SBCTC). SBCTC administers systemwide funding allocations, manages the systemwide ERP software system, supports coordination among colleges, and advances shared legislative priorities. Members of YVC’s Board of Trustees are appointed by the governor, and the college operates under the regulations outlined in the Revised Code of Washington (RCW) and the Washington Administrative Code (WAC). YVC is dedicated to advancing educational attainment through comprehensive college- and career-readiness, academic transfer, and workforce development programs. YVC is classified as a mixed associate/baccalaureate institution by the Carnegie Classification of Institutions of Higher Education, offering over 55 associate degrees, 100+ certificates, and six baccalaureate degrees. Students choose from six academic pathways to chart their path from college to their next chapter in life: Arts and Humanities; Business; Healthcare; Social Sciences and Education; Science, Technology, Engineering, Math (STEM); and Exploratory. Yakima Valley College reported an annual headcount of 7,048 and a Full-Time Equivalent (FTE) enrollment of 3,819 for the 2024–25 academic year. Like many colleges nationwide, YVC experienced a decline in enrollment in 2020 due to the COVID-19 pandemic. Before that, the college averaged approximately 8,000 students and 4,400 FTE. Encouragingly, YVC has recently achieved a record-breaking increase in new students and a 7% year-over-year increase in total enrollment. With this upward trend and a strong emphasis on retention, the college is on track to return to pre-pandemic enrollment levels by 2028, if not sooner. YVC serves one of the most diverse student populations in the state. Historically Underserved Students of Color (HUSOC) make up 71% of the student body, a percentage that is significantly higher than any other college in the system. Hispanic students account for the largest share at 67%. YVC also has the highest percentage of female students in the system, with women comprising 64% of its student body. The college primarily serves younger, degree-seeking undergraduates, with approximately 70% under 25. Among these, 15% participate in the Running Start program, which provides high school students the opportunity to earn college credit. More than half of YVC students (56%) attend full-time, compared to the system average of 45%. In addition to its diversity, YVC supports students with significant financial and educational needs. Two-thirds of its students (66%) are low-income, and threequarters are first-generation college students, the highest percentages in the system, underscoring the college’s role in providing comprehensive educational pathways for its community.
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Preface: Institutional Changes Since Last Report Since Yakima Valley College’s last comprehensive accreditation review in 2019, the institution has undergone significant transformation while steadfastly upholding its mission and commitment to student success. The following provides a brief overview of notable developments, initiatives, and changes:
Leadership
After 29 years of leadership, Dr. Linda J. Kaminski retired as President of Yakima Valley College in August 2024. To ensure continuity and stability, the Board of Trustees appointed Dr. Teresa Rich, then Vice President of Administrative Services, as Interim President. A national search was conducted, with Dr. Rich among the candidates, and the Board of Trustees officially named her YVC’s president in January 2026. This created a vacancy in the Vice President of Administrative Services position, which Dr. Johnny Woods Jr. subsequently filled in May 2025. In addition, the long-serving Vice President of Instruction and Student Services, Tomás Ybarra, retired in 2021. After a national search, Dr. Jennifer Ernst was hired and remained until August 2024. Recognizing the need for a greater emphasis on student services and enrollment management, the college separated instruction and student services into two new leadership roles: Vice President of Academic Affairs (VPAA) and Vice President of Student Services and Enrollment Management (VPSSEM). Kerrie Cavaness, formerly Dean of Arts and Sciences, is now the VPAA, and Pedro Navarrete is now the VPSSEM. Recent leadership transitions have taken place across the College and Career Readiness (CCR), Arts and Sciences (A&S), and Workforce Education (WED) divisions. In early 2025, Dr. Tuãn Đăng joined YVC as Dean of A&S, and Dr. Julie Swedin, a former fulltime faculty member, was appointed Interim Dean of CCR. Within WED, Dr. Skye Field’s role transitioned from Dean of Workforce Education to Associate Vice President of Workforce and Economic Development, reflecting the college’s strengthened focus on regional economic engagement. To further build leadership capacity, the college has added assistant deans to support key program areas within WED. Lastly, to create a more coherent student experience from outreach through completion, the college established the position of Assistant Dean of Student Success Initiatives. Senaida Lopez now leads this work, providing strategic direction for advancing the Guided Pathways framework, which focuses on creating clear, equitable pathways that improve student outcomes.
ctcLink (PeopleSoft) Implementation
As part of a statewide modernization effort across Washington’s Community and Technical College (CTC) system, the college successfully transitioned to a new Enterprise Resource Planning (ERP) system, replacing its longstanding legacy platform. The ERP implementation enhances alignment with data standards across other CTCs in the state and positions YVC to improve data integration, increase operational efficiency, and strengthen support for institutional decisionmaking.
Infrastructure Developments
Campus Environment: Advancing Student Experience, Equity, and Mission. YVC’s campuses reflect the institution’s commitment to equitable student success, meaningful community partnerships, and learning environments that support diverse student needs. Recent investments in physical and digital infrastructure are intentionally aligned with the college’s mission to provide accessible, student-centered education that transforms lives and strengthens the region.
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Institutional Changes Since Last Report (continued)
West Campus Expansion: Education Embedded in Community. The West Campus expansion, which opened in January 2021, exemplifies YVC’s mission-driven approach to facilities planning. Located at a highly visible intersection in Yakima, the West Campus increases access to high-demand educational programs while strengthening partnerships with regional stakeholders. Purpose-built spaces for educating future health care professionals directly support workforce pathways for students seeking family-wage careers in the Yakima Valley. At the same time, the inclusion of the Larson Art Gallery, the Yakima Tasting Room for Yakima Valley Vintners, and the Kaminski Conference Center fosters community engagement, cultural enrichment, and economic development. This integration of instruction, industry, and community affirms YVC’s role as an inclusive, accessible anchor institution serving learners of all backgrounds. Hopf Union Building (HUB): A Student-Centered Gathering Space. The spring 2024 refurbishment of the Hopf Union Building prioritized student voice, belonging, and engagement. Designed as a welcoming, accessible hub for all students, the renewed space supports informal learning, peer connection, and co-curricular involvement, key components of student persistence and success. Modernized furnishings, flexible study and gathering areas, updated audiovisual technology, and portable charging stations reduce barriers for commuter students and those balancing academics with work and family responsibilities. The HUB now more effectively serves as a central space where students can build community, access resources, and engage in activities that complement their academic experience. Technology Complex Upgrades: Supporting Workforce Pathways and Applied Learning. Completed at the end of 2024, upgrades to the Technology Complex advanced YVC’s commitment to equitable access to workforce education. Enhancements included improved collaborative classroom environments, updated student workspace furniture, new day-use lockers, and a modernized HVAC system that improves comfort and safety. Additionally, new staff office spaces strengthen student support by providing coordinated services, timely resources, and proactive guidance that promote student success and achievement. Together, these improvements support hands-on, applied learning while creating physical environments that are inclusive, functional, and responsive to the needs of students preparing for careers in technical and skilled professions. Digital Campus Environment: Improving Access Through Technology. Recognizing that access to information is foundational to student success, Yakima Valley College launched a redesigned public website in August 2024. The new site improves usability for students from diverse backgrounds by enhancing keyword search, streamlining navigation, and strengthening the integration of academic catalog information. These improvements reduce barriers to finding programs, policies, and services and supporting students throughout their lifecycle, from exploration and enrollment to completion. The redesigned website reflects YVC’s ongoing commitment to equity, transparency, and clear communication. Commitment to Continuous Improvement. Collectively, these infrastructure and technology enhancements demonstrate Yakima Valley College’s sustained investment in environments that promote access, inclusion, and student achievement. By aligning facilities and digital resources with institutional mission and student needs, the college ensures that its campuses, physical and virtual, continue to support learning, connection, and community impact.
Grants and Partnerships
Loss of Grant Funding. In 2002, YVC was designated a Hispanic-Serving Institution (HSI) and received several Title V grants to expand educational opportunities for students. In 2025, the U.S. Department of Education redirected all new and continuing Title V awards to other initiatives. As a result, YVC has experienced a reduction in resources previously used to support a significant number of low-income, first-generation students.
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Institutional Changes Since Last Report (continued)
Another significant loss of grant funding was the College Assistance Migrant Program (CAMP), which provided critical support to students from migrant or seasonal farmworker backgrounds during their first year of college. This program was particularly impactful given that Yakima County has the highest concentration of farm workers in Washington State. Despite this significant loss of funding, the college continues to benefit from long-standing federal grants through TRIO, Student Support Services (SSS), and Upward Bound, ensuring students retain access to high-impact support structures. New Grants. In 2024, YVC was invited to participate in the Complete College America (CCA) grant funded by the Bill and Melinda Gates Foundation. Specifically, YVC is part of the CCA Accelerator, which aims to scale institutional performance assessments, build data capacity, and develop and implement strategies to improve student outcomes. Four areas of focus were identified: Guided Pathways, Advising, Policy, and Strategic Finance. YVC was also invited to join the Limitless Learning Network, part of the Gates Foundation’s Washington State Initiative (WSI), which brings together leaders from K–12, higher education, and community organizations to strengthen regional collaboration. Partners include ESD 105, YVC, Granger School District, and Selah School District. The collaboration focuses on developing shared outreach tools to improve access to information on dualcredit opportunities, financial aid, and postsecondary pathways. Partnerships. In 2024, the Yakima School District (YSD), Central Washington University (CWU), and YVC formed a landmark partnership to create seamless, guaranteed pathways for high school students to earn postsecondary credentials. Through a jointly signed Memorandum of Understanding (MOU), the three institutions committed to expanding equitable opportunities for degree completion and supporting students in advancing their educational goals. The partnership aims to build an integrated system that removes barriers and enables students to begin collegelevel coursework in high school, ultimately earning meaningful credentials and preparing for future careers. Complementing this initiative is the Seamless Transfer Partnership between YVC and CWU, designed to strengthen transfer pathways for students. The primary goals of this partnership include data sharing, faculty collaboration, curriculum integration and alignment, the creation of pathway maps from YVC to CWU, and the development of a coordinated advising framework between the two institutions. The college has also expanded its collaboration with ESD 105 to enhance the processes that support Career and Technical Education (CTE) articulations between high schools and YVC. YVC also participates in the Yakima Valley Partners for Education (YVPE), working collaboratively to improve educational outcomes for all youth in the Yakima Valley. As part of this collaboration, YVPE will provide funding for YVC’s Comprehensive Student Support Program. This investment will support a coordinated advising and coaching model, financial support to students, program management, and a dedicated career center at the Grandview campus. Also, in fall 2025, the nonprofit organization People for People expanded its free transportation services to the Grandview campus, aligning with the class schedule to remove transportation barriers and improve access for students who rely on public transit.
Outstanding Recommendations
Currently, YVC has no outstanding recommendations.
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Student Success and Institutional Mission and Effectiveness
The institution articulates its commitment to student success, primarily measured through student learning and achievement, for all students, with a focus on equity and closure of achievement gaps, and establishes a mission statement, acceptable thresholds, and benchmarks for effectiveness with meaningful indicators. The institution’s programs are consistent with its mission and culminate in identified student outcomes leading to degrees, certificates, credentials, employment, or transfer to other higher education institutions or programs. Programs are systematically assessed using meaningful indicators to assure currency, improve teaching and learning strategies, and achieve stated student learning outcomes for all students, including underrepresented students and first-generation college students.
1.A Institutional Mission Standard 1.A.1 Mission The institution’s mission statement defines its broad educational purposes and its commitment to student learning and achievement. As part of its strategic planning efforts, YVC engaged in a collaborative process to revise its mission statement and redefine its former core themes as strategic directions. Over a thousand voices, including the community, students, staff, and faculty, weighed in via surveys, focus groups, and meetings. In addition, to align with NWCCU’s accreditation cycle, the current strategic plan will remain in effect through 2026. The Board of Trustees (BOT) is responsible for establishing, reviewing, and revising the college’s mission, goals, and policies to maintain the institution’s integrity. In March of 2021, the BOT approved the mission statement. In May of 2025, the mission statement and corresponding policy (2.13) were updated to reflect the removal of Core Themes, which have been replaced with Strategic Directions. YVC’s current mission statement reads: As a federally designated Hispanic-serving Institution residing on the traditional homelands of the 14 Confederated Tribes and Bands of the Yakama Nation, Yakima Valley College cultivates equity and a culture of innovative and inclusive teaching and learning. Yakima Valley College serves all students holistically, supports all students’ learning goals, and fosters achievement within career and educational pathways. We strengthen our communities by providing opportunities for personal enrichment, economic mobility, and sociocultural engagement.
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1.B Improving Institutional Effectiveness Standard 1.B.1 Continuous Process of Planning and Evaluation The institution demonstrates a continuous process to assess institutional effectiveness, including student learning and achievement and support services. The institution uses an ongoing and systematic evaluation and planning process to inform and refine its effectiveness, assign resources, and improve student learning and achievement.
Institutional Effectiveness
Institutional effectiveness (IE) at YVC is defined as an ongoing, systematic, college-wide process of planning and continuous improvement to ensure the college fulfills its mission. The overarching importance of institutional effectiveness is that it provides a framework for the college to assess its programs and services to best serve students and the community. The IE process at YVC is based on data and analysis, identification of outcomes, assessment of progress toward achieving those outcomes, implementation of improvement strategies informed by prior evidence, and use of results. YVC’s model of institutional effectiveness is based on Dr. James O. Nichols’s (1996) model. Figure 1. Institutional Effectiveness Model
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1.B Improving Institutional Effectiveness (continued)
Institutional effectiveness is a shared responsibility of all faculty and staff at YVC. Institutional effectiveness is governed by YVC’s executive team, which consists of the President, the Vice President of Administrative Services, the Vice President of Academic Affairs, the Executive Director of Human Resources, and the Vice President of Student Services and Enrollment Management. The Associate Dean of Institutional Effectiveness/Accreditation Liaison Officer (ALO) provides accreditation-related support. Each cabinet member oversees key institutional functions within their respective areas, ensuring that all college units participate in a systematic, ongoing cycle of evaluation, planning, and improvement. Figure 2 details key planning elements inclusive of this process. Figure 2. Planning Elements
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1.B Improving Institutional Effectiveness (continued)
Planning and Assessment Activities
YVC engages in an ongoing, systematic process to assess institutional effectiveness, encompassing student learning and achievement. This process includes continuous evaluation and planning to guide decision-making, allocate resources, and enhance student learning and achievement. Assessments take place at multiple interconnected levels across the college; all aligned with and advancing YVC’s mission to increase student success. Strategic Plan. The strategic plan serves as the foundation for all institutional effectiveness efforts at YVC, an evidence-informed framework that guides ongoing evaluation, resource allocation, and improvements in student learning and achievement. The plan establishes shared priorities, goals, and measurable outcomes that align instructional and noninstructional efforts with the college’s mission to support student learning, achievement, and success. Progress toward strategic goals is reviewed during quarterly strategic plan meetings, allowing the college to evaluate the effectiveness of initiatives, make datainformed adjustments, and respond to emerging needs. The strategic planning team includes faculty and staff from across the college to ensure broad and inclusive representation. Strategic Direction Workgroups play a critical role in advancing the strategic plan by translating strategic directions into action through data review and the development of deliverables aligned with each priority. In this way, the strategic plan functions as an integrative structure that connects assessment, planning, budgeting, and evaluation, ensuring that institutional effectiveness efforts are coordinated and focused on sustained improvement in student outcomes. As the current Strategic Plan nears its conclusion at the end of 2026 and the college prepares to begin a new planning cycle in early 2027, YVC proactively invested in strategic planning capacity by offering, for the first time, professional development dedicated specifically to strategic planning. The college hosted an in-house training, Foundations of Strategic Planning, facilitated by the Society for College and University Planning (SCUP). The event was attended by 38 participants, including 32 YVC employees representing all employee classifications and a broad range of college departments and functions. Participants also included a representative of the Yakama Nation, two members of YVC’s Board of Trustees, an employee from Educational Service District 105 (ESD 105), one of YVC’s K–12 partners, and two YVC students. The institute was designed to establish a foundation for an integrated strategic planning process that emphasizes both internal and external engagement, environmental scanning, and the identification of strategic issues that may affect the college’s long-term sustainability and success. Participants received a variety of planning resources, including a Readiness to Change assessment, a digital participant workbook, and a post-workshop toolkit containing templates and worksheets to support ongoing strategic planning activities across campus. Guided Pathways Framework. Embedded within the strategic plan are elements of the Guided Pathways (GP) Framework, a statewide reform effort designed to support students from entry through attainment of postsecondary credentials to careers. These efforts are guided by the SBCTC, which provides resources to aid in planning and implementation. YVC’s 2026-2028 goals are to align GP budgets with GP work, develop standardized advisor guides and training, complete and maintain program maps, and design a new student/first-year course. Student and Faculty/Staff Feedback. Gathering student feedback has long been an essential component of YVC’s efforts to evaluate and improve student experience. The college regularly collects student input on instruction, services, facilities, course offerings, schedules, and other aspects of college life. Ongoing student feedback mechanisms include surveys such as the Advising Day Survey, New Student Orientation Survey, and Customer Service Survey, among others. In Spring 2025, YVC administered the RuffaloNoel Levitz (RNL) Student Priorities and Satisfaction Survey, which identified both institutional strengths and areas for improvement. Since that time, the college has focused on addressing identified challenges and implementing targeted strategies to enhance the student experience. YVC plans to administer the RNL survey again in Spring 2028 to measure progress, assess improvements, and identify any emerging areas for further attention. 11
1.B Improving Institutional Effectiveness (continued)
In addition to student input, the college highly values feedback from faculty and staff. Every three years (beginning in 2015), YVC administers the Personal Assessment of the College Environment (PACE) Survey to gather insights into the workplace climate, institutional culture, and employee satisfaction. The results are used both to identify areas needing improvement and to recognize strengths that contribute to a welcoming and supportive work environment. To further support employee satisfaction and retention, the college administers an Exit Survey to departing faculty and staff to better understand reasons for separation and identify opportunities for organizational improvement. YVC also participates in the Institutional Transformation Assessment (ITA), a comprehensive employee survey that examines key functional areas, including advising, developmental education reform, digital learning, emergency aid, information technology, institutional policy, institutional research, leadership and culture, pathways, state policy, and strategic finance. Academic Program Assessment. Academic program assessment focuses on student learning outcomes at the institutional, program, and course levels. Institutional-Level Outcomes (ILOs) are used to assess students’ learning in three areas: Communication, Analytical Reasoning, and Human Relations. The institution evaluates ILOs across all associate- and bachelor-level programs and within the General Education curriculum. Program-Level Outcomes (PLOs) define the specific knowledge, skills, and abilities students are expected to achieve within a particular academic program and therefore vary by program requirements. Course-Level Outcomes (CLOs) provide an additional layer of assessment by measuring student learning within individual courses and aligning with the course curriculum and instructional goals. Co-curricular Assessment. Co-curricular services at YVC support student success beyond the classroom. Many departments provide resources, engagement opportunities, and personalized support to help students thrive, including athletics, counseling and advising, pathway advising, disability support services, enrollment services, financial aid, dual credit services, student life, and tutoring. A process has been designed in which faculty and staff engage in a continuous improvement cycle that includes observation, project identification and measurement, and reflection (closing the loop). To coordinate this work and maintain alignment with academic program assessment, a Canvas course was developed featuring resources, standardized reporting templates, and assignments with due dates each quarter to ensure the work is ongoing. While assessment practices are at varying stages of development across areas, the institution is committed to strengthening and formalizing this work to ensure co-curricular programs effectively contribute to student learning, engagement, and success.
Standard 1.B.2 Meaningful Goals, Objectives, and Indicators The institution sets and articulates meaningful goals, objectives, and indicators of its goals to define mission fulfillment and to improve its effectiveness in the context of and in comparison, with regional and national peer institutions.
Strategic Directions, Objectives, Key Strategies, and Key Performance Indicators
Through an inclusive and participatory planning process (see Standard 1.B.3), YVC has established and clearly articulated its strategic directions, objectives, key strategies, and meaningful indicators (KPIs) that define and monitor mission fulfillment. The college sets benchmarks and acceptable thresholds for each KPI, monitors progress over time, and compares results with regional and national peers to contextualize effectiveness and to advance equity, student success, and institutional performance.
Regional and National Peer Comparisons
As detailed in Standard 1.D.2, an integral part of comparing YVC data with our peers was carefully selecting which institutions to use as our regional and national peers. Once peers were selected, data were gathered by accessing a variety of sources. These data were then incorporated into the KPIs for the metrics of retention, completion, persistence, and post-graduation outcomes, including transfer and employment. 12
1.B Improving Institutional Effectiveness (continued)
Defining Mission Fulfillment
To define mission fulfillment, YVC established a set of KPIs for each strategic direction. Baseline data were identified for each indicator, providing the foundation for longitudinal tracking over the course of the cycle. A scoring methodology was developed in which each KPI received a rating on a 1–4 scale. Mirroring an academic GPA, a score of 3.0 or higher represented satisfactory achievement of the indicator and alignment with institutional expectations. Annual formative assessments were conducted as part of the college’s ongoing, systematic evaluation and planning process. Indicators scoring below 3.0 were reviewed by relevant subject-matter experts, who developed targeted improvement strategies. In 2026, a summative assessment was conducted to evaluate overall mission fulfillment. A composite score was calculated by averaging all KPI ratings, incorporating both internal performance data and regional and national peer-comparison data. For this accreditation cycle, YVC achieved a mission fulfillment score of 3.6, exceeding the college’s acceptable threshold and demonstrating strong performance across strategic objectives. Based on this comprehensive, evidenceinformed evaluation process, the college concludes that it has fulfilled its mission as defined in its strategic plan.
Standard 1.B.3 Inclusive Planning Process
The institution provides evidence that its planning process is inclusive and offers opportunities for comment by appropriate constituencies, allocates necessary resources, and leads to improvement of institutional effectiveness. In December 2019, under the direction of then-President Kaminski, a strategic planning workgroup was convened to lead a comprehensive, inclusive effort to develop a new strategic plan. The workgroup began with an extensive inquiry phase to gather broad input from both internal and external constituencies through surveys and focus groups. The internal survey captured perspectives from students, full-time and part-time faculty, classified staff, administrators, exempt staff, and members of YVC’s Board of Trustees. The external survey engaged a wide range of community partners, including alumni, advisory board members, P-12 and higher education partners, businesses, community and government organizations, nonprofit and healthcare organizations, state agencies, relatives of students, and members of the YVC Foundation. This broad representation ensured meaningful participation from constituencies that reflect the diverse communities served by YVC. To deepen the qualitative understanding of the survey findings, focus groups were hosted on both the Yakima and Grandview campuses for faculty, staff, and students. Input gathered from these sessions, combined with an environmental scan and a document review, informed the development of the five strategic directions, corresponding strategic objectives, and key strategies. Opportunities to participate in all aspects of the strategic planning process were extended to the campus community, which entailed completing a form expressing interest. To sustain broad input and ensure ongoing implementation of the strategic plan, the original strategic planning workgroup established strategic direction workgroups responsible for advancing key activities. These groups include representatives from all areas of the college, creating a structure in which voices across the institution can contribute openly to planning, problemsolving, and decision-making. Each group developed specific tasks and deliverables aligned with its assigned strategic direction, resulting in significant accomplishments and helping to ensure that the strategic plan remained active rather than becoming a static document. The workgroup structure provides a mechanism for identifying, communicating, and resolving resource needs. Workgroup members identify resource gaps through ongoing planning and implementation activities and communicate these needs to their respective workgroup leads. Workgroup leads are responsible for elevating requests and coordinating with the appropriate dean, director, or vice president to ensure alignment with institutional priorities and to facilitate resource allocation. 13
1.B Improving Institutional Effectiveness (continued)
Evidence of this process is demonstrated by a workgroup request to support student participation in the Washington Oregon Higher Education Sustainability Conference (WOHESC). The request articulated a clear connection to institutional priorities, specifically YVC’s strategic objective related to environmental sustainability, and emphasized anticipated student learning and institutional benefit outcomes. Through established resource-request channels and cross-functional collaboration, funding was secured from an external grant to support student attendance. Another example of strategic resource allocation is demonstrated through the Academic Program Review (APR) process. Departments or individuals can complete a form to request resources to support student learning and achievement. During regularly scheduled meetings, the APR team evaluates each request, engaging in discussion to assess its alignment with program needs, student learning outcomes, and institutional priorities. The Office of the VPAA maintains dedicated funding to support these requests, ensuring that resources are available to address identified needs that enhance student learning and program effectiveness. This process reflects a systematic and collaborative approach to resource allocation, linking program review, planning, and funding decisions in support of continuous improvement. Quarterly strategic planning meetings are convened by the Associate Dean of Institutional Effectiveness to provide updates, invite comments, discuss resource needs, review data, and identify next steps. Minutes and supporting materials, including presentations, are available to and shared with the college community through the internal OIE Portal. In addition, strategic plan progress is regularly communicated through monthly reports to the Board of Trustees and periodic study sessions and retreats, all of which offer opportunities for more indepth engagement with planning and institutional effectiveness. Collectively, these practices demonstrate YVC’s commitment to inclusive, integrated, and data-informed planning, and resource allocation in support of continuous improvement and mission fulfillment.
Standard 1.B.4 Monitoring Internal and External Environments
The institution monitors its internal and external environments to identify current and emerging patterns, trends, and expectations. Through its governance system it considers such findings to assess its strategic position, define its future direction, and review and revise, as necessary, its mission, planning, intended outcomes of its programs and services, and indicators of achievement of its goals. YVC continuously monitors both its internal and external environments through a variety of structured and ongoing processes to identify factors that may affect its programs, services, and operations. This includes analyzing institutional data, tracking regional and industry trends, and engaging with community and workforce partners to stay informed about emerging needs and opportunities. Data and evidence are integrated into planning and decision-making processes to guide strategic priorities, allocate resources, and ensure that programs and services remain responsive and relevant to the needs of the communities they serve, while positioning the college to adapt proactively to changing conditions. Surveys and Perception Data. As mentioned in Standard 1.B.1, following the creation of the strategic plan, monitoring changing perceptions occurs through surveys and evaluations given to students, employees, and community organizations. Examples of assessing internal environments include surveys sent to students. As mentioned, the RNL Student Satisfaction Survey captures the climate of YVC as experienced by students. In addition to that third-party survey, YVC gathers perception data through various surveys and evaluations. Examples of assessing external environments include surveys sent to business and industry partners, alumni, and employers. This information is gathered by the Workforce Education Division (WED) and used to inform the Comprehensive Local Needs Assessment (CLNA). The CLNA is a data-driven process designed to align program offerings with local workforce needs and ensure equitable access for all student populations. As previously mentioned, employees are given surveys, including the PACE Survey, the ITA, and an Exit Survey. Other examples include eLearning surveys, convocation surveys, and diversity, equity, and inclusion surveys and listening sessions. 14
1.B Improving Institutional Effectiveness (continued)
Business and Community Partnerships. Collaborating with regional partners is essential for monitoring external factors that influence enrollment, academic programs, workforce demands, and broader economic development efforts. YVC actively participates in a range of partnerships to ensure the institution remains engaged in conversations critical to higher education and community advancement. One key partnership is YVC’s involvement in the Comprehensive Economic Development Strategy (CEDS) for Yakima and Kittitas counties. CEDS is a regionally driven planning process and framework aimed at building economic capacity, creating jobs, and diversifying local economies. In addition to participating in regional economic development initiatives such as CEDS, YVC maintains active engagement with a broad network of local, regional, and statewide partners. These include K–12 school districts, industry advisory committees, and community-based and state-based organizations (e.g., Education Services District 105, South Central Workforce, Yakima Valley Partners for Education (YVPE), People for People). Through these partnerships, the college gathers qualitative and quantitative insights (e.g., YVPE’s Educational Progress data) to address workforce demand, transfer pathways, student support needs, and barriers to access and completion. The college leadership, including members of the Administrative Council, regularly participates in regional convenings and cross-sector collaborations, and information gathered through these partnerships is systematically communicated through institutional governance structures and relevant committees, where it is evaluated alongside institutional data to inform strategic planning, resource allocation, and program prioritization. This integrated approach ensures that YVC remains responsive to external conditions while advancing its mission and supporting student success. YVC is required to engage with regional industry members through professional technical program advisory committees according to both external accreditation requirements and RCW 28B.50.252. All professional-technical programs at YVC that offer degrees, maintain accreditation, or include Bachelor of Applied Science degrees have advisory committees that provide guidance on curriculum, ensure alignment with industry standards, and help the college respond effectively to current and emerging workforce needs. The college also engages with additional advisory committees, both through participation with local workforce partners—such as the South Central Workforce Development Council, and through committees it convenes, such as the Worker Retraining Advisory Committee. These groups help the college identify and prioritize programs eligible for worker retraining funds based on current in-demand job data. YVC holds listening sessions with community organizations and industry partners to better understand their needs and learn from their observations and experiences. These conversations are mutually beneficial, providing YVC with employer perspectives and early indicators of evolving workforce and industry demands. In turn, YVC faculty and administrators share updates on program development, instructional innovations, and student opportunities. This collaboration strengthens community awareness of campus resources and initiatives while fostering partnerships that can lead to greater advocacy, support, and resource development. YVC participates in the Yakima–Kittitas Local Planning Area (LPA). This partnership helps YVC to remain closely attuned to regional workforce demands and barriers to student success, such as housing, transportation, and educational attainment. This engagement is further reinforced through an annual networking event that convenes approximately 70 community partners to share resources, discuss emerging issues, and align priorities. Together, these efforts position WorkFirst as a vital connector between the college and community, ensuring responsive programming and informed institutional planning. YVC has developed a strong, collaborative, and growing partnership with the Yakama Nation, grounded in shared goals of educational access, cultural visibility, and community engagement. This relationship is reflected in sustained academic and student support efforts, such as the American Indian and Indigenous Studies (AIIS) and Native counseling services, as well as in culturally responsive programming, Yakama 101 workshops, co-taught coursework, 15
1.B Improving Institutional Effectiveness (continued)
and the reinstated Tiin-Ma Club. The college further demonstrated its commitment to a strong partnership by executing a Memorandum of Understanding (MOU) and a Memorandum of Agreement (MOA). MOU 26-204 establishes a framework to advance equity initiatives and enhance the success and retention of Native American students. MOA 26-205 authorizes the use of the Toppenish Learning Center, without charge to the Yakama Nation, to expand educational access for Yakama Nation members and the broader Yakima Valley community. Further, in response to the wildfires that impacted the White Swan community in July of 2026, YVC’s Tiin-Ma Club organized a donation drive to support affected families. Students collected a substantial amount of non-monetary donations, including essential household and personal care items, and helped coordinate their distribution within the community. Individuals interested in making financial contributions were directed to Yakama Nation. This effort was supported by the Yakima and Grandview campuses, as well as the Ellensburg Learning Center, demonstrating a collective commitment to serving our neighboring communities during a time of need. In addition, this spurred a local business owner to generously donate transportation services, helping deliver large quantities of donated goods to the White Swan Longhouse for distribution to community members. Together, these efforts extend to campus and community events, including powwows, participation in Treaty Days, Missing and Murdered Indigenous People initiatives, Native graduation celebrations, and arts programming with Yakama artists and elders. Institutional commitments are further demonstrated through leadership engagement, professional development with tribal partners, the establishment of a Tribal Elder Tuition Waiver, and the creation of a Native/Indigenous resource hub. Guided by the college’s Tribal Liaison and supported by departments across the college, this partnership continues to deepen through intentional collaboration and mutual respect. State Budget and Political Advocacy. YVC actively monitors state budget developments, legislative priorities during budget deliberations, and policy changes that impact higher education through structured engagement with the Washington State Board for Community and Technical Colleges (SBCTC), and direct participation in legislative processes. The college leadership regularly reviews proposed and enacted legislation, state budget allocations, and policy guidance to assess potential impacts on institutional funding, capital planning, academic programs, student support programs and services, and K-12 and other higher education institutions in the college’s service area. The college contributes to statewide advocacy efforts by collaborating with SBCTC, peer institutions, and community partners to identify shared priorities and articulate system needs. This includes engagement in capital budget requests, operating budget development, and policy discussions affecting access, affordability, and student support. Internally, relevant updates are communicated through the Administrative Council and other shared governance bodies (e.g., the Budget and Strategic Finance Committee), where leadership and the college’s constituent groups jointly evaluate implications for institutional strategy and operations, as well as to the Board of Trustees. The college leadership also honors and encourages its faculty and students’ participation in regional and state-level advocacy, such as Lobby Days. This positions YVC to not only be informed of external policy and fiscal conditions, but to be prepared to respond proactively through strategic planning and resource stewardship. Publications and Websites. YVC also uses various publications and websites to stay abreast of changing educational, political, budgetary, and economic development trends. For example, the Yakima Valley Trends Blog and the Yakima Valley Trends website include information about the Yakima County population related to age, households with children under the age of 18, indicators of economic vitality, health, mental health, housing, education, environment, and transportation. The Washington State Education Research and Data Center (ERDC) maintains Washington state’s preschoolthrough-workforce data system (P20W data system), which links data from the early learning, K12, postsecondary, and workforce sectors. The ERDC provides publications, newsletters, dashboards, and other resources that help YVC plan for enrollment fluctuations. The State Board for Community and Technical Colleges (SBCTC) sends regular emails with a collection of news links of particular interest to the Washington State Community and Technical College (CTC) 16
1.B Improving Institutional Effectiveness (continued)
system. Other examples include subscriptions to educational publications such as The Chronicle of Higher Education, visiting the United States Department of Education website, keeping up with federal student aid changes, reviewing state legislative materials, and more. The most important and pressing information gleaned from these resources is shared through YVC’s governing body, the Administrative Council, which includes leadership from across the college. This group meets semi-monthly to exchange information, develop and update policies and procedures, and guide institutional decision-making. Members of the council then communicate relevant information to their respective teams and departments, as appropriate to the topic or issue at hand. Collectively, the college uses these insights to assess its strategic position, shape its future direction, and, as needed, review and refine its mission, planning processes, intended outcomes for programs and services, and measures of progress toward its goals.
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Standard 1.C.1 Program Offerings with Appropriate Content and Rigor
The institution offers programs with appropriate content and rigor that are consistent with its mission, culminate in achievement of clearly identified student learning outcomes that lead to collegiate-level degrees, certificates, or credentials and include designators consistent with program content in recognized fields of study goals. YVC offers a wide range of programs designed for both university transfer and workforce entry, aligning with its mission to provide opportunities for personal enrichment, economic mobility, and sociocultural engagement. Its degree options, as described on the YVC website, include transfer-focused associate degrees and career-oriented Associate of Applied Science (AAS) degrees that emphasize hands-on job training. The college also offers a small number of Bachelor of Applied Science degrees (BAS) that build on associate-level work for career advancement. In addition to degrees, YVC offers over 100 certificate programs, ranging from short-term training to longer, multiyear programs. Overall, the college organizes its offerings into broad pathways (such as STEM, healthcare, business, and education) and includes basic education programs, such as GED preparation and English language learning, to support a wide range of student goals. YVC faculty developed three primary general education outcomes, identified as Institutional Learning Outcomes (ILO). The ILOs include computation/analytical reasoning, communication, and human relations as general education outcomes. Each ILO is further developed as Program Learning Outcomes and Course Learning Outcomes. The assessment of these outcomes is described in sections 1.C.5 and 1.C.6. Designators of program content, such as program names or degree titles, are managed by curriculum committees prior to posting in the catalog, and YVC’s Registration Office ensures accuracy of designators on transcripts. Transfer-related credits follow the guidance of the WA Statewide Transfer of Credit Policy and Agreement. Graduation procedures, as outlined on the YVC website, provide students with a step-by-step guide to submitting a graduation request. Credits are reviewed by the Registration Office, and degrees are awarded once credits have been completed. Generally, students apply for graduation before their quarter in which they complete all requirements.
Standard 1.C.2 Awarding of Credit, Degrees, Certificates, or Credentials
The institution awards credit, degrees, certificates, or credentials for programs that are based upon student learning and learning outcomes that offer an appropriate breadth, depth, sequencing, and synthesis of learning. General Education Credits. YVC general education outcomes are assessed across all instruction and specifically required within courses in certificates over 45 credits, Associate in Arts - Direct Transfer Agreement (AA-DTA), Associate of Applied Science (AAS & AAS-T), Associate of Science – Transfer (AS-T), and Bachelor of Applied Science (BAS) degrees (see website). General education provides a foundation that equips all students with transferable knowledge, critical thinking, communication skills, and civic awareness necessary for academic success, workforce readiness, and lifelong learning. Curriculum Process and Management. Curriculum development is primarily the responsibility of faculty, with departments charged with creating, evaluating, and maintaining coherent, sequential programs that build student knowledge and skills. Administration, as delegated by the Board of Trustees, oversees program selection, implementation, staffing, and funding. Division curriculum committees review and approve curricular proposals to ensure alignment with accreditation standards, state regulations, and institutional requirements, then forward recommendations to the President for final decision. Policies and procedures are outlined in each division’s curriculum handbook. Three division curriculum committees—Arts and Sciences, College & Career Readiness, and Workforce Education— are established with defined faculty representation, elected alternates, quorum and voting rules, regular meeting schedules, and detailed procedures for recordkeeping and transparency. Each committee oversees degrees, certificates, and program requirements within its division, with deans serving as chairs and breaking ties when 18
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necessary. Joint meetings of the division committees occur at least quarterly to share updates, discuss collegewide curriculum issues, and authorize ad hoc committees. As an example of curriculum alignment with state procedures, YVC participates in the Washington State Articulation and Transfer Council (ATC). ATC is a system-wide body composed of transfer deans and academic leaders from community and technical colleges that provides leadership on transfer issues, promotes consistent academic standards, and develops and maintains transfer degree frameworks. Through this council, YVC helps shape and follow statewide transfer policies that allow students to move efficiently into baccalaureate programs. Role of Professional-Technical Advisory Committees. Professional‑Technical Advisory Committees play a key role in ensuring that workforce education programs remain relevant, effective, and aligned with industry needs. These committees are composed of representatives from business and the community who provide guidance on program goals, curriculum, and emerging trends. Their primary function is to advise the college on current job market demands and improve program quality. They also support connections between the college and employers, promoting workbased learning opportunities that enhance student career outcomes.
Standard 1.C.3 Published Program and Degree Learning Outcomes
The institution identifies and publishes expected program and degree learning outcomes for all degrees, certificates, and credentials. Information on expected student learning outcomes for all courses is provided to enrolled students. Learning Outcomes. YVC publishes Institutional Learning Outcomes (ILOs) and Program Learning Outcomes (PLOs) to the public via its website and a public-facing Canvas site. Programs and disciplines review and update outcome maps during Assessment Day. Course Learning Outcomes (CLOs) are documented in course outlines maintained by the Office of Instruction and Academic Affairs and are incorporated into course syllabi developed by faculty. ILOs and PLOs are defined publicly and tracked quarterly through Canvas, while institutionally provided syllabus templates and required statements help ensure consistent communication of learning outcomes and assessment expectations across the college. Degrees and Certificates. YVC publishes all degrees and certificates on its website with links to requirements embedded. The list of more than 50 degrees and 100 certificates is sortable on the website alphabetically and by pathway. Course descriptions are provided in a searchable catalog. The catalog is integrated via software with our curriculum review process so annual updates by committees initiate catalog updates. Pathways. YVC adopted a Pathways approach to organizing student advising. Each of the six pathways is described to students upon admission to YVC. Students select their Pathway based on academic and career interests. Pathway websites provide students direct access to information on specific degrees and certificates.
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Standard 1.C.4 Admission and Graduation Requirements
The institution’s admission and completion of graduation requirements are clearly defined, widely published, and easily accessible to students and the public. The YVC website is the central repository for admission and graduation requirements and processes. The admission application is easily located and includes multiple links to information about the benefits specific groups, including military vets and transferring students. All degrees and certificates are sorted in alphabetical order and linked to specific forms that outline requirements. Academic policies, including student conduct requirements, are listed in the catalog.
Standard 1.C.5 System of Assessment
The institution engages in an effective system of assessment to evaluate the quality of learning in its programs. The institution recognizes the central role of faculty to establish curricula, assess student learning, and improve instructional programs. Assessment Process. Assessment at YVC is intentionally prioritized at the program level. CLOs represent the most direct point of assessment action, where faculty can observe student performance and make immediate instructional adjustments in their classes. PLOs connect these course level efforts to a broader program purpose, helping faculty see how individual courses contribute to student learning. ILOs then articulate the shared values and capacities the college seeks to cultivate across all programs. While ILOs provide a unifying vision, their generality can make them feel abstract. PLOs serve as a critical bridge to link daily teaching practices to larger institutional learning goals in ways that are observable, collaborative, and more intentional. In 2020, YVC created an Academic Program Review (APR) workgroup to develop a structured, ongoing process to examine and improve student learning. Its core purpose is to guide programs through a systematic review of learning outcomes and assessment data, leading to intentional planning for improvement. APR relies on clearly defined outcomes, consistent data collection through Canvas, professional development opportunities, and formal reporting on a three-year cycle. The workgroup includes six faculty who represent different divisions at YVC. These faculty coordinators, paid for their services, provide guidance, templates, workshops, and feedback throughout the process. The APR process follows a continuous plan–act–measure–reflect cycle. Faculty begin by reflecting on existing data and identifying questions, gaps, or areas for improvement, then plan assessment projects aligned with course, program, and institutional learning outcomes. During implementation, instructors teach, assign, and measure learning using outcome templates, rubrics, grades, and student feedback. Data are tracked quarterly, analyzed using dashboards and other sources, and discussed collaboratively with colleagues to better understand student performance and equity across groups.
Standard 1.C.6 Institutional Learning Outcomes
Consistent with its mission, the institution establishes and assesses, across all associate and bachelor level programs or within a General Education curriculum, institutional learning outcomes and/or core competencies. Examples of such learning outcomes and competencies include, but are not limited to, effective communication skills, global awareness, cultural sensitivity, scientific and quantitative reasoning, critical analysis and logical thinking, problem solving, and/or information literacy. Learning Outcomes. Across the institution, general education outcomes are identified as Institutional Learning Outcomes (ILO). YVC identifies computation/analytical reasoning, communication, and human relations as general education outcomes. •
Computation/Analytical Reasoning - Students will systematically solve problems and/or reason using a range of methodologies in diverse contexts. 20
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•
Communication - Students will communicate ethically through a variety of mediums and/or methods as appropriate for diverse audiences, purposes, and contexts.
•
Human Relations - Students will articulate diverse perspectives and collaborate within a diverse population to accomplish a common goal.
These outcomes, reinforced by Program Learning Outcomes (PLOs) and Course Level Outcomes (CLOs), provide disciplinary flexibility and opportunities for vertical integration.
The current ILOs were approved through a collaborative process in 2019. Changes to PLOs and CLOs are more frequent and often driven by disciplinary changes (such as new technologies) or external accrediting needs (such as new requirements in Nursing programs). In general, YVC follows this timeline: ILO – Faculty utilize ILOs annually during assessment day and quarterly through the regular use of the rubric embedded into Canvas shells PLO - Reviewed annually by faculty that are subject-matter experts and approved through formal curriculum committee process CLO – Quarterly publication of CLOs in course syllabi and follows a review cycle determined by the curriculum committee within each Division Assessment Cycle. The APR process is organized into annual reflection and planning, project implementation and progress, and closing the loop through triennial reporting. Programs reflect on prior reports, initiate and refine assessment projects, and ultimately use accumulated evidence to evaluate effectiveness and inform future changes. A key feature of APR is outcome alignment, ensuring that course learning outcomes connect to program and institutional outcomes. Additionally, it creates frequent reminders for faculty to communicate to students the connection between coursework and PLOs and ILOs. Regular review on the annual assessment day strengthens the process by integrating full-time faculty into guiding the assessment direction.
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Improvements initiated since 2021 have bolstered engagement with the annual assessment day, which now offers many faculty-led breakout sessions. Prior topics include backward design, universal design, Bloom’s taxonomy, authentic assessment, and adult learning. This is complemented by sequential Canvas-based modules designed to build the skills of all new faculty in assessing student learning.
Standard 1.C.7 Assessment Informs Planning and Continuous Improvement
The institution uses the results of its assessment efforts to inform academic and learning-support planning and practices to continuously improve student learning outcomes. Assessment Prompts Continuous Improvement. The scale of adoption of reviewing PLOs and ILOs is broad. Every full-time faculty member has one full contractual day dedicated to reviewing the assessment process, gaining skills in professional development workshops, planning with colleagues for data collection, and completing elements of reporting. Courses that support certificates over 45 credits and all degrees are required to assess PLOs and ILOs. An additional measure of faculty participation is produced by summarizing submissions to YVC’s Canvas-based tracking forms into an interactive dashboard or static summaries. Assessment within individual courses is typically based on assignments, exams or performances. Individual faculty have the autonomy to select an assessment tool based on their expertise. Training opportunities for building assessments are provided on Assessment Day or within department meetings. Several departments engage in collaborative norming, particularly when multiple faculty teach the same course. In 2024-25, we received faculty submissions of student outcomes 22
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from faculty across all divisions (data yet to be summarized). These data are presented to faculty during each year’s assessment day. Faculty within programs collaborate and define their focus for assessment activities. This work is documented in program reports. Case Study – Math Reform and Curricular Improvement. For the prior decade, YVC’s Mathematics department experimented with developmental math reforms—such as accelerated courses, linked classes, and pathway-specific intermediate algebra—to address low completion rates among students placed below college-level math. While some efforts yielded modest improvements, data showed that students placed at the lowest levels were still very unlikely to complete a college-level quantitative course, especially within two years. These outcomes were compounded by equity concerns: most incoming students placed into lower-level math, and placement data revealed significant racial and ethnic disparities, mirroring statewide and national patterns. As a Hispanic Serving Institution, YVC recognized that both its placement practices and developmental math pathway were contributing to inequitable student outcomes. In response, YVC pursued more substantial reforms focused on placement and pathway design. The COVID-19 pandemic accelerated a shift away from proctored placement tests toward a self-guided placement system based on students’ educational background and self-assessed readiness, modeled after practices at other colleges. At the same time, the department studied large-scale reforms in California, which prioritize direct access to transfer-level courses supported by corequisite remediation rather than long developmental sequences. Corequisite models allow some students to enroll immediately in college-level math while receiving targeted support aligned with the specific course, addressing inefficiencies of traditional remediation. Together, these reforms aimed to reduce unnecessary barriers, improve completion rates, and better align YVC’s math education with its student success goals. A committee of YVC math faculty was formed to redesign math placement and pathways so that all students could complete their required college-level quantitative course within three quarters or less. Subcommittees identified the key prerequisite content for each college-level math course, designed associated corequisites, recommended credit loads, and developed a new pathway structure. As part of this redesign, the committee also recommended allowing calculators in all math courses to reduce barriers and accelerate progress. A comprehensive proposal was finalized by early 2021, calling for the elimination of several existing courses, the creation of new corequisite courses, and significant restructuring of the math pathway. After extensive faculty review, discussion, and a department vote, the proposal was approved and subsequently endorsed by instructional leadership and administration. Following approval, the department focused on implementation, communication, and curriculum formalization. Faculty committees drafted and revised course outlines, selected instructional materials, and created course guides and LMS templates, all of which were approved through the Arts and Sciences Curriculum Committee by spring 2021. Despite technical and logistical hurdles, the coordinated efforts of faculty, staff, and administrators enabled the successful launch of the reformed math pathway while keeping student success and equity at the center. The math faculty continue to collect data on student performance in these courses. Data are routinely collected by the Office of Institutional Effectiveness. In addition, all departments are invited to submit annual requests to the VPAA for additional funding to improve their assessment-related work. Case Study – Radiologic Sciences and Curricular Improvement. The 2024-25 Academic Program Review for the AAS in Radiologic Sciences demonstrates assessment through the systematic review of student achievement, learning outcomes, and student feedback. Faculty analyzed grade distribution data and learning outcomes dashboards provided by the Office of Institutional Effectiveness, finding that more than 50% of students earned an A, all students who completed courses passed, and achievement of program learning outcomes were generally greater than 90%. The program also gathered student voice data through mid-program surveys, graduate surveys, alumni surveys, and a student advisory committee. These multiple assessment measures provided evidence that students are meeting program expectations and achieving the competencies required by professional accreditation standards. 23
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Assessment data are part of the continuous improvement cycle for this program. Faculty identified concerns related to retention in specific courses and used survey feedback and performance data to support curriculum restructuring, including adding a second patient care course, adjusting course credits, modifying clinic hours, and changing the modality of a course (RT 259). Assessment findings have also informed revisions to program learning outcomes, curriculum mapping, advising materials, and updates to digital imaging lab equipment. Future improvement plans include improving advising information regarding background check requirements and simplifying clinical competency forms. At the institutional level, the Associate Vice President and Deans reviewed the Department’s work, commended their progress, and noted some additional areas for further discussion. Case Study – Guided Pathways and Co-Curricular Student Experience. One particular co-curricular project that impacts all students is the modification and improvement of Guided Pathways. The college has been implementing a Guided Pathways model for more than a decade, providing students with six major pathways and fundamentally reshaping advising practices. In recent years, the advising model has been further strengthened through a centralized quarterly advising day, during which all students with fewer than 30 college-level credits are required to meet with an advisor before planning or registering for the upcoming quarter. Each pathway is also responsible for developing advising resources that enhance faculty content knowledge and support consistent advising conversations. Furthermore, the college has invested in pathway-specific support staff, known as Navigators, to assist students and advisors. Advising under the Guided Pathways framework represents a tightly coordinated collaboration among faculty, who serve as lead advisors; administrators, who organize and manage advising logistics; and staff, who provide ongoing support throughout the process. Looking ahead, planned improvements to advising software are expected to further streamline information sharing and decision-making, addressing challenges associated with integrating a state-mandated system within a pathway-based advising model. Strong Faculty Involvement in Assessment. Faculty carry the primary responsibility for assessment at YVC, as they are most directly engaged with students and student work in courses and related academic experiences. Faculty design and implement assessment tools, including assignments, activities, and examinations. Moreover, faculty have a central role in interpreting evidence of student learning. As described in Section 1.C.6, the Academic Program Review Workgroup, which serves as the lead committee for assessment at YVC, is comprised primarily of faculty. While college administrators support the coordination and collection of assessment data, faculty lead the review of findings and are chiefly responsible for drawing conclusions about the direction and implications of the evidence. Full-time faculty, through their contractually assigned time, lead course assessments and, in some cases, train part-time faculty within their departments to participate as well. All part-time faculty are required to teach and assess CLOs as listed in the course outline. One or more CLOs of each course align with the PLOs and ILOs. Staff also contribute to student learning and engagement; their assessment efforts are captured through co-curricular assessment activities led by the Office of Institutional Effectiveness (see next section on Academic and Student Support Services). Faculty in each program or department are responsible for leading their own assessment-related projects and activities in alignment with institutional expectations. For example, in recent years several programs have examined learning outcomes in their primary entry-level courses to identify gaps in student learning. These analyses have informed faculty-led discussions about curriculum design, instructional strategies, and pedagogical adjustments aimed at improving student achievement and advancing continuous improvement. Alignment Between Academic and Student Support Services. Co-curricular assessment at YVC is in the early stages of development. During Convocation 2025, the Office of Institutional Effectiveness (OIE) provided a session detailing cocurricular assessment. This was followed up with another presentation to student services staff in March of 2025 to provide further guidance. In winter quarter of 2026, the Office of Institutional Effectiveness (OIE) led a retreat with the Student Services Division to establish broad goals for assessing the student experience and to explore how assessment data strengthens services and improves student outcomes. The Student Services 24
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Division includes Athletics, Counseling and Advising, Disability Support Services, Enrollment Services, Financial Aid, Proctor Testing, Running Start, Student Life, TRIO, and Tutoring. During the retreat, each functional area identified specific focal areas for an initial assessment project aligned with divisional goals. This work remains ongoing as units continue to refine assessment plans, collect data, and build capacity for systematic co-curricular assessment.
Standard 1.C.8 Transfer Credit and Credit for Prior Learning
Transfer credit and credit for prior learning is accepted according to clearly defined, widely published, and easily accessible policies that provide adequate safeguards to ensure academic quality. In accepting transfer credit, the receiving institution ensures that such credit accepted is appropriate for its programs and comparable in nature, content, academic rigor, and quality. YVC supports student success by recognizing transfer credits and prior learning, helping students build on their previous educational experiences and make progress toward a certificate or degree. Students transferring to YVC have access to detailed guidance, resources, and assistance to ensure a smooth transition. Students wishing to enroll at YVC and transfer in credit are provided detailed instructions and resources on the YVC website and the online catalog. The college relies on guidance, resources, and policies from the Washington State Board for Community and Technical Colleges (SBCTC) to ensure compliance with state requirements for academic credit, student placement, and instructional practices. These resources help the college maintain consistent and equitable processes for awarding academic credit, evaluating prior learning, determining course placement, and supporting student progression through educational pathways. Transfer-In Credit from Another Institution. Students must apply to YVC, apply for financial aid (if applicable), activate their online student account, and submit official transcripts from all colleges and universities previously attended. A credential evaluator reviews transcripts to determine which credits are valid for transfer. To ensure that the credits accepted are appropriate for programs and comparable in nature, content, academic rigor, and quality, the college follows a comprehensive vetting process. First, YVC accepts credits only from institutions accredited by agencies recognized by the U.S. Department of Education or the Council for Higher Education Accreditation (CHEA). Accreditation indicates that the institution has undergone external review of its academic standards, faculty qualifications, curriculum, student support, and assessment processes. After confirming the sending institution’s quality and accreditation status, YVC conducts a thorough evaluation of the transfer coursework. Review criteria may include course descriptions, information from the other institution’s catalog, learning outcomes, syllabi, contact hours, and minimum grade requirements. Faculty are integral to this process, applying their disciplinary expertise to determine whether coursework meets the equivalent standards. YVC also maintains formal articulation agreements with other institutions, further supporting consistency, transparency, and quality assurance in transfer credit decisions. If there is no equivalency, the credential evaluator will reach out to the department to assist in making a decision.
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Credit for Prior Learning. Students seeking credit for prior learning can complete the Academic Credit for Prior Learning Petition (ACPL). There are many credit options: •
Advanced Placement (AP) - The Advanced Placement (AP) Program is a testing program of the College Entrance Examination Board (CEEB). It is a special, college-level learning experience for high school students, which can take the form of an honors class, a strong regular course, a tutorial, or an independent study. All Washington state community and technical colleges award credit for students who achieve certain scores on the Advanced Placement (AP) exams.
•
International Baccalaureate (IB) - Yakima Valley College is proud to recognize students who have completed International Baccalaureate (IB) courses as part of their high school curriculum. IB courses are challenging and demanding, and YVC believes they provide exceptional readiness for the rigors of higher education. Washington community and technical colleges, including YVC, will grant a minimum elective credit for an International Baccalaureate (IB) Higher Level (HL) exam score of 4+ or higher. Credits are awarded on the basis of official IB results, not transcript notation. Community and technical colleges have developed crosswalks for awarding credit.
•
Cambridge International (CI) - Washington community and technical colleges will grant a minimum elective credit for each Cambridge International Examination for A-level exam with a passing grade or above for approved examinations. Credit is awarded on the basis of official Cambridge International Examination results, not transcript notation. Duplicate credit for the same subject taken on different exams will not be granted. No grades are posted for A-level exams. Community and technical colleges have developed a CI Scores Crosswalk for awarding credit for Cambridge International.
•
College-Level Examination Program (CLEP) - College-Level Examination Program (CLEP) examinations are based on undergraduate courses offered during the first two years of college study. They are developed by college instructors for the purpose of awarding college credit. Like end-of-course examinations, CLEP exams demand comprehensive subject knowledge. Both subject and general examinations yield credit at YVC when satisfactory performance levels are reached. Successfully completed CLEP examinations receive ‘S’ grades. Several YVC degrees and certificates limit the total number of ‘S’ grades, so it is important that students speak with an advisor about taking CLEP examinations. Students must successfully complete one quarter at YVC before CLEP credits will be placed on their transcript.
•
DANTES Standardized Subject Test (DSST) - DANTES Standardized Subject Test (DSST) examinations are based on undergraduate courses offered during the first two years of college study. They are developed by college instructors for the purpose of awarding college credit. Similar to CLEP examinations, DSST exams demand comprehensive subject knowledge. DSST examinations yield credit at YVC when satisfactory performance levels are reached. Successfully completed DSST examinations receive ‘S’ grades. Several YVC degrees and certificates limit the total number of ‘S’ grades, so it is important that students speak with an advisor about taking DSST examinations. Students must successfully complete one quarter at YVC before DSST credits are placed on their transcript. If the DSST class does not match a YVC class, the credit will be granted as elective credit in the distribution area listed.
•
Joint Services Transcripts - YVC will evaluate and grant credit hours for military education based on the recommendations from the American Council on Education’s (ACE) Guide to the Evaluation of Educational Experiences in the Armed Services. This is in accordance with transfer credit policies at YVC and the State Board of Community and Technical Colleges (SBCTC). Students may request an evaluation of military credit by providing the Admissions Office with an official copy of their Joint Service Transcript (JST).
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•
International Transcripts – YVC accepts international students from around the world. Students can find detailed information on YVC’s website, which demonstrates how credits could be evaluated and transferred to YVC.
•
Non-Traditional Learning - YVC recognizes that adult learners come to us with a variety of learning experiences that may not have come from a traditional classroom. The college may be able to award college credit for what students have already learned, which may accelerate progress toward meeting educational goals. Students can view which courses are available through this program.
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Washington State Equivalency - A college equivalency guide shows how classes from Yakima Valley College transfer to classes at other Washington State colleges and universities. It helps students understand which credits will transfer, so they can plan ahead and avoid taking courses they’ve already completed. YVC’s website contains links to review information for each college.
Standard 1.C.9 Graduate Programs
The institution’s graduate programs are consistent with its mission, are in keeping with the expectations of its respective disciplines and professions, and are described through nomenclature that is appropriate to the levels of graduate and professional degrees offered. The graduate programs differ from undergraduate programs by requiring, among other things, greater: depth of study; demands on student intellectual or creative capacities; knowledge of the literature of the field; and ongoing student engagement in research, scholarship, creative expression, and/or relevant professional practice. YVC does not offer graduate programs.
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1.D Student Achievement
Standard 1.D.1 Recruitment, Admission, Orientation, and Academic Requirements
Consistent with its mission, the institution recruits and admits students with the potential to benefit from its educational programs. It orients students to ensure they understand the requirements related to their programs of study and receive timely, useful, and accurate information and advice about relevant academic requirements, including graduation and transfer policies. Recruitment. In alignment with its mission, the college takes an intentional, student-centered approach to recruitment and admissions. YVC is an open-enrollment college, welcoming students from all walks of life, regardless of previous educational experience. On YVC’s Outreach Services website, students can request either a campus or virtual tour, request information about programs, admissions, financial aid, how to get involved through student government and clubs, find support and resources, and more. YVC’s Outreach Services team is dedicated to providing one-on-one support in navigating the admissions process. Outreach staff is available on the Yakima campus and the Grandview campus, consisting of an outreach and retention coordinator and a student engagement specialist. Staff provide tours, hand out materials, give presentations, follow up with prospective students, and coordinate department tours for special interest programs such as radiology, nursing, automotive, and dental hygiene. Examples of outreach materials used to recruit students include an application checklist flyer and rack card, an Apply Now brochure, and a Start Here Start Now flyer. Examples of recruitment activities include: •
YVC Application Days – outreach staff talk with students about YVC’s programs, provide fee application waivers, help with the YVC application, and refer prospective students to pathway navigators.
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Education Partnerships – outreach staff work with the College Success Foundation to provide after-school college help sessions at local high schools.
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YVC Foundation Scholarship Program – outreach staff provide scholarship writing workshops and offer scholarship reading services.
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College and Career Fairs – YVC materials are handed out at these events, and contact information is gathered from prospective students to follow up after the event.
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Community Events – outreach staff represent YVC and answer questions as needed.
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Yakima Valley Partners for Education – outreach works with this organization to attend and promote YVC.
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High School Symposium – this event is tailored to YVC’s target high school districts and community organizations that work with prospective students to provide information about our programs and changes they need to know.
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Yakama Nation Counselor – A part-time counselor representing the Yakama Nation supports Native American students through outreach event participation, assistance with matriculation to YVC, and holistic, case-management advising services.
YVC sponsors sports including baseball, men’s and women’s basketball, women’s soccer, softball, and volleyball. YVC recruits student-athletes primarily through its intercollegiate athletics programs, which compete in the Northwest Athletic Conference (NWAC). Prospective athletes are encouraged to submit eligibility forms and the Prospective Athlete Form through the athletics website, which serves as an initial point of contact for coaches.
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1.D Student Achievement (continued)
Admission. YVC serves a diverse student population and offers a range of admissions pathways tailored to meet the needs of different student groups, helping each student begin their educational journey with clarity and ease. New students are guided through a straightforward process that includes applying for admission and financial aid, selecting an academic pathway, completing placement for math and English, and exploring options for paying tuition. Returning students who have been away for more than a year follow a modified process designed to support a smooth reentry into college. Transfer students benefit from a streamlined admissions process that captures essential information and helps them quickly transition into their studies at YVC. YVC also offers specialized programs such as Running Start, a partnership with Washington State public high schools that allows eligible juniors and seniors to enroll in college courses and earn both high school and college credit. Students interested in this program receive extensive guidance and support throughout the application process. In addition, YVC’s International Student Program includes specialized admissions requirements and is supported by dedicated program specialists to ensure students receive the assistance they need. Finally, certain programs at YVC have specialized admission requirements. A designated selective admissions representative provides personalized guidance to help students navigate these processes. Orientation. Once a student is admitted to YVC, they are invited to attend New Student Orientation (NSO). NSO is offered in multiple formats to meet students’ needs, including in-person sessions on the Yakima and Grandview campuses, as well as a virtual option. NSO is sponsored by the Student Success Initiatives Office and YVC’s Student Government team to help new students successfully transition into college. The program provides an opportunity to learn how to navigate campus resources while also introducing students to the YVC community. Through NSO, students begin building a network of support that will help them start their academic journey on the right path. Key topics covered include: •
Degrees and programs offered at YVC
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Programs of study requirements
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Academic pathways and advising
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Learning to search and register for classes
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Understanding the important date calendars
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Accessing their ctcLink and Canvas student accounts
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Academic resources
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Basic needs resources
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Financial aid
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Tuition
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Textbooks
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Parking
In recent years, in-person NSO has evolved into a more engaging and welcoming experience. Events now feature a vibrant atmosphere with food, student clubs recruiting new members, opportunities to connect with faculty and staff, and YVC giveaways. A central component of NSO is guiding students to select the appropriate academic pathway and enroll in the right courses from the outset. Vital to this effort are YVC’s pathway navigators - a dedicated team that includes two Academic Success Coordinators, as well as navigators for Business, Healthcare, Re-entry, STEM, College and Career Readiness, Arts and Humanities, and Social Sciences and Education pathways. In collaboration with faculty advisors, this coordinated model helps ensure that students stay on track and have access to the resources they need to succeed. 29
1.D Student Achievement (continued)
Moreover, Pathway Navigators play an important role in the matriculation of students to YVC. They provide a friendly, welcoming space to assist students in applying for admission, completing placement and financial aid applications, and completing various forms such as appeals, graduation applications, and other required financial aid forms. Currently, students complete a Pathway form to be assigned an advisor because a high percentage of students apply for admission while undecided about their program of study. YVC is transitioning to begin assigning advisors at the time of admission and to ensure students know who their assigned advisor is at the start of college. Academic Requirements. In addition to learning about their program of study requirements, students also receive information about academic rules at YVC. These rules are published in the Yakima Valley College Catalog and include academic progress standards, academic procedures, graduation information, and transfer information. YVC maintains student policies and procedures that cover: •
College catalog information required by and consistent with federal and state regulations as well as college accreditation standards
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Fleet vehicle use
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Financial code for associated students
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Student employment
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Student conduct rights and responsibilities
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Non-resident tuition waiver – online learning
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Emergencies, to contact students in case
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Campus notification of registered sex offenders
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Bookstore
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Proctored testing – video monitoring
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Regular and substantive interaction
If students have questions about requirements, policies, or next steps, they are encouraged to connect with their advisor or pathway navigator for guidance. These professionals provide personalized support to help students understand college processes, make informed decisions, and address any barriers they may encounter. By offering timely, accurate information and individualized planning, advisors and navigators help ensure students stay aligned with their academic pathway, maintain momentum, and make steady progress toward achieving their educational goals.
Standard 1.D.2 Student Achievement Indicators
Consistent with its mission and in the context of and in comparison with regional and national peer institutions, the institution establishes and shares widely a set of indicators for student achievement including, but not limited to, persistence, completion, retention, and post graduation success. Such indicators of student achievement should be disaggregated by race, ethnicity, age, gender, socioeconomic status, first generation college student, and any other institutionally meaningful categories that may help promote student achievement and close barriers to academic excellence and success (equity gaps). As part of the strategic planning process, a set of indicators for student achievement was developed, including retention, completion, persistence, and post-graduation success. Data are provided showing YVC data compared with regional and national peer data, and with regional and national data combined. In addition, these indicators of student achievement are disaggregated by race/ethnicity, age, gender, first-generation, and socioeconomic status. The data are widely shared through quarterly strategic plan meetings via presentations, on OIE’s portal in a document 30
1.D Student Achievement (continued)
library, and YVC’s public website under the Student Achievement Data section. Clicking this section link opens a dashboard that includes the data and a data dictionary to ensure a comprehensive understanding. An essential component of evaluating YVC’s performance is the careful selection of appropriate peer institutions at the regional and national levels. To guide this process, the Office of Institutional Effectiveness (OIE) developed a rubric to identify the most relevant criteria for peer comparison. Of the 14 criteria considered, the five identified as most important were: level of control (public), institutional size (enrollment), race/ethnicity composition, community educational attainment (as a proxy for firstgeneration status), and percentage of lowincome populations. Data for all public twoyear colleges in the United States were compiled and analyzed using these criteria. Following an extensive review, regional peers were narrowed down to Columbia Basin College, Big Bend Community College, and Wenatchee Valley College. National peers selected through the rubric include Woodland Community College (CA), Clovis Community College (NM), Howard College (TX), and Victoria College (TX). Data were primarily collected from the College Scorecard and individual college websites. For disaggregated indicators not publicly available, OIE staff contacted peer institutions directly to request additional data. In addition to the key performance indicators (KPIs) outlined in the strategic plan, which are used to benchmark ourselves against our regional and national peers, OIE also gathers indicators for comparison with other community and technical colleges (CTCs) in Washington state. The State Board for Community and Technical Colleges (SBCTC) provides comprehensive dashboards on student enrollment and achievement. Access to achievement indicators is limited to college personnel and is used to monitor trends, analyze equity gaps, and support dialogue and collaboration with peers at other institutions. Aligned with the Guided Pathways Initiative, the datasets enable tracking of cohorts over time and across metrics. The First Time Entering Cohort (FTEC) Student Outcomes Dashboard includes these metrics: •
Credit milestone achievement
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Attainment of communication requirements
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Attainment of quantitative requirements
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Retention
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Certificate or degree completion
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Post-college transfer
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Post-college employment
These metrics are also disaggregated by a variety of demographics that are typically not available in national data, such as the Integrated Postsecondary Education Data System (IPEDS). The categories of disaggregation in this set of data include: •
Educational intent
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Accommodation
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Age group
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Ever Adult Basic Education or English as a Second Language student
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Pre-English, pre-math course, or both pre-math and pre-English taken
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First-generation
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Full or part-time
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Gender 31
1.D Student Achievement (continued)
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Historically Underserved Students of Color
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Need-Based Aid received
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Race/Ethnicity alone and/or in combination with another race/ethnicity
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Primary Rural-Urban Commuting Area
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Socioeconomic Status Quintile
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Veteran status
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International student status
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Mathematics, Engineering, Science Achievement (MESA) program
Each year, the Office of Institutional Effectiveness (OIE) updates institutional data and produces presentations that are disseminated through the OIE portal and shared with college leadership. The Assistant Dean of Student Success Initiatives reviews these data to assess progress on the Guided Pathways Initiative, including analysis of trends and disaggregated student outcomes. This review is used to identify areas of strength and opportunities to improve student achievement and close equity gaps. Additionally, these data are shared with the Student Learning and Achievement workgroup, which conducts deeper analyses to identify disparities in outcomes among marginalized student populations. The results of this work inform evidence-based recommendations to college leadership, supporting targeted actions to address equity gaps and improve student achievement.
Standard 1.D.3 Indicators of Student Achievement Used for Continuous Improvement
The institution’s disaggregated indicators of student achievement should be widely published and available on the institution’s website. Such disaggregated indicators should be aligned with meaningful, institutionally identified indicators benchmarked against indicators for peer institutions at the regional and national levels and be used for continuous improvement to inform planning, decision making, and allocation of resources. As described in Standard 1.D.2, the institution’s disaggregated indicators of student achievement are widely published and available via a dashboard available on YVC’s website, with each indicator benchmarked against regional and national peer groups. To drill deeper into the data that can be used for continuous improvement to inform planning, decision-making, and allocation of resources, the Office of Institutional Effectiveness (OIE) reviewed data disaggregated by individual peer institutions. Because YVC’s student achievement metrics outperform the combined peer averages, OIE examined whether any specific peer institutions demonstrated stronger results in particular areas. Through this review, one peer institution was identified as outperforming YVC in certificate and degree completion. OIE staff engaged with the institution to better understand the strategies and practices contributing to their outcomes. The institution provided a detailed set of approaches, which OIE shared with the strategic planning team. Using an evaluation rubric, the team systematically assessed which strategies are currently implemented at YVC and identified those not yet in practice. For strategies not presently adopted, the team evaluated feasibility, scalability, and alignment with YVC’s mission, student population, and institutional context to determine which could be effectively pursued to improve outcomes. One promising strategy identified was strengthening communication with students. In response, the college is expanding its use of the customer relationship management (CRM) system (EAB Navigate) to leverage email and text messaging tools, enabling more timely, coordinated, and targeted outreach. The college has strategically invested significant resources in enhancing student communication, informed by evidence from peer institutions that have already demonstrated a positive return on investment. To support these efforts and demonstrate strategic investment, a management analyst position was created to oversee processes, conduct data analysis, and coordinate follow-up activities. 32
1.D Student Achievement (continued)
Plans are underway to conduct a student-focused evaluation in fall 2026 to assess the effectiveness of the institution’s expanded communication efforts. This evaluation will examine whether the increased use of EAB Navigate and related outreach strategies has resulted in greater frequency, timeliness, and coordination of communication with students. The assessment will include analysis of system usage data, communication metrics (e.g., email and text engagement), and student feedback to determine the extent to which communication has improved and is meeting student needs. Findings from this evaluation will be used to inform ongoing refinement of communication strategies and ensure alignment with institutional goals for student engagement and success. As outlined in section 1.D.2, the college also uses an extensive dataset provided by the State Board for Community and Technical Colleges (SBCTC) that allows for disaggregation at levels that are important for equity. Analysis of these data has helped YVC identify persistent opportunity gaps affecting American Indian and Indigenous students. Although Indigenous students have demonstrated significant gains across many measures, inequities in outcomes continue to reflect broader historical, structural, and systemic barriers. This focus is particularly important given YVC’s location on Yakama Nation treaty land and within a state that is home to 29 federally recognized Tribal Nations. As a result, YVC has taken intentional steps to improve institutional practices, expand culturally responsive support services, and strengthen conditions that promote student success for Indigenous learners. Efforts include: •
The creation of American Indian and Indigenous Studies (AIIS) that includes several courses designed to move the narrative from ‘studying’ American Indians and Indigenous peoples to one of learning about, from, and alongside Indigenous peoples.
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A dedicated counselor and advisor who is a member of the Yakama Nation who engages in activities to assist Native students to apply for scholarships and grants, register for classes, follow up with students to offer assistance, attend conferences, and provide outreach.
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Revival of the Tiin-Ma Club, which is an American Indian and Indigenous student club whose name means “the people” of the Ichiskiin (Yakama) language for the purpose of supporting Indigenous students, promoting the culture, and building community.
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Created a partnership with the Yakama Nation Higher Education Program to provide some of its programming at the Toppenish Learning Center that includes classes for forestry degree programs as an extension campus for Salish Kootenai College (SKC), as well as its Yakama language classes.
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YVC participates in the Tribal Elders Waiver, which is a Washington State tuition-waiver program that allows community and technical colleges to reduce or waive tuition and certain fees for eligible tribal elders.
Taken together, these initiatives reflect YVC’s commitment to advancing equity and student success for Indigenous learners. By strategically investing institutional resources, cultivating meaningful partnerships, and creating culturally responsive programs and support services, the college is working to improve achievement, persistence, completion, and overall educational experiences for Indigenous students. A common challenge for colleges is that data can effectively identify areas where improvement is needed, but they often do not capture the initiatives, interventions, and planning efforts already underway to address those opportunities. To provide a more complete picture of institutional progress, the Office of Institutional Effectiveness (OIE) has begun gathering quantitative and qualitative input from those with information related to KPI progress. The input form was provided to the strategic planning team and then shared widely via email to the entire college by the YVC President during a quarterly update. This approach helps document current and planned actions, provides context for the trends reflected in the data, and supports more meaningful interpretation of results. This feedback will inform the development of the next strategic plan by helping identify which indicators provide actionable information and which may need to be revised or replaced. 33
1.D Student Achievement (continued)
Standard 1.D.4 Transparent Data Processes and Strategic Allocation of Resources
The institution’s processes and methodologies for collecting and analyzing indicators of student achievement are transparent and are used to inform and implement strategies and allocate resources to mitigate perceived gaps in achievement and equity. YVC’s Office of Institutional Effectiveness (OIE) coordinates the college’s efforts to collect, analyze, and report data related to student achievement and success. To ensure transparency and promote informed decision-making, OIE provides clear documentation of data sources, definitions, methodologies, and reporting practices in its presentations, dashboards, and reports. Student population statistics are publicly available on the Yakima Valley College website and include enrollment headcount, student-to-faculty ratio, and average student age, as well as demographic and enrollment characteristics such as gender, race/ethnicity, full-time attendance status, first-generation status, Running Start participation, financial aid receipt, and program intent. Student achievement data are also publicly available on the college’s website and allow users to review key outcomes, including fall-to-fall retention rates, graduation rates, transfer persistence for students who do not earn a degree at YVC, and post-graduation employment outcomes. As described in Section 1.D.3, these outcomes are presented alongside comparative data from regional peers, national peers, and combined regional and national peer groups to provide meaningful context for evaluating institutional performance. To identify and assess potential gaps in equity and achievement for YVC students, these measures are disaggregated by gender, age, historically underserved students of color, income, and race/ethnicity. As noted in the previous section, equity concerns for American Indian/ Alaska Native students are being addressed through targeted resource allocation and strategies designed to improve student belonging and success. The college is optimistic that the agreements signed by Yakima Valley College and the Yakama Nation on July 7, 2026, marks an important milestone that reflects a shared commitment to collaboration, mutual respect, and the advancement of educational opportunities for students. Equity concerns have also been identified for Black/African American students. Recent data show that Black students experience lower rates of graduation and/or transfer to another institution than any other student population at YVC. Guided by an anti-deficit framework, the college focuses on identifying institutional barriers and opportunities for improvement rather than placing responsibility on students. To better understand and address these disparities, the Student Learning and Achievement Workgroup will conduct additional analyses and gather further information to inform institutional action. The resulting findings and recommendations will support data-informed, research-based decision-making and the development of targeted strategies to improve equitable student success outcomes. In addition to the student achievement data publicly available, OIE also manages an internal portal that provides access to numerous resources in the form of dashboards, reports, and presentations on student achievement, key performance indicators, and learning outcomes. OIE also fulfills a high volume of data and research requests from faculty, staff, and administrators representing a wide range of departments and functional areas across the institution. Following approval from the appropriate department or unit leader, OIE conducts the requested analyses and provides relevant data, findings, and insights to support planning, program review, assessment, resource allocation, grant development, accreditation activities, and other institutional initiatives. Moving forward, to strengthen the college’s ability to evaluate the impact of data-informed decision-making, OIE will institute a process to follow up with requestors to provide greater insight into how data and analyses are used to inform strategies, guide resource allocation, and support efforts to improve student achievement, close equity gaps, and advance institutional effectiveness. Throughout this report, numerous examples have demonstrated how the college uses student achievement data to evaluate institutional effectiveness, identify areas for improvement, and support student success. The entries below introduce some more (not all) examples of YVC’s commitment to develop responsive strategies and direct institutional resources to support student success and continuous improvement. 34
1.D Student Achievement (continued)
Satisfactory Academic Progress (SAP). A significant number of students lose eligibility for financial aid and are not retained due to not meeting federal Satisfactory Academic Progress (SAP) requirements, contributing to lower rates of student persistence, retention, and completion. To better understand the underlying causes of SAP status, OIE conducted a comprehensive analysis of student progression patterns, including the timing of SAP entry, instructional modality, course-level outcomes, and demographic trends. The analysis found that first-generation students and historically underserved students of color (HUSOC) are disproportionately affected by SAP-related challenges. In addition, SAP status was strongly associated with barriers to academic success at the course level, including enrollment in high-failure-rate courses and participation in online learning environments. Transition to College. A review of student outcomes data revealed that a small percentage of students enrolled in YVC’s College and Career Readiness (CCR) division transition to college-level coursework. Through conversations with students, CCR faculty identified financial barriers as a significant factor limiting students’ ability to continue their education after completing CCR programs. In response to this finding, the CCR division partnered with the YVC Foundation in 2025 to launch a targeted scholarship initiative designed to support students as they transition from CCR to college-level coursework. A dollar-for-dollar matching challenge during the college’s inaugural Giving Day in 2026 generated additional scholarship funding, underscoring the initiative as a key institutional priority and a critical resource for supporting YVC students. The scholarship covers first-quarter tuition and fees for eligible students who complete their GED or high school diploma through CCR and submit a FAFSA or WASFA application. By reducing the financial burden associated with enrolling in college, the program seeks to increase post-CCR enrollment, promote educational attainment, and create a more accessible pathway to certificates, degrees, and other career-focused credentials. Advising Practices. Results from the Student Satisfaction Inventory (SSI) indicated lower-than-desired satisfaction levels in two key areas: advisors’ knowledge of program requirements and their ability to help students connect their academic programs to career goals. In response, the college has expanded its student support network by hiring Pathway Navigators, who provide students with personalized guidance and connect them to essential resources that support success at YVC. In addition to Pathway Navigators, the college employs a comprehensive advising framework that includes counselors, pathway leads, faculty advisors, faculty mentors, and a program coordinator. Together, these professionals provide coordinated support throughout the student journey. To ensure students receive accurate and effective guidance, members of the advising team receive ongoing training and access to tools and resources that strengthen their ability to support academic planning, career exploration, and goal attainment. The college will continue to strengthen its advising tools through the implementation and expansion of the Academic Advising Report (AAR). Advisors and Navigators will use the AAR to support students in developing quarterby-quarter academic plans. The AAR will provide real-time access to student records, identify courses and requirements eligible for financial aid, and support the creation of comprehensive advising plans. By streamlining the advising process, the tool will save time, reduce errors, and help ensure that students enroll in the courses needed to complete their degrees efficiently. The AAR will replace outdated paper-based degree worksheets, providing a more accurate, accessible, and effective approach to academic planning and student support. Examples of reports demonstrating satisfied and unsatisfied degree requirements have been developed for the Associate of Arts Direct Transfer Agreement (AA-DTA) degree, the Medical Billing and Coding degree, and the Bachelor of Applied Science (BAS) in Network Administration. To assess the effectiveness of the AAR, the college will add a question to the existing Advising Survey beginning in fall 2026.
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1.D Student Achievement (continued)
Non-Traditional Enrollment. YVC receives funding through the Perkins V federal grant program to support the development and continuous improvement of Career and Technical Education (CTE) programs. As part of this initiative, the college reviews performance data in three key areas: program completion, employment outcomes for CTE completers, and enrollment in programs leading to non-traditional occupations. While YVC consistently performs well in program completion and employment outcomes, increasing non-traditional enrollment remains an ongoing challenge. Non-traditional enrollment refers to students’ participation in CTE programs that prepare them for occupations in which individuals of their gender make up less than 25 percent of the workforce. To address this challenge, the college has implemented a variety of strategies designed to increase awareness, access, and participation in non-traditional fields. These efforts include targeted social media outreach featuring inclusive student success stories, expanded partnerships with industry leaders, and recruitment events such as AG Day, Scrubs Camp, MASH Camp, and STEM Day. In addition, YVC is increasing access and pathways for high school students to participate in Running Start through targeted outreach, enhanced support services, and collaborative partnerships that promote awareness of dual-enrollment opportunities and college and career pathways. Faculty also play an important role in these efforts by incorporating hands-on instructional activities and career exploration opportunities into outreach programming. Together, these strategies are intended to challenge gender stereotypes associated with certain careers and fields of study, broaden students’ awareness of educational and workforce opportunities, and encourage enrollment in programs that have been traditionally underrepresented by their gender.
Budget and Strategic Finance Committee. While the preceding examples illustrate how YVC uses data to inform
planning, implement strategies, and allocate resources at various levels, the college has also strengthened its approach through a comprehensive, college-wide governance structure with the formation of the Budget and Strategic Finance Committee (BSFC), which provides a structured framework for aligning resource allocation decisions with institutional priorities, strategic goals, and student success outcomes.
The BSFC is a college-wide committee that contributes to advancing YVC’s mission by ensuring that resource allocation is aligned with YVC’s strategic plan. The BSFC prioritizes transparency and constituency understanding of budget and financial matters by serving as a forum for information sharing, discussion, and feedback transmission from the college community to the college administration. As outlined in the committee’s charter, the BSFC’s scope is advisory and representative in nature to ensure comprehensive, inclusive, and participatory discussions and outcomes regarding YVC’s budget and financial operations. The BFSC is composed of representatives from all areas and employee groups of YVC to ensure comprehensive, inclusive, and participatory discussions and outcomes. The committee engages in the following activities: •
Develop annual resource allocation guiding principles that facilitate strategic and sustainable budget development.
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Review and make recommendations on the budget development process.
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Review financial and budget policies and procedures, as needed.
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Identify new resources and recommend efficiencies in YVC’s fiscal operations.
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Advocate for the alignment of resources with YVC’s strategic education goals and forge compliance with accreditation standards.
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Discuss topics and factors impacting the operating budget (e.g., enrollment, legislative, federal, state, etc.) and provide recommendations.
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Document and communicate meeting minutes and outcomes to respective constituent groups. 36
1.D Student Achievement (continued)
•
Ensure that recommendations (if approved by the President), as well as decisions made by the Administrative Council, Executive Council, the President, and the Board of Trustees regarding YVC’s financial resources and expenditures, are appropriately disseminated to all constituent groups.
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Bring constituent group feedback and offer suggestions based on observed trends or concerns.
To ensure that institutional resources are allocated strategically and in alignment with the college’s mission, one of the group’s first tasks was to create a set of guiding principles. These principles, collectively referred to as the FY27 Approved Logic Guide, provide a framework for evaluating resource requests, setting priorities, and making funding decisions. The guide is organized around six guiding principles: •
Student-centered, equity-driven approach—enhance YVC’s student services integrity and support
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Prioritize enrollment management (growth and retention), while maintaining course modalities to meet the needs of students
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Long-term financial sustainability and responsible stewardship
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Compliance—accreditation; state, federal, institution’s policies and procedures
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Alignment with our mission and strategic priorities
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People-centered investment to support capacity, equity, and retention of administrators, faculty, and staff
These guiding principles are to be used in conjunction with institutional data, assessment findings, and identified student achievement and equity needs to inform resource allocation decisions and ensure that investments are directed toward initiatives most likely to improve student outcomes and advance the college’s strategic goals. The guide reflects the college’s commitment to student success, equity, fiscal responsibility, and continuous improvement while ensuring that investments support both immediate operational needs and long-term institutional goals. By applying these criteria consistently, YVC seeks to align resource allocation with evidence-based decision-making, strategic priorities, and the needs of students, employees, and the broader community.
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Conclusion
Yakima Valley College is committed to serving students, engaging with communities, and advancing regional economic development through high-quality programs and services. The college demonstrates substantial compliance with NWCCU Standard One by integrating institutional effectiveness, student learning, and student achievement into its core operations. Through clearly defined mission-driven goals, meaningful indicators of mission fulfillment, and systematic processes for assessment, planning, and resource allocation, YVC fosters a culture of continuous improvement. Evidence presented throughout this report highlights the college’s commitment to equitable student success, datainformed decision-making, inclusive planning, and ongoing evaluation of academic and co-curricular programs. Faculty, staff, administrators, students, and community partners work collaboratively to use assessment findings and student achievement data to strengthen programs, address opportunity gaps, and align resources with institutional priorities. February 2027 marks both the conclusion of this seven-year accreditation cycle and the completion of YVC’s current strategic plan. As the college prepares to implement a new strategic plan and operate under revised accreditation standards, it is leveraging the professional development and planning frameworks provided through the Society for College and University Planning (SCUP) and NWCCU. YVC looks forward to incorporating feedback from the NWCCU into an integrated, inclusive planning process that will guide the institution’s next phase of growth, effectiveness, and student success.
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Addenda
Response to Concerns Highlighted in Year Six PRFR Report
Yakima Valley College did not receive any concerns (findings) in the peer-evaluation report of the Year Six, Policies, Regulations, and Financial Review (PRFR).
Distance Education
Yakima Valley College, as an institution authorized to deliver Distance Education, is required to demonstrate compliance with accreditation standards by providing evidence of established policies and procedures; clear student notifications regarding any additional charges; assurance of regular and substantive interaction within distance education courses; alignment of programs with YVC’s mission and educational objectives; and verification of comparable learning outcomes and achievement across all instructional modalities.
Identity Verification. YVC utilizes a global admissions application, managed by the SBCTC, that is used by all 34 community and technical colleges in the state. When students complete the application, they certify that all statements on the form, including identity information, are true to the best of their knowledge. When students are admitted to YVC, they receive an acceptance letter with their student ID number. Students receive an account activation email that creates their assigned YVC email address. They are required to change their password from the temporary one, then use this login information to access their account and Canvas, YVC’s learning management system. Students enrolled in online courses are required to log in to Canvas to access course materials. Canvas uses Single Sign-On (SSO)/Active Directory, and only users with active accounts granted by Technology Services can log in. Students enrolled in distance education courses and programs verify their identity through special login and password protocols and multifactor authentication, which are provided to them upon registration and reviewed during New Student Orientation. The ID Verify tool is used by staff to verify identities. With the tool, staff can search by a student’s full or partial first, last, or both names. Government-issued (state, federal, or tribal) picture identification is required prior to issuing a YVC student identification card. Student ID cards are now virtual and are set up by Technology Services and Student Life. Picture identification is required at New Student Orientation, which occurs prior to enrollment. YVC’s Acceptable Use of Technology Resources Administrative Procedure (6.02) and the Acceptable Use of YVC Computers (6.03) provide more information on ethics and responsibilities. In addition, YVC has a privacy policy that allows students to review all the information related to their privacy. Proctored examinations and tests are conducted on the Grandview and Yakima campuses. Students present their student identification cards or government-issued ID upon entering the testing centers. Respondus Lockdown Browser may be required for some tests. Respondus LockDown Browser is a specialized web browser used by colleges, universities, and testing organizations to help secure online exams taken through learning management systems. When a student launches an exam using Respondus LockDown Browser, it restricts access to other applications and computer functions, reducing opportunities for cheating during online assessments. The browser prevents opening other websites or browser tabs, blocks access to applications such as Word, Excel, messaging apps, and email, disables copy/paste, printing, screen capture, and some keyboard shortcuts, prevents switching to another program during the exam, and limits access to files and system functions that could be used to obtain answers. Proctoring examinations and tests for students away from campus is managed through a password-protected learning management system. Students must request an off-campus proctor that meets stringent testing policy requirements, outlined in the Student Off-Campus Proctor Request Form.
Notification of Additional Charges. Students are charged a $4.50 per credit technology fee and a $4.50 per credit
eLearning fee, which is used to pay for students’ use of the learning management system, plagiarism detection software, a video platform, and proctoring software. Students are notified of fees through the website and catalog. Students also receive billing statements that detail all charges and fees.
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Regular and Substantive Interaction. YVC promotes frequent and meaningful engagement between our learners
and properly qualified instructors, recognizing that this is a key factor in student success. In addition to accreditation requirements, Regular Substantive Interaction (RSI) is also mandated to meet federal financial aid requirements. RSI refers to direct interaction between the student and the teacher. YVC’s administrative procedure (5.10) on Regular and Substantive Interaction is available on the college website. These interactions must be initiated by the instructor and be relevant to the course content.
Evidence of faculty engagement in Regular and Substantive Interaction has been collected via an online form and compiled into a report for the Vice President of Academic Affairs. YVC also supports faculty engagement in distance education through its eLearning Committee, a shared governance body composed of faculty and staff. The committee recently surveyed faculty members to gather additional information about eLearning practices and perceptions. Survey findings will be used to refine the RSI guidelines. The results will also inform an eLearning workshop planned for Fall 2026. A primary goal of the eLearning Committee is to foster faculty ownership of and investment in the ongoing development and implementation of RSI practices. In addition to the committee’s work, YVC’s Teaching and Learning Center provides a variety of resources and support to assist faculty in implementing RSI. Faculty also receive RSIrelated information during annual fall faculty meetings, where they have opportunities to ask questions, seek clarification, and engage in discussion regarding expectations and best practices.
Alignment of Programs with YVC’s Mission and Educational Objectives. YVC’s distance education programs directly
support the institution’s mission of strengthening communities by providing accessible, equitable, and high-quality educational opportunities that promote student success. Online and hybrid courses expand access for students who may face geographic, work, family, or other barriers to attending classes on campus, while maintaining the same academic standards and learning outcomes as face-to-face instruction. YVC ensures that all courses and programs, regardless of delivery modality, undergo the same curriculum development, review, and approval processes. New and revised courses are evaluated through established shared governance and curriculum review procedures to ensure alignment with institutional learning outcomes, program goals, workforce and transfer pathways, and the needs of the communities YVC serves. Through these consistent processes, the college maintains the quality, integrity, and effectiveness of its educational offerings while supporting student access and success across multiple instructional formats. Distance education is therefore not a separate educational enterprise, but an integral component of YVC’s mission and strategic commitment to meeting students where they are and providing pathways to achievement for the diverse populations of the Yakima Valley region.
Verification of Comparable Learning Outcomes and Achievement Across All Instructional Modalities. The Office of
Institutional Effectiveness (OIE) has developed two dashboards to support the evaluation of student success across instructional modalities. The first dashboard provides faculty with access to program learning outcomes data, while the second provides grade distribution and achievement data by instructional modality. Designed to support Academic Program Review (APR), these tools allow faculty to compare outcomes across face-to-face, hybrid, and online courses and determine whether students are achieving comparable levels of learning and success regardless of delivery method.
As part of the institution’s ongoing efforts to improve student success, a cross-functional team of YVC faculty and staff has been reviewing course-level performance data. As discussed earlier in this report, a substantial number of YVC students lose eligibility for financial aid each year due to not meeting federal Satisfactory Academic Progress (SAP) standards. The data analysis identified courses with disproportionately high rates of failing grades and withdrawals. Further investigation revealed statistically significant differences in student outcomes between online sections and their hybrid or face-to-face counterparts. 40
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To better understand these findings and identify opportunities for improvement, faculty who teach these courses have been provided stipends to conduct a deeper review of the data. Stipends are provided to faculty who perform supplemental work outside their regular contracted workload. These faculty members are working collaboratively to examine potential contributing factors, evaluate instructional and course design practices, and develop recommendations to improve student success. Findings and proposed actions will be shared with academic deans and the Vice President of Academic Affairs to inform evidence-based decision-making and continuous improvement efforts in distance education. Lastly, YVC is committed to ensuring that students have access to the resources and support necessary to be successful in online learning environments. Potential students can visit YVC’s website to learn more about online learning offered through the college’s learning management system, Canvas. Students can access various online tutoring and eTutoring options, including synchronous tutoring sessions via Zoom, eQuestions (an asynchronous option where students can post a question and a tutor will respond within 24-48 hours), access to an online writing lab where students can upload a draft of their paper and receive feedback within 24-48 hours, and access to an online version of YVC’s Speech and Language Center. Students can also take a quiz to see if online learning is right for them. While all students can access these resources at any time, the college takes a proactive approach to supporting students who are new to online learning. The OIE generates a list each quarter identifying students enrolled in an online course at YVC for the first time. This information is shared with the eLearning team, which conducts targeted outreach to these students and provides information about the tools, services, and resources available to support their success. In addition to direct outreach, YVC has embedded an Online Student Resource Center within the navigation menu of every Canvas course. By integrating these resources directly into the course environment, YVC ensures that students can quickly locate help when needed without having to navigate multiple college websites or systems. Together, these efforts reflect YVC’s commitment to promoting student success in distance education through intentional communication, accessible support services, and the removal of barriers that may impede student engagement and achievement in online courses.
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