Administrative Council April 5, 2016

Members Present: Dr. Buchanan, Ms. Calobrisi, Vice President Dimkova, Vice President Gabriel, Dr. Hill, Dr. Leidig, Dr. Lynch, Vice President Partridge, President Ralls, Dr. Sachs and Executive Vice President Schiavelli.

Guests: Ms. Diana Cline, Budget Director, Dr. Sheri Robertson, Associate Vice President for Academic Affairs, Ms. Joan Zanders, Director of Financial Aid.

Enrollment Report

Dr. Gabriel distributed the weekly enrollment report which showed a slight drop of 1.8 percent when compared with the same time period last year. Three campuses again contributed with positive numbers: Loudoun (3.6%), Manassas (5.0%) and the MEC (9.0). The VCCS average for all community colleges in the system was negative 5.11 percent.

Dr. Gabriel focused on a snapshot provided of the summer enrollment which to date showed a minus 5.8 percent drop in enrollment when compared with last year's enrollment figures and he pointed out that this is the second year that the summer session has experienced a decline by more than four percent. Two actions may be affecting enrollment: changes in Pell grant awards; and, lower numbers of transient college students returning to NOVA for summer classes. lf this becomes a pattern, the cumulative effect might be lower enrollments for future summer sessions.

Dr. Gabriel also asked that campuses take look at division levels to see if any division is seeing weaker enrollment.

Dr. Gabriel reported that Fall growth is currently moving in a positive direction and higher than last year at this time.

SACSCOC Fifth-year Report

Dr. Gabriel discussed the major components of the 51h year SACS report, the timeline, and steps for completion. While the deadline for submission is September 2017, preparations will span a 16-18 month time period ahead of the deadline.

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Dr. Gabriel explained that before beginning the formal preparation, a review will take place in four majors areas to determine early gaps to address:

o The number of faculty full-time faculty o Institutional effectiveness: educational programs o QEP Impact Report o Students Complaints

A formal self-study will begin in June 2016 with a formal group assembled to coordinate the report completion.

Dr. Gabriel indicated that the college is currently in a good standing overall.

Curriculum Committee Report

Removal of the PED College-wide Requirement from Degree Frameworks: Effective February 2016, the VCCS no longer requires that all degree programs of all types include at least 2 credits of Personal Development. One credit is still required, but that is met by the 1­credit SDV requirement which is mandated by VCCS policy. The VCCS general education personal development goal also was revised to say, "An individual engaged in personal development strives for physical and/or emotional well-being and emotional maturity."

Although several universities do bring in PED 116 as either an elective or an equivalent course, it is not applied to most baccalaureate degrees. PED is not on Mason's Core Requirements chart. This means it does not meet any of the basic requirements for Mason degrees. It does transfer as a physical education or kinesiology elective to Mason, Madison, ODU, Virginia Tech and VCU, but these courses are not required for most degrees at those institutions. When the proposal was presented to the Academic Deans Council on March 11, the deans generally supported the proposal, citing the problem with transfer and expressing concern about making students take a course and use financial aid for it if the course does not reliably apply to most baccalaureate programs. The Transfer Policy Committee strongly supports discontinuing our PED requirement for all transfer-oriented programs for the same reasons.

Administrative Council members approved the removal of the PED college-wide requirement from degree frameworks, effective Fall 2016; the removal of the PED requirement from all current AA and AS degrees by Fall 2017 unless the cluster responsible for a transfer degree specifically asks to keep it; and allow the faculty clusters to decide whether or not to remove the PED requirement from individual AAA and AAS degree programs. In addition, Council members approved removal of unused PED courses from the catalog.

Fitness CSC: As strongly recommended by the Fitness curriculum advisory committee, the PED faculty recommended revisions to the Fitness career studies certificate. These updates are needed to increase the employment potential of program graduates, prepare students to sit for a nationally recognized personal training certification exam and increase transferability for students wishing to pursue baccalaureate degrees. Fitness employers are seeking candidates

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with at least some post-secondary education and many employers list a 4-year degree in Exercise Science or related field under their "preferred" qualifications. The proposed changes also reflect substantial input from representatives of similar programs offered at Lord Fairfax, Virginia Western, and Tidewater Community Colleges. The faculty and their advisory committee recommended the following revisions to the Fitness career studies certificate.

• Replace PED 103 Aerobic Fitness I or PED 105 Aerobic Dance I ( 1 er} with PED 100 Pilates or PED 103 Aerobic Fitness I or PED 109 Yoga (1 er}

• Add BUS, FIN, MKT elective (3 er) • Add BIO 141 Human Anatomy &Physiology I (4 er) • Remove PED 107 Exercise and Nutrition (1 er} • Add HL T 206 Exercise Science(3 er) • Add DIT 121 Nutrition I (3 er) • Add PED168 Basic Personal Trainer Preparation (3 er)

These changes would increase the total number of required credits from 10-12 to 26-27.

Administrative Council members approved the changes but asked for further study of the program. Specifically, over the next year faculty must document that this career studies certificate aligns with the certifications needed in the field. This is especially important with the new emphasis on Gainful Employment information. If alignment and related job attainment cannot be documented, the program will be closed.

Occupational Therapy Assistant AAS Revision: As recommended by the Occupational Therapy Assistant (OTA} curriculum advisory committee, the OTA cluster recommended replacing the requirement for HIM 130 Health Information Systems in the fourth semester of the program with OCT 206 Dyadic and Group Dynamics. These changes are in addition to the Psychology course revisions already approved for Fall 2017.

After requiring HIM 130 for three cohorts, OTA students reported that the course had not been beneficial to them and their future careers as OTA professionals. The HIM 130 course fulfills only one curriculum accreditation standard of the program; that standard is also met by two other courses in the OTA program. In contrast, the OCT 206 Dyadic and Group Dynamics course would support the fulfillment of nine ACOTE standards.

Administrative Council members approved the proposed removal of HIM 130 and addition of OCT 206 to the Occupational Therapy Assistant AAS curriculum, to be effective Fall 2017.

Business Management AAS Revisions: The Business faculty proposed several revisions to the Business Management AAS. These changes are intended to allow students to tailor the program to meet their individual needs while allowing the discontinuance of the myriad low­enrollment specializations. The proposed revisions are:

• Remove the Social Science Elective in the 151 semester. The 3 credit Social Science requirement is already met by ECO 120. This reduces the total number of credits required for graduation to 66, which is within the credit total range preferred by the Chancellor.

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• Replace BUS 201 Organizational Behavior, BUS 202 Applied Management Principles, and BUS 205 Human Resource Management with three 3-credit business electives. These changes allow students to customize the degree in an area of interest.

• Add a comment for the BUS 220 Introduction to Business Statistics course. The course remains the same but a comment is added so that students will know that if they plan to transfer, they should take BUS 224 Statistical Analysis for Business instead. Advisors should inform students that BUS 224 is transferrable if the student has the Math 163 prerequisite. This program is not intended for transfer preparation, but sometimes near the end of the program students realize they need a bachelor's degree to meet their career goals.

• Remove the option to take AST 236 Specialized Software Application. BUS 226 Computer Business Applications or ITE 115 Introduction to Computer Applications and Concepts will still be available to meet this requirement. The AST program was discontinued and AST courses are not routinely offered.

• Some of the courses also are rearranged so that students take Accounting in the second year.

Administrative Council members approved the proposed revisions of the Business Management AAS, to be effective Fall 2016.

Marketing: The Marketing faculty requested revisions to the Marketing AAS and two of its three career studies certificates, and discontinuance of its three specializations. Designed to serve a wide range of Marketing students while addressing productivity concerns, these changes were strongly supported by the Marketing advisory committee. They are:

• Discontinue the Digital Marketing, International Marketing, and Public Relations specializations due to low productivity.

• In the Marketing AAS: o Replace ACC 115 Applied Accounting with MKT 221 Public Relations. Although

accounting is helpful, public relations is more pertinent to the Marketing field. o Replace BUS 125 Applied Business Mathematics with BUS 200 Principles of

Management. Students will continue to take MTH 151 Math for the Liberal Arts (or the new course coming online next year to replace it). Management principles will help prepare students to move up in a marketing department.

o Replace BUS 205 Human Resource Management with MKT 275 International Marketing. All Marketing students need to have a foundation in exchange rates, foreign trade policy and social-cultural factors.

o Remove BUS 201 Business Organization; its material is somewhat covered by the other courses and removing it will reduce the total credits by 3.

o Remove PED/RPK elective. This is no longer required by policy and will reduce the total number of credits required.

o If NOVA stops requiring PED, also remove PED 116. o These changes result in a reduction in total credits from 66 to 62 or 61.

• In the Retail Management career studies certificate: o Remove BUS 201 Organizational Behavior and BUS 205 Human Resource

Management. Doing so allows all required courses to apply to the AAS and reduces the total number of credits required for graduation from 22 to 16.

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• In the Social Media career studies certificate: o Remove the "or ITD 110 Web Page Design" from the current requirement of "MKT

284 Social Media Marketing or ITD 11 O." The whole emphasis of this program is social media marketing, so it is counterproductive to let students take an ITD course. Students in the Marketing AAS will still have the option of taking either ITD 11O or ITE 115 Introduction to Computer Applications and Concepts.

Administrative Council members approved the proposed revisions of the Marketing AAS and the Retail Management and Social Media career studies certificates, and the discontinuance of the Digital Marketing, International Marketing, and Public Relations specializations of the Marketing AAS, effective Fall 2016.

New REL Course Religion and Science: The Religion (REL) faculty proposed a new 200-level REL course, Religion and Science. Students in REL 231 discuss the conflicts between science and myths of religion with specific examples from both disciplines. It would serve as an interdisciplinary seminar, which is required for Honors students to complete the Honors Core Curriculum. JMU and Virginia Tech have indicated their willingness to accept this as an equivalent transfer course, but George Mason University has no comparable course.

Administrative Council members denied approval for the course because the course was: 1) not piloted; 2) would not transfer as an equivalent course to Mason so might not be applicable to most degrees; and 3) would be yet another Humanities/Fine Arts general education course at a time when the college is planning to reduce the number of general education courses.

SPA Course Intensive Beginning Spanish: The World Languages Cluster proposed a new 100-level Spanish (SPA) course, Intensive Beginning Spanish. Students who had three years of foreign language in high school or who have lived In Spanish-speaking countries but speak something else at home are often bored at first in SPA 101 Beginning Spanish I, but not ready yet for SPA 102. Virginia Tech, UVA, James Madison University, Virginia Commonwealth University and George Mason have all agreed that the course is equivalent to one of theirs. The VCCS World Languages Peer Group endorsed the proposed course.

Students would have to take a placement test and place into this course. No such placement test exists yet, but the cluster plans to develop one for use at all campuses. Faculty plan to work with first year advisors, counselors and Pathway staff to be sure all understand the audience and reason for this course. As a 100-level World Language course, it could be used as an Other General Education course.

Administrative Council members approved the proposed course SPA 1 xx Intensive Beginning Spanish course to be effective upon approval by the VCCS Deans' Course Review Committee.

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WL Discipline Review: Over a period of several years, the World Languages faculty reviewed the World Languages disciplines. The review co·chairs stated that the review helped the faculty get to know one another better, showed that NOVA is competitive with other language schools, highlighted unacceptable inconsistencies across campuses, and indicated the need for a computer block to enforce placement into each level.

The Curriculum Committee approved an amended Action Plan. Most of the planned actions would require faculty time, effort, and collaboration, but not specific funding. Recommendations 6 and 7, both aimed at helping students study languages, would require funding for tutoring in all World Languages and dedicated space for language study at each campus. Recommendation 9 requires that placement tests be available in all campus Testing Centers and Recommendation 25 seeks help from Testing Centers in tracking placement test takers. Recommendation 18 requires the faculty to work with the Global Studies Committee's Study Abroad subcommittee to try to increase Study Abroad, although on Reader noted that most study abroad is in other disciplines. Recommendations 1 (student survey), 10 (SLO training), 17 and 21 (both faculty survey in 10 years) would require OIR's assistance, and Recommendation 26 has implications for WSDM's time.

Administrative Council members accepted the report, but did not approve Recommendations 6 and 7. The Recommendations should be re-worded to make the actions focus on what the World Languages deans/faculty would do (ask for tutors and space or more generally ask for ways to help language students study) but not to commit provosts to definitely setting aside space and finding tutors.

Financial Aid Regulations RE: Program Placement

Director of Financial Aid, Joan Zanders, presented a current student financial aid overview and an explanation of the new Highpoint Course Audit Implementation program developed by VCCS that alerts students to courses that do not qualify for financial aid.

If students are enrolled in courses that do not count toward their degree, certificate, or other recognized credential, they cannot be used to determine enrollment status unless they are eligible remedial courses. This means student aid cannot be awarded for classes that do not count toward a degree, certificate, or other recognized credential. Federal student aid can be awarded only for learning that results from instruction provided or overseen by the school. It cannot be awarded for any portion of a program based on study or life experience prior to enrollment in the program, or based on tests of learning that are not associated with educational activities overseen by the school.

The Department of Education recently stepped up efforts on program reviews and school fraud, and penalties may be placed on institutions not fallowing federal student financial aid policies. One institution was recently fined over a half million dollars for errors connected with inappropriately approving courses for financial aid.

Ms. Zanders highlighted the fact that NOVA is required by law to provide financial aid only for those classes within the student's program of study. Taking classes outside the program of study, withdrawing from or failing to successfully complete classes, or changing programs of study can exhaust those funds before the student is able to complete his or her program,

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especially if the student is planning to transfer to a four-year institution. She also reported that Dual-enrolled students tend to take the courses that are offered instead of the courses they need and then exhaust elective options before coming to NOVA. Other students do not meet with advisors and have no plan.

In summary, Ms. Zanders stated that immediate goals include:

o Meeting with Academic Deans and Deans of Student Services within next two weeks o Clearly communicating the process with students and staff o Making the HighPoint Audit ready before Fall start o Being able to see ineligible classes shortly after registration o Using the Message Center to alert students when ineligible classes exist o Guiding students to advisors/counselors.

Dr. Schiavelli emphasized the need for a proactive approach on the part of student advisors and career counselors to ensure that students are in the right programs with the correct transfer credits.

Dr. Ralls further supported the need to intensify efforts to advocate on behalf of our students to help them complete their programs and graduate and called for further discussion on the issue ahead of next Fall.

Pay Policy

Dr. Schiavelli distributed the new draft forms to be in effect immediately for requesting supplemental work assignment and summer professional compensation for faculty. The forms will be used to request compensation for faculty in the performance of substantial professional­level, non-instructional work assignments during the period of a regular full-time Faculty Employment Contract, or during the summer academic session or non-contractual period.

Dr. Schiavelli emphasized the need to have the forms completed in advance of the work to be done and with the appropriate approvals, starting with the hiring manager, with Administrative Council member approval and according to VCCS policies and regulations.

FY2017 Budget Planning

Vice President Dimkova asked that Council members submit their FY2017 budget plans by Friday in order to prepare a report for discussion. She also reported on the new VCCS Shared Services Center due to begin in July and located in Roanoke. The Center will provide six types of administrative services to community colleges in the VCCS system.

Dr. Ralls indicated that the campuses would not be affected in a negative way and the new initiative is designed to bring all VCCS community colleges into compliance and reduce costs.

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Other Business/Announcements

Ms. Cline asked that information be forwarded by April 8 for the upcoming service awards luncheon.

Tracking

• OIS, ACLI and ESL Programs Discussion • Disability Services Discussion • Central Records Office Discussion • PTK, JKC, and Goldwater • Aspen lnstitute/AtD/C2C Best Practices Discussion

College Recorder: Norie Flowers