SEMINOLE STATECOLLEGE

Associate in Sciencein Business (203)

SELF STUDY

Submitted to Oklahoma State Regents for Higher Education bySSC’s Business & Information Systems Division

December 2008

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Table of Contents, Tables and DiagramsCriterion 1: Degree Requirements...................................................................................3Criterion 2: Graduates.....................................................................................................5Table 1 6Table 2 6Table 3 7Table 4 7Table 5 7Table 6 8Table 7 8Table 8 8

Criterion 3: Program Outcomes......................................................................................9Criterion 4: Institutional Ethics.....................................................................................11Criterion 5: Advisory Panels.........................................................................................14Criterion 6: Staffing.......................................................................................................16Criterion 7: Media and Materials..................................................................................18Table 9 19

Criterion 8: Supplies and Equipment............................................................................20Table 10 21Diagram 1 23

Criterion 9: Instructional Space and Facilities..............................................................24Table 11 25

Criterion 10: Faculty.....................................................................................................26Table 12 27Table 13 27

Criterion 11: Internal Program Evaluation....................................................................28Table 14 30Table 15 31Table 16 32Table 17 33

Criterion 12: Recruitment and Admission.....................................................................37Table 18 38Table 19 38Table 20 39

Criterion 13: Research and Evaluation..........................................................................40Criterion 14: Guidance and Counseling........................................................................42Criterion 15: Transfer Guidance....................................................................................44Criterion 16: Student Progress......................................................................................45Criterion 17: Complaint Procedure...............................................................................47Program Strengths and Challenges.................................................................................48

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Division Chair Note: the following document is the College’s response to the Associate of Science for Business degree program evaluation criteria for the Oklahoma State Regents for Higher

Criterion 1: Degree Requirements

The Associate in Science for Business (ASB) degree program is offered by the Business & Information Systems (B & IS) Division of Seminole State College (SSC). Specific program objectives discussed in detail under Criterion Section 3 support the overall purpose of the degree program. The ASB degree program is consistent with the College’s publicly stated mission statement as shown in the paragraph below.

SSC is a two-year public college authorized by the Oklahoma State Regents for Higher Education to offer courses, provide programs, and confer associate degrees. Seminole State has the primary responsibility of providing post-secondary educational programs to residents of Hughes, Lincoln, Okfuskee, Seminole, and Pottawatomie counties in east central Oklahoma. The College exists to enhance the capabilities of individuals to achieve their goals for personal development by providing quality learning experiences and services that respond to diverse individual and community needs in a changing global society. Seminole State College prepares students to continue their education beyond the two-year level, trains students for careers and other educational opportunities, and makes available resources and services designed to benefit students and the community at large.” (SSC 2008-2010 College Catalog, p. 5)

Exceeding the minimum 60 semester credit-hour standard set by the Oklahoma State Regents for Higher Education (OSRHE), the Associate in Science for Business degree program requires completion of 62 credit hours. Of those 62 hours, 40 are general education requirements, 1-3 are freshmen orientation courses, 15 are major field recommendation courses and 3-6 hours are electives. In accordance with the 40 credit hour general education OSRHE requirements, the degree requires:

3 credit hours American National Government (GOV 1113) 3 credit hours American History Survey (HIST 1483 or 1493) 6 credit hours English (ENG 1113 and ENG 1213) 6 credit hours Humanities (any class designated as Humanities) 3 credit hours Math (Any college-level Mathematics) 2 credit hours Wellness and Human development (HYPER 1012) 8 credit hours Science (One Life Science with lab and One Physical Science

with lab) 3 credit hours Introduction to Communication (SPCH 1143) 6 credit hours are required electives to be selected from Fine Arts, World

Environment, Behavior Science, or Accounting, Business, and or Computer Science

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SSC requires freshmen to take a college preparatory course.

First Year Success 1-3 credit hours (SOC 1101 or SOC 1003)

The 15 credit hours of major field recommendations include the following courses:

ACCT 2033 Financial Accounting ACCT 2123 Managerial Accounting BA 2113 Macroeconomics BA 2213 Microeconomics BA 2253 Business Statistics

The 3-6 credit hours of electives may be chosen from the following courses:

BA 1123 Introduction to Business BA 2123 Small Business Management BA 2233 Business Communications BA 2243 Personal Finance BA 2403 Principles of Business Management

The ASB degree requirements are publicly stated in the SSC Catalog. Degree plan documents are utilized by the College’s academic advisors and B & IS faculty to guide students into appropriate course. Student transcripts and degree check lists are utilized by Admissions and Records personnel to verify achievement of degree requirements and academic progress.

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Criterion 2: Graduates

Feedback relating to graduate’s competency and relevance of instruction is obtained from receiving institutions, graduates and area employers. This valuable input is obtained both systematically and formally through the transfer data reports, Graduate Opinion Surveys, B & IS Division Advisory Committee, and by means of faculty communications with employers and both former and current students throughout the year. Clearly, the number of graduates and students enrolled during the last five years validate the need in SSC’s service area for the program.

Graduate Opinion Survey

The SSC Graduate Opinion Survey is conducted annually through the office of the Vice President for Academic Affairs. Information gained from the survey is tabulated by the Assessment Coordinator and made available in the Graduate Opinion Survey Report. The survey is used to assess what the college is doing in regard to providing a quality educational experience for its students. The survey gathers data concerning the learning experience at SSC from its most recent graduates. These are the students who graduated with an Associate Degree at the completion of the Fall, Spring, May, Summer term of the previous academic year. It also provides students an opportunity to give feedback by making observations and suggestions they believe will help the College in its mission.

Respondents provide information regarding major areas of study, financial aid status, enrollment status, and employment status while attending SSC. In addition, the current employment and income status are addressed. Furthermore, graduates who are continuing educational programs provide information about their transfer institution, major, and degree expectations. Once all data have been collected and analyzed, the Assessment of Student Learning Coordinator prepares a summary report for campus distribution. As part of its responsibilities, the Assessment of Student Learning Committee reviews the survey process and decided to develop an online survey to replace the existing process. The Committee agreed to retain the basic format of the survey and to begin the online process with the 2004-2005 survey. (SSC Academic Assessment Plan FY 09)

Transfer Reports from Four-Year Institutions

Transfer reports from the primary receiving institutions--East Central University, the University of Central Oklahoma, Oklahoma University, and Oklahoma State University - provide GPAs of students who transfer from SSC. In addition, Northeastern State University has provided reports. We expect our students to maintain similar GPAs upon transfer as they attained at SSC.

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For several years, these reports were received at least once each academic year. However, since Spring 2004 they have not been received on a regular basis which has made it difficult to track recent graduates. On the other hand, in 2003-2004, Northeastern State University began to provide information for students declaring majors, with the latest data for Spring 2007.

In the past, slight drops were recorded in the GPAs of students who transferred to primary receiving baccalaureate degree granting institutions. The tables below indicate that this is still the situation for most of the transfers. The exceptions are for Fall 2005 at NSU and OU and for Spring 2006 at ECU.

Fall 2005 (OSRHE)

InstitutionAverage Average Increase/

SSC GPA CGPA DecreaseECU 3.12 3.09 -0.03NSU 2.88 2.99 0.11OSU 3.63 3.32 -0.31OU 3.16 3.17 0.01Rogers 3.69 3.6 -0.09UCO 3.22 3.13 -0.09

Table 1

Spring 2006 (OSRHE)

InstitutionAverage Average Increase/

SSC GPA CGPA DecreaseECU 3.04 3.17 0.13OSU 4 2 -2OU 3.36 2.95 -0.41St Greg 3.42 3 -0.42UCO 3.02 2.83 -0.19

Table 2

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Recently, Oklahoma University sent a summary of data for Fall 2002 through Fall 2006. It reported GPA’s for three categories—Freshmen Transfers, Sophomore Transfers, and Junior/Senior Transfers—and compared them to OU returning students. The tables below show the data:

Freshmen Transfers

Fall No.Transfer

GPASpring

OU GPAOU

Ret GPA2002 1 3.50 1.50 2.412003 1 3.56 1.58 2.082004 1 3.33 1.80 2.262005 1 3.20 1.59 2.342006 1 4.00 3.76 2.35

Table 3

Sophomore Transfers

Fall No.Transfer

GPASpring

OU GPAOU

Ret GPA2002 5 3.38 3.17 2.412003 3 3.13 2.23 2.082004 7 3.38 2.61 2.262005 2 3.57 3.1 2.342006 7 3.49 2.38 2.35

Table 4

Junior/Senior Transfers

Fall No.Transfer

GPASpring

OU GPAOU

Ret GPA2002 18 2.98 2.13 2.412003 18 3.08 2.22 2.082004 27 3.16 2.21 2.262005 11 3.38 2.28 2.342006 6 3.31 1.86 2.35

Table 5

Instructional Relevance

The Division’s faculty recognizes that relevance of curriculum is essential. Furthermore, they are aware that program flexibility is required in order to produce students who possess qualifications necessary for employment in the ever changing business and information technology industries. Consequently, the faculty keeps an open mind and frequently makes modifications to curriculum.

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Furthermore, 20 courses offered by the B & IS Division are included in the OSRHE course transfer matrix. Graduates in the Associate in Science for the Business degree program may transfer to one of several state universities offering Business Administration degrees.

Program Enrollment and Graduates

As shown in Table 6, the number of program graduates each year has ranged from 38 to 52. Graduate numbers demonstrate demand for the program in SSC’s service area.

In the fall of 2003 the Division developed a Student Survey of major codes in which students were asked to indicate their intended degree. The Division continues to administer the survey to students each semester. In cases where a difference is found between the students’ intended major and SSC’s records, the major code is corrected in POISE, the campus administrative software. Each semester the findings indicate the number of current and past students and graduates continue to be underreported.

The B & IS Division continues to work with the Vice President for Academic Affairs and the Management Information Systems Department (MISD) Office to obtain more accurate statistics of headcount enrollment and degrees conferred by each specific program code. In an effort to address this issue, our Division requested the MISD Office include student major codes on our Campus Connect class rosters.

The numbers of graduates and students enrolled during the last five years as shown in the following Tables 6-8 clearly demonstrate need for the program.

Graduates by Major CodeMajor

Code Major20032004

20042005

20052006

20062007

20072008 Totals

203 Associate in Science Business 49 52 41 54 38 234Table 6

Enrolled Students by Major Code Fall SemestersMajor

MajorFall 2003

Fall 2004

Fall 2005

Fall 2006

Fall 2007 TotalsCode

203 Associate in Science Business 198 206 197 205 185 991Table 7

Enrolled Students by Major Code Spring SemestersMajor

MajorSpring 2003

Spring 2004

Spring 2005

Spring 2006

Spring 2007 TotalsCode

203Associate in Science Business 203 197 184 177 169 930

Table 8

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Criterion 3: Program Outcomes

The four program outcomes for the Associate Science Degree for Business are listed below with examples of ways in which each is accomplished.

Outcome 1: Demonstrate successful articulation of SSC transfer degree programs to state baccalaureate institutions of higher learning in Oklahoma.

Measurable Indicatorsa. Signed 2+2 articulation agreements between SSC and state

baccalaureate institutions of higher learning in Oklahoma, especially those institutions which are primary recipients of SSC transfer degree program graduates, and

b. Inclusion of required degree program courses on the Oklahoma State Regents for Higher Education annual Course Equivalency Matrix.

Outcome 2: Demonstrate successful academic achievement by SSC transfer degree students at primary receiving state baccalaureate institutions of higher learning in Oklahoma. Successful academic achievement is defined as the maintenance of satisfactory academic progress toward degree completion as determined by the receiving institution.

Measurable Indicatorsa. Transfer data on SSC transfer degree program graduates from primary

receiving state baccalaureate institutions of higher learning in Oklahoma,

b. Graduate Opinion Survey data self-reporting demonstration of successful academic achievement at primary receiving state baccalaureate institutions of higher learning in Oklahoma as available,

c. Retention reports on SSC transfer program graduates regarding primary receiving state baccalaureate institutions of higher learning in Oklahoma as available, and

d. Graduation reports on SSC transfer program graduates regarding primary receiving state baccalaureate institutions of higher learning in Oklahoma as available.

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Outcomes Specific to Associate in Science for Business - 203

Outcome 3: Demonstrate problem-solving skills related to the world of business.

Measurable IndicatorsAssessment data demonstrating student’s ability to: a. Analyze a problem or case,b. Identify steps necessary for problem solving,c. Apply the steps identified for solution,d. Validate the results, ande. Report the results in an understandable and timely manner.

Outcome 4: Demonstrate preparation for continued pursuit of courses leading to a baccalaureate degree in business.

Measurable IndicatorsAssessment data demonstrating student’s ability to:a. Interpret and manipulate data, b. Use appropriate technology to assist with problem-solving, andc. Apply critical thinking to real-world scenarios.

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Criterion 4: Institutional Ethics

Published Material

The SSC 2008-2010 Catalog identifies Admissions Information for the College (pp. 8-12). The Catalog also contains information regarding Enrollment Procedures (pp. 13-16). The SSC Schedule of Classes also lists tuition and fee schedules. (p. 3)

The Catalog lists the institutional affiliations and the accreditation agencies in which the college is a member. (pp. 5-7) Included in the list of accreditation agencies are: the Higher Learning Commission of the North Central Association of Colleges and Schools, the Oklahoma State Regents for Higher Education, the National League for Nursing Accrediting Commission and the Oklahoma Board of Nursing and the National accrediting Agency for Clinical Laboratory Sciences.

In regard to expenditures associated with programs, a copy of the annual institutional budget is kept on file in the Boren Library.

SSC is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. The most recent self-study for continuing accreditation can be found on the Internet. The most recent North Central site visit resulted in the continuing accreditation for ten years. Results of the most recent NCA site visit were published in the SSC Collegian and the Seminole Producer Newspaper. SSC is currently preparing for The Higher Learning Commission self-study which will be taking place October of 2009.

Refund Policies

The Catalog identifies the refund policy of the College and the refund procedure which involves the issuing of a refund check (pp. 15). Dates for add/drop and complete withdrawals are listed in the printed class schedules.

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Student Right-to-Know and ADA Regulations

The Forward of the Catalog indicates that the institution is in compliance with Title VI of the Civil Rights Act of 1964, Executive Order 11246 as amended, Title IX of the Educational Amendments of 1972, Section 504 of the Social Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990. Additionally, SSC is in compliance with Section 22 of the Drug-Free Schools and Communities Amendments of 1989, Public Law 101-542 and the Student Right-to-Know and Campus Security Act of 1990; Public Law 101-542.

Federal Right-to-Privacy Act

The SSC Student Handbook 2007-2009 (pp. 42-48) outlines the Student Bill of Rights and Responsibility. Included in these pages is a section entitled “Privacy Rights of Students at Seminole State.”

Cumulative Records

Hard copies of individual student records are maintained in the Admissions Office of the college. These record files include: Enrollment, Add/Drop Forms, Applications for Admission, Degree Checks, Graduation Form, High School and Transfer Transcripts, and Course Substitution Forms. Additionally, demographic information about students and individual student transcripts can be accessed by SSC faculty and staff through the administrative server of the college using the POISE software package.

Student Records Protection

Institutional records, including student records, located on the administrative server are backed up nightly. The back-up tapes are then delivered to the Boren Library and stored in a fireproof cabinet. Back-up tapes are recycled every year. This provides a year of back-up data. Additionally, the computer itself has built-in redundancy which includes two separate tapes for protection and security.

Transcripts

The Catalog contains the institutional policy regarding student transcripts. (p. 26)

Career Objectives

SSC employs academic counselors who assist students in determining career objectives. Additionally, B & IS faculty serve as advisers to students in their area of study. The Division faculty have been trained as advisers in the use of POISE software.

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Counselors/Advisers

Program instructors at SSC also serve as student advisers and are actively involved in placement efforts of students.

Program Costs

The printed and disseminated SSC Semester Class Schedules contain a section on educational program tuition and fees for both Oklahoma and non-residents of Oklahoma.

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Criterion 5: Advisory Panels

Advisory input for the ASB degree program is driven by articulation and, 2+2 agreements, the state Course Equivalence Projects and the B & IS Advisory Committee. Each meets annually to assist with curriculum needs, course content, and relevance to current business and industry technical-occupational needs.

Articulation Agreements

The State Regents for Higher Education have provided a policy of articulation among the higher education institutions of the State System. Students who complete an Associate Degree at a state-supported two-year college will not be required to complete the general education requirements of the state four-year institution to which the student transfers as long as the student transfers into a program in the university’s college of Arts and Sciences and has completed all requirements for the Associate in Arts or Associate in Science at the two-year college from which they are transferring. ( Catalog p. 37 )

2+2 Articulation Agreements

A Transfer Enrollment Center was created on the SSC campus with funding through a Title III Strengthening Institutions Program, a cooperative grant with East Central University, Murray State College, and Eastern Oklahoma State College. The intent of the center was to improve persistence and graduation rates, provide enhanced student services and to increase the number of articulation agreements between SSC and baccalaureate granting institutions.

The Course Equivalency Project (CEP)

The Course Equivalency Project (CEP) is a postsecondary education resource service that provides course equivalency information to facilitate student transfer within the Oklahoma System of Higher Education. Its database contains faculty-generated course equivalency information for hundreds of courses offered at public institutions in Oklahoma. The courses are organized by discipline: biology, history, etc. Within each discipline, several equivalency groups appear, each containing a collection of courses from sponsoring institutions. Credit for a course within a group can be transferred to any system institution which sponsors a course in that group. Currently The B & IS Division has 20 courses listed on the State Matrix.

Students who anticipate transferring to other institutions can access the CEP to learn which institutions will automatically credit their course work as being equivalent.

The CEP gives faculty the opportunity to update curriculum annually on a statewide basis. When designing new curriculum, faculty can use the CEP as a course equivalency reference and obtain course content descriptions. Faculty Curriculum

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Transfer Committees representing all system institutions establish the common course content descriptions for their disciplines. (http://www.okhighered.org/student-center/transfer-stdnts)

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Criterion 6: Staffing

Within the structure of the College, the Associate in Science for Business is offered by the B & IS Division under the direction of the Office of Academic Affairs. Faculty meet regularly to develop and evaluate curriculum. The Division Chair Council, comprised of division chairs and the Vice-President for Academic Affairs meet monthly. The Division Chair Council also serves as the SSC Curriculum Committee. In addition to Academic Affairs, the degree program is supported by the SSC Board of Regents, Administration, Fiscal Affairs, Student Services, and MIS/Physical Plant branches of the institution. (SSC Organization Chart,)

The B & IS Division is staffed by three full-time, two part-time and eight adjunct faculty, a Division Secretary and several student work studies. The Division Chair is a full-time faculty member with administrative responsibilities.

Committed to its Mission Statement, SSC exists to serve students. SSC Support services for students include the following:

Scholarship Assistance, Financial Aid, Rehabilitation, Veterans, Job Placement, Peer Tutoring, Student Services Counseling and Advising, Learning Resource Center, Testing Center, and Computer Labs.

The Trio programs offered through SSC include: Student Support Services, Educational Talent Search, Upward Bound, Veterans Upward Bound, and Gaining Early Awareness and Readiness Assistance.

Although not in this evaluation period, SSC received a $1.2 million Native American-Serving Nontribal Institutions (NASNTI) grant in October 2008. SSC was one of only six institutions from across the country selected to receive the grant, which will be funded over a two-year period. The purpose of the NASNTI Program is to support institutions of education in their effort to increase their self-sufficiency by improving academic programs, institutional management, and fiscal stability. Funds can be used to assist institutions with planning, developing, undertaking and carrying out activities to improve and expand the institution's capacity to serve Asian American and Native American Pacific Islanders and Native Americans. All students, regardless of race or

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ethnicity, will be eligible to participate in the grant’s programs and receive services provided through the grant. (SSC October 15 News Release)

NASNTI funds will be used to purchase scientific laboratory equipment, renovate and improve instructional facilities, support faculty development, curriculum development and academic instruction, and academic tutoring and counseling programs and student support services. The College has created positions for a curriculum specialist, retention specialist, technology specialist and secretary to help accomplish the goals the College has for the NASNTI program. (SSC October 15 News Release)

The Faculty Senate Online Committee recommended that part of the NASNTI funds be earmarked for a high-tech recording studio to be used by our online instructors to enhance/develop existing and future online courses.

Also, students are encouraged to participate in student organizations, athletics, and activities as part of the college experience. Currently the B & IS Division is in the process of adopting a college chapter of PHI BETA LAMBDA, Future Business Leaders of America (FBLA). The Division plans to begin a membership drive in the spring 2009 semester.

The Catalog and Student Handbook detail available learning resources, support services and participation opportunities.

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Criterion 7: Media and Materials

Instructional media and materials that are current, appropriate, useful and sufficiently comprehensive to serve the needs of students in the B & IS programs are available. A large percentage of the media and learning materials is located in the Learning Resource Center (LRC). The LRC has a total collection of 33,706 books and reference materials. This inventory consists of 2% or 724 program-related texts. The Journal/Periodical collection consists of 273 hard copies and microfiche, one third of which are program related.

Non-print materials such as film, video and CD’s collectively are 513, 9% of which is program related.

In addition to campus material, the LRC subscribes to two online services: EBSCO and NEWSBANK which may be accessed from remote computers as well as all SSC campus computers.

EBSCO sources include such databases as:

Military & Government Collections which are designed to offer current news pertaining to all branches of military and government. This database offers a thorough collection of periodicals, academic journals and other content pertinent to the needs of those sites,

Newspaper Source which provides selected full text for regional U.S. newspapers, international newspapers, newswires, newspaper columns and other sources as well as indexing, and abstracts for national newspapers,

On-line Funk & Wagnalls New World Encyclopedia, Newspapers such as The New York Times and The Wall Street Journal, Magazines such as Time, Business World, PC Magazine, Government publications, and A translator which enables materials to be translated into Spanish or French.

Students also have access to NEWSBANK which is a combination of four databases that contain articles covering social, economic, environmental, government, sports, the arts, and science issues. NEWSBANK provides access to national newspaper articles including business related articles. The databases also include a special reports section, news headline section and access to maps. The following are examples of newspapers contributing to NEWSBANK offerings:

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USA Today, New York Post, New York Times, Dallas Morning News, Washington Times, and Washington Post.

Online services may be accessed through the library link on the SSC Website. The Division has access to the campus Intranet and can utilize the SIRS Catalog for locating books in the LRC.

As shown in Table 9 below, Business students have access to media material both in the teaching laboratories and during hours when the Computers and Tutoring (CAT) Laboratory is open. The Division has four teaching laboratories which are Internet and Intranet ready. The CAT Lab is open during fall and spring semesters and is available to students approximately 50 hours a week, and is Internet and Intranet ready. During these times, select students are employed as assistants in the CAT Lab. A typical CAT Lab schedule is shown in the following Table 9.

CAT Lab ScheduleFall 2008

Time Monday Tuesday Wednesday Thursday Friday Saturday8:00 Open Open Open Open Open Open9:00 Open Open Open Open Open Open

10:00 Open Open Open Open Open Open11:00 Open Open Open Open Open Open12:00 Open Open Open Open Open Open1:00 Open Open Open Open Open Open2:00 Open Open Open Open Open Open3:00 Open Open Open Open Open Open4:00           Open5:00           Open

Table 9

At the LRC, students also have access to the Student Success Center computer lab which includes 36 computers. Hours for the Student Success Center are Monday and Tuesday 8:00 a.m. until 8:30 p.m. Wednesday and Thursday from 8:00 a.m. until 7:00 p.m. and Fridays from 8:00 a.m. until 5:00 p.m. Weekend classes have access to the lab by appointment.

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Criterion 8: Supplies and Equipment

The B & IS program requires funds primarily for supplies, equipment, multimedia, hardware and software to achieve its stated objectives. B & IS budgeted funds allocated from the state are not adequate to stay parallel with current marketplace technologies. An additional source of funds has been made available from the MISD Office. Another source includes federal funds provided through Section 13. With the current short-fall in state funding, state and federal grants appear to be a direction to pursue in maintaining the state-of-the-art equipment and software.

Table 10 is a listing of hardware, software and multimedia systems for each lab. All of the technologies listed were purchased within the last five years.

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Hardware Description Room 106 Room 108 Room 110 CAT LabWork Stations 24 16 18 15

Pentium Core 2 Duo,

2.2 GHzD,

3.0 GHzIV,

1.8 GHzIV HT

2.6 GHzHard Drive 75 GB 80GB 40GB 40 GBFloppy Drive-1 per machine CD-ROM DVD-RW DVD-RW CD-RW CD-RWRAM 1 GB 1 GB 256 MB 256 MBHP 4200N-PS Printer HPScanJet 5100C 4 Hubs, CentreCom FH 612TX 12 Port Hubs CentreCom FS 708 8 Port Ethernet Switch 2 Hubs, CentreCom FH 612TX 12 Port Hubs

Software DescriptionCareer Search Glencoe Keyboarding Internet Explorer MediSoft MS Office 2007 Norton Antivirus Corporate QuickBooks Pro 2005 SIRS Skill Banks Visual Basic.NET 2005 Visual C++.NET 2005 WindowsXP

Multimedia Systems Table 10

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Special attention is given to the selection of appropriate textbooks, student manuals and integrated learning packages for courses taught by the Division. Rationale for textbook changes must demonstrate ways proposed texts effectively meet learning objectives, while utilizing techniques to best foster student learning. Instructors submit a Textbook Adoption Form to their division chair. This form provides the rational and detail for a textbook or curriculum change. The Division Chair presents for approval the request to the Curriculum Committee, chaired by the Vice President for Academic Affairs and comprised of division chairs. (Textbook Adoption Form)

As an example, the selection of an integrated learning package for the Information Systems Department involved approving a text and ancillary learning resources from Course Technology with accompanying online software. The online software, Skills Assessment Manager (SAMXP), provides an online tool to master Microsoft Office User Specialist (MOUS) competencies. MOUS is a nationally certification for Microsoft OfficeXP. The Information Systems Department has developed four online courses utilizing the text and SAMXP. Course Technology is in the process of updating SAM 2007 and the Division will resume its use upon completion.

Diagram 1 illustrates the use of an integrated learning system for the Information Systems classes. Courses offered in the Information Systems curriculum are: Introduction to Microcomputers – both on campus and online, Word – online, Excel – online, Access – online.

The following summary shows the various aspects of the integrated learning package currently in use:

1. Quality faculty are trained and updated in current technology,2. Textbooks that best foster student learning are adopted,3. Lecture and Demonstration employing the following tools are used to teach

concepts and skills: Textbook and multimedia systems, Instructional Web sites (WebCT a Course Management Tool), and Instructor specific WebCT courses.

4. Online training using SAM is employed: In the classroom, In the CAT Lab, and At any location having Internet access.

5. Exercises and laboratory Assignments are used to re-enforce the learning process: In the classroom, In the CAT Lab, and At any location having Internet access.

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6. Further research material accessed in the Learning Resource Center via the Intranet is: Campus textbooks and reference material, Online EBSCO, and Online NEWSBANK.

7. Online testing accomplished using SAMXP is: In the classroom, and In the Computer and Tutoring Laboratory.

Illustration of an Integrated Learning SystemFor Information Systems Courses

Diagram 1

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Criterion 9: Instructional Space and Facilities

The Division is housed in the 15,130 square foot Colclazier Building. The building has two access points that provides wireless internet to students with mobile devices. The building has nine classrooms, three full-time, two part-time, and two adjunct faculty offices. All classrooms are Internet and Intranet ready. Seating capacity in the classrooms ranges from 12 to 30 as shown in Table 11 below. Since our last review, we added three SMARTBoards and two Sympodiums to our lecture classrooms and instructional labs. Equipment in the classrooms includes seven multimedia stations, six VCR/DVD units, a mobile TV/VCR unit and a mobile overhead projector unit. Colclazier 105 has a ceiling mounted TV with a built-in VCR. Colclazier 103 is utilized to teach Principles of Information Security, Operating Systems, and Hardware System Support. Due to the nature of these courses and the risks of potential security issues, classroom 103 is equipped with a self-contained Intranet. This allows us to protect the integrity of our campus network.

Each full-time and part-time faculty has an office and several adjunct instructors share two offices; all offices have a computer connected to the Internet and Intranet. Since our last review, we have a full-time division secretary and she has a centrally located office with mail boxes, a computer, a printer and a fax machine. A conference room is located next to the Division Chair’s office. This office is utilized by our faculty for meetings, our secretary, while doing VPAA assignments, and interviews. Just outside the central office, lockers are available for adjunct faculty and student workers to receive mail and messages. The campus Print Shop is located in the Colclazier Building which allows for easy access for copying printed media. The building has a faculty and student workers lounge with a table, chairs, microwave and refrigerator. The lounge also houses the time-clock and the time-card rack used by student workers.

B & IS instructors utilize 72 percent or 10,896 square feet of the Colclazier Building. The availability of rooms of different sizes allows for optimal flexibility in scheduling classes. The location of support staff and administrative offices are convenient to the Colclazier Building. All classrooms and labs are in close proximity to faculty offices. Both students and faculty benefit from this arrangement. Faculty can personally oversee student progress and give timely feedback. Students can readily locate an instructor for help and advice. The building has four instructional laboratories equipped with a multimedia system for lecturing and a computer for each student. The CAT Lab is staffed with student workers and is open for student use Monday through Saturday. See Table 11 for details. The Colclazier Building has recently been renovated with a sloped metal roof, heat and air systems, paint and carpeting.

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Colclazier BuildingSeating

CapacitySMARTBoards/

Sympodium VCR/DVD101 - Lecture 30 SMARTBoards VCR/DVD103 - Lecture 12*    105 - Lecture 29 SMARTBoards VCR/DVD106 - Instruction Lab 24* Sympodium  107 - CAT Lab 15    108 - Instruction Lab 16* Sympodium VCR/DVD109 - Lecture 30 SMARTBoards VCR/DVD110 - Instruction Lab 18*    112 - Lecture 30 SMARTBoards VCR/DVD

*Capacity is limited by the number of computersTable 11

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Criterion 10: Faculty

The credentials and qualifications of the full-time, part-time and adjunct are appropriate to support the objectives and curriculum of the associate of science programs. Campus wide, there are 46 full-time and 3 part-time and 50 adjunct instructors. Currently in the Business & Information Systems Division, 3 full-time, 2 part-time and 8 adjunct faculty teach courses on the SSC campus in the Associate in Science programs. The Division has an average of 14 classes each semester that are taught by adjunct instructors. A brief summary of faculty and their credentials are listed in Tables 12 and 13. Resumes, biographical data, and faculty development activities are on file in the B & IS Division and VPAA offices.

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Name Teaching AreaDegree EarnedOr Certification School Other Information

Seminole State College Full-Time Faculty

Patricia Cokeley Information SystemsMBA ManagementBS Accounting

Central State UniversityEast Central University

Fred BunyanAccounting/Information Systems

MS Business EducationBS Accounting

Oklahoma State UniversityPanhandle State University

Dawna HammAccountingBusiness

MBA ManagementBS Accounting

Oklahoma City UniversityUniversity of Oklahoma

Seminole State College Part-Time Faculty

Dr. Joy EpperleyFaculty Emeritus Business

Ph.D. Adult EducationM. Ed. BusinessBS Business Education

University of OklahomaEast Central UniversityEast Central University

Michael Schnell Information Systems BS Computer ScienceNortheastern State University

18 Graduate Hours in Business and Computer Science9 Years Teaching Experience14 Years Computers Science

Table 12

Name Teaching AreaHighest

Degree Earned School Other InformationSeminole State College Adjunct Faculty

Sharon Bryant Business MS Management East Central University

Donna Chambers Medical Terminology MS Nursing University of Oklahoma

Beth Humphreys Computer Science MA Liberal Arts St. John’s College

5 Years Industry Experience (Computers)

Tom Newell Business MBA Management Liberty University

Peary Robertson Business MBA Management Cameron University

Karen Smith Business BS Computer ScienceUniversity of Central Oklahoma

26 Years Industry Experience (Computers)

Linda Turner Business BS Management Southern Nazarene22 Years Industry Experience (HR)

Annette Troglin Statistics M. Ed. East Central University

22 Years Teaching Experience (Math)12 Master Level Math Hours

Table 13

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Criterion 11: Internal Program Evaluation

SSC academic assessment is a comprehensive concept that begins when a student is admitted to the college, continues as the student actively pursues his/her studies, and follows the student after graduation with an associate degree. (Academic Assessment Plan)

“The primary purpose of academic assessment is to improve student learning and development. It is an ongoing process, distinct from the evaluation of individual students and faculty, and driven by the SSC Mission Statement. Linked with the mission statement through the learning outcomes of each division, department, and specific course, academic assessment includes multiple activities. Each activity is designed so it can be measured to determine if the goals and objectives mentioned above are being met.”Because of its nature, the process is continuously revised and refined.” (Academic Assessment Plan)

The College assesses each student in a variety of ways and at periodic intervals in an effort to gain a clear understanding of the student’s academic ability and progress. Assessment of this degree program is derived from a culmination of direct and indirect evaluation indicators. A variety of indicators and instruments are used to make this evaluation.

The College routinely utilizes student transcripts, ACT and SAT scores, the ACT Profile, and COMPASS in the placement and advisement of students. Students who do not meet the standards for college level courses are required to successfully complete appropriate developmental classes. A number of support services are provided by the College to facilitate their success and is discussed further in Criterion 14. (SSC 2008-2010 College Catalog, pp. 17 & 23)

The College completed a focused visit on assessment of student learning from the Higher Learning Commission of the North Central Association of Colleges and Schools in November 2003. The visiting team found strength in faculty commitment to assessment, use of direct measures of assessment to improve student learning, excellence in linking course outcomes to course-embedded assessment, and resource allocation and faculty and staff development support for assessment of student learning.

Curriculum changes in the AASB degree are initiated by faculty who use assessment data to make course modifications, additions and deletions. B & IS Division faculty are supportive of the assessment of student learning process and participate fully. A member of the Division faculty serves on the Assessment of Student Learning Committee.

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Program Assessment

The primary direct indicators used are:1. Course-embedded Assessment, and2. ACT Collegiate Assessment of Academic Proficiency (CAAP) Test.

The primary indirect indicators used are: 1. OSRHE Program Reviews,2. Degree Program Outcomes Assessment,3. Advisory Committee Meetings,4. Graduate Opinion Surveys,5. SSC Student Satisfaction Surveys,6. ACT Faces of the Future Survey, and7. SSC Institutional Statistics Report.

Direct Measures

Course-Embedded Assessment

The most critical component of the College’s assessment methods and criteria is the course-embedded assessment process. The Assessment of Student Learning Committee adopted unified Course-Embedded Assessment Program options for faculty to use to assess student learning. In the course-embedded assessment process, each course is defined by course outcomes measured by student expected learner objectives. Also each course measures one or more Degree Program Outcome and one or more General Education Outcome, all of which are tied to the college mission.

The General Education Outcomes Matrix (February 2006) comprehensively demonstrates how each course is linked to one or more of the four General Education Outcomes.

In each course, instructors select one of six assessment measurement options or combination of options to assess student learning. One hundred percent of B & IS Division faculty use the Pre- and Post- Test option.

New Reporting Procedure: Adopted fall 2005, partially implemented fall 2005, fully implemented fall 2006, Classes not taught in the fall semester will be assessed in subsequent semesters, Requires assessment data for one or more Degree Program Outcomes, Requires assessment data for one or more General Education Outcomes, and The procedure requires data from all classes taught during the academic year to

be reported in the annual fall report.

Faculty submit individual assessment reports to the B & IS Division Chairperson each semester following the completion of their courses. Once faculty members complete their individual course-embedded assessment reports, the Division Chair prepares a summary of the instructors’ assessment findings. Finally, the Assessment of

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Student Learning Coordinator uses the division reports to create the campus-wide Course-Embedded Assessment Report for the institution. The Coordinator also writes an executive summary that is distributed to all faculty members. (Focused Visit Report for Assessment of Student Learning Resource Document )

ACT Collegiate Assessment of Academic Proficiency (CAAP) Test:

Previously, the College used the ETS Academic Profile Test to assess the outcomes of general education programs. Unfortunately, the results were difficult to apply directly to SSC programs. Consequently, the Assessment of Student Learning Committee determined that the CAAP Test would provide more useful data and it was administered in the Fall 2007 semester.

This nationally recognized test is designed to assist in assessing the outcomes of general education programs by focusing on the academic skills developed through general education courses. The CAAP Test does this by testing the following areas: writing skills, mathematics, reading, critical thinking, and science reasoning.

For the second administration of this test, 217 students took two randomly selected test modules for the following: Writing Skills, Mathematics, Reading, Critical Thinking and Science Reasoning. The table below compares the number of Associate in Science in Business participants for each module and the number of SSC participants.

COMPARISON OF NUMBER OF PARTICIPANTSB & IS STUDENTS COMPARED TO SSC STUDENTSCAAP Test Module Number SSC Number 203Writing Skills 87 18Mathematics 87 16Reading 88 10Critical Thinking 86 16Science Reasoning 86 6

Table 14

After reviewing the CAAP Test results, it was revealed that 1/3 of the students that claimed to be B & IS majors were not declared B & IS Majors in the Bursars Office. We have been aware of this discrepancy for several years and have worked to solve this issue. Many students initially declare a major in General Studies. We requested from the MISD that each student’s major be included in our course roster. This report allows faculty to verify with students their desired major.

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The table below compares AS B & IS majors’ scores for each CAAP test module with all other SSC participants.

COMPARISON TO SSC CAAP TEST SCORESB & IS STUDENTS COMPLETED

Writ

ing

Skill

s

Mat

h

Rea

ding

Crit

ical

Th

inki

ng

Scie

nce

Weighted Average Transfer 61 56 58 62 60SSC 62 55 60 61 60

Table 15

AS B & IS majors scored within an acceptable range when compared to the overall SSC students’ scores. Business students scored higher in classes that dealt with numbers and critical thinking skills. The higher scores in Math and Critical Thinking seem logical due to the composition of the B & IS curriculum including such courses as Accounting, Computer Science, Statistics, Economics, and Marketing. The slightly lower scores in writing and reading may help prove the need for writing across the curriculum.

Indirect Measures

Program Review Conducted by the OSRHE

Every five years the OSRHE does a comprehensive evaluation of Associate of Applied Science Programs. Historically the B & IS Division has been awarded the maximum of five years of accreditation.

The B & IS programs received accolades from the Chancellor of Higher Education for the 1998-2003 Program Review. He also commented that our program review would be used as a model for other community colleges in the state.

Degree Program Outcomes Assessment

At the conclusion of each academic year selected degree programs undergo a comprehensive evaluation in accordance with the Degree Assessment and Program Review Schedule implemented in Spring 2008. Division chairs responsible for the programs being evaluated work in conjunction with program faculty to develop the evaluation report. The Assessment of Student Learning Coordinator provides assistance with data collection. Once the evaluation report is ready, it is presented to the Division Chair Council for approval. A report containing all approved evaluations is then compiled by the Assessment of Student Learning Coordinator for campus-wide distribution. The ASB Degree Program Assessment was presented to the SSC Curriculum Committee April 5th 2008. (SSC Academic Assessment Plan FY 09)

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Advisory Committee

The B & IS Advisory Committee Meeting is held annually. The Committee is made up of alumni, full-time, part-time, adjunct instructors, and community leaders. The meeting is held to gather data to assist in curriculum and program development:

Software Trends, Current Technology, Internships, Job Placement, Program Marketing, Course Topics, and Feedback Loops.

SSC Graduate Opinion Survey:

The primary survey tool used for this evaluation has been the annual SSC Graduate Opinion Survey, which is sent to recent graduates and the results are compiled on campus. Although the data provided from the SSC Graduate Opinion Survey are not degree specific it does provide an overall view of the Associate in Science Business Graduates opinions.

Because the number of graduates responding has declined over the past few years, the Assessment of Student Learning Committee approved a new online survey with results compiled off-campus. Unfortunately, the response rate was extremely low for the first application of this survey. However, even with limited responses, results were consistent with past surveys.

For fall 2007 the following questions relating to student satisfaction levels were addressed. Responses ranged from Very Satisfied to Very Dissatisfied. A Likert scale was used to calculate a response average for each question with Very Satisfied = 1 and Very Dissatisfied = 5. The following table shows the question and response average.

Question Response AverageQuality of instruction in your major area of study 1.25Attitude of faculty toward students 1.31Attitude of non-teaching personnel toward students 2.01Concern shown for you as an individual by SSC personnel 2.10Preparation you received for future occupation or education 1.95General condition of buildings and grounds 1.50Quality of instructional equipment 1.45Variety of Courses available 1.93Out-of-class availability of your instructors 1.64Quality of course you wanted at times you wanted 1.93Quality of library materials and support services 1.60

Table 16

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Two questions requested the students to give an overall academic rating of SSC and rate their overall experience. Responses ranged from Excellent to Poor with Excellent = 1 and Poor = 5. Again, response average was calculated. This table presents the questions and the response average.

Question Response AverageWhat overall academic rating would you give SSC? 1.43How would you rate your overall experience at SSC? 1.43

Table 17

A final question asked the students if they were starting over would they choose to attend to SSC. The responses were: Definitely Yes - 82.4%; Probably Yes - 8.7%; Definitely No - 8.9%.

Graduate Exit Survey

The survey seeks specific information concerning how graduates plan to use their SSC degree. Additionally, the survey seeks information about their future educational or occupational plans. The 2007 survey was conducted online.

Some of the applicable survey questions and results are as follows:(Note: Not all graduates responded to all questions.)

How will you use your degree from SSC? 80.95% plan to transfer to a baccalaureate degree program, 9.52% will seek specialized employment, 4.76% will use their degree to enhance existing employment opportunities, and 4.76 % marked “other.”

To which college/university will you transfer? ECU—35.29%, UCO—29.41%, OU—23.53%, and Other—11.76%.

What will be your major? Psychology related (12.5%), Nursing (12.5%), Education (31.3%), and Business related (37.5%).

What is the highest degree you expect to obtain? Bachelor’s—17.65%, Master’s—64.71%, and Doctoral—5.88%.

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ACT Faces of the Future Survey

This nationally recognized survey, which is conducted on a biennial basis, collects data similar to that collected by the SSC Graduate Opinion Survey, and is administered to currently enrolled students during the fall semester.

The survey was conducted in 18 classes during the week of October 22-26, 2007. Classes were selected from each academic division and from both the day and evening colleges. The initial total enrollment in the classes was 479. The actual number participating was 377, slightly more than the number recommended by ACT for a college the size of SSC. Approximately 51% were freshmen and 49% were sophomores.

The survey is divided into four sections—General Background, Employment Background, Educational Background, and Current College Experience. In addition, the survey includes a section for comments/suggestions and allows for the College to insert institutionally developed survey items. Data from some of the major responses follow:

General Background 4.2% enrolled in one or more noncredit courses, 52.8% enrolled in 4-5 credit courses, Annual Income $9,999 or less: Student (55.1%); Household (9.3%), and 63.9% major source of income is from student financial aid.

Employment Background 71.4% primary status is a student, 56% currently employed in some fashion,

o 37.4% employed full-time,o 43.5% working 1-30 hours/week, ando 42.3% working more than 30 hours/week.

Educational Background 82.5% highest degree earned either HS diploma or GED, 10.3% had a vocational/technical certificate, 4.9% had a two-year or four-year degree, 2.3% had no academic degrees, 53.4% plan to transfer to a four-year college, 48.9% anticipate obtaining an associate degree, and 43.0% take courses related to future work/job.

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Twelve items dealing with the importance factors influencing the decision to attend SSC. Students ranked each item (5—Very Important, 3—Moderately Important, 1—Not Important) and an Importance Average was calculated. The top five items and their Importance Average are:

Distance from permanent residence (3.78), Availability of financial aid or scholarship (3.72), Cost of attending the college (3.67), Academic reputation of the college (3.27), and A particular program of study (3.26).

Current College Experience

Students were asked their agreement level with each of 19 statements about the college. The responses ranged from 5—Strongly Agree to 1—Strongly Disagree. An Agreement Average was determined from the responses. The top five items and their Agreement Average are:

Instructors and administrators treat students of my gender with respect (4.35), Instructors treat students in my racial/ethnic group with respect (4.31), Administrators and non-teaching staff treat students in my racial/ethnic group

with respect (4.27), This college has a good reputation in the community (4.22), and I would recommend this college to friends and relatives (4.39).

When asked their overall level of satisfaction with SSC, 85.7% indicated they were very satisfied or satisfied with the college. On the other hand, only 1.8% indicated any level of dissatisfaction with the college. The group average was 4.25 on a 5-point scale.

Comments/Suggestions

While not required to respond to this section, 5.8% did so. Their comments ranged from lack of parking to the cost of textbooks.

Institutionally Developed Survey Items: 61.8% drive 20 miles or less to campus, 38.1% drive over 20 miles to campus, 72.7% believe their academic advisor/counselor is knowledgeable, 80.4% believe the Admissions Department is knowledgeable, 71.7% believe the Financial Aid Department is knowledgeable, 81.5% believe their overall enrollment experience was a good one, 88.0% indicated they were able to get the class schedule they wanted For those who were unable to get the class schedule the wanted, 45.0%

indicated that classes were full and 40.0% said that classes were not offered at the times needed,

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Preferred class schedules,o 78.5% MWF classes,o 16.5% TR classes,o 2.9% MW classes, ando 0.4% Fri/Sat/Sun.

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Criterion 12: Recruitment and Admission

Recruitment and admission policies and practices contribute to SSC’s educational purposes and objectives which are consistent with the College’s mission statement. On page 5 of the Catalog, SSC declares its mission to be “…The College exists to enhance the capabilities of individuals to achieve their goals for personal development by providing quality learning experiences and services that respond to diverse individual and community needs in a changing global society. SSC prepares students to continue their education beyond the two-year level, trains students for careers and other educational opportunities, and makes available resources and services designed to benefit students and the community at large.”

Information about admission requirements, policies, and procedures are publicly stated in the catalog pp.8-12. The catalog also provides information regarding program availability and structure. Costs of tuition and fees are listed on page 3 of SSC’s Fall 2008 Class Schedule. Qualified students are admitted to the college regardless of sex, race, ethnic background, handicap, or disadvantage as publicly stated.

College recruiting and marketing materials promoting the ASB degree program to the public are distributed at area high schools, technology centers, and advisory meetings and include the following:

Catalog Class Schedule Student Handbook

Concurrent Enrollment information on procedure, eligibility, and policy for admission of high school students qualified to concurrently enroll in college credit courses is provided in the Catalog on page 9.

The College’s B & IS Division circulates degree plans, recruiting and marketing materials containing transfer degree information and requirements to high school students during their visits to campus for the annual Interscholastic Meet.

Federal TRIO programs at SSC effectively acquaint a number of potential students from the service area with the College and other postsecondary educational opportunities. Educational Talent Search presents monthly workshops to ten area schools for appropriate 700 students. Upward Bound hosts approximately 165 ninth through twelfth grade students and Educational Talent Search hosts approximately 40 sixth through twelfth grade students who reside on campus during annual summer programs. During their stay, Upward Bound guests participate in computer classes which are held in B & IS labs.

Following the campus wide Winter Summit in January 2007, SSC followed the recommendation of the summit’s participants and added an Activities and Recruiting

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Coordinator position in spring 2007. The purpose of adding this position was two-fold.

First, it was decided that more emphasis should be put on visiting the high schools in our service area and second, it was to provide more activities for our students. Below are Tables 18 – 19 illustrating Area High Schools Visited and College Fairs held along with dates each took place. Activities & Accomplishments for Recruiting & Campus Activities is listed in Table 20 along with the events and activities provided to our students.

Area High Schools Visited2007-08

Date School Date School01/21/08 Davenport 01/22/08 Dale02/07/08 Paden 01/15/08 Wewoka02/11/08 Shawnee 11/15/07 Henryetta11/27/07 Chandler 01/18/08 Bowlegs01/24/08 Varnum 01/15/08 Wetumka01/30/08 Strothers 01/23/08 Wellston01/31/08 New Lima 10/26/07 Latta02/01/08 Stroud 10/23/07 Stonewall02/06/08 Butner 11/28/07 Byng02/28/08 Macomb 10/25/07 Meeker02/05/08 Tecumseh 11/06/07 Prague01/17/08 McLoud

Table 18

College FairsDate Place Date Place09/05/07 Counselors Only East Central University 10/03/07 Mid America Wayne, Oklahoma09/20/07 McAlester HS 10/08/07 University of Central Oklahoma09/21/07 Wes Watkins AVTS 10/09/07 Choctaw High School09/21/07 East Central University Area Wide 10/24/07 OSU Okmulgee10/02/07 Oklahoma Baptist University

Table 19

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Activities & Accomplishments for Recruiting & Campus ActivitiesActivities ActivitiesWelcome Week: Concert – Midnight to Twelve

Luau Seminole Nation Day ParadeMidnight Movie Dance TeamMove-In Day Lunch & Dinner Campus Activities BoardFun Day Counselor’s WorkshopShrimp Boil & Concert Publications Created: Application Packet

Senior Enrollment Day Concurrent Enrollment PacketHalloween Dance Misc. flyers and recruiting materialsNative American Day Sent various and numerous mail outs to

potential studentsDance in April

Table 20

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Criterion 13: Research and Evaluation

The effectiveness of the ASB degree program is evaluated on an ongoing basis. The College utilizes its accreditation, curricular, research, planning, and assessment of student learning processes to evaluate the program

Accreditation and External Review

In 2003 the B & IS Division received the 5-year maximum accreditation for the ASB degree program from the OSRHE.

SSC was awarded a maximum 10-year continuing accreditation by the Higher Learning Commission (HLC) of the North Central Association of Schools and Colleges in 2000. A HLC focused visit on assessment of student learning was successfully completed by the College in November, 2003.

Internal Research and Evaluation

Within the academic Divisions, faculty meet formally and informally throughout the year to evaluate staffing requirements, instructional materials, equipment, curriculum, enrollment and assessment of student learning results. Program goals and objectives, addressing specific short-range and long-range needs, are updated annually by the Division. These are submitted to the Vice President for Academic Affairs for inclusion in the College’s Academic and Strategic Plan which are revised annually. Instructional technology needs also are reviewed annually, submitted to the Vice President for Academic Affairs, reviewed and subsequently forwarded to the Director of Management Information Systems for use in planning, budgeting, and purchasing.

Faculty conducts course-embedded assessment on all courses each fall semester and discipline assessment on an annual basis. Survey data and assessment reports are submitted to the Assessment of Student Learning Coordinator for analysis and use in general education and degree program evaluation by the Assessment of Student Learning Committee. Each Division is represented by a faculty member who serves two-year rotating terms.

Institutionally, the Office of Academic Affairs and the Assessment Coordinator annually gathers data and completes a number of reports for the purpose of conducting ongoing, systematic internal program evaluation. These include Institutional Statistical Reports, Remediation and Retention Reports, Assessment of Student Learning Reports, Student Feedback on Instruction Reports, Faces of the Future Survey, and Graduate Opinion Survey Reports, among others. Institutional Statistical Reports provide a record of student enrollment, demographic information, program enrollment, and faculty credit load at the beginning and after the close of each semester.

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The College utilizes the POISE software system to maintain administrative and academic records. The College participates in a statewide system providing admissions, enrollment, and other services through a portal hosted by the OSRHE. (HLC 2009-2010 Draft)

Additionally, the College has provided increased transparency and availability of information by providing the majority of its materials in a digital format available through its website. Access to the web is available through wireless connectivity across campus. B & IS students are provided online grades, course schedules and email services in a secure and confidential electronic environment. (HLC 2009-2010 Draft)

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Criterion 14: Guidance and Counseling

An organized, coordinated program of guidance and counseling exists at the College. The guidance and counseling program fosters maximum development of individual potential by providing institution-wide assistance in choices, decisions, and adjustments that students must make as they move through the Business program toward the Associate in Science degree and into the receiving institution.

SSC employs two full-time academic counselors. Also at times of peak enrollments, trained faculty and staff assume academic advisement roles. Also, guidance and counseling is voluntarily performed by full-time faculty in the Business & Information Systems Division. To facilitate this process, faculty have been given access to student enrollment information through the POISE/Campus Connect administrative software system. Three full-time and two part-time faculty have participated in training sessions on the use of the POISE/Campus Connect student enrollment system.

The enrollment process allows faculty to give guidance and direction to students about career choices and necessary preparation for selected careers. Additionally, there exists a student/faculty rapport which causes students to feel comfortable about coming to faculty for advice and guidance. Students who need counseling outside academic advisement may be referred to the College’s full-time Academic Counselors who will either give the students the necessary help or refer them to outside counseling services.

In addition to the individualized counseling and guidance given by the faculty in the Business & Information Systems program, all first-time students are required to enroll in the one credit hour course, College Orientation, which includes presentation sessions on academic expectations, study skills, self-knowledge, interpersonal relationship skills and technical information for this campus. Students can take advantage of the three credit hour course entitled Personal Academic Student Success (PASS) which is designed to help students develop skills and knowledge that contribute to personal and academic success. The PASS course also explores the nature and purpose of education, ways in which higher education relates to the student, academic intellectual competencies, and principles of goal setting, career development and decision making.

SSC participates in the federally funded Trio programs which consist of Student Support Services, Educational Talent Search, Upward Bound, and Veterans Upward Bound. The Student Support Services program provides eligible students with opportunities for academic development, assists students with basic college requirements, and serves to motivate students toward the successful completion of postsecondary education. Student Support Services also provides tutoring, academic counseling, transfer assistance and assistance with financial aid applications. The program provides grant aid to current participants who are receiving Federal Pell Grants.

The goal of the Education Talent Search program is to encourage participants to continue in and graduate from secondary school and enroll in postsecondary education.

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The program also provides assistance to secondary and postsecondary dropouts who wish to reenter educational programs. The Veterans Upward Bound program provides intensive basic skills development and short-term educational preparation courses for military veterans to help them successfully transition to postsecondary education. (Catalog, p. 20)

SSC, in support of and in compliance with the Americans with Disabilities Act, welcomes requests for reasonable accommodation. Students with "special needs" are encouraged to contact the ADA counselor in the Admissions Office for information about special assistance provided by the College. (Student Handbook 2007-2009) Additionally, the Oklahoma Rehabilitation Commission offers assistance for tuition and required fees to students who have special physical, learning or emotional needs, provided the vocational objective selected by the person has been approved by an appropriate representative of the Commission. Through this state agency, other rehabilitation services are available to assist persons with special needs to become employable

The Student Success Center, located in the Boren Library, is available to students. The Center strives to provide a responsive and supportive environment of academic assistance that improves student performance and persistence. The trained peer tutors and professional staff work to establish collaborative partnerships with students, faculty, administration, and staff. Through these academic support services, the Center endeavors to strengthen in students the capacity for independent and lifelong learning.

Several SSC campus publications are available to provide information and give students guidance. Publications include: the Catalog, Student Handbook, Class Schedules, SSC Weekly Calendar, and the SSC Collegian.

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Criterion 15: Transfer Guidance

The Transfer Enrollment Center was created on the SSC campus with funding through a Title III Strengthening Institutions Program, a cooperative grant with East Central University, Murray State College, and Eastern Oklahoma State College. The intent of the center was to improve persistence and graduation rates, provide enhanced student services and to increase the number of articulation agreements between SSC and baccalaureate granting institutions.

The Transfer Enrollment Center Coordinator, through Freshmen Seminar and the required individual follow-up appointment, teaches students about the importance of having a degree plan, and that transferring is a process that begins in their first semester at SSC. Students who are undecided on a major are introduced, during their individual follow-up appointment, to the web-based Oklahoma Career Information System (OKCIS). Students can take up to five different assessments that measure their values, interests, and skills to make better choices for their major field selection.

The Transfer Enrollment Center Coordinator also works closely with baccalaureate granting institutions to establish articulation agreements and recruiting activities for SSC students who are planning to transfer upon completion of an Associate in Arts or Associate in Science degree. Transfer institutions visit campus, sometimes monthly, to provide students with literature about their transfer institutions. The Transfer Enrollment Center hosts a one-day Transfer Recruiting Day in the fall semester and a two-day Transfer Recruiting Day in the spring semester. SSC has an established articulation agreement in Business/Accounting with Oklahoma City University and articulation agreements for all academic programs with East Central University. SSC has an articulation agreement pending departmental approval with Oklahoma Baptist University in the areas of Business/Accounting, Elementary and Early Childhood Education, and Nursing.

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Criterion 16: Student Progress

Policies and procedures for student achievement are publicly stated and clearly outlined in the SSC Catalog, (pp. 5 - 28) and the SSC Student Handbook (pp. 1 - 20).

SSC provides access to several student services through our SSC website. Our student access portal provides up-to-date information and links to the Campus Connect System, SSC Web site – campus email, WebCT - Student Email. Campus Connect provides web browser access to view student information including grades, schedules, transcripts and more. WebCT is one of our course management tools. SSC provides students with email addresses that the College utilizes to contact students. Periodically throughout the semester SSC sends messages regarding important announcements, due dates and notices. Instructors and staff utilize these addresses to communicate with students.

Accurate and complete cumulative records of student educational accomplishments are maintained for every student through the College’s POISE software system. The POISE/Campus Connect system components are utilized to maintain student demographics, student academic records, financial aid and fiscal affairs information, and student support. Records are confidential and accessible only to authorized personnel. Faculty and counselors have access to student academic information for the purpose of academic advisement. Enrollment and changes to student records in the POISE/Campus Connect system is restricted to Enrollment Management staff. SSC complies with the Federal Rights to Privacy Act of 1976 and all other state and local policies concerning the confidentiality of student academic records.

Before enrolling, all students participate in academic assessment. Students without ACT Assessment Test scores, or with an ACT content area scale score below 19, participate in secondary testing, primary testing instruments for secondary testing are COMPASS Assessment tests in math, reading, and writing. Students may retest with the COMPASS or take appropriate ASSET Tests in math and writing. The Nelson Denny test is used as an additional indication for reading placement. Students with less than 19 on the Science Reasoning ACT Test and who want to enroll in chemistry are given the Toledo Chemistry Exam. (SSC 2008-2010 College Catalog p. 23)

An essential component of academic advisement at SSC is the plan of study degree check form. This form is maintained by a student’s academic adviser as an integral part of the student’s academic record. The plan of study along with a student’s transcript and placement test scores are kept for each academic advisee. Faculty in the Business & Information Systems Division regularly checks student’s progress toward completion of their degree. The Office of Student Affairs prepares formal degree checks.

For continued enrollment at SSC, a student must have earned a minimum 1.7 cumulative grade point average on 0 through 30 credit hours attempted, and a student

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must have earned a minimum of 2.0 cumulative grade point average on 30 or more credit hours attempted.

Students who have attempted 30 or fewer credit hours, and who have earned a GPA of 1.7 or less than 2.0 will be placed on academic notice. All courses in which the student has a recorded grade will be counted in the calculation of the GPA for retention purposes excluding any courses repeated, reprieved or renewed. A student who fails to meet the above requirements will be placed on academic probation.

Any student not maintaining satisfactory progress toward an academic objective as indicated above will be placed on probation for one semester. At the end of that semester that student must have a semester GPA of 2.0 in a minimum of 12 hours of regularly-graded course work, not to include activity or performance courses, or meet the minimum cumulative GPA standard required above, in order to continue as a student. Students not meeting either of these criteria will be immediately suspended and may not be reinstated until one regular fall or spring semester has elapsed. (SSC Catalog pp. 26 - 27)

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Criterion 17: Complaint Procedure

Formal complaints by students about academic issues are taken seriously by the College. Therefore, the institution has established a Student Academic Grievance Procedure which allows students opportunity to resolve issues. When a student has an issue concerning an instructor, grade received in a course or any academic related matter, the student should follow the procedure as outlined in the Student Handbook.

Essentially, the procedure encourages the student to resolve issues at the lowest level. Step 1, therefore, includes a discussion of the problem with the involved instructor. If no resolution is obtained, the student may proceed to Step 2 which calls for a visit with the divisional chairperson of the involved instructor. If no resolution is obtained in Steps 1 and 2, the student may request a meeting with the Vice President for Academic Affairs who may resolve the issue or call for a formal hearing. Step 4, allows for an appeal of decisions at the Vice Presidential level to the President of the College. The Student Academic Grievance Procedure can be found in the Student Handbook (p. 47).

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Program Strengths and Challenges

Program Strengths: Faculty:

o Education, o full-time teaching experience, – 32 years, 25 years, 20 years, o industry experience ,o loyalty to:

students, fellow faculty, and SSC.

o team teaching, ando dedication to our student’s success.

Full-time Secretary, Excellent instructor/student rapport, Articulation agreements with state four-year colleges, Dedication to the preparation and maintenance of our OSRHE State Matrix for the

transferability of our courses, Dedication to the preparation and maintenance of our Cooperative Alliance

Agreements with area technology centers, Creative scheduling to meet student needs:

o traditional classroom experiences, o 46% of SSC’s Spring 2009 online classes are taught in our division,o weekend classes,o three week classes,o off-site classes , ando The B & IS Division has been instrumental in the development of a

campus Accelerated Evening College Degree. Extensive well equipped computer lab available with peer-tutoring:

o days,o evenings, ando weekends.

Informal job placement for our graduates, and Transfer assistance for graduates.

 Program Challenges: We have requested a Job Placement Coordinator:

o for the college in general,o specifically for the B & IS Division:

for students while working toward their degree, and for students upon completing their degrees.

We have a high dependence on adjunct faculty:o 38% of our division classes are taught by part-time and adjunct faculty.

Economically difficult to maintain cutting edge technology.

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