Spoon River College - IL - Assurance Argument - 2/8/2016
Assurance Argument
Spoon River College - IL 2/8/2016
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Spoon River College - IL - Assurance Argument - 2/8/2016
1 - Mission The institution’s mission is clear and articulated publicly; it guides the institution’s operations.
1.A - Core Component 1.A The institution’s mission is broadly understood within the institution and guides its operations. 1. The mission statement is developed through a process suited to the nature and culture of the institution and is adopted by the governing board. 2. The institution’s academic programs, student support services, and enrollment profile are consistent with its stated mission. 3. The institution’s planning and budgeting priorities align with and support the mission. (This sub-component may be addressed by reference to the response to Criterion 5.C.1.)
Argument 1. Mission. The Mission of Spoon River College is to provide innovative learning opportunities that enhance the quality of life in the communities we serve. This is shown through our institution's Strategic Plan along with the Vision Statement and the College's goals, objectives, and timelines. 1. A. For nearly 60 years, Spoon River College has emphasized high quality teaching and learning. The Mission of Spoon River College is to provide innovative learning opportunities that enhance the quality of life in the communities we serve. Spoon River College articulates its Mission through written publications, web materials, strategic planning documents, and budgetary priorities, and its day-to-day operations. In 2013, the College began developing and currently still is working on the goals within the President's Goals, Objectives, and Timelines 2013-2016 strategic plan as a guide to achieve its Mission. 1. A.1. The Illinois Community College Board (ICCB) is the governing and coordinating body for all public two-year higher education institutions in the State of Illinois. All post-secondary institutions in Illinois report goals, performance indicators, and performance outcomes annually to the ICCB. These reports are reviewed and considered in ICCB’s planning and legislative concerns. Through a series of stringent processes, the ICCB reviews and approves changes within the public two-year institutions in Illinois with the goal of keeping the colleges in the forefront of education by allowing them to develop new programs in response to the trends in technology and employment, by eliminating outdated or overlapping educational programs, and by helping each institution focus on its strengths and regional needs. The Mission of Spoon River College is a part of a series of signature statements including Vision, Mission, and Core Values. The Core Values of the College are Caring, Respect, Integrity, Fairness, and Responsibility. The Mission documents were developed through an extensive and shared process that reflects the inclusive representative nature and culture of Spoon River College. The Mission formed the development of the Strategic Plan and its Core Values, academic excellence, community and global involvement, and personal and professional fulfillment.
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Spoon River College regularly evaluates, and when appropriate, revises mission documents (the Vision Statement, the Mission Statement, and the Strategic Plan). The current mission documents (2013-2016) were approved by the institution’s Board of Trustees in 2013. The process of a new Mission Statement and Strategic Plan was facilitated through the creation of work groups comprising faculty, students, staff, administrators, and community members. After the groups completed their work, a writing team was organized to gather all the ideas from the constituencies. The College President drafted the final mission documents and submitted them for approval to the Board of Trustees. Spoon River College Vision Statement Spoon River College (SRC) will strengthen its communities by providing a broad range of educational programs, cultural activities, and economic development opportunities in an environment dedicated to success. The Vision Statement focuses on the College's status as a gateway to world-class learning opportunities and this is reflected in the College's growth in online, hybrid, and off-campus learning with the increased growth in partnerships and a growing college-wide acceptance of ongoing assessment. The current Strategic Plan runs through 2016. A new strategic planning process began in August 2015 to replace it. All of the departments were asked to conduct a Strengths, Weaknesses, Opportunities, and Threats (SWOT) Analysis. The analyses were collected and submitted to the Strategic Planning Cabinet. The Vision and Mission statements of the College are broadly understood by all stakeholders within the College. There is significant evidence to demonstrate that all departments comply with and are guided by the College’s stated Mission. 1.A.2. Academic Programs Student success through engagement in academic excellence is a primary component of the College’s Mission. To highlight further the academic excellence in our academic programs, 10 associate's degrees and 36 certificate programs have sought and achieved accreditation through various national accrediting agencies. This topic, along with the affiliated evidence, is covered extensively in Criterion Four. Instructional Technology The institution’s academic programs have been greatly enhanced through the improvement and expansion of instructional technology. The technology tools that are currently an integral part of the academic area include smart classrooms, wireless access, learning management systems, Interactive Video Systems (IVS), and various other hardware and software integrated across campus. The use and integration of technology has been a focus of the institution not only to assist in engaging students for greater success but also to create a progressive student-centered learning environment. Faculty to Student Ratio Complementing the multiple academic support resources on campus that contribute to student success, the College aims to keep course ratios small. In 2014, the size of an undergraduate lecture Page 3
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course ranged from 20-26 and the student to faculty ratio was 17:1. Student Support Services Student Support Services further the mission of academic excellence and personal fulfillment by providing support to academic areas, offering professional and personally enriching activities on campus, and offering opportunities for community engagement. Enrollment Profile The College’s enrollment strategy supports the goals of the Strategic Plan and the Mission. As a public institution, Spoon River College is committed to meeting the needs of qualified students who are seeking an associate’s degree or certificate. As of 2014, approximately one-third of the College's students are age 25 and older, and two-thirds are 24 and younger. More details are available under the "Reports" tab on the College's website. 1.A.3. This sub-component is fully addressed in the Criterion 5.C.1. response.
Sources PRES_SRC_Strategic_Plan_2013 PRES_SRC_Strategic_Plan_2013 (page number 2)
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1.B - Core Component 1.B The mission is articulated publicly. 1. The institution clearly articulates its mission through one or more public documents, such as statements of purpose, vision, values, goals, plans, or institutional priorities. 2. The mission document or documents are current and explain the extent of the institution’s emphasis on the various aspects of its mission, such as instruction, scholarship, research, application of research, creative works, clinical service, public service, economic development, and religious or cultural purpose. 3. The mission document or documents identify the nature, scope, and intended constituents of the higher education programs and services the institution provides.
Argument 1.B.1. This Mission Statement was adapted from the previous Vision Statement as key stakeholders believed this to be a comprehensive view of the College. The Mission takes into account the numerous venues in which learning can take place, formally or informally. This Mission Statement is at the top of every Board of Trustees' agenda, in the College’s catalog, and on the website, along with the Strategic Plan. The College carries out this Mission by: Providing pre-baccalaureate education consisting of liberal arts, sciences and pre-professional courses designed to prepare students to transfer to four-year colleges and universities and/or to meet individual educational goals. Providing career and technical education to prepare students for employment, to upgrade skills, and to enable students to move directly into the workforce. Providing developmental education that prepares students for collegiate study. Providing community education including non-credit, continuing education, vocational skills, high school equivalence exam preparation courses, and lifelong learning needs. Partnering with economic development initiatives in the district. Providing cultural and recreational programs to promote personal growth. Providing student services to support the educational goals of students and assistance for students with special needs. Utilizing existing and emerging technologies to provide flexible and accessible education and service throughout the district. 1.B.2. The College's Mission Statement, as a part of the Strategic Planning process, is approved by the Board of Trustees and is regularly reviewed. In addition to being articulated publicly to both internal and external stakeholders, the Mission and Strategic Plan goals show the emphasis the College places on its obligations to quality education, service, economic development, and creative works. The College offers annual cultural activities such as student art shows and student drama department productions. In addition, the Office of Community Outreach offers various cultural activities for the College and its communities. The Retirees Leading Initiative is an example of a popular and successful activity that is offered throughout the SRC district. 1.B.3. The Mission Statement, as well as the College's Strategic Plan, identifies the nature, scope, and intended constituents that the College strives to serve. The College's Strategic Plan reflects the College's commitment to diverse offerings that serve a wide array of students. Page 5
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Sources Retirees
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1.C - Core Component 1.C The institution understands the relationship between its mission and the diversity of society. 1. The institution addresses its role in a multicultural society. 2. The institution’s processes and activities reflect attention to human diversity as appropriate within its mission and for the constituencies it serves.
Argument 1.C.1. The College recognizes the value of diversity in students, employees, and other constituencies connected with the institution. All persons enrolled with and/or working for the College are expected to abide by all regulations and policies related to equal opportunity, non-discrimination and antiharassment. There is a limited diversity factor in the area of race and ethnicity due to the geographic location and native population of the College district. The Macomb Campus has a higher percentage of non-White student enrollment due to the proximity of Western Illinois University. At the other sites of the College (the Canton Campus and the Centers in Havana and Rushville), there is a lesser presence of racial and/or ethnic population diversity, and there is a significant multi-generational presence. While multi-generational diversity is a common rural element, it is often overlooked and underutilized in terms of diversity awareness and opportunity to build on personal and professional development. As an institution of higher education, the College recognizes its role and responsibility to reinforce the goal of diversity through instruction, student services, and all operations and functions of the institution. Emphasizing the willingness and ability to understand others and their beliefs and characteristics enables all persons and groups to celebrate the value and uniqueness found through the prism of diversity. At the College, diversity includes race, ethnicity, gender, age, disability, beliefs, and lifestyle orientation elements with the goal of recognizing value in similarities and differences among individuals and groups and promoting understanding and cooperation so that persons and groups can be empowered to reach their potential goals and objectives for personal and/or professional development. The College promotes diversity and an appreciation for multiculturalism through both the curriculum and student life Curriculum: Multicultural awareness is encouraged throughout the College's academic programs, including in general education, by inclusion in select courses. A small selection of such courses includes the following: ABM 190 and 200, with components on the psychology of ag sales and human relations AH 107, with a component on family caregiving across the lifespan ART 122 and 123, with components on the relationship between art and cultures/geographies ART 224, with an emphasis on religion, culture, politics, and geography BIO 140, with components of human cultures, economics, and politics BUS 104, which explores economic, geographic, political, and cultural differences affecting trade DRM 110, with components including theatre across cultures ED 201, with a variety of perspectives "in a diverse society" ED 206, with learner-centered instruction and diversity ED 230 ("Diversity in Schools and Society") Page 7
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ENG 141, a component on cultural impact of visual communication ENG 216 ("Literature of the African Experience") GEO 100 Cultural Geography GEO 200 World Regional Geography HIS 151 History of the Middle East HS 104, with component of sociological aspects of human sexuality NUR 225, with component of social and ethical issues in nursing PHI 115 Ethics PSY 240 Social Psychology REL World Religions SBM 122, with skills to better understand and relate to others SOC 100 and others in sociology Student Life: Students have the opportunity to participate in various aspects of student life outside the classroom, with student organizations such as Kaleidoscope Journal of Art & Literature, SRC Theatre Artists Group for Education (STAGE), Habitat for Humanity, and Phi Theta Kappa, each of which encourages students to experience college life in diverse ways and sample cultures other than their own. In addition, the College's library frequently creates themed displays of items in the collection related to a given celebration, such as books about the African American experience during Black History Month. 1.C.2. The College demonstrates its commitment to embracing and growing an environment of diversity in several ways. Examples of evidence include part 3 of Students Rights in the Student Code of Conduct, and also, for employees, in the College Policies and Procedures Manual. The College, an equal opportunity/affirmative action employer and educator, complies with applicable federal and state laws prohibiting discrimination, including Title VI, Title IX, Section 504, Age Discrimination Act, and Title II of the ADA. It is the policy of the College that no person, on the basis of race, color, religion, gender (sex), sexual orientation, national origin, age, disability, or veteran's status, shall be discriminated against in employment, in educational programs and activities, or in admissions. The College incorporates several measures to ensure that ethical and legal hiring practices are employed. The Equal Employment Opportunity (EEO) statement is posted as a link on the College website in the employment section, on the Job Application, and in the Job Postings. Further, the College has a policy that all printed publications must include the EEO statement. The College also has a comprehensive EEO policy in its Policies and Procedures Manual. The College received its first TRiO grant from the U.S. Department of Education in the fall of 2010 and has just received further funding through 2020. The Student Support Services grant project is based at the Macomb Campus. The Human Resources Department offers enrollment in short-term, online courses to enhance employees' knowledge and skills through Ed2Go.com/spoonriver. Some of the Ed2Go topics approved for employees to use include areas related to diversity such as Achieving Success with Difficult People, Solving Classroom Discipline Problems, and Teaching Students with Disabilities. The College also offers a tuition reimbursement program for full-time employees pursuing further education.
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Sources HR_Policies_and_Procedures_Manual_2014
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1.D - Core Component 1.D The institution’s mission demonstrates commitment to the public good. 1. Actions and decisions reflect an understanding that in its educational role the institution serves the public, not solely the institution, and thus entails a public obligation. 2. The institution’s educational responsibilities take primacy over other purposes, such as generating financial returns for investors, contributing to a related or parent organization, or supporting external interests. 3. The institution engages with its identified external constituencies and communities of interest and responds to their needs as its mission and capacity allow.
Argument 1.D.1. The College fulfills its Mission by offering annual, public cultural activities such as student art shows and student drama department productions. In addition, the Office of Community Outreach and Foundation provide various cultural activities for the College and its communities through the SRC Community Chorus, Retirees Leading Initiatives, and speakers/presenters in partnership with Illinois Arts Council. The College is also active in the communities it serves and supports staff involvement and volunteerism. Several staff serve on economic development boards, chamber of commerce boards, and civic organizations. The College, through the Community Outreach Centers in Canton and Macomb, connects directly with local government, organizations, and businesses. In Macomb, the College assists Pella Corporation with training and diversity workshops. In Rushville, the College works directly with the economic development director in business procurement. In Canton, the College is a primary partner with Cook Medical and conducts all of the eligibility training for employment at its plants and other business ventures. The College is also a partner with the Canton Main Street program, which incorporates economic development opportunities into historic preservation and building façade renewal programs. Because of its wide geographic reach, the College is able to respond positively to many requests for collaboration. The Mission of the College is further carried out through the Office of Community Outreach, the Adult Education Department and the Foundation by: Providing developmental and basic skills education to prepare students for collegiate study and to meet individual educational goals. Providing community education including GED preparation, non-credit and continuing education classes, vocational skills training, and lifelong learning opportunities. Providing workforce training and retraining to meet the needs of employers and employees. Working cooperatively with economic initiatives in the district. Providing cultural and recreational programs to promote personal growth.
1.D.2. In 2010, the President of the College engaged the Efficiency Task Force in an effort to identify cost savings in response to funding reductions from the State. Every College employee was asked to submit to the President ideas for reductions that would not have a direct impact on students or Page 10
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services. The College offers dual credit courses at a reduced tuition rate in order to assist high school students with the costs of classes. In addition, in the Fall of 2014, the Spoon River College Bookstore instituted a textbook rental program, which saved students money. The Foundation provides educational resources solely to benefit the College and its students as evidenced by its bylaws. The Foundation updates a three-year plan annually. 1.D.3. The Office of Community Outreach members and the Foundation staff members as well as individual College employees/program developers regularly engage with members of the district's economic development agencies, chambers of commerce, businesses, and community leaders to determine educational, cultural, or community development current or future needs, interests, and potential growth opportunities. Both quantitative and qualitative data/results are collected, analyzed, and evaluated for college response (http://www.src.edu/outreach/Pages/about.aspx). The Year of the Volunteer This year has been designated as the Year of Volunteer by the Illinois Department of Aging, Generations Serving Generations, and many other organizations throughout Illinois. The College is joining them to celebrate and recognize the volunteers who work at, through, or with the College. The College will celebrate the year by highlighting the work of volunteers and the reasons they volunteer through feature articles in the local media and through various activities that will be coordinated through the SRC Office of Community Outreach.
Sources 2014 2015 FOUNDATION BOARD OF DIRECTORS Dec 2014-Jan 2015 Newsletter June 2015 Newsletter March 2015 Newsletter October 2014 Newsletter Policies & Procedures Updated 5.12 SPOON RIVER COLLEGE FOUNDATION By Laws for 2015 Annual Meeting Spoon River Foundation 990 SpoonRiverCollegeAPCFY2016 Three Year Plan 2014-2017
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1.S - Criterion 1 - Summary The institution’s mission is clear and articulated publicly; it guides the institution’s operations.
Summary The Spoon River College Mission Statement is a testament to the College's commitment to and investment in the residents of Community College District 534. Through a comprehensive internal and external process, the College identified its many obligations, which culminated with the Mission Statement as well as the Vision Statement and Core Values. The Mission Statement is a living document that is ever-changing to allow the College to continue to respond to the needs of the District.
Sources There are no sources.
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2 - Integrity: Ethical and Responsible Conduct The institution acts with integrity; its conduct is ethical and responsible.
2.A - Core Component 2.A The institution operates with integrity in its financial, academic, personnel, and auxiliary functions; it establishes and follows policies and processes for fair and ethical behavior on the part of its governing board, administration, faculty, and staff.
Argument
2.A. Spoon River College operates with integrity and follows fair and ethical practices in all its endeavors. All College employees are subject to the ethical practices delineated in the College’s Policies and Procedures. The Policies and Procedures Manual follows all policies of the Illinois Community College Statutes and applies to all employees of the College. 1. The Policies and Procedures Manual of the College is enforceable under the Board Policies except when there is a conflict. In this instance, the Board Policy supersedes the Policies and Procedures Manual. All previously issued policies and procedures, including memoranda, are superseded by this document. 2. The Policies and Procedures Manual is available electronically to all College employees. Employees are expected to read, acknowledge, and comply with the Policies and Procedures Manual. Failure to comply with the policies and procedures set forth in the Policies and Procedures Manual may result in disciplinary action, up to and including termination of employment. 3. The Human Resources Director is responsible for maintaining the electronic version of the Policies and Procedures Manual. The College maintains transparency by communicating all policies and practices to its various publics by: providing audited budget information. making the College academic personnel policies and the non-academic personnel policies available on the College website. providing monthly salary and sick leave records to each employee on ADP Workforce Now, a cloud-based Human Capital Management solutions that unite HR, payroll, talent, time, tax and benefits administration. publishing on the website the Policies and Procedures Manual and the Student Handbook that outline responsibilities and conduct. Financial Integrity Page 13
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1. Compliance with policies established by the College's governing boards and by the College. The College complies with state and college policies and procedures to ensure the ethical handling of its financial resources. These policies and procedures include but are not limited to the College Policies and Procedures Manual, Section 6, and the Illinois Public Community College Act. The Vice President of Administrative Services is responsible for the supervision of financial and business affairs of the College. The College undergoes an annual external audit of its finances —in accordance with The Public Community College Act and OMB-Circular A-133 (Audits of States, Local Governments and Nonprofit Organizations) and the results of this audit are available to the public. The College uses college funds ethically and responsibly in accordance with the standards set forth in the Illinois Public Community College Act. Purchase requisitions and approvals are handled through an automated system that ensures all purchases are pre-authorized. Section 6.6 in the Policies and Procedures Manual outlines regulations to be followed in the spending of College funds. Requisition and purchasing training is offered to new and current employees on an ongoing basis. 2. Budget Process Budget preparation is initiated four to five months prior to each fiscal year, which runs from July 1 through June 30. The College’s internal budget process begins at the department level. Each budget manager submits a budget request based on an analysis of the department's strategic plan and discussions with faculty and/or staff. After departments have submitted their individual budget requests to their administrator (dean or vice president, as appropriate), each department is provided the opportunity to discuss in detail its budget requests and how those relate to the Strategic Plan and pre-established goals at a budget hearing. President's Cabinet reviews all budget requests and drafts a preliminary revenue estimate, including: anticipated state funding increases/decreases and estimated tuition/fee changes; staffing changes, if any; estimated mandatory cost increases; and department requests that have been identified as priorities to be funded during the hearing process. As the projected cash reserves and next year's revenue outlook is confirmed, towards the end of the budget cycle, priorities to be funded are adjusted as needed to match revenues. Based upon this information, the President and Vice Presidents carefully evaluate all requests and allocate available funds accordingly. The finalized budget is then submitted to the Board of Trustees for consideration and approval. The budgeting process meets the expectation of responsible conduct with involvement of faculty and staff, the President, Vice Presidents, and the Board of Trustees. Academic Integrity The College operates with a qualified, professional teaching faculty that follow ethical policies, and processes for students attending any of the following locations/sites: Canton and Macomb campuses, online, and attendance centers. All full-time and part-time faculty design their course syllabi from a Master Course Syllabus to ensure all students have a consistent and understandable syllabus, which includes outcomes for the course. All teaching faculty are required to maintain eight (8) on-campus hours reasonably distributed in a workweek in addition to their assigned classroom responsibilities, according to the Spoon River College Faculty Contract (4.3). All faculty members keep student records online, making this information transparent and available to students. Integrity in Personnel/Human Resources Page 14
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It is the Mission of the College Human Resources Office to support the operation of the institution in meeting its goals through its most valuable resource: its people. To that end, the College strives to maintain fairness, equity, and transparency in all of its employment practices while aligning business strategy with strategic goals of the institution. The College is an Equal Opportunity/Affirmative Action employer and educator and complies with applicable federal and state laws prohibiting discrimination. Staff and faculty satisfaction surveys assess perceptions of fairness regarding policies and channels for complaints. Integrity in Auxiliary Functions In a commitment to the highest ethical standards, the College Auxiliary Services functions in accordance with all federal, state, and local laws. All operations are conducted in compliance with the Policies and Procedures Manual. The Auxiliary Services area of the College is externally audited as part of the overall College audit annually. Fairness and Ethics 1. Policies and Procedures In March 1997, the Board of Trustees adopted the Resolution Regarding Adoption of New Board Policies. The Resolution states that the Board Policies were adopted pursuant to Section 3-25 of the Illinois Community College Act as the rules of the Board. Policies may be adopted, revised, added to, or amended at a regular meeting of the Board of Trustees by a majority vote of the members. The operation of any section or sections of the Board’s policies not established by law may be suspended by a majority vote of the Board at a regular or special meeting. Minutes of the Board will reflect revisions, additions, amendments, or deletions to Board Policies. The Board Policies, Governance Process, include a policy specific to Code of Conduct. The policy states that the Board requires ethical conduct collectively and from its individual members. This commitment includes proper use of authority and appropriate decorum in group and individual behavior when acting as a Trustee of the College. The policy also addresses the following: conflicts of interest, authority, privileged information, and non-discriminatory and cooperative atmosphere. The Board Policies, Governance Process, also includes a policy specific to Attributes of a Spoon River College Trustee. In addition, in April 2004, the Board adopted the Ethics Resolution in cooperation with the State Officials and Employees Ethics Act, Public Act 93-615, effective November 19, 2003, as amended by Public Act 93-617, effective December 9, 2003, codified at 5 ILCS 403/1-1. The College establishes and follows policies and processes for fair and ethical behavior on the part of its administration. The President’s Cabinet meets bi-monthly to discuss key issues as an administrative group. The Cabinet agendas are accessible for all College employees to view. The Cabinet reviews policies and procedures, strategic plan documents, and other institutional issues. Members of the Cabinet communicate the results from Cabinet meetings with their direct reports. The administration at the College receives information on the Family Educational Rights & Privacy Act (FERPA) and are expected to follow the guidelines as outlined in Policy 9.1.4. Training on FERPA is conducted at the department level by the Dean of Student Services and the Registrar. Page 15
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2. Faculty and Staff Behavior Multiple policies and procedures govern ethical and responsible actions, and the Human Resources Office is responsible for overseeing and/or implementing these policies and procedures. These policies and procedures are implemented consistently and are clearly communicated collegewide. The College’s fair employment practices include all aspects of hiring, promotion, assignment, discharge, and other terms and conditions of employment and are communicated in the following documents: Equal Employment and Non-Discrimination Compliance with Title IX Anti-Harassment Employment Eligibility Open Door Policy Diversity Ethics Progressive Discipline Whistle Blower Spoon River College Classified Personnel Association Contract Spoon River College Faculty Association Contract The financial operation of the College is well-managed. Budgeting begins at the departmental level and reaches the final budget decision makers through well-defined steps. The College's final budget is subject to the approval of the Board of Trustees. Comprehensive external and internal audits of the financial operation are conducted on a regular basis. The Board and the College have developed and published policies and procedures governing the academic and non-academic activities of the College. The academic processes, which originate with the faculty, are well-defined by the Policies and Procedures Manual and are approved by the College administration and the Board. The Human Resources Department endeavors to conduct hiring practices in a defined and transparent manner through ADP Workforce Now. The College website contains extensive information regarding the College, programs, requirements, faculty and staff, tuition, financial aid, and accreditation. The College President can receive input from College administration, faculty, staff, and students. Both the Board of Trustees and College administration allows/expect the faculty to have oversight on academic matters.
Sources 2014-2018 SRCFA Contract 2015Kaleidoscope Audit 2015 Page 16
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Cabinet Agenda 10-14-15 COM 110, Interpersonal Communication HR_Policies_and_Procedures_Manual_2014 SRC P&P SRC website
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2.B - Core Component 2.B The institution presents itself clearly and completely to its students and to the public with regard to its programs, requirements, faculty and staff, costs to students, control, and accreditation relationships.
Argument 2.B College Catalog The Catalog is the main document to communicate College program requirements, academic policies, course descriptions, and tuition and fees. The Catalog is reviewed and edited on an annual basis. The Dean of Student Services oversees the review process, which includes distribution of Catalog sections to appropriate departments for editing. All curricula or program changes are approved by the College Senate and assigned a College Senate Bulletin (CSB) number. Review of the CSBs is an important part of the Catalog editing process and led by the Registrar. The Catalog review process begins in March with a published date on or around July 1 every year. Printed copies of the Catalog also are available for departmental use and distribution to current and prospective students. The Catalog also is available on the website. Student Handbook The Student Handbook provides students with information on policies, procedures, and programs, assisting students in accessing student services and keeping them on track for degree completion, employment, or transfer. The Student Handbook also details the disciplinary policies concerning student rights and responsibilities. Policies are checked for accuracy from the various College committee minutes. Departmental information is updated by the individual department. The Student Handbook is available on the website, and printed copies are available by request. Students are emailed a link to the Student Handbook at the beginning of each semester. Website and Social Media The Spoon River College website is the primary source of information for the public. It is widely used by internal audiences as well. Web pages are managed by Marketing (content) and IT (programming). The Marketing Director is responsible for keeping the website current (with input of team members). To ensure accuracy, policies, facts, figures and reports are updated as needed, and pages are reviewed annually with the Office of Institutional Research, faculty department chairs, and staff office directors. Each department is included in updating the text of departmental web pages to ensure that content is accurate. Throughout the year, all departments are encouraged to approach the Marketing Director with content changes for their web pages as needed. The Office of Marketing also manages the College’s Facebook page, Twitter account, and Instagram account, which are used to communicate with both internal and external audiences. Posts on these platforms include: weather-related closings, event announcements, event photos, and campus life photos. All sites are monitored to ensure timely, accurate responses to questions or comments posted. Student Email Messages Spoon River College students are often notified of events, opportunities, and deadlines through student email accounts. Emails are drafted by Marketing, Student Services, or other departments. All campus-wide emails are proofread by Marketing before being distributed. If Marketing drafts the Page 18
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email, it is proofread by Student Services. Marketing All of the College’s marketing materials are proofread for content accuracy by Student Services. When necessary, content experts are included in the proofing process. The aim of each marketing piece is to communicate the benefits of attending Spoon River College, inform of opportunities, demonstrate the scope of each academic program, and represent the culture, mission, and values of the College. The process for creating and updating marketing materials at Spoon River College involves a team effort, combining the work of at least two departments. For example, a two-page brochure for each academic program communicates: a brief description of the program, what credentials students can earn, what skills are necessary to be successful in the program, what jobs are available in the field, and what types of classes would be taken in the program. Gainful employment information is included as well. To create these brochures, the Office of Marketing works closely with the Office of Instruction to ensure accuracy through drafting, editing, design, and final proofreading stages. District-wide Newsletter The Spoon River College newsletter is published biannually and mailed to more than 33,000 residents (all mailboxes within the district). The fall edition of the newsletter, CareerFocus, is a sixteen-page magazine. The spring edition, CareerCruising, is a four-page mini-version of its sister publication. Both newsletters share students’ stories, facts, and program information. Articles spotlight stories of how alumni, current students, and employees reflect the College’s Mission and Core Values. Because the newsletters are mailed to all boxes within the College district, the publication is also treated as a report to the community. A message from the President of the College is included, and through stories, the College demonstrates its positive impact on the lives of its students. Each newsletter’s project timeline involves a four-month process of planning, interviewing, photographing, writing, editing, designing, proofreading by several departments, print production, and distribution. Institutional Research A campus resource for an easily accessible location of reliable facts and figures is the Snapper Snapshot, an annual compilation of our fall enrollment, graduation, and retention statistics put together by the Institutional Research Coordinator. It provides comparative data and reinforces transparency throughout the College. This publication is available on the College website to be shared with the student body, board members, and campus community as a resource for anyone who would like an overview of the College. Institutional Characteristics The College’s accreditation status is listed on its website as well as in the Catalog. The nursing program achieves additional accreditations; these are posted on the website and within the program description in the Catalog. Tuition and fees are reported in the Catalog along with the fees that are assessed for program-specific costs or standard credit hour fees. Tuition and fee information also can be found on the website and in marketing materials. Students are provided access to a net price calculator to help calculate any various forms of institutional, state, and federal aid for which they may be eligible.
Sources Page 19
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Ag_Business_Mgt CareerFocus_ F14_Final HR_Policies_and_Procedures_Manual_2014 SRC-CareerCruise15
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2.C - Core Component 2.C The governing board of the institution is sufficiently autonomous to make decisions in the best interest of the institution and to assure its integrity. 1. The governing board’s deliberations reflect priorities to preserve and enhance the institution. 2. The governing board reviews and considers the reasonable and relevant interests of the institution’s internal and external constituencies during its decision-making deliberations. 3. The governing board preserves its independence from undue influence on the part of donors, elected officials, ownership interests or other external parties when such influence would not be in the best interest of the institution. 4. The governing board delegates day-to-day management of the institution to the administration and expects the faculty to oversee academic matters.
Argument In March 1997, the College Board of Trustees adopted the Resolution Regarding Adoption of New Board Policies. The Resolution states that the Board Policies were adopted pursuant to Section 3-25 of the Illinois Community College Act as the rules of the Board. Minutes of the Board will reflect revisions, additions, amendments, or deletions to the Board Policies. The Board Policies, Governance Process, include a policy specific to Code of Conduct. The policy states that the Board requires ethical conduct collectively and from its members. This commitment includes proper use of authority and appropriate decorum in group and individual behavior when acting as a trustee of the College. The policy also addresses the following: conflicts of interest authority privileged information non-discriminatory and cooperative atmosphere The Board Policies, Governance Process, also includes a policy specific to Attributes of a Spoon River College Trustee. In addition, in April 2004, the Board of Trustees adopted the Ethics Resolution in cooperation with the State Officials and Employees Ethics Act, Public Act 93-615, effective November 19, 2003, as amended by Public Act 93-617, effective December 9, 2003, codified at 5 ILCS 403/1-1. The institution establishes and follows policies and processes for fair and ethical behavior on the part of its administration. The President’s Cabinet meets bi-monthly to discuss key issues as an administrative group. The Cabinet agendas are accessible for all college employees to view. The Cabinet reviews policies and procedures, strategic plan documents, and other institutional issues. Members of the Cabinet communicate results from Cabinet meetings with their direct reports. The administration at the College receives information on the Family Educational Rights & Privacy Act (FERPA) and is expected to follow the guidelines as outlined in Policy 9.1.4. Training on FERPA is conducted at the department level by the Dean of Student Services and the Registrar. In addition to twelve monthly meetings each calendar year, the Board meets twice a year (January and Page 21
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July) for Planning Retreats. During the Retreats, significant time is devoted to self-evaluation and the budget process. The Board Policies, Governance Process, also includes a policy specific to Annual Board Planning Cycle that includes a review of its policies and performance. The Board of Trustees' agenda includes regular reports from internal constituents of the College. Fiscal, Instructional, and Student Services reports are provided both orally and in writing at the Board Meetings. The Board Agenda also includes a section for Public Comment. The Board and the Foundation Board hold an annual joint meeting to review College priorities. In addition, one Trustee serves on the Foundation Board and provides monthly reports to the Board of Trustees. The Board solicits input from internal and external constituents that includes appointed Foundation Board members, elected local and state officials, district educational institutions, and the public. The Board strives to differentiate between external and internal processes in the exercise of its authority, focusing on long-term strategic planning and not on day-to-day operations. The Board Policies, Board-President Relationship, Delegation to the President states that the President is accountable to the full Board. The Board establishes the broadest policies, delegating implementation and more detailed policy development to the President. The Board delegates authority to the staff through the President, so that the President is ultimately accountable. The President is authorized by the Board to establish all further policies and procedures, make all decisions, take all actions, and develop all activities as long as they are consistent with any reasonable interpretation of the Board’s Policies. The President’s job contributions, as listed in Board Policies, Policy Type Board-President Relationship, President’s Responsibilities are as follows: Academic Issues (curriculum) Accountability/Assessment of Student Learning Athletics Budget/Financial Management Capital Improvement Projects Community Relations Crisis Management Enrollment Management Entrepreneurial Ventures Faculty Issues Fund Raising Governing Board Relations Government Relations Media and Public Relations Personnel Issues Risk Management and Legal Issues Strategic Planning Student Life and Conduct Issues Technology Planning Faculty have the responsibility to keep course content current, rigorous, and relevant. Full-time faculty in particular control the curriculum at several stages: 1. Creation and design of programs and courses. 2. Vetting of programs and courses through shared governance, in which faculty hold voting majorities and chairs of committees and the College Senate itself. 3. Adaptation of Master Syllabi to individual working syllabi for specific offerings of courses. Page 22
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4. Leadership in review of programs on a five-year rotation. 5. Implementation of course objectives in classrooms. 6. Most recently, oversight of the curriculum--including part-time faculty--through the faculty-led academic division structure. 7. Review of CTE programs in conjunction with advisory committees. 8. In addition, some transfer faculty have input beyond the College's own campuses by participating in Illinois Articulation Initiative panels.
Sources There are no sources.
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2.D - Core Component 2.D The institution is committed to freedom of expression and the pursuit of truth in teaching and learning.
Argument The College’s Mission is to provide innovative learning opportunities that enhance the quality of life in the communities within the District served. Students enter college with a variety of goals that may include transfer to a four-year university, a specific career goal, or just learning a new skill. A critical element to achieving this mission is the principle of academic freedom. Commitment to freedom of expression can be found in the Policies and Procedures Manual. Policy 8.1.4 addresses Freedom of Inquiry and Academic Freedom. Freedom of Inquiry focuses on the importance and protection of free speech at a public institution. Academic Freedom seeks to protect faculty so that they may teach in such a way that openness is encouraged and various and diverse opinions are discussed and analyzed. Outside or guest speakers are invited to present in classrooms at the College. The instructor of record must be present in the classroom when a guest speaker is invited. In following the tenets of academic freedom and freedom of speech, all reasonable views are allowed, including questioning and rebuttals from students, when a guest speaker is on campus. Each academic year since 2010, the College faculty have identified a new College theme. This theme is promoted to students using posters on each campus, in various classrooms, and via assignment descriptions in course syllabi. The purpose of the College theme and past examples are found on the College's website. The College maintains a Peer Assistance Committee (PAC) for non-tenured full-time faculty. The PAC is composed of three tenured faculty whose purpose is to mentor the non-tenured faculty regarding teaching as well as committee work and other College functions outside of the classroom. Mentoring new faculty about College policies pertaining to the protection of academic freedom (P & P 8.1.4) ensures faculty have an awareness and understanding of the commitment the College exhibits towards freedom of expression and academic freedom. The College’s Division Chair program facilitates this mentorship beyond full-time faculty. Beginning in the Fall 2015 semester, the College employs three Division Chair positions filled by tenured faculty. Partial responsibility of Division Chair duties includes mentoring part-time faculty within each division. Part-time faculty gain an awareness and understanding of the master syllabus as well as the academic freedom they retain within their teaching of a course. The Division Chair program also facilitates communication between part-time faculty and full-time faculty in their respective areas and produces an understanding among all faculty regarding the proper channels for course development/proposals for our internal governance system. Continuous development and improvement of courses is encouraged through the Faculty Evaluation Process. Beyond the tenure process, full-time faculty receive feedback from students biennially through student evaluations and every four years by administrative course observation. Part-time faculty receive feedback from student evaluations every semester they teach for the College, as well Page 24
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as regular administrative observations and evaluations. Reflections and plans for improvement are then compiled and reviewed with the faculty administrator. Found in the Student Handbook, the Spoon River College Student Code of Conduct serves two purposes: (1) to serve as a guide for student behavior; and (2) to outline the procedures to be followed, both by students and College officials, should violations of the Code occur. The Student Code of Conduct states the expected behavior of all students on campus. Enforcement of the Code of Student Conduct resides with the Dean of Student Services. A disciplinary and appeals procedure is documented in the policy to ensure students are treated ethically and respectfully throughout the process. Detailed policies for student grievances in academic matters are well defined in the Student Handbook. The College strives to maintain an environment in which all students are free to pursue their academic interests and responsibilities. Conduct by a single student or a group of students that restricts such freedom and interferes with the College's mission of promoting student learning is subject to regulation and/or sanction by the College. Therefore, a major function of the College is to recognize student rights, and at the same time to demand student responsibility. Faculty professional development is encouraged and supported by the College. Faculty members may request funds for professional development through the Instructional Resources Committee. The Instructional Resources Committee is a standing committee of the College Senate (College Senate Bylaws). The functions of the Instructional Resources Committee are: 1. Ensure that the instructional resources of the College are aligned with the Mission of the College. 2. Make recommendations concerning resources that will enhance instructional objectives (for example, equipment used to enhance instruction, resources in the Learning Resource Center, uses of new technology, etc.). 3. Identify and review needs in the area of faculty development and to recommend programs that encourage professional growth (for example, Professional Development Day, instructional development activities, etc.). 4. Address issues relevant to the accomplishment of instructional objectives and to designate pertinent tasks to temporary subcommittees (for example, sabbatical recommendations, instructor evaluations, etc.). 5. Actively seek input from the College community on issues related to instructional services and resources. 6. Approve Faculty Professional Development requests. The tenure process provides guidelines for faculty review. As stated in Policy 3.6.1, improvement of the instructional program is the overall goal of the evaluation process at the College. The focus of the process is to identify strengths and areas needing improvement related to instruction and to plan improvement strategies for areas of concern. In the fall of 2012, the College implemented Learning Squares. A primary goal of the Squares concept was to focus on and improve student learning. Interest in improving teaching, in other words, must always serve the ultimate goal of improving student learning. Additionally, instructors who participate in a Squares project are themselves learning through the process. Page 25
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The Kaleidoscope is the College’s student-published literary magazine, published each spring. This publication provides a venue for students' creative work and free expression. Students have an opportunity to have short stories, poems, essays, and artwork published.
Sources 2015Kaleidoscope College Senate Bylaws College Theme Learning Squares 2015 SRC P&P SS_Student Handbook_2015 student handbook
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2.E - Core Component 2.E The institution’s policies and procedures call for responsible acquisition, discovery and application of knowledge by its faculty, students and staff. 1. The institution provides effective oversight and support services to ensure the integrity of research and scholarly practice conducted by its faculty, staff, and students. 2. Students are offered guidance in the ethical use of information resources. 3. The institution has and enforces policies on academic honesty and integrity.
Argument 2.E The College takes very seriously its obligation to provide instruction pertaining to and oversight monitoring responsible use of information. Many resources and guidance policies are in place to secure the integrity of such research and knowledge. Policies in Place Numerous policies, approved through the College governance system, reflect the College’s commitment to ethical and appropriate acquisition and dissemination of research and information: 3.2.8 Sabbatical Leaves 4.14 Technology, Wired Network, and Wireless Services 4.17 Copyrighted Materials 4.19 Institutional Effectiveness Committee 4.6 Ethics 8.1.3 Research on Human Subjects 8.1.4 Freedom of Inquiry & Academic Freedom 9.1.1 Academic Rights & Responsibilities of Students 9.1.2 Athletic Code 9.1.4 Family Educational Right to Privacy Act (FERPA) 9.1.9 Student Code of Conduct 9.1.10 Student Grievance Student Handbook “Code of Conduct” is also a mandatory component of every academic master syllabus: 1. Code of Conduct: "Spoon River College has established a student code of conduct. Generally, College disciplinary action shall be taken for conduct that adversely affects the College community’s pursuit of its educational objectives. Academic Misconduct generally refers to behavior also known as academic fraud in which an individual cheats, plagiarizes, or otherwise falsely represents someone else’s work as his or her own. Forms of Academic Misconduct include, but are by no means limited to:" Cheating Plagiarism Falsification and Fabrication Page 27
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Abuse of Academic Materials Complicity in Academic Dishonesty Falsification of Records and Official Documents Personal Misrepresentation and Proxy Bribes, Favors, Threats Faculty Support Many instructors include additional verbiage in their syllabi further emphasizing the importance of academic integrity. Here is one example: "To claim another’s information or ideas as your own is plagiarism, and, like other forms of theft, is in direct violation of the college’s policies. It is also degrading to your own talents, and insulting to your classmates, your instructor, and the author of the information you have stolen. Plagiarism will not be tolerated, and if you are caught, you will receive a failing grade for this course and you run the risk of other serious academic consequences. Likewise, cheating on exams is absolutely unacceptable, and will result in a zero for the exam with no opportunity to make up those points. If you have any questions about appropriate citation of a source, please ask your instructor. It is my job, and my privilege, to help you succeed at Spoon River College and prepare for your future career." English faculty include citation instruction in their Composition Sequence (ENG101 and ENG102) courses. Faculty members regularly conduct specially convened “Citation Workshops” that provide students the opportunity to focus on commonly used academic formats, including APA and MLA. Library Support Library staff present research and citation sessions to classrooms upon invitation by instructors, and also tutor students via in-person visits to the Library on the Canton Campus, or via phone, text, or email inquiries. Numerous specific documents are available in support of ethical and appropriate use of information and research: Biology 103 – Document used for a Zoology course that came into the Library in March 2015 for instruction on research strategies and sources. Borrowing and lending statistics interlibrary loan – Document for FY 2014 to FY 2015 with both borrowing and lending percentages with the library’s interlibrary loan department, date created 4/2015. Copyright-and-fair-use – Document sent to faculty concerning fair use for electronic course content, date sent 4/2014. Guide to interpreting fair use – Sent to a faculty member for assistance with a question regarding his online music class, date sent 1/2013. September 2014 new item list – A list of items the Library purchased during a specific time period, sent out monthly to faculty and staff of SRC. Spoon River College Library QA – Sent to faculty regarding questions on fair use, date sent 10/2010. SRC Library Checklist for Fair Use – Short checklist for faculty regarding fair use, date sent 10/2010. Top Most Used College Library Databases – Statistics that were pulled February 2013 – February 2014 on database usage, date sent to faculty on 3/2014. CINAHL Indexing – A guide describing how indexing is done in the CINAHL Page 28
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database available in paper form on the student information rack near the Canton library computer lab, no date. Writing Resources – A guide of online writing sources available in paper form on the student information rack. Last updated 9/2014. Environmental Web Resources – A guide of online sources for environmental sciences and ecology available in paper form on the student information rack. Last updated 9/2014. Life Sciences Web Guide – A guide of online sources for the Life Sciences available in paper form on the student information rack. Last updated 8/2014. Search Strategies – A guide to assist students with planning their research strategies available in paper form on the student information rack. Last updated 1/2012. Credo Search Tips – A guide taken from the search strategies page in Credo Reference to assist students with their search strategies available in paper form on the student information rack. No date. Peer-Reviewed Journals and Magazines – A guide that explains the difference between journals and magazines in the research process available in paper form on the student information rack. No date. Among the online databases available through the College Library website is the Purdue OWL site. Online Support Services The College purchases a yearly site license for Turnitin plagiarism detection software. This internetbased tool is linked through the Learning Management System, Canvas. Faculty use this service not only to deter cheating, but also as a teaching tool to show students how they might unknowingly plagiarize. Many faculty use this service for both rough drafts and final papers. Faculty can access instructions and/or training through the Teaching and Learning Resources site in Canvas. Faculty also can find copyright guidelines in this location as well. Academic Success Center Services The Academic Success Center employs a professional writing tutor who is available to review online submissions as well as meet with students for in-person tutoring. This tutor can also help educate students on the common pitfalls associated with plagiarism.
Sources CINAHL indexing Citation Seminar 2E SS_Student Handbook_2015
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2.S - Criterion 2 - Summary The institution acts with integrity; its conduct is ethical and responsible.
Summary Since "Canton Community College" opened its doors in 1960, students and College district residents have benefited from educational programming, enrichment opportunities, and community investment services that have strengthened the Western Illinois region. In operation as Spoon River College since 1968, the institution has expanded to include two campuses, two centers, and a growing online delivery option that serve portions of five geographically large counties, including McDonough County, site of Western Illinois University. The integrity with which these services are provided is at the heart and soul of every College decision, policy, and action. The discussion and evidence provided in Section 2 demonstrates that the College's Board of Trustees, faculty and staff, and students all strive to embody this integrity in practice as well as intent. Indeed, one of the Core Values of the College is "Integrity." Core Component 2.A focuses on procedural practices that have been adopted to ensure fair and ethical behavior for all College stakeholders. Core Component 2.B offers documentation concerning the College's communication strategies, enabling the College to present itself clearly and completely to students and the public. In Core Component 2.C, focus is given to the College's governing board and its autonomous decision-making process, allowing it to deliberate and provide vision for the College in an environment of integrity and creativity. The evidence provided in Core Component 2.D supports the College's commitment to academic freedom and the pursuit of truth by faculty and students. Core Component 2.E discusses the particular policies and procedures in place that reinforce the College's commitment to integrity pertaining to acquisition, discovery, and application of knowledge, including the College's governance system, Code of Conduct, strict Academic Honesty policies, and student resources including Library, Online, and Academic Success Center services. This evidence of the College's demonstrated commitment to integrity will provide documentation that since its inception more than 55 years ago, Spoon River College has indeed evolved into a vital and integral component of the educational landscape of western Illinois.
Sources There are no sources.
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3 - Teaching and Learning: Quality, Resources, and Support The institution provides high quality education, wherever and however its offerings are delivered.
3.A - Core Component 3.A The institution’s degree programs are appropriate to higher education. 1. Courses and programs are current and require levels of performance by students appropriate to the degree or certificate awarded. 2. The institution articulates and differentiates learning goals for undergraduate, graduate, postbaccalaureate, post-graduate, and certificate programs. 3. The institution’s program quality and learning goals are consistent across all modes of delivery and all locations (on the main campus, at additional locations, by distance delivery, as dual credit, through contractual or consortial arrangements, or any other modality).
Argument 3.A.1. The College Senate includes a Curriculum Committee charged with reviewing curriculum, courses, and programs, and ensuring academic standards. Specific duties of the Curriculum Committee are outlined in the College’s College Senate Bylaws. New curriculum and curriculum changes must go through the College’s Curriculum Committee and involve the completion of SRC’s Curricular Change Request Form. Program reviews (2013, 2014, 2015) are conducted every five years for each program, as required by the Illinois Community College Board. These program reviews are utilized to: determine progress made since the previous review. assess the appropriateness of courses within the program. identify goals and challenges moving forward. develop strategies for overcoming challenging and attaining goals. The College works to align curriculum with the Illinois Articulation Initiative to help facilitate student transfer to other colleges and universities. Career and technical education (CTE) programs have active advisory committees. These committees provide invaluable feedback on CTE offerings. The Nursing program is fully approved by the Illinois Department of Financial and Professional Regulation (http://www.src.edu/academics/career/nursing/Pages/default.aspx). In addition to degrees, The College also offers many certificate options in its CTE programs. All degree and certificate requirements are outlined in the College catalog. 3.A.2. The College offers many certificate programs and Associate degree programs including Associate of Arts & Science, Associate in General Studies, and Associate in Applied Science in multiple career and technical areas. Details of goals and requirements for different certificates and degrees are outlined in the College catalog. Page 31
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Departments at the College have developed Program Outcomes, summarizing goal expectations of students completing degrees and certificates in that program. Working syllabi in each discipline at the College include these Program Outcomes. 3.A.3 Master course objectives for each course offered at the College are consistent across sections, are outlined in Master Syllabi. Use of the master syllabus template ensures consistency across all courses and disciplines. Course learning objectives are not based on instructional delivery method but on expected and desired outcomes from the learning experience. The objectives are the same for all locations and delivery modes offered by the College: face-to-face, IVS, hybrid, online, and dual credit. Faculty create working syllabi for a course from the course’s master syllabus template. The College adheres to the requirements of the Dual Credit Quality Act (110.ILCS27). Qualified high school instructors are required to use the same SRC Master Course Syllabus (as approved by ICCB) so that course content and learning outcomes are consistent.
Sources Career Nursing College Senate Bylaws Revised and Approved January 2012 COM 110, Interpersonal Communication Curricular Change Form Dual Credit HSP Handbook FY 2011 Program Review Report FY 2013 Program Review Report(2) FY 2014 Program Review Report - Corrected 9-12-2014 FY 2015 Program Review Report Illinois Public Community College Act MASTER SYLLABUS TEMPLATE - EFFECTIVE FALL 2015 SRC website
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3.B - Core Component 3.B The institution demonstrates that the exercise of intellectual inquiry and the acquisition, application, and integration of broad learning and skills are integral to its educational programs. 1. The general education program is appropriate to the mission, educational offerings, and degree levels of the institution. 2. The institution articulates the purposes, content, and intended learning outcomes of its undergraduate general education requirements. The program of general education is grounded in a philosophy or framework developed by the institution or adopted from an established framework. It imparts broad knowledge and intellectual concepts to students and develops skills and attitudes that the institution believes every college-educated person should possess. 3. Every degree program offered by the institution engages students in collecting, analyzing, and communicating information; in mastering modes of inquiry or creative work; and in developing skills adaptable to changing environments. 4. The education offered by the institution recognizes the human and cultural diversity of the world in which students live and work. 5. The faculty and students contribute to scholarship, creative work, and the discovery of knowledge to the extent appropriate to their programs and the institution’s mission.
Argument 3.B.1. Mission: “Spoon River College provides innovative learning opportunities that enhance the quality of life in the communities we serve.” Innovative Learning Opportunities: “Design My Learning: … At Spoon River College, you can mix and match the following course delivery and scheduling options to create the course schedule that fits your learning preferences to complete your program of study.” Course Delivery Options: Traditional Courses, Interactive Video System (IVS) Courses, Hybrid Courses, Online Courses, Internet Course Exchange (ICE). http://www.src.edu/academics/learning/Pages/default.aspx “The College’s participation in the Illinois Articulation Initiative ensures that lower-division general education requirements for an associate or bachelor's degree have been satisfied.” http://www.src.edu/about/Pages/default.aspx Illinois Articulation Initiative (IAI): The College participates in the Illinois Articulation Initiative, a statewide agreement that allows transfer of the completed Illinois General Education Core Curriculum between participating institutions. Completion of the transferable General Education Core Curriculum at any participating college or university in Illinois assures transferring students that lower-division general education requirements for an associate's or bachelor’s degree have been satisfied. This agreement is in effect for students entering an associate's or bachelor’s degree-granting institution as a first-time freshman fall 1998 (and thereafter). Students in AAS and AA&S degree programs must select general education courses with IAI codes. http://www.src.edu/services/transfer/Pages/default.aspx
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The College offers a number of degree and certificate options to meet the diverse needs of the residents of its district. All associate's degree programs require at least sixty credit hours to complete. Many require more than sixty credit hours. Students must confer with their advisor to ensure they are taking the necessary and approved courses for their program of study. The Associate's in Applied Science (AAS) degree is designed for specialized career and technical training and preparation for full-time employment. The Associate's in General Studies (AGS) degree is for students who wish to “tailor� a course of study to meet their individual needs. The Associate's of Arts and Science (AA&S) is structured for transfer to a four-year college or university. The Associate's Degree in Nursing (ADN) is designed for nursing training to prepare for the NCLEX-RN examination for licensure. General education and academic requirements for the AAS, AGS, and AA&S degrees include courses in the following: Communication (Written and Oral) Humanities/Fine Arts Social and Behavioral Science Mathematics Sciences Health Science 3.B.2. The College recently revised extensively the General Education Competencies (GECs). These expressed competencies reflect a foundation in classic liberal learning as well as an acknowledgment of current career, personal, and civic demands made upon an educated citizen. The proposed new GECs are as follows: A student earning a degree from Spoon River College will be able to: communicate effectively to achieve individual and organizational goals. use critical, mathematical, and scientific methods to solve problems. make responsible choices in a diverse world. exhibit human empathy through appreciation of arts and creativity. obtain and use information to make sound decisions. work collaboratively with others to solve problems and achieve common goals. 3.B.3. Every program at the College challenges students to integrate, collect, think about, and render creative work necessary for the classroom, life, and the work world. Several programs offer very creative and public forms/demonstration of this kind of authentic work. One art classroom project involves using technology and learning to create designs/logos for local business and individuals. The listed example involves a real client (Fulton County Highway Department) and finished project feedback. http://www.src.edu/about/news/Pages/0311152.aspx The Agribusiness’s learning lab offers agricultural students a real hands-on use of integrating theory and practice by having them plan, organize and run experimental and demonstration research plots for a variety of crops. These experiences (experiments and measures) are skills transferable to work on a farm or for a seed company. One interesting component and newest example that comes from the agricultural area at the College involves the use of drones in farm fields to study yield, take Page 34
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measurements, and perhaps even apply chemicals and feed one day. The study of use and repair of this technology is just beginning and offers evidence of the inclusion of brand new ideas being integrated into the classroom. http://www.src.edu/about/news/Pages/111814.aspx A final example comes from poster board presentations each semester of research in biology, zoology, and chemistry, recently expanding beyond the sciences into other disciplines as well. The public is invited to critique, observe, and learn from this experience. Students, many of whom will transfer to four-year universities, are offered this as a first hands-on practice on how to explore, understand, explain, and present research. Hundreds of other examples of collecting, analyzing, and communicating information and understanding take place every day. Whether it is research exploring the ethics of a newly invented life-technology or researching and creating a speech, these behaviors are an integral part of daily life at the College. 3.B.4. The College promotes awareness of diversity through a variety of instructional and other programs. Two of the six General Education Competencies ("make responsible choices in a diverse world; exhibit human empathy through appreciation of arts and creativity") explicitly call upon students to engage diversity, weaving it into the very fabric of the curriculum. In other ways as well, the College encourages student engagement with diverse points of view. The annual College Theme seeks to promote a broad view of a central topic from multiple viewpoints, covering individual classes in which faculty choose to integrate it, as well as outside the classroom as in the 2015-2016 documentary film series addressing the "Education: What's the Point?" theme. The College's extracurricular programs also promote a diversity of human viewpoints through such activities as the Kaleidoscope Journal of Art & Literature, an annual juried publication of student creative work, and the recently revived theatre program. http://www.src.edu/student/drama/Pages/default.aspx 3.B.5. The College offers annual professional development opportunities for faculty who wish to pursue additional training opportunities that are particular to their disciplines or are generally applicable to higher education, leadership, or service learning endeavors. In addition, faculty may apply for sabbatical leave for the purpose of expanding professional growth while sharing disciplinary expertise. One such example is the recent and ongoing work by faculty member Dr. Win Htwe, who used sabbatical as well as personal time to cultivate relationships and create a successful learning environment in his native country of Myanmar (Burma). Scholarship: The College sponsors the very active Nu Delta Chapter of Phi Theta Kappa, the world’s largest honor society for two-year colleges. In 2014-15, there were 144 members of the chapter, which includes separate groups on both the Canton and Macomb campuses. Phi Theta Kappans participate in scholarly as well as campus and community service activities. Examples have included the annual book drive to benefit the Macomb Public Library; food drives; tree planting; gloves/mittens/hats collection; and Christmas caroling at area residential homes for mentally disabled adults. Creative Work: Kaleidoscope, the College’s student-run literary magazine, is produced annually and features written and artistic selections submitted and juried by students. Each spring, in conjunction with the release of the magazine, both the Canton and Macomb campuses host the “Coffee Spoon,” an open forum for the reading and display of these works. The Department of Drama and Theatre includes an academic curriculum in theatre appreciation, acting, text analysis, and basic stagecraft. It also hosts the College’s program of theatre productions in Page 35
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combination with the STAGE (SRC Theatre Artists Group for Education) student organization. The SRC Community Chorus produces multiple shows annually to consistently sold-out audiences and was developed to “provide music education through rehearsal and performance of specific genres of music.” http://www.src.edu/foundation/Pages/chorus.aspx Students enrolled in art classes at the College have the opportunity not only to create and display their work on campus, but they often host or participate in community shows. In addition, many faculty members contribute creative talents in their communities. For instance, Art faculty members Scott Snowman and Tracy Snowman, professional artists in their own rights, own a successful regional art studio in Canton and continue to hone their own artistic skills, bringing that professional development into their classrooms. Music faculty member Donnie Norton, completing his doctoral degree in Jazz Studies, maintains a busy professional performance schedule, continuing to integrate performancebased techniques into his pedagogical methods. Discovery of Knowledge College Theme. Each year a faculty sub-committee develops a college theme, which is then offered to all faculty as an opportunity for inter-disciplinary instruction, discussion, and discovery. Learning Squares. Faculty are invited to participate in four-person “Learning Squares,” an opportunity for non-critiqued interdisciplinary classroom observation of peers. At the conclusion of the observations, faculty convene for informal discussion about what they learned from each other’s classroom management technique, dissemination of instructional material, and instructor-student interaction. Agricultural Students’ Community Event. The College agriculture students host an annual community “Farm to Fork” fundraiser to help them finance their trip to a national conference. This also provides community members with the opportunity to learn more about the College’s agriculture program and enjoy produce grown by students in the College gardens.
Sources 2015Kaleidoscope Assessment_General_Education_Competencies_2014 College Theme HR_Policies_and_Procedures_Manual_2014 Learning Squares 2015 SRC Farm Project dinner SRC website
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3.C - Core Component 3.C The institution has the faculty and staff needed for effective, high-quality programs and student services. 1. The institution has sufficient numbers and continuity of faculty members to carry out both the classroom and the non-classroom roles of faculty, including oversight of the curriculum and expectations for student performance; establishment of academic credentials for instructional staff; involvement in assessment of student learning. 2. All instructors are appropriately qualified, including those in dual credit, contractual, and consortial programs. 3. Instructors are evaluated regularly in accordance with established institutional policies and procedures. 4. The institution has processes and resources for assuring that instructors are current in their disciplines and adept in their teaching roles; it supports their professional development. 5. Instructors are accessible for student inquiry. 6. Staff members providing student support services, such as tutoring, financial aid advising, academic advising, and co-curricular activities, are appropriately qualified, trained, and supported in their professional development.
Argument 3.C.1. As reported on IPED's for Fall 2014, the ratio of students to faculty is 17:1. This ratio encourages more relationship-building between students and faculty as well as smaller class sizes. The Faculty Handbook provides employee information related to human resources, expectations for teaching, instructional support, professional development, performance evaluations, and student resources. All full-time faculty are involved in the oversight of the curriculum in their program or transfer area. Beginning Fall 2015, the College has three full-time faculty serving as Division Chairs. These positions provide further consistency among the departments including improved communication with part-time faculty. Student expectations are communicated via course objectives and grading policies stated on each course syllabus as well as the use of assignment rubrics. Additionally, the College’s grading system information can be found in the College Course Catalog, p. 66-68. The College’s Assessment Committee is a standing committee that operates under the direction of the faculty of the College, including a faculty Assessment Coordinator on partial release. The Committee develops and monitors processes to assess student learning with the overall goal of continuous improvement. The Committee has worked diligently over the last two academic years to implement new and revised assessment processes, including revision of the general education competencies. The overarching framework that guides the assessment process at the College is the Assessment Plan. Developed by the Assessment Committee, this document provides a strategy for development of processes and yearly rotation schedule for general education, program outcomes, and course-level assessment. 3.C.2. The College specifically defines the employment relationship of instructional employees in its Employment Relationship and Employment of Part Time Instructors policies and has clearly established the academic credentials for instructional staff, which comply with the educational Page 37
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requirements of the Illinois Community College Board (ICCB) and the College’s Recruitment and Employment Eligibility Policy. Generally, transfer education programs require a master’s degree in the subject matter the faculty is hired to teach. Career and technical education (CTE) programs require a minimum 2,000 hours’ work experience in addition to certification with a degree preferred unless the CTE program requires specific credentials. In addition, in accordance with State statutes, the College assesses and verifies during the hiring process the oral English proficiency of applicants considered for a classroom instruction position. Those assessed as not being proficient by the hiring supervisor will attain proficiency prior to providing classroom instruction. The credentials for full-time faculty are given in the job descriptions listed below: Faculty (Transfer) Faculty (CTE) Faculty (Nursing - CNA) Part-time Instructors (Adult Education) Part-time Instructors (CTE - Nursing Assistant) Part-time Instructors (CTE) Part-time Instructors (Developmental) Part-time Instructors (Transfer) Part-time faculty are expected to have the same credentials as their full-time colleagues, although job responsibilities may differ. In addition, any applicant meeting the required criteria for a position must complete a preemployment criminal background check authorization form. As a condition of employment, satisfactory results of a criminal background check are required. The Human Resources Office performs employment eligibility verification via the U.S. Department of Homeland Security on all new hires. All faculty members are properly credentialed including those in dual credit, contractual, and consortia programs. All applications for College instructional positions are screened by the hiring supervisor and may include faculty on screening committees to ensure that all credential requirements are met. Job applicants are required to provide a listing of their degrees and official transcripts. The College dual credit allows high school students to earn high school credit and college credit simultaneously. The high school teachers who teach these courses are required to have the appropriate credentials and meet the same requirements as part-time faculty teaching in those programs. 3.C.3. Each item below is implemented according to the Policies and Procedures Manual. Full-time tenured faculty hold student evaluations through the Canvas LMS every other spring semester by alphabet of their last name and follow this with a meeting with their respective dean. They are evaluated with an in-class evaluation by administration at least once every four years, followed by a meeting with their respective dean. Full-time, non-tenured faculty are evaluated each of their first six semesters by students with an online evaluation, by administration with in-class visits, and by a peer mentor with in-class visits. They also are evaluated by two peers on their Peer Advisory Committee with in-class visits at least once per year for three years. There is a meeting with the Peer Advisory Committee at least once per year for these three years.
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Part-time faculty evaluations are conducted by the instructional supervisor or his/her designee the first semester the part-time faculty teaches for the College. After the first semester of teaching at the College, an administrative evaluation is conducted a minimum of once every four years. A student evaluation is conducted every semester the part-time faculty member teaches for the College. 3.C.4. The College provides funding for faculty professional development. Requests are funneled through the Instructional Resources Committee for consideration and approval. Instructors can submit a request to take sabbatical for furthering their education or project work that will benefit their teaching as well as requests to attend a job-related conference or workshop. Every August, faculty are required to attend Professional Development Day, which includes institutional updates and training sessions that may include an outside speaker or knowledge sharing among faculty members. In addition, part-time faculty orientations are held in August each year to update faculty on the instructional processes at the College and answer any questions they may have. Increasingly, time is set aside on professional development days for advancing the College's assessment of student learning. The Director of Academic Support provides faculty support in the areas of course design, best practices for hybrid and online teaching formats, Learning Management System training, and instructional technology implementation. Support includes meeting with faculty one-on-one and sending necessary communications (i.e. submission of financial aid and midterm rosters, student evaluation instructions, and orientation materials for new faculty). Additionally, the College provides a series of Magna Publishing webinars on various teaching topics that faculty can check out from the Academic Success Center. 3.C.5. Full-time faculty members are required to hold eight regularly scheduled on-campus hours per week as stated in the current SRCFA contract. Knowledge of these hours is made available to students on each course syllabus, are posted outside of faculty offices, are available through a shared drive accessible to all college employees, and are posted on the Learning Management System, Canvas. Faculty teaching online courses may provide online availability to their students. Part-time faculty are available by telephone or email outside of regular class time as per the Policies and Procedures Manual. 3.C.6. At the College, all positions have detailed job descriptions. These job descriptions state minimum requirements for eligibility including education and experience. Minimum requirements vary depending on the position and type of work to be performed. Student Services staff members provide student support in areas such as advising, financial aid, testing, career placement, and Veteran's Services. Peer tutors are recommended by faculty, and professional tutors are posted positions where credentials are reviewed and candidates are interviewed before selecting the appropriate person. All tutors complete tutor training when they are first hired. Tutor training includes: documentation regarding the job description and student expectations. discussion of different types of tutoring scenarios. an overview of learning styles. ways to give various types of feedback. possible student issues. common anxieties associated with tutoring. Tutors also receive instruction on tracking forms and evaluations for tutoring sessions. Student Services staff members are encouraged to participate in professional development. Page 39
Spoon River College - IL - Assurance Argument - 2/8/2016
Membership opportunities often exist in state and federal associations, for example, the Illinois Association of Collegiate Registrars and Admissions Officers. Such associations educate members and promote professional development for its members.
Sources 2014-2018 SRCFA Contract Adjunct_Instructors_(Adult_Education) Adjunct_Instructors_(Career__Tech) Adjunct_Instructors_(Career__Tech_-_Nursing_Assistant_CNA) Adjunct_Instructors_(Developmental) Adjunct_Instructors_(Transfer) Assessment Plan 2013-2-8 Assessment_SRC_Assessment_bylaws Faculty_(CTE) Faculty_(Transfer) HR_Policies_and_Procedures_Manual_2014
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3.D - Core Component 3.D The institution provides support for student learning and effective teaching. 1. The institution provides student support services suited to the needs of its student populations. 2. The institution provides for learning support and preparatory instruction to address the academic needs of its students. It has a process for directing entering students to courses and programs for which the students are adequately prepared. 3. The institution provides academic advising suited to its programs and the needs of its students. 4. The institution provides to students and instructors the infrastructure and resources necessary to support effective teaching and learning (technological infrastructure, scientific laboratories, libraries, performance spaces, clinical practice sites, museum collections, as appropriate to the institution’s offerings). 5. The institution provides to students guidance in the effective use of research and information resources.
Argument 3.D.1. The College supports student learning and effective teaching through a variety of academic support services. Student Services at the College is a one-stop shop and offers services to assist students. Services are available to students during business hours and also extended hours during peak registration times. Academic advisors and other College employees are available at all four College sites and are also able to assist students via email if an in-person appointment is not an option. The College offers a number of approaches in support of student learning and effective teaching. Each site provides or connects students with support in: Academic advising Admissions Assessment and testing services Career exploration Disability support services Registration Financial aid Job placement Retention Student activities Veteran's Services These services are appropriate to meet the needs of all groups and demographics that make up the College's student body. The admission and registration process is critical to the access and retention of each student at the College. The process starts with careful monitoring of course descriptions and prerequisites that are listed in the College Catalog. The catalog is available in a print or online format. The College is committed to admitting and assisting through completion first-generation and lowincome students. TRiO-Student Support Services (SSS) is a program grant funded by the Department Page 41
Spoon River College - IL - Assurance Argument - 2/8/2016
of Education available to students on the Macomb Campus. The Mission of Spoon River College TRiO program is to provide students with academic support and personal guidance in successfully completing a program of study at the college and additional assistance in transitioning to a four-year college or university. Students eligible for the program must meet at least one of three qualifiers: be first generation, low income, and/or have a physical or learning disability (documented with the Disabilities Support Services advisor). Students who are eligible for the program must complete an application and participate in an interview with the Program Director and Advisor. Services offered by the program include supplemental instruction, academic advising, transfer assistance, financial aid assistance, financial literacy education, cultural trips, and career exploration. All programs and services are free for students accepted into the program. The College’s Career Services webpage includes information on career exploration, resources for individuals with disabilities, labor market information, and application/resume/interviewing resources. Employers are able to post job openings and students can search those openings, as well as link to other job listing sites. The website also contains information regarding student employment at the College. The College strives to ensure awareness of mental health issues and resources. The College website provides students with resources for general health, nutrition, drug and alcohol, and other community resources. Suicide hotline posters are displayed throughout all campus sites. Canton and Macomb campuses display various health topics, including mental health topics, on bulletin boards in areas with high student traffic. The monthly newsletter, Snapper Chatter, contains a mental health topic each month and includes related contact information. According to their Mission Statement, the Financial Aid Office at the College is committed to educating students and families about the resources available to help fund their education and guide them through the process from application to payment of aid each year. The Financial Aid Office provides assistance on federal and state grants, scholarships, loans, and student work opportunities to new and returning students. The Financial Aid Office follows the National Association of Student Financial Aid Administrators Statement of Ethical Principles and Code of Conduct (http://www.nasfaa.org/ethics/). The Disability Services Office ensures that students with documented disabilities are afforded equal access to all college programs, activities, and services as required by the Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973. The Disability Services Advisor reviews and evaluates disability documentation, meets with students to discuss services and accommodations, coordinates appropriate accommodations, and provides general information regarding services to students, parents, high schools, and social service agencies. Review of the course schedule occurs prior to its release for fall and spring terms. A team that includes staff from the Instructional Department and Student Services identify potential conflicts and ensure that needed courses are available to students, and that course times and usage of rooms are optimized. The course schedule is available on the College website in both printable and searchable formats. 3.D.2. Student Services works with prospective and current students ensuring they are knowledgeable about programs, services, and college resources. One of the first support services for students is to determine appropriate placement. Staff in Student Services review all applicable academic transcripts, standardized test scores, and previous college performance to assist with placement recommendations. Placement in English, mathematics, and reading courses often is confirmed by means of COMPASS tests. Page 42
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An Academic Success Center (ASC) is located on each of our campuses in Canton and Macomb. The Student Success Coach is a trained specialist who serves as an advocate for students. Services provided include general academic support and tutoring, managing faculty student referrals, and overall student consultation and communication of college and community resources. The Student Success Coach also teaches LA 100 Student Opportunity for Success. This course is designed to assist students in their transition into the college environment, to encourage their success and attainment of goals, and to foster relationships that will help facilitate their success. Students who are enrolled full-time at the College and are on academic probation are required to take LA 100. The ASC also provides tutoring services to students who are experiencing difficulty keeping up with coursework in the classroom. Students may receive tutoring from the Student Success Coach or peer tutor. Peer tutors are carefully selected students who are faculty recommended and have successfully completed the courses in which they tutor. In 2007, an online tutoring option was launched. Online tutoring allows students who cannot access tutoring at the ASC the opportunity for tutoring. Online tutors are professional support staff of the College and have extensive knowledge in the area they are tutoring. The Director of Academic Support is a master’s prepared instructional designer. The Director provides training to full-time and part-time faculty for our Learning Management System (LMS), Canvas in the areas of functionality, course management, and course design consultation. Additionally, the Director assists in the use of instructional technologies that may or may not be used in conjunction with the LMS. A “Teaching and Learning Resources” site within Canvas provides a large percentage of support materials for faculty including tip sheets, general teaching resources, institutional resources, and copyright guidelines. 3.D.3. Student Services develops and implements a number of retention initiatives to assist students in accomplishing their educational goals. Once admitted to the College, each full-time student is assigned an academic advisor. Students are encouraged to meet with an academic advisor to develop an educational plan that meets the goals and requirements of their chosen curriculum and program. Part-time students are also encouraged to meet with an academic advisor prior to registering each semester. Under the direction of the Student Services Department, all degree- or certificate-seeking students meet with academic advisors to establish an educational plan. Advisors meet with a majority of the student body even if the student is a returning student to the College or plans to register via the web. During advising appointments, advisors and advisees work together on course selection, individualized long-term planning, transfer options, and career exploration. 3.D.4. The College has several well-equipped science laboratories on each campus. On the Canton Campus, there are three science labs that are utilized for physics, biology, and chemistry courses. On the Macomb Campus, there is one science lab that meets the needs of biology and chemistry courses. These labs are managed, supplied, and scheduled to support all lab courses under the direction of our faculty and division chair within the science area. Through a cooperative agreement with Illinois Central College (ICC), the College may also utilize ICC’s fully-equipped organic chemistry laboratory to support chemistry courses that required more specialized equipment. In addition, the College offers a basic online biology course in which students purchase everyday household supplies to complete laboratory experiments at a location of their choosing. The College belongs to the consortium also known as Peoria Educators in Nursing (PENS). This Page 43
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group works with area nursing schools to utilize the clinical agencies in the surrounding areas to better serve the nursing schools and the students. Collaboration between Western Illinois University Dean of Nursing and SRC Director of Nursing is arranged for utilization of clinical sites in the Macomb area. 3.D.5. The Library is located on the main campus in Canton. The Library is open five days a week, 8.5 hours a day. The librarian and staff are able to assist and support students with research and library literacy skills in the main library or in the classroom on any of the four sites. Upon request from the faculty member teaching the class, the librarian will prepare a customized research and search tool for students in any class on any campus and create a presentation on library sources and their use for any class on any campus and will travel to the class on any of the four sites to teach research and database usage in the classroom. The librarian makes sure that students, faculty, and staff are aware of library resources and are able to access these resources on campus or at home with a valid and up-to-date SRC Library Card/ID by accessing the Library webpage to utilize the following: Access and search the Library’s online catalog as well as 23-25 (varies somewhat with each year) online databases of scholarly resources. Databases may also be searched from off campus with a valid SRC library card. The Library has a written Collection Development Policy (2009) that directs accession of materials based on what is being taught at the College. The Policy also contains the appended list of documents, as follows: Copyright Library Bill of Rights Freedom to Read Statement Freedom to View Statement Digital Millennium Copyright Act 2. Special Collections may also be accessed through the catalog. Some of these special collections may only be used within the Library. This includes a print Reference Collection and an extensive collection of illustrated art books, a collection of plays, and other print collections that support the curricula at the College. Students and faculty on campuses other than the main campus may request that items be sent to them through the campus delivery system. An additional research benefit to students and faculty is the progressive Interlibrary Loan system in Illinois. Students, faculty and staff may place a request online and the library staff will place the request using the OCLC ILL system. The items will be delivered by a delivery service (supported by the State of Illinois and the State Library) to the Canton Campus through a statewide delivery system, and the library staff will notify the student or staff member that the requested item is available for pickup. Interlibrary Loan staff monitor email requests and provide assistance whenever needed. The Library also contains a historical collection of materials about the College. Historical materials may be requested and used only within the Library. The College has 1,100 desktop computers for staff, faculty, students and the community at six locations that include two campuses, two centers, and two outreach centers. Technology infrastructure includes 38 technology enhanced classrooms, 10 computer labs (three of these 10 are open lab with monitors to support) and two cyber cafÊs with computers for social computing. Every technologyenhanced classroom has a similar setup for ease of use with desktop projection and sound system along with document camera and a DVD player. Faculty, students, and staff have access to the services on the College portal (My SRC). The services Page 44
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are available based on their roles. Faculty have access to their class roster and are able to submit their financial aid and midterm and the final student grades. Students have the ability to add or drop classes, look up course and fee statements, grades, unofficial transcripts, and sign up for a payment schedule. Budget officers can submit and approve requisitions and look up budget detail and balance. The distance learning classes use the Interactive Video System (IVS) that was installed in 2009 at four locations of the College. With the goal to expand the distance learning reach, two more IVS classrooms have been added this year, one at each outreach center to facilitate training and community education (CE) classes.
Sources SS_Catalog_2015-16
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3.E - Core Component 3.E The institution fulfills the claims it makes for an enriched educational environment. 1. Co-curricular programs are suited to the institution’s mission and contribute to the educational experience of its students. 2. The institution demonstrates any claims it makes about contributions to its students’ educational experience by virtue of aspects of its mission, such as research, community engagement, service learning, religious or spiritual purpose, and economic development.
Argument 3.E.1. The Spoon River College Mission (Spoon River College provides innovative learning opportunities that enhance the quality of life in the communities we serve), addresses innovative learning opportunities that refer to a broad range of educational programs, cultural activities, and economic development opportunities which empower individuals and enhance the quality of life for our residents in the many communities we serve. Spoon River College has a positive impact on the regional economy. According to a 2014 Economic Impact Study, the College graduates generated millions of dollars in local, state, and federal taxes. On average, all students who completed their Spoon River College education in FY11 saw a $5,525 increase in earnings over their pre-enrollment wages. When looking at students who complete an Associate in Applied Science degree, first-year earnings increase $9,619. The College is a major employer and business entity for the region, reporting total payroll in the amount of $5.5 million for FY12. Many College employees volunteer hours within the community and a variety of state, regional, and national organizations/groups. For example, one staff member serves on the Illinois Association of Student Financial Aid Administrators, and two faculty members serve on local Habitat for Humanity boards. The College offers a wide variety of co-curricular activities the enhance the student educational experience. Following are the co-curricular activities at Spoon River College: Alpha Gamma Tau – Agricultural club meant to develop leadership skills, identify career interests, and enhance personal interests. Cru – Student-lead Christian organization to develop and grow the Christian faith. STAGE – Provides students the opportunity to participate in various aspects of stage productions. Habitat for Humanity – Housing ministry seeking to eliminate poverty housing. Literary Magazine – Kaleidoscope provides students the opportunity to participate in various literary and art publication. Livestock Judging – Competitive livestock judging. PEEPS – People for Earth’s Ecological Preservation – Students work to improve the environment through projects, field trips, and other events related to science. Phi Theta Kappa International Honor Society, Nu Delta Chapter – Honor society providing students with opportunities based on their academic accomplishments. Spoon River College Community College Chorus – Provides student vocal opportunities Page 46
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with community, embers through choral presentations. SNA – Student Nurses Association – Students participate in community service, volunteer work and wellness activities related to the field of Nursing. SGA – Student Government Association – Allows students to participate in various business and political activities such as budgeting, team development and activities, representing fellow students in various meetings, and addressing groups relative to issues at the College. Internships/Field Experience/Supervised Coop – Provides students the opportunity to practice skills and educational concepts in an actual real world employment setting. Following are programs requiring this form of experience: Graphic Design Web Design Child Care Health Information Management Medical Assistant
Medical Coding Medical Insurance Medical Records Machine Tool Natural Resources and Conservation
Service Learning – Faculty have the option to have students engage in Service Learning. In particular, the Nursing program incorporates service learning. 3.E.2. While the College's Vision Statement (Spoon River College will strengthen its communities by providing a broad range of educational programs, cultural activities, and economic development opportunities in an environment dedicated to success) makes no special claims about its students’ experience in terms of research, community engagement, service learning, or economic development, explicit in the College's Mission Statement are components of many of these, most specifically affirming that the institution "provides innovative learning opportunities that enhance the quality of life in the communities we serve." These opportunities are evidenced through student programs and clubs such as Habitat for Humanity, Alpha Gamma Tau, Cru (Campus Crusade for Christ International), STAGE, Kaleidoscope Literary Magazine, PEEPS (People for Earth’s Ecological Preservation), Phi Mu Tau, Phi Theta Kappa, SRC Community Chorus, Intramural Athletics, and Student Nurses Association. Through these groups, students have the opportunity to participate in community service projects, volunteer work, wellness activities, scholarship development, publishing, leadership development, and team building.
Sources There are no sources.
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3.S - Criterion 3 - Summary The institution provides high quality education, wherever and however its offerings are delivered.
Summary The College meets and often exceeds its goal of providing high-quality education to its target market. An experienced and committed cadre of faculty work within and between their respective disciplines to promote a rigorous academic environment, while those faculty and other staff have developed an increasingly rich atmosphere of student life that celebrates diversity and creativity. Technology and innovative practices offer students an expanding menu of instructional possibilities, while faculty continue to develop their own ability to challenge, grow, and assess student achievement. With the recent implementation of a faculty-driven academic division structure, even more growth is expected within disciplines and extending further into the ranks of part-time faculty. Core Component 3.A shows that the College uses a system of master syllabi and regular, rotating reviews of programs to ensure ongoing consistency and quality. Core Component 3.B lays out the intellectual foundation of inquiry and rigor in such areas as our focus on general education, along with highlighted examples from both the curriculum and student life. Core Component 3.C describes the interconnecting network of documents that constitute a picture of faculty and staff readiness to complete the College’s educational mission. Core Component 3.D covers the range of technology, information services, advising, and instructional design that support quality instruction. And Core Component 3.E highlights prominent examples of college activities enhancing students’ learning experiences.
Sources There are no sources.
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4 - Teaching and Learning: Evaluation and Improvement The institution demonstrates responsibility for the quality of its educational programs, learning environments, and support services, and it evaluates their effectiveness for student learning through processes designed to promote continuous improvement.
4.A - Core Component 4.A The institution demonstrates responsibility for the quality of its educational programs. 1. The institution maintains a practice of regular program reviews. 2. The institution evaluates all the credit that it transcripts, including what it awards for experiential learning or other forms of prior learning, or relies on the evaluation of responsible third parties. 3. The institution has policies that assure the quality of the credit it accepts in transfer. 4. The institution maintains and exercises authority over the prerequisites for courses, rigor of courses, expectations for student learning, access to learning resources, and faculty qualifications for all its programs, including dual credit programs. It assures that its dual credit courses or programs for high school students are equivalent in learning outcomes and levels of achievement to its higher education curriculum. 5. The institution maintains specialized accreditation for its programs as appropriate to its educational purposes. 6. The institution evaluates the success of its graduates. The institution assures that the degree or certificate programs it represents as preparation for advanced study or employment accomplish these purposes. For all programs, the institution looks to indicators it deems appropriate to its mission, such as employment rates, admission rates to advanced degree programs, and participation rates in fellowships, internships, and special programs (e.g., Peace Corps and Americorps).
Argument 4.A.1. In accordance with Illinois Community College Board (ICCB) requirements, the College maintains a practice of regular program reviews to ensure the highest quality of education is maintained. Reviews are held on a five-year rotational basis for career/technical programs and transfer education/academic discipline areas. Program reviews include a comprehensive evaluation of each program/academic discipline that may include objectives, occupational demand, employment outlook, cost-effectiveness, retention and completion rates, employment of graduates, enrollment patterns, costs as compared to state and college averages, review of facilities and equipment, transferability/articulation of courses, review of syllabi, appropriateness of delivery systems, strengths and weaknesses, and recommendations for change. The Vice President of Instruction and Student Services is responsible for the supervision and completion of regular program reviews. Program reviews are available to the public. 4.A.2. Academic credit is accepted only from regionally-accredited institutions. College transfer credit, credit for the College Level Examination Program (CLEP), academic credit for military service, and credit for participation in the Advanced Placement (AP) Program are all considered upon Page 49
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receipt of documentation and verification that identified performance requirements have been met. Credit is only considered for transfer upon receipt of official transcripts or exam scores and must meet performance levels as established by the College; coursework from other colleges must be 100-level or above with a grade of C or better; CLEP/AP test scores must meet minimum standards and score levels depending on the type of credit being sought. All requests for transfer credit are reviewed under the supervision of the Registrar’s Office. Spoon River College participates in the Illinois Articulation Initiative (IAI), a statewide agreement that allows transfer of the completed Illinois General Education Core Curriculum between participating institutions. IAI coursework completed at other Illinois colleges is articulated as direct equivalencies to the College courses or as credit towards general education requirements if no equivalent exists. Equivalency is determined based on IAI codes as identified for each IAI course on the iTransfer website. Experiential learning opportunities at the College include internships and coop experiences that are supervised by faculty within the program for which credit will be granted as well as an on-site supervisor. The College grants credit through a proficiency exam process as outlined in the College catalog and the Proficiency Exam Protocol. Proficiency exams are available for a select group of courses, and students may be granted credit upon demonstration of competency (70%) in these subject areas. 4. A.3. Spoon River College’s transfer credit policy is outlined in the College catalog and details the type of coursework that may be accepted for transfer credit, as well as the steps a student must take to have such coursework evaluated for credit. The College’s graduation policy, as stated in the College catalog and Policy and Procedures Manual, limits the number of transfer credits that may be used to earn a degree or certificate. Specifically, students seeking an Associate’s Degree must meet the residency requirements with a minimum of 15 completed credit hours at the College. One-third of the total credit hours completed must be “in residence” for all other programs and certificates. 4. A.4. Prerequisite for Courses. The College designates prerequisites for courses that are stated in the course description as published in the College catalog. Prerequisites are also displayed on the course schedule and in course syllabi. All prerequisites must be in the initial course proposal for consideration and approval by the College’s governance system. Any changes made thereafter to a prerequisite must also be approved through the College’s governance system. Rigor of Courses and Expectations for Student Learning. The College believes in maintaining a high level of standards for academic success, and the rigor and level-appropriateness of courses is assured through the College governance system. Courses numbered at the 100-level are often introductory to a field or discipline of study. The students learn foundational information to be applied to the general knowledge of the course. Courses numbered at the 200-level require students to master the techniques/information above what may have been required in a 100-level course. New course proposals must include detailed information including course number, credit hours (lecture/lab), objectives of the course, and a proposed course syllabus. The rigor of a course is assured by the expectation that students spend an expected amount of instructional time in class based on the number of credit hours being earned. Faculty have also established clear and detailed descriptions in Page 50
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their course syllabi of the level of student performance expected and associated with each letter grade in their course. Per the Illinois Dual Credit Quality Act, all learning outcomes and levels of achievement course must be the same for dual credit courses as those courses taught by on-campus delivery methods. As mentioned previously, the College participates in the Illinois Articulation Initiative (IAI). This statewide agreement requires review of a course to ensure that the expectations of the General Education Core Curriculum are being met prior to a course receiving IAI approval. Regular review of courses is required to maintain the IAI designation. Access to Learning Resources. Learning resources are provided via several areas of the College: Information Technology Services Library Academic Success Centers. Faculty support is provided via the Director, Academic Support, as described in our response to 3.D.4. The areas of faculty support, student support services, and library services all report to the Vice President of Instruction and Student Services. The Academic Success Centers provide an effective and inviting learning environment where students can find tutoring, Student Success Coaches, receive information on online tutoring, a quiet place to study, and referral resources for problems such as transportation, child care, etc. The College Library contains resources in print, media, and online, and it provides a quiet place to study as well as research and interlibrary loan assistance. The College provides a feature-rich, student-focused, centralized Learning Management System (Canvas), a selection made after an extensive evaluation of several LMS systems (Blackboard, Canvas, D2L, Moddle, and E-Racer). Within Canvas, all scheduled courses are provided a course site in which faculty must provide (at a minimum) a course syllabus, maintained gradebook, student evaluation (if required), and student communications that utilize Canvas tools such as course mail or announcements. This provides consistency to students in knowing where to find course information and assignments, and students are able to access Canvas from any location where internet service is available. Internet Bandwidth has been significantly increased at all four College locations with anticipation of increased online access and asynchronous video streaming: the Canton Campus with 60 Mbps, Macomb Campus with 22 Mbps, and Rushville with 10 Mbps bandwidth. Information Technology Services proactively monitors the bandwidth usage and responds according to the demand. As outlined in the College Catalog and Student Handbook, the College has policies in place to block nonacademic usage like online movie streaming sites and peer-to-peer file sharing like bit torrent, Gnutella, etc. Wi-Fi availability at all six campus locations is another area of expansion planned. The College currently has Wi-Fi in place as hot spots for students and faculty, with necessary security measures in place. Faculty Qualifications. The qualifications required for full-time and part-time faculty positions within program areas are outlined in the College faculty job descriptions. The job descriptions identify the general qualifications associated with each faculty rank, which include Faculty (FT) in Career & Technical Education (CTE), CTE – Nursing/CNA, and Transfer Education along with Adjunct Page 51
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Instructors in Adult Education, CTE – Nursing/CNA, CTE, Development Education, and Transfer Education. All qualifications align with regulations outlined by the llinois Community College Board Program Approval Manual. As indicated in Policy 3.5.4, employee recruitment/employment eligibility hiring decisions are the responsibility of the hiring supervisor. Once a position is authorized by the President, an approved position announcement that includes specification of both minimum and preferred qualifications is posted on the College’s website and within position-appropriate requirement resources. Per the Illinois Dual Credit Quality Act, “instructors teaching credit-bearing college-level courses for dual credit must meet the same academic credential requirements as faculty teaching on campus.” The College applies this standard to all dual credit courses including career and technical education and developmental education courses. 4.A.5. The College is accredited by the Higher Learning Commission, North Central Association and has two programs for which it is pursuing additional accreditation from an outside source. The Nursing Program, including Nursing Assistant, Licensed Practical Nursing (LPN), and Associate Degree Nursing (ADN), are all reviewed and accepted by the Illinois Department of Financial and Professional Regulation. In addition, the LPN and ADN programs are undergoing the Accreditation Commission for Education in Nursing (ACEN) process. 4.A.6. The College evaluates graduates of the various programs in several ways. For each of the College's Career and Technical Education Programs (CTE), an Advisory Committee is in operation. One of the roles of the Advisory Committees is to report on the general level of student success in employment post-graduation. In many of the College’s CTE Programs, internships are a required part of the curriculum (as indicated in the College catalog). Part of the internship process is reporting on the student’s preparedness for employment. Each year, the Illinois Community College Board asks each Illinois community college to research college CTE graduates to determine their employment status, as well as levels of annual income. The College participates in the Illinois Articulation Initiative (IAI) as a method to insure transferability of college graduates. In addition, the College participates in a number of degree completion partnerships in order to facilitate successful transfer to a senior institution. This listing of partnerships may be found in the College Catalog.
Sources Adjunct Instructors (Adult Education) Adjunct Instructors (Career & Tech - Nursing Assistant CNA) Adjunct Instructors (Career & Tech) Adjunct Instructors (Developmental) Adjunct Instructors (Transfer) Canvas site College Senate Bylaws College Senate Bylaws Revised and Approved January 2012 Page 52
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COM 110, Interpersonal Communication CTE Survey Dual Credit HSP Handbook Employer Evaluation Form Faculty (CTE) Faculty (Transfer) Faculty Nursing_CNA Faculty_Handbook FY 2014 Program Review Report - Corrected 9-12-2014 Illinois Public Community College Act itransfer-http SRC P&P SRC Schedule 15-16 student handbook
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4.B - Core Component 4.B The institution demonstrates a commitment to educational achievement and improvement through ongoing assessment of student learning. 1. The institution has clearly stated goals for student learning and effective processes for assessment of student learning and achievement of learning goals. 2. The institution assesses achievement of the learning outcomes that it claims for its curricular and co-curricular programs. 3. The institution uses the information gained from assessment to improve student learning. 4. The institution’s processes and methodologies to assess student learning reflect good practice, including the substantial participation of faculty and other instructional staff members.
Argument 4.B.1. The College's assessment effort has been guided for several years by a College-wide Assessment Committee. The Committee’s work is guided by members of both full-time and part-time faculty, with a compensated full-time faculty member serving as chair. The faculty members of the committee – the only voting members – are selected by their colleagues or, in the case of part-time faculty, recruited by the appropriate dean. The Committee operates according to its own bylaws and reports regularly to the full faculty and to the College-wide Senate. The College assesses student learning at three levels: general education, individual programs, and classrooms. General education. Until recently, the College used a system of individual student degree portfolios to assess achievement in general education. Every degree-seeking student was required to prepare and submit, upon graduation, a complete portfolio of selected work from his or her College classes with each artifact presented as evidence of competency in one or more of the stated general education outcomes (or competencies). The portfolios were assessed by a team of faculty and staff once per year, using a rating system that allowed for aggregating of results that could be reported to the wider College community. This system, in place for five years, was recently discontinued. Some of the reasons are as follows: the results of the assessment never yielded the sort of data or evidence that could be relied upon for meaningful improvement efforts. the feedback from assessors tended to focus not on evidence of student learning but on the assessment process itself. the portfolio-preparation process, from the student point of view, was so complicated that a brand-new credit-bearing course had to be developed to help students through it. Among the few changes made as a result of five years of portfolio-based assessment was an institutional effort to produce more recorded examples of student oral presentations from classrooms, and that was driven by the portfolio assessment process itself more than any concern about student achievement in that general education competency area. After five years of this process and not enough really helpful results (2010, 2012 as examples), the Assessment Committee took a two-step approach: first, the General Education Competencies (GECs) Page 54
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that had guided the assessment for at least ten years were replaced by a streamlined and updated set of outcomes. Second, the portfolio process was discontinued in favor of a system based on collected work from students taking classes in various divisions (e.g., math and science, humanities and fine arts, etc.). The plan is to have faculty (full-time and part-time) in a division collect carefully selected artifacts from their classes to contribute to a pool of other such artifacts from their division colleagues. Those faculty then, as a group effort, review and assess student achievement of selected outcomes based on the pool of artifacts, and report the results as a division. The report will list results quantitatively or qualitatively or both, and will include specific recommendations for improving student learning in those particular outcomes. This program was piloted among volunteer faculty from the math and science division this past spring term. The process included the following steps: 1. The Chair of Mathematics and Sciences recruited the faculty for the pilot assessment. 2. The faculty met with the Chair and the College’s Assessment Coordinator in a session to plan strategy. 3. The group selected a GEC to assess (“II. Use critical, mathematical, and scientific methods to solve problems”) and individually chose activities from their own courses that they would use to assess student competency. 4. Each instructor assessed student competency individually, using a common rubric the group developed. 5. Individual instructors prepared reports on assessment results from their own classes. 6. After consulting with the assessment coordinator, the group then produced a joint report with recommendations for the division. Those recommendations included: Making changes in courses to get better results in the interpretation/analysis and communication categories. Getting students talking about the subject more, and trying to stress why an answer makes sense logically rather than just getting an answer and being done with it. Emphasizing the importance of looking back and making sure an answer makes sense. If a student truly understands something, he or she should never forget it. The group made no recommendations for changes to the process itself, which suggests a wider rollout of the process for assessing other GECs in other divisions would be warranted. That wider rollout is in process at this writing, with these principles guiding all actions: Divisions are the likeliest orienting structure for this process. Faculty in each division will choose competencies for focus and devise their own assessment method. Each division will meet, review student work, and prepare a report based on their own method. Part-time faculty will participate eventually. Assessment results from each division will be disseminated College-wide. The College foresees a number of challenges in this new assessment process. Maximizing participation among both full-time and part-time faculty. It is hoped that leadership at the division level will help in this area by creating a greater sense of mutual responsibility in both faculty groups. Making practical use of reported results to improve student learning and achievement. Again, the new division structure is expected to improve communication within the faculty groups and allow for greater sharing and more transparency. Page 55
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Ensuring “coverage” of students completing degrees. When individual students were required to submit complete portfolios of artifacts as a requirement for graduating, there was no uncertainty as to whether any individual student had been exposed to instruction meant to foster competency in each identified area. In the process being developed, groups of student work are essentially sampled. In a rotation, each of the six GEC areas will be assessed at least biennially. The plan is to develop an intensively prepared matrix identifying which courses expose students to which areas of competency. Individual students will not have all GEC areas assessed, but the hope is to use the Canvas LMS to allow a “drag-and-drop” artifact collection for students to demonstrate completion at the very least. Program. CTE programs have the best systems for assessing program outcomes, with certification exams in most programs. The Assessment Committee worked for a time on piloting a program assessment tool for transfer programs in particular. With the need to revamp the general education assessment process, the focus on program assessment was put on hold. The restructuring of the instructional system into divisions with faculty leadership is also expected to make assessment of program outcomes more manageable and bring more full- and part-time faculty into compliance/participation. Classroom. The Assessment Committee recently provided faculty with a new form for reporting classroom-level assessment results. Full-time faculty began using the new form during the 2014-15 academic year, with full aggregated results slated to be reported in fall of 2015. These reports focus on course learning objectives. The eventual goal is to require full-time and part-time faculty to report on at least one learning objective for each course taught each semester. So far, the results of the classroom assessment process have been mixed. While good outcomes for course objectives were often reported – and thoughtful reflections and plans for improvement were often included – the overall reporting rate for classroom assessments has been poor. The report to the faculty at the fall Professional Development Day showed 12 of 35 full-time faculty reporting their classroom assessment results. While four more reports were subsequently submitted, the total response rate, just among full-time faculty, was still under 50%. Both the Assessment Committee and the faculty committee-of-the-whole have discussed the disappointing response and those discussions will continue. As with other aspects of assessment of student achievement, it is hoped that the new faculty-led division structure will encourage greater buy-in and, eventually, reporting compliance. 4.B.2. As noted in item 4.B.1 above, outcomes are identified for each course, for individual programs, and for general education. Two recent developments are expected to improve the overall assessment process: first, the revival of the Assessment Committee under faculty leadership (whereas it had been led by an instructional dean); and the current transition to an instructional division structure, again with faculty leadership at the division level. Data on student achievement of learning outcomes does exist, but too often the data are not meaningful or not acted upon by the faculty in concert. With new general education outcomes in place, a process piloted for assessing those outcomes, and a new reporting system for classroom learning objectives, we expect to improve assessment significantly in the next few years. Co-curricular programs are assessed in part through administering of the CCSSE instrument at regular intervals. 4.B.3. During the five years we used the individual student-portfolio process, the results of the several-day assessment process were routinely reported to the faculty at the beginning of each academic year. Discussions of the results were often spirited but tended to focus on the portfolio process, not on actual student learning. Still, recent faculty professional development gatherings Page 56
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featured small group discussions of individual faculty assessment processes in classrooms and sharing of results with the larger group. However, two major concerns remained: too little evidence could be pushed forward in service of improving future student achievement (“closing the feedback loopâ€?); and these efforts focused almost entirely on full-time faculty. However: The new systems recently developed and/or piloted are designed to address both of these concerns. Faculty leadership at the division level will more easily facilitate the inclusion of part-time faculty into the assessment process. More autonomy in the assessment process is expected to result in higher rates of compliance by all faculty. Division-based assessment of general education outcomes is expected to make loop-closing on assessment feedback more manageable. A communication organ, the Assessment Bites newsletter, exclusively devoted to assessment, will be launched in fall of 2015. It will share assessment results across divisions and solicit input from faculty on ongoing assessment efforts, including improvement. ďťż4.B.4. Whenever possible, the effort to assess student achievement in learning outcomes is based on the best practices available (and feasible). For example, the now-discontinued portfolio tool for assessing general education outcomes was inspired largely by another community college in the State of Illinois using a very similar system. The new general education outcomes were likewise developed from an extensive review of our own institutional needs and outcome statements from peer institutions. The Assessment Committee is led by faculty and features participation by both full-time and part-time faculty voting members. The Committee also includes permanent assistance from learning resources and instructional design professionals, as well as deans. More participation from part-time faculty will be vital to moving processes forward, and the composition of the Committee may shift once the transition to instructional divisions is complete.
Sources Assessment Update 2015-8-20 Assessment_Course-Level_Report_2015 Assessment_General_Education_Competencies_2014 Assessment_General_Education_Competencies_old Assessment_Spring_Report_2010 Assessment_Spring_Report_2012 Assessment_SRC_Assessment_bylaws Assessment_statement_PDD_2014 Assessment_Year-End_Report_2012 SS_ CCSSE Key Findings Report_2013 Vol I Iss 1
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4.C - Core Component 4.C The institution demonstrates a commitment to educational improvement through ongoing attention to retention, persistence, and completion rates in its degree and certificate programs. 1. The institution has defined goals for student retention, persistence, and completion that are ambitious but attainable and appropriate to its mission, student populations, and educational offerings. 2. The institution collects and analyzes information on student retention, persistence, and completion of its programs. 3. The institution uses information on student retention, persistence, and completion of programs to make improvements as warranted by the data. 4. The institution’s processes and methodologies for collecting and analyzing information on student retention, persistence, and completion of programs reflect good practice. (Institutions are not required to use IPEDS definitions in their determination of persistence or completion rates. Institutions are encouraged to choose measures that are suitable to their student populations, but institutions are accountable for the validity of their measures.)
Argument 4.C.1. The College has benchmarks for retention, persistence, and completion as an institution overall, handed down by the State system, Illinois Community College Board (ICCB). It is expected that the College should meet or exceed the state's average in retention and completion, but no specific goals have been mandated by the State or implemented officially at the college level. In particular, the State of Illinois does have certain performance goals set for specific demographics. In 2010 and 2013, a retention study was completed using the Community College Survey of Student Engagement (CCSSE), which shows how students perceive their personal finances, their commuting, and family responsibilities as their primary barriers to success as presented in the reports key findings. This study presents possible routes the College could help students with these issues. 4.C.2. For purposes of data collection and reporting, the College is served by a full-time Institutional Research Coordinator that provides the College with institutional data regarding the following from 2006, the implementation of Jenzabar CX, to the present: historical data on enrollment degrees conferred retention and graduation rates faculty and staff statistics student surveys and analysis student enrollment counts by degree, major, and concentration graduate counts by degree, major, and concentration student demographics full-time, first-time cohorts and student demographics enrollment full-time equivalencies final grade distributions for all courses The enrollment, retention, and program completion data that is on the IR webpage is submitted Page 58
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several times each year to ICCB and is reviewed thoroughly by the Dean of Student Services. Retention, persistence, and graduation numbers are often discussed at the President's Cabinet meetings and the Board of Trustees' meetings; however, the Retention Committee and the Recruitment Committee (two subcommittees from the Enrollment Management Team) meet regularly to examine this information more systematically. 4.C.3. The College uses what information it has to make improvements; however, these improvements are made as often on the basis of anecdotal information as they are data-driven information. Some programs have implemented the following: The low retention and persistence rates of students enrolled in developmental skills classes has received state-wide attention; as a result, the College is in the midst of restructuring the developmental skills program as a means to motivate students and their retention in college. The evolving Strategic Plan is centered on the idea of recruiting, retaining, and seeing more students to graduation. The College has established Strategic Goals, one of which is to "provide support and opportunities for student learning and success." This plan was created after a series of meetings with faculty, staff, and institutional governing committees. From these priorities, Retention and Recruitment subcommittees were created in 2014 that made several recommendations to improve the retention of SRC students, especially those who enter at risk academically. 4.C.4. The College submits reports to the State governing board, Illinois Community College Board (ICCB), on an annual basis. There are numerous reports that are sent in a yearly cycle, and these reports include all student information, course and section information, and instructor information. Overall completion and graduation rates are noted for students graduating within 150% and 200% of their allotted time for degree in order to correspond with our report submissions to IPEDS. The reports generated for ICCB and for the Integrated Post-Secondary Education System (IPEDS) include enrollment, retention, persistence, and graduation data for individual academic programs as well. This allows the College the ability of all academic programs to gather timely and consistent information to include in the in-house annual reviews and state mandated five-year program reviews.
Sources FY15_PerformanceFunding_FAQ SS_ CCSSE Key Findings Report_2013
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4.S - Criterion 4 - Summary The institution demonstrates responsibility for the quality of its educational programs, learning environments, and support services, and it evaluates their effectiveness for student learning through processes designed to promote continuous improvement.
Summary Through comprehensive procedures consisting of review, research, and evaluation,the College takes responsibility for the quality of its educational programs, learning environments, and support services. A multitude of factors are studied to assess the effectiveness of the College’s programs, credits, and overall academic success and effectiveness. Core Component 4.A demonstrates that the College regularly evaluates the quality of its educational programs, supported by gathered data, from many angles. Core Component 4.B shows evidence that the College not only assesses student learning, but also evaluates its own methods of assessment and modifies those methods when necessary. Core Component 4.C outlines the College’s commitment to retention, persistence, and completion, describes how data measuring these objectives is collected, and what benchmarks are set. The College believes in the importance of evaluating its programs and processes. By studying internal successes as well as areas where desired results are not achieved, the College is able to identify areas in which it needs to improve.
Sources There are no sources.
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5 - Resources, Planning, and Institutional Effectiveness The institution’s resources, structures, and processes are sufficient to fulfill its mission, improve the quality of its educational offerings, and respond to future challenges and opportunities. The institution plans for the future.
5.A - Core Component 5.A The institution’s resource base supports its current educational programs and its plans for maintaining and strengthening their quality in the future. 1. The institution has the fiscal and human resources and physical and technological infrastructure sufficient to support its operations wherever and however programs are delivered. 2. The institution’s resource allocation process ensures that its educational purposes are not adversely affected by elective resource allocations to other areas or disbursement of revenue to a superordinate entity. 3. The goals incorporated into mission statements or elaborations of mission statements are realistic in light of the institution’s organization, resources, and opportunities. 4. The institution’s staff in all areas are appropriately qualified and trained. 5. The institution has a well-developed process in place for budgeting and for monitoring expense.
Argument
5.A.1. The College is on very solid financial ground as evidenced through the last five years of external audits. FY10 SRC Audit, FY11 SRC Audit, FY12 SRC Audit, FY13 SRC Audit, FY14 SRC Audit. Higher Learning Commission – Composite Financial Indicator. Every year the College completes the HLC worksheet to calculate the Composite Financial Indicator Score (CFI). The CFIs have ranged from -0.27 in 2011 to 1.22 in 2013. HLC Composite Financial Indicator - 2010 - 2014. After a couple of years having a negative CFI, the College raised its CFI to 1.20 and 1.22 in 2012 and 2013, respectively. Although our CFI decreased to 0.17 in 2014, the College’s Net Assets remain virtually unchanged from 2010 to 2014 at $3.2 million. The Net Operating Revenue Ratio has increased from -0.024 in 2010 to -0.009 in 2014. This ratio is a bit deceiving as the College issued debt of $900,000 in 2008 for technology purchases, and $4.3 million in 2013 for capital project and technology purchases, and then spent those funds over the next several years, thus causing an operating “loss” in subsequent years. The annual Net Operating Loss has been reduced from $390,000 in 2010 to $132,000 in 2014, and early indications are that 2015 will end with a surplus. The issue with the financial ratios used to calculate the CFI is that bond revenue the College has received over the past several years is not reflected as “non-operating revenue,” therefore the College is recognizing the expense but not the revenue, thus artificially lowering ratios. The College recognizes the tight budget times we are in and continues to examine spending and Page 61
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budgets in order to make the most effective use of the funds entrusted to it. The College understands that the most effective way to improve the CFI is to eliminate the “operating loss” incurred over the last several years. Operating Expenses in 2014 were just 3.4% higher than they were in 2010. Between holding expenses level or reducing them and increasing revenues, the College will attempt to reverse the negative trend that the CFI has been on. As part of the budgeting process and tuition-setting process with the Board of Trustees, the College created interactive, long-range financial planning spreadsheets. With these tools, the College can analyze the last four years of revenue and expenses and then project/trend those out for the next three years. The percentage increase or decrease can be modified for every category of revenue and expense. The College budgets new anticipated revenues conservatively and presents a balanced budget to the Board for approval. Available Financial Resources The four most significant sources of revenue are local property taxes, state appropriations, Federal revenue including financial aid (PELL Grants), and tuition and fees. One can see the shift in revenue sources over the last five years with more reliance on tuition and fees and local tax revenue and away from State and Federal funding. The College’s annual audits, summarizes the growth/(loss) in each of the major revenue sources. Total revenue has decreased $81,000 in the last five years. Tuition and Fees As noted above, growth in tuition and fee revenue has been 15% over the past five years. This increased revenue is largely due to higher tuition rates, which increased from $89 per credit hour in FY10 to $125 per credit hour in FY14, an increase of 40.4% over the five year period. The College’s Board is very concerned with the affordability of higher education. The College’s administration has worked with the Board to keep fee increases at a moderate level, averaging an annual increase of 7.3% over the last ten years. Auxiliary Enterprise Services Auxiliary Enterprise Services include those activities that are designed to be self-supporting. At the College, this is primarily the self-operated campus bookstore and cafeteria located on the Canton Campus. In addition to financing store operations, profits from bookstore sales are used for a variety of College initiatives including athletics, intramurals, and student activities. State Appropriations Both the national and state economic downturn has severely affected funding for higher education in the State of Illinois. State appropriations continue to be an important revenue source for the College but have decreased in the last few years. In FY14, State funding accounted for 11% (or $1.8M) of the College’s budget compared to 15% (or $2.4M) in FY10. Ten years ago, State appropriations accounted for roughly 30% of the College’s operating revenue. For the last five years, every budget manager meets with the President and Vice President of Administrative Services in March to review current year expenditures with the goal being to identify any current budget resources that can be identified as not being needed for the current fiscal year. This allows the College to recoup budgeted resources to meet new needs and/or reduce the strain caused by the State budget issue. This process has resulted in an average savings of $200,000 per year. Resource Support of Educational Programs The process used for strategic planning and resource allocation has provided a stable base to ensure the College supports its educational programs. An analysis of the breakdown of College general Page 62
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education funds demonstrates that 31% - 35% goes directly to support instruction with an additional 7.5% - 10% to support student services. Human Resources The College recognizes the importance of investing in faculty and staff to increase the capacity of the College to provide education and training. The College has pursued strategies to fund necessary fulltime and part-time faculty and staff, especially those involved in the delivery of student services. The Human Resources department uses a number of strategies for recruitment. For example, the College uses a variety of advertising techniques to ensure that vacancies posted reach the largest volume of potential job searchers possible. Human Resources also uses the College’s website for advertising, which includes the benefits of employment at SRC as well as employee testimonials. The best advertising for employment at the College is the positive feedback from its own employees. The College is known as an employer of choice in the community because the College employees are generally satisfied with their employment. This satisfaction results in positive word-of-mouth advertising that is invaluable. Because employees are generally satisfied at the College, turnover is relatively low. Turnover rates are reported to the Board quarterly and are consistently below industry average for turnover. Faculty and Staff Development The College invests in its employees in a variety of ways. The College offers faculty and staff both internal and external professional development opportunities. The College also offers its employees a very generous benefit plan (policy 3.3) HR_Policies_and_Procedures_Manual_2014 including: Bereavement Benefit Bookstore Benefit Education Assistance Benefit Holiday Benefit Paid Time Off Benefit Vacation Benefit Sick Leave Benefit Health Insurance Benefit Retirement Benefit Tuition Waiver Benefit Tuition Reimbursement In 2013 and 2014, SRC paid $72,218 and $91,202, respectively, in tuition reimbursements and tuition waivers. The College also holds two professional development days for all employees of the College. The dates on which these days are held vary by employee group. The College annually provides a budget item for full-time faculty professional development. Faculty may request consideration of a professional development request through the Dean of Instruction as well as approval through the Instructional Resources Committee. Innovative Faculty and Staff Development Opportunities SRC offers continuing education to faculty and staff both internally and externally. Internally, the College's Office of Community Outreach offers technology classes to College employees. Quarterly, the College conducts Supervisor Training for all College supervisors, and training topics include: Legal Compliance, Budgeting, Conflict Resolution and other issues. Staff Page 63
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Professional Development Days are held annually and host a variety of topics from service delivery, volunteerism, winning with people, customer service and institutional effectiveness. In 2005, the College was awarded a Title III grant through the U.S. Department of Education. Since that program has begun, multiple workshops based on different learning styles have been available to faculty. The College received its first TRiO grant from the U.S. Department of Education in 2010. The Student Support Services grant project is based at the Macomb Campus, and this project enhances efforts to educate and train employees and strengthen awareness of students concerning diversity and at-risk populations. Faculty orientations are held annually with topics such as: Universal Design for Learning, On Course, and Staying Focused on Student Learning. Externally, continuing education opportunities are available through the Ed2Go program. This network consists of more than 1,800 top colleges, universities, and other organizations. Ed2Go offers hundreds of engaging online courses covering topics from accounting to web design. Human Resources has developed a program for employees to enroll in short-term online courses to enhance their knowledge and skills through Ed2Go.com/spoonriver. Some of the offerings include areas related to diversity such as Achieving Success with Difficult People, Solving Classroom Discipline Problems, and Teaching Students with Disabilities. Human Resources also created a compliance and safety program with the following goals in mind: 1.) Implement compliance training for anti-harassment, diversity, and workplace violence to meet insurance policy requirements, regulatory compliance guidelines, and best practices. 2.) Implement supervisor-specific compliance training. 3.) Implement a safety training program with the following goals: Using industry best practices with regard to workplace safety Provide the safest possible environment for faculty, staff, and students Reduce job related injuries Reduce workers compensation insurance premiums The employee response has been very supportive with nearly 99% of employees completing the required compliance and safety training assignments. Facilities The College's Board, in collaboration with senior administration, developed and implemented an innovative approach for needed college facilities. Final Master Plan 2014 Havana Center In Havana, the College occupied a building that was roughly 30 years old and had been expanded three times in that period, creating three separate entrances. When the College purchased the building, it had every intention of renovating the existing facility. As the College worked with the architects, it became clear that, due to the condition of the facility and the construction methods used to build and expand it over the years, the renovation would be very expensive. In fact, it was determined that demolishing the old building and constructing a new one would be roughly only 10% more in cost. After discussing the alternatives with the Board, it was decided that the College would build a new facility. The new facility has six classrooms, including two computer labs and an Interactive Video System (IVS) room that receives distance learning classes from Canton and connects with Macomb and Rushville as well. Rushville Center In Rushville, the College occupied a small store-front facility where the front of the room was the Page 64
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office/reception area, and the back of the room was a classroom. Enrollment in Rushville was very low, and the College felt that a major reason for this was the lack of adequate facilities. A similar process to what was used in Havana was used in Rushville. The College purchased land near the high school to increase access for dual credit students. The Rushville facility has five classrooms, including two computer labs and an IVS room. Macomb Campus The Macomb Campus is in the building previously home to Macomb High School. As a result of steady increases in enrollment and providing comprehensive student services, this facility is no longer adequate to meet the needs of the College. Further, parking is a problem, which has limited growth of the Macomb Campus. In 2006, the Board decided to purchase a vacant 80,000 square foot building on the east end of town as the future home of the Macomb Campus. Macomb Outreach Center In 2008, the Board decided to begin the renovations of the building and created the Macomb Outreach Center in roughly one-quarter of the building. The College saw a great unmet need in the Macomb area for community and workforce education. Because of the lack of space, this need could not be met at our existing campus, therefore, the Board decided to begin construction of the new Outreach Center. The Macomb Outreach Center has two computer labs, three general classrooms, and a 4,500 square foot conference center that can be split into three separate rooms. There has been steady utilization of the new center. Along with the 15,000 square foot of renovations for the outreach center the College also completed the entire front façade of the building in order to have a uniform look across the entire building. Future Plans The new facilities provide the College the opportunity to offer more class options than were available in the past. More science and nursing classes are offered in Havana due to the classroom built specifically for that purpose. All College campuses and sites benefit from the use of the IVS (Interactive Video System). The implementation of the new interactive video system for course delivery has also had a positive impact on enrollment and student access for courses. Analysis of enrollment data for the 2013-14 academic year indicates that about 5% of credit hours are completed through this instructional delivery method. The use of the technology has allowed the College to cancel fewer courses, particularly at the centers in Havana and Rushville. Plans to Complete the New Campus in Macomb Regional and state economic conditions over the past few years have limited progress for the College to work toward identifying and acquiring resources necessary to complete the renovation of the new campus in Macomb. Again, the College has used available funds to renovate approximately onequarter of the site for the College’s Community Outreach Center. The success of this center is apparent due to the scheduling of the facility, and the naming rights opportunities obtained by the College Foundation are evidence of the support from the community to complete this project. The College Foundation has been revitalized and reorganized over the past 36 months and is linked with the College’s Community Outreach office. A strategic plan to address the capital and operational needs to complete the renovation of the new Macomb campus site will be developed in the near future. This plan will involve the coordination of the College Foundation and the College Board of Trustees. It is anticipated that the plan will include Page 65
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the comprehensive elements of a capital campaign in addition to the continual search for relevant grants and external resources. Technology The integration of technology to support educational programs is performed both through the strategic planning process and the annual operation of the College. Evidence of technology being integrated into instruction for education is seen through the following examples: The College has implemented a feature-rich, student focused Learning Management System (LMS) called Canvas replacing Angel. The selection was made after completing extensive evaluation of five LMSs. The LMSs included for evaluation were Blackboard, Canvas, D2L, Moodle, and E-Racer. Increase in the number of College classrooms supported by technology (includes audio/visual/web-based delivery of instruction information. Integration of online services such as enrollment, roster and grade submission, implementation of interactive video system using the Cisco TelePresence equipment (SRC is the first college in Illinois to use the TelePresence conferencing system for instruction). Implementation of wireless communication network to all College sites, which includes voice, video, and data transmission. The staff and faculty technology survey results indicate improvement over a period of five years. The results on handling of Help Desk calls was 92% in 2010 and 93% in 2015 (combining employees that strongly agree and somewhat agree). The results on technology support improved significantly from 85% in 2010 to 93% in 2015. The following three areas of improvement were identified from employee input: Improve communication to the users after they receive the automatic email when help desk ticket is called in or emailed. A follow-up communication to the users as soon as support resolves the problem with clear description. During extended period of resolution, every effort will be made to keep the users updated with the status of the issue. 5.A.2 The College’s budget allocation process incorporates all members of the College community, and the final decisions on how the resources will be allocated rest with President’s Cabinet and the Board of Trustees. Once the budget is set, no changes can be made (i.e. taking budget dollars away from departments) without those suggested changes going through the President and the Vice President of Administrative Services. 5.A.3 The College provides innovative learning opportunities that enhance the quality of life in the communities we serve. The goals of the College support the Mission of the College. The Mission is achieved by providing pre-baccalaureate education, providing career and technical education, providing developmental and basic skills, providing community education, providing workforce training, working with economic development agencies throughout the district, providing cultural and recreational opportunities, providing student services to support students' educational goals, and utilizing technology. All of the goals are ingrained in the College organization. The goals are continually analyzed and reviewed to determine if improvements are needed. The number-one goal of the College is student success.
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5.A.4. The preparation and qualifications of all faculty and staff are appropriate to the field and level of the position. Qualifications are measured by education level and relevant professional experience, training, and credentials. The College employs an open and orderly process for recruiting and appointing its faculty and staff. The search process includes participation of the Human Resources Office and the hiring supervisor and may include a screening or interview committee that consists of colleagues offering subject matter expertise. The College ensures equal employment opportunities consistent with legal requirements and any other requirements chosen that may be compatible with the College’s Mission and goals, including the achievement of a diverse workforce. New employees participate in orientation and training through the Human Resources Office as well as the department in which they are hired. All new employees are encouraged to participate in a new employee mentor program or tenure committee. Employees participate in ongoing technology training, training through individual seminars or coursework, professional development days, and web-based training opportunities. Each department is provided with a training budget, the Human Resources Office manages a college-wide professional development budget, and additional funds are available for faculty professional development via the Instructional Resources Committee. 5.A.5. Budgets are created each year based on the allocation and use of resources in previous years with a mandate to justify the need and use of all funds. Each year is usually considered level funded from the previous year, and any additional funds needed are requested as part of the budget process. Reports are created for cost centers showing total actual expenses by line item for the previous two fiscal years, the actual year-to-date expenses for the current fiscal year and the budget for the current fiscal year. These reports are distributed by the Vice President of Administrative Services (VPAS) to the budget managers in mid-March. The budget manager then creates next fiscal year’s budget proposal. The total of those items has to be equal to or less than the previous year’s budget and this initiates the budget development process. Along with the budget creation worksheet, the budget manager receives several budget forms (FY15 Budget Instructions). These forms are used to request additional funds for Strategic Plan items, capital purchases, additional operating funds, salary adjustments, and new employees. This is also the time when budget managers request student workers and tuition reimbursement for their existing employees. Forms are completed and returned to the VPAS by early May. The budget spreadsheets are entered into the CX system and a preliminary budget is created. The VPAS creates the revenue budget based on previous year’s revenue and the changes the Board approves for tuition. In comparing the revenue and expense projections, the VPAS determines how much “new money” is available in next year’s budget for new requests. The VPAS consolidates all of the new requests for funds into one spreadsheet. In late May, a meeting is held by President’s Cabinet to review all of the requests for new funds. This group either approves or disapproves items on the list and then finalizes those new items that will be funded in next year’s budget. Once the new items are approved, funds are added to the budget in CX, and it is finalized. This finalized budget is presented to the Board of Trustees for their approval. Once the budget is approved by the Board, it is loaded into CX as a final budget for the year. Page 67
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Once approved, the budget managers are notified that the budget in CX has been approved by the Board, and they are authorized to submit expenses. Budget managers have access to their budgets via CX or through budget report COGNOS. In an effort to save on paper costs, no budgets are printed, rather they are available to budget managers electronically. Revenue The VPAS utilizes prior-year statistics based on the number of credit hours and which type (indistrict, out-of-district, out-of-state, and foreign) to help estimate tuition and fee revenue for next year. The College also utilizes Board-approved tuition increase information, anticipated state funding from the Illinois Community College Board (ICCB), and the current tax levy to determine how much property tax revenue the College should receive for the next year to determine total revenue for the budget. Final Budget Determination and Distribution After all requests for funds are reviewed, the approved budget is updated in the CX system. The President’s Cabinet develops the final budget, and then it is presented to the Board of Trustees for approval. Budget Monitoring On a monthly basis, the Board of Trustees is provided five financial reports detailing the expenses from the prior month (Accounts Payable by Vendor December 2014, Accounts Payable Detail December 2014, Accounts Payable Over $1,000, Financial Operations Executive Summary December 2014, Financial Statements & Supplementary Info December 2014). These reports are created by the Director, Business & Auxiliary Services and reviewed by the Vice President of Administrative Services along with monitoring College expenses throughout the month.
Sources Accounts Payable by Vendor December 2014 Accounts Payable Detail December 2014 Accounts Payable Over $1,000 Final Master Plan 2014 Financial Operations Executive Summary December 2014 Financial Statements & Supplementary Info December 2014 FY10 SRC Audit FY11 SRC Audit FY12 SRC Audit FY13 SRC Audit FY14 SRC Audit FY15 Budget Instructions HLC Composite Financial Indicator - 2010 - 2014 HR_Policies_and_Procedures_Manual_2014 IT Survey Results 2010 IT Survey Results 2015
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5.B - Core Component 5.B The institution’s governance and administrative structures promote effective leadership and support collaborative processes that enable the institution to fulfill its mission. 1. The governing board is knowledgeable about the institution; it provides oversight of the institution’s financial and academic policies and practices and meets its legal and fiduciary responsibilities. 2. The institution has and employs policies and procedures to engage its internal constituencies— including its governing board, administration, faculty, staff, and students—in the institution’s governance. 3. Administration, faculty, staff, and students are involved in setting academic requirements, policy, and processes through effective structures for contribution and collaborative effort.
Argument 5.B. The College allows for shared governance and policy by having an active College Senate. The objectives of the College Senate are: To provide a structure through which representatives of all segments of the internal College community may come together to participate in institutional decision-making. To organize forums where matters of concern to the College community may be discussed. To oversee the standing committees of the College Senate and to recommend to the College President policies resulting from these activities. To review periodically the responsibilities and functions of the College Senate. To approve any changes made to the standing committees, the executive committee, and the Senate. The bylaws are stored on the shared drive and accessible to the entire College community. 5.B.1. The College has established policies and procedures to govern its operations. These policies are established by administration with input from College faculty and staff as well as approval of the Board of Trustees. College employees are represented by union and non-union employee groups that support their constituents' participation in the governance of the institution. Unionized groups, namely the Faculty Association, also engage in the development of the institutions policy and procedures through the Interested Based Bargaining session process. For example, in response to the concerns over healthcare costs and the fiscal need for a change in the way employees contribute to healthcare insurance, the College formally agreed to form and maintain an Insurance Committee. A charge of this committee was to monitor, evaluate, and if appropriate, recommend changes with respect to the College's health insurance programs. Within the first few months of the Insurance Committee's appointment, the current plans had been analyzed and new options were being recommended to administration and to the Board. The Board reviews the College budget and resources monthly. The Board is governed by 7 members who are elected at large by our 5 represented districts as well and one student trustee whom is selected by the student body of the College. Actions by the Board related to increase in tuition and fees often have significant deliberation and discussions, and they review the impact of no increase or percentages of increase with the senior administrators before reaching a decision that will impact the Page 69
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cost of education. The Board is also engaged in the budget process as well as the acceptance of the annual financial audit. Faculty Involvement The College faculty are actively engaged in the budget process of the College through what is referred to as Interest Based Bargaining: a form of negotiations where the conversation is focused on achieving a win-win scenario and developing mutually beneficial agreements based on interests of the disputants. This strategy was implemented in 2014 during a phase of faculty negotiations and was viewed as a success from both parties involved. Student Involvement The College's students have numerous opportunities to get involved with the life of the College, through formal groups and organizations, including those that promote their academic interests and those that are more focused on shaping the culture of the College. Groups like Phi Theta Kappa have a strong community service component while students who are more interested in having a say of what occurs around the College itself may be more interested in something like Student Government Association (SGA), which is a student-driven organization that acts on behalf of the entire student body from all College locations and centers. Board of Trustees The College Board of Trustees hold monthly meetings that are open to the public. Meeting notices are published in the local papers so that the College is transparent as to events occurring around the College. Board agendas include actions on strategic initiatives, policies, staff changes, institutional expenditures, such as construction bids and other necessary operating expenses. The meeting minutes are recorded and published each month with supporting documents in an institutionshared drive accessible by all College employees. College Administrative Structure The College has a shared governance process. The President works with an executive leadership team, which includes the vice-presidents. The leadership team meets regularly to discuss College business and is responsible for day-to-day operations of the College. The College's administrative structure is comprises four major service areas: President, Instructional Services, Student Services, and Finance and Business Services. Service areas are broken into departments that oversee various daily functions of the College. The areas are as follows: President: The President's area includes public relations, marketing, institutional effectiveness and advancement. The directors of each department have regular meetings to communicate events and set up initiatives for strategic planning goals. Instructional Services: This service area includes academic departments including transfer and career, technical, and workforce education programs. Two deans provide the overall leadership where division chairs serve as leaders for the various academic programs and are responsible for overseeing instruction and ensuring quality. Division chairs meet monthly with the Instructional Resource Committee throughout the academic year in order to discuss proposals for new academic programs as well as updates to existing academic programs. Student Services: This service area oversees admissions, financial aid, registration, career and advising services, TRiO grants, student support services, and student life and athletics. A student services area meeting is held regularly to communicate and clarify College business within internal employee groups. Enrollment Services, Advising, and Student Support Services have monthly meetings with their staff members for initiatives and planning. Finance and Business Services: This area includes fiscal services, information technology, Page 70
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administrative services, bookstore, and the cafeteria. Directors oversee each of the departments and meetings are held regularly to coordinate efforts within the departments. The College has experienced significant change over the past decade requiring adaption and a reorganization of the structure around the College. As with any organization, there are challenges to ensure shared governance. The administrative area of the College continues to work on ensuring that college-wide communications and collaboration occur on a regular basis. Administrative Transition and Reorganization Over the past three years, the College has undergone substantial administrative changes and a significant reorganization. The President, Mr. Curt Oldfield, was appointed in 2012. The Vice President of Academic Services retired in August 2015, and a new Dean of Career and Workforce Education was appointed in September 2015. The administrative team has worked together to restructure certain departments and positions to create efficiencies within the Colleges governance structure. This transition could be seen as an area of concern, but the College takes the position that this process has allowed for new ideas and energy for the College, focusing on student success. 5.B.2. The main governing board of SRC is the Board of Trustees, which is a seven-member board elected by the residents of the SRC district. The Board is very knowledgeable about the institution and provides oversight for the College's financial and academic policies and practices. The Board employs legal counsel to ensure it meets all legal and fiduciary responsibilities. The College Senate is another form of governance at the College and is comprised of 18 members consisting of eight faculty, four administrators, two classified staff, and two professional support staff. The remaining two members are reserved for the Student Senate President and an at-large Student Senate representative. Nine members of the Senate are ex-officio members, and there are nine elected members. There are three standing committees that make up the governance system: Curriculum Committee Student & Academic Affairs Instructional Resources Duties of each committee are outlined in the Senate Bylaws. Any College Senate Bulletin approved by a standing committee may be appealed by any member of the College. Specific timelines for the posting of College Senate Bulletins and appeals are outlined in the Senate Bylaws. The President is the leader of the College who works with an executive team. The College has a shared government structure, and the administrators are responsible for the day-to-day operations of the College. The President's Cabinet is composed of the Vice-Presidents of the College and other Deans and Director-level positions. The President's Cabinet meets regularly to discuss College matters, communicate across service areas, plan initiatives, and respond to issues of concern. In addition, the President meets with the Vice Presidents regularly to strategically discuss critical issues that need attention. 5.B.3. All four employment groups are represented on each of the standing committees, and a student representative appointed by the Student Government Association. Each standing committee consists of: 4 faculty (2 transfer, 2 career/technical), 2 administrators, 1 student, 1 professional support, and 1 classified staff member. The faculty, professional support, and classified staff each hold their own elections to appoint representatives to the standing committees. The President of the College appoints Page 71
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administrators to serve. A full-time faculty member must chair all standing committees and Senate. Collaborative planning is a vital process to the success of the College. The Board, through means of the administration, works effectively with faculty, staff, students and the community to collect information to make data driven decisions with input from all parties involved. The foundation of planning at the College is the Strategic Plan. All faculty and staff at the College are invited to participate in the planning process, and current students are encouraged and invited to participate in planning functions. Students are included on College committees to provide student input and opinions. An elected student trustee sits on the Board and provides an advisory vote on all business items and College issues. In the strategic planning process, focus groups have been conducted for all employee groups, student groups, community groups, and business and industry groups to gather input from all constituents. The strategic planning process focuses on the Mission, Vision, and long-term goals of the College to provide a clear direction for the College moving forward. In the planning process, the College sought input from all constituent groups. Focus groups were conducted of both the external and the internal groups (faculty, staff, and students). The input of the focus groups were used to aid the administration and planning team to develop the Strategic Plan. The College has a long tradition of providing shared governance and a history of collective planning to meet the current and future needs of the district. The College recognizes that shared responsibility for planning is vital to the success of the students. The following committees and groups allow the faculty, staff, and students to be engaged in interdepartmental communication: Board of Trustees Monthly Meetings President's Cabinet Bi-Monthly Meetings Senate Monthly Meetings Staff Director and Dean Meetings Student Government Association Monthly Meetings Interdepartmental Meetings
Sources There are no sources.
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5.C - Core Component 5.C The institution engages in systematic and integrated planning. 1. The institution allocates its resources in alignment with its mission and priorities. 2. The institution links its processes for assessment of student learning, evaluation of operations, planning, and budgeting. 3. The planning process encompasses the institution as a whole and considers the perspectives of internal and external constituent groups. 4. The institution plans on the basis of a sound understanding of its current capacity. Institutional plans anticipate the possible impact of fluctuations in the institution’s sources of revenue, such as enrollment, the economy, and state support. 5. Institutional planning anticipates emerging factors, such as technology, demographic shifts, and globalization.
Argument 5.C.1. In order for the College to effectively carry out its Mission, it is dependent upon the College strategically planning for the future, careful management of resources, and enhancing institutional effectiveness. A budget request form is utilized every year. Requests can include budget increases, capital equipment requests, or human resource needs. These requests are the College's means of enacting the Mission, Vision and Core Values and achieving the intended outcomes of the College. Every employee has a role in the budget process. For most employees, that role is focused on improving the effectiveness and efficiency of their own area and measurably improving the value they provide to the students and other stakeholders. Other employees, notably at the director, dean, vice president, and president levels, are responsible for managing some part of the budget request process. The College’s Vision and Mission drive budget allocations, which are decided through a planning process that focuses on creating practical improvements in instructional programs/departments, services, and student activities. 5.C.2. The Mission and planning documents of the College guide all aspects of business and operations at the College including assessment of student learning, evaluation of operations, and budgeting. As described throughout this chapter and this document, the foremost planning document is the College's Strategic Plan. Assessment of student learning is a vital part of the College's operations. These assessments help the College strive to continuously improve and fulfill its mission. At the College, the assessment of student learning is faculty-driven, mostly through efforts of the Instructional Resource Committee. The College budgets for faculty and staff members to attend the HLC Annual Meeting which assists in developing new measures to assess student learning more effectively. The College continues addressing challenging questions about the institution's effectiveness and using data to make decisions. The organization recognizes the importance of supporting relevant programs, services, activities, partnerships, and adapting standards of performance. Page 73
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Cost data is also included along with assessment data for each program in the Program Review. This cost data allows the department, division chairs, and the College's administration to review financial information related to each program alongside other pertinent information on each program such as enrollment data and student evaluations. These reviews allow for the College to make appropriate resource allocations and budget decisions regarding the academic programs of the College. 5.C.3. The planning of the College is a vital part of the success and the future of the College. The Board and administration work with faculty, staff, students, and the community college district residents to collect information and data to make well informed, data-driven decisions. The process of developing a new, updated Strategic Plan started in 2012 and included feedback from both the external and internal constituents, which illustrates the College's commitment to gathering appropriate input from all stakeholders. One important element of the new Strategic Plan will include analyzing external and internal conditions, emerging trends, creating a vision for the future, measuring the gap between the current level of performance and the agreed upon goals, setting intermediate goals, allocating resources to support the goals, taking action, and measuring results. The foundation of planning at Spoon River College begins with the creation of the Strategic Plan. All employees, student leaders, and community members are invited to participate in the strategic planning process. The purpose of the planning process is that organizations plan for the future to ensure the Vision and Mission are realized. Strategic planning provides a road map for the organization to determine how it might best and most efficiently achieve that goal. Strategic planning is currently underway as our previous plan is drawing close to the end in 2016. The next strategic plan is being developed following the same process starting with the collaboration of both the internal and external stakeholders feedback and insights being collected and analyzed by administration. 5.C.4. Improvements could be achieved through the introduction of new programs and services or new ways of doing things. We are nearing the conclusion of the strategic plan that was for fiscal years 2013-2016, the first three-year plan. As reported in the May 2015 Strategic Plan Update, all projects in that plan are proceeding as planned. In July 2016, the College will launch the next threeyear plan. The College is committed to continued analysis and discussion of program effectiveness, financial viability, retention strategies, and enrollment management strategies. The Institutional Effectiveness Committee has taken steps to clarify institutional policies to enable it to better inform College decisions, study and suggest new enrollment practices, trend analysis to encourage retention, developing an employee satisfaction survey, analyzing how placement tests are administered, and determine if students are placed in the appropriate courses. In effect, the development of a set Strategic Plan is evolving into strategic planning and even strategic management that is creating a culture of an ongoing process of evaluation, planning, and action. 5.C.5. Internet Bandwidth has been significantly increased at all four locations with anticipation of increased online access and asynchronous video streaming. The Canton Campus is at 60 Mbps, Macomb Campus 22 Mbps, and Rushville 10 Mbps bandwidth. Technology Services proactively monitors the bandwidth usage and acts according to the demand. The College has a policy in place to block nonacademic usage like online movie streaming sites and peer-to-peer file sharing like bit Page 74
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torrent, Gnutella, etc. Wi-Fi availability is another area of expansion planned. The College has Wi-Fi in place as hot spots for students and faculty with necessary security measures in place. Technology Services has a plan in place to expand Wi-Fi availability throughout the College at all six locations. Demographic shifts have been slow to occur but are part of the environmental scan that will occur with the new Strategic Plan. Goals will be developed to support any changes in demographics that may be occurring in the district. Instructional resources continue to be added to support a mobile learning environment. Courses are continually added in an online environment to support learners who may be interested in taking courses from around the world. For those students who reside in-district, course content is being added in courses throughout the Catalog to help foster learning about the global environment in which we live, work, and interact.
Sources There are no sources.
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5.D - Core Component 5.D The institution works systematically to improve its performance. 1. The institution develops and documents evidence of performance in its operations. 2. The institution learns from its operational experience and applies that learning to improve its institutional effectiveness, capabilities, and sustainability, overall and in its component parts.
Argument 5.D.1. The College has a robust reporting system in place to continually develop and regularly report the performance of its operations. This performance can be seen in a variety of ways and each level of operation. The Board holds monthly meetings that are open to the public, including press, and regularly report all business and operational activities including enrollment numbers and finances. These reports are available through the Board's meeting minutes. The President reports to the Board at each of the monthly meetings all of the operational work of the Presidents Cabinet. The Cabinet is made up of senior administrators in each operational area. All the meetings are driven by a printed agenda, delivered in advance, and are reported out with minutes. Each operational area reports to the Cabinet at the bimonthly meetings. Each academic program undergoes a rigorous program review each 5 years and an annual review through assessment reporting. College Senate meets monthly and all meetings are open to all faculty. An agenda is sent in advance, and the minutes of the previous meeting are sent in advance and also posted on the shared drive. Staff, through an updated evaluation system (2014), set annual performance goals which support the Strategic Plan. Quarterly, the employee and supervisor review the progress and completion of goals. Faculty receive an administrative evaluation that consists of a classroom observation and a review of instructional planning. Student evaluation of instruction is done at the conclusion of each semester. 5.D.2. The College operational experience is an intricate system of checks and balances. Constant communication between and among the many parts results in a fluid exchange of ideas and improvements. The system is not perfect but always adapting for the better, to changes in technology, resources, and student demand for better services, and a relevant curriculum. Delivering that takes constant input and output to improve the system and meet the challenges of post-secondary education and training. At all levels, individuals contribute, seeking a smooth operation to improve efficiency and a deliverable product with services to students. Some procedural changes that have been instituted or plan to shortly include the following: 1. Annually, the College seeks feedback from the employees in the Spring term. Following the completion of that survey, the Institutional Effectiveness Committee then creates a task force to meet and discuss the results and how they trend from year to year. The committee then is responsible to implement or be the catalyst to take changes from feedback learned in these surveys and use that Page 76
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information to improve in the upcoming year. 2. Every year during the Spring term there is a budget reallocation and/or request for additional funds forum that is held for all of the offices around the College. These reallocations are used to drive the Mission and Strategic Plan initiatives and better align spending to the College's objectives that upcoming year. 3. Retention strategies are being implemented due to initiatives that have been developed from a new Retention Committee. This is a subcommittee under an already ongoing committee called the Enrollment Management Team. From these initiatives, the College has started an Early Alert System, which is driven by faculty. The faculty members, whether full-time or part-time, have access to an online portal in which they can identify students from their classes who are falling behind in regards to tardiness, failing assignments, or a combination of many things. Following these referrals, students will be contacted by a Student Success Coach from SRC's Academic Success Centers to attempt to get the students back on track in passing the course. 4. A Developmental Task Force has been created within this past year to evaluate the developmental programs at the College. Changes have been made to the schedule from discussions that have occurred during these meetings regarding an addition of a new math course and restructure of many of the remedial coursework requirements as they relate to the timelines of moving through the levels. 5. Enrollment Management initiatives are developed from suggestions that are discussed during the College-wide professional development days, and the actions taken are specifically evaluated as to how they link back to the Strategic Plan. 6. Interest-Based Bargaining has become a new negotiation tool for employees at the College in order to come to win-win scenarios for both the College and the faculty and staff. 7. A new Insurance Committee was developed to evaluate and discuss alternatives for the upcoming years and also in charge of presenting that data to the College.
Sources There are no sources.
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5.S - Criterion 5 - Summary The institution’s resources, structures, and processes are sufficient to fulfill its mission, improve the quality of its educational offerings, and respond to future challenges and opportunities. The institution plans for the future.
Summary Spoon River College has the financial, technological, facility, and personnel resources in order to fulfill the Mission and goals of the College. The College has maintained all of its resources wisely, and the infrastructure currently in place supports our continuous improvement efforts as well as our future needs as a college. This section illustrates how the College has invested in financial management and human resources that were strategically planned for the College in order to create campus growth through facility development and has a focus of investing in state-of-the-art technology focused on quality student experience and success. Core Component 5.A focuses on the College's financial aptitude as it relates to the support of the College's educational Mission, Core Values, organization, and resources. Core Component 5.B offers insight into the institutions governance and leadership which focuses on the Policies and Procedures for the College and ensuring that the structures in place are collaborative with faculty, staff, and students. For Core Component 5.C, the information supports the College's systematic and collaborative effort while planning. Core Component 5.D focuses on how Spoon River College utilizes data management and institutional effectiveness to continually assess and improve performance.
Sources There are no sources.
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