Standard_2


 * Educational Program and its Effectiveness **


 * Introduction **


 * 2.A General Requirements**

The college has made substantial improvements in the assessment of teaching and learning since the last full-scale accreditation visit. The core mission of the college has not changed; improvements (human, physical and financial) have been made in accordance with changing needs both internally (need for assessment expertise, e.g.) and externally (student demand for online instruction). The college currently offers the following Associates degrees: The college also offers several ATA degrees and certificates of completion; see the ‘08-‘09 catalogue for a current listing. In addition to the above, the following degree programs and certificates have been added since the last full-scale accreditation visit in 2000: Since 2000, the college has deleted the following programs and certificates: Some programs have made superficial changes, e.g., to their program name (e.g., a program in the Culinary Arts program has changed from “Commercial Baking Technology” to “Baking and Pastry Arts”), but the substance of the program remains unchanged. Recent data for the number of degrees and certificates awarded can be found in the college’s fact book [1] In addition to changes in curriculum, the college has also adapted to new modes of delivery: as of 2008-2009, the college has made it possible for students to earn an AA entirely online. These changes reflect the changing needs of the students the college serves. While the core educational mission of the college remains the same—delivering high-quality transfer education and vocational training—the college regularly re-examines how best to fulfill this mission.  Challenges: Keeping pace with the changing curricular needs in a difficult budget climate; supporting new programs, e.g., online AA. (2.A.1) Human, physical and financial resources Do we have support personnel in place to help faculty do their jobs? Strengths: College has made some quality hires to provide support for assessment activities and technological needs; faculty-student ratios have been held at acceptable levels despite a challenging budget climate; college has created financial incentives for faculty to create and teach online courses; Challenges: Consistent funding for support services—writing and math labs, e.g.; maintaining faculty-student ratios and ratio of full-time to adjunct faculty, especially given the economic climate; finding money to support online instruction (current e-learning coordinator is not full-time). Facility Improvements since the last full-scale accreditation visit: 3500 lumen LCD Data Projector State of the art Windows P4 computer Document camera VCR/DVD Player Connection for guest laptop Connections for Microscopes (provided as needed by the science dept) Strengths: New facilities with quality resources available to faculty. Challenges: Technology in the classroom for older buildings is more haphazard; retrofits have not brought older classrooms up to par; keeping pace with increasing demand (from both faculty and students) for computers as there are more online, hybrid and web-assisted courses. Strengths: some funding is in place Challenges: At present faculty have little incentive for professional development (or, to put it another way, there are no disincentives for not doing it); funding sources are under-utilized (extended and summer studies); out-of-state travel is limited; current budget climate is not favorable to expanding opportunities—e.g., the college is currently considering temporarily eliminating sabbatical funding. (2.A.2) It is the responsibility of Instructional Council (IC) to oversee the implementation and review of all curricular offerings. All classes and programs must be approved by IC; it is the responsibility of IC to assure that all changes to the curriculum are consistent with the mission of the college (“We engage our community in learning . . . for life”) and the strategic plan. [3] In addition to overseeing the development of new programs and instructional modalities noted above, IC was instrumental developing and implementing revised College-Wide Abilities. The CWAs are now more clearly connected to course student learning outcomes and associated assessment activities. (2.A.3) In the last 9 years the college has made significant progress developing and implementing systematic assessment of learning outcomes. Every department is now responsible for creating and implementing an assessment plan. Assessment plans are reviewed by the appropriate division dean and also ARC (Assessment and Research Council). [4] In order to help faculty and administration implement effective assessment plans, the college hired a full-time institutional researcher in February of 2007. In October of ’08, the college also hired a research analyst to assist in the assessment activities of the college. The college experimented with an exit exam. After several years, it was decided that the test was expensive and didn’t provide usable data. With the help of our research assistant we have begun implementing a program to assess all of the college-wide abilities. [5] All courses and programs with these stated outcomes will be assessed using rubrics developed by ARC. [6] Additionally, the college has performed a graduate survey [7] in order to determine, among other things, the extent to which students perceive that they have developed the skills outlined in the CWAs. Also, the Community College Survey of Student Engagement (CCSSE) was implemented in both 2005 and 2008. [8] While this instrument is not solely devoted to student learning outcomes, the comparison of the 05 versus 08 data has given the college some direction for further study [9] (2.A.4) SPSCC uses degree designators in a manner consistent with 2-year colleges throughout the state and country. Every program of study is clearly delineated in a Program Planning Guide (PPG) specific to that program. PPGs for every program can be found online at []. PPGs list learning outcomes, program requirements, and other information relevant to degree/certificate-seekers. (2.A.5) SPSCC does not offer programs in concentrated or abbreviated time frames. Though summer session has fewer (but longer) instruction days; the total amount of contact hours remains the same. (2.A.6) SPSCC use of quarter credit hours is consistent with all of the community colleges in the Washington state system. Tuition is set by the state. SPSCC charges additional fees for some courses, e.g., a materials fee for studio art courses or an additional charge for online and hybrid classes. Additional program costs for students exist, e.g., in automotive students should expect to spend several hundred dollars on tools, but these costs are not tuition or fees. (2.A.8) Library services have undergone a transformation over the past two years in implementing processes that have served to integrate library resources into the learning process. Programs such as eReserve have expanded to serve more courses and programs. Technology support has been centralized under library services to simplify the process for obtaining assistance for classroom and laboratory instructional needs. Librarians have been responsive to faculty needs through consultation in acquiring library and media resources. The library website has been upgraded and more user friendly to both faculty and students. Innovative programs such as highlighting student papers each quarter have underscored the collaborative process between faculty and library staff. Librarian offer services to all programs and courses for orientation to library resources. The library has a standing committee as outlined in the College Handbook (1.07-22) Library/Media and Instructional Support Services Advisory Committee. “The purpose of the advisory committee is to provide recommendations to the administration and the library/instructional support services center staff in the development of operational policies, services, equipment, and facilities and to provide two-way communication between library/instructional support services users and staff.” (College Handbook, 2008). The committee meets once per month. Minutes are available [M1] _____________________. (2.A.9) The institution curriculum is planned for both optimum learning and accessibility. The Instruction Office is directly responsible for the supervision, coordination, and implementation of all instructional programs offered by the college, including vocational-technical, academic, developmental, continuing, and community service education; special programs; and instruction support services. (College Handbook 1.06-8) Reporting directly to the Vice President of Instruction are the four instructional deans and two non-instructional deans. Each dean provides leadership to the assigned division to provide optimum learning. (College Handbook 1.06-9). Instructional council provides the coordinating structure to regulate, promote, and review instruction. (College Handbook, 1.07.18) All courses must be submitted to instructional council for initial approval, major revisions, and every five years. This helps insure that the curriculum is being evaluated and updated. New programs undergo a more rigorous process. (College Handbook, 4.20-4). The program development procedure has guidelines for both technical and academic programs. The process is clearly identified and outlined which helps insure optimum learning. Course scheduling has undergone changes over the past few years. Based upon campus wide [M2] , a change to scheduling with implementing morning block scheduling has been initiated in the past two years. Prior to this time, block scheduling was typical of afternoon, evening courses academic courses and some technical programs. The survey helped identify preferred course times and gave support for block classes. Students can attend classes starting at 7 AM until 1015 PM Monday through Thursday. Friday class schedule is from 7 AM through 5 PM. There are science courses that have been offered in a non-traditional format on Friday evening and Saturday morning. The winter 2009 schedules demonstrate the morning block [M3]. 7:30-9:50 AM 8:00-10:15 AM 10:00 AM-12:15 PM 11:30 AM-1:45 PM || 7:30-9:50 AM 8:00-10:15 AM 10:00 AM-12:15 PM 11:30 AM-1:45 PM || Hybrid and online instruction has increased tremendously during the past two years. This assists in accessibility as well as providing optimal instruction. Since 2000, the number of online/hybrid classes has increased from __________ to ___________ 2008- [M4]. The negotiated faculty agreement addresses on line courses and provides compensation to faculty for course development. To help support online learning, an eLearning Support Manager had been employed. This has provided on campus expertise available to faculty and on site management and coordination of online courses. A student survey of online courses was conducted Winter [M5]. (2.A.10) Credit for prior experiential learning is regulated by Enrollment Services through established procedures. Review of these policies demonstrates a compliance with Policy 2.3. Credit is granted for undergraduate level only, and constitutes less than 25% of credit needed for a certificate or degree. Prior to awarding credit, a qualified full time teaching faculty must make a recommendation. Policies and procedures are reviewed by the Dean of Enrollment Services and staff on a ________________ basis. Documentation is available [M6] _______________________. The college catalogue provides information for students about the process (page 39, 2008-2009 College Catalogues). (2.A.11) Course and program additions are governed by instructional council as outlined in procedure 4.20-4 (College Handbook 2008). Review of course outlines and program changes are outlined in 4.20-2 (College Handbook 2008). All courses must be submitted to instructional council for initial approval, major revisions, and every five years. This helps insure that the curriculum is being evaluated and updated. New programs undergo a more rigorous process. (College Handbook, 4.20-4). The program development procedure has guidelines for both technical and academic programs. The process is clearly identified and outlined which helps insure optimum [M7]. (2.A.12) In the event of program elimination or significant change in requirements, institutional policy requires appropriate arrangements to be made for enrolled students to complete their program in a timely manner and with minimum disruption. Programs that no longer meet the community needs are identified by program review. The review process follows the guidelines developed by the State Board of Community and Technical Colleges ( [M8] ). Students currently enrolled in the programs receive notification including a phase out plan that will allow them to complete the program within a certain time frame. Since 2000, electronics technology was terminated using the SBCTC process. The Computer Network Technology (CNT) was also eliminated as the first year of the program was the first year of the electronics programs. The CNT second year had some duplication of the Computer Network Administration [M9]. Summary of Strengths: 1. Dynamic, progressive library services that is responsive to student and faculty needs. 2. Established processes in place and available to faculty and staff that govern institutional curriculum to provide optimum learning. 3. Expansion of block classes and on line courses has added new dynamics to course scheduling. 4. Support for on line learning has been expanded in the past two years resulting in more offerings. Weakness: 1. Funding available does not match the need for upgrading technological support and library resources for cutting edge [M10]. 2. 21st [M11] Recommendations: 1. Improved funding for library resources and technology support. 2. Continue support for e learning management. 3. Consideration of campus wide Webmaster similar to elearning manger (or expand this role for campus wide [M12] ). All Technical Degrees and certificate programs that SPSCC are required to contain communications, computation, and human relations and diversity components. Instructional requirements have been developed for the general education components, which are used by Instructional Council for defining what courses belong on the General Education List for each degree. (See Exhibit #) //Programs of Study// As a student at South Puget Sound Community College, you’ll find a variety of options available as you design your program of study. You can learn skills to prepare you for employment in an occupational field or complete the first two years of a bachelor’s degree. The col­lege offers basic skills courses to help improve reading, writing and math skills. Continuing Education and student-funded courses meet a variety of educational needs in the community. The breadth of the pro­grams we offer illustrates why we are called a “comprehensive community college.”
 * Analysis and Appraisal**
 * Associate of Arts
 * Associate of Science
 * Associate of General Studies
 * Associate Degree in Nursing
 * Associate in Applied Science—Transfer
 * Associate in Business (DTA)
 * Associate in Elementary Education DTA/MRP
 * ATA in Computer Manufacturing
 * ATA in Land Surveying and Geomatics Technology
 * Certificates in Medical Insurance Coding and Medical Transcriptionist
 * Nursing Assistant (Recognition of Completion)
 * Paraeducator
 * Web Design Technology Certificate
 * Electronics Technology ATA
 * Legal Secretary
 * Medical Secretary
 * Word Processing Specialist
 * Human ** : do we have faculty to teach the courses that need to be taught?
 * The number of full-time faculty at the college has been remarkably steady since the last full scale visit: (91 in 00-01, 94 in 07-08). The ratio of full-time to adjunct has also remained more or less constant (Headcount: 33-67% in 00-01, 32-68% in 07-08). While there is some concern that the college will increasingly rely on adjuncts to teach in order to save money, this fear is not yet borne out by the data. (See also standard 4 (Faculty))
 * Student-Faculty ratios dropped from 2000-2001 to 2006-2007 (20.3-18.2) as did Student-Staff ratios (27.3-25.0). [2]
 * The college hired an e-learning coordinator in Fall ’08 to help faculty create, design and teach online and hybrid courses, provide technical support.
 * The office of institutional research has been a great help to faculty in creating and implementing assessment programs. (IR hired in February of ’07; research assistant hired at the beginning of the ’08-’09 academic year.)
 * The college has hired a full-time Art Instructional Technician (July 2006) to support the fine and performing arts in the Minnaert Center
 * The college hired a full-time Lead Media Technician to help faculty utilize new classroom technologies
 * The college funds a math tutoring center and a writing center to help students outside of class.
 * The college has contracted with Smarthinking to provide online tutoring for students.
 * Physical ** : What facilities, including classroom space, specialized classrooms, IT infrastructure (computers and internet access in classrooms, projectors, etc.), computers, office space are available to faculty? (See also standard 8 (Physical Resources))
 * The Minnaert Center, which includes performance space, studio art facilities, gallery space which can be used for student exhibits
 * The new Natural Sciences Building. All class rooms and Labs in the new science building are equipped with:
 * A computer lab available for students in building 34. Additionally, there are other computer labs for specific programs elsewhere on campus.
 * Financial ** : What financial incentives/rewards/support exists for professional development of faculty and staff? How do these awards support teaching and learning? (See also standard 7 (Finance))
 * sabbatical funding
 * extended and summer studies funding
 * exceptional faculty awards
 * activities associated with assessment are given some priority for funding in the budget process
 * Monday-Wednesday ||
 * 7:00 -9:15 AM
 * Tuesday-Thursday ||
 * 7:00 -9:15 AM
 * Monday-Wednesday-Friday ||
 * 10:00-11:30 AM ||
 * 2.B Educational Program Planning and Assessment **
 * Analysis and Appraisal **
 * Strengths **
 * Challenges **
 * Future Direction **
 * Policy 2.C – Undergraduate Program **

Associate in Arts Degree The Associate in Arts Program at South Puget Sound Community College enables you to complete the first two years of course work for a bachelor’s degree prior to transferring to a four-year col­lege or university. At South Puget Sound, you can fulfill your general education requirements at a much lower cost and with greater con­venience than you’ll find at many four-year colleges. With an expand­ing academic curriculum, South Puget Sound offers college transfer courses in most fields.

Associate in General Studies Degree This two-year degree is for students who want to design their own programs. It provides flexibility for students to take courses that fit their lifestyles and interests. The AGS degree is not designed to transfer to a four-year college or university.

Associate in Business Degree The Associate in Business Direct Transfer Agreement (DTA) is de­signed for students interested in a pathway to transfer to a four-year school of business in Washington state.

Associate in Applied Science – Transfer(AAS-T) The Associate in Applied Sci­ence-Transfer (AAS-T) is a profes­sional-technical degree with a core of general education courses commonly accepted in transfer. In general, professional-technical de­grees are not designed for transfer to other colleges or universities. However, several four-year col­leges and universities have specific bachelor’s degree programs that accept the Associate in Applied Science-T (AAS-T) degree. South Puget Sound Community College offers AAS-T degrees in the follow­ing program areas: Early Childhood Education, Fire Office Degree and Computer Programming. The Associate in Elementary Educa­tion Direct Transfer Agreement/Ma­jor Ready Program is designed for students planning to prepare for an upper division elementary edu­cation major. The program is in­tended to provide a better transfer for students pursuing a bachelor’s degree in elementary education programs in Washington state. Associate degree in Nursing This degree represents the suc­cessful completion of the college modified career-ladder nursing program. After passing the National Council for Licensure Examination (NCLEX-RN) and obtaining a state registered nurse license, graduates can practice as registered nurses.

Associate in Technical Arts Degrees and Certificates We offer occupational training for gaining the skills and knowledge you need for direct employment or career advancement in business and industry. Associate in Technical Arts degrees and/or certificates of completion are offered in these areas: ● Accounting ● Automotive Technology - Beginning Automotive Technology Certificate - Intermediate Automotive Technology Certificate - Advanced Automotive Technology Certificate ● Baking and Pastry Arts (certificate only) ● Business Administration - Business Operations Coordinator - Financial Services - Human Resource Assistant ● Clerk/Receptionist (Customer Service Specialist) (certificate only) ● Computer Aided Drafting Technology - Architectural - Civil - Mechanical ● Computer Manufacturing ● Computer Network Administration ● Computer Programming - Application Track - Applied Science: UW Tacoma Track ● Culinary Arts Program ● Database Management ● Dental Assisting ● Early Childhood Education (ATA) - Family Advocate - Infant - Toddler - Lead Preschool - School Age ● Fire and Emergency Services Technology ● Horticulture Technology - Landscape Horticulture - Sustainable Plant Production ● Information Technology Desktop Support ● Land Surveying and Geomatics Technology ● Medical Assisting - Administrative Track - Clinical Track - Coding and Billing Track ● Medical Insurance Coding Specialist (certificate only) ● Medical Transcriptionist (certificate only) ● Nursing – Nursing Assistant (recognition of completion) – Practical Nurse – Associate Degree Nursing ● Office Administration - Office Assistant - Administrative Assistant - Legal Administrative Assistant - Medical Administrative Assistant - Web Administrative Assistant ● Paraeducator Program - Family Advocate - Lead Preschool - School Age ● Paralegal ● Web Design Technology (certificate only) ● Welding - Beginning Welding Certificate - Intermediate Welding Certificate - Advanced Welding Certificate Beginning summer quarter 2005, South Puget Sound Community College requires all new students seeking an associate degree to complete a diversity course that meets the college criteria for list­ing as a diversity course and has been approved for such listing by the college’s Instructional Council prior to the student enrolling in the class. The requirement will be in effect for the following student popula­tions: all new students as of sum­mer 2005 and those students who do not maintain consecutive enroll­ment under the pre-existing cata­log.

GENERAL EDUCATION FOR ASSOCIATE OF TECHNICAL ARTS Courses within the Humanities, Social Science and Natural Sciences provide specialized general education in communication (writing/reading,, computation and speaking/listening) and human relations to fulfill learning outcomes for students in the ATA degree programs. The communication abilities were identified in the 1993 Student Learning Outcomes Statements and confirmed in 1996 by the College in the work on general education for ATA degree programs (See Exhibit Student Learning Outcomes). Then during the 1995-96 academic year, the College faculty drafted this philosophy statement to explain the expected outcomes of a course that fulfills the human relations ability: South Puget Sound Community College believes that all students need to develop the ability to relate well to others in their daily lives, including their relationships at work. This ability includes the awareness of the students own perceptions and communication styles, and that there are styles different from their own. We want students to have understanding and skill in constructing and delivering clear messages to others as well as skill in interpreting the messages of others. (Human Relations Ð Knowledge & Abilities Ð outlines specific competencies in human relations). Courses in the division that have been listed as General Education for ATA contain the knowledge and competencies outlined in the above documents. Those include: English/Reading: English required; Speaking/Listening Electives in Humanities/Communication: CMST& 210, CMST 230 or CMST 240and Human Relations Elective in Social Sciences and Computation. Students transferring to South Puget Sound Community College may be given appropriate credit for college-level work completed at a post-secondary institution accred­ited by one of the regional associa­tions of colleges and universities.
 * Transfer Information **

Students who seek degrees or cer­tificates and who want to transfer credits from other colleges or universities should: - Request OFFICIAL copies of transcripts from all previous colleges they have attended to be sent directly to them. Once all transcripts are obtained, submit them to Enrollment Services in their original sealed envelopes. If courses were completed more than ten years ago, course descriptions from the college catalog must be included with the submission. > Once transcripts are submitted to Enrollment Services, complete the Application for Transfer Credits form available at the Enrollment Services Office or at www.spscc.ctc.edu. Once the evaluation is completed, students will be mailed a copy of the evaluation.

To be considered official, transcripts must be: > Hand delivered or received directly from the issuing institution in its original unopened envelope; > Bear the seal of the institution; > Be signed by the appropriate college or university official. After transcripts and an Application for Transfer of Credit form are received, course work will be evaluated on a course-by-course basis. The following are some of the policies affecting the evaluations: > Credit will be granted only for courses from colleges accredited by one of the regional association of colleges and universities. > The cumulative grade point average of all credits accepted and completed within the last 10 years must be 2.0 or higher. > No course completed more than 10 years ago will be accepted if it involves technical education or is below a C grade (some pro- grams have specific grade requirements more stringent than indicated above). > Courses that are accepted are not used in the computation of the South Puget Sound Community College grade point average. Transcripts received from other schools become part of your official South Puget Sound file.

Advising Educational advisors assist prospective and enrolled students in developing meaningful educational goals and providing educational planning and assisting. Our advisors are committed to meeting the educational needs of students by providing needs of students by providing timely and accurate information, programs, resources and support.

SPSCC Advisor’s goal is to introduce students to the college experience by encouraging self reliance and personal responsibility in the pursuit of their educational goals. Advising is part of Student Support Services. Counselors also assist with the admissions process, assist with program and class selection.

// Insert Program Information // // Insert Program Information // // Insert Program Information // · Biology
 * Humanities **
 * Program Lead - Communication
 * American Sign Language
 * Art
 * Communication Studies
 * Developmental English
 * Developmental Reading
 * Drama
 * English / Writing
 * Humanities
 * Intensive English
 * International Education
 * International Intercultural
 * Languages
 * Media Communication
 * Military Science
 * Music
 * Philosophy
 * Writing Center
 * See exhibit #### **
 * Social Science **
 * Accounting
 * Anthropology
 * Business Administration
 * Business Admin / DTA
 * Criminal Justice
 * Early Childhood Education
 * Economics
 * Education
 * Elementary Ed DTA
 * Forensics
 * Geography
 * History
 * human Development
 * Parent Education
 * Paraeducator
 * Paralegal
 * Parent Ed - Coops
 * Political Science
 * Psychology
 * Sociology
 * See exhibit ### **
 * Natural Science **
 * · Chemistry
 * Botany
 * Dental Assisting
 * Engineering
 * Environmental Science
 * First Aid
 * Geology
 * Mathematics
 * Math Center
 * Medical Assisting
 * Nursing Professions
 * Nutrition
 * Oceanography
 * Physics / Astronomy
 * Physical Education ||

// Insert Program Information //
 * See exhibit ### **
 * Applied Technology **
 * * Baking & Pastry Arts
 * CAD
 * Computer Manufacturing Tech.
 * Computer Network Administration
 * Computer Programming
 * Computer Science
 * Culinary Arts
 * Database Management
 * FEST
 * Horticulture
 * Information Technology Desktop Support
 * Land Surveying and Geomatics
 * Office Professions
 * Welding ||

// Insert Program Information // · ABE · Choice for Change · ESL · GED · Work First · I- Best
 * See exhibit ### **
 * Instructional Planning and Development **
 * See exhibit ### **

In general, the Automotive, Medical Assisting Program, Nursing Assistant, Dental Assisting Program, and the Career Ladder Nursing Program are accredited by agencies specific to each program. This is how the College is assured that these programs measure up to standards. (See Exhibit) Records are kept by each program as well as the Instruction Office, Institutional Researcher and Student Services regarding GPA, of students, completion rates, employment statistics, and national/state board pass rates. employer surveys are done by each of the ATA programs. That information and the form used may be found within each program report. SPSCC’s faculty is adequate for the adequate for the education levels offered including full-time faculty representing each field in which it offers major work.

The institution’s processes for assessing its education programs are clearly defined, encompass all of its offerings, are conducted on a regular basis, and are integrated into the overall planning and evaluation plan. These processes are consistent with the institution’s assessment plan as required by Policy 2.2 Educational Assessment. While key constituents are involved in the process, the faculty has a central role in planning and evaluating the educational programs. The institution identifies and publishes the expected learning outcomes for each of its degree and certificate programs. Through regular and systematic assessment, it demonstrates that students who complete their programs, no matter where or how they are offered, have achieved these outcomes. With economic hardship funding has been cut and the ability to expand or start new programs has been a struggle. Recommendations ** None
 * Strengths **
 * Weaknesses **

(2.G.1) All of these continuing education and special learning activities are compatible with South Puget Sound Community College’s mission and goals (2.G). Offerings are designed, approved, administered and periodically evaluated under the same institutional procedures as all other South Puget Sound classes (2.A.7).
 * 2.G Continuing Education and Special Learning Activities **

All credit-bearing classes, including Distance Learning and Coop, are approved by the college’s Instructional Council. Distance Learning classes are designed by full-time and adjunct faculty. They are administered through the appropriate Division Dean and evaluated through student and peer evaluations. (Gap – student evaluations are optional). Coop courses are administered by the Vice President of Student Services and are evaluated by students and employers at the end of each quarter.

Non-credit classes include those offered by Community Education, Center for Continuous Learning (CCL), Department of Personnel (DOP), Small Business Development Center (SBDC), Non-Profit Leadership Institute (NLI), and Certified Public Manager (CPM). These classes are all regularly evaluated by the clients they serve. (They are designed, approved and administered differently and don’t seem to follow the same institutional procedrures as all other SPSCC classes – GAP?) Instructors are chosen by the director (?) of each of these programs. // (Int’l Education/Study Abroad – ask Forrest & Crystal) // (2.G.2) South Puget Sound Community College is solely responsible for academic and fiscal elements of all instructional programs it offers (2.G.2, A-6). Contractual relationships conform to the following principles: · The primary purpose of courses offered is educational. · Courses offered are consistent with the college’s educational mission and values. · Courses offered and the value of their credit are determined according to established procedures and under the usual mechanisms of review. · Courses offered for credit remain under the sole and direct control of South Puget Sound, which exercises ultimate and continuing responsibility for the performance of these functions as reflected in the contract.

South Puget Sound assumes sole responsibility for the academic quality and fiscal integrity of all continuing education programs and special learning activities it offers. This includes those offered by South Puget Sound faculty and staff and those offered through contractual relationships.

Fiscal policies and practices for continuing education non-credit classes are identical to credit programs. (? – We’re not sure this is true – ask Dave Kohler)

(2.G.3) Full-time faculty representing appropriate disciplines and fields of work are involved in planning and evaluation of continuing education and special learning activities. (? – We’re not sure we do this…) · Credit Classes Distance learning classes are planned by full-time and (mostly) adjunct faculty and are approved by Instructional Council. Full-time faculty evaluate Coop work sites and the achievement of student objectives. Tech Prep? · Non-Credit CCL classes are approved by Instructional Council. No full-time faculty participate in the planning and evaluation of DOP classes. (How should we address this?) · Non-Credit Personal Enrichment/Community Education Community Education classes result from a community need for a class that aligns with the college’s mission but is not connected to faculty oversight and involvement. Full-time faculty are not involved in the planning of Community Education course offerings. Full-time faculty counselors are involved in the planning of Advising Workshops.

(2.G.4) The responsibility for the administration of continuing education and special learning activities is clearly defined and an integral organizational component of the institution’s organization.

Continuing education and special learning activities fall under Student Services, Instruction, and Extended Learning (Hawks Prairie Center). Cooperative Work Experience, Tech Prep, and Advising Workshops are administered and delivered by Student Services. Distance Learning is administered and delivered by Instruction. Center for Continuous Learning (CCL), Community Education, Small Business Development Center (SBDC), Department of Personnel (DOP), Certified Public Manager (CPM), and Nonprofit Leadership Institute (NLI) are administered and delivered by Extended Learning in locations other than the main campus.

(See College, Instruction, Hawks Prairie and Student Services org charts)

(2.G.5) South Puget Sound Community College programs and courses offered through electronically-mediated or other distance delivery systems provide ready acess to appropriate learning resources and provide sufficient time and opportunities (electronic or others) for students to interact with faculty.

All locations have access to learning resources and faculty through such means as electronic mail, scheduled office hours, and faculty web pages.

(2.G.6) South Puget Sound Community College has an equitable fee structure and refund policy. The fee structure for continuing education classes (non-credit) is different than that for credit classes since continuing education classes are self-supported.

(See refund policies for Extended Learning class offerings)

(2.G.7) The granting of credit for continuing education and special learning activities is based upon institutional policy at South Puget Sound Community College, and applied wherever located and however delivered.

The standard of one quarter hour of credit for 30 hours of student involvement is maintained for Cooperative Work Experience. Extended Learning programs are offered for Continuing Education Units (CEUs), clock hours, and Professinoal Development Units (?) PDUs.

South Puget Sound ensures that the granting of credit within continuing education and special learning activities is based upon institutional policy, is consistent through the college, and is applied in all locations. (Is this true?)

(2.G.8) South Puget Sound continuing education and/or special learning activities, programs, or courses offered for academic credit are approved in advance by Instructional Council and monitored through established procedures (2.G.8).

(2.G.9) CALE

(2.G.10) CLEP, AP, Credit Evaluation and Residency

(2.G.11) In Cooperative Work Experience, credit is measured by outcomes alone. Student learning and achievement are demonstrated to be at least comparable in breadth, depth, and quality to the results of traditional instructional practices. Each student prepares measureable learning objectives and an assessment method to be evaluated by their supervisor and faculty coordinator. We foster global citizens who build rich and effective partnerships with community members, businesses, and organizations. We celebrate diverse cultures, individuality, and common ground. · We facilitate seamless transitions by maximizing learning opportunities and eliminating barriers to success. Our students are prepared for life choices that enable them to adapt to a changing world. The 2008-2009 College Handbook: A College with a Mission Goal 1 Ø South Puget Sound Community College is student-centered. Objective Ø Offer dynamic and balanced educational programs in a global context.
 * Study Abroad Programs (Standard 2.G 2.4) **
 * 1. How is the program related to the mission and goals of the college? **
 * The College Mission ** supports study abroad programs in the following Objective Statements:

The mission of International Education at South Puget Sound Community College is to prepare students for economic and personal success in an increasingly globalized, interconnected world. Therefore, we are committed to providing opportunities for students to become globally aware and culturally informed world citizens, and to develop skills needed to live and work in an international and intercultural world. To fulfill this mission, the college has adopted an institution-wide approach to internationalization which includes comprehensive curricular and co-curricular activities and programs. Students who successfully complete an academic or technical degree program at South Puget Sound Community College will: A. Respect and value differing cultural perspectives. B. Understand the importance and complexity of intercultural relationships. C. Communicate effectively during international and intercultural interactions. D. Understand the value of diplomacy, negotiation and civility in a global system of conflicting interests, cultural clashes and unequal distribution of power. E. Understand their country’s role in the larger world and the political, cultural, environmental, and economic issues that impact that role. F. Participate responsibly and effectively in a global economy. // To achieve the mission and goals the college will: // 1. Maintain a strong international element in the curriculum with the development and promotion of courses that are both explicitly international in scope, such as the area studies courses, and those which include significant international components. 2. Support and maintain language and culture education programs: Intensive English, English as a Second Language, World Languages, American Sign Language. 3. Support and promote international student services activities: recruitment of international students, academic advising and registration, immigration advising, university transfer assistance, personal assistance and counseling, tutoring assistance, and assistance with adjusting to life in the United States. 4. Support ongoing campus-wide activities and events: speakers, presentations on international topics, celebrations of international holidays, foods and cultural practices. 5. Provide exposure to and discussion of topics and views of international interest from a wide range of domestic and international media. 6. Develop community connections that expand opportunities for international understanding and friendship. 7. Encourage reciprocal travel and learning exchanges for students and staff: study abroad, sister-institutions, consortia programs. 8. Support and encourage participation in professional development activities which focus on increasing staff awareness, understanding and/or skills in International Education. The primary goals of the study abroad program are to provide educational opportunities to learn a world language in a native setting; to augment their education with courses that may not be offered at SPSCC; to learn more about their and other’s values, attitudes and way of life as influenced by culture; and to learn intercultural communication and coping skills. Study abroad programs are represented in the College Catalog (page 28), on the College’s Home page ([]), the WCCCSA website ([|www.wcccsa.com]), in a promotional brochure that is published by the International Education Office (see Appendix # 5), on college reader boards, promotional posters, flyers, A-boards, study abroad bulletin board in bldg. 22, in the quarterly class schedules and the College’s student newspaper, ”The Sounds”. The International Education Program coordinator maintains a library of information on study abroad, volunteer abroad, work abroad and internship program opportunities. Students are aware that to obtain credit for study abroad for programs not offered at SPSCC prior approval is required. Study abroad programs are available to all students who meet the following criteria: 2.50 cumulative GPA; 2 quarters full-time study completed for sister college programs and 1 quarter (at least 12 credits) study completed for consortium and Green River CC programs; two letters of recommendation (at least one from a college faculty member) addressing academic ability and student character; 1 page essay describing the reasons the student wants to study abroad, what they hope to accomplish while studying abroad, and how they hope to incorporate the experience into academic or career plans; interview with study abroad coordinator to discuss all the study abroad options and which would best serve the student. The same criteria are used for all programs (Appendix: # 6 and #7). None of the study abroad programs are required for degree completion, however, financial aid can be used on sister college, consortium and Green River CC programs. Financial aid cannot be used for programs sponsored by other institutions. This policy is clearly stated on the web page, in the promotional study abroad brochure, and in the special brochure called “Financial Planning for Study Abroad” (sees Appendix #8). The study abroad coordinator makes available information about scholarships for study abroad programs. There are no language proficiency requirements. Students are tested for language ability when they arrive on site (Mexico, Costa Rica, Peru and Spain) and are placed in the appropriate class (es) (beginning to advanced levels). They are also given a test at the end of the program. The Study Abroad Advisor provides prospective participants with objective information as well as a subjective comparison of the categories of programs offered: sister college exchange, consortium and Green River CC partnership programs. Exchange programs require that the student be more independent and flexible because the student is expected to “fit” into the sister college’s education program. They are not traveling with a group. There is an appointed host country coordinator/advisor to provide services for students in the International Student offices at the sister colleges. Students most often stay in home stays but may choose to stay in other student housing or apartments. The consortium and GRCC programs are more structured and supportive: the students travel with a group of community college students from the Pacific Northwest and are accompanied by one or two faculty members from the consortium member colleges or faculty from GRCC. Courses are taught by the US faculty (with the exception of the Language/culture courses which are taught by local instructors). In addition, there are several host country staff that assist with host family/housing concerns, local travel arrangements, etc. The study abroad coordinator provides an extensive pre-departure orientation for students studying at sister colleges, while the Consortium’s programs in partnership with AIFS, CAPA and GRCC provide the pre-departure orientations for students with WCCCSA (Washington Community College Consortium for Study Abroad) on these programs. All orientation sessions include specific information on expectations, logistics, local culture, intercultural communication and cultural adjustment skills. Readings are recommended on these topics. The primary orientation sessions are augmented by an on-site orientation program within the first few days of arrival that consist of lectures on local culture, safety, and an orientation tour of the host school and surrounding area. Our providers have employed resident directors for the academic center we use. The faculty we send to teach abroad on the programs are paid and treated as if they were teaching at their home campus. They are provided, transportation to the host country, housing, office space, well equipped classrooms and the service of the provider’s staff at the center in the host country. On our WCCCSA and GRCC programs students travel to the host country with Washington State community college faculty and with a coordinator from one of the Consortium colleges. At the academic centers there are a trained staff of professionals to help students with everything from housing, travel, life in a new country, and personal counseling. Our instructors teach two classes each to ensure they have plenty of office time to meet with students on a regular basis for academic and general counseling. Our sister colleges have an International Office with a full staff trained to work with international students. Our students receive the same care as other independent international students One criteria that SPSCC uses in selecting a sister college is the availability of a comparable library for student and faculty use. Both ITESM and Otago Polytechnic have comprehensive libraries. The Consortium program in London is located on a University campus and our students have access to their libraries and they are instructed on how to use the local public libraries. In Costa Rica and Italy, the programs are housed in private education centers that maintain language resource libraries. In Italy students have a membership with borrowing rights to the British Institute Library in Florence. Students also have access to local public libraries. Most of the courses taught on the WCCCSA and GRCC programs are already “on the books” at SPSCC and the other consortium colleges and are taught by Washington State Community College faculty. Faculty provides consortium member schools with detailed syllabi and schedules. The Spanish courses, the Italian Life and Culture course, the British Life and Culture course, the Japanese Life and Culture course, and the Australian and New Zealand Life and Culture course are taught by instructors who are hired in the host country by the provider and meet Washington State Community College faculty requirements. They also provide the consortium member colleges with detailed syllabi and schedules. the instructors follow the community college grading policy as stated in the //College Catalog//. For the “Life and Culture” courses students register for IIS 210 –[International Cultural Studies: An in-depth interdisciplinary study of the life and culture(s) of one country of region of the world, with a focus on the relationship between the arts, history, religion, politics, socio-economic conditions, cultural values and traditions in the region. Exploration of the role the culture has in the larger world and the political, cultural and economic issues that impact that role. (Specific culture of focus will vary depending on location and instructor] Credits and grades earned on these programs are therefore directly transcribed onto the student’s record by the registration office. Our existing sister college agreements stipulate that students enroll and pay tuition to the home institution for course-work taken at the host institution. SPSCC students enroll in a variable credit (5-15) “holding” course called IIS 194 – Study Abroad, before they depart. The student’s enrollment status at the sister college is “visiting student”. This procedure verifies enrollment at SPSCC and allows students to use financial aid. Academic standards and credit/grade equivalencies are evaluated by faculty and the Dean or Vice President of Instruction during the initial sister college development process. For example, in 1996 during the on-site evaluation of ITESM in Mexico, an SPSCC Spanish language faculty member evaluated the intensive Spanish courses. ITESM is accredited by the Southern Association of Colleges and Schools. As outlined by the Department of Education, all credits earned at our sister colleges are treated the same as those earned at SPSCC. An Official transcript for each is required to verify courses completed credits and grades. This information is directly transcribed onto the student’s SPSCC academic record by the registration office The informational “Study Abroad” brochure states that students will not ordinarily receive credit for foreign study undertaken without prior planning or approval from the international education office. Before leaving the host country students participating on the Consortium programs are asked to complete an anonymous “WCCCSA Program Evaluation” (Appendix #9) by the instructor who in turn returns them to the Consortium for review. All returning SPSCC study abroad participants are emailed information about re-entering and “reverse culture shock” from the SPSCC coordinator before leaving their host countries. Students are required to fill out an evaluation form upon return to SPSCC (Appendix #10 contains the blank form and samples of completed evaluations). These evaluations are reviewed by the study abroad advisor. Suggestions for improvements are seriously considered and are generally implemented. Students are encouraged to meet with the study abroad advisor and other returnees to discuss their study abroad experience, their re-entry experience and related goals for the future. Students are encouraged to work with the college study abroad coordinators and faculty to share their experience with other students by helping out with an International Fair, information session or visiting classes to talk about their experiences. These activities are mandatory for students who have received a study abroad scholarship. AIFS and CAPA also request students complete an evaluation of the program and the provide WCCCSA with a break down of the information. Our providers will fully reimburse participants if a program is not delivered as promised due to insufficient enrollment or in the event of the U.S. State Department issuing a travel warning which advises U.S. citizens not to travel to the study abroad destination is clearly stated in the refund policies of our providers in the consortium contract, brochures and application materials. See sample brochures and application materials. The College maintains two international sister college relationships where students have the opportunity to study for one semester. The colleges include, el Instituto Tecnologico y de Estudios Superiores de Monterrey (ITESM) in Queretaro, Mexico; and Otago Polytechnic in Dunedin, New Zealand. //Sister Colleges//
 * 2. Have a well defined rationale stating the specific nature and purposes of the program and is it accurately represented in the colleges catalog and promotional literature? **
 * South Puget Sound Community College **
 * Commitment to International Education **
 * Mission **
 * Goal **
 * Strategies **
 * 3. Available to students? How are students selected including interest and ability? **
 * 4. Have a policy regarding the availability of financial assistance to students for programs required by the college? **
 * 5. Have clearly specified language proficiency requirements when appropriate to the program and place of study and clearly defined methods of testing proficiency prior to acceptance into the program? **
 * 6. Provide extensive information to students, honestly and specifically describing the program’s opportunities and limitations, such as how and where instruction will be given and the relationship of the foreign institution, describing grading practices, identifying significant differences between the home campus experience and what can be expected abroad, including information about local living conditions and the extent of responsibility assumed by the program and housing participants? **
 * 7. Provide orientations for students prior to departure for and on arrival in the foreign country with respect to the matters in question 6. **
 * 8. Have a resident director hired on the basis of professional competence and interest that is appointed for a minimum of two years that allows for overlapping replacements or transition and is assured of the same professional rights, privileges and consideration as colleagues on the home campus or in the foreign assignment? **
 * 9. Provide counseling and supervisory series at the foreign center, with special attention to problems peculiar to the location and nature of the program? **
 * 10. Guarantee adequate basic reference materials to offset any limitations of local libraries or inaccessibility to them? **
 * 11. Include clearly defined criteria and polices for judging performance and assignment credit in accordance with prevailing standards and practices at the home institution; where several institutions are involved with a single overseas institution or a consortium, a common basis for determent grade equivalents is essential? **
 * 12. Stipulate that students will ordinarily not receive credit for foreign study undertaking without prior planning or approval on the student’s home campuses? **
 * 13. Include provisions for regular follow-up studies on the individual and institutional benefits derived from such programs? **
 * 14. Ensure fair reimbursement to participants if the program is not delivered as promised for reasons not within the sponsor’s control? **
 * 15. Cooperative agreements with the college and foreign institutions? If so what are these? **

Our original sister college agreement with Otago Polytechnic in Dunedin, New Zealand was signed in 1990 and renewed every three years. There was a break in our relationship between 2002 and 2007 due to restructuring at Polytechnic. Our sister college relationship with Otago Polytechnic was recently been renewed in 2008. Otago has sent a delegation to visit South Puget Sound Community College to assess common programs were there can be exchanges between our schools. We have not had students study at the Polytechnic since 2000. The next step in our relationship will be to send faculty to Otago to evaluate common program, the most recent academic standards and credit equivalencies before sending students. In November of 2008 South Puget Sound Community College signed an agreement with Kansai University of International Studies for the exchange of students; academic information and publications; other exchanges of an academic nature agreed upon by both parties. In late summer of 2009 South Puget Sound will host a group of Japanese students from Kansai University for two weeks. // Consortium and Green River CC programs // South Puget Sound Community College is a member of the Washington State Consortium of Community Colleges (WCCCSA). Currently the Consortium offers, in partnership with AIFS (American Institute for Foreign Studies, see Appendix #1) and CAPA (Center for Academic Programs Abroad, see Appendix #2) quarter long study abroad programs in Italy, London, Costa Rica, and a short term summer Spanish language program in Cusco, Peru. We have a study abroad program in the development stages to Cape Town, South Africa partnering with AIFS for fall quarter 2011. South Puget Sound also partners with Green River Community College for quarter long programs to Australia/New Zealand and Japan. These programs are structured like the programs WCCCSA offers in partnership with the other providers. Courses are taught by Green River Community College instructors and instructors from their host campuses teach the “Life and Culture” courses. Students stay in single occupancy dormitory rooms at Newman College while in Melbourne, Australia and at Unitec University in Auckland, New Zealand (Appendix # 3). In Japan our students are hosted by the Kanagawa Institute of Technology (KAIT) located in Atsugi, Japan (Appendix #4). Partnering with Green River Community College for these programs allows our students to use financial aid and to register for the classes at South Puget Sound Community College. Appendix 1 AIFS Partnership Programs Appendix 2 CAPA Partnership Programs Appendix 3 GRCC Australia/New Zealand partnership program Appendix 4 GRCC Japan partnership program Appendix 5 Brochure- Study Abroad Programs Appendix 6 WCCCSA Preliminary Application Appendix 7 GRCC Preliminary Application Appendix 8 Brochure-Financial Planning for Study Abroad Appendix 9 WCCCSA Program Satisfaction Evaluation Appendix 10 SPSCC Study Abroad Program Evaluation and completed samples (2.H.1) Institutional policies, etc · Policies are written in handbook · Faculty who teach courses are consulted, full-time faculty who teach parallel courses are not · Evaluation done course-by course if at all (2.H.2) records · Community Education oversees courses. Course syllabi and outlines are housed in CE office (2.H.3) CEU credits · CEU courses are Nutritional Therapist Training Program (4.5 CEU), Land Surveyors Refresher course (2.0 CEU), International Residential Building Codes (2.0 CEU) · CEU number and requirements are indicated as part of the course info in HP and printed in course schedule. Students can request official transcripts for the courses · CEUs are awarded to students who complete the designated instructional hours and course requirements. · 1 CEU is equivalent to 10 hours of instruction
 * // Appendices //**
 * (Ask the group how writing 2.H should be handled – Dorna told us 2.G and 2.H should be combined) **

I. Strengths

II. Challenges

III. Improvement Plan

Prior to Summer quarter 2009 the college had two separate general education philosophy statements, one for the Associate in Technical Arts degrees and certificates and one for the Associates in Arts and Sciences degrees. In (xx-xx-date?) the college’s Instructional Council (IC) combined philosophy statements in an effort to streamline the analysis of General Education courses.
 * Policy 2.1 **
 * Future Direction/Recommendations **

The expected educational outcomes for all General Education courses of instruction are captured in the college’s new degree and certificate Philosophy Statement found in the College Catalog.

The criteria for inclusion on the General Education list is that the course: a.) contributes to general education as expressed in the philosophy statement; b.) be representative of an academic discipline within one of the distribution areas, familiarizing students with terminology, basic concepts, and method for seeking knowledge of that academic discipline; c.) contains adequate depth of the subject involved; and d.) be generally transferable to four-year institutions.

In November 2008, the Assessment and Research Council (ARC) established an interdisciplinary sub group whose purpose was to revamp the College Wide Abilities contained in each program’s degree philosophy statement. The sub group re-tooled the list to include five higher order skills that students are expected to learn through each program of study.

The College Wide Abilities are listed in the College Catalog under the Philosophy Statement for the Associate of Arts and Associate in Sciences degrees, and the Associate in Technical Arts degree.

Rubrics were designed for each of the College Wide Abilities – those abilities focusing on higher level skills, that is, additional abilities expected to be learned within a general education course in addition to regular course content. Programs now assess all general education courses based on the five College Wide Ability rubrics.

The rubrics emphasize the abilities of students to: 1.) communicate effectively; 2.) think logically and critically; 3.) evaluate and process quantitative and symbolic data; 4.) understand themselves in relation to others in a multicultural world; and 5.) understand ethical responsibilities and consequences.

It is not expected that every course will cover all five College Wide Abilities during an academic quarter. It is, however, expected that all degree or certificate generating Programs of Study, of an academic year or more in length, offer a full range of general education courses that cover all of the College Wide Abilities over the course of the program. The collection and analysis of demographic data provides a useful means to understand the academic needs of the College's population. Beginning with the Academic Year 2005-06, data has been collected in several areas as a means to more closely monitor our multiple constituencies. The information includes: The data presented below indicates where we believe we are effectively attracting and enrolling students in our programs, and in understanding their entry status, finding the means to meet their academic and career needs. Source: SPSCC Enrollment Office __ Yield Applications Enrolled Enrollment __ 2003-04 6,430 2,797 43.4% 2004-05 6,488 2,601 40.0% 2005-06 6,449 2,358 36.5% 2006-07 5,704 1,998 35.0% 2007-08 6,591 2,237 34.0% 2008-09 n/a n/a n/a **__Exhibit 2:2.D: Total unduplicated annual headcount.__** A further analysis indicates the relationship of total headcount, FTE generation, and type of courses in the data assembled to help the college understand enrollment trends and to enhance our Strategic Enrollment Plan. This information suggests we have been able to maintain a steady feed of students into all state-supported FTE areas by type of course (Academic, Workforce, Developmental Studies, and Basic Skills, but with a jump in headcount in 2007-08 without a proportionate increase in FTE production (see Chart 4:2.2.a below). We anticipate trends will continue in this way (see Chart 5:2.2.a): One of the greatest challenges the community college faces is the relatively high proportion of recent high school graduates students who lack adequate academic preparation for college. The largest deficit area is in math as shown in Exhibit 2.2.E:  Students are tested for math and reading and writing competencies before enrolling in classes. The College addresses relative unpreparedness for college-level work in its curriculum by providing many opportunities for students to need remediation in math, reading, and writing (see Exhibit 2.2.F). Students who do not score adequately to enter college-level math classes are placed in courses commensurate with their skills level beginning with Math 80-90. Other students may need more remediation, and will begin in Basic Skills classes.
 * Policy 2.2 Educational Assessment **
 * Analysis and Appraisal **
 * Assessing and Meeting the Needs of Students: Strengths **
 * Targeted number of students who apply (by year)
 * Application numbers v. enrollment numbers (by year)
 * Sources of students (by high school)
 * Ratio of students by local high school
 * Transfers from other community colleges or universities
 * Running Start Program
 * Student headcount, FTE generation, and program type
 * Demographic data
 * Gender
 * Ethnicity
 * Age group
 * Retention over time Preparedness for college
 * Grade distribution trends
 * Targeted number of students: ** For the purposes of tying enrollment to budget, the college annually targets its number of applicants, and calculates an annual yield. Enrollments increased up until academic year 2004-05, then dipped for two years. We now are seeing an increase in enrollments beginning in 2007-08 and continuing into 2008-09 (figures for 2008-09 not yet available).
 * Application numbers v. enrollment numbers (by year): ** The following chart (2.2.a) shows the trends in number of applications, and the number and percentage of actual enrollments yielded:
 * __ Exhibit 2.2.A: Enrollment Yield __**
 * Sources of students: ** The college successfully attracts students from the high schools in Thurston County. The percentage of students enrolled from the five Thurston County public schools varies from year to year, and showed a drop in 2004-05. However, the county public schools remain a consistent source of students, as shown in the chart below (Exhibit2 .2.B) measuring participation and the graph measuring participation over time (Exhibit 2.2.C):
 * __ Exhibit 2.2.B Sources of students/High school participation __**
 * __ Exhibit 2.2.C: Source of students: High school participation over time __**
 * Student headcount, FTE generation, and program type: ** In addition to enrollment figures, the college measures and tracks headcount over time. There has been an increase in headcount over the past five years as reflected below in Figure 2:2.2a.. Chart 3:2.2a compares headcount with FTE generation. The increased headcount but without a commensurate rise in FTEs as shown in Chart 3:2.2a indicates an increase in part-time student participation:
 * Challenges: Student Preparation for College **
 * Exhibit 2.2.E: Percent of Underprepared Students **[[image:file:///C:%5CDOCUME%7E1%5CMMMURP%7E1.ADM%5CLOCALS%7E1%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_image010.gif width="300" height="209"]]
 * __ Exhibit 2.2.F: Students Taking Developmental Classes __**
 * || Percent of Recent HS Grads taking Develop-mental Writing || Percent of Recent HS Grads taking Develop-mental Reading || Percent of Recent HS Grads taking Developmental Math || Total Percent of Recent HS Grads taking any Developmental Courses ||
 * 2003-04 || 17% || 26% || 41% || 52% ||
 * 2004-05 || 16% || 24% || 47% || 56% ||
 * 2005-06 || 12% || 17% || 45% || 50% ||
 * 2006-07 || 11% || 18% || 42% || 48% ||

The Program Mix data demonstrates the degree to which the College has accommodated successfully the needs of a variety of students (See Exhibit 2.2.F which won’t fit in here). Academic, Workforce, Basic Skills, and Developmental students are all well-represented on campus. The College also fulfills the needs of part-time and full-time students as demonstrated in Exhibit 2.2.G. The increase in participation by part-time students would indicate we have been successful in accommodating the needs of students who must balance jobs with college attendance. The data provides a breakdown of the student population and indicates (1) an increase in the number of part-time students transfer students (6% from 2006-07 to 2007-08) but a decrease in the number of part-time workforce intent students (9% from 2006-07 to 2007-08). More accurate predictions about this trend may not be possible in the present economic turmoil.
 * [Exhibit 2.2.G—Program Mix: Fall Data] **
 * Exhibit 2.2.H: Part-time transfer and workforce participation 2006-7 projected to 2009-10 **
 * **// Year //** || **// Fall 06/Win 07 //** || **// Fall 07/Win 08 //** || **// Fall 08/Win 09 //** || **// Fall 09 //**
 * // /Win 10 //** ||
 * **// PT Transfer //** || 48% || 54% || || ||
 * **// PT / TF Target //** || || 49% || 56% || 57% ||
 * **// PT Workforce //** || 26% || 17% || || ||
 * **// PT / WF Target //** || || 27% || 28% || 28.4% ||

Each student in every certificate or degree program is required to complete prerequisites, core requirements, and electives specific to his or her program. Finding ways to measure accurately student success in developing necessary job or academic skills is a priority for SPSCC. As a result of ongoing efforts to improve learning outcomes in Academic Year 2007-08 the Instructional Division, in collaboration with the Student Services Division, undertook a complete revision of its assessment activities within the Instructional Division. An Institutional Researcher was hired, and along with the Vice President of Instruction, the Instructional Deans, faculty representatives from all of the instructional divisions, representatives from Student Services, the Assessment and Research Council (ARC) began its work. The first step was to identify a plan for assessment. It was decided all divisions would participate in identifying and then finding the means to measure student learning outcomes. The outcomes would be derived from the individual course or program outcomes listed in the course outlines. The dilemma of comparability arose because the broad variety of learning outcomes prevented comparison. It was agreed the College-Wide Abilities, a set of higher level skills and competencies that cross-cut the programs would provide a valid comparison of student achievement. The second step was to choose the appropriate CWA to assess. At the time two different sets of abilities were in place—one for the Academic side of the college, and the other for the Professional-Technical side—so the commonly shared “ability to think critically” was chosen. All courses which listed this ability in the course outline were targeted, although in the end, some courses that did not list the ability also chose to assess it. The third step required operationalization of the CWA outcome for measurement. A ask or assignment which has an identifiable and measurable critic “Logan Model” would serve as the basis for a series of course- and program-appropriate tools. Each department or program would then choose a particular task or assignment with an identifiable and measurable critical thinking component. IN order to judge the degree to which a given student had attained the skills of the “critical thinking” ability a rubric was constructed. The rubric provided the evaluator five qualities of the skill against which a student’s achievement could be judged. The five qualities were then conceptualized on a four-level scale of competence (see Appendix A, Exhibit 2.2.A). The rubric was “bench-tested” against examples of student work by five evaluators as a measure of reliability. Concurrently with the vetting of the rubric, faculty members in all departments began to construct Logan Model Assessment Tools to fit their discipline area’s outcomes as related to critical thinking. Other aspects of student learning related to the course or program were also developed by faculty at this time. In the final step, the Institutional Researcher and the rest of the ARC members were satisfied the Critical Thinking Rubric was a sufficient and effective tool, faculty began to test their instruments beginning in Spring 2008. Assessment was scheduled for specific courses within a department, or in some cases, for all courses. The assessment of Critical Thinking Skills will be ongoing 2008-10. Two additional College-Wide Abilities—“Communicate Effectively” and “Evaluate and process quantitative and symbolic data” will be tested for reliability in Spring 209, and then instituted in Fall 2009. The last two College Wide Abilities, **“**Understand themselves and others in an intercultural environment” and “Understand ethical responsibilities and consequences” will follow the same process in the 2009-10 Academic Year**.** All programs (AA or AA-S, etc.) will include all five CWAs in their respective Program Planning Guides with the assumption that within the course offering every skill set will be addressed and assessed. All certificate programs with 45 or more credits also will include all the College-Wide Abilities. Certificate programs with fewer than 45 credits (44 or less not requiring General Education components) will have at least one Critical Thinking Ability included. Few courses are common to every program. Exceptions include a math requirement (Math 99 or above) for graduation from most academic programs; and a two-part writing sequence (Writing 101 and 102). Therefore, the assessment of the math requirement and the writing sequence are illustrative of mid-program assessment for all students. Faculty read samples of their own students' papers as well as those of other faculty members' student papers as a reliability test of the grading rubric. In addition, some technical programs have capstone courses that measure the progress a student has made in his or her area of study. As an example, the Business program offers a capstone course (Integrated Business Applications BUS 289) that students take after fulfilling their major program requirements. The assessment tool below measures the success of students in meeting the goals of the capstone class: The College’s faculty members responded to the need to increase the student population’s embrace of sociocultural diversity. Therefore, a move to introduce a diversity requirement to the program requirements gained momentum. As of Summer 2005 all students completing an Associate’s degree are required to take a course designated as a diversity (D) course. A sub-committee comprised of representatives from all the instructional divisions decided upon a set of criteria by which a college course should be given a “diversity” designation. Each course—whether newly designed or redesigned—were approved by committee or an individual and then were added to the list of courses students could take to meet the diversity requirement. Diversity courses now are offered in Business, the Social Sciences, and the Humanities. The courses include Cultural Anthropology 206, Principles of Management, the Psychology of Human Relations, Intercultural Communication, and Multicultural America. To test if students were gaining skills in understanding the various aspects of diversity, an assessment tool was designed to include a pre-test and post-test. Each diversity section then was evaluated to determine the degree of diversity awareness the student developed as a result of taking the class. The results were positive across the curriculum. The College continues to find ways to assess student success across the curriculum. The difficulty has been in finding ways to go beyond the course-level assessment based on grades alone. We feel we have met the challenge by instituting a campus-wide assessment program that has isolated higher-level skills that can be applied to most courses and to any program. The College continues to move ahead in enhancing its assessment activities. In Academic year 2009-2010 two additional College-Wide Abilities will be assessed, in addition to other program-specific assessments. The data being generated is considerable, and we hope to tie our findings to decision-making in the area of budgeting for scheduling, hiring of full- and part-time faculty, equipment purchases, and capital funding. 1st number enrolled |||| 03 270 |||| 04 317 || 05 269 |||||| 06 245 || 50% |||| 198 62% || 160 59% |||||| 146 59% || 51% |||| 198 62% || 160 59% |||||| 146 59% || 25% 26 10% |||| 99 32% 37 12% || 83 31% 20 7% |||||| || 96 35% |||| 136 43% || 103 38% |||||| || |||| 32
 * Demographic data: ** The State Board of Community and Technical Colleges (SBCTC) collects data that further aggregates student population by (1) transfer intent; (2) workforce intent; (3) gender; (4) ethnicity, and (5) age.
 * Mid-Program Assessments: Strengths **
 * Analysis: Methods of Assessment **
 * // College-Wide Abilities (CWAs) //**
 * // Applying the College-Wide Abilities //**
 * // Consistency in core requirements //**
 * Example 1: ** Writing101/102: Based on the Assessment and Research Council assessment project of 2008, the Humanities Division/English Faculty have devised an excellent assessment plan aimed at standardizing the Writing curriculum. The standards set consistent requirements for faculty to evaluate student work. Each faculty member will maintain a portfolio that includes samples of student work as a means to judge consistency of results. Faculty read samples of their own students' papers
 * Example 2: ** Math 99. We ask the question "Are students prepared for future math courses?” As a result of the implementation of new college-wide abilities we now assess courses included in the general education requirements established by the college. The course most students will take in order to finish their program requirements is Math 99.
 * Outcome 1 ** : Students will demonstrate the ability to integrate knowledge over core curriculum of marketing, management, and finance within group process. Students will demonstrate comprehension of knowledge of the core curriculum areas.
 * Criteria ** : Business ATA students will develop, implement, and assess a complex strategic plan in a simulated environment with 80% accuracy. Students will score 75% or above on post-tests.
 * Measurement tool: ** Strategic plan assessment report from the capstone course, BUS 289. Pre- and post-tests for the 3 core areas.
 * Timeframe: ** Winter 07 and Spring 07. Alternating quarters for each core curriculum, once a year.
 * // Diversity Requirement and Assessment //**
 * Mid-Program Assessment: Challenges **
 * Mid-Program Assessment: Future Directions **
 * End of Program Assessment: Successes **
 * Graduation rates: ** In looking at the percentage of students entering SPSCC who graduate we find we are successful with a graduation rate of approximately 25%. This is based on the IPEDS definition of a first-time, full-time, degree-seeking freshmen cohort. The rate has been relatively constant over the last few years, but there is an expectation that we will see an increase over the next few years due to eliminating the exit exam and faculty making a greater emphasis on students’ completing degree requirements.
 * |||| ** Graduation Year: 2008 ** |||| |||||| || ||  ||
 * |||| |||| Associate Degree |||||| Certificate || ||  ||
 * |||| Length (years) from first course |||| 3.34 |||||| 3.00 || ||  ||
 * |||| Length (years) from first college level course |||| 3.15 |||||| 2.61 || ||  ||
 * |||| ** Graduation Year: 2007 ** |||| |||||| || ||  ||
 * |||| |||| Associate Degree |||||| Certificate || ||  ||
 * |||| Length (years) from first course |||| 2.96 |||||| 3.30 || ||  ||
 * |||| Length (years) from first college level course |||| 2.90 |||||| 3.00 || ||  ||
 * |||| ** Graduation Year: 2006 ** |||| |||||| || ||  ||
 * |||| |||| Associate Degree |||||| Certificate || ||  ||
 * |||| Length (years) from first course |||| 3.21 |||||| 4.60 || ||  ||
 * |||| Length (years) from first college level course |||| 3.12 |||||| 2.57 || ||  ||
 * YEAR ** (Fall Cohort)
 * |||| |||| Associate Degree |||||| Certificate || ||  ||
 * |||| Length (years) from first course |||| 3.21 |||||| 4.60 || ||  ||
 * |||| Length (years) from first college level course |||| 3.12 |||||| 2.57 || ||  ||
 * YEAR ** (Fall Cohort)
 * YEAR ** (Fall Cohort)
 * YEAR ** (Fall Cohort)
 * ** No. returned 1 year **
 * % Retained ** |||| 134
 * **__ Cumulative __**
 * Retained or Graduated **
 * % Retain or Grad ** |||| 137
 * ** No. returned 2 yrs **
 * % Retained **
 * No. graduated 2 yrs **
 * % retained ** |||| 67
 * [[image:file:///C:%5CDOCUME%7E1%5CMMMURP%7E1.ADM%5CLOCALS%7E1%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_image011.gif width="265" height="2"]] **__ Cumulative __**
 * Retained or Graduated **
 * % Retain or Grad ** ||||
 * ** Number Returned after 3 years **
 * % Retained **

12% |||| 39

12% || |||||| || 37%
 * [[image:file:///C:%5CDOCUME%7E1%5CMMMURP%7E1.ADM%5CLOCALS%7E1%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_image011.gif width="265" height="2"]] **__ Cumulative __**
 * Retained or Graduated% Retain or Grad **
 * 3 Year Graduation Rate **
 * (150% normal time) ** |||| 99

67/270

24% |||| 85 26%

83/317

26% || |||||| ||

Our greatest challenge is finding ways to improve our retention and graduation number even further. We continue to ask the questions and gather and analyze data: · Have our numbers increased or decreased? Why? · What are the criteria for these judgments? · What is the several year retention pattern from one class to the next, such as freshman to sophomore? If pattern s reflect significant losses between one level and another, what are the reasons?
 * End-of-Program Assessment: Challenges **
 * Student retention ** : As a part of the mission to "Engage our community in learning....for life," and the Strategic Enrollment Plan (SEM), the College has made efforts to increase student retention toward the completion of certificates, degrees, or other programs to satisfy students’ need for academic or direct-to-work skills. The data for 2003-2006 fall quarter enrollments indicates we are successful in retaining approximately more than a third of our students from year one to year two; and somewhat less from year two to year three.
 * **// Cohort Year //** || **// Fall 2003 //** || **// Fall 2004 //** || **// Fall 2005 //** || **// Fall 2006 //** ||
 * **// 2nd year % retained //** || 35% || 43% || 38% || ||
 * **// 3rd year % retained //** || 37% || 26% || || ||
 * **// Graduation Rate //** || 24% || 26% || || ||

The college began to survey its graduates across all degrees in 2007-08. The data chart below reflects graduates' answer to the questions about their satisfaction with their education. When former students were asked, "If you were to start your education all over again, which of the following would you do?" The following table shows their responses:
 * Alumni Satisfaction and Loyalty **




 * ** Aca-demic Year ** || ** Transfer Intent Enroll-ment Previous Year ** || ** Trans-fer to Public ** || ** Transfer to Independent ** || ** Total Transfers ** || ** Trans-fer Rate ** ||
 * 2003-2004 || 3443 || 406 || 119 || 525 || 15.2% ||
 * 2004-2005 || 3427 || 424 || 81 || 505 || 14.7% ||
 * 2005-2006 || 3606 || 394 || 79 || 473 || 13.1% ||
 * 2006-2007 || 3688 || 347 || 103 || 450 || 12.2% ||
 * ** School ** || ** Number ** || ** Percent ** ||
 * Evergreen State College || 184 || 53.0% ||
 * University of Washington || 51 || 14.7% ||
 * Washington State U. || 56 || 16.2% ||
 * Western Washington U. || 30 || 8.6% ||
 * Central Washington U. || 13 || 3.7% ||
 * Eastern Washington U. || 13 || 3.7% ||
 * ** Total ** || ** 347 ** || ** 100% ** ||


 * School || ** Cumulative GPA of SPSCC Transfer Student ** || ** Cumulative GPA of Resident Students ** ||
 * Central Washington U. || 3.17 || 2.97 ||
 * Western Washington U. || 3.13 || 3.03 ||
 * Washington State U. || 3.07 || - ||
 * University of WA-Tacoma || 3.21 || 3.17 ||
 * Eastern Washington U. || - || - ||

The graduates are employed with a wide range of companies. There was not a significant amount of overlap, but most common employers included SPSCC, Capital Medical Center, and Providence St. Peter Hospital (see Appendix D for complete list of employers and job titles). The average amount of time graduates had been with their current employer was 3 years. According to Figure 1 below, the average income range was $20,001 to $30,000. Figure 1. Income
 * [[image:file:///C:%5CDOCUME%7E1%5CMMMURP%7E1.ADM%5CLOCALS%7E1%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_image017.gif width="309" height="231"]]

The graduates are employed with a wide range of companies. There was not a significant amount of overlap, but most common employers included SPSCC, Capital Medical Center, and Providence St. Peter Hospital (see Appendix D for complete list of employers and job titles). The average amount of time graduates had been with their current employer was 3 years. According to Figure 1 below, the average income range was $20,001 to $30,000. ** Figure 2. Expectation of Income to Program

Figure 3. Expectation of job to program Graduates’ expectations about their income relative to their program at SPSCC were realistic as evidenced in Figure 2. 10% of graduates received a higher pay than they expected, and 21% received a lower pay than expected. Graduates were also asked how their job compared to the type of job they expected coming out of their program. Similar to income expectations, most graduates received the type of job they expected while 15% got a better job than they expected, and 17% did not get the type of job they expected. ** Figure 4: Job Relation to Program More than one-third of the graduates reported working in a field not related to their program. The majority of graduates felt very well prepared for work following completion of their program; however, some felt they had some weaknesses and deficiencies coming out of SPSCC that inhibited their work performance. Some examples of these weaknesses and deficiencies included lack of internship and clinical experience, and deficient math, interpersonal, leadership, writing, and computer skills. ** Figure 5. Preparation for Work** More than one-third of the graduates reported working in a field not related to their program. The majority of graduates felt very well prepared for work following completion of their program; however, some felt they had some weaknesses and deficiencies coming out of SPSCC that inhibited their work performance. Some examples of these weaknesses and deficiencies included lack of internship and clinical experience, and deficient math, interpersonal, leadership, writing, and computer skills. ** Transfer Successes
 * [[image:file:///C:%5CDOCUME%7E1%5CMMMURP%7E1.ADM%5CLOCALS%7E1%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_image021.gif width="260" height="176"]]
 * [[image:file:///C:%5CDOCUME%7E1%5CMMMURP%7E1.ADM%5CLOCALS%7E1%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_image023.gif width="258" height="214"]]
 * SPSCC students were successful in transferring to four-year institutions:

The following figures (Figs. 6 & &) show that the majority of transfer institutions awarded full credit to graduates who transferred. A few graduates reported problems with transferring credits, such as their credits only being accepted as electives or general studies instead of core courses. Some courses not accepted included Writing 101, Core Legal, Biology 125, and Psychology 101 (at WWU and WSU). Only 9% of transfer graduates reported that certain courses would have made their transfer easier. The most frequently reported course was a religion class, all from graduates who had transferred to St. Martin’s. Other courses included statistics, art, sociology, analytical chemistry, and accounting. ** Figure 6. Amount of Transfer Credit Figure 7. Acceptance of Transfer credit **

Students were asked how helpful the College was in aiding them in transferring credits, and as a result, how well prepared. Figure 8 indicates that graduates were generally satisfied with the assistance they received from SPSCC regarding information about the transfer process. However, nearly one-fourth of graduates reported that SPSCC was not helpful in that they were not informed about which credits would transfer or how to transfer them. Figure 9 indicates that almost one-half of graduates felt well prepared for their upper division coursework. Only 8% reported not feeling well prepared at all. Graduates were asked to report what weaknesses and deficiencies in their program they felt contributed to their lack of preparation. Lack of writing skills was the most commonly mentioned weakness, followed by math, presentation, critical thinking, and leadership skills. The average reported GPA for transfer students is 3.60. ** Figure 8. SPSCC Helpfulness in Transfer Figure 8 indicates that graduates were generally satisfied with the assistance they received from SPSCC regarding information about the transfer process. However, nearly one-fourth of graduates reported that SPSCC was not helpful in that they were not informed about which credits would transfer or how to transfer them. Figure 9 indicates that almost one-half of graduates felt well prepared for their upper division coursework. Only 8% reported not feeling well prepared at all. Graduates were asked to report what weaknesses and deficiencies in their program they felt contributed to their lack of preparation. Lack of writing skills was the most commonly mentioned weakness, followed by math, presentation, critical thinking, and leadership skills. One graduate reported they didn’t get enough experience being held accountable for incomplete work at SPSCC, which was a challenge at the transfer institution. Another graduate reported not being prepared for the increase in homework. The above comments came from graduates from a variety of programs, both transfer and technical. Aside from these reported weaknesses and deficiencies, graduates appear to be happy about their transfer process and are doing well at their transfer institutions. The average reported GPA for transfer students is 3.60. ** Figure 9. Preparedness/Upper Division Coursework SPSCC Effectiveness
 * [[image:file:///C:%5CDOCUME%7E1%5CMMMURP%7E1.ADM%5CLOCALS%7E1%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_image033.gif width="321" height="190"]]
 * Graduates were asked the question, “If you were starting your education all over again, which of the following would you do?” Table 4 below shows their responses.

** Table 4. Start Again

About 50% of graduates would not change anything about their educational process. 18% would enroll in a different curriculum, and 16% reported they would skip community college and go directly to a four-year. A small percentage reported they would go to a different community college or not go to college at all. ** End-of Program Assessment: Challenges and Future Directions Strengths: ** The college effectively attracts and retains a diverse range of students from across the region it serves. ** Challenges: ** We continue to strive to increase retention rates and therefore our rate of completion for Associate degrees and certificate programs. Our main challenge at the time of this writing (Spring Quarter 2009) is to offer all the programs our students presently need, expand our programs to match the needs of the local, regional, and national economies, and to accomplish these goals within a narrowly defined budget. ** Future Directions ** : Our overall goal is to meet the needs of the community locally and globally. We will continue to find innovative programs and the means to assess them to ascertain we are providing a quality education and an excellent academic experience. ** Policy 2.3 Credit for Prior Experiential Learning

Analysis and Appraisal SPSCC does not provide credit for experiential learning as defined by this policy. SPSCC does offer Credit for Alternative Learning Experience (CALE) whose policy can be found in the CALE application document (Exhibit ###). More information can be found in Policy 2.5 discussed later in this standard. ** Future Direction/Recommendations Recommend that the college remove reference to experience based learning from its language as this may be confusing to prospective students. ** Policy 2.5 __ Credit Hours/Credit Equivalents by Type of Instruction __** Washington Community and Technical College Board of Trustees and administrators, with the assistance of the faculty, have statutory authority to establish the course of study for community and technical colleges and to publish catalogs and bulletins that describe the conditions under which college programs may be utilized by students (see RCW 28B.50.140(11)). The State Board for Community and Technical Colleges (SBCTC) has a corresponding authority to set minimum standards “with respect to the content of the curriculums and other educational and training programs, and the requirements for degrees and certificates awarded by the colleges” (see RCW 28B.50.090(7)(c)). To meet this responsibility, the SBCTC has established the basis for determining the credit value or credit equivalent that may be assigned to any course or instructional activity offered by a college (see RCW 28B.50.090(7)(e)). **__Determining Credit Values and Credit Equivalents__ Total Contact Hours for a Quarter Report the total number of contact hours per week (one hour period = one contact hour) that a class normally meets, within the categories defined below. The one-hour includes a 5-10 minute break between periods. Classes scheduled in block mode may count the hours between the start and finish. (Example: 8 a.m. to 12 noon = 4 hours; 9 a.m. to 10 a.m. = 1 hour). **__Credit Values and Credit Equivalents__
 * Course credit hours are determined by the type of instructor contact hours and the ratio of those hours to the number of weeks in a quarter. “Credit hours” are defined as the unit by which an institution measures its course work. The number of credit hours assigned to a course is defined by the number of hours per week in class and the number of hours per week in out of class preparation.
 * The following titles, definitions, and credit ratios are used in calculating credit values. The length of a quarter may vary between 10 and 12 weeks. Each college must use the length of quarter closest to their average (exception for summer quarter). No additional credit equivalents may be generated by adjusting the length of a quarter. If transcript credits are used in transcripting student performance, the same credit values must be used for reporting.

** Policy 2.6 Distance Delivery Analysis and Appraisal South Puget Sound Community College offers and Associate of Arts program online. The program content remains the same as that of traditional delivery modes. All online and hybrid program content is established through the Instructional Council using the same criteria as face to face instruction.

The college has hired and E-Learning Support Manager to ensure the appropriateness of technology used for instruction and support for faculty. The college utilizes Washington Online, Blackboard and Angel as delivery modes. Student and teacher are able to maintain contact by use of email and discussion boards.

The college oversees the quality and rigor of its programs through administrative and peer review. Additionally, the college actively supports continuing education for faculty. Training resources are available through WAOL, a local training series and support from the E-Learning Support Manager.

The college owns all curriculums approved and taught by its faculty. The policy regarding this is available in the College Handbook (Exhibit ####).

An important element to student success is enhanced library/media services. The college subscribes to over 16,000 online databases accessible to students. The Library Media Center offers Podcasts to instruct students about the available services. The LMC works with instructors and will presort and categorize research material, based on the approved syllabus, which may be used by the students. For courses which require faculty/student face to face time or laboratory time, hybrid courses are available.

Students are able to make informed decisions regarding enrollment into online courses via information provide in our course catalogs and extensive outreach activities.

To achieve success, the college encourages students to participate in the WAOL tutorial included in its program. To provide a cohesive learning environment, the college allows students to continue in discontinued programs until completed. The college maintains an attrition goal of less than 12%. The college maintains an Assessment Research Council that ensures that instructional and retention goals are being met.

Through aggressive and innovative administrative, purchasing, and staff development policies, the college has been able to acquire and maintain the equipment and expertise to fully support the colleges e-learning initiative. This commitment is evidenced by the colleges Budget Development-Equipment Allocation Process (Exhibit ###) which has as a prime evaluation criteria that the proposal responds to increasing demand for online and hybrid course offerings. This initiative is supported by the colleges Strategic Plan (Exhibit ###) and its Strategic Enrollment Plan (Exhibit ###).

The integrity of the college’s e-learning program is designed to address growing issues regarding plagiarism and quality of instruction. The college provides training for faculty on plagiarism and ensures quality instruction through the Quality Matters peer review program. This program provides support and guidelines for faculty in regards to distance delivery. ** Future Directions and Recommendations ** Currently there is no requirement for students wishing to enroll in online courses to provide any evidence of computer literacy which may present a hurdle to learning. The college needs to be more aggressive in its screening and placement of students regarding distance learning. Assessing a student’s capability to succeed should be part of the admissions and recruitment policies and decisions.

[1] [], see p. 22 of 07-08 fact book. [2] Source: 2006-2007 Core Indicators [3] http://inside.spscc.ctc.edu/President/desk_files/Strategic%20Planning/ [4] For current assessment plans, see the Institutional Research Web site: http://inside.spscc.ctc.edu/Administrative_Services/institutional_research_files/ [5] SPSCC College-wide Abilities as adopted by Instructional Council on 11/14/2008: 1. Communicate effectively; 2. Think logically and critically; 3. Evaluate and process quantitative and symbolic data; 4. Understand themselves in relation to others in a multicultural world; 5. Understand ethical responsibilities and consequences. [6] See [] for current data on College-Wide Abilities assessment [7] []

[8] []

[9] See [|SPSCC CCSSE Results 2005 and 2008.pdf]

 [M1] Need to verify; section sent to Micheala Murphy  [M2] Needs to be strengthened by data, such as survey name, exact day, and were data available  [M3] Do we need to show numbers of classes increased or data supporting the change; increased enrollments, fill rates of this offerings, number of cancelations  [M4] Need data  [M5] Need to get data from Darby  [M6] Need data here, add form to the exhibits  [M7] Need to have instructional council minutes available as well as any tracking system to catch courses at the 5 year mark  [M8] I could not find a section in the college handbook specific to course elimination. Everything else in my section I could find in the handbook. I did look for it several times.  [M9] According to the accreditation guidelines for documentation we need to have a log of all courses/programs eliminated. Need to find out if this exists.  [M10] This may be addressed by other standards I suspect. Not all faculty and classrooms have necessary support.  [M11] Here are my thoughts. We have made tremendous gains the past couple of years bringing the campus up to speed. Compared to other colleges we were definitely lagging behind.  [M12] This might be addressed by other standards. This is necessary for the college to be in 21st century.