College Accrediatation Self Study by Spoon River College

S poon R iver C ollege Higher Learning Commission â&#x2014;? 2011 Self Study

www.src.edu

Keeping YourFuture as OurFocus

Dear members of the HLC accreditation review team: Spoon River College is dedicated to learning. Our mission and vision statements make clear our commitment to meet this standard as an institution of higher education: Mission: Spoon River College provides a learning environment that offers 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. Vision: Spoon River College strengthens its communities by providing an innovative environment that is dedicated to learning and student success. Being learner-centered means we understand and emphasize the quality and viability of learning and the achievement of learning. For more than fifty years the College has provided transfer and career education opportunities for residents of west central Illinois. The elements of institutional effectiveness for the College reflect our commitment to innovation in the learning environment, student success, and accountability of both resources and effort in terms of the value of our programs of study, professional development, and engagement in community and economic development. A significant change reinforcing this culture for the College has occurred since 2005 with the implementation of a comprehensive strategic planning process which impacts allocation of resources, assessment of accountability, and consistent demonstration of improvement goals to meet the changing expectations of our students, senior institutions of higher education, employers, and communities. It is important to note that the first three (of four) goals in the strategic plan emphasize learning and teaching, the influence of the college for economic development, and the capacity of the institution to meet the lifelong learning needs of the residents in its district. Goal four addresses the commitment to use resources to meet the first three goals. The Core Values of the College: Caring, Respect, Integrity, Fairness, and Responsibility provide the daily foundation that assures our students, employees, and our constituents that we are dedicated to meeting the expectation of our mission and vision. Sincerely,

Robert E. Ritschel

TABLE OF CONTENTS

Self-Study Steering Committee and Writing Team

CHAPTER 1: Introduction and Overview a. History of Canton Community College/Spoon River College b. Mission/Vision/Core Values c. History of Accreditation d. Preparation for 2012 HLC Visit e. Significant Changes Since Last HLC Visit f. Strategic Planning

3 6 8 8 10 10 16

CHAPTER 2: Spoon River College’s Response to Previous Concerns

CHAPTER 3: Criterion One: Mission and Integrity a. Members of Criterion 1 Self-Study Committee b. Introduction c. Core Component 1A d. Core Component 1B e. Core Component 1C f. Core Component 1D g. Core Component 1E h. Summary of Institutional Strengths i. Improvement Targets for Consideration in the Strategic Plan

32 34 34 35 43 49 53 61 67 67

CHAPTER 4: Criterion Two – Preparing for the Future a. Members of Criterion 2 Self-Study Committee b. Introduction c. Core Component 2A d. Core Component 2B e. Core Component 2C f. Core Component 2D g. Summary of Institutional Strengths h. Improvement Targets for Consideration in the Strategic Plan

68 70 70 71 74 90 96 100 100

CHAPTER 5: Criterion Three – Student Learning and Effective Teaching a. Members of Criterion 3 Self-Study Committee b. Introduction c. Core Component 3A d. Core Component 3B e. Core Component 3C f. Core Component 3D g. Summary of Institutional Strengths h. Improvement Targets for Consideration in the Strategic Plan

101 103 103 104 131 146 156 162 162

CHAPTER 6: Criterion Four â&#x20AC;&#x201C; Acquisition, Discovery, and Application of Knowledge a. Members of Criterion 4 Self-Study Committee b. Introduction c. Core Component 4A d. Core Component 4B e. Core Component 4C f. Core Component 4D g. Summary of Institutional Strengths h. Improvement Targets for Consideration in the Strategic Plan

163 165 165 166 175 188 194 197 197

CHAPTER 7: Criterion Five â&#x20AC;&#x201C; Engagement and Service a. Members of Criterion 5 Self-Study Committee b. Introduction c. Core Component 5A d. Core Component 5B e. Core Component 5C f. Core Component 5D g. Summary of Institutional Strengths h. Improvement Targets for Consideration in the Strategic Plan

198 200 200 201 207 209 213 215 215

CHAPTER 8: Diversity at Spoon River College a. Discussion of Diversity b. College Commitment to Diversity c. Summary of Institutional Strengths d. Improvement Targets for Consideration in the Strategic Plan

216 220 221 224 224

CHAPTER 9: Technology at Spoon River College a. Current Status of Technology at Spoon River College b. Summary of Institutional Strengths c. Improvement Targets for Consideration in the Strategic Plan

225 227 229 229

CHAPTER 10: Federal Compliance a. Discussion of Federal Compliance

230 231

APPENDIX A: Glossary of Illinois and Spoon River College Terms

235

APPENDIX B: Spoon River College Organizational Charts

240

APPENDIX C: Substantive Change Application for Distance Delivery

245

Self-Study Steering Committee and Writing Team Spoon River College sincerely thanks the entire college community for their participation in and support of the self-study process. Specifically, Spoon River College recognizes the following individuals for their contributions to the self-study: Steering Committee Members: • Jeff Bash • Anna Buehrer • Brian Dalpiaz • Renee Higgins • Michael Maher • Douglas Okey • Gary Schindler • Donna Smith • Stacy Swanson • Missy Wilkinson

Writing Team Members: • Carol Davis • Lisa Dennis • James Genandt • Christa Ingledue • Sarah Phillips • Sally Shields

Spoon River College

CHAPTER ONE Introduction and Overview

“Through learning we re-create ourselves. Through learning we become able to do something we were never able to do.” - Peter Senge

Spoon River College

Lynn McPheeters Canton Community College’s First Student In the spring of 1960, I was in my Canton High School German class and became just a little nervous when I was asked to report to the Principal’s Office. I didn’t think I was in any trouble but I certainly was curious as to why I was being “summoned.” I became even more curious when I entered the office and found the principal and all of Canton District 66’s school board members there, too. This was something that had never happened before. Now I had heard about the possibility of a new junior college coming to Canton High School, but you can imagine my initial surprise when the principal and the board members asked me if I would like to be the first student to officially register at Canton Community College. I didn’t even have to think about it. I quickly said, “Yes, I would.” Just like that. I had always wanted to go to college and my parents were very encouraging, too. But the cost of a college education, even in the 1960s, was something that many people could not afford. I learned that Canton Community College was going to be housed on the third floor of my high school. It was close to my home. It had fees that my family could afford. And I, like so many students, wasn’t quite sure yet what I wanted to be or do with my life. What better opportunity could I hope for than to enroll at this new junior college and explore the possibilities! I didn’t really know where to start in selecting a course of study, but a friend of the family suggested I look at business. That sounded good to me so one of my first classes was an accounting course taught by that family friend. I was challenged but I also felt supported. That would continue throughout my semesters at Canton Community College. Because there were both rural “farm” students and recently returning war veterans enrolled at Canton Community College, I was able to learn a lot from those who had completely different life experiences from my own. This exposure would eventually play an important role in my life’s work. Spoon River College

I also wanted my experiences at the college to be wide and varied and so I participated in every student activity I could. I was in the college chorus, played on the golf team, served on the Student Senate, and was in the first Canton Community College play. These activities and my courses kept me very busy and each contributed to my personal growth. They also prepared me for an eventual transfer to Southern Illinois University. I know that the education I received and experiences I had at Canton Community College played an important role in my succeeding at and graduating from SIU in 1964. Right before I graduated, representatives from Caterpillar, Inc. came to campus for interviews for its College Graduate Trainee program. I was fortunate to be selected and for the next 40 years I would call Caterpillar my â&#x20AC;&#x153;professional home.â&#x20AC;? I was eventually promoted to Vice President and Chief Financial Officer for Caterpillar and had the opportunity to travel all over the world. I have never forgotten the impact that Canton Community College, now Spoon River College, has had on my life. My wife and I set up the Frances G. and Dorothea B. McPheeters Scholarship with the Foundation, to honor my parents who encouraged me to get a college education. I also served as the 50th Anniversary Campaign Chair for the SRC Foundation in 2009 and helped raise additional scholarship funds for students who, like me, have a dream of achieving a certificate or degree from Spoon River College. That initial invite to be the first Canton Community College student so many years ago gave me the keys that opened the door to the rest of my life.

Spoon River College

HISTORY OF CANTON COMMUNITY COLLEGE/SPOON RIVER COLLEGE In 1959 when Canton Community College (CCC) was established, it was housed on the second floor of the Canton High School and boasted an enrollment of 187 students its first year. CCC held the distinction of being the first public junior college in West Central Illinois. Canton Community College became Spoon River College in 1968. Spoon River College, designated as Illinois Community College District 534 by the Illinois Community College Board and the State of Illinois, has campuses in Canton and Macomb and centers in Havana and Rushville. It partners with many regional organizations and businesses. The college’s 1,500-square-mile district serves all or part of five counties: Fulton, Knox, Mason, McDonough, and Schuyler. The region is geographically rural without any interstate highway connections, relying on state and county roads for access. The current census data shows that the college district population is stable but is not experiencing any significant growth. The College district demographics indicate that the region suffers from limited economic opportunity. District employers have indicated a shortage of workers with necessary skills, as secondary school graduates are drawn by opportunity to larger urban centers. According to 2008 Claritas Data, 12.7% of SRC district residents have not earned a high school diploma compared to the 10.8% state average. The U.S. Census Bureau shows that the per capita income in all five counties in the SRC district trail the state average by 23% 30%. In Illinois, the median income in 2009 was $56,230 while the Spoon River College District median income was $39,333. West Central Illinois has a long history of economic ups and downs associated with large scale, blue collar manufacturing plants. The College district has reeled from massive layoffs of the area’s largest employer, Caterpillar, the world’s largest manufacturer of construction equipment and other heavy machinery. In 2009, CAT, economic “bellwether” for Dow Jones, reduced its workforce by nearly 20,000 job, affecting three Illinois plants including its headquarters (35 miles east of SRC’s Canton campus). The district-wide unemployment continues to stay high averaging higher than the current state of Illinois rate of 8.7% (April, 2011). Of all the counties in the district, Mason County leads with the highest unemployment rate at 11.3% according to the IL Department of Employment Security in March, 2011. Likewise, over half of K-12 students (58%) within our district qualify for freeSpoon River College

or reduced-school lunch assistance due to low family income levels (IL State Board of Education, 2011). With the exception of McDonough County (Macomb), which supports Western Illinois University, all these areas depend highly on the service and agriculture sectors as economic bases. The populations need additional trainings and technology access to gain new marketable skills and meet the demands of the global economy. The unstable economy and growing unemployment rates emphasize a huge need for retraining for residents of small communities. The Spoon River College district has over 11,800 adults with less than a 12th grade education, over 2,700 non-English speaking residents, and over 3,100 residents that read or compute at an 8.9 grade level. Four of the five district counties are on the 2010 Poverty Watch/Warning list according to the Heartland Alliance Report. DEMOGRAPHICS OF THE COLLEGE The College employs 82 full-time and 23 part-time employees annually. In the 2010-11 academic year, the College employed 32 full-time instructors and approximately 116 part-time instructors. The College offers the following programs of study: the Associate of Arts and Science degree, Associate of General Studies, Associate of Applied Science, and a wide range of Occupational Certificates. The college also offers Adult Basic Education, Continuing Education and Community Outreach Programs. Seventy percent of the students attending SRC are age 25 or younger and 30% are age 26 and older. Eight percent of students enrolled at the College are nonCaucasian, 55% are female and 45% are male. Thirty percent of students are enrolled at the Macomb campus, 27% are enrolled at the Canton campus, 24% are enrolled online, 14% are enrolled as dual-credit students, 7% are enrolled at the Havana center, and 2% are enrolled at the Rushville center. Sixty three percent of students enrolled at Spoon River College are eligible for Pell grants. The Spoon River College Foundation awards over $100,000 in scholarships to eligible students annually to assist with tuition and fees. HOW THE COLLEGE HAS HANDLED ECONOMIC DOWNTURNS Spoon River College has met the recent economic downturn in a professional and responsible manner. For the past three fiscal years budget managers of the college have worked with administrators to review and capture budget resources that are not deemed vital, without depriving the institution of core operations or instructional integrity. Approximately $200,000 per year in budget savings has been recouped over the past three fiscal years. Spoon River College

In addition, the college implemented a task force to accept ideas and recommendations from employees and others related to cost savings and/or revenue enhancements. Many ideas have been implemented to further help during the economic recovery. The college has been fortunate to have a triangular revenue stream with about one-third of the budget coming from tuition and fees, one-third from district taxes, and one-third from state support. The Board of Trustees has also been proactive in approving general operating bonds to provide access to funds over the next three years if cash flow becomes an issue during the state’s economic recovery. Further, the SRC Foundation has contributed over $200,000 annually for needs not met by the annual budget. MISSION AND VISION STATEMENTS/CORE VALUES Mission Statement: “Spoon River College provides a learning environment that offers 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.” Vision Statement: “Spoon River College strengthens its communities by providing an innovative environment that is dedicated to learning and student success.” Core Values – The core values have been in place at the college since 2001. The core values were developed by college employees. Caring: interest and concern Respect: regard and esteem Integrity: personal honesty Fairness: equity and justice Responsibility: dependability and accountability HISTORY OF ACCREDITATION Spoon River College recently celebrated its 50th year of providing quality education to the residents of its district. The college has been affiliated with the North Central Association for forty years. This portion of the chapter will discuss the accreditation history of Spoon River College, the college responses to the 2002 Commission report, and the significant changes made at the college from 2001-2011.

Spoon River College

Accreditation History of Spoon River College: 1959-60 Spoon River College was organized as a college. 1970

1973

Spoon River College was granted “correspondent status” by the North Central Association of Colleges and Schools. North Central Association of Colleges and Schools granted Spoon River College recognition as a candidate for “accreditation” status.

1977

Spoon River College was granted “accreditation” by the North Central Association of Colleges and Schools.

1982

The North Central Association of Colleges and Schools granted Spoon River College “continued accreditation” for a ten-year period.

1992

Spoon River College was granted “continued accreditation” for a period of ten years by the North Central Association of Colleges and Schools.

1998-2001

Spoon River college completed a comprehensive selfstudy for “continued accreditation” and prepared for an accreditation evaluation visit by the Higher Learning Commission of the North Central Association of Colleges and Schools.

2000

Spoon River College and its Western Illinois Educational Consortium requested a focused visit regarding the consortia online degree program.

2001

In June the Institutional Actions Council of the Higher Learning Commission voted to include distance delivery of the AA/AS degree programs through the Distance Learning Agreement with the Western Illinois Education Consortium. Commission Visit and Review.

2003

Response to 2001 Commission Report

2005

Response to 2004 Commission Review

2005-2011

Spoon River college completed a comprehensive selfstudy for “continued accreditation” and prepared for an accreditation evaluation visit by the HLC. Spoon River College

PREPARATION FOR 2012 HLC VISIT Spoon River College began preparing for this accreditation review beginning in the 2007-08 academic year. Planning for the process included the development of a steering committee, consisting of co-chairpersons representing full-time faculty and an administrator or professional support staff member per criterion area, as well as a distance learning change request. That group received orientation about the self-study process. The college has sent different representatives to the annual conferences of the Higher Learning Commission each year since 2008. (This has included administrators, professional support staff, and full-time faculty members.) Members of the steering committee and full-time faculty have also attended other conferences related to accreditation issues (such as the Illinois Community College Assessment Fair) during this time. A college-wide orientation session concerning the significance of accreditation was held in the spring of 2009 and all full-time employees selected at least one committee to join. Part-time employees were encouraged to participate if their other obligations permitted the time. Collection of evidence began in 2009, with regular updates presented to the steering committee, presidentâ&#x20AC;&#x2122;s cabinet, and college council on the self study process. In addition, continuous orientation sessions were presented to faculty and to all employees at least once per year during professional development activities. Accreditation and institutional effectiveness have become an integral part of the strategic plan since 2009. The college uses the accreditation element to continue to advocate forward-thinking related to institutional effectiveness issues (accountability of resources, completion, etc.), and the college has also begun investigation in the new accreditation process options and a decision will be made on that option in 2012 (AQIP or Open Pathways). SIGNIFICANT CHANGES SINCE LAST HLC VISIT Spoon River Collegeâ&#x20AC;&#x2122;s commitment to providing students a quality, yet economical first two years of higher education for those wanting to transfer to four-year colleges or universities, hands-on career training, or opportunities in skill development to improve their positions in the workplace through its existing academic, career and technical, and continuing education/outreach programs since its inception. Spoon River College continues to implement innovative programs and methods of delivery that meet the diverse needs of its students.

Spoon River College

Since the last HLC visit (2001), Spoon River College has: •

Become one of the first community colleges in Illinois to develop and be approved for an AAS, AA&S and a Certificate program in Gerontology by the Illinois Community College Board (ICCB) and the Illinois Board of Higher Education (IBHE).

•

Submitted its Health Information Management program which was accepted by the ICCB for use as a statewide model in the Health Informatics career cluster. The HIM program offers short-term certificates in Medical Assistant, Medical Coding, Medical Insurance/Billing, Medical Records and Medical Transcription, which can be obtained separately or applied towards the Associate in Applied Science degree in HIM.

•

Established Academic Success Centers on the Canton and Macomb campuses with the help of a $1.8 million Title III Strengthening Institutions grant. The Centers provide students with an effective and inviting learning environment and a variety of tools including professional and peer tutoring, study groups, trained Student Success Coaches, access to information about SMARTTHINKING (online tutoring), and referral resources for help with both academic and personal issues.

•

Integrated the Hawkes Learning System as a form of delivery for Math curriculum, raising the pass rate for developmental math students from 60% to approximately 76%.

•

Partnered with eight major universities to offer the Degree Completion Program, allowing students that currently hold an associate’s degree from Spoon River College to obtain a bachelor’s degree at a reduced cost. Some of the senior institutions with such agreements are Western Illinois University, Robert Morris University, and Midstate College.

•

Partnered with area high schools to offer the Dual Credit Program, which allows eligible high school juniors and seniors to take collegelevel courses and earn college credits, giving them a head start on their college career. The college commitment to dual credit is seen through reduced tuition and fees for these courses as well as a specific scholarship fund through the college foundation for dual credit students.

•

Established community outreach centers in Canton and Macomb that provide a number of services to the entire district. The Community Outreach division offers continuing education opportunities for Spoon River College

professionals in many career areas, provides customized business training; and community education, including non-credit, vocational skills; and lifelong learning programs through the Retirees Leading Initiative (RLI), which includes a training academy, mentoring, and literacy projects. In 2008, the RLI program was named a Governor’s Home Town Award Cup Finalist. The RLI program has since become a model for similar programs nationwide. •

Provided over 100 basic technology/Microsoft Office sessions to those 50+ who are seeking to improve skills for life and work through Department of Commerce and Economic Opportunity Digital Divide grants.

•

Received one of 20 American Association of Community College 50 Plus Completion Strategy Grants in 2011 to assist those 50 and over obtain certificates or degrees as part of the Complete College America project.

•

Constructed new attendance centers in Havana and Rushville in 2009, providing students with more space, upgraded classrooms, computer labs and student lounge areas. The college purchased a facility in Macomb for future expansion. A portion of the facility has been renovated for the Macomb Outreach Center, which features the new MidAmerica National Bank Conference Hall and community education classrooms.

•

Installed a Cisco Telepresence Interactive Video System (IVS) with the help of a U.S. Department of Agriculture grant, which allows a class being taught at the Canton or Macomb campus to be accessed by students at the Havana and Rushville centers. This not only provides all students more learning opportunities, it also prevents the cancellation of classes with low enrollment. Spoon River College is the first community college in Illinois to utilize the Telepresence system to conduct distance learning classes.

•

Received benefits from the SRC Foundation’s investment of over $1.8 million of which 35 are Named Endowed Scholarships. Named Endowed Scholarships are established when contribution totals reach $10,000 or more.

•

Directed the first Historical Preservation conference to introduce the concepts to the district and assist with the college’s efforts to establish an academic certificate program.

Spoon River College

•

Administered COMPASS placement testing to over 200 sophomores at five area high schools annually and did evening parent presentations at four of the schools with the goal of strengthening student college readiness.

•

Launched mini-mesters between academic terms.

•

Revised and/or developed new courses/programs to meet the 5-year plan goals, specifically in Diesel Tractor Technology, Small Business management/ Entrepreneurship, Sustainable Food Production, Historic Preservation, Gerontology, and Associate of Arts in Teaching.

•

Developed and implemented a comprehensive marketing plan to be incorporated as part of a new Enrollment Management Plan.

•

Linked all degree and certificate programs with appropriate Career Cluster Pathways.

•

Revamped and launched PTK and Honors programs as well as Student Government Association on both the Macomb and Canton campuses.

•

Established a consistent budget proposal and funding process for all student clubs and organizations.

•

Supported the SRC Habitat for Humanity which held its 24 Hours of Homelessness event and earned enough funds to receive the State Farm Insurance matching grant for $5,000.

•

Doubled enrollment and revenue since the new Havana Center was opened July 2009.

•

Broadened recycling program at all sites by providing receptacles for paper and can/plastic bottle recycling.

•

Implemented electronic paystubs that will save roughly $5,000 annually.

•

Implemented new credit card processing which will save roughly $6,000 annually and provide credit card processing capabilities at the Havana Center, Rushville Center, Canton Outreach Center and the Macomb Outreach Center.

•

Smashed the Fall 2009 Book Buy Back record with a total of almost $100,000 in books being purchased. At the end of the Spring 2009 Spoon River College

semester the college bought back $55,000 in books. This represents an 82% increase in our Spring to Spring buy-back. •

Signed a new energy services contract for our electrical service for the Canton and Macomb campuses that should save the college roughly $45,000 annually, or 18%, for the next three years.

•

Created a page on My SRC that is dedicated to employees. This is a “one stop shop” for employees that include information about insurance, payroll deductions, an employee newsletter, and an employee calendar. The newest feature to this Employee page is a quarterly Employee Newsletter and the availability of electronic direct deposit stubs, which is a significant cost savings to the College.

•

Created a New Employee Mentor Program that began in the spring of 2009 and has been successfully implemented with great feedback from both new employees and mentors.

•

Implemented a new IP phone system – this upgrade improved the voice mail system and with the wireless network (Wide Area Network) connecting all SRC sites we were able to implement four digits calling between all sites.

•

Consolidated about 25 servers into three through its Server Virtualization Process. This has significantly reduced server hardware purchases and power consumption.

•

Secured about 850 computers at all six locations, capable of broadcasting emergency message to these desktops. This implementation has made the college in compliance with state and federal laws.

•

Conducted The BIG READ program for fall 2009 featuring the Ray Bradbury novel FAHRENHEIT 451 with the tag line of “Fired Up in Fulton County.” The National Endowment for the Arts awarded the SRC Foundation and Parlin-Ingersoll Public Library its fourth THE BIG READ grant for fall 2010 which involved 23 organizations and 45 activities.

•

Hosted the West Central Illinois Healthcare Continuing Education (WCIHCE) conference that took place at the Macomb Community Outreach Center with approximately 75 attendees.

•

Provided Customized Workforce Training to: Culbertson Memorial Hospital, Pella Corporation, McDonough District Hospital, Spoon River College

McDonough County Health Department, Canton Union School District #66, The Fulton County Highway Department, Illinois River correctional Center, Western Illinois Correctional Center, and the Rushville Treatment and Detention Faculty. •

Tested over 900 individuals in WorkKeys for Cook Canton. The college has become eligible to offer the National Career Readiness Certificate.

•

Increased academic success services through the Academic Success Centers in both Canton and Macomb which offer a computer lab, private study rooms, a study room for student with disabilities, professional and peer tutoring, support from a Student Success Coach, as well as a 24/7 on-line tutoring service. There were 2,625 student visits to both Academic Success Centers during the 2010-2011 academic year.

•

Approved combining degrees to one: Associate of Arts and Sciences.

•

Established a communication plan with letters to new and perspective students.

•

Established a marketing plan to assist with recruiting students.

•

Developed graduation tracking instrument to measure graduating student’s intent to work or transfer.

•

Offered a new Human Resources Certificate, a new Gerontology Certificate and a new Microsoft Office Certificate through Community Outreach.

•

Provided Technology and Auto-Cad Training to Pella Corporation through Community Outreach.

•

Became a leader in the State of Illinois in offering a certificate in Railroad and Power Systems Technology with the cooperation of Burlington Northern Santa Fe Railroad.

•

Submitted a Substantive Change Application to the Higher Learning Commission to provide Associate Degrees/Certificates via distance delivery in June 2011. This request is a direct result of continued growth in online and interactive video course formats.

Spoon River College

STRATEGIC PLANNING A 2004 CLARUS study developed for the College spurred the Trustees to make strategic planning an immediate priority. When Dr. Robert Ritschel became President of the College in 2005, the Spoon River College Board of Trustees (BOT) charged him with developing a strategic plan for the College. In preparing for this task Dr. Ritschel reviewed planning efforts prior to his arrival. The President began a process to examine best practices in strategic planning used at institutions similar to Spoon River College, with a specific emphasis on planning formats and documentation that emphasized reporting of results and impact of planning benchmarks. President Ritschel found that the College needed to develop overarching goals in four key areas: •

Education – The College will provide a quality learning environment that promotes teaching excellence and student success

•

Economic Development – The College will provide educational programs that meet community and economic development needs of the district

•

Lifelong Learning – The College will provide lifelong learning opportunities

•

Effective Use of Resources – The College will acquire the resources needed to fulfill its Mission and invest in its people, technology, and facilities

The structure of the strategic plan identifies strategies for each goal, objectives for each strategy, with task owners to ensure the objective is met. Task owners identify how an objective and strategy meet the criteria of Criterion One and how the budget and technology may be impacted. Specific benchmarks are then identified for each objective. Progress reports are due quarterly for each benchmark. The strategic plan is formally reviewed and revised at least twice per year (January and July). In June 2006 the new Strategic Plan process, along with the subsequent revised Mission and Vision Statements, were presented to the Board of Trustees for review. This process has been in place since 2006 to direct the focus of College activities and projects as they relate to the Mission and Purpose, the Core Values and the Vision Statement.

Spoon River College

CHAPTER TWO Response to Previous Higher Learning Commission Visit

*The College Board of Trustees at the new Havana Center Grand Opening

“Supposing is good, but finding out is better.” – Mark Twain

Spoon River College

CHAPTER 2: SPOON RIVER COLLEGE’S RESPONSE TO PREVIOUS HIGHER LEARNING COMMISSION COMPREHENSIVE VISIT CONCERNS Spoon River College appreciated the concerns brought to its attention by the Higher Learning Commission’s Comprehensive Visit on October 22-24, 2001. As a result, a Progress Report on General Education was submitted on December 15, 2003. A review response with further recommendations was received from Barbara Pollard Taylor on February 10, 2004. Additionally, a second Progress Report on Assessment was submitted by Spoon River College on June 30, 2005. Spoon River College has made significant changes since the 2001 visit addressing the Commission’s “recommendations for strengthening” as well as areas which “required attention” and subsequent Progress Reports. Additional progress that has been implemented since the 2005 Progress Report is indicated in CAPITAL letters in the appropriate sections below. October 2001 Comprehensive Visit Section Two: Assurance Section Criterion One Evidence that needs strengthening: No Progress Report Required (a) As SRC seeks to enhance its public image and attract new student markets, it may be challenged to accomplish its objectives if it continues to decentralize its various marketing, recruitment, and public relations functions. (b) The Enrollment Management Committee at the College is aggressively seeking ways to improve student retention and identify new student markets. This team approach has great potential for the future; however, before effective intervention strategies can be employed, there appears to be a critical need to carefully analyze enrollment data and the motivating forces that lead to persistence and attribution decisions. The strategic planning process of Spoon River College is based upon the Mission and Vision statements of the institution. Within the strategic plan, specific priority is given to institutional effectiveness with the elements of completion and enrollment management. Since the fall 2009, an enrollment management team has met monthly to review best practices and develop policies and procedures based on those best practices. The enrollment management team has produced specific activities addressing recruitment and retention as well as marketing and use of data for decision-making related to student completion. The recommendations and Spoon River College

analysis from the enrollment management team are shared with other college committees and the Presidentâ&#x20AC;&#x2122;s Cabinet. The committee is building on the success of the recently completed Title III Strengthening Institutions project. During this project the College has increased retention by 12% over a 5 year period (2005-2010) from 43%-55%. During this same time, and due to the resources provided by the Title III grant, the institution increased graduation rates from 7% to 34%. October 2001 Comprehensive Visit Section Two: Assurance Section Criterion Two Evidence that needs strengthening: No Progress Report Required Although there appears to be broad involvement in governance and decisionmaking and there have been significant improvements in both internal and external communications since the last team visit, there is a need to improve interpersonal relations between administration/supervisory and classified support staff. Internal Communication: The President of SRC has worked to create a more transparent and open communication environment during his time at the College. He has implemented communications meetings with the leadership of the two collective bargaining groups: SRC Faculty Association and SRC Classified Personnel Association. They initially met every two weeks, but now meet once per month. The President restructured what used to be a monthly meeting of Administrators and Professional Support staff (Administrative Council) to College Council to expand and include both Classified Staff and Faculty. The meetings are once a month and along with topics the president identifies, he also solicits topic/issue ideas from faculty and staff. All employees had the opportunity to participate in the Employee Satisfaction Survey conducted in 2007 and a Communication Survey was conducted in October 2008. Additionally, other surveys have been conducted in order to gather employee input on a variety of topics such as: Wellness, Summer Work Schedules, and a Kudos Program. All aforementioned surveys and results are located on the shared drive. The College has seen some very positive outcomes of increased importance leading to changes based on the Communication Process evaluation results: (1) A six-year labor agreement with the Faculty Association was reached; (2) A new labor agreement with the Classified Staff was agreed to before the Spoon River College

existing one expired; (3) There have been no grievances filed by either bargaining unit in the past three years; and (4) The staff developed a 360 Employee Evaluation Tool to be utilized annually during performance review time. Beginning with the fall 2009, the College adopted a four-day class week (Monday – Thursday) for a majority of its courses. By opening up Fridays, instructors now participate more effectively in governance and other college activities. For example, the first Friday of each month is when the standing governance committees (Curriculum, Student and Academic Affairs, and Instructional Resources Committees) meet to conduct business; the Assessment Committee meets the second Friday of each month; and faculty and College Senate meetings are held on the fourth Fridays.

External Communication: Spoon River College produces a publication called The Current which offers information regarding course schedules, college highlight special interest stories, and staff/faculty/student/alumni profiles. This publication also includes The Ripple Effect, created by the SRC Foundation, which highlights programs sponsored by the Foundation as well as gift/scholarship information. These publications are sent out to all district households bi-annually. Spoon River College utilizes several social media tools. These communication methods strengthen the institution’s capacity to share and receive information with students, parents, employers, employees, and other stakeholders. Among the social media applications are: • • • •

An official SRC Twitter account that is also used to share press releases to area media YouTube channel for official SRC videos Flickr account for official SRC photographs Three official Facebook pages: Spoon River College, SRC Student Life, SRC Student Services, and several other SRC units with a presence on Facebook: SRC Library, SRC Community Outreach, SRC Baseball, Funk Kitchen (arts), Kaleidescope (communication and fine arts), and PEEPS (environmental student club).

Spoon River College submits to national and statewide organizations for relevant news and information (Community College Times, Community College Weekly, and Illinois Community College Board). The College uses several regional media organizations to share press releases, stories, and other information, as well as to work with the organizations for topics related to the institution and its mission that they develop for their particular audience. Spoon River College

Regional media that receive college public information releases and work with the college to inform district constituents include: • Astoria Argus • Canton Daily Ledger • Fulton County Democrat • McDonough Democrat • Mason County Democrat • Rushville Times • Prestige Radio (Macomb/Rushville) • WBYS (Canton) • WGIL (Galesburg) • WIUM (Macomb) • Peoria Journal Star • HOI News (Peoria TV) • Bradley University • WEEK (Peoria TV) • WMBD (Peoria TV) • Quincy Herald-Whig • KHQA (Quincy TV) • WGEM (Quincy TV) October 2001 Comprehensive Visit Section Two: Assurance Section Criterion Two Evidence that requires institutional attention and Commission follow-up: Progress Reports Submitted 2003 and 2005 Spoon River College’s December 15, 2003 report addressed two NCA concerns: (1) identify specifically in which courses each of the core competencies will be addressed and measured in each program, and (2) identify how these competencies will be incorporated into the instructional curriculum. The report indicated that both concerns would be addressed through the development of a Degree Portfolio. Completion of a degree portfolio was defined as containing “artifacts demonstrating all required competencies.” The 2003 Progress Report was accepted; however, a February 10, 2004 review by Barbara Pollard Taylor of NCA recommended that the college submit a follow-up report, due July 1, 2005, to (1) identify the courses in which the core competencies are addressed, (2) address how competencies are measured, and (3) address how identified competencies are incorporated into the curriculum.

Spoon River College

Further, NCA asked that SRC document (1) the progress of the College in assessing general education learning outcomes using the Degree Portfolio; (2) what the college has learned from the pilot phase of the general education Degree Portfolio assessment; and (3) the feedback loop and changes in academic services and resources that have occurred as a result of analyses of assessment data. Response submitted June 20, 2005: Section 1: The progress of the college in assessing general education learning outcomes using the Degree Portfolio. The report was accepted as evidence of meeting the requirements outlined in the February 2004 Review. However, Spoon River College has continued to improve on the General Education (core competencies) and Assessment recommendations made by the Visiting Team. Much progress has been made on the development of a degree portfolio by an active and aggressive assessment committee since the collegeâ&#x20AC;&#x2122;s last report. Through a series of meetings and communications, the committee completed three vital steps in assessing general education learning outcomes. First, the committee developed a portfolio checklist which will guide the student, advisors, and faculty in the creation of a comprehensive degree portfolio. This checklist includes the core competencies and their objectives, the expectations for portfolio development, and the contents/artifacts to include in the portfolio. The checklist also requires reflections on the artifacts stating how these artifacts represent an introduction to or mastery of the competencies. Second, the committee created a pilot project for degree portfolio development which involved a select group of students and faculty. Each committee member was assigned to a small group of students who were firsttime, full-time freshman in the fall of 2004 and at least one faculty member teaching a class in which these students were enrolled. The committee members were responsible for presenting information and guidance concerning the degree portfolio and for collecting samples of portfolio inclusions for assessment. This communication process enabled a smoother transition into the pilot project for all involved. The committee members continued to work with the students and faculty members throughout the academic year and collected artifact submissions at the end of the Spring 2005 semester. Third, the committee worked with selected faculty members who were willing to include the competencies and suggestions for acceptable artifacts for the degree portfolio into their course syllabi. Spoon River College

Beginning with the 2009-2010 academic year, all students who enroll in a Certificate or an Associate’s Degree program are required to complete and submit a graduation portfolio. The portfolio is made up of a collection of student work that demonstrates the student's overall academic success — the efforts, progress, and achievements in one or more areas of the curriculum over a specified period of time. When a student completes his or her certificate/degree at SRC, it is the student’s responsibility, with the guidance of instructors, to ensure that the General Education Core Competencies have been mastered. Many assignments, tasks, projects, and assessments in different courses can be used as artifacts (examples) to demonstrate the student’s mastery of these competencies. Ultimately, the portfolio enables a student to identify and reflect on his/her own accomplishments and strengths. The portfolio can serve as an example of academic achievement for university transfer or when applying for jobs after graduation. The week following May commencement, a group of faculty and staff meet and review the student portfolios submitted for that year. These readers are (1) a blend of “veterans” with previous reading of and analysis experience with portfolios and (2) “rookies” gaining experience with this improvement process. This practice insures a continuous rotation of college employees to both perform the assessment activity and to strengthen the understanding of the assessment of student learning throughout the institution. All participants receive an overview of the evaluation process and at least two people read and evaluate each portfolio. If there is a significant discrepancy in evaluating and ranking the portfolio, a third reader is used to determine a fair judgment. After all portfolios have been evaluated, the group develops recommendations from their analysis indicating both strengths and areas of possible improvement with the assessment of general education competencies. Students receive information about this assessment process in each of their courses. If their program of study allows for the flexibility of the credit hours, they may take a course on the development of the graduation portfolio. Students in career and technical education courses are exempt from taking this class but are still required to submit a portfolio. The assessment committee of the College reviews the general education competencies on a regular basis to clarify and focus the portfolio requirements to engage both student understanding and participation. Both students and readers have commented that the reflection artifact from the student is often the most valuable document of what students have learned and understand about the competencies.

Spoon River College

Section 2: What the College has learned from the pilot phase of the general education Degree Portfolio assessment? As mentioned above, the pilot project involved the selection of a specific group of students and faculty who would be instructing them. In particular, the committee focused on students taking communication, education, philosophy, health science, and computer science classes. Students in education cohorts were included in the pilot study specifically due to their need to address professional teaching standards in addition to college core competencies. Faculty members held discussions with the pilot study students about the expectations for portfolio development, about why artifacts provided evidence of core competencies, and about the need for reflection on the artifacts selected. Reflections are seen as vital components to the portfolio as these reflections require critical thinking and self-evaluation of the learning experience. Students participating in the pilot project were given flash drives as incentives for participation. These flash drives enabled students to save selected artifacts in a portable format and transfer information from computer to computer. The flash drives will also enable students to transfer portfolio submissions to other institutions should they continue portfolio development beyond Spoon River College. Finally, the committee developed an evaluation rubric for portfolio assessment. It should be noted that this rubric does not evaluate the assignment itself but focuses on the student’s selection of and reflection on the chosen artifacts for the core competencies. The committee gathered all the submissions and participated in a group evaluation of each submission using the rubric. A score of 6 or higher indicated that a submission was “acceptable.” Discussion followed concerning the evaluation process and the challenges to this process. Section 3: The feedback loop and changes in academic services and resources that have occurred as a result of analyses of assessment data. Many positive changes have been made as a result of the degree portfolio development process and review. Communication on the process has greatly increased since the last report in December 2003. The Assessment Committee has been involved in the college’s Professional Development Day for faculty, has created an assessment newsletter, has served as presenters for assessment conferences on the topic of degree portfolios, and has become a standing committee of the College Senate. Spoon River College

The continuation phase includes the offering of a Student Success course in the fall of 2005 and the development of an implementation plan during summer 2005. This implementation plan will include steps to launch a college-wide degree portfolio project by fall of 2006. Assessment will become the central component of institutional effectiveness and will be incorporated into the Collegeâ&#x20AC;&#x2122;s new administrative computer system. The Assessment Committee will continue to develop and respond to questions for continuance of the degree portfolio project throughout the implementation and evaluation phases. October 2001 Comprehensive Visit Section Two: Assurance Section Criterion Five Evidence that needs strengthening: No Progress Report Required While the College has been diligent in improving internal communications, participative planning, and shared governance, there exists an opportunity to more greatly inform and involve its classified support staff. President Ritschel has taken active steps to address improving internal communications. The first Friday of each month he hosts College Council meetings (morning and afternoon) so that all classified and professional support staff can attend and receive updates on college activities and issues. In addition, a weekly bulletin summarizing information from all college departments is distributed to all employees. The President and the President of the Classified Association meet regularly to discuss issues and concerns. Finally, the improvement with classified support staff has included a collective bargaining agreement covering a four year period (2007-2011). Response to the Advancement Section from the Previous Accreditation Visit The 2001 visiting team provided a review of several topics which the college has examined and has addressed in the following ways. IMPROVING STUDENT LEARNING: Assessment This was an area with a follow up report mentioned earlier in this chapter. The assessment committee has made significant strides in sharing the meaning and process of the general education assessment project to all college employees with an emphasis on instructors, and staff in instructional services and student services. The portfolio review recommendations are shared with all instructors at the start of the new academic year. Both faculty meetings and college committee meetings often address related issues to strengthen the assessment process throughout the academic year. The assessment committee has made continual efforts to ensure that both students and those involved with Spoon River College

instruction realize the value of this assessment process. The college will be able to report on specific improvement processes related to the assessment of student learning for the next several years, and use this experience to guide improvement processes for the broader area of institutional effectiveness. Spoon River College has worked diligently on the assessment of learning since the previous accreditation visit. As a faculty-driven project, the assessment process has developed into a meaningful activity that currently focuses on general education competencies using a student-developed portfolio project. Members of the Assessment Committee (an ad hoc group) investigated various forms of assessment before determining that a portfolio process would offer appropriate benefit to both students and instructors of the college. The SRC process was developed on a model used at Kaskaskia College (IL), which enabled faculty and academic administratorâ&#x20AC;&#x2122;s information and examples to use in designing and implementing assessment of learning here. The first portfolios were produced by students in 2008-2009 as a pilot project. Since then more than 100 portfolios have been submitted by students earning degrees and/or certificates at the end of each academic year. A review team which includes instructors, staff, and administratorâ&#x20AC;&#x2122;s offers paired evaluation of each portfolio using a rubric to indicate strengths and weaknesses of the studentâ&#x20AC;&#x2122;s submission reflecting the expectations of each identified core competency. The review process has provided consistent feedback to all instructors to clarify how the selected general education competencies fit into almost any course and program of study at the college, how attention to diversity and multicultural issues and opinions are more widely used and shared, the strengths of various communication methods, and the value of the reflection essays provided by students as to their experience as learners at the College. More detailed information on the SRC assessment review will be found in criterion three. Clarifying General Education Objectives This topic has been addressed in the progress report and is also in Chapter 5/Criterion 3. All course syllabi include the general education competencies used in the assessment process. The integration of these competencies with the portfolio process has significantly strengthened the clarification of general education throughout the college curricula. Expanding Distance Learning Opportunities Enrollment in distance learning courses has grown significantly since 2006. The college optimized use of a Title III Strengthening Institutions grant to reinforce quality design, delivery, and assessment of distance learning. The college employs a full-time instructional design coordinator whose primary Spoon River College

duties are related directly to support and guidance for instructors which has significantly strengthened the quality and accessibility of courses through distance learning delivery methods. The college has submitted a change request to the Higher Learning Commission for the approval of certain Associate Degrees/Certificates for distance learning delivery. This request would not have been possible without the institution’s understanding and commitment to distance learning as a viable educational component. One example of the commitment is Spoon River College willingness to be the first public college in Illinois to install and utilize the Cisco Telepresence Video Conferencing system for instruction. Twenty-two percent of the college enrollment (headcount) is done through distance learning delivery. For more information please refer to the Substantive Change Application for Distance Learning in Appendix C.

IMPROVING INSTITUTIONAL EFFECTIVENESS: Expanding Planning and the Commitment to Innovation Since 2005, Spoon River College has actively engaged in a strategic planning process focused on the Mission and Vision of the institution. The strategic plan is reviewed at least twice annually and all employees are encouraged to provide suggestions and recommendations for consideration in the plan. The structure of the plan ensures accountability as each objective and tactic has a task owner identified. All objectives and tactics are reported on at least semiannually (some are quarterly or monthly). The four goals of the plan reinforce the college commitment to learning, teaching, economic development, and lifelong learning. The allocation of college resources and support for professional development are connected to the strategic plan and its objectives and tactics. The commitment to innovation is specifically stated in the vision statement of the institution and there are several examples of evidence since the last accreditation visit. • Academic Success Centers at the Canton and Macomb Campus • The re-design of the development math curriculum/Hawkes learning system • Retirees Leading Initiative • Plus 50 Completion Strategy (American Association of Community Colleges) • Bridging the Digital Divide with the Illinois Department of Commerce and Economic Opportunity • Employability Skills Centers • KeyTrain/WorkKeys with Cook Canton • National Career Readiness Certificate (KeyTrain/WorkKeys) • The Big Read (community literacy) Spoon River College

• • • • • • • • •

Dual Credit Scholarships through the SRC Foundation Innovative Grants for staff and faculty through the SRC Foundation USDA Distance Learning Grant for the Interactive Video System Historic Preservation – Entrepreneurship designed with both credit and non-credit options Western Illinois University Dual Acceptance Program Certificate in Rail and Power Systems Technology Partnership with Nature Conservancy/Emiquon COMPASS placement testing at sophomore level in secondary schools to help determine college readiness Adoption of the Complete College America/National Governors Association Initiative

Improving Employee Communications Several activities have been implemented to improve employee communications within the college. Among these activities are: • Weekly College Update emails • College Council meetings monthly • Scheduling committee meetings on Fridays and use of Interactive Video System providing access for all college employees to participate • Quarterly supervisor training meetings • My SRC portal/Intranet • Implementation of the “Stall Wall News” (a campus flyer) • SRC Website (press releases of college news) Enhancing Faculty/Staff Development The college provides resources for faculty and staff development on an annual basis. Full-time faculty and classified staff have two contractual days per academic year for college sponsored professional development. In addition, the college provides professional development opportunities through the Community Outreach unit through ed2go (online courses) as well as continuing education classes approved by supervisors. Faculty may request funds for professional development which are reviewed for approval by the instructional resources committee and appropriate supervisors. Instructors have also been able to participate in technology boot camps sponsored by the college to assist with the integration of technology into the curriculum. With all of these opportunities the college, through supervisors, stresses that specific outcomes of the professional development activity be used to enhance performance in both instruction and non-instruction elements. Focusing Student Recruitment and College Marketing This topic has been addressed through the use of an enrollment management team. There is sufficient evidence of the benefits from this team as documented in the enrollment management team meeting minutes. Spoon River College

IMPROVING SERVICE TO STUDENTS AND COMMUNITY: Processing Student Complaints The college has implemented a detailed process for the intake, disposition, and evaluation of student complaints through the Dean of Student Services. Analysis of the complaints is performed annually to examine trends and the consideration of modifications to policies and procedures. There is more information on this in Chapter 10: Federal Compliance. Enhancing the Learning Resources Center The college has separated the former Learning Resources Center into a library and Academic Success Centers. These units collaborate and compliment their resources for student achievement and support for instruction. The library staff has implemented processes to regularly review and revise its collections, evaluate databases, and continue the process of computerization of library services. Academic Success Centers were implemented through the Title III Strengthening Institutions grant at the Macomb and Canton campuses. These centers provide tutoring, supplemental instruction, study areas, and access to various resources as well as intrusive advising to increase student success and address issues that provide a barrier to student achievement. Expanding Connectivity between Attendance Centers The college has provided tangible evidence in support of the attendance centers in Havana and Rushville. This includes the construction of new facilities for each center, the integration of technology into the classrooms, and the connection of all centers to the college telecommunication system for data, voice, and video conferencing. Enrollment at the two centers has increased significantly due to this increased support and connectivity. Promoting Student Life The student services unit has implemented several actions to strengthen student life opportunities throughout the college. This includes student government associations at both Canton and Macomb and expansion of student clubs and organizations. Also, revised Honors and Phi Theta Kappa opportunities have been introduced and are available to students throughout the district. Ensuring Institution Integrity The college has made significant improvements in the consistency and content of all publications. This includes clarifying information for programs of study, student services, and policies and procedures. While some of the information remains in hard copy format the college strives to provide the majority of information on its website. Spoon River College

Summary of Chapter Two Spoon River College has met the concerns from the previous visit, and has taken advantage of addressing these concerns to continue to incorporate an internal culture of assessment and improvement related to the mission and vision of the institution. Evidence will be presented in the following chapters concerning the accreditation criteria that reinforce the collegeâ&#x20AC;&#x2122;s understanding of and responsibility for constantly evaluating its effectiveness and efficiency in being a learner-centered higher education institution.

Spoon River College

CHAPTER THREE Criterion One – Mission and Integrity

*Jim Sheff – ICCFA Award Recipient

“Leadership and learning are indispensable to each other.” – John F. Kennedy Spoon River College

Spoon River College is a learning focused institution of higher education. At the beginning of each chapter of this self-study a brief story concerning a student or project of the College will be offered as further evidence that the College meets this mission. Doug Melvin is a soil conservationist for the United States Department of Agriculture Natural Resources Department. He graduated from Spoon River College in 2006, transferred to Western Illinois University and completed his bachelorâ&#x20AC;&#x2122;s degree in agriculture science. Like many students, Doug selected Spoon River College due to its location. Close to home and close to work are advantages for many students so they can meet both family and employment obligations while they continue their education. Doug started coming to campus while in high school through a dual credit welding program. This made him more familiar with the campus, with staff and instructors, and with alumni of the College. As a student he was involved with classroom, lab, and extra-curricular activities that reinforced his learning experience. Doug participated in the SRC Honors program, livestock judging, and postsecondary agriculture students. These activities allowed him to meet many people for future connections, including a past graduate of the College who linked Doug with the Natural Resources section of the U.S. Department of Agriculture. Doug believes that the experience he had with Spoon River College gave him the confidence to succeed at a university, the realization that he could meet and work with a diverse group of people, and the benefit of many hands-on activities that translated textbook and classroom learning into skills and abilities that strengthened his credibility for a career in agriculture. In other words, the key elements of the SRC Mission were met and allowed Doug to step into his future with both confidence and ability, all through the focus on learning.

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Criterion One Statement: The organization operates with integrity to ensure the fulfillment of its Mission through structures and processes that involve the board, administration, faculty, staff, and students. CHAPTER THREE: CRITERION ONE – MISSION AND INTEGRITY Committee Members Co-Chair: Michael Maher – Sociology Faculty, Macomb Co Chair: Anna Buehrer - Marketing Coordinator, Canton Emily Gillett – Institutional Advancement Coordinator, Macomb Jamie Ball – Human Resource Generalist, Canton Robin Kost – Student Services Senior Office Assistant, Canton Lori Murphy – Community Outreach Senior Office Assistant, Canton Joe Clemens – Diesel Technology Faculty, Canton Bobbi Smith – Financial Aid Coordinator, Macomb Stacy Swanson – Chemistry Faculty, Canton Joe Plecki – Technician Lead, Canton Nila White – Food Services Assistant, Canton Julie Hampton – Executive Assistant to the President, Canton Michelle Bugos – Human Resources Director, Canton Sarah Gray – Business Services Director, Canton Sally Shields – College Information Coordinator, Canton Patrick Denecke – Lead Student Advisor, Macomb Julie Riccioni – Student Accounts Specialist, Canton Tammy Smith – Accounts Payable Specialist, Canton Vickie Churchill – Financial Aid/Veterans Specialist, Canton Mickey Decker – Admissions/Recruitment Specialist, Canton Cheryl Reimolds – Admissions/Recruitment Assistant, Macomb Holly Lockard – Student Accounts Assistant, Macomb Pam Rose – Maintenance Office Assistant, Canton

Introduction to Criterion 1 Chapter Three of the self-study describes Spoon River College’s Mission statement and its alignment with the College values and Vision, organizational planning, an overview of the educational programs offered, community outreach, leadership of the College, operations of the College (including fiscal, personnel, facilities, etc.), and publications of the College.

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Core Component 1A: The organization’s Mission documents are clear and articulate publicly the organization’s commitments. Evolution of the College’s Mission and Vision: One of the immediate results of the strategic planning process was a review and revision of the Mission and Vision statements. New phrasing was introduced to more accurately reflect the purpose and direction of the College in meeting the needs of its various constituencies. Previous Mission Statement: Spoon River College provides a dynamic learning environment offering a broad range of educational programs, cultural activities, and economic development opportunities which empower individuals and enhance the communities we serve. Revised Mission Statement: Spoon River College provides a learning environment that offers 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. The components of the Mission Statement have remained unchanged as they continue to reflect the Mission. We carry 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 complete career and technical degrees and certificates. • Providing developmental and basic skills education to prepare students for collegiate study and to meet individual educational goals. • Providing community education including non-credit, continuing education, vocational skills and lifelong learning needs. • Providing workforce training and retraining to meet the needs of employers and employees. • Working cooperatively 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. Spoon River College

Examples of Evidence of Fulfilling the Mission: Spoon River College actively employs environmental scanning to identify trends, events, and issues and evaluates them related to the College’s Mission and Vision and for integration into the strategic planning process. The following examples of evidence reinforce the value of this process in maintaining the focus and integrity of the institution. The College offers Associates Degree for Transfer, Associates of Applied Sciences Degrees and Certificates in Career Programs, Adult Education, Developmental Education and Community Education. Each year the College awards over 250 degrees and certificates, the Adult Education department assists dozens of individuals in achieving Graduate Equivalency Diplomas and the Community Outreach department serves hundreds of area residents with workforce skill development, professional development, and personal enrichment. Further evidence of fulfilling the Mission is in analyzing the data of students who transfer from Spoon River College. This information consistently indicates that SRC transfer students perform as well or better than native students at the reporting institutions. In career programs, students benefit from high job placement rates, reaching as high as 95% in nursing and allied health. Another example of evidence is the Federal Title III grant award and the developmental education programs. Spoon River College received a 5-year Title III Strengthening Institutions Grant from the U.S. Department of Education in 2005 to address the needs of under-prepared students. A summary of results of the Title III project indicates several areas of major success in meeting the needs of at-risk students: • • • • •

Retention rate increase from the baseline rate of 42% (2003) to 55% (2010) Graduation rate increase from the baseline rate of 7% (2003) to 34% (2010) Increase of 11% in the pass rates for students in College level courses from developmental education courses 61% of students in developmental education math and writing completed a related college level course within 2 academic years Vision to developmental math and College level math curricula has resulted in a pass rate average of 77% in developmental math

The College also fulfills its Mission by offering annual cultural activities such as student art shows and student drama department productions. In addition, the Community Outreach Department and the SRC Foundation provide various cultural activities for the College and its communities through the Spoon River College

SRC Community Chorus, The Big Read, Retirement Leading Initiatives, and speakers/presenters in partnership with Illinois Arts Council. The College fulfills the Mission of Economic Development by providing career education and training workers for local employers through the Office of Community Outreach. Community Outreach programs include: •

The Bridging the Digital Divide Grant offered through the Department of Commerce and Economic Opportunity - Spoon River College was awarded this technology training grant in 2005 to provide computer basic skills training to the underserved. The grant has been annually renewed for the past five years. The number of successful completers of training (unduplicated) since 2006 is 2,423.

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The Digital Divide grant has also expanded to include Entrepreneurship, Geographic Information Systems, Illinois WorkNet, and WorkKeys offerings.

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Employability Skills Centers were opened in 2011 as a free resource offered at all four SRC sites. The purpose of the Center is to help individuals gain skills to make them more marketable in the workplace. Specific tools offered include a skills survey, interest profiler, Illinois job search tool, resume builder, individual computer training, and much more.

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In December 2008, it was announced that Cook Medical would construct Cook Canton, a 45,000 square foot medical device manufacturing facility that will eventually hire 300 people. As part of the screening and testing process, the Spoon River College Office of Community Outreach offered KeyTrain, the test preparation program for the WorkKeys testing that was used as part of the screening process. The Community Outreach staff provided a face-to-face introduction to the program in a classroom setting and then participants could complete the curriculum at their own pace. Because the program was Internet-based, individuals could work on it at home or schedule time to use the computers at the College’s Canton Community Outreach Center. By June 1, 2010, more than 900 individuals completed the employment and screening process for Cook Canton.

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The Centers enjoy widespread collaborations with local chambers and economic development organizations as well as the YWCA’s Women’s Empowerment Center, the local WIA/CareerLink offices and local government. Spoon River College

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Spoon River College has representation on Macomb Area Economic Development Corporation (MAEDCO) and Spoon River Partnership for Economic Development boards.

Spoon River College Vision: A revised Vision Statement reflects the commitment of the College to positively influence the communities in the district, to positively affect students and their achievements in learning, and to positively reflect the talents and abilities of the employees of the College through their creativity toward teaching, learning, and supporting the educational priority of the overall Mission. Previous Vision Statement: By the year 2008, Spoon River College will be the Districtâ&#x20AC;&#x2122;s first choice for quality higher education and will be recognized statewide for providing excellent educational services and for enhancing the quality of life throughout the district. Revised Vision Statement: Spoon River College strengthens its communities by providing an innovative environment that is dedicated to learning and student success. Examples of the College fulfilling its Vision Statement: Spoon River College has several examples of programs strengthening communities. Spoon River College is extremely active in the communities it serves and supports staff involvement and volunteerism. Several of its staff members serve on economic development boards, chamber of commerce boards, and civic organizations. The SRC Community Outreach department, through the Community Outreach Centers in Canton and Macomb, connects directly with local government, organizations, and businesses. In Macomb, SRC assists Pella Corporation with training and diversity workshops. In Rushville, SRC provides training at the State Detention Center for its residents. In Havana, SRC works directly with the economic development director in business procurement. In Canton, the College is a primary partner with Cook Medical and does all of the eligibility training for employment at its plants and other business ventures. In addition, SRC is a partner with the Canton Main Street program which incorporates economic development opportunities into historic preservation and building faĂ§ade renewal programs. Because of its wide geographic reach, Spoon River College is able to respond positively to its many requests for collaboration. One of the recent examples of the College reaching out to strengthen communities was the implementation of the Executive Career Advisory Board (ECAB). This board meets twice per year with the College president and other appropriate administrators to review strategic plan objectives and offer information and insights to board members about community concerns and immerging needs. The board is made up of 16 individuals comprising a cross Spoon River College

section of public officials, K-12 education officials, and persons from business and industry from throughout the College district. Another example of the College incorporating its Vision to strengthen communities is through the incorporation of key components from Complete College America (CCA) and the Illinois Public Agenda for College and Career Success. These components include objectives aimed at increasing educational attainment, ensuring affordability of higher education, workforce and economic development, and accountability of College performance. In May of 2011, the College was awarded a 50 Plus Completion Strategy grant from the American Association of Community Colleges to assist those 50 and over in completing non-credit programs, certificate or degrees in high demand fields. Over the past several years, the College has invested more than $6.8 M in remodeled and new facilities to improve learning. Two new centers were built and a new Community Outreach Center in Macomb emerged from a renovated furniture store building. In 2003, the College initiated a program to issue technology bonds to provide funding for life-cycle replacement of existing technology and purchase of new technology. The funding stream has provided $900,000 every three years since 2003. Through other funding sources such as grants and gifts through the SRC Foundation, the College has been able to implement wireless technology; an interactive video system; SMART classroom technology; classroom enhancement software; and GIS/GPS equipment to increase innovation in the classroom. •

Canton Campus, Engle Hall – New fine art studios; web and graphic design lab; HIM lab; classrooms with SMART technology; Conference Center; and new Maintenance Facility ($2.5M)

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Canton Campus, Centers Hall – Innovative Teaching and Learning Center and re-designed Library

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Havana Center – new facility with science labs, computer labs. ($1.1M)

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In 2009, the College purchased a CISCO Telepresence system, a cutting-edge, high definition Interactive Video System utilized at all four sites

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Rushville Center – new facility with computer labs, and improved classrooms ($900,000) Spoon River College

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Academic Success Centers in Canton and Macomb – centralized tutoring services, online tutoring services available round the clock, and student success coaches

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In 2011, the College received a state grant ($60,000) for student success to renovate a larger space to house the Macomb Academic Success Center in order to keep up with demand due to the volume of student participants over the past five years.

•

Canton Outreach Center – leased space in historic downtown Canton to create two computer classrooms for community education and workforce training.

•

Macomb Outreach Center – new construction renovation of a former retail facility featuring four technology-enhanced classrooms, two computer labs, meeting rooms, and technology –enhanced conference facility with 300 seat capacity. ($2.3 M)

The College has also pursued grants and donations for technology upgrades: Funding Agency

Technology Purchased

Amount

Verizon Foundation

Smart Classroom Technology

SBC Foundation Excelerator

NetOp Classroom Software

$6,000

Caterpillar Foundation

Classroom GPS Equipment

$15,000

IL Dept of Commerce & Economic Opportunity

Technology Classes / Software

$28,875

Tech Grant News

GPS Handheld Equipment

IL Dept of Commerce & Economic Opportunity

Technology Classes / Software

$32,175

AT&T Foundation Excelerator

Presentation Equipment

$14,000

IL Dept of Commerce & Economic Opportunity

Technology Classes / Software

$25,000

US Dept of Agriculture

Distance Learning Equip. Spoon River College

$11,600

$500

$189,288 40

IL Dept of Commerce & Economic Opportunity

Technology Classes / Software / Employability Skills Centers

Dynergy

Smart Classroom Technology

IL Dept of Commerce & Economic Opportunity

Technology Classes / Software / Employability Skills Centers

Total

$67,000

$2,743

$57,000

$449,181

Spoon River College Core Values Caring: interest and concern Respect: regard and esteem Integrity: personal honesty Fairness: equity and justice Responsibility: dependability and accountability The College’s Core Values are the standards by which the faculty and staff provide educational services and interact with our constituents both internally and externally. The Core Values have been in place at the College since 2001 having been developed “from the bottom up, from the employees.” Since his arrival, SRC President Robert Ritschel has made the Core Values a key component of his communication to internal audiences (through e-mails to faculty and staff, communication meetings, and College Council) as well as external audiences (through guest editorials in district newspapers.) The Values are also a key component of the employee (staff) evaluation, recognition and appreciation program. The core values are also a part of employee evaluation. The SRC staff performance management system includes a 360 degree evaluation which allows peers, direct reports, the employee (via self evaluation), and the employee’s supervisor to provide feedback regarding job performance. Enhancements to the current 360 evaluation will be introduced on July 1, 2011 as a result of a task force comprised of administrative, professional support, and classified employment groups. Enhancements include: • •

New evaluation form distributed through survey monkey New rating system Below expected (1), Expected (2), Exceeds expected (3) Spoon River College

• • • • •

Requirement to validate ratings of “Below Expected” Enhanced questions All direct reports invited to evaluate their supervisor Results will be aggregate Waive evaluation option

Each staff member will participate in a training session before July 1, 2011 on enhancements to the evaluation system. Community Satisfaction Survey- In the spring of 2011 the college distributed a link to approximately 400 persons who had some external connection to the institution. The connection could include: alumni, donors, advisory committee members, and tax payers. The survey was designed to gauge the level of awareness and satisfaction among community members concerning the college mission, services, and effectiveness. A Likert scale of 1-4 was used with 1 representing strongly disagree and 4 as strongly agree. The response rate for this survey was 34%. A summary of the results from the Mission and Integrity section are as follows. The first section of the survey was linked to Criterion 1: Mission and Integrity. • Respondents gave an average rating of 3.32 on the 4 point scale when asked if the educational programs at SRC exemplify the core values. • An average rating of 3.48 was given when asked if SRC’s education, cultural and economic development programs enhance the quality of life of the residents in the communities the college serves. • The average rating was 3.34 when asked if Spoon River College meets the needs of the communities it serves. • An average of 3.47 was given regarding if the communities served by Spoon River College believe the college is an important part of their community. Documents in Electronic Site - Core Component 1A 1. Strategic Plan 2. College Catalog 3. Part-time Faculty Handbook 4. Full-Time Faculty Handbook 5. The Current/The Ripple Effect 6. Student Handbook 7. Institutional Effectiveness Data 8. Annual Report from College Community Outreach 9. Summary of Institutional Grants Report 10. Report on Annual Institutional Accomplishments

Spoon River College

Core Component 1B: In its Mission documents, the organization recognizes the diversity of its learners, other constituencies, and the greater society it serves Spoon River College (SRC) recognizes the value of diversity in students, employees, and other constituencies connected with the institution. This rural institution has identified diversity in several ways related to its primary service area, to its proximity to one of the stateâ&#x20AC;&#x2122;s universities Western Illinois University in Macomb through distance learning, and through the demographics of the district. In Macomb diversity is recognized as a significant element of the SRC campus there. Western Illinois University (WIU) serves a higher percentage of students from underrepresented populations. Spoon River College serves many of these same students through developmental education and general education courses. The relationship with WIU also enables SRC to seek adjunct and fulltime faculty that enhance the diversity of the staff of Spoon River College. 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 presence of intergenerational diversity. While intergenerational 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. The College also complies with the Americans with Disabilities Act to assist students and employees in providing reasonable accommodations. The College has received its first Trio grant in Student Support Services with a commitment to assisting students with documented learning disabilities. The SRC Mission, Vision, and Values are designed to reinforce the strengths of diversity as identified and recognized by the College, with employees, students, and other constituents. There is evidence of diversity through the comprehensive programs of study curricula, flexible scheduling and delivery methods used for instruction. The College actively employs basic skills, transfer, and career programs of study and instruction. Examples of flexible scheduling and delivery methods include online, hi-bred, interactive video, and mini-mesters to deliver instruction. Hiring Practices Spoon River 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 Spoon River College

College also has a comprehensive EEO policy in its Policies and Procedures Manual. Internal evaluation is performed with each job vacancy to confirm that filling the position is warranted and to update appropriate descriptions and reporting procedures. When determining how to advertise vacant positions, they are separated into three tiers, based upon the position and can range from strictly the College website and local newspapers (Canton Daily Ledger, McDonough voice, Fulton County Democrat, Mason Democrat, and Rushville Times) to specialty publications such as Chronicle of Higher Education and the Community College Times. The College increasingly uses web-based sources to advertise positions (such as higheredjobs.com). Applicant materials are then collected and each applicant receives an acknowledgement letter and Equal Employment Opportunity Card). All applicants are screened. Candidates are then interviewed and finalists are selected for second interviews. Employment eligibility is confirmed and reference calls are made. At this point a recommendation for hire is made and an employment offer is extended. All candidates not selected during the review process are then notified. Faculty/Staff Development Employees (Staff and Supervisors) are offered a variety of professional development opportunities annually. The Pacific Institute: (2005-08) 150 employees (all staff and faculty employed by the College) participated in the program that helped empower employees to understand and facilitate positive change in both their professional and personal lives. The College was facing many changes and this program was geared toward helping employees see the benefit of changes and how to address change positively, productively, and without fear. Semimonthly, the College conducts Supervisor Training for all college supervisors. Topics include: Legal Compliance, Budgeting, Conflict Resolution and other issues. Staff Professional Development Days are held annually and host a variety of topics from service delivery, volunteerism, winning with people, customer service and institutional effectiveness/future. 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. Spoon River College received its first TRIO grant from the U.S. Department of Education in the fall of 2010. The Student Support Services grant project is based at the Macomb campus, and this project will enhance efforts to educate and train employees and strengthen awareness to students concerning diversity and atSpoon River College

risk populations due to the requirements for participants in the program. Faculty Orientations are held annually with topics such as: Universal Design for Learning, On Course, and Staying Focused on Student Learning. In 2009, the Human Resources department 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 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 wishing to further their educations. In support of the College’s strategic plan a new compliance and safety program was introduced in November 2010 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 as part of the recently enhanced safety program with the following goals: • Using industry best practices with regard to workplace safety • Providing the safety possible environment for faculty, staff, and students • Reduce job related injuries • Reducing workers compensation insurance premiums The employee response has been very supportive with nearly 99% of employees completing the first quarter compliance and safety training assignments. Student Learning Outcomes The College now requires all students earning a degree/certificate to complete a portfolio before graduation. Information regarding portfolio creation is included on all course syllabi. The portfolio requirement includes three areas of general competencies. One of the specific general education competencies has components that are specifically related to diversity. In Section Two: Analyze Issue from Multiple Perspectives, students must include artifacts that demonstrate the following: a) understanding of historical perspective and ways art, literature and other disciplines represent and interpret the human experience; b) analyze social, political, cultural, historical, economic, and scientific issues that both link and separate cultures and societies throughout the world; c) understanding of issues of diversity; and d) understanding of opposing points of view and ethical issues.

Spoon River College

Student Recruitment Spoon River College has an open admission policy. This is clearly stated on the College website. There are various levels of admission depending on the particular student’s circumstances. A student fills out an application with demographic information such as nationality, ethnicity, age, and if the attendee is a first generation college student in the family. The College also has a policy to assist individuals who have taken a nontraditional path providing “ability to benefit.” In addition to the application, the incoming students also take the COMPASS test to place them in appropriate writing, reading and algebra levels before course registration. The Student Government Association funds various speakers and activities throughout the year that interject diversity into student programming. Some examples from the past include: • • • • • • • • • • •

Brett Eastburn who was born with Quadmembral Limbs Deficiency; Tim Engles who presented “Deconstructing Whiteness: What We Talk about When We Talk about Whiteness” Preacher Moss provided an “End of Racism” comedy presentation A Multicultural Dinner as a service project by students enrolled in honors courses Annual 24 Hours of Homelessness event features speakers on a variety of topics Preston Jackson-artist provided an art workshop An annual display in November honoring veterans who are affiliated with the College. Showing of Food, Inc. movie and discussion “Sex Singles”- improvisational comedy troupe, comedic/educational program Women in Art series by Tracy Snowman Portrait of a Soldier display of Illinois servicemen whose lives have been lost in Iraq and Afghanistan

Recent College and community drama events have enhanced student and community awareness of contemporary diversity issues. One example is the 2011 spring presentation of The Laramie Project by the College theater group. Performances are generally held to accommodate area high schools and the public. The student organization FUNK KITCHEN also celebrates diversity through art, music, and the humanities exploration and presentation.

Spoon River College

Community Outreach The Community Outreach department strives to offer educational opportunities of cultural diversity to the constituents of the district through several initiatives. A grant awarded through the National Endowment for the Arts for The Big Read project has been a huge success in the community. In 2007 the book chosen for the Big Read project was To Kill a Mockingbird. This story includes events dealing with racism themes. The Big Read’s introduction to diversity as well as student art displays have helped expose SRC students and staff to different diverse issues uncommonly found within the district. THE BIG READ has continued annually since 2007 focusing on the novels TOM SAWYER, FAHRENHEIT 451, and MY ANTONIA. Over 25 organizations participate in the one book/one community project hosting over 100 events and activities associated with the topics and issues presented in the novel. The 2011 selection, MY ANTONIA, focuses on immigration and THE BIG READ committee has initiated a Spoon River Country cultural immigrant stories and cookbook project throughout the district. The Spoon River Community Chorus, founded in 2006, is an educational music project which introduces a variety of music (classical, cultural, jazz, Broadway, big band) to the community. Community members, as well as SRC students, may participate in the program resulting in a concerts or performances of the works studied. Spoon River College also reaches out into the community through its awardwinning Retirees Leading Initiative. The Initiative focuses on the educational, service, and training needs of the district’s older adults and emphasizes civic engagement by those 50 and over. Spoon River College’s Retirees Leading Initiative is viewed as a model for other community colleges in Illinois. Its biannual Retirement Learning Institutes has over 100 participants in attendance each Spring and Fall. The Institute is a day-long event of classes of interest (cultural, history, travel, and arts) presented by AND for older adults. The Community Outreach department of the College is one of 11 institutions of higher education that received a Plus 50 Completion Strategy grant through the American Association of Community Colleges (funding provided to AACC by the Lumina Foundation). Spoon River College recognizes that in a rural area, a continued education of older students has a great significance in reinforcing community and economic development. This project will unite the Community Outreach department with instruction and student services to identify adults who have some college credit but have not completed a certificate or associates degree program of study to encourage college completion.

Spoon River College

Adult Education Spoon River College supports a Graduate Equivalency Diploma (GED) program. This is offered throughout the entire college district. The College also offers an English as a Second Language class on two campuses. Globalization The College has a small population of international students. On the Canton Campus these students are generally involved in athletics. On the Macomb Campus there are several students from other countries enrolled in our courses though mainly attending Western Illinois University. The College does support some organizations with a global presence. These include Habitat for Humanity – in 2010 the Habitat SRC Chapter has raised the funds to build its own house with a partner family. The College also has an organization called PEEPs – People for Earth’s Ecological Preservation. Documents in Electronic Site – Core Component 1B: 1. SRC Strategic Plan 2. Institutional Effectiveness 3. College Policies and Procedures Manual 4. Gen-Ed Competencies/Degree Portfolio 5. Continuing Education 6. College for Kids 7. Drama 8. The Big Read 9. Habitat for Humanity 10. PTK/Honors 11. Supervisors Handbook

Spoon River College

Core Component 1C: Understanding of and support for the Mission pervade the organization The Mission of the College is reinforced in many ways. The most significant approach is in having the Mission drive the strategic planning process and the allocation of resources. The primary components of the strategic plan are the key elements of the Mission. Goal One of the plan is: The College will provide a quality learning environment that promotes teaching excellence and student success. The outcomes within that goal are related to new and emerging initiatives and opportunities the College will address to satisfy that goal and the crux of the institutional Mission. Goal Two of the plan is: The College will provide educational programs that meet community and economic development needs of the district. Again, the outcomes link to the goal and the activities of the College through the outcomes offers the evidence of the understanding and support for the Mission. Goal Three of the plan is: The College will provide life-long learning opportunities. Again, outcomes provide actions and commitment of resources to ensure that this component of the Mission is met by the institution. Goal Four of the plan is: The College will acquire the resources needed to fulfill its Mission and invest in its people, technology, and facilities. This goal provides the common foundation to support decisions, actions, and resource allocations in support of the first three goals of strategic planning and the Mission of the College. Proof that components of the Mission pervade throughout SRC based on the 2007 Community College Survey of Student Engagement (CCSSE) results. Eighty seven percent of 2010 SRC CCSSE respondents related that their academic and personal experiences at the College prepared them for collegelevel work; 81% indicated the academic quality of the College as good to excellent. There are several examples of how the Mission focus pervades the organization. For example, with communication and decision making, the leadership of the College has taken steps to reinforce inclusiveness and transparency. Promoting College excellence is the main way that decisions are made to support the Mission of Spoon River College. The Mission is supported by the College acting as a community resource, providing access to programs and services, and supporting student and organizational learning. Employees are also encouraged to assist in different capacities for community Spoon River College

outreach programs, recruitment and retention activities and all are offered opportunities for professional development. The President of SRC has worked to create a more transparent and open communication environment during his time at the College. He has implemented communications meetings with the leadership of the two collective bargaining groups: SRC Faculty Association and SRC Classified Personnel Association. They initially met every two weeks, but now meet once per month. The President restructured what used to be a monthly meeting of Administrators and Professional Support staff (Administrative Council) to College Council to expand and include both Classified Staff and Faculty. The meetings are once a month and along with topics the President identifies, he also solicits topic/issue ideas from faculty and staff. All employees had the opportunity to participate in the Employee Satisfaction Survey conducted in 2007. A Communication Survey was conducted in October and other surveys have been conducted in order to gather employee input on a variety of topics such as: Wellness, Summer Hours, and Kudos (Recognition) Program. The College has seen some very positive outcomes of increased importance leading to changes based on the Communication Process evaluation results: • • • •

A six-year labor agreement with Faculty Association was reached A new labor agreement was in place with the Classified Staff before the existing one had expired There have been no grievances filed by either bargaining unit in the past three years The staff developed a 360 Employee Evaluation Tool to be utilized annually during performance review time.

Another example of the investment of the Mission, Vision and Values within the College is through the planning process. The creation of the Strategic Plan matrix has helped the College see a very linear pathway in order to strive to meet its Mission and Vision. The Strategic Plan Matrix outlines goals, the tactics used to achieve those goals and the measures to determine success along with components of accountability, budget impact and IT impact. It was then found that the strategic plan matrix started driving every decision about where the College is going as an institution. Any initiative taken on by the College is required to be in the plan. One specific example that came directly out of the strategic plan matrix is that the College was able to develop a 5-year Academic and Athletic plan and new Student Services initiatives. Once tactics become operational, or due to circumstances they are no longer relevant, they are taken off of the strategic plan. An example of a strategic Spoon River College

plan tactic becoming operational was in the development and implementation of the College process related to crisis management and continuing operations after an emergency. The crisis management process includes a wide range of potential events and situations such as: incidents affecting safety of students/employees, damage/destruction of College facilities, disruption of technological/communication operations, and emergency notification process and capacity. The College has conducted drills related to fire and weather disaster possibilities. The College has also conducted drills for the campuswide communications system which utilizes the state-of-the-art telephone technology. Also, the College has developed and has used a behavior threat analysis task force to review and make recommendations related to individual/group potential and/or actual incidents. The College has also developed plans for continuing operations after a crisis. This includes use of alternate facilities, back-up systems for technology, data, and communications, and dissemination of necessary information to the public. Dr. Ritschel has strived to make the strategic planning process an inclusive process by “encouraging and seeking to involve all members of the institution.” Twice a year the plan goes through a complete review by the President’s Cabinet: Mid-year in January and in the June/July. The College’s budget process is integrated with the strategic plan. All budget requests must tie in with the strategic plan. In fact as part of the budget request process, budget managers are asked to submit the Strategic Plan Budget Form, which ties the budget request to the strategic plan. In 2008, as part of the strategic plan review process, Strategic Plan task owners were asked to go a step farther and indicate the status of tactics – were they in the Exploratory, Investigative, or Implementation stage. In 2008, the plans for the new buildings in Rushville, Havana, and Macomb were incorporated into the strategic plan. In January 2010, Strategic Plan task owners were requested assist with this College self study by indicating how each tactic applies to the various Criteria for Accreditation. Accomplishments are connected to the strategic plan through the Status Review and Project Development Phase. The items in this section are presented every three months (quarterly) to the President by the Administrative Cabinet. The President then takes the status review reports and presents them to the College Board of Trustees. Spoon River College has initiated several projects to meet current concerns related to the accountability and effectiveness of higher education. The Illinois Community College Board adopted the Complete College America project to help meet requirements of the Illinois Public Agenda for College and Careers. Spoon River College has embraced the metrics measurements within Complete College America and integrated those metrics into its evaluation of institutional effectiveness. Also, the College’s Instruction unit Spoon River College

has been closely monitoring the adoption and integration of the Common Core Standards so that all appropriate curricula reinforces the purpose of those standards, including enhancing dual credit (early enrollment) projects with area secondary schools. Finally, the President’s Cabinet reviewed the U.S. Department of Education’s Complete College Tool Kit and identified many of the toolkit elements as already being part of the College’s performance evaluation process. The new Plus 50 Completion Strategy grant project will also play an important role in the Complete College America initiatives. Documents in Electronic Site – Core Component 1C: 1. SRC Strategic Plan 2. Current/Ripple Effect 3. Minutes of Committee meetings 4. New employee mentor program 5. Peer Assistance Committee 6. Student handbook 7. 50th anniversary Celebration 8. Surveys: 9. SRC Budget Documents

Spoon River College

Core Component 1D: The organizationâ&#x20AC;&#x2122;s governance and administrative structures promote effective leadership and support collaborative processes that enable the organization to fulfill its Mission Board of Trustees Spoon River College is governed by an elected Board of Trustees which meets the state of Illinoisâ&#x20AC;&#x2122; Community College Act. The SRC Board of Trustees abides by the Illinois State law that establishes board duties and responsibilities that are found in the Illinois Public Community College Act. Board governance requires particular attention to the duties listed in Sections 805/3-21 to 3-29.2 and the powers listed in Sections 805/3-30 to 3-43. The Board governs in a manner that balances outward Vision with internal concerns, encouraging diversity of viewpoints, and balancing strategic, tactical and administrative leadership styles. Effective performance requires a combination of collective and individual decisions that are both reactive and proactive, mindful of the past, but oriented toward the future. Policies may be adopted, revised, added to, or amended at a regular meeting of the Board by a majority vote of the members. The operation of any section or sections of these 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 these policies. The Board of Trustees abides by the Open Meetings Act required by law. The Board also holds a combined meeting with the SRC Foundation bi-annually. Local school districts are also invited to attend regularly scheduled meetings of the board. The Board of Trustees reviews the College budget and resources monthly. Actions by the board related to increase in tuition and fees often have significant deliberation and discussion and they review the impact of no increase or percentages of increase with the senior administrators before reaching a decision that will impact the cost of education. Increases in tuition and fees have been necessary for the past three years; however, the Board of Trustees has used diligence in balancing operating costs and costs to students. Increases for the past three years have averaged 8.2%. Board of Trustees has taken the initiative to support appropriate facilities and integration of technology in support of the College Mission. Examples of evidence in this area include; acquisition of property and construction of new facilities for the College in Havana and Rushville and initial renovation of the new campus for Macomb. Spoon River College

The Trustees also work with the Chief Information Officer and the Vice President for Administration on technology needs and resources available through the technology bond and technology fees available to the institution. Examples of Board support for technology include: the interactive video system, wireless communication system for all College sites, annual computer technology upgrades, support for online learning, and commitment and information security for the College. The term of each regular trustee member is six years in length. During any six year period, all seven regular trustees are subject to election. Current Board of Trustee Members and their term expirations are as follows: Board of Trustee Member Ms. Gayle Strode Blodgett, Chair Mr. Dave Maguire, Vice Chair - ICCTA Representative Mrs. Betty Taylor, Secretary Mrs. Linda Butler Mr. Don Heller Rusty Melhouse Phil Murphy Student Trustee Brett Stoller, Treasurer

Term Expiration 2013 2017 2013 2015 2015 2017 2017 Annually Elected Annually Appointed

In support of effective community College governance, the Board of Trustees believes: • That it derives its authority from state statutes and from the residents of the communities within the district and that it must always act as an advocate on behalf of the entire district. • That it is responsible for creating and maintaining a spirit of true cooperation and a mutually supportive relationship with its CEO. • That it always strives to differentiate between external and internal processes in the exercise of its authority. • That its trustee members should engage in a regular and ongoing process of in-service training and continuous improvement and selfevaluation. • That its trustee members should come to each meeting prepared and ready to debate issues fully and openly. • That its trustee members direct, control, and inspire the organization through the careful establishment of organizational policies reflecting the College's values and perspectives. • That its major focus will be on the intended long term impacts outside the operating organization (outcomes), not on the administrative or programmatic means. Spoon River College

• • • •

That its behavior, and that of its members, should exemplify ethical behavior and conduct that is above reproach. That it endeavors to remain always accountable to the community [district]. That it honestly debates the issues affecting its community and speaks with one voice once a decision or policy is made. That it should conduct an annual review of board practices and policies beginning in July of each year.

The Board of Trustees is also charged with conducting an annual evaluation of the President each June in accordance with the employment contract between the Board and the President. During this annual evaluation, new goals are set and agreed upon by both the Board and President. President Presidential leadership at Spoon River College since the last self study is as follows: • Tom Hines was the Spoon River College President during the last accreditation visit and he served from October 2000 through June 2005. • Beverly Bowen was appointed acting President for July 2005 serving the interim between the outgoing and incoming presidents. • The Board of Trustees appointed current President, Robert E. Ritschel, effective August 2005 and he continues in that role. His influence is strongly evidenced in the College’s Strategic Plan which can be located on the College’s Shared Drive and on the College’s website. The Strategic Plan also has a Matrix that lists each outcome, every tactic supporting the outcome, the task owner, and benchmarks showing that tactics have been met. Status Reviews are shared with the Board of Trustees each quarter. These status reviews are available on the College’s Shared Drive for all employees to view. President Ritschel strives to lead by example through the Spoon River College’s Core Values of “Caring, Respect, Integrity, Fairness and Responsibility.” The President speaks often about how each employee is valued and necessary to the success of the College. Dr. Ritschel works with persons in supervisory roles on a regular basis to reinforce the importance of core values among all employees. He has also made a strong effort to focus the many diverse areas of the College into one single, comprehensive institution in order to minimize “silo” thinking. He coined the term: Cantavanacombville in the “Credo” statement, reflecting the Canton, Havana, Macomb, and Rushville communities which SRC serves. The President’s authority and responsibilities are described in the Board of Trustees Policies publically located on the SRC website. Spoon River College

The top six responsibilities include: • Organizational - The President strategically improves the quality of the institution, protects the long-term health of the organization, promotes the success of all students, and sustains the Mission of the College based on knowledge of the organization, its environment and future trends. • Resource Management - The President equitably and ethically sustains people, processes, and information as well as physical and financial assets to fulfill the Mission, Vision, and goals of the College. • Communication - The President uses clear listening, speaking and writing skills to engage in honest open dialogue at all levels of the College and its surrounding communities, to promote the success of all students, and to sustain the Mission of Spoon River College. • Collaboration - The President develops and maintains responsive, cooperative, mutually beneficial and ethical internal and external relationships that nurture diversity, promote the success of all students, and sustains the Mission of Spoon River College. • Community College Advocacy - The President understands, commits to, and advocates for the Mission, Vision and goals of Spoon River College. • Professionalism - The President works ethically to set high standards for self and others, continuously improve self and surroundings, demonstrate accountability to and for the institution, and ensure the long-term viability of the College and communities it serves. All board authority delegated to staff is delegated through the President, so that all authority and accountability of staff -- as far as the board is concerned -- is considered to be the authority and accountability of the President. The Board of Trustees authorizes the President 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 reports directly to the Board of Trustees. He also oversees the entire College, but directly supervises three Vice Presidents: Vice President of Community Outreach; Vice President of Administrative Services; and Vice President of Instruction and Student Services. The President also directly supervises Executive Assistant to the President and the College Information Officer. President’s Cabinet The Cabinet is appointed by the President and is populated by most of the administrators of the College. The Cabinet meets weekly with the agenda posted on the shared drive for all College employees to review. The following positions are on the President’s Cabinet: President, Vice President Spoon River College

Administrative Services, Vice President Instruction and Student Services, Vice President Community Outreach, Chief Information Officer, Dean of Student Services, Dean of Transfer Education, Dean of Career and Technical Education, and Director of Human Resources. Spoon River College and Community Outreach Further evidence of the College fulfilling its mission in a collaborative manner is found through reviewing the efforts and activities of the Spoon River College Foundation and Community Outreach units. While the Foundation is a separate 501(c)(3) organization, its work is coordinated for the College through the Community Outreach department. A review of the annual report of the Foundation for 2010-11 reinforces the alignment of the Foundations mission with the College’s mission for quality educational and learning opportunities. The Foundations four main areas of support can connect directly to the College mission, vision, and strategic plan. The four main areas of support are: scholarships, technology upgrades, facility enhancement, and support for programs. The Foundation met or exceeded its goals in acquiring and using resources for 2010-11. Shared Governance, Policy Groups, Committees SRC 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. The College Senate 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 Senate are exofficio members, and there are nine elected members.

Spoon River College

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 Bulletin’s and appeals are outlined in the Senate Bylaws. All four employment groups are represented on each of the standing committees, and a student representative appointed by 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 the administrators to serve. A full-time faculty member must chair all standing committees and senate. Analysis of Composite Financial Indicator Scores (Higher Learning Commission) Spoon River College has taken steps to cope with the regional and economic downturn that has occurred since 2008. The steps taken by the College through the decisions of the Board of Trustees may leave a perception of financial concern, but have positioned the institution to limit the impact of the economic condition and provide an appropriate pathway to return to a stronger financial status. Every year Spoon River College completes the Higher Learning Commission worksheet to calculate the Composite Financial Indicator Score (CFI). The CFIs have ranged from 3.45 in 2004 to -0.22 in 2010, placing years 2004 through 2007 “Above the Zone”, 2008 “In the Zone”, and 2009 and 2010 “Below the Zone.” Operating Expenses were basically flat from 2008 to 2010. Also, expenses in 2010 were just 6% higher than the 2004 operating expenses. The College recognizes that the CFI is currently “Below the Zone” for a second straight year and is actively taking steps to help improve the score. The combination of reduced or stable expenditures and increasing revenues the College is reversing the negative trend that the CFI has been on. In 2009 the CFI score was 0.59. This change was precipitated by the Board of Trustees decision in 2008 to issue $5 million in debt to build and/or renovate three facilities for the College. According to the bond schedule, the College will be paying down roughly $750,000 in principle each year so the viability Spoon River College

ratio should improve steadily over the next several years. Although the Viability Ratio was 0.335 for 2009 and 0.312 for 2010, the debt is paid through the tax levy so there is no question that SRC will be able to pay it off. In 2010 the Board decided to issue $3.5 million in debt and place that entire amount in reserve in order to secure resources in case of continued late payments from the state of Illinois which can create a cash flow concern. This new debt will be reflected in the 2011 CFI calculation. The Net Operating Revenue Ratio has been steadily improving since 2006, increasing from -0.110 to -0.024 in 2010. This ratio is a bit deceiving as SRC issued debt of $4.5 million in 2003 for capital projects, $2.6 million in 2005 for a new administrative system and $900,000 in 2008 for technology purchases, and then spent those funds over the next several years, thus causing an operational “loss” the following years. The annual Net Operating Loss has been reduced from $1.5 million in 2006 to $390,000 in 2010. The issue with the financial ratios used to calculate the Composite Financial Indicator is that bond revenue the College has received over the past several years is not reflected as a “non-operating revenue.” Therefore, the College is recognizing the expense but not the revenue, thus artificially lowering ratios. The CFI took a big hit in 2010 dropping from 0.59 in 2009 to -0.22. While some of the ratios have gone down, the major driver is the change in the limits for the Return on Net Assets ratio. In years past, the limits have been +10 to 1, this year the lower limit was changed to -4. Because of this change, this ratio’s affect on CFI went from a -0.20 to a -0.80, costing 0.6 points and dropping the CFI from a 0.38 to -0.22. As part of the budgeting and tuition setting processes with the Board of Trustees, Spoon River College uses an interactive long-range financial planning spreadsheet. These processes allow College administrators and Trustees the ability to analyze the last four years of revenues 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 of expense. The College budget is prepared using anticipated revenues (generally with conservative estimates) and the Board of Trustees only approves a balanced budget.

Spoon River College

Documents in Electronic Site â&#x20AC;&#x201C; Core Component 1D: 1. Organization Chart 2. Advisory Committee CTE Programs 3. Student Government Association â&#x20AC;&#x201C; Office of Athletics and Student Life 4. Policy and Procedures Manual 5. Employee Surveys 6. Strategic Plan 7. College Senate 8. Professional Development 9. Variable tuition; tuition reimbursement (policies and procedures & labor agreements) 10. Employee evaluations 11. Minutes from Board of Trustees Meetings and Board Policies, agendas and minutes 12. SRC Board of Trustees Policies

Spoon River College

Core Component 1E: The organization upholds and protects its integrity The Spoon River College Board of Trustees upholds and protects the integrity of the institution by following state board policies publicly available on the SRC website. The Board also governs SRC in accordance with the state statues found in the Illinois Public Community College Act. The College also follows the following federal laws in upholding and protecting the integrity of the institution: the Civil Rights Act, FERPA, HIPPA, ADA, Age Discrimination Act, Non-Discrimination on Basis of SRC in Education all of which are referenced in the Colleges Policies and Procedure Manual publically located on the SRC website. The College also follows all other required federal, state, and local regulations and laws. The College is legally represented by Froehling, Weber & Schell in Canton for general matters and by Davis & Campbell of Peoria for labor matters. The College addresses affirmative action/non-discrimination through the Human Resources department. SRC uses EEO principles in hiring practices and follows affirmative action laws and regulations which are listed in the College policies and procedures to ensure compliance with nondiscrimination laws. Further evidence of the institution upholding and protecting its integrity is demonstrated through the 2010 College Recognition Review and Visit by the Illinois Community College Board (ICCB). This review is performed every five years, and the College received full recognition for all instructional, administrative, and fiscal components. Fiscal Integrity and Oversight Higher Learning Commission – Composite Financial Indicator Every year Spoon River College completes the HLC worksheet to calculate the Composite Financial Indicator Score (CFI). The CFIs have ranged from 3.45 in 2004 to -0.22 in 2010, placing years 2004 through 2007 “Above the Zone”, 2008 “In the Zone”, and 2009 and 2010 “Below the Zone.” In 2009, FCI fell to 0.59. This drop was precipitated by our Board’s 2008 decision to issue $5 million in debt to build and/or renovate three of the facilities. However, according to the bond schedule, the College will be paying down roughly $750,000 in principle each year so the viability ratio should improve steadily over the next several years. Although the Viability Ratio was 0.335 for 2009 and 0.312 for 2010, the debt is paid through the tax levy so there is no question that SRC will be able to pay it off. In 2010, the Board decided to issue $3.5 million in debt and place that entire amount in reserves in order to better weather the economic downturn and the slower payments from the State of Illinois. This new debt will be reflected in the 2011 CFI calculation. Spoon River College

The Net Operating Revenue Ratio has been steadily improving since 2006, increasing from -0.110 to -0.024 in 2010. This ratio is a bit deceiving as SRC issued debt of $4.5 million in 2003 for capital projects, $2.6 million in 2005 for a new administrative system and $900,000 in 2008 for technology purchases, and then spent those funds over the next several years, thus causing an operational “loss” the following years. The annual Net Operating Loss has been reduced from $1.5 million in 2006 to $390,000 in 2010. The issue with the financial ratios used to calculate the Composite Financial Indicator is that bond revenue that the College has received over the past several years is not reflected as a “non-operating revenue” therefore the College is recognizing the expense but not the revenue, thus artificially lowering ratios. The CFI took a big hit in 2010 dropping from 0.59 in 2009 to -0.22. While some of the ratios have gone down, the major driver is the change in the limits for the Return on Net Assets ratio. In years past, the limits have been +10 to 1, this year the lower limit was changed to -4. Because of this change, this ratio’s affect on CFI went from a -0.20 to a -0.80, costing 0.6 points and dropping the CFI from a 0.38 to -0.22. SRC recognizes the tight budget times we are in and continues to examine spending and 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 were basically flat from 2008 to 2010. Also, expenses in 2010 were just 6% higher than the 2004 operating expenses. 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. The College recognizes that the FCI is currently “Below the Zone” for a second straight year and is actively taking steps to help improve the score. As part of the budgeting process and tuition-setting process with the Board of Trustees, SRC has created interactive long-range financial planning spreadsheet. With these spreadsheets the College can analyze the last four years of revenues 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 of expense. The College budgets on its new anticipated revenues conservatively and always presents a balanced budget to Board of Trustees. 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 spreadsheets staff analyzes the last four years of revenues and expenses and then project/trend those out for the next three years. The percentage increase or decrease can be modified for every Spoon River College

category of revenue of expense. The College budgets the new anticipated revenues conservatively and presents a balanced budget to the Board of Trustees for approval. Available Financial Resources The four most significant sources of revenue are local property taxes, state appropriations, Federal revenue including financial aid (PELL), and tuition and fees. The following table, compiled from the Collegeâ&#x20AC;&#x2122;s annual audits, summarizes the growth/ (loss) in each of the major revenue sources. Total revenue has increased by over $2.2 million or 16.3 percent in the last five years.

Revenue Sources Other Revenue* 8%

Student Tuition/Fees 25%

Federal Revenue 21%

Local Tax Revenue 23%

ICCB Grants 15%

Personal Property Repl acementTax 5%

Other State Revenue 3%

*Net of Health Insurance Fund Revenue which comes from expenses from the Education fund Source: Uniform Financial Statements from annual audits Tuition and Fees As noted above, growth in tuition and fee revenue has been just over 18% over the past five years. This increased revenue is largely due to higher tuition rates, which increased from $70 per credit hour in FY06 to $89 per credit hour in FY10, an increase of 27.1% over the five year period. Spoon River Collegeâ&#x20AC;&#x2122;s Board of Trustees is very concerned with the affordability of higher education. The College administration has worked with the Trustees to keep fee increases at a moderate level, averaging an annual increase of 5.39% over the last ten years. Since FY00, Spoon River Spoon River College

College’s tuition and fees have increased $46 per credit hour, or 85%. However, the average tuition across all Illinois Community Colleges increased almost $50, or 102.7%, during that same time period (Source: Illinois Community College Board). Spoon River College’s tuition has been within 2% of the average tuition of all of the Illinois Community Colleges for the last five years. SRC follows the following state regulations to ensure fiscal integrity: Public Funds Deposit Act; Public Funds Investment Act; Accountability for the Investment of Public Funds Act; Bond Authorization Act; Local Government Debt Reform Act; Public Construction Bond Act; and State Officials and Employees Ethics Act. Fiscal integrity is also achieved by the Board of Trustees purchases policy for expenditures greater than $10,000 and all Board Policies under Executive Limitations. SRC also has a purchasing policy and travel policy stated in the policy and procedure manual available on the website. Purchasing procedures are addressed in the Policies & Procedure manual and were developed based on state guidelines. Each year the College, Foundation and Financial Aid have external audits performed to ensure fiscal integrity. Once every five years the Illinois Student Assistance Commission (ISAC) completes an audit of the financial aid department as well. Annually the Board of Trustees accepts the College audit and approves the budget. They also review Treasurer’s Report and supplemental accounts payable reports monthly. The Board of Trustees; President; Vice President, Administrative Services; Director, and Business Services are responsible for the College’s fiscal matters. The budget process is initiated annually by President and Vice President, Administrative Services with an annual review of historical expenditures adjusted for increases or decreases based on funding expectations. Each line item is thoroughly reviewed and challenged before next year’s funding is approved. All budget reports are available on-line to budget managers reflecting realtime data. It is the responsibility of budget managers to be current. The Administrative System will not allow expenditures for items over budgeted amounts. All expenditures go through an approval process within the administrative system. Mid-year budget meetings are conducted with budget managers to ensure all programs are within budget limits. Property Inventory The Spoon River College business office reviews physical equipment and other appropriate inventory of the College and catalogs this information by location and funding source (if grant funded). This inventory process enhances the institutions ability to monitor the location and usage of physical equipment and other inventory, as well as to more efficiently assist in the transfer and/or disposal of property assets. Spoon River College

Internal Constituencies - SRC Policies and Procedures The SRC Policies and Procedures have been created based on state guidelines and employment laws. The set Policies and Procedures are regularly reviewed by the Presidentâ&#x20AC;&#x2122;s Cabinet for accuracy and updates. When policies or procedures are changed, the Human Resources department sends out update notifications via email throughout the institution announcing the changes. All information regarding the Policies and Procedures of Spoon River College are available electronically for public access on the SRC website. The grievance procedures are outlined in the Policies and Procedures manual, Student Handbook, College Course Catalog, and in the collective bargaining contracts. Spoon River College provides handbooks for the following employee groups: supervisors, part-time faculty, full-time faculty, faculty association, and classified staff. All student policies and practices are included in the Student Handbook and College Course Catalog available on-line. The College adheres to Family Educational Rights and Privacy Act (FERPA) and has privacy assurance procedures stated in the Policies and Procedures Manual, Student Handbook and the College Course Catalog. A Red Flag process was implemented due to new Federal privacy laws and identity protection requirements. Deficiencies were identified and resolved through the creation of SRCâ&#x20AC;&#x2122;s own policy and procedure where we identified areas most susceptible to threat. An identity theft prevention officer was named and resolution is on-going. The Policies and Procedures, College Course Catalog and Student Handbook also have information regarding the following: Health and Safety of Employees; Safety training; Automated External defibrillator (AED) training; Crisis communications; Supervisor training; Employee training; and Campus call boxes. External Constituencies â&#x20AC;&#x201C; SRC Policies and Procedures State and Federal guidelines are in place for contracts, leases, agreements (including nursing), and grants to ensure compliance with business and operating procedures. Grant processes are guided by the Grants Handbook which is under development. Expenditures are monitored and reporting is handled in the Accounting Department. Grant rule compliance is the responsibility of the grant manager and Accounting Office. Grants are audited as a part of our external General College Audit. Co-Curricular and Auxiliary Services Spoon River College outsources vending, cleaning and security services for all its locations. Contracts for cleaning services and security services are approved and awarded by the Board of Trustees based on the recommendations of the President and administration. Other College auxiliary services are managed through the Director of Purchasing and Auxiliary Spoon River College

Services. Auxiliary services of the College include bookstore and cafeteria operations. This position reports to the Vice President for Administration. All auxiliary budgets, expenditures, and related business transactions follow College, state and federal regulations and are included in the annual audits of the College. Athletic Program – The College’s Director of Athletics and Student Life is responsible for compliance with National Junior College Athletic Association (NJCAA) regulations, Equity in Athletics Disclosure Act, and the U.S. Department of Education. The Director of Athletics and Student Life is responsible for all statistical reporting and reports to the Dean of Student Services. For the 2010-11 academic year intercollegiate athletic programs included: baseball, softball and golf. Documents in Electronic Site – Core Component 1E:

1. Board Policies, agendas and minutes 2. Core Values 3. Fiscal Management Manual 4. College Audit 5. Financial Statement 6. Treasurer’s Report in Board agenda 7. Annual Budget 8. Tax levy 9. Foundation 10. Financial Aid Audit 11. PRIDE Committee – SRC ROCS 12. Red Flags - Social Engineering 13. Policies and Procedures 14. Illinois public Community College Act 15. Organizational Charts 16. College Senate 17. Graduation Portfolio 18. ICCB Visit Certificate

Spoon River College

Summary of Institutional Strengths • Strategic planning and budgeting process • Results from the Title III Strengthening Institutions Grant: increases in retention, graduation, redesign and implementation of the developmental education curriculum, COMPASS placement testing of high school sophomores for college readiness evaluation, and implementation of Academic Success Centers at the Canton and Macomb campuses • Shared governance • Quality of facilities and integration of technology into instruction Improvement Targets for Consideration in Strategic Plan • Institutional research/resource development capacity • Completion of renovation of the new campus site in Macomb • Development of a transition program integrating adult education with the college completion initiative • Facilities and support for extra-curricular activities, including athletics • Vitality of the state economy and its impact on the state budget and college resources

Spoon River College

CHAPTER FOUR Criterion Two – Preparing for the Future

*The President’s Reception

“Don’t try to innovate for the future. Innovate for the present.” – Peter Drucker Spoon River College

Spoon River College is a learning focused institution of higher education. At the beginning of each chapter of this self-study a brief story concerning a student or project of the College will be offered as further evidence that the College meets this mission. Nina Nuesken was an elementary education major at Spoon River College. Among the strengths of the College, Nina emphasized the smaller class sizes allowing students and teachers more interaction. This characteristic was viewed by Nina (and other students) as a special benefit as teachers take a personal interest in their students that is not common at larger colleges and universities. For Nina, the closer contact with teachers often meant that teachers took more time to go out of their way to ensure that students took advantage of every opportunity to learn and succeed, to use available services, and to be seen as an individual with value. At the same time Nina found the learning environment relaxed, positive, and effective. Nina comments about her SRC experiences: I was in the Honors Program and gave students tours during the Orientation day in the Fall. The Honors Program offered many hands-on activities like trips and events that helped me become well-rounded and involved at SRC. I was placed outside of my comfort zone many times, and so was able to push myself and discover things I never would have experienced otherwise. It was an experience that I highly recommend to anyone! I learned to better interact with people of any age and background, and how to effectively manage my time and prioritize. I also learned to work and communicate with people, on an individual and group basis, and motivate others. Along with other SRC students, Nina realized the economic value of completing courses at the community college level. Since many Spoon River College students transfer to Western Illinois University or to one of the flagship institutions (the University of Illinois or Illinois State University), the lower cost of tuition and fees becomes readily apparent. Yet, even with that factor, students like Nina consistently comment on and appreciate the quality of instruction and availability of activities that provide a full higher education experience.

Spoon River College

Criterion Two Statement: The organization’s allocation of resources and its processes for evaluation and planning demonstrate its capacity to fulfill its mission, improve the quality of its education, and respond to future challenges and opportunities. CHAPTER FOUR: CRITERION TWO - PREPARING FOR THE FUTURE Committee Members – Co-Chair: Brian Dalpiaz – Mathematics Faculty, Canton Co-Chair: Renee Higgins – Transfer Education Dean, Macomb Jason Strandberg – History/Political Science Faculty, Canton Sarah Billeter – SSS Grant Project Advisor, Macomb Tracy Mustread –Health Information Management Faculty, Canton Bob Walter – Commercial Truck Driver Training Coordinator, Canton Brad O’Brien – Purchasing and Auxiliary Director, Canton Stephanie Howerter – Campus Assistant, Havana Jack Purtle – Technician, Canton Chase Lockard – Technology Services Coordinator, Canton/Macomb Brandi Ketchum – Student Advisory (Student Employment), Canton Laura McMahan – Food Service Assistant, Canton Julie Seeley – Community Outreach Coordinator, Canton Brett Stoller – Administrative Services Vice President, Canton Bob Haile – Facilities Director, Canton Angie Conklin – Developmental Education Faculty, Canton Jim Sheff – Developmental Education Faculty, Canton Bob Zellmann – Philosophy/Religion Faculty, Macomb Megan Kelly – Accountant, Canton Marty Simpson – Technician Lead, Macomb Randy Greenwell – Instruction/Student Services Vice President, Canton Ashley Riggins – Community Outreach Coordinator, Macomb Introduction to Criterion 2 Chapter Four will examine progress the college has made in meeting its mission, vision and values in preparing for the future. This will include a summary of the college’s financial status, allocation of resources, and commitment to use information to demonstrate its viability and to meet its strategic planning goals and objectives. Spoon River College acknowledges that it is a rural and small community college, but we regard this as an asset rather than a liability. Specifically, since 2005, the college has taken an innovative approach combining aspects of strategic planning, resource analysis and allocation, program review, and resource development to prepare for the future. These decisions have placed the college in a position that is focused on learners and learning, as well as meeting both current and future needs. Spoon River College

Core Component 2A: The organization realistically prepares for a future shaped by multiple societal and economic trends

Spoon River College has embraced the review of data to guide decision making for the institution. Evidence of this is shown in the development of institutional effectiveness reports that address six critical success factors that were also part of the previous institutional self-study. The specific data elements within the critical success factors reflect both traditional and emerging informational components that assist colleges and universities in analyzing the performance and accountability. Several of the informational components related directly to data are being collected as part of Compete College America (CCA), which has been adopted by the State of Illinois and the Illinois Community College Board as its focus for institutional analysis. Spoon River College employs environmental scanning as part of its strategic planning and institutional effectiveness activities. Environmental scanning emphasizes collection and analysis of information to identify patterns, events, and emerging issues and the relationship of these to the college Mission and Vision. An example in this category is the work of the enrollment management team. The team has analyzed best practices to communicate with prospective and current students and has taken the information and developed a communications plan to improve contact with students while also reducing communication costs to the college. Spoon River College uses research to become aware of best practices, to guide future programs and course development, and finally to improve both internal processes as well as planning. The College institutional research team engages in analysis of institutional data and reviews external information sources to aid in various levels of planning, to be responsive to district needs and recognize and respond to emerging trends. The institutional research team is composed of the Vice President of Instruction and Student Services, Dean of Transfer Education, Dean of Career and Technical Education, Dean of Student Services, and a member of the math faculty. Institutional Effectiveness is measured using six critical success factors at the college. Information is gathered on a regular basis related to these success factors. The success factors include: â&#x20AC;˘ Critical Success Factor A is Accessible, Comprehensive Programs of High Quality. Among the data being analyzed for this success factor are: demographic summary of students and their enrollment/program of study; diversity; assessment of learning; and articulation. â&#x20AC;˘

Critical Success Factor B is Student Satisfaction and Retention analyzed through placement; retention rate; course completion Spoon River College

rate/withdrawal rate; GPA and credit hours attempted/earned; transfer rate and performance or career entry; developmental education performance; distance education performance; dual credit/enrollment performance; student satisfaction; and student services assessment. •

Critical Success Factor C is Post Education Satisfaction and Success analyzed through employment of CTE graduates, employer and employee satisfaction; continuing education performance; and alumni satisfaction/support and involvement.

•

Critical Success Factor D is Economic Development and Community Involvement. Data analyzed for this factor as academic and non-credit courses/programs supporting economic development, enrollment, performance, persistence, completion; survey results of community/college engagement; and Economic Modeling Data (EMSI) and “What’s Next Illinois” to scan current and forecasted jobs information.

•

Critical Success Factor E is Sound, Effective Resource Management analyzed by resource development (grants, etc.); facilities usage; capacity; planning related to enrollment; program needs; and distribution of resources.

•

Critical Success Factor F is Dynamic, Organizational Development analyzed through professional development summary of employees; equity in employee salary/benefits summary; and integration of vision, mission, values, and planning.

Through SRC’s Community Outreach Department, there is evidence of preparing for the future as seen through recent projects and activities such as: • Involvement on the Spoon River Partnership Economic Development Board. • Macomb Area Economic Development Corporation Board of Directors. • Macomb Area Chamber of Commerce Board of Directors representing education. • Involvement in securing the Cook Group presence in Canton and testing/screening for employees (over 1,000 tested). • Involvement in Chamber of Commerce events, committees, legislative days, Young Business Professionals, Business After Hours, and Business Before Hours. • The Community Chorus and The Big Read. • Staff members are involved on various committees for events held by the United Way, Lamoine Valley Human Resources Association, YMCA, Community leadership Academy; Government Affairs Spoon River College

•

• • • • •

meetings; and the Illinois Council for Continuing Education Training Board. Grants have been awarded to the Department of Community Outreach through the Illinois Department of Commerce and Economic Opportunity for basic technology courses and the Employability Skills Centers and the Retirees Leading Initiative (SRC is a statewide mentor for the program that was founded at the College). SRC also provides assistance to various community service projects district wide to assist with needs in each of the communities. Illinois Small Business Development Center meetings. Workforce Development Grant projects. Dual credit programs for high schools. The Vice President of Community Outreach is involved in many statewide initiatives.

The College’s strategic planning process also reinforces decisions and actions to prepare for the future based on prioritized information. The planning process guides administrators and staff to continually perform environmental scanning and internal evaluation to ensure that the institution is meeting needs of those residents who do not have sufficient education and training and/or to meet opportunities and needs related to strengthening community and economic development. The strategic plan and accompanying matrix provide clear direction for employees related to prioritized projects and evaluation to meet emerging issues affecting the Mission and Vision of the college. Further, each item in the strategic plan is linked to at least one accreditation criterion. Documents in Electronic Site– Core Component 2A: 1. Institutional Effectiveness Components 2. Community Outreach Reports 3. Strategic Plan 4. Enrollment Management Reports

Spoon River College

Core Component 2B: The organization’s resource base supports its educational programs and its plans for maintaining and strengthening their quality in the future FINANCIAL RESOURCES Budget Budgets are created each year based on 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-April. 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. 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 current 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 the 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 the CX system 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 in to the CX system as a final budget for the year. Once approved, the budget managers are notified that the budget in CX has been approved by the Board and they are authorized to spend out of it. Budget Managers have access to their budgets via CX or through budget Spoon River College

reports on 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 of which type (in-district, out-of-district, out-of-state, and foreign) to help estimate tuition and fee revenue for next year. The College utilizes Boardapproved tuition increase information, anticipated state funding from the Illinois Community College Board (ICCB), and from the current tax levy to determine how much property tax revenue the college should receive for the next fiscal year. Final Budget Determination and Distribution After all requests for funds are approved the CX system is updated. The President’s Cabinet develops the final budget and then it is presented to the Board of Trustees for approval. Higher Learning Commission – Composite Financial Indicator Every year Spoon River College completes the HLC worksheet to calculate the Composite Financial Indicator Score (CFI). The CFIs have ranged from 3.45 in 2004 to -0.22 in 2010, placing years 2004 through 2007 “Above the Zone”, 2008 “In the Zone”, and 2009 and 2010 “Below the Zone.” In 2009, FCI fell to 0.59. This drop was precipitated by our Board’s 2008 decision to issue $5 million in debt to build and/or renovate three of the facilities. However, according to the bond schedule, the College will be paying down roughly $750,000 in principle each year so the viability ratio should improve steadily over the next several years. Although the Viability Ratio was 0.335 for 2009 and 0.312 for 2010, the debt is paid through the tax levy so there is no question that SRC will be able to pay it off. In 2010, the Board decided to issue $3.5 million in debt and place that entire amount in reserves in order to better weather the economic downturn and the slower payments from the State of Illinois. This new debt will be reflected in the 2011 CFI calculation. The Net Operating Revenue Ratio has been steadily improving since 2006, increasing from -0.110 to -0.024 in 2010. This ratio is a bit deceiving as SRC issued debt of $4.5 million in 2003 for capital projects, $2.6 million in 2005 for a new administrative system and $900,000 in 2008 for technology purchases, and then spent those funds over the next several years, thus causing an operational “loss” the following years. The annual Net Operating Loss has been reduced from $1.5 million in 2006 to $390,000 in 2010. The issue with the financial ratios used to calculate the Composite Financial Indicator is that bond revenue that the College has received over the past several years is not Spoon River College

reflected as a “non-operating revenue” therefore the College is recognizing the expense but not the revenue, thus artificially lowering ratios. The CFI took a big hit in 2010 dropping from 0.59 in 2009 to -0.22. While some of the ratios have gone down, the major driver is the change in the limits for the Return on Net Assets ratio. In years past, the limits have been +10 to 1, this year the lower limit was changed to -4. Because of this change, this ratio’s affect on CFI went from a -0.20 to a -0.80, costing 0.6 points and dropping the CFI from a 0.38 to -0.22. SRC recognizes the tight budget times we are in and continues to examine spending and 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 were basically flat from 2008 to 2010. Also, expenses in 2010 were just 6% higher than the 2004 operating expenses. 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. The College recognizes that the CFI is currently “Below the Zone” for a second straight year and is actively taking steps to help improve the score. As part of the budgeting process and tuition-setting process with the Board of Trustees, SRC has created interactive long-range financial planning spreadsheet. With these spreadsheets the College can analyze the last four years of revenues 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 of expense. The College budgets on its new anticipated revenues conservatively and always presents a balanced budget to Board of Trustees. 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 spreadsheets staff analyzes the last four years of revenues 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 of expense. The College budgets the new anticipated revenues conservatively and presents a balanced budget to the Board of Trustees for approval. Available Financial Resources The four most significant sources of revenue are local property taxes, state appropriations, Federal revenue including financial aid (PELL), and tuition and fees.

Spoon River College

Revenue Sources Other Revenue* 8% Local Tax Revenue 23%

Student Tuition/Fees 25%

Federal Revenue 21%

ICCB Grants 15%

Personal Property Repl acementTax 5%

Other State Revenue 3%

*Net of Health Insurance Fund Revenue which comes from expenses from the Education Fund. Source: Uniform Financial Statements from annual audits

The following chart, compiled from the Collegeâ&#x20AC;&#x2122;s annual audits, summarizes the growth/ (loss) in each of the major revenue sources. Total revenue has increased by over $2.2 million or 16.3 percent in the last five years. $4,500,000.00 Local Tax Revenue

$4,000,000.00 $3,500,000.00

Personal Property Replacement Tax

$3,000,000.00

ICCB Grants

$2,500,000.00 Other State Revenue

$2,000,000.00 $1,500,000.00

Federal Revenue

$1,000,000.00

Student Tuition/Fees

$500,000.00 Other Revenue*

$FY06

FY07

FY08

FY09

FY10

*Net of Health Insurance Fund Revenue which comes from expenses from the Education Fund. Source: Uniform Financial Statements from annual audits Spoon River College

Tuition and Fees As noted above, growth in tuition and fee revenue has been just over 18% over the past five years. This increased revenue is largely due to higher tuition rates, which increased from $70 per credit hour in FY06 to $89 per credit hour in FY10, an increase of 27.1% over the five year period. Spoon River College’s Board of Trustees is very concerned with the affordability of higher education. The College administration has worked with the Trustees to keep fee increases at a moderate level, averaging an annual increase of 5.39% over the last ten years. Since FY00, Spoon River College’s tuition and fees have increased $46 per credit hour, or 85%. However, the average tuition across all Illinois Community Colleges increased almost $50, or 102.7%, during that same time period (Source: Illinois Community College Board). Spoon River College’s tuition has been within 2% of the average tuition of all of the Illinois Community Colleges for the last five years. Grants and Contracts Grant and contract revenue is derived from federal, state, and local government. Major federal financial aid programs include Pell grants, WorkStudy, and Supplemental Educational Opportunity Grants.

Spoon River College

Effective Use of Financial Aid Resources Spoon River College practices efficient and effective stewardship of all resources. Specific evidence of this is seen in the awarding and distribution of financial aid resources to benefit the students. The information below provides comparative data since 2000-01. Student financial aid, selected years Types of aid

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2000- 2001- 2002- 2003- 2004- 2005- 2006- 2007- 200801 02 03 04 05 06 07 08 09 First-time fulltime undergraduates Any aid

Total

257

244

224

238

230

374

355

358

Percent receiving

65%

66%

60%

63%

79%

64%

56%

60%

59%

Percent receiving

44%

64%

37%

36%

45%

39%

37%

54%

35%

Average amount

1033

1150

1124

1184

4450

2709

2710

2175

3678

Percent receiving

44%

54%

33%

34%

41%

37%

35%

34%

Average amount

557

667

574

553

2000

1396

1450

1518

1606

Percent receiving

22%

25%

16%

17%

18%

22%

19%

18%

20%

Average amount

999

747

832

963

2400

1963

1754

1601

1837

Percent receiving

13%

16%

11%

12%

15%

11%

17%

Average amount

1053

1533

1210

1344

2750

2100

2425

3471

3884

Federal grants

Spoon River College

State/Local grants

Institutional grants

Loans

*Source: IPED Data Resource Development In recent years, the College has placed increasing emphasis on securing grants from public and private sources to pay for those high priority initiatives that cannot be funded from traditional college sources. The college supports resource development by employing a part-time grants coordinator and a grants accountant who provide direct grant services to the college as well as the SRC Foundation. The college also budgets funding for professional development of the resource development employees as well as for the Coordinator of Academic Services who also assists with grant duties as needed.

Spoon River College

Evidence of the success of the college’s commitment to resource development is shown by the following grants awarded to the college since FY06 and are as follows: Fiscal Year FY06 FY06 FY06 FY06 FY06 FY06 FY06 FY06 FY06 FY06 FY06 FY06 FY06

Date 7/12/2005 7/20/2005 8/11/2005 8/15/2005 8/31/2005 8/31/2005 10/1/2005 10/18/2005 11/13/2005 12/19/2005 2/9/2006 3/9/2006 3/9/2006

FY06 FY07 FY07 FY07 FY07 FY07 FY07 FY07 FY07 FY07 FY07 FY07 FY07 FY07 FY07 FY07

3/10/2006 7/1/2006 7/1/2006 7/1/2006 7/1/2006 7/1/2006 7/1/2006 7/1/2006 7/1/2006 7/1/2006 7/1/2006 7/1/2006 7/1/2006 7/1/2006 7/1/2006 7/1/2006

FY07 FY07 FY07 FY07 FY07 FY07 FY07 FY08 FY08 FY08 FY08 FY08 FY08 FY08

7/19/2006 9/29/2006 11/13/2006 11/27/2006 12/4/2006 4/3/2007 5/23/2007 7/17/2007 7/23/2007 10/23/2007 11/13/2007 4/29/2007 6/19/2007 7/1/2007

Funding Agency Fellheimer Trust MentorLinks-AACC IMACA Foundation Verizon Foundation Retirement Research Foundation Wal-Mart Foundation Department of Education – Title III SBC Excelerator Community Foundation of Central IL Caterpillar DCEO – Digital Divide ICC Faculty Association Research Grant SRC Innovative Project Fund – College For Kids POD Network Grant ICCB State Basic ICCB Public Assistance ICCB Performance ICCB Federal Basic IL SOS Adult Volunteer Literacy Teen Parent Perkins CTE Program Improvement (PIG) ICCB Student Success Grant ICCB Tech Prep Penny Severns ICCB P-16 Initiative ICCB Strand Grant WACS High School ICCB Workforce Development (Bus/Ind) Fellheimer Trust Tech Grant News – GPS Handhelds Retirement Research Foundation DCEO-Digital Divide Community Foundation of Central IL IBHE Work Study Grant NEA The Big Read IMT Group Grant Fellheimer Trust AT&T Excelerator Retirement Research Foundation The Big Read DCEO – Digital Divide ICCB Workforce Development (Bus/Ind)

Spoon River College

Amount $10,000.00 $15,000.00 $2,991.90 $11,600.00 $20,020.00 $1,000.00 $1,825,000.00 $6,000.00 $1,700.00 $15,000.00 $28,875.00 $1,000.00 $1,000.00 $300.00 $66,486,00 $71,326.00 $70,153.00 $68,812.00 $70,000.00 $66,801.17 $121,168.00 $7,092.00 $6,209.13 $9,010.00 $4,800.00 $21,758.10 $16,118.00 $90,845.30 $42,239.42 $10,000.00 $500.00 $24,024.00 $32,175.00 $3,000.00 $30,000.00 $7,500.00 $500.00 $15,000.00 $14,000.00 $17,500.00 $8,000.00 $25,000.00 $46,353.00

FY08 FY08 FY08 FY08 FY08 FY08 FY08 FY08 FY08 FY08 FY08 FY08

7/1/2007 7/1/2007 7/1/2007 7/1/2007 7/1/2007 7/1/2007 7/1/2007 7/1/2007 7/1/2007 7/1/2007 7/1/2007 7/1/2007

FY08 FY09 FY09 FY09 FY09 FY09 FY09 FY09 FY09 FY09 FY09 FY09 FY09

7/1/2007 7/14/2008 8/28/2008 8/28/2008 9/2/2008 9/23/2008 6/4/2009 6/17/2009 6/8/2009 6/4/2009 6/4/2009 6/15/2009 7/1/2008

FY09 FY09 FY09 FY09 FY09 FY09 FY09 FY09 FY09 FY09 FY09

7/1/2008 7/1/2008 7/1/2008 7/1/2008 7/1/2008 7/1/2008 7/1/2008 7/1/2008 7/1/2008 7/1/2008 7/1/2008

FY09 FY09 FY09 FY10 FY10 FY10 FY10 FY10 FY10

7/1/2008 7/1/2008 7/1/2008 12/14/2009 4/19/2010 5/14/2010 5/21/2010 6/7/2010 7/1/2009

FY10 FY10 FY10

7/1/2009 7/1/2009 7/1/2009

ICCB Strand Grant ICCB State Basic ICCB Public Assistance ICCB Performance ICCB Federal Basic CTE Program Improvement (PIG) DHS –Teen Parent IL SOS Adult Volunteer Literacy Penny Severns Adult Ed Perkins WACS High School United Workforce Development Board – Career Link WIU – HECA Fellheimer Trust Two Rivers Arts Council Two Rivers Arts Council Illinois Arts Council – Mark Twain Proj USDA Distance Learning IL Arts Council – Nature Quilt Proj DCEO – Digital Divide Fellheimer Trust Dynergy – Smart Classroom NEA -The Big Read IL Clean Energy Foundation ICCB Workforce Development (Bus/Ind) ICCB State Basic ICCB Public Assistance ICCB Performance ICCB Federal Basic CTE State Formula ICCB Program Improvement (PIG) IL SOS Adult Volunteer Literacy Penny Severns Perkins DHS – Teen Parent United Workforce Development Board – Career Link WACS High School Dollar General Literacy Foundation Tech Prep WACS ICCB Adult Ed Bridge Grant NEA The Big Read Dollar General Family Literacy Community Foundation of Central IL DCEO – Digital Divide ICCB Workforce Development (Bus/Ind) ICCB State Basic ICCB Public Assistance ICCB Performance

Spoon River College

$20,000.00 $60,785.00 $71,640.00 $78,272.00 $63,868.00 $6,673.00 $66,378.63 $67,000.00 $4,800.00 $119,269.00 $684,762.98 $23,274.51 $2,948.90 $15,000.00 $1,000.00 $750.00 $600.00 $189,288.00 $1,500.00 $67,000.00 $10,000.00 $2,743.80 $8,000.00 $75,703.00 $45,851.00 $56,290.00 $85,000.00 $82,519.00 $57,273.00 $1,041.00 $6,553.00 $67,000.00 $4,800.00 $117,619.00 $76,428.33 $34,593.00 $105,173.16 $12,000.00 $4,000.00 $22,500.00 $10,000.00 $12,000.00 $2,0000.00 $57,000.00 $48,847.00 $49,068.00 $51,340.00 $70,331.00

FY10 FY10 FY10 FY10 FY10 FY10 FY10 FY10 FY10 FY10 FY10 FY10 FY10

7/1/2009 7/1/2009 7/1/2009 7/1/2009 7/1/2009 7/1/2009 7/1/2009 7/1/2009 7/1/2009 7/1/2009 7/1/2009 7/1/2009 7/1/2009

FY11 FY11

7/28/2010 8/12/2010

FY11 FY11

8/23/2010 7/1/2010

FY11 FY11 FY11 FY11 FY11 FY11 FY11 FY11 FY11

7/1/2010 7/1/2010 7/1/2010 7/1/2010 7/1/2010 7/1/2010 7/1/2010 7/1/2010 7/1/2010

FY11 FY11

3/2/2011 3/2/2011

FY11 FY11

6/2/2011 6/10/2011

ICCB Federal Basic ICCB State Formula ICCB Program Improvement (PIG) DCEO Thermal Efficiency DCEO Community Garden DHS – Teen Parent IL SOS Adult Volunteer Literacy Penny Severns Adult Ed Perkins ICCB CTE Formula Federal USDA Distance Learning WACS High School United Workforce Development Board – Career Link Fellheimer Trust US Dept of Ed- Student Support Services IL SOS Adult Literacy Grant ICCB Workforce Development (Bus/Ind) ICCB State Basic ICCB Public Assistance ICCB Performance ICCB Federal Basic DHS – Teen Parent ICCB Student Success Perkins Dollar General Literacy Foundation United Workforce Development Board – Career Link National Trust Preservation Funds Coleman Fdn Extreme Entrepreneurship Tour Dollar General Literacy Foundation AACC Plus 50 Completion Strategy Grant

Total

$52,288.00 $1,041.00 $6,001.00 $42,000.00 $4,150.00 $57,379.01 $63,300.00 $3,049.00 $111,551.00 $1,932.00 $179,351.00 $107,014.00 $33.4451.00 $15,000.00 $1,100.000.00 $65,300.00 $47,935.00 $62,305.00 $56,439.00 $71,944.00 $59,826.00 $60,000.00 $60,309.00 $86,804.00 $12,000.00 $41,000.00 $2,000.00 $7,500.00 $10,000.00 $13,200.00 $8,060,409.34

Auxiliary Enterprise Services Auxiliary enterprise services include those activities that are designed to be self-supporting. At Spoon River College, this is primarily the self-operated campus bookstore and cafeteria located on the Canton campus. In addition to financing the 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 Spoon River College

years; the funding still continues to be an important revenue source for Spoon River College totaling $1.8 million in FY10 or 22% of total operating revenue (Education and Building Funds). Ten years ago, state appropriations accounted for roughly 30% of the College’s operating revenue. The financial condition of the State of Illinois continues to be a source of concern as payments from the State continue to be delayed for months. To address the concern of state support to the college, Dr. Ritschel created an Efficiency Task Force made up of representatives from all employee groups across the College. This group was tasked with identifying opportunities for cost savings or increasing revenue sources. A call went out to all employees for ideas and a list of roughly 100 possible cost saving ideas was created. Those ideas were discussed by the task force and administration and over forty feasible suggestions were implemented resulting in savings of over $300,000. In addition, since 2009 budget managers meet with the President and Vice President of Administration in March to review current year expenditures, the goal is 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 a savings averaging $200,000 per year. Spoon River College Foundation Support The SRC Foundation’s Mission is to “provide excellent educational opportunities” to Spoon River College. The Foundation, incorporated in 1979, has seen tremendous growth over the past three years and has increased scholarships awards from $23,296 in FY 07 to over $100,000 in FY 10. Scholarships are awarded as Named Endowed Scholarships, General Scholarships, Dual Credit Scholarships, Fellheimer Trust Scholarships, All Academic Team Scholarships, and the Board of Trustees Student Scholarship. Scholarship awards depend on the size of the investment portfolio and the interest earned on investments. The Foundation has been actively pursuing named endowments as well over the past five years. The Foundation has been successful increasing the number of named endowments from twenty-one in FY06 to thirty in FY10. The Foundation also supports the College by funding Technology Enhanced Classrooms; Innovative Grants to Faculty and Staff; Facility Upgrades; and other projects determined by joint planning of the Foundation Board and the Board of Trustees. In FY 10, over $250,000 was provided to the College. Currently, the Foundation endowment is at $1.8 million. The Spoon River College Foundation performs planning to support the core goals of its organization and to reinforce the alignment of their activities with Spoon River College

the College strategic plan. In May 2011, the Foundation board members approved a two year planning report that established several new targets of resource acquisition to support scholarships, technology upgrades, facility enhancement and support for a wide range of college programs. Resource Support for Educational Programs The process used for strategic planning and resource allocation has provided a stable base to ensure the college supports its educational programs. The Mission and Vision statements along with Goals One and Four of the strategic plan reinforce the institution’s commitment to its educational programs. An analysis of the breakdown of college general 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 full-time and part-time faculty and staff, especially those involved in the delivery of student services. 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. Spoon River 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 SRC, turnover is relatively low. Turnover rates are reported to the Board of Trustees quarterly and are consistently below the industry average for turnover. Faculty and Staff Development The college invests in its employees in a variety of ways. SRC offers faculty and staff both internal and external professional development opportunities. The college also offers its employees a very generous benefit plan (policy and procedure manual 3.3) including: • Bereavement Benefit • Bookstore Benefit • Education Assistance Benefit • Employee Recognition Benefit • Holiday Benefit Spoon River College

• • • • •

Paid Time Off Benefit Vacation Benefit Sick Leave Benefit Health Insurance Benefit Retirement Benefit

Spoon River College provides tuition reimbursement to employees. In 2009, SRC paid 13 tuition reimbursements/waivers to employees totaling $4,925 and 26 reimbursements/waivers for dependents totaling $27,742.25. In 2010, SRC paid 14 tuition reimbursements/waivers to employees totaling $9,535.50 and 37 reimbursements/waivers for dependents totaling $39,904.87. Spoon River College holds two professional development days for all employees of the college. The dates in 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 appropriate instructional dean as well as approval through the Instructional Resources Committee. Innovative Faculty and Staff Development Opportunities Spoon River College offers continuing education to faculty and staff both internally and externally. Internally, the Spoon River College Office of Community Outreach offers free technology courses, such as Microsoft Excel Level 2 and Microsoft Word Level 1, to SRC employees and faculty as Illinois Department of Commerce and Economic Opportunity grant funds allow. Otherwise, all Community Outreach courses are open to the public, and faculty members and employees are welcome to attend at a minimal cost. The Pacific Institute: (2005-08) 150 employees (all staff and faculty employed by the College) participated in the program that helped empower employees to understand and facilitate positive change in both their professional and personal lives. The College was facing many changes and this program was geared toward helping employees see the benefit of those changes and how to address them. Quarterly, the college conducts Supervisor Training for all college supervisors. Topics include: Legal Compliance, Budgeting, Conflict Resolution and other issues. Staff Professional Development Days are held annually and host a variety of topics from service delivery, volunteerism, winning with people, customer service and institutional effectiveness/ future.

Spoon River College

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. Spoon River College received its first TRIO grant from the U.S. Department of Education in the fall of 2010. The Student Support Services grant project is based at the Macomb campus, and this project will enhance efforts to educate and train employees and strengthen awareness to students concerning diversity and atrisk populations due to the requirements for participants in the program. 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 every topic from Accounting to Web Design. Each course is taught by a patient and caring instructor, lively discussions online with fellow students, and information that can be put to immediate use. Courses are available in the areas of Career and Professional, Computers and Technology, Writing and Publishing, and Personal Development. In 2009, Human Resources 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 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. A new section of each course starts monthly. The courses are six weeks in length and are composed of 12 lessons, representing 24 hours of instruction. Students can ask questions and give or receive advice at any time during the course. Upon successful completion of the course, students are able to download a certificate of completion. Upon completion, employees may provide the certificate of completion to their supervisor for reimbursement through the college. The College also offers a tuition reimbursement program for full-time employees wishing to further their education. In support of the Collegeâ&#x20AC;&#x2122;s strategic plan a new compliance and safety program was introduced in November 2010 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 as part of the recently enhanced safety program with the following goals: â&#x20AC;˘ Using industry best practices with regard to workplace safety Spoon River College

â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘

Providing the safest possible environment for faculty, staff, and students Reduce job related injuries Reducing workers compensation insurance premiums

The employee response has been very supportive with nearly 99% of employees completing the first quarter compliance and safety training assignments. Facilities The SRC Board of Trustees, in collaboration with senior administration, developed and implemented an innovative approach for needed college facilities. 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 SRC 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 that 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 of Trustees 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 office/reception area and the back side of the room was a classroom. Enrollment in Rushville was very small and the College felt that the 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. The College has seen an increase in enrollment at our Rushville center and we directly attribute that to our new facility. 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 Spoon River College

of the Macomb Campus. In 2006, the Board of Trustees 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 create 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 of Trustees decided to begin Macomb construction with 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 in to three separate rooms. There has been steady utilization of this new center. Along with the 15,000 square feet of renovations for the outreach center the College also completed the entire front faĂ§ade 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. Enrollment growth in Havana is evident since the opening of the new facility during the 09-10 academic year. Student headcount has increased approximately 12% with a growth in FTE of more than 25% during this time as well (comparing to enrollment data for 2010-2011). All college campuses and sites are benefiting from the use of the IVS (Interactive Video System) 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 2010-11 academic year (the first full year of using the system) indicates that about 6% of credit hours are done 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 36 months 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 one fourth of the site for the Collegeâ&#x20AC;&#x2122;s new 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 SRC Foundation are evidence of the Spoon River College

support from the community to complete this project. The SRC Foundation has been revitalized and reorganized over the past 24 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 campus site will be developed and implemented during fiscal years 2012 and 2013. This plan will involve the coordination of the SRC Foundation and the College Board of Trustees. It is anticipated that the plan will include 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 implementation of Blackboard/Angel learning management system to support growth of online education. Increase in the number of college classrooms supported by SMART technologies (includes: audio/visual/web-based delivery of instruction information). Integration of online services such as enrollment, roster and grade submission, implementation of the 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.

Documents in Electronic Site – Core Component 2B: 1. SRC Annual Audits 2. Financial Aid Reports 3. Policies and Procedures Manual

Spoon River College

Core Component 2C: The organization’s ongoing evaluation and assessment processes provide reliable evidence of institutional effectiveness that clearly informs strategies for continuous improvement. Spoon River College blends the use of institutional effectiveness, assessment, and strategic planning to gauge accountability and performance. The goal is a process based on best practices of information analysis to result in continuous improvement. Strategic Planning Spoon River College engages in an institutional wide strategic planning process based on the Mission, Vision, and Core Values of the institution providing direction for the future of the institution. The strategic plan is reviewed and revised by the administration (all college employees have the opportunity to contribute to the process) as needed at least twice per year (January and July), and reports on progress toward goals and objectives of the plan are provided on a quarterly basis to the college community and Board of Trustees. In addition to approving the annual Strategic Plan, the College’s Board of Trustees reviews and approves the plan after the semi-annual revisions are made. The strategic plan is used to guide the development of action priorities and allocation of resources on an annual basis. Institutional Research The College utilizes a data analysis team to provide timely, relevant, and accurate analysis that meets the needs of the College and its key internal and external constituents. Spoon River College uses research to become aware of best practices, to guide future programs and course development, and finally to improve both internal processes as well as planning. The College institutional research team engages in analysis of institutional data and reviews external information sources to aid in various levels of planning to be responsive to district needs and recognize and respond to emerging trends. The institutional research team is composed of the Vice President of Instruction and Student Services, Dean of Transfer Education, Dean of Career and Technical Education, Dean of Student Services, and a member of the math faculty. Examples of Processes Used to Review Institutional Effectiveness: Program Review – Program Adoption During the program review process, decisions are made regarding what program adoptions and or modifications need to be made by examining employment data; workforce needs; business and training needs; expansion of industry/business in region – including labor markets in Peoria, Quincy and Springfield; publications on careers and upcoming technologies; advisory groups/committees; ICCB and State publications – such as career clusters; Spoon River College

programs other community colleges are implementing; student requests; faculty and staff ideas; and courses/programs offered for non-credit that are popular. The college uses several forms of analysis to revise/create viable programs of study. All programs of study are evaluated on a five year rotation coordinated with the Illinois Board of Higher Education with some programs being reviewed more often. The SRC Curriculum Committee provides process, guidance, standards, and oversight of the curriculum approval process at Spoon River College. Program Review â&#x20AC;&#x201C; Program Elimination Decisions to eliminate programs at the College are made based on the following factors: availability of employment after completion of certificate or diploma; disappearance of technologies; lack of student enrollment; and displacement by new/different programs. The decision to eliminate a program is never an easy one. A thorough examination of cost-benefit, enrollment, persistence, student completion, and labor market data for prospective jobs/careers is collected, potential student enrollment numbers are gathered, costs of launching and upkeep of the program are estimated, local industry support for the program is requested, potential funding sources are researched, articulation agreements/issues are reviewed, and viability of the program is determined. During the 2006-2007 and 2007-2008 academic years the Board of Trustees of the College requested a comprehensive review of the career and technical education (CTE) programs. In completing this assignment the Vice President for Instruction and Student Services and the Dean of Instruction worked with the faculty involved with the programs and collected and reviewed appropriate information. The information items included: cost-benefit analysis, enrollment/persistence/completion, job placement into a related position, employer and employee job satisfaction, role of advisory committees, support from area industry, job projections (new and replacement jobs using economic modeling data for west central Illinois counties), relevance of the curriculum including a task analysis by advisory committee members and/or employers reviewing the core course learning objectives of the programs. Based on analysis of the information the administrators recommended that the electronics and computer science programs be eliminated, that the administrative office technology program be reduced to a certificate program available at the Macomb campus only, and to monitor the automotive technology program (which was subsequently eliminated). Revisions to remaining programs have been made to strengthen them, and new program ideas have been launched or are being researched for development. The Spoon River College

information used in the CTE evaluation has continued to be used for program review purposes to analyze the viability of the programs. Several people are included in decisions to adopt/eliminate programs. Among them are: faculty and Advisory Committees involved with the program; the appropriate Deans; the Vice President of Instruction and Student Services; the Vice President of Administration; the College President, and the Board of Trustees. Curriculum Review When determining how to modify/develop new curriculum in order to prepare for the future, SRC examines all available sources, such as those listed above. The College has in place a curriculum committee which coordinates the process for creating and submitting course, certificate, and degree proposals and revisions. The curriculum committee reports any revisions/actions to the College Senate. The process is as follows: • The originator discusses new course proposal with his/her department and with the academic dean and receives approval to go ahead with developing a new course. • The appropriate academic Dean determines when the course will be offered and, based on the Curriculum Committee deadlines and meeting schedules, determine when the course must be presented at a Curriculum Committee meeting. • After determining when the course will be offered and checking the Deadlines for Approval of New Credit Courses and the Curriculum Committee meeting schedule, the Division Secretary contacts the Curriculum Committee Secretary to get the course proposal on the Curriculum Committee calendar. • The Curriculum Committee Secretary adds course information and presenter’s name to the monthly Curriculum Committee agenda. When making decisions on modifying/developing new curriculum the College often researches how other community colleges are handling the programs to determine if what they are doing has some application to what is perceived as SRC’s niche in the same area of instruction. If adjoining community colleges have a program in place, SRC generally goes no further with a proposal. The Career and Technical certificates and Associate of Arts & Science (AA&S) degrees follow an internal and external process meeting the requirements of the College and the Illinois Community College Board (ICCB). All Professional Technical certificates and degrees must be approved by the ICCB. New Associate of AA&S transfer degrees must follow the approval process as well. Spoon River College

Student and Academic Affairs Review Student and Academic Affairs committee is charged with the review and discussion and recommendation of new or revised policies or review of policies to ensure effectiveness with the area of Student and Academic Affairs. Like the other formal governance of the college, a full-time faculty member is elected as chairperson and other committee members represent a cross-section of the college (faculty, classified staff, professional support, administrators, and student). Examples of evidence of this committee meeting Core Component 2B include: • Merging the Associate of Arts and Associate of Science into the Associate of Arts and Science degree in line with best practices of similar institutions. • Review and support for transitioning the college to a four day week for college classes, accommodating student issues with work and family obligations and reducing costs for students related to travel and childcare. This change to a four day class week improved college governance through stronger participation of all employees on Fridays, particularly faculty. • Support for a five day drop/add period at the start of each semester to improve the ability of the college to provide students with financial aid processing for faster response for awards and refunds. • Recommendations to streamline student grievances and appeals related to both academic and non-academic incidents. • Recommendations for a behavior threat analysis policy and procedure designed to enhance college security. Instructional Resources Review The Instructional Resources Committee is charged with reviewing issues related to professional development for instruction, college-wide professional development, and action on proposals to strengthen or increase instructional options of the college. Evidence includes agenda and activities for professional development days, review and approval of professional development funding requests for faculty, and support for recommendation for prior learning assessment which provides an avenue for students to have “work and life” experience assessed for appropriate credit in a program of study. Instructional Evaluation Instruction for programs of study at the college is facilitated through either full-time faculty (tenured/non-tenured) or part-time instructors. The College has clear instructional evaluation processes and policies that are followed. These processes are found in the policy and procedures manual at 3.6.1 – 3.6.5. Spoon River College

Institutional Effectiveness Spoon River College has developed a process to analyze information related to accountability and performance measures. This process has been integrated into the strategic plan and includes measurements from best practices such as Complete College America, the Illinois Public Agenda for College and Career Success, and information related to Illinois Community College Board and IPED reports. The purpose of the evaluation of this information will be twofold. First, information providing evidence of strengths of the college will be emphasized to reinforce the viability of the college to its many stakeholders. Second, the analysis of information will be used to identify targets for improvement. These targets will be integrated into the strategic plan and the new accreditation process to be selected by the college. Institutional effectiveness has been integrated into the strategic plan linking the Mission and Vision of the college to the internal evaluation of effectiveness. Specific strategic objectives emphasize the collection and analysis of information related to the six critical success factors identified by the college for comprehensive institutional effectiveness. Two additional objectives include an emphasis on the information collected for the Complete College America project, which is also a requirement of the Illinois Community College Board; and a third objective to guide the college in its transition to a new accreditation evaluation process as the PEAQ process will no longer be available to the college after the 2012 accreditation review. Ad Hoc Process Review Spoon River College is committed to continuous improvement and therefore engages in many process review timelines. All College Policies are reviewed at least annually. Presidentâ&#x20AC;&#x2122;s Cabinet undertakes this task with the Director of Human Resources taking the lead. Any time an employee leaves the college the position including the job description is reviewed, the organization chart is reviewed, and any refill decision is discussed both at the cabinet and departmental levels. The staff in Human Resources conducts an employee satisfaction survey every three years which is reviewed with Administration, Professional Support, Faculty, and Classified employees. Salary ranges for Administrative and Professional Support employees are reviewed on a regular basis. In 2010, the president established an Efficiency Task Force that was charged with the evaluation of how efficiently the college used resources to accomplish the College Mission. This task force, was made up of members of all employment groups at the college, and provided all employees an opportunity to make and track suggestions aimed at improving college efficiency. Spoon River College

Documents in Electronic Site â&#x20AC;&#x201C; Core Component 2C: 1. Strategic Plan 2. Board of Trustees Evaluation 3. Institutional Effectiveness 4. Program Review Reports 5. Minutes from College Senate (that reflect actions from curriculum committee, student and academic affairs, and instructional resources) 6. Assessment of General Education Competencies 7. Instructor Evaluations 8. Human Resources (surveys/policies and procedures) 9. Efficiency Task Force Report

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Core Component 2D: All levels of planning align with the organization’s mission, thereby enhancing its capacity to fulfill that mission The mission of Spoon River College is to provide a learning environment that offers 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. The Vision of Spoon River College is to strengthen its communities by providing an innovative environment that is dedicated to learning and student success. The College’s mission and vision are integrated into the strategic planning process including its goals, strategies, objectives, tactics, and benchmarks. This also is integrated into resource allocation and planning for facilities for the college. An example of the investment of the mission, vision, and values within the college is through the planning process. The creation of the Strategic Plan matrix has helped the College see a very linear pathway in order to strive to meet its mission and vision. The Strategic Plan Matrix outlines goals, the strategies used to achieve those goals and the measures to determine success along with components of accountability, budget impact and IT impact. It was then found that the strategic plan matrix started driving every decision about where the College is heading as an institution. Any initiative taken on by the college is required to be in the plan. One specific example that came directly out of the strategic plan matrix is that the College was able to develop a 5-year Academic and Athletic plan and new Student Services initiatives. Once a benchmark becomes operational, or - due to circumstances they are no longer relevant - they are taken off of the strategic plan. President Ritschel has strived to make the strategic planning process an inclusive process by “encouraging and seeking to involve all members of the institution.” Twice a year the plan goes through a complete review by the President’s Cabinet: Mid-year in January and in June/July. The College’s budget process is integrated with the strategic plan. All budget requests must tie in with the strategic plan. In fact as part of the budget request process, budget managers are asked to submit the Strategic Plan Budget Form, which ties the budget request to the strategic plan. In 2008, as part of the strategic plan review process, strategic plan task owners were asked to go a step farther and indicate the status of benchmarks – were they in the Exploratory, Investigative, or Implementation stage. In 2008, the plans for the new buildings in Rushville, Havana, and Macomb were incorporated into the strategic plan. In January 2010, strategic plan task Spoon River College

owners were requested to assist with this College self study by indicating how each tactic applies to the various Criteria for Accreditation. Accomplishments are connected to the strategic plan through the Status Review and Project Development Phase. The items in this section are presented every quarter to the President by the Administrative Cabinet. The President then takes the status review reports and presents them to the College Board of Trustees. The annual institutional accomplishments report is available on the collegeâ&#x20AC;&#x2122;s website. In the spring of 2011 the college distributed a link to approximately 400 persons who had some external connection to the institution. The connection could include: alumni, donors, advisory committee members, and tax payers. The survey was designed to gauge the level of awareness and satisfaction among community members concerning the college mission, services, and effectiveness. A Likert scale of 1-4 was used with 1 representing strongly disagree and 4 as strongly agree. The response rate for this survey was 34%. A summary of the results are as follows. The fifth and final section of the survey was linked to Criterion 5: Engagement and Service. The average rating for respondents who feel that community events at SRC exemplify the core values was 3.32. An average of 3.25 was earned when asked if SRC provides cultural and recreational programs to promote personal growth. The college earned a rating of 3.33 when respondents were asked if community engagement is important to SRC. Lastly, responses averaged 3.28 when asked if Spoon River College is wellrepresented at community events and functions. The mission of the college is reinforced in many ways. The most significant approach is in having the Mission drive the strategic planning process and the allocation of resources. The primary components of the strategic plan are the key elements of the mission. Goal One of the plan is: The College will provide a quality learning environment that promotes teaching excellence and student success. The outcomes within that goal are related to new and emerging initiatives and opportunities the College will address to satisfy that goal and the crux of the institutional mission. Goal Two of the plan is: The College will provide educational programs that meet community and economic development needs of the district. Again, the outcomes link to the goal and the activities of the College through the outcomes offers the evidence of the understanding and support for the mission.

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Goal Three of the plan is: The College will provide life-long learning opportunities. Again, outcomes provide actions and commitment of resources to ensure that this component of the mission is met by the institution. Goal Four of the plan is: The College will acquire the resources needed to fulfill its Mission and invest in its people, technology, and facilities. This goal provides the common foundation to support decisions, actions, resource allocations in support of the first three goals of strategic planning AND the mission of the college. Proof that components of the Mission pervade throughout SRC based on the 2007 Community College Survey of Student Engagement (CCSSE) results. Eighty seven percent of 2010 SRC CCSSE respondents felt that their academic and personal experience at the college prepared them for college-level work, 81% indicated the academic quality of the college as good to excellent. The leadership of the college has integrated a transparent and open communication environment to reinforce the focus of the mission and planning for the institution. An example of this transparent and open communication environment is the regular communication meetings between the President and the leadership of the two collective bargaining groups: SRC Faculty Association and SRC Classified Personnel Association. The President restructured what used to be a monthly meeting of Administrators and Professional Support staff (Administrative Council) to College Council to expand and include both Classified Staff and Faculty. The meetings are held monthly. Along with topics the President identifies, he also solicits topic/issue ideas from faculty and staff. These meetings are held using the interactive video system so that employees at all college sites are able to interact and participate during this meeting. College Council has a morning and afternoon session in order to ensure coverage of all college departments. The President has also encouraged the use of the interactive video system for governance and other committee meetings to enhance participation for all employees no matter where their location. Another example of evidence of communication reinforcing planning is through encouraging all employees to participate in various surveys such as the Employee Satisfaction Survey conducted in 2007 and 2010. A Communication Survey was conducted in October 2008 and other surveys have been conducted in order to gather employee input on a variety of topics such as: Wellness, Summer Hours, and the Kudos Program. As a result of the improved process of communication and information sharing the following positive outcomes are evidence of the organizationâ&#x20AC;&#x2122;s mission and planning process achieving fruition. â&#x20AC;˘ A six-year labor agreement with Faculty Association was reached Spoon River College

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A new labor agreement was in place with the Classified Staff before prior one had expired There have been no grievances filed by either bargaining unit in the past three years The staff developed a 360 Employee Evaluation Tool to be utilized annually during performance review time.

Spoon River College has initiated several projects to meet current concerns related to the accountability and effectiveness of higher education. The Illinois Community College Board adopted the Complete College America project to help meet requirements of the Illinois Public Agenda for College and Careers. Spoon River College has embraced the metrics measurements within Complete College American and integrated those metrics into its evaluation of institutional effectiveness. Also, the College’s Instruction unit has been closely monitoring the adoption and integration of the Common Core Standards so that all appropriate curricula reinforces the purpose of those standards, including enhancing dual credit (early enrollment) projects with area secondary schools. Finally, the President’s Cabinet reviewed the U.S. Department of Education’s Complete College Tool Kit and identified many of the toolkit elements as already being part of the college’s performance evaluation process. Facilities Planning In addition to the core strategic planning process, the College also has a Facilities Master Plan that was completed in 2008. This plan guides budgetary decisions related to capital expansion. Per Illinois Community College Board Guidelines, the Facilities Master Plan must be updated every five years. Documents in Electronic Site – Core Component 2D: 1. Strategic Plan 2. Human Resources Employee Satisfaction Surveys 3. CCSSE Surveys 4. Labor Agreements for Faculty and Staff 5. 360 Employee Evaluation Tool 6. Budget Forms 7. Facilities Master Plan 8. 2011 Community Survey 9. SRC Policies and Procedures Manual 10. 5 year Academic/Activity Plan

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Summary of Institutional Strengths • Strategic Planning Process • Identification of an Institutional Effectiveness Measurements • Engagement of the College in Community and Economic Development through the Community Outreach Department • Effective and efficient use of college resources • Grant attainment and growth of support for the college Foundation • Guaranteed textbook buyback program • Reduced cost for dual credit tuition and support through the SRC Foundation for dual credit scholarships • Quality of facilities and integration of technology • Shared governance • Comprehensive policies and procedures with regular review and revision Improvement Targets for Consideration in the Strategic Plan • Institutional research and longitudinal data for institutional effectiveness • Bond indebtedness and composite financial indicator • Status of state economy, state budget and impact on college resources • Capital campaign plan for new Macomb campus • Review number of full-time faculty in relation to part-time faculty

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CHAPTER FIVE Criterion Three – Student Learning and Effective Teaching

*Biology Class

“How can you do new math with an old math mind?” – Charlie Brown/Peanuts Spoon River College

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Spoon River College is a learning focused institution of higher education. At the beginning of each chapter of this self-study a brief story concerning a student or project of the College will be offered as further evidence that the College meets this mission. Jason Parkinson is one of many student success stories for Spoon River College. What makes Jasonâ&#x20AC;&#x2122;s story so compelling is in the way he tells it: I chose Spoon River College because of its small class sizes and variety of programs that were offered. I participated in the Theater Department, made great friendships that will last a lifetime, and was able to go through the Web Design certification program and graduate in two years with both my Certificate in Web Design AND my Associates Degree. Spoon River College allowed me to develop my study skills before transferring to Illinois State University. SRC made the transition from high school, to community college, to a four year University a breeze. Plus, the people skills I gained in the small class settings and through the Art Department really allowed me to succeed in finding a job. I will almost bet a similar class at a larger college would not take the time to teach me this valuable skill. The personal attention you receive at Spoon River College is what really makes the difference. I know that still to this day, I could call any one of my many instructors (and I still do) and ask them a question and I know that they would be more than happy to help me out. Bob Gorg (retired communication/drama instructor) was probably my biggest mentor while I was at SRC, and not just because I saw him more than any other instructor because of play practice and other outside of school activities. Bob always encouraged me (and still does) to achieve my full potential as a student, performer and really as a functioning human in society. Bob always reached out and went that extra mile to make sure I was doing well in classes as well as on stage. If it weren't for Bob, my Spoon River College experience just wouldn't have been complete. Community college is the way to go! There are so many great people at Spoon River College that will affect your life in so many ways. Spoon has not only trained me for my career in Graphic Design, but has also given me the real world experiences to succeed in anything I do. The education I received at Spoon River College has given me the edge in my career and best of all... it's extremely affordable! And let me add, I think the best kept secret in the whole building is the Chicken & Noodles in the Cafe in Centers! Seriously... you should market the food service better! It's like a home cooked meal every day. Sometimes I want to come back just for lunch! Spoon River College

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Criterion Statement – The organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its educational mission.

CHAPTER FIVE: CRITERION THREE – STUDENT LEARNING AND EFFECTIVE TEACHING Committee Members – Co-Chair: Douglas Okey – English Faculty, Canton Co-Chair: Gary Schindler – Student Services Dean, Canton Renee Higgins – Transfer Education Dean, Macomb Becca Werland – Developmental Education Faculty, Canton Jim Sheff – Developmental Education Faculty, Canton Sarah Dalpiaz – Mathematics Faculty, Canton Kay Norton – Communication/English Faculty, Macomb Lauren Courtney – Electronic Design Faculty, Canton Cynthia Beard – Business/Technical Analyst I, Canton Rob Kirkham – Rushville Center Director, Rushville Laura Myers – Learning Resource Center Office Assistant, Canton

Introduction to Criterion Three Criterion three concerns student learning and effective teaching. This represents the ultimate core component of Spoon River College. The most consistent feedback received from former students, employers, and other constituents is the value and significance of the learning experience, often due to dedicated teachers, which provides the ultimate formula for education. This chapter offers many examples of evidence to highlight this core’s strength of the college, teaching and learning.

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Core Component 3A: The organization’s goals for student learning outcomes are clearly stated for each educational program and make effective assessment possible

Identification and Measurement of Student Learning Outcomes Spoon River College academic courses are developed in a comprehensive manner emphasizing the need for and knowledge/skills desired to demonstrate competency as a result of the learning experience delivered through the course. The initial identification of the learning outcome is in the course description. The course description provides a brief rationale of both content and need/application of the course. Learning objectives are also identified and listed for each course. Both the course description and learning objectives are reviewed on a minimum of a five year rotating basis for program review. Changes in course title, assignment of credit hours, course description and learning objectives are processed through the shared governance system of the college, specifically through the curriculum committee and college senate. Program goals have been established as a result of the program review process and the assessment of general education outcomes. The assessment process of general education outcomes has involved all full-time faculty (and part-time instructors interested in being involved) and the general education assessment process has strengthened the program and course goals with the general education review. Measures of Student Learning/General Education Outcomes All students who enroll in a Certificate or an Associate’s Degree program are required to complete and submit a graduation portfolio. Students earning a certificate will be required to submit a portfolio if they graduate during the 2001-12 academic year. Some students earning certificates have submitted portfolios but were not required to do so while the assessment process was implemented. The initial focus of portfolio submission was for any student earning an Associate Degree. The portfolio is made up of a collection of student work that demonstrates the student's overall academic success — the efforts, progress, and achievements in one or more areas of the curriculum over a specified period of time. When a student completes his or her certificate/degree at SRC, it is the student’s responsibility, with the guidance of instructors, to ensure that the General Education Core Competencies have been mastered. Many assignments, tasks, projects, and assessments in different courses can be used as artifacts (examples) to demonstrate the student’s mastery of these competencies. Ultimately, the portfolio enables a student to identify and reflect on his/her own accomplishments and strengths. The portfolio can serve as an example of Spoon River College

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academic achievement for university transfer or when applying for jobs after graduation. The following information is what is included in all course syllabi and provided to all instructors and students related to all assessment and general core competencies.

Assessment Plan – Assessment of Student Learning (Direct and Indirect Measures) Student Learning Outcomes – The College now requires all students earning a degree to complete a portfolio before graduation. This portfolio requirement includes three areas of general competencies. Section One: SOLVE PROBLEMS 1A. Solve problems within a discipline using steps which may include information collection and organization, data analysis and interpretation, and generation and evaluation of solutions. • • •

1B. Integrate and synthesize information, knowledge, and experience in making informed decisions. 1C. Use technology to access and process information and solve problems. 1D. Apply mathematical principles, concepts, and skills including mathematical models and the use of arithmetic, algebraic, geometric, and statistical methods to solve problems

Section Two: ANALYZE ISSUES FROM MULTIPLE PERSPECTIVES, including one or more of the following: •

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2A. Demonstrate an understanding of historical perspective and ways art, literature, and other disciplines represent and interpret the human experience. 2B. Analyze social, political, cultural, historical, economic, and scientific issues that both link and separate cultures and societies throughout the world. 2C. Demonstrate an understanding of issues of diversity. 2D. Demonstrate an understanding of opposing points of view and ethical issues.

Section Three: COMMUNICATE COMPETENTLY •

3A. Demonstrate writing that is rhetorically appropriate, focused, clear, developed, organized, and technically correct. Spoon River College

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3B. Demonstrate oral presentation skills including rhetorically appropriate content and effective delivery techniques. 3C. Demonstrate effective interpersonal communication skills including listening skills, team skills, collaboration, and respect for others, and consideration of opposing points of view.

Faculty are expected to identify assignments, papers, and projects in their syllabus that will provide students with opportunities to fulfill portfolio requirements. Additional information regarding the degree portfolio is as follows and can be located on the College website. Definition of a Degree Portfolio: A portfolio is a collection of student work that demonstrates the student's overall academic success — the efforts, progress, and achievements in one or more areas of the curriculum over a specified period of time. When a student completes his or her degree at SRC, it is the student’s responsibility, with the guidance of the instructor, to ensure that the General Education Core Competencies have been mastered. Many assignments, tasks, projects, and assessments in different courses can be used as artifacts (evidence) to demonstrate the student’s mastery of these competencies. Ultimately, the portfolio enables a student to identify and reflect on his/her own accomplishments and strengths throughout the college experience. The portfolio can serve as an example of academic achievement for university transfer or when applying for jobs after graduation. Degree Portfolio Contents Cover Sheet - The cover sheet will include name and student ID and identify each class, artifact (evidence), competency being addressed, and reason for selecting each artifact. Artifacts - Many assignments, tasks, projects, and assessments in different courses can be used as artifacts. The portfolio will contain four to eleven artifacts to document mastery of a minimum of eight competencies. (See Spoon River College General Education Competencies) Reflection - Each artifact in the portfolio will include a reflection statement about how this learning has impacted the student’s life, and why the student believes it adequately demonstrates mastery of the competency.

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Portfolio Completion Process Obtain a Degree Portfolio Checklist during the first semester at Spoon River College. This checklist can be obtained from either an advisor or specified faculty member. • Select artifacts (assignments) to include in the portfolio that demonstrate all required general education competencies. Save electronic and/or paper copies of all assignments as soon as the first class is begun at Spoon River College. •

Take the Portfolio Capstone Class. In the final semester before receipt of a degree, students graduating with an Associate of Arts & Science, an Associate of Arts in Teaching, or an Associate of Arts in General Studies will be required to take a one credit Degree Portfolio Development Course. Students graduating with an Associate of Applied Science Degree will meet this requirement during their program of study.

•

Submit the degree portfolio. The final portfolio will be turned in at the end of the Portfolio Development class and will not be returned. Keep documents electronically to retain a copy of the portfolio for records. This portfolio demonstrates academic success at Spoon River College.

The week following commencement in May, a group of faculty and staff meet and review the student portfolios submitted for that year. These readers are a blend of “veterans” with previous reading and analysis experience with portfolios and “rookies” gaining experience with this improvement process. This practice ensures a continuous rotation of college employees to both perform the assessment activity and to strengthen the understanding of the assessment of student learning throughout the institution. All participants receive an overview of the evaluation process and at least two people read and assess each portfolio. If there is a significant discrepancy in evaluating and ranking the portfolio, a third reader is used to determine a fair judgment. After all portfolios have been evaluated, the group develops recommendations from their analysis indicating both strengths and areas of possible teaching and learning improvement with the assessment of general education competencies. Students receive information about this assessment process in each of their courses. If their program of study allows for the flexibility of the credit hours, they may take a course on the development of the graduation portfolio. Students in career and technical education programs are exempt from taking this class but are still required to submit a portfolio. The assessment committee of the college reviews the general education competencies on a regular basis to clarify and focus the portfolio requirements to engage both student understanding and participation. Both students and readers have commented that the reflection artifact from the students is often the most Spoon River College

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valuable document of what a student has learned and understand about the competencies. Portfolio Assessment Process Findings and Recommendations 2009-2011 History In previous years the College developed General Education Competencies and piloted a portfolio project. The instructors were asked to identify activities, assignments, projects in their courses that would demonstrate that a student had met the general education competencies and collect these artifacts. Artifacts were submitted to the Director of Institutional Research, the identity was removed, over the summer term teams rated the artifacts according to a specified rubric. The outcomes were that a certain percentage of the artifacts met the general education competencies. What was done in the past was very instructor-centered and completely invisible to the students. A program was piloted in the spring of 2005 that involved 20 students. Instructors involved in this project included all of the assessment committee members as well as additional faculty members. This pilot project was on a very limited basis but the project was very studentcentered. The student was given a portfolio checklist and from that checklist chose artifacts they wanted to demonstrate the general education competencies and kept these both in an electronic form and hard copy. The students kept these artifacts over their course of study at SRC. At certain points during their course of study the artifacts were rated by a team of evaluators according to pre-established rubric criteria. This was much like our previous program, but in this program the students chose the artifacts, explained how that artifact met the competency, and reflected on their progress. At the end of their career at SRC, they walked away with a “gift” of their electronic portfolio that showed courses at SRC, examples of their work, and progress over their career. Timeline for Portfolio Development Fall 2007 • Meet with Advisors to promote assessment and to seek involvement from advisors on Assessment Team. How can advisors inform students about portfolio requirement? • Assessment Newsletter containing information about proposed graduation requirement launched • Test Blackboard Assessment site Spring 2008 • Present proposal to Student and Academic Affairs and College Senate • Examine and discuss portfolio storage • Two members to attend NCA/HLC Conference Spoon River College

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Fall 2008 • Present Capstone course proposal to Curriculum Committee and College Senate • Present portfolio information to students at new student orientation and during Student Success course –Blackboard site • Launch Blackboard Assessment site during faculty orientation Spring 2009 • Pilot Capstone Assessment Class Fall 2009 (Pilot year for portfolio requirement) • Present portfolio information to students at new student orientation and during Student Success course Spring 2010 • Capstone Assessment Class • First graduation requiring portfolios for AA/AS Degree Beginning in Fall 2010 Portfolio Process was Fully Implemented Degree Portfolio for General Education Report Spoon River College faculty and staff gathered on May 17 & 18, 2010 for the first annual reading of student degree portfolios. A portfolio is a collection of student work that demonstrates the student's overall academic success — the efforts, progress, and achievements in one or more areas of the curriculum over a specified period of time. In the final semester before the receipt of a degree, students graduating with an Associate of Arts & Science and an Associate of Arts in General Studies will be required to take a one credit Graduation Portfolio Development Course (HUM110). Students graduating with an Associate of Arts in Teaching or Associate of Applied Science Degree meet this requirement during their program of study. Eleven persons, from a broad mix of reviewers across the college formed five teams of two, spent two days reading portfolios from students who had recently earned their degrees. Readers included: • • • • • • • • •

Stacy Swanson, Chemistry Faculty Michael Maher, Sociology Faculty Bob Zellmann, Philosophy Faculty Carolyn Peters, Biology Faculty Doug Okey, English Faculty Janet Munson, Student Services Advisor Cara Kirkham, Academic Support Center Julie Seeley, Instructional Services Cheryl Hoffman, Associate Dean of Nursing Spoon River College

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â&#x20AC;˘ â&#x20AC;˘

Gary Schindler, Dean of Student Services Renee Higgins, Dean of Transfer Education

Each team was responsible for reading the artifacts from 10 student portfolios. Using a rubric created by the Assessment Committee which consisted of reading a reflection statement and scoring how well the student related the artifact to a given General Education Competency (GEC). Each portfolio was scored by two readers in an effort to improve the reliability of the score assigned to the portfolio entry. The readers used the same criteria to score the artifact and therefore should have scored the entries in a consistent manner. If there were competencies where reader scores differed, a third read was completed. Additional training and established norms of the criteria improved the process and reliability. The following graph shows the mean values of the scoring of the 11 General Education Competencies. The values could range from one to three; given that a score of three indicates an adequately written artifact and written reflection piece linking the assignment to the objective; it is the analysis of the Assessment Committee that overall students have a good grasp of the portfolio assessment process. The lower ratings for GEC 2b and 3c may indicate that some clarification for students is needed.

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* Portfolios that were unable to be scored were not included in the above data (see general information chart) Inter-rater Reliability Each portfolio entry was scored by two readers. Two readers were used to improve the reliability of the score assigned to the portfolio entry. If there were competencies where reader scores differed a third read was completed on that particular competency to improve the process and reliability. The readers used the same criteria for scoring the artifact and therefore there should be a consistency in scoring. Inter-rater reliability is a measure of how consistent each pair of readers was in its scoring. The measure is typically a value between 0 and +1.00. Ideal inter-rater reliability value would is a +0.90. A value this high would indicate that the two readers were thinking along the same lines (i.e. using the same criteria) to score portfolio entries. An overall composite inter-rater reliability value of .63 indicates that the readers probably did not interpret the criteria the same way. Although a third reading was conducted when the initial two readers scored differed, more training and clarification of the criteria would improve the process and the reliability.

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Findings • Competency 1C needs to be more generalized – readers had a difficult time identifying portfolio that demonstrated all components; access and process information and solve problems. • Some portfolios had multiple artifacts/reflections for the same competency. • Make sure student are notified which formatting options for artifacts are acceptable. • The afternoon read was more complicated; more difficult to identify if students were actually provided an adequate artifact that demonstrated the competency; focusing on competencies 1C and 1D, 2B, 3B and 3C. • Several portfolios were not in competency order and lacked a consistency in identification (labeling) of the artifact and competencies. • Readers identified new concepts for their own discipline area from reviewing portfolios. • There was an excitement about some of the assignments; it was clear that students are being challenged and are thinking clear and logical. • Competency 3B was puzzling; only a few students provided a clear demonstration. • Competency 1C does not state Math; however students interpreted this as a Math competency. • The use of the word problem(s) within the competencies needs to be reevaluated. • Students did not provide a print out of the full discussion board when using this to satisfy competency 3C. • There were exceptional artifacts for competency 2B; however there was no linkage or separation analyze social, political, cultural, Spoon River College

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• • • • • •

historical, economic, and scientific issues that both link and separate cultures and societies throughout the world. Clear communication needs to be provided to students that portfolios need to contain 4 to 11 artifacts with a minimum of 8 competencies and they only need to choose 1 from II. What constitutes proof/demonstrates needs to be clearly defined. Rich mix of teaching methodologies were identified throughout the artifacts that students submitted A tremendous range of instructional projects and assignments were identified through submitted artifacts Several portfolios included information on service learning projects that took place at SRC. Readers felt they better understood the portfolio process by taking part of the reading event and could more effectively communicate the process to students.

Recommendations • Utilize the results to improve student learning. • Communicate the results within institutional effectiveness. • Clearly identify and communicate how portfolios are to be organized and submitted. • Provide more information on the benefits and requirements to students. • Include certificate program recipients in the degree portfolio requirement. • Faculty identify/provide suggestions on assignments that best demonstrate the competency within respective disciplines. • Critical to identify on syllabus assignments that link to competency and additionally to show students why the assignments connect with competency. • Link and align CCSSE data with assessment finding. • Include questions within ACT satisfaction data relating to competencies. • Create/update the matrix of courses with identified competencies. • Embed portfolio information into gateway courses. • Develop and implement informational workshops.

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General Information

Spring 2011 Degree Portfolio for Education Report Spoon River College faculty and staff gathered on May 23 & 24, 2011 for the second annual reading of student degree portfolios. The reading dates selected was a week later than the 2010 Portfolio Read dates. The portfolios were used as a measure of the proficiency of student learning identified by 11 General Education Competencies for Degree Portfolio Completion: Twelve persons, from a broad mix of reviewers across the college formed 5 teams of two, spent two days reading portfolios from students who had recently earned their degrees. Readers included: • • • • • • • • •

Stacy Swanson, Chemistry Faculty Michael Maher, Sociology Faculty Bob Zellmann, Philosophy Faculty Doug Okey, English Faculty Angie Conklin, Developmental Education Faculty Tamatha Schleich, Nursing Faculty Barb Rowland, English Faculty Susie Mathews, Former Part-time Instructor Janet Munson, Student Services Advisor Spoon River College

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• • •

Cheryl Hoffman, Associate Dean of Nursing Gary Schindler, Dean of Student Services Renee Higgins, Dean of Transfer Education

Each team was responsible for reading the artifacts from 18 student portfolios. Using a rubric created by the Assessment Committee which consisted of reading a reflection statement and scoring how well the student related the artifact to a given General Education Competency (GEC). Each portfolio was scored by two readers in an effort to improve the reliability of the score assigned to the portfolio entry. The readers used the same criteria to score the artifact and therefore should have scored the entries in a consistent manner. If there were competencies where reader scores differed a third read was completed. Additional training and norming of the criteria improved the process and reliability. The following graph shows the mean values of the scoring of the 11 General Education Competencies. The values could range from one to three; given that a score of three indicates an adequately written artifact and written reflection piece linking the assignment to the objective; it is the analysis of the Assessment Committee that overall students have a good grasp of the portfolio assessment process. The lower ratings for GEC 3b and 3c may indicate that some clarification for students is needed.

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*Portfolios that were unable to be scored were not included in the above data (see general information chart) Inter-rater Reliability Each portfolio entry was scored by two readers. Two readers were used to improve the reliability of the score assigned to the portfolio entry. If there were competencies where reader scores differed a third read was completed on that particular competency to improve the process and reliability. The readers used the same criteria for scoring the artifact and therefore there should be a consistency in scoring. Inter-rater reliability is a measure of how consistent each pair of readers was in its scoring. The measure is typically a value between 0 and +1.00. Ideal inter-rater reliability value would is a +0.90. A value this high would indicate that the two readers were thinking along the same lines (i.e. using the same criteria) to score portfolio entries. An overall composite inter-rater reliability value of .82 indicates that the readers probably interpreted the criteria the same way. Although a third reading was conducted when the initial two readers scored differed, continued training and clarification of the criteria would continue to improve the process and the reliability.

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Findings • A mini DVD format works well for speeches used as artifacts. • GEC 3C; Dealt with interpersonal communication/teamwork; readers had read difficulty with this competency. The artifact did not always reflect the competency and/or there was no evidence to support the connection between the reflection and the artifact and how it met this particular competency. • Competencies list several areas which students need to address and student submissions, including artifacts and reflections do not always address each area. For example, GEC 1B: Integrate and synthesize information, knowledge, and experience… students typically chose one between the three. • When the current competencies were written the meaning of technology, for GEC 1C (Use technology to access and process information and solve problems), had a different meaning than what students of today define as technology. • A similar response to last year’s reading; vague interpretations of competencies. • Students did have artifacts that could have been used for multiple competencies and did not make that connections • There are great assignments out there – faculty is giving really wonderful projects, creative activities, and service learning opportunities. Students are using these assignments to show they have achieved the competencies.

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• • • • • • •

Students, in some cases, are simply restating the competency for their reflection. They are not making a true connection of the artifact and competency, or reflecting upon that in their own words. Best process of the entire read is the wrap up and reflection process for the readers. The timing of the read may have impacted the lack of new readers. The read was moved back a week for various reasons. “I thought it was wonderful and feel like what I can take from here (the readings) I can actually encourage students because I am “armed” a little better to help students”. “There is a lot to be learned here (the readings)”. Artifacts were generally valid but how students reflected was not substantial. Students are embracing the portfolio process more – becoming more aware. As they continue to become more aware of the process, many may put more value into the portfolio process.

Recommendations • Utilize the results to improve student learning. • Create a checklist for electronic portfolio submissions, including a statement that students have checked the submission for accurate formatting and that the documents can be accessed on a Windows based operating system. • Before August 2011, email new drafted versions of the GEC’s to faculty for preview. Then continue with the work of the assessment committee to discuss and create a forum for feedback drafted versions. • At August Professional Development Day get data back to faculty; continue to celebrate the accomplishments and address gap areas within an open forum. • Some readers stated they are going to take things from the reading back to their class planning to align their assignments more closely to the GEC’s– “there are some things I know my students can/will completed if I just tweak a particular assignment”. • Share input on why readers are involved; possibly if the campus community heard testimonials from previous readers would encourage new/additional participation. • The difference between assessment and evaluation needs to be discussed more with faculty so they can recognize the difference. • Additional promotion for students focusing on the fact they need to save their papers/homework for the portfolio process upon beginning at SRC. • Research if Angel can have a portfolio class established where every student would have access to electronically save artifacts and continue to build their portfolio over their coursework. Spoon River College

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• •

Link on MYSRC with information about the portfolio and the requirements and how to begin the process. Develop and implement informational workshops regarding the graduation portfolios. Explanation of the competencies, information on choosing artifacts, and writing reflections are topics to be covered.

General Information

Comparison Data This year’s reading provided the opportunity to obtain comparison data for two years. The following chart is a reflection of the average ratings from the 2010 and 2011 readings. Findings include the GEC’s with the greatest difference both negatively and positively from the two years worth of readings. The GEC’s with the greatest increase of average scoring was GEC2B and GEC3A, with a 27% and 16% increase respectively. The GEC’s with the greatest decrease in scoring from 2010 are GEC1B and GEC3B, with a 1% and 12% decline respectively. The percentage of decrease is not significant enough to recommend drastic changes for either GEC. The overall strength in the 2011 portfolio reading was the substantial increase of GEC scores, reaching levels closer to a score of 2.0 on the rubric indicating a score of “met” for the artifact and reflection.

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Average Ratings Comparison

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Inter-rater Reliability Ratings Comparison The following chart is a reflection of the inter-rater reliability scores from the 2010 and 2011 readings. Findings include the GEC’s with the greatest difference both negatively and positively from the two years worth of readings. The GEC’s with the greatest increase of inter-rater reliability was GEC1D and GEC2D, with an 18% and 22% increase respectively. The GEC’s with the greatest decrease in inter-rater reliability from 2010 are GEC1B and GEC3A, with a 36% and 22% decline respectively. The percentage of decrease is significant enough to recommend possible revisions to either the GEC’s or include a separate consistency session for those particular GECs. The overall strength for the 2011 read within this category was the overall composite inter-rater reliability score. The 2010 overall reliability score was a value of .63, whereas the 2011 overall score was a value of .82; meaning the scores of readers within the team are considerably more comparable (overall composite scores) this reading compared to last years.

-0.36

0.22

-0.22

Program Outcomes Spoon River College faculty are developing comprehensive program outcomes in-sync with the program review rotation. The program outcomes make clear to students what the learning expectations are for the program of study and what students should expect to have learned/demonstrated in completing their particular certificate/degree. An example of the information provided to students who must demonstrate comprehensive program outcomes for the AAS degree in Mathematics is that the students will: Spoon River College

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1. Have a through knowledge, understanding, and ability to use manipulative skills from algebra, geometry, trigonometry, and calculus correctly and efficiently 2. Be able to clearly and correctly communicate mathematical ideas orally and in written work 3. Understand and be able to properly apply mathematical knowledge and skills to solve many various real-world problems 4. Know when and how to use technology to help analyze information and solve problems 5. Understand and appreciate the importance and applicability of mathematics to everything One of the ways of assessing transfer education is through the analysis of Spoon River College students and their academic performances at a senior college or university. Spoon River College receives periodic reports from Illinois public colleges and universities regarding the performance of transfer students. Two of the most recent reports (2009) provide evidence that Spoon River College students are achieving strong learning experiences and meet or exceed native student performances at the universities providing the reports.

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Spoon River College students who attend Western Illinois University (the collegeâ&#x20AC;&#x2122;s main transfer outlet) and Eastern Illinois University have consistently shown higher grade point averages than native students. Western Illinois University 2010 Performance Report SRC GPA All Transfer GPA Chemistry 2.70 2.66 History 2.82 2.53 Engineering 3.12 3.20 Technology Broadcasting 2.98 2.83 Communication 2.71 2.59 Economics 2.75 2.64 Sociology & 2.74 2.81 Anthropology Education Studies 3.22 3.13 English & 3.39 2.91 Journalism Geography 2.89 2.74 Health Sciences 3.36 2.95 Mathematics 2.82 2.74 Nursing 3.73 3.55 Kinesiology 3.35 3.11 Political Science 3.03 2.99 Social Work 3.47 3.30

WIU Native GPA 2.55 2.40 3.11

Eastern Illinois University 2009 Performance Report College/ GPA Good Warning Probation University Standing Spoon River 3.12 18 0 1 College Other 3.05 5,600 114 128 Community Colleges EIU Native 2.8 2,645 90 123 Undergrads

2.73 2.65 2.57 2.71 3.16 3.00 2.58 2.81 2.71 3.49 3.20 2.85 3.34

Dismissed 0 63

Evidence of Assessment of Student Learning in Career and Technical Education (CTE) Programs Career and Technical Education programs are developed in a similar comprehensive manner but with the addition of a clear and viable economic workforce/economic development need for the region served by the college. In addition to the program outcomes and learning objectives, assessment of Spoon River College

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student learning in these programs includes a survey of employer/employee satisfaction. This survey is done on a rotational basis through the CTE programs as set forth by the Illinois Community College Board. Examples of evidence to meet this core component is that the nursing department reports that the LPN 5 year passage rate average is 98% and the ADN 5 year average passage rate is 83%. Over the last 10 years, Spoon River College has met or exceeded the state and national pass rates for the RN program four times. For the LPN program the College pass rate has met or exceeded the state and nation pass rate 9 of the last 10 years. For the RN program, the lower pass rate continues to be a focus of reviewing instruction, testing, and clinical experience. However, the Illinois state minimum pass rate for the RN program is 75%, so the College has exceeded the state minimum requirement each year. Other CTE examples of evidence include: Commercial Truck Driving program shows a 90% completion rate average over the past seven years and a 99% passage rate over those same seven years; and Diesel and Power Systems Technology Program has a five year completion rate of 88% and a 90% job placement rate. Additional Organizational Goals for Student Learning In the college Strategic Plan, the strategy for Goal 1.2 is to prepare students for a successful seamless transfer. One objective addressing this strategy is the outreach of the college to the area high schools to perform COMPASS placement testing with sophomores. This activity began as part of the institutions recent Title III grant project. College personnel travel to area high schools and test sophomores in the basic skills areas of reading, writing and math. Results are shared with the students, their parents, and school counselors. This early testing provides the college with the opportunity to show students their current readiness for college level learning. The high schools support this testing as it reinforces the connection of secondary education with postsecondary preparation. The high school sophomores are able to understand what basic skills areas they need to concentrate on in order to avoid remedial placement when they enroll in a college. In general, this testing over the past three years has indicated that about 35% of sophomores are ready for college level writing, about 40% are ready for college level reading, and less than 10% are ready for college level math. Another objective for this strategy is the implementation for dual credit/dual enrollment college level courses available to eligible high school students. The college meets dual credit regulations of the Illinois Community College Board. For transfer courses high school students must meet or surpass the Spoon River College

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minimum placement score for the appropriate basic skill area. For career and transfer education courses students complete the compass test and are permitted to enroll unless they do not meet the course basic skill requirement. Approximately 12% of the college enrollment is of students using dual credit/dual enrollment options. Spoon River College â&#x20AC;&#x201C; College Completion Project The Illinois Community College Board adopted the National Governorâ&#x20AC;&#x2122;s Association College Completion Project in 2010. The Complete College America (CCA) metrics are designed to increase consistency and commonality among states in reporting benchmark data and measuring college completion process. The progress metrics are incorporated in the college strategic plan and strengthen the collegeâ&#x20AC;&#x2122;s assessment of student learning in the following areas. The upcoming three year Plus 50 Completion Strategy program will incorporate the CCA metrics into completion strategies for those who have reached the ages of 50 or older through non-credit programs in high demand fields, Certificates or Degrees. Retention According to the Integrated Post-Secondary Education Data System (IPED) reports, the retention rates at Spoon River College compare favorably with our peers. The College also conducted a self-assessment of 82 best practices in retention which was completed in 2010. Spoon River College successfully completed a U.S. Department of Education Title III Strengthening Institutions grant project in September 2010. The annual performance report of the project indicated the retention rate for first time degree seeking undergraduate students had increased by 12% (from 43%-55%). Graduation Rates SRC has made graduation rate improvement a priority that is targeted by the Enrollment Management Team. It has been found that graduation rates are low for Spoon River when compared to our peers. These lower graduation rates can be attributed to the movement of students between the SRC Macomb Campus and Western Illinois University. The lower rates are also affected by the fact that many student stated intentions to complete an Associate Degree are inaccurate and reflect a desire to secure financial aid rather than complete their entire degree at SRC. The College sees a need to track student graduation rates for students enrolled in our student success course. In order to increase its low graduation rate, the College now requires enrollment and completion of the student success course for every entering freshman. The student success course is also now offered during the summerfall interim session. The College has also rewritten the Satisfactory Academic Spoon River College

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Progress Policy to ensure that all students on probation are referred to one of the Academic Success Centers. Again as a result of the Title III project, graduation rate for students at Spoon River College has increased. The Title III project used a baseline graduation rate from 2001-2002 which was 7% for students who would have graduated within 3 years of entering the College. The final graduation rate information analyzed as a result of the Title III project indicated a graduation rate of 34%. The increased graduation rate is due to many activities of the College. Some of the activities include: • Implementation of Academic Success Centers at the Canton and Macomb Campuses •

Increased availability of tutoring to students

•

Integration of an online degree audit process for instructors, students and staff

•

Implementation of an academic Early Alert System to make students aware of concerns from the instructors

•

Professional development training to faculty and staff related to learning styles, instructional delivery strategies, and application of technology to enhance instruction

Transfer Rates According to the National Center for Education Statistics, SRC compares favorably with its peers in regards to the transfer rate at 34%. This favorable statistic may be the result of articulation agreements with local universities that guarantee a seamless transfer for students wishing to further their education. The College has found that trend data is lacking in transfer rates. SRC does not effectively track transfer students and needs to develop a plan to collect that information. Statistics received from Western Illinois University regarding transfer student performance in fall 2010 showed that overall Spoon River College transfers student performance (2.90) is slightly below that of other community college transfers (2.91). Spoon River College transfer students achievement in Mathematics, (2.82 - SRC, 2.74 - other community college transfer students) is on a pace with other community college transfer students. Spoon transfer students achievement in Education and Interdisciplinary Studies exceeded that of other community college transfer students (3.22-Spoon, 3.13 - other community college transfer students). Spoon transfer students achievement in Management was below that of other community college transfer students (2.63 – SRC, 2.76 – other community college transfer students). Other comparisons by academic disciplines are compared in the table below: Spoon River College

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Subject

Spoon River Transfers

Other Community College Transfers

Conclusion – Above or Below

Accountancy

2.28

2.62

Below

Agriculture

2.65

2.82

Below

Biology

2.45

2.64

Below

Broadcasting

2.98

2.83

Above

Computer Science

2.91

3.13

Below

Communications

2.71

2.59

Above

Economics

2.75

2.64

Above

Curriculum and Instruction

3.52

Equal

English

3.39

2.91

Above

Geography

2.89

2.74

Above

Health

3.36

2.95

Above

History

2.82

2.52

Above

Law Enforcement

2.82

3.06

Below

Marketing

2.63

2.76

Below

Political Science

3.03

2.99

Above

Psychology

2.57

2.65

Below

Recreation – Tourism

2.87

2.75

Above

It was found that the SRC transfer student performance at Eastern Illinois University overall exceeds that of other community college transfers (3.12 – SRC, 3.05 – other community college transfers). It was also found that SRC transfer student performance at the University of Illinois overall exceeds that of other community college transfers (3.59 – SRC, 3.36 – other community college transfers).

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Degrees and Certificates Awarded During the 2007-08 academic year, the college governance and Illinois Community College Board approved the merger of the Associates of Arts and Associate of Science Degrees into the Associates of Arts and Science degree (AA&S). This change explains the variation in the numbers used to report degrees awarded. Associate Degrees for Transfer â&#x20AC;&#x201C; Spoon River College provides the curriculum and degree concentrations in the Associate of Arts and Science degree (formally Associate of Arts and Associate of Science degrees â&#x20AC;&#x201C; effective FY 09). SRC also offered four options in the Associate of Arts in Teaching degree. The AAT degrees are being reviewed at the state level at the time of this study. Academic Year Total Degrees and AA Certificates

AA&S AAT

FY 06

355

125

FY 07

332

109

FY 08

310

FY 09

324

FY 10

284

Source: Report: Graduation Number for Five Years Associate of Applied Sciences degrees and certificates in career programs (35 degree and 28 certificate options). Academic Total Degrees and AAS Certificates Year Certificates FY 06

355

FY 07

332

FY 08

310

FY 09

324

107

FY 10

284

Source: Report: Graduation Number for Five Years Spoon River College

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Adult Education (GED, ESL, ABE) - since August 2000, 304 individuals have completed the GED program at Spoon River College. (Source: Report: GED Completers) Community Education – workshops for personal enrichments and professional development opportunities. Diverse constituents – children, working adults, displaced workers, and retirees COMMUNITY OUTREACH ANNUAL PARTICIPANTS (Continuing Education - CE, Vocational Skills – VSK, Continuing Education Unit - CEU) 3,136 FY 07 FY08

3,662

FY09

2,813

FY10

3,064 Source: Community Outreach Enrollment Reporting

Recognition of Prior Learning Spoon River College has begun the process to implement the assessment of prior learning, a policy and academic course were adopted during the 2010-11 academic year. During the 2010-2011 academic year the College added the completion agenda as part of the strategic plan. One of the specific tactics for this objective was to engage the instructional resources committee in developing and approving the policy of assessment and prior learning. Using information and standards of the Council for Adult and Experiential Learning (CAEL) the committee approved and the college senate passed standards for the review and consideration of learning based on life and/or work experience. In addition to using the CAEL guidelines, the policy uses the model of experiential learning developed by David Kolb. In meeting the best practices of prior learning assessment the College policy requires that students demonstrate specific knowledge and application of that knowledge, based on their life/work experience, and that this aligns with one or more currently approved college level courses. In addition to the Prior Learning Assessment Policy, the College has added a course (GT 106) which will be used with individuals to learn how to develop their experiential learning portfolio. This course is also modeled after the CAEL best practices for the assessment of higher learning.

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Documents in Electronic Site â&#x20AC;&#x201C; Core Component 3A: 1. 2. 3. 4. 5. 6. 7. 8.

General Education Competency Reports Graduation Portfolio Master Course Syllabi Transfer Reports from WIU, EIU, UIUC, and ISU Program Reviews Strategic Plan Complete College America Metrics IPEDS Data

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Core Component 3B: The organization values and supports effective teaching Goal One of the college’s strategic plan is to provide a quality learning environment that promotes teaching excellence and student access. To meet this goal and to provide evidence for this core component Spoon River College emphasizes the following information. Faculty Credentials Spoon River College employs 32 full-time faculty members. Of those, 11% have Doctorate degrees and 72% have Master’s degrees totaling 83% who have earned a Master’s degree or higher. One hundred percent of the Arts and Science faculty have a Master’s degree or higher and 82% of the part-time Arts and Science faculty have a Master’s degree or higher. Sixty-four percent of the Career-Technical faculty have a Master’s degree or higher, 63% of all part-time faculty have a Master’s degree or higher and 67% of the faculty teaching remedial education have a Master’s degree. Career and Technical Education (CTE) positions are required to have an associate degree or higher and a minimum of two years current related work experience. If an Associate degree has not been earned, one must obtain that degree within three years of employment. Developmental Education positions are required to hold a Bachelor’s degree in a specific discipline (i.e. Math, English, and Reading) although a master’s degree is preferred. Degrees in Education with an emphasis/endorsement in the discipline with a minimum of 15 hours in the discipline may be considered. Transfer positions require a Master’s degree in the discipline or closely related field. A Masters degree in another discipline with a minimum of 15 hours graduate credit in the specific discipline beyond the bachelor’s degree may be considered. SRC full time faculty have an average of 11.8 years of experience. Of the 35 respondents, 8 (24%) have 20 or more years of experience; 17 (50%) have 10 or more years of experience; 26 (76%) have five or more years of experience; and 8 (24%) have less than five years of experience. In addition, 13 of the 35 (38%) have experience teaching at the primary and/or secondary level. Full-Time Faculty Evaluation and Promotion The college has a comprehensive policy and procedure related to full-time (tenured and non-tenured) faculty evaluation and promotion. Improvement of the instructional program is the overall goal of the evaluation process at Spoon River College for full-time tenured faculty members. The focus of the process is to identify strengths and areas needing improvement Spoon River College

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related to instruction and to plan improvement strategies for areas of concern. This policy applies to all full-time tenured faculty. Organization - All members of the tenured full-time teaching faculty are evaluated via the evaluation approaches listed under â&#x20AC;&#x153;Teaching Effectiveness.â&#x20AC;? Instructional Planning, College Services, and Professional Growth are components of the evaluation process. All evaluation documents relative to student and administrative evaluations are signed by the instructor and the supervising administrator and placed in the instructorâ&#x20AC;&#x2122;s permanent personnel files. The instructor has the opportunity to review all documents and attach a written response prior to placement in the personnel file. These comments may provide clarification, differences of opinion, or disagreement with any item or comment in the evaluation documents. Such statements are a part of the record of evaluation and are included in the personnel file with all other evaluation documents. Evaluation of Teaching Effectiveness - Student Evaluations - Every other year, each instructor, in mutual agreement with the supervising administrator, requests anonymous written evaluations by students taught during the academic year. The number of students to participate in the evaluation process and the semester scheduled is mutually determined by the faculty member and the supervising administrator. The faculty is divided into two groups. Faculty members with last names beginning with A-M are evaluated in odd numbered academic years. Faculty members with last names beginning with N-Z are evaluated in the even numbered academic years. The evaluation menu is obtained from the immediate supervisor. Each instructor selects 15 questions from the menu consisting of the five core questions and at least one question from each of seven other categories. Other evaluation forms are available; however, alternative instruments must be acceptable to both the instructor and the immediate supervisor. The instructor distributes the student evaluation in the classroom by midterm. The answer compilation of the open-ended questions and the forms are forwarded to the immediate supervisor within five working days. A copy of the machine scored tabulation is given to the instructor by November 1 for the fall semester and April 1 for the spring semester. The results are analyzed to identify areas of strength and areas in which improvement is possible. A plan for emphasizing areas of strength and overcoming areas needing improvement is developed by the faculty member and is due no later than November 15 for the fall semester and no later than April 15 for the spring semester. The instructor schedules a follow-up conference with the supervising administrator within 10 working days after the report has been submitted. The purpose of the meeting is to discuss the results of the student evaluations.

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Administrative Evaluations - Administrative evaluations are conducted at least once every four years. The evaluation consists of classroom observations and a review of Instructional Planning, College Services, and Professional Growth activities. One classroom observation is performed unless the instructor and the supervising administrator mutually agree to additional visits during the particular semester or other semesters. The supervising administrator conducts the evaluation. Both the instructor and the supervising administrator have the right to invite the President or the designee to participate in the evaluation. The supervising administrator has the privilege of requesting evidence of preparation for the class session. The supervising administrator prepares a written report of the observation and provides of copy of the report to the instructor no later than ten working days after the visit. The instructor schedules a conference within ten working days with the supervising administrator to discuss the administrative report of the classroom observation, as well as to review the instructorâ&#x20AC;&#x2122;s Instructional Planning, College Services, and Professional Growth Activities. If the President or designee participates in the classroom observation, he or she also submits a written report within one week to the instructor. The instructor schedules a joint follow-up conference of all three parties, within ten working days. All classroom observations are completed no later than April 1 and all conferences are completed by May 1. Instructional Planning - Each semester, all instructors submit a detailed course outline to the respective supervising administrator. Each course outline meets accreditation requirements, as well as provides a record of instruction. Each syllabus reflects current course content, texts, methods, learning outcomes expected of students, the means by which these are presented, and the method which is used to verify attainment as required by the course syllabus form. Course syllabi for all courses currently taught are updated at a minimum of once every three years. Sample formats for organizing and presenting course content are provided by the supervising administrator, upon request. Should a department wish to prepare and use a single course syllabus for multiple sections taught, this may be substituted for individual syllabi by individual instructors. Syllabi are placed on file and are subject to public inspection as required by state law. College / Community Services - Each instructor prepares a statement of services rendered to the College beyond the instructional services or other requirements of this evaluation plan. A brief description of these services performed during the preceding twelve months is submitted to the supervising administrator by commencement. College services may include advising students, active participation on governance committees, hosting open houses, sponsoring student activities, recruiting, organizing and sponsoring community service programs, as well as other services beyond instructional Spoon River College

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responsibilities. Community services may also be reported as an optional portion of the statement. Professional Growth - Professional growth activities are directed toward improving the instructor’s teaching effectiveness, retraining for increased flexibility of instructional service, and contributions to the institution. Professional growth activities may include: formal study, self-study, travel, conferences and workshops, evaluation activities, institutional visitations, and other activities which may fulfill instructional and institutional needs. Each instructor submits an annual report, by commencement, of activities the instructor has participated in during the preceding twelve months. Evaluation of Online Courses - Applies only to courses offered entirely online; it does not apply to hybrid courses or to web-assisted face-to-face courses. Evaluation of Teaching Effectiveness: Evaluation of faculty teaching online will adhere in most respects to the process outlined above, “Tenured Full-Time Teaching Faculty Evaluation”. The present procedure departs from that guideline only in: 1) the approved instrument, which is that instrument approved through internal governance for this purpose and available from the Office of the Vice President of Instruction and Student Services, and 2) the manner by which the evaluation instrument is delivered to and responses are collected from students. Online Evaluation Guidelines - The instrument is administered as an anonymous “Survey” on the same SRC Online (ANGEL) course site on which normal course activity takes place. Questions are selected in the manner prescribed for face-to-face evaluations (i.e., a certain number of questions from each category, etc.) An administrative assistant for the Office of the Vice President of Instruction and Student Services is given temporary access to the course site for the purpose of verifying an appropriate question mix in the survey and for obtaining survey responses. The faculty member announces the evaluation survey’s availability to students both 1) via an announcement visible on the course site during the period the survey is available and 2) via an email to the students. The subject line of the email is the course prefix and number and the designation “Evaluation” (for example, “ENG 101T-1 Evaluation”). The text of the announcement and the email is as follows: “There is an anonymous evaluation of your instructor found on the Content tab of your SRC Online (ANGEL) course site. Your instructor will see the compiled results of the survey to improve instruction, but the individual survey responses are anonymous. Please take the time to fill out the survey. Thank you.” The evaluation survey is available to students for one continuous calendar week.

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The overall goal of the evaluation process at Spoon River College for nontenured full-time faculty members is the improvement of the instructional program. The focus of the process is to identify strengths and areas needing improvement related to instruction, to plan improvement strategies for areas of concern, and to assist the institution with awarding future contracts. This policy applies to all full-time tenured faculty. Organization - All non-tenured full-time faculty are evaluated each year via the evaluation approaches listed under Evaluation of Teaching Effectiveness, Instructional Planning, College/Community Services, and Professional Growth. All evaluation documents relative to administrative evaluations are signed by the faculty member and the supervising administrator and placed in the faculty memberâ&#x20AC;&#x2122;s permanent personnel file. The faculty member has the opportunity to review the documents and attach a written response prior to placement in the personnel file. These comments may provide clarification, differences of opinion, or disagreement with any item or comment in the evaluation document. Such statements are a part of the evaluation record and are included in the personnel file with other evaluation documents. Evaluation of Teaching Effectiveness - Student Evaluations - Anonymous written evaluations are requested of all students during the fall and spring semesters of each academic year. The Office of the Vice President of Instruction and Student Services provides the approved standardized instrument. If any other instrument is used, it must be acceptable to both the faculty member and his/her supervising administrator. The Office of the Vice President for Instruction and Student Services or his/her designee distributes and collects the student evaluation forms in the classroom. The evaluation responses are tabulated; and a summary report as well as the completed student evaluation forms will be submitted to the faculty member no later than November 15 for the fall semester and no later than March 15 for years one and two and February 15 for year three of the spring semester. The faculty member analyzes the results and identifies areas of strengths and areas needing improvement. The faculty member completes the Report of Student Evaluation form obtained from the supervising administrator and returns it to the supervising administrator within five working days after receipt. The supervising administrator schedules a follow-up conference with the faculty member within five working days after receiving the Report of Student Evaluation form from the faculty member. The supervising administrator finalizes the summary report, sign, and return it to faculty member within five working days of the follow-up conference. The faculty member may add comments to the report, sign it, and return it to the supervising administrator for inclusion in the permanent file. Spoon River College

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Upon mutual agreement between the supervising administrator and the faculty member, steps 5 – 7 may be accomplished in one or more conferences. Information received by the supervising administrator outside of the formal student evaluation process from students who wish to discuss issues and/or concerns that occurred in the classroom are summarized by the administrator, signed and dated by the student, and filed in the Office of the Vice President of Instruction and Student Services. This information is communicated to the identified faculty member in writing within ten working days after receipt of the information. The faculty member has an opportunity to respond to the student’s comments in writing. Only those student comments that are signed and dated by the student and supported by comments in the student and/or administrative evaluations are considered as part of the overall evaluation of the non-tenured faculty member. The summary by the supervising administrator, the faculty member’s response, and a plan of action agreed to by the faculty member and the supervising administrator become part of the non-tenured faculty member’s permanent personnel file. Administrative Evaluations - 1) Administrative evaluations may be conducted at least once but no more than twice each semester during the first year. The administrative evaluations are conducted at least once but no more than twice during the second and third years. Administrative evaluations consist of classroom observations as well as a review of documents related to the selected classroom observations, Instructional Planning, College/Community Services and Professional Growth. The supervising administrator conducts the classroom observations before completing the administrative evaluation. Both the faculty member and the supervising administrator have the right to invite the Vice President for Instruction or the appropriate academic dean to participate in the classroom observations. Classroom Observations - For classroom observations, the supervising administrator notifies the faculty member of the observation a minimum of two working days prior to the scheduled visit. For classroom observations, the following documents are given to the supervising administrator at least one day prior to the scheduled date: a) Syllabus for the course being observed; b) Prior assignment given to students specific to the day’s activities; and c) any other information that would give the supervising administrator an opportunity to be better prepared for the visit. Test materials that relate to the classroom observation visit no later than the date the test is given. The supervising administrator prepares a written evaluation report of each classroom observation. A copy of the report is sent to the faculty member no later than five working days after the classroom observation. The faculty member schedules a conference with the supervising administrator to discuss the evaluation report within five working days after receipt of the report. Each consultation Spoon River College

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provides documentation signed by both parties. If the Vice President of Instruction and Student Services or the appropriate academic dean participates in the classroom observation, s/he also submits a written report to the faculty member who then schedules a joint follow-up conference of all three parties. All classroom observations are completed no later than November 1 for the fall semester and no later than March 15 for the spring semester with the exception of the sixth semester observation (conducted no later than February 1 - Spring or October 1 - Fall). Peer Assistance Committee - The supervising administrator assigns a tenured faculty mentor to the non-tenured faculty member at the beginning of the first semester. When possible, the mentor should be in a closely related discipline. The mentor is responsible for providing orientation and assistance with instruction during the first semester. The mentor participates as a member of the peer assistance team after the first semester. The tenured faculty mentor and two other tenured faculty members conduct peer assistance. The supervising administrator assigns one and the non-tenured faculty member selects the other. 1) The peer mentor receives one-half credit toward salary advancement for each year for which s/he is a mentor. 2) Peer Assistance Committee members receive one quarter credit toward salary advancement for each year for which she is a committee member. 3) A tenured faculty member can serve as a mentor for only one nontenured faculty member at a time. 4) A tenured faculty member can be a peer committee member for no more than two non-tenured faculty members simultaneously. 5) The mentor and/or committee members may be replaced by the Vice President of Instruction for failure to perform the above duties. If this occurs during an academic term, no credit for salary advancement will be issued. Peer assistance is a continuing process during the three-year period. Written reports are submitted to the appropriate supervising administrator during the second, fourth, and fifth semesters. The second and fourth semester reports must be provided to the supervising administrator no later than April 1 (Spring) and November 1 (Fall). The fifth semester written report is a composite report reflecting the three-year period and is due no later than December 1 to the supervising administrator. During the second and fourth semesters, the peer committee schedules a conference with the non-tenured faculty member each year no later than March 15 to allow time for the peer assistance committee to meet the written report deadline of April 1. During the fifth semester, the peer assistance Spoon River College

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committee schedules a conference with the non-tenured faculty member each year no later than November 1 to allow time for the peer assistance committee to meet the written report deadline of December 1. The Vice President for Instruction schedules a conference with the Peer Assistance committee members to be held no later than five days before the tenure decision is taken to the board. The purpose of the meeting is to discuss the peer assistance committee observations and reports. Necessary components of peer assistance are: 1) Classroom Observation a. The full-time faculty mentor conducts classroom observation a minimum of once per semester. b. Other peer committee members conduct classroom observation a minimum of once per year. c. The appropriate approved form is obtained from the Vice President of Instruction’s office. 2) Peer Observation a. The non-tenured faculty member observes the classroom of a tenured faculty member a minimum of once per semester. b. The tenured faculty member’s classroom to be observed is agreed upon by the non-tenured faculty member, the peer assistance committee members, and the tenured faculty member to be observed. c. Follow-up discussion is held between peer assistance committee members and the non-tenured faculty member. This follow-up discussion may be part of second, fourth, and fifth semester conference with the peer assistance committee. d. The appropriate approved form is obtained from the Vice President of Instruction’s office. 3) Review of Documents a. The peer assistance committee receives and reviews the nontenured faculty member’s syllabus, course outline, and Report of College and Community Services prior to being submitted to the supervising administrator. The peer committee may make observations or suggestions as appropriate. b. All forms used for observations/evaluations are consistent and must have prior approval of the College Senate. Instructional Planning - Each semester the faculty member submits a detailed course outline for each class taught to the respective supervising administrator. Each course outline meets accreditation requirements as well as provides a record of instruction. Each syllabus reflects current course content, texts, methods, learning outcomes expected of students, the means by which these are presented, and the method that is used to verify attainment as Spoon River College

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required by the course syllabus form. Each course syllabus is due no later than the end of the first week of each semester. Upon request, the supervising administrator provides a sample format of the syllabus. Should a department wish to prepare and use a single course syllabus for multiple sections taught, individual faculty members may substitute this for individual syllabi. Syllabi are placed on file and are subject to public inspection as required by state law. College / Community Services - Each faculty member prepares a statement of services rendered to the College beyond the instructional services or other requirements of this evaluation plan. A brief description of these services performed during the preceding 12 months is submitted to the supervising administrator on or by June 15. A faculty member may submit an interim report by February 15. College services may include advising students, active participation on governance committees, hosting open houses, sponsoring student activities, recruiting, organizing and sponsoring community service programs, as well as other services beyond instructional responsibilities. Community services may also be reported as an optional portion of the statement. Professional Growth - Professional growth activities are directed toward improving the faculty member’s teaching effectiveness, retraining for increased flexibility of instructional service, and contributions to the institution. Professional growth activities may include formal study, selfstudy, travel, conferences and workshops, evaluation activities, institutional visitations, and other activities, which may fulfill instructional and institutional needs. Each faculty member submits an annual report on or by June 15 of activities the faculty member has participated in during the preceding school year. Summary Year One • Student Evaluation, both semesters • Administrative Evaluation, both semesters • Instructional Planning, both semesters • Peer Observation, both semesters • Peer Committee Report, second semester • College/Community Services, spring semester, and • Professional Growth Report, spring semester Year Two • Student Evaluation, both semesters • Administrative Evaluation, at least once but not more than twice each semester • Instructional Planning, both semesters • Peer Observation, both semesters Spoon River College

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• • •

Peer Committee Report, second semester College/Community Services, spring semester, and Professional Growth Report, spring semester

Year Three • Student Evaluation, both semesters • Administrative Evaluation, at least once but not more than twice each semester • Instructional Planning, both semesters • Peer Observation, fifth semester • Peer Committee Summary Report, fifth semester • Peer Committee Meeting with Supervising Administrator, sixth semester • College/Community Services, spring semester, and • Professional Growth Report, spring semester Part-Time Instructors Part-time instructors play a significant role in the teaching and learning process at Spoon River College. Applicants for part-time teaching positions are reviewed by the appropriate instructional dean and if supported by the dean the recommendation for approval involves the Vice President for Instructional and Student Services and the President of the College. Staff members in human resources insure that all part-time instructors complete personnel forms. Employment contracts are generated in human resources and reviewed by the appropriate instructional dean and the Vice President for Instructional and Student Services. The part-time instructor contract includes specific physical demands for the positions such as: the ability to regularly sit, use hands and fingers, talk and hear. This position requires limited standing, walking, reaching, stooping / kneeling. Vision requirements for this position include close vision including the ability to view text from a computer monitor. This position requires some driving, the majority of which is within the College district. Work environment for this position includes typical office environment with no extremes in temperature, noise, and limited physical risk. Among the conditions of employment for a part-time instructor is that they recognize their employment is for a non-tenured temporary position, and future employment is not guaranteed. Part-time instructors are also responsible to maintain a safe instructional environment, to provide a copy of a working syllabus that is devised from the master course syllabus and to agree to participate in other regular best practices of instruction (student evaluation, administration evaluation and observation). Part-Time Instructor Evaluation Policy Spoon River College generally conducts performance evaluations on all parttime instructors on a scheduled basis. This policy applies to all employees Spoon River College

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appointed to a part-time instructor position. Part-time instructor evaluations are conducted the first and second semesters that part-time instructors teach for the College. After the first and second semester of teaching at the College, a minimum of one student evaluation is completed during each academic year (summer, fall, spring) thereafter. The Office of the Vice President of Instruction and Student Services provides the approved standardized evaluation. The instrument will be administered electronically using the course site on which normal course activity takes place. Students will receive notification of the evaluation’s availability both: a. Via an announcement that is visible to students in the course during the period the evaluation is available; and b. Via an email sent to students in the course. The subject line of the email states the course prefix and number and the designation “Evaluation” (for example, ENG 101T-1 “Instructors Name” Evaluation). The text of the announcement and the email will be as follows: “There is an anonymous evaluation of your instructor and the course elements found in the Assignment section of your course syllabus. Your instructor will see the compiled results of all student evaluations after the course ends to improve instruction, but the individual evaluation responses are anonymous. Please take the time to fill out the evaluation. Thank you.” The evaluation tool is available once 80% of the course has been completed. The compiled results are forwarded to the immediate supervisor and given to the instructor within ten working days after the end of the semester the tool is administered. The instructor schedules a follow-up conference with the supervising administrator no later than 10 working days after the beginning of the semester that follows after the semester the evaluation was administered. The purpose of the meeting is to discuss the results of the student evaluations, identify areas of strength, and areas in which improvement is possible. A plan for emphasizing areas of strength and overcoming areas needing improvement is developed by the instructor and submitted to the supervisor within 10 days after the follow-up conference. Instructional Compensation Full-time faculty has a collective bargaining unit with Spoon River College. Evidence of the college meeting this core component is demonstrated by the fact that the faculty collective bargaining unit and the college have had a six year agreement. This agreement includes a salary schedule related to compensation issues.

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Part-time instructors receive compensation based on experience with the college. Their level of compensation is based on the relevant policy and procedure and rate of pay which is determined each fiscal year.

SUPPORT FOR EFFECTIVE TEACHING Instructional Design The College identified the need to hire an Instructional Design Coordinator six years ago. The Instructional Design Coordinator that was hired has over 10 years experience, Masterâ&#x20AC;&#x2122;s in the field, and work history in business and industry. Since the Instructional Design Coordinator position was filled, over 50 workshops have been offered to faculty over the past six years. Each workshop is evaluated by the faculty participants. The Instructional Design Coordinator also provides assistance to faculty via one-on-one training and consulting appointments as well as email and phone. The instructional design support for online courses has lead to an increased participation and delivery in online and Interactive Video System (IVS) courses. Online participation doubled in Spring 2009 to Spring 2010 and increased from a pilot of five IVS course sections to ten course sections in Fall 2010. Faculty Sharing of Best Practices Opportunities are provided on a consistent basis for professional development at the College. The opportunities that are provided are consistently in the areas of online instruction and alternative delivery, or on learning styles and best practices for teaching and learning. Faculty who attend professional development conferences or workshops are expected to specify the benefit received from this experience, to identify how this benefit will be integrated into their presentation of instruction, and to share relevant information with other college instructors during one of the following activities: faculty meetings, professional development day activities, or college senate forums. Evidence of the college fulfilling this part of the core component is documented through activities of the Title III project. Over the last five years, professional development through workshops that led to best practices being initiated in the classrooms for student success was offered to the faculty. Faculty as well as staff took advantage of these opportunities which led to a collaborative effort in offering both improved academics and services to the students. These opportunities included: Developmental Education expert Dr. Barbara Bonham; Dr. Janet Zadina on Brain Based Learning; Technology Boot Camp; 3 faculty completed a 4-week training at Kellogg Institute and a year practicum to receive Developmental Education Certification; 11 faculty attended On Course 4-day training for the newly designed Student Success course; faculty and staff attended and presented at numerous national conventions; and various small workshops Spoon River College

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were offered such as webinars on various teaching and learning topics. With the completion of the Title III grant, the College continued to provide professional development to link the assessment of learning into institutional effectiveness. Dr. Robert Mudhenke hosted a workshop for all instructors which reinforced the process currently used for assessment of learning. Dr. Mudhenke was referred to the College from staff of the Higher Learning Commission. In 2010, state economic situations lead the college to conduct a faculty professional development day via IVS so that travel and presenter costs were reduced, but faculty would still have the capability to share best practices in teaching and learning. Five instructors (2 CTE and 3 Transfer) led sessions with other instructors with specific presentations of teaching and learning techniques used in their programs of study. This activity received high evaluations from all instructors as to its benefit, subsequent professional development opportunities for faculty will include more of this sharing of best practices among peers. Recognition of Faculty Teaching Excellence Each year Spoon River College recognizes teachers both full and part-time who have demonstrated excellence in their profession. College wide announcement is made in the spring of each year for nominations for three faculty teaching awards: 1) H. Truman Standard Award, 2) ICCTA Outstanding Full-Time faculty award, 3) Part-time Instructor of the Year Award. The H. Truman Standard Award is an internal recognition honoring a full-time instructor exemplifying: •

Excellence in teaching

•

Shows a personal interest in students and contributes to their educational and personal development

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Inspires enthusiasm for his/her subject area

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Exemplifies the core values of Spoon River College

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Additional factors of meritorious service

The Illinois Community College Trustee Association (ICCTA) also recognizes excellent instruction at the state level. Nominations for Outstanding Full-Time Faculty award are accepted from all state wide community colleges and then and selects one statewide nominee for recognition. Spoon River College recognizes its nominee as one of the College’s outstanding teachers of the year. In 2010, Jim Sheff, Developmental Math instructor at Spoon River College, was named Instructor of the Year by the Illinois Community College Faculty Spoon River College

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Association (ICCFA). Only one teacher per year in Illinois is honored with this special recognition by the ICCFA. All full-time faculty members at Illinois community colleges are members of the Illinois Community College Faculty Association. Part-time faculty award nominees are evaluated on the qualities of: •

Excellence in teaching

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Shows a personal interest in students and contributes to their educational and personal development

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Inspires enthusiasm for his/her subject area

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Exemplifies the core values of Spoon River College

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Additional factors of meritorious service

Faculty members who have received this recognition are as follows: ICCTA Outstanding Full-Time Faculty Gary King, 2000; Curt Oldfield, 2001; Jeanine Bloyd, 2002; Michael Maher, 2003; Diane Taylor, 2004; Susan Barnhart, 2005; Tamatha Hutton, 2006; Jan Hardy, 2007; Doug Okey, 2008; Brian Dalpiaz, 2009; Julie Barclay, 2010; Todd Thompson, 2011. ICCTA Outstanding Part-Time Faculty Christine Trochesset, 2005; Richard Thompson, 2005; David Haney, 2006; Robert Emme, 2006; Krista Cebuhar, 2007; Dan Callihan, 2008; Stephanie Miller, 2009; Amy McCallister, 2010. H. Truman Standard Recipients Harold Wheeler, 1983; Charles Black, 1984; Martha Strode, 1985; Betty Starasta, 1986; Gary King, 1987; Donna Struss, 1988; Bonita Stine, 1989; Robert Harland, 1990; William Wilson, 1991; Barbara McRaven, 1992; Natalie Williams, 1993; Eugene McGrew, 1994; Sandy Weeks, 1995; Monill McClure, 1996; Cheryl Hoffman, 1997; Robert Gorg, 1998; Win Htwe, 1999; Jan Hardy, 2000; Rick Fess, 2001; Earl Godt, 2002; Bob Owen, 2003; Paul North, 2004; Monill McClure, 2005; Michael Maher, 2006; Sandra Nash, 2007; Robert Gorg, 2008; Jim Sheff, 2009; Jason Strandberg, 2010; Becca Werland, 2011. Faculty Professional and Civic Involvement Faculty members reported participation and leadership in professional organizations representing a variety of academic disciplines, including health care, humanities (English, communications, theatre, art), vocational education Spoon River College

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(agriculture, electronics), sciences (physics, chemistry, biology, math, psychology), and business. In addition, faculty members represent several academic honor societies, including Phi Kappa Phi, Blue Key, Phi Theta Kappa, Sigma Theta Tau, Kappa Delta Pi and Sigma Xi. Numerous faculty indicated commitment to the community through organizational involvement and leadership. Service and public organizations represented included Rotary International, Altrusa, County Health Department, County and Regional Arts Councils, Salvation Army, Public School District Educational Foundation, Business and Professional Women, and YWCA. An additional example of evidence is that curriculum is controlled by instructors through the shared governance system of the college. Instructors, working through their appropriate instructional dean, develop new/revised curriculum to address changes, meet emerging trends, and to keep pace so that the curriculum remains viable. In transfer curriculum, courses and programs of study are routinely monitored for strength of articulation and transfer to a senior college or university. Transfer curriculum is developed to meet standards of the Illinois Articulation Initiative (IAI) as well as individual articulation agreements. The primary transfer institution receiving Spoon River College students is Western Illinois University (WIU) in Macomb. Spoon River College enjoys a highly cooperative relationship with WIU, designed to optimize student transfer and support to complete their baccalaureate. For career and technical education (CTE) curriculum, instructors work with the dean of CTE to determine new/revised courses of program study and to ensure that there is sufficient need and documentation to meet the Illinois Community College Board requirements for revised/expansion of career programs. One key component for the career curriculum is that the college analyzes economic modeling data which provides current and forecasted jobs in the career area (both new and replacement jobs). The College Board of Trustees has directed the academic administrators to concentrate on career programs that provide medium to high wage potential and that meet current and emerging business and industry needs in the area served by the college. Documents in Electronic Site â&#x20AC;&#x201C; Core Component 3B: 1. Personnel Records 2. College Policies and Procedures on Instructor Evaluations 3. Faculty Awards

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Core Component 3C: The organization creates effective learning environments AN ENVIRONMENT TO SUPPORT ALL LEARNERS Academic Success Center In correlation with the Mission and Vision and Goal One of the Strategic Plan which states that the â&#x20AC;&#x153;College will provide a quality learning environment that promotes teaching excellence and student successâ&#x20AC;? the initiatives of the Title III grant have all been carried out in accordance with these objectives. The College and the Title III program were on the same path due to collaboration among faculty, staff, Title III personnel and administration. All programs were piloted and initiated with input from all groups of the College. As part of the Title III grant, an Academic Success Center was piloted for the first time at the start of the grant 5 years ago when the grant was initiated at SRC. From the humble beginnings before the grant was initiated of a 3 person peer tutoring program that was located in the back of the library and offered tutoring a few hours a week emerged two Academic Success Centers (one on each of the main campuses) that had 51,126 visits over the 5 year grant with 21,011 of those coming this past year. The Academic Success Centers now serve the students 40 hours a week with a variety of services such as tutoring, counseling, workshops, computer access, study groups, and supplemental instruction. The ASC also provides tutoring 24 hours a day/7 days a week through Smarthinking online tutoring. This tutoring is available to all college students regardless of where they live or attend classes. The mission of the Academic Success Center (ASC) states that it serves to empower all students to achieve academic and personal goals through a comprehensive college-wide support network of academic tutoring, workshops, individual appointments, group study sessions and advising. The ASC maintains collaborative relationships across campuses, supports the instructional objectives of the faculty, and advances the educational and retention efforts of Spoon River College. The ASC team values a service-oriented program with a caring personal approach. The environment of providing a safety net of services which allows the students to be successful has become a theme of all departments of the College. The Title III funded grant initiative of the ASC served as an impetus to that climate. Because of the success of the pilot programs of the Title III grant, the initiatives of the grant in the Academic Success Centers have been institutionalized at the end of Year 5. The Academic Success Centers have truly been a success in carrying out the mission of the college by providing Spoon River College

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“an innovative environment that is dedicated to learning and student success” as the mission states. An excellent example of this teamwork was the very successful re-design of the math curriculum using the Hawkes Learning System and a new instructional format. Countless hours of planning, design, and implementation were completed with the math faculty, math developmental specialist, Administration, Hawkes company personnel and Title III personnel giving input and working out the logistics. This resulted in a highly successful program which had dramatic impact on student success in developmental math and College Algebra. The Math faculty were invited to speak at national conferences and the Title III hired developmental math specialist was chosen Illinois Community College Board of Trustees Teacher of the Year. This redesign epitomizes how the grant carried out the mission/vision/strategic plan of “providing quality learning environment that promotes teaching excellence and student success.” In order to meet the objective of strengthening developmental and gateway curriculum, faculty members explored programs and collaborated together to tackle this challenge. The success of the re-design of the Math Developmental curriculum in the early years of the grant was dramatic. By adding a 1 hour lab, instructors had more contact time with students. By requiring certifications before exams, students had to show that they could answer the questions at a mastery level of 80% or higher. Sixty-five students completed all the required certifications and 59 received a C or better in the course – a 90.8% success rate. By having all students on all campuses working on the same certifications and identical exams, it ensured that all students are held to the same mastery level of the required material. Of the 208 students who took developmental mathematics 2008/2009 academic year, 164 or 79% passed the courses with a C or better. Of those doing the certification exams, 96.75% passed the course with a C or better. In comparing, the first pilot in 2007/2008 to this revised pilot the increase in those that passed the re-designed pilot developmental course with a C or better was 79% compared to 71% in the initial pilot. The increase for those completing the certifications who received a C or better was from 90.8% to 96.75%. The exceptional success in the developmental courses inspired the redesign of the college Algebra course using the Hawkes system. This pilot experienced these results: The final exam in College Algebra is comprehensive and is the best single overall measurement of student competency in College Algebra. From the spring of 1998 through the spring of 2008 (prior to the use of Hawkes), students averaged 65.4% on the final exam. From the fall of 2008 through the spring of 2010 (after incorporating Hawkes and modifying course delivery), students averaged 79.4% on the final exam. Spoon River College

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Due to his involvement in this successful project, Jim Sheff, the Title III-hired developmental math specialist was chosen Illinois Community College Faculty Association Teacher of the Year. The redesigned developmental math curriculum using the Hawkes Learning system has been implemented at both college campuses and centers and with distance learning. In accordance with the Mission and Vision of providing access to all residents who live within the community college district that Spoon River College serves, the Title III grant has aided in making this possible through the following programs: piloted, evaluated and integrated several components of the information technology system that now allows students, faculty, and staff to access the degree audit, COMPASS scores, grades, and registration processes online from anywhere in the District; designed, piloted and initiated the computerized at-risk referral system where faculty on any campus can make referrals to the Student Success Coaches who follow-up with the students; faculty designed courses and piloted the interactive video that can be distributed to up to 4 campuses at once. This was instrumental in offering the much needed developmental courses and student success courses to all 4 campus sites so that students may take courses that would normally not have enough enrollment on just one campus. Smarthinking online tutoring offers services to all students regardless of their proximity to a campus site. The accomplishments of the grant over the 5 years in regard to access of critical information as well as courses/student services carried out the objectives of the grant and are compatible with the Mission/Vision of serving all of the communities in the District. College Completion Another example of evidence to meet this core component is the collegeâ&#x20AC;&#x2122;s evaluation under the Complete College America Initiative (CCA). This initiative from the National Governors Association gathers information in three areas: 1) Outcome Metrics 2) Progress Metrics 3) Context Metrics Context metrics analysis is performed at the state level and Spoon River College is reporting appropriate data to the Illinois Community College Board for this component. Progress metrics evaluation has been implemented in the spring 2011 semester. The Progress Metrics measure student progress from semester-to-semester or year-to-year toward the completion of an academic program. Such metrics allow institutions of higher education the ability to track student progression are a way that allows for early intervention and support to increase the likelihood of a successful completion or transfer outcome. Spoon River College

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PROGRESS METRICS Progress Metric 1: Enrollment in Remedial Education Purpose: To determine the proportion of undergraduate students who enroll in remedial coursework at public institutions of higher education. Definition: Annual number and percentage of entering first-time undergraduate students who enroll in remedial math, English/reading, or both math and English/reading courses; by race/ethnicity, gender, age groups, Pell status (at time of entry). Institutional data for this progress metric has been collected for the fall semesters of 2006-2008. An average of 44% of all first time entry students are in one or more remedial courses (math/English) at the college. 63% of first time entry students who were eligible for a Pell grant were enrolled in one or more remedial course. Students entering the college straight from high school had the highest need for remedial math. Recommendations: 1) The College continues to test high school sophomores with the college placement test to give these students an early assessment of their college readiness. The college provides information back to the students, parents, and high school personnel and continues to explore more dual credit/early college options to try to reduce the remedial rate of students entering college straight from high school. 2) The Student Support Services Grant will provide supplemental education for eligible students in math, writing and reading beginning with the summer 2011 term. Progress Metric 2: Success in Remedial Education Purpose: To determine the proportion of undergraduate students who complete remedial education and go on to complete college-level coursework in the same subject within two academic years. Definition: Annual number and percentage of entering first-time undergraduate students who complete remedial education courses in math, English/reading, or both and complete a college-level course in the same subject; by race/ethnicity, gender, age groups, Pell status (at time of entry). Institutional data for this progress metric has been collected for the fall semesters of 2006-2008. The data indicates an average of 89% of the students did complete their remedial courses. 89% of the first time entry students who were eligible for a Pell grant and enrolled in one or more remedial course did successfully complete their developmental education. Students entering the college straight from high school had a 77% pass rate in remedial math. While Spoon River College

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there is a strong evidence for students completing the developmental coursework there is a gap in the students completing a college level course in the same subject within two academic years of entry. The initial data indicates approximately 33% of the students are successful in completing college level math and 56% in completing college level English. Recommendations: 1) The college has implemented a stage 2 placement exam in math to reassess students who are within 10% of moving to the next higher level of math. This re-assessment will likely allow 33% of the students to move to the next level of math saving them time and money. 2) The math instructors are exploring methods to provide open entry open exit for flexible scheduling in developmental math permitting students to move more quickly through the required coursework if they continue to demonstrate appropriate skill. This permits teachers to spend more time working with students who are having more difficulty with the coursework. Progress Metric 3: Success in Gateway (First-Year) College Courses Purpose: To determine the proportion of undergraduate students completing entry, college-level math and English courses within the first two academic years at public institutions of higher education. Definition: Annual number and percentage of entering first-time degree or certificate-seeking undergraduate students who complete entry college-level math and English courses within the first two consecutive academic years; by race/ethnicity, gender, age groups, Pell status (at time of entry), and remedial status (at time of entry). Institutional data for this progress metric has been collected for the fall semesters of 2006-2008. An average of 21% of first time entry students (fall 2006-fall 2008) were successful in completing at least one entry college level math and English course within two academic years of entry. Students enrolling at the college straight out of high school had a higher completion rate for this category with an average of 34%. Students eligible for a Pell grant had a completion rate for this metric of 25%. Recommendations: 1) The college is investigating the use of learning communities for pairing college level math and English courses for targeted student cohort groups such as: students majoring in health science. This design, often cited as a best practice from similar institutions, encourages blending of the curriculum with building peer reinforcement for students with similar college/career goals. Spoon River College

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2) College advisors and staff in the academic success centers will receive more information and training to enhance their skill in enrolling students to increase performance in this metric. Progress Metric 4: Credit Accumulation Purpose: To determine the proportion of undergraduate students making steady academic progress during one academic year at public institutions of higher education. Definition: Number and percentage of first-time degree or certificate-seeking undergraduate students completing 24 credit hours (for full-time students) or 12 credit hours (for part-time students) within their first academic year by student entry status, race/ethnicity, gender, age groups, Pell status (at entry), and remedial status (at time of entry). Institutional data for this progress metric has been collected for the fall semesters of 2006-2008. For full-time first time entry students (fall 2006-09) 37% completed 24 credit hours within their first academic year. Students coming straight from high school had the strongest completion for this metric at 55%. Students eligible for a Pell grant met this metric at a 54% rate. Parttime students the overall completion rate in meeting 12 credit hours in their first academic year was 58%. For those part-time students eligible for a Pell grant their completion rate was 77%. Recommendations: 1) Staff with the Student Support Services grant in Macomb will develop individual learning plans with project participants that specifically address this college completion objective. The results of that project will be shared with other college advisors to seek expansion of the use of individual learning plans. 2) An increased effort will be made to current students as to available courses scheduled for interim sessions and/or through distance learning which can assist the students in making progress through credit accumulation for their degree or certificate. Progress Metric 5: Retention Rates Purpose: To determine the rate at which undergraduate students return to a public institution of higher education from fall-to-spring and fall-to-fall. Definition: Number and percentage of entering degree or certificate-seeking undergraduate students enrolling from fall-to-spring and fall-to-fall at an institution of higher education by student entry status, race/ethnicity, gender, age groups, Pell status (at time of entry), and remedial status (at time of entry). Spoon River College

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Institutional data for this progress metric has been collected for the fall semesters of 2004-2006. For students enrolling in the next consecutive semester full-time student average to persist to the following spring semester was 83%. For those students enrolling in the college straight from high school the percentage was 85%. For part-time students the percentage was 33%. Persistence to the next fall semester is as follows: full-time students 59%, high school students 61%, and part-time students 15%. Recommendations: 1) The enrollment management team will analyze data concerning parttime student retention and present improvement proposals during the 2011-12 academic year. Progress Metric 6: Course Completion Purpose: To determine the proportion of attempted credit hours being completed by undergraduate students at public institutions of higher education. Definition: Percentage of credit hours completed out of those attempted by entering degree or certificate-seeking undergraduate students, by semester and annually, by student entry status, race/ethnicity, gender, age groups, Pell status (at time of entry), and remedial status (at time of entry). Institutional data for this progress metric has been collected for the fall semesters of 2006-2008. The course completion data excludes students who have withdrawn from courses. The consistency of the data over the three years of analysis reinforces the quality of teaching and effectiveness of learning within the college.

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PROGRESS METRIC 6: COURSE COMPLETION TWO-YEAR INSTITUTIONS Number of Credit Hours Attempted (2007-08) TOTAL - FULL TIME STUDENTS TOTAL - PART TIME STUDENTS TOTAL - TRANSFER STUDENTS

16,465.50 18,463.50 37,372.50

Number of Credit Hours Completed (2007-08) 15,728.50 16,699.00 34,905.00

% Completed to Attempted 95.5% 90.4% 93.4%

Progress Metric 6: Course Completion TWO-YEAR INSTITUTIONS

TOTAL-FULL TIME STUDENTS TOTAL-PART TIME STUDENTS TOTAL-TRANSFER STUDENTS

Number of Credit Hours Attempted (2008-09)

Number of Credit Hours Completed (2008-09)

12,437.00

11,389.50

% Completed to Attempted 91.6%

15,659.00

14,359.00

91.7%

44,405.50

41,628.50

93.7%

Number of Credit Hours Completed (2009-10)

Progress Metric 6: Course Completion TWO-YEAR INSTITUTIONS Number of Credit Hours Attempted (2000-10) TOTAL-FULL TIME STUDENTS TOTAL-PART TIME STUDENTS TOTAL-TRANSFER STUDENTS

13,393.50

12,735.00

% Completed to Attempted 95.1%

16,793.00

15,713.00

93.6%

39,598.00

36,822.50

93.0%

Recommendations: 1) The initial measurement for metric 6 on course completion reveals a completion rate exceeding 90%. The enrollment management team will investigate for elements that can be used effectively to increase the other 5 metrics. Disability Service Data The enrollment of disabled students at SRC is stable. Satisfaction of 2.10 on CCSSE in 2007 is higher than other service areas of the college. The number of students being provided accommodations has remained stable over the past four years. The college has designated an advisor on each campus as Spoon River College

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coordinator for the American with Disabilities Act (ADA). These advisors work with students and when disabilities can be confirmed the advisors work with faculty to ensure that appropriate and reasonable accommodations are provided. Each campus also recognizes individuals with disabilities annually during week long ADA awareness activities. Honors SRC has scholarships are available to academically talented students. Special funding is available for honors-related activities such as trips. Opportunities for advanced-level learning are being expanded beyond dedicated “honors courses” with the introduction of an “honors option” into many parts of the standard curriculum. The Honors Program has been recently restructured and revitalized to invigorate it. New guidelines enhance the honors experience and reward talented students. The college’s commitment includes specific support from Student Services as well as Instructional Services, including a faculty-driven Advisory Committee. Use of Assessment Results As a result of the review of student portfolios for general education competencies recommendations are presented to both full-time faculty and part-time instructors in August of each academic year. The recommendations are used to both recognize strengths of the assessment process and to guide members of the assessment committee (which is a sub-unit of the instructional resources committee within the shared governance system of the college) so that continuous improvement can be made to the assessment of learning. Examples of how assessment results are used include: review and clarification of how competencies are stated to students, for example, the word “technology” has changed in meaning to students versus to what it meant to instructors when that competency was drafted in 2007. Another recommendation that will be incorporated is for instructors to explain and encourage students to use one artifact for several competency demonstrations. This will reinforce the inter-connectivity of what students learn into several academic disciplines. A third recommendation to instructors will be to reexamine how they can use student reflections to evaluate learning and provide feedback for improvement in how course content is presented. USE OF NEW TECHNOLOGIES TO ENHANCE EFFECTIVE LEARNING ENVIRONMENTS FOR STUDENTS Technological Advancements to Improve Student Learning and the Delivery of Instruction The College’s Innovative Teaching and Learning Center provides instructional software and is available to all faculty. New enhanced classroom tools available at the College include digital video cameras to capture student Spoon River College

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presentations. The Academic Success Center webpage includes learning tools available to students 24 hours a day. The ANGEL learning platform is in wide use for online, hybrid, and web-supplemented courses. Campuses now include Wi-Fi hotspots to broaden student and faculty access to learning opportunities. The art and graphic design programs use specialized professional software to prepare students for the workplace. All campuses include PC and/or Macbased labs for a variety of learning applications and academic programs. The Hawkeâ&#x20AC;&#x2122;s learning system has transformed instruction in mathematics. Smarthinking online tutoring is available through the ASC. The Interactive Video System is available to broaden access to certain courses throughout the district. Classroom tools like Smartboards and iClickers are available to supplement classroom interactivity.

Documents in Electronic Site - Core Component 3C: 1. Title III annual performance reports 2. Complete College America Metrics 3. Student Services/Disability Reports 4. Honors Program

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Core Component 3D: The organizationâ&#x20AC;&#x2122;s learning resources support student learning and effective teaching The Mission of Spoon River College is to provide a learning environment that offers a broad range of education 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. The Vision of the College is to strengthen its communities by providing an innovative environment that is dedicated to learning and student success. The college Mission and Vision directly reinforce this core component; there are several examples of evidence that demonstrate the collegeâ&#x20AC;&#x2122;s commitment to allocate resources for effective student learning and effective teaching. Nursing Education/Clinical Sites and Agreements The demand for registered nurses in this region is as high as it is nationwide. The competition for students is quite high as this region offers several education organizations for the RN credential. The nursing program benefits from formal agreements with several area healthcare centers. Clinical site coordination is done through a group of healthcare educators and includes colleges and hospitals in Peoria, Macomb, Canton, and several other regional communities. Title III Grant Project The Title III project included an activity objective that by September 30, 2010 the success rate in developmental education and high-risk gateway courses will be at least 7 percentage points higher, overall than the success rates in the 2002-03 baseline year. This objective resulted in newly designed curriculum and format of the developmental courses. The success rates (defined as a C or better in the course) for Developmental Writing was 78% and the success rates for developmental Math was 82%, which is 11 percentage points higher than the baseline year for English and 12 percentage points higher than the baseline year for Math. The College Algebra Course (gateway course) students averaged 65.4% on the final exam prior to the re-design. After incorporating Hawkes and modifying course deliver, students average 79.4% on the final exam. Another activity objective was that by September 30, 2010, the number of faculty using competency based curricula and alternative instructional strategies that address diverse learning styles in the classroom will have increased by at least 35 percentage points over an estimated 20% using these strategies in the 2002-03 baseline year. The objective resulted in all master syllabi for developmental courses being reviewed to indicate consistency in the developmental course curriculum. The full-time Developmental English Spoon River College

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Instructor met with all part-time instructors and detailed a master syllabi accompanied by assignments from which they can choose to meet objectives of the course. All transfer faculty has input into the syllabi of the developmental courses. All developmental math master syllabi are now consistent and identical using the Hawkes learning system. 100% of the master syllabi are competency based. The college provided funding to sustain these grant objectives when the grant was completed (September 2010). Library More evidence includes support for and space provided to the Spoon River College library on the Canton Campus and the engagement of the library staff to provide support to the Macomb Campus, the Centers in Havana and Rushville, and to distance learning students. The SRC Library in Canton contains resources in print, media and online. Online databases are available to all SRC students and faculty on all campuses, and from off-campus for students and faculty who have a valid SRC library card. The library provides search databases and interlibrary loans to provide students at SRC the best possible resources. The library also has an agreement with the Malpass Library (the Western Illinois University library in Macomb) that students of Spoon River College may use their library for educational support by providing their SRC library card as identification. The College library monitors requests from students and patrons and provides regular reports on those usage requests. One example is that the library maintains a monthly report on research questions. The most recent report (March 2011 stats) indicates a reasonable level of activity with over 1,000 requests during the 2008-09 academic year, just over 900 requests during 2009-10, and over 700 requests during 2010-11 through March, 2011. In addition, the library tracks other basic statistics such as number of visits and presentations made to students and other groups. During the 2009-10 academic year more than 4,000 visited the library at the Canton campus and library staff made over 30 presentations regarding research and literacy skills. The library staff arranged eight themed book exhibits during 2009-10. Some of the themes included environmental awareness, womenâ&#x20AC;&#x2122;s history/womenâ&#x20AC;&#x2122;s writers, Martin Luther King Day, and Black History Month. During that same academic year the library staff cataloged over 600 new items and there were more than over 1,700 persons with active library cards. Instructional Design Spoon River College supports innovative teaching and learning, as evidenced in its mission and vision statements, and in its strategic plan (Goals One and Four specifically). An Instructional Design Coordinator is available to assist faculty with any aspect of teaching and learning, from course design and teaching strategies to technology integration. Spoon River College

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The Mission Statement for Instructional Design services of the College is that it strives to increase opportunities for learning through the use of best practices of effective teaching, the sharing of current trends and research in emerging applications of instructional technology, and proposes that quality teaching enhances learning. Instructional Design Coordinator The Instructional Design Coordinator is available to assist faculty with any instructional support needs. These include, but are not limited to: • Course design or redesign consultation • One-on-one training and assistance regarding technology integration, including SRC Online (ANGEL) • Student assessment • Course evaluation Teaching & Learning Resources The Teaching & Learning Resources (TLR) ANGEL site is a repository of faculty resources including, but not limited to SRC Policies, syllabus creation, online teaching tips, copyright guidelines, SRC Online (ANGEL) Support, and a specific area for part-time instructors that includes orientation materials, a Part-time Faculty Handbook, and campus-specific FAQ’s. All full-time and part-time faculty can conveniently access this site from home, campus, or any other computer with Internet access. In addition, the following teaching and learning links are available to all instructors (full and part-time) on My SRC via the faculty login: •

Teaching methodologies (including online) • League for Innovation in the Community College • Getting Results: A Professional Development Course for Community College Educators • Multimedia Educational Resource for Learning and Online Teaching (MERLOT) • Derek Bok Teaching and Learning Center, Harvard • Center for Research on Learning and Teaching, University of Michigan • Teaching Online Best Practices Resources • Online Teaching Activity Index

•

Teaching with Technology • Top 100 Tools for Learning 2009 • Education Podcast Network • PoducateMe • Teaching with Wikis • Blogging Spoon River College

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•

Plagiarism • Plagiarism.org • The Writing Place

•

Assessment • Classroom Assessment Techniques • Assessment Glossary of Terms • SRC Graduation Portfolio

•

Student Success • OnCourse • How To Study.org • Study Guides & Strategies

Complete College America Information – for more information please see the College Completion information in the previous section (3C). SUPPORT FOR EFFECTIVE TEACHING Instructional Design The College identified the need to hire an Instructional Design Coordinator six years ago. The Instructional Design Coordinator that was hired has over 10 years experience, a Master’s degree in the field, and work history in business and industry. Since the Instructional Design Coordinator position was filled, over 50 workshops have been offered to faculty over the past six years. Each workshop is evaluated by the faculty participants. The Instructional Design Coordinator also provides assistance to faculty via one-on-one training and consulting appointments as well as email and phone. The instructional design support for online courses has lead to an increased participation and delivery in online and Interactive Video System (IVS) courses. Online participation doubled in Spring 2009 to Spring 2010 and increased from a pilot of five IVS course sections to ten course sections in Fall 2010. Faculty Sharing of Best Practices Opportunities are provided on a consistent basis for professional development at the college. The opportunities that are provided are consistently in the areas of online instruction and alternative delivery, or on learning styles and best practices for teaching and learning. Faculty who attend professional development conferences or workshops are expected to specify the benefit received from this experience, to identify how this benefit will be integrated into their presentation of instruction, and to share relevant information with other college instructors during one of the following activities: faculty meetings, professional development day activities, or college senate forums. Spoon River College

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Evidence of the college fulfilling this part of the core component is documented through activities of the Title III project. Over the 5 years, professional development through workshops that led to best practices being initiated in the classrooms for student success was offered to the faculty. Faculty as well as staff took advantage of these opportunities which led to a collaborative effort in offering both improved academics and services to the students. These opportunities included: Developmental Education expert Dr. Barbara Bonham; Dr. Janet Zadina on Brain Based Learning; Technology Boot Camp; 3 faculty complete 4 week training at Kellogg Institute and a year practicum to receive Developmental Education Certification; 11 faculty attended On Course 4 day training for the newly designed Student Success course; faculty/ staff attended and presented at numerous national conventions; and various small workshops were offered. In 2010, state economic situations lead the college to conduct a faculty professional development day via IVS so that travel and presenter costs were reduced, but faculty would still have the capability to share best practices in teaching and learning. Five instructors (2 CTE and 3 Transfer) led sessions with other instructors with specific presentations of teaching and learning techniques used in their programs of study. This activity received high evaluation from all instructors as to its benefit, subsequent professional development opportunities for faculty will include more of this sharing of best practices among peers. Recognition of Faculty Teaching Excellence Each year Spoon River College recognizes teachers both full and part-time who have demonstrated excellence in their profession. College wide announcement is made in the spring of each year for nominations for three faculty teaching awards: 1) H. Truman Standard Award, 2) ICCTA Outstanding Full-Time faculty award, 3) Part-time Instructor of the Year Award. The H. Truman Standard Award is an internal recognition honoring a full-time instructor exemplifying: •

Excellence in teaching

•

Shows a personal interest in students and contributes to their educational and personal development

•

Inspires enthusiasm for his/her subject area

•

Exemplifies the core values of Spoon River College

•

Additional factors of meritorious service

The Illinois Community College Trustee Association (ICCTA) Outstanding Full-Time Faculty award accepts nominees from all state wide community Spoon River College

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colleges and selects one nominee for recognition. The college recognizes its nominee as one of its outstanding teachers of the year. Part-time faculty award nominees are evaluated on the qualities of: •

Excellence in teaching

•

Shows a personal interest in students and contributes to their educational and personal development

•

Inspires enthusiasm for his/her subject area

•

Exemplifies the core values of Spoon River College

•

Additional factors of meritorious service

Faculty Professional and Civic Involvement Faculty members reported participation and leadership in professional organizations representing a variety of academic disciplines, including health care, humanities (English, communications, theatre, art), vocational education (agriculture, electronics), sciences (physics, chemistry, biology, math, psychology), and business. Numerous faculty indicated commitment to the community through organizational involvement and leadership. Service and public organizations represented included Rotary International, Altrusa, County Health Department, County and Regional Arts Councils, Salvation Army, Public School District Educational Foundation, Business and Professional Women, and YWCA. Documents in Electronic Site – Core Component 3D 1. 2. 3. 4. 5.

Title III Annual Performance Reports Library Reports Innovative Teaching and Learning Complete College America Faculty Awards

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Summary of Institutional Strengths • Identification of assessment of general education competencies • Performance of transfer students (Western Illinois University, Eastern Illinois University, and University of Illinois) • Increased retention and graduation rate over the past five years • On-line degree audit capability • Peer assistance mentoring program for non-tenured faculty • Online and interactive video instructional capacity • Academic Success Centers (Canton and Macomb campuses)

Improvement Targets for Consideration in the Strategic Plan • Longitudinal data for assessment of general education competencies • Longitudinal data for institutional effectiveness evaluation • Decrease in the number of full-time faculty • Revision of professional development funding levels

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CHAPTER SIX Criterion Four Acquisition, Discovery, and Application of Knowledge

*Diesel Power Systems Training

“Education is learning what you didn’t even know you didn’t know.” – Daniel J. Boorstin Spoon River College

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Spoon River College is a learning focused institution of higher education. At the beginning of each chapter of this self-study a brief story concerning a student or project of the College will be offered as further evidence that the College meets this mission. Ashley Frederick completed her nursing degree at Spoon River College and transferred to the B.S. in Nursing program at Western Illinois University. Spoon River College met her needs in several ways. The college’s close proximity to her home, the affordable cost, and the credibility of the program were among the major reasons she chose to enroll and complete her program of study.. While balancing her roles as a wife and mother, part-time employee, and as a student, Ashley completed her LPN, made the transition and completed the RN program, and is now pursing her BSN. This is not an unusual path for students who steadily gain confidence in themselves in a health science occupation. Many persons who enter career and technical education programs at Spoon River College are less confident about actually being college students, doing college work, and earning a college degree. Options available to complete a certificate in many of SRC’s CTE programs combine specific occupational skills in a reduced time frame often bolstering students’ confidence in themselves as learners and in applying skills to enhance their employment options. Many students will continue to earn the complete associate of applied science degree in that program of study, building from the certificate level of achievement. As Ashley noted in discussing her experience, the expectations were challenging but could be accomplished through proper preparation, and her instructors and many staff of the College offered her support so that she would achieve, persist and reach her goals. Ashley, like many SRC students, discovered that learning involves more than just a specific course. The “learning experience” at SRC helps students prepare for work and for life.

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CHAPTER SIX: CRITERION FOUR -- ACQUISITION, DISCOVERY, AND APPLICATION OF KNOWLEDGE Criterion Statement – The organization promotes a life of learning for its faculty, administration, staff, and students by fostering and supporting inquiry, creativity, practice, and social responsibility in ways consistent with its mission.

Committee Members – Co-Chair: Donna Smith – English/Journalism Faculty, Canton Co-Chair: Kathleen Menanteaux – Library Services Director, Canton Jim Caudle – Agriculture Faculty, Canton Todd Thompson – Diesel and Power Systems Technology Faculty, Canton Sue Freeman – Student Records Specialist, Canton Jeanine Standard – Psychology Faculty, Canton Jamie Weiss – Technology Services Coordinator, Canton Tracy Anderson – Systems Administrator, Canton Cynthia Johnston – Adult Education Program Coordinator, Macomb Heather Starbuck – Human Resources Generalist, Canton Jamie Ball – Human Resources Generalist, Canton Patty Schmidt – Information Services Director, Canton Kevin Bell – Programmer/Analyst, Canton Win Htwe – Physical Science Faculty, Canton Jo Branson – Financial Aid Director, Canton Paige Edwards – Media Production Specialist, Canton Cheryl Hoffman – Nursing Associate Dean, Macomb Sarah Gray – Business Services Director, Canton Janet Munson – Student Advisor (Disability Services), Canton Chad Murphy – Adult and Secondary Education Programs Director, Canton Raj Siddaraju – Chief Information Officer, Canton Dean Clary – Technology Services Director, Canton Marla Turgeon – Cataloging and Research Coordinator, Canton Barb Rowland – Communication/English Faculty, Macomb

Introduction to Criterion Four Spoon River College is committed to learning and support for learners. This criterion, emphasizing acquisition, discovery, and application of knowledge, is at the core of the institution’s mission and vision. Many examples of evidence are presented in this chapter that reinforce both the creativity and effectiveness of the institution meeting the criterion’s core components.

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Core Component 4A: The organization demonstrates, through the actions of its board, administrators, students, faculty, and staff, that it values a life of learning Resource Commitment to a Life of Learning Evidence for this area is demonstrated through the processes used to determine annual budgets, support to facilities and equipment, allocation of other resources, and strategic planning of the college. The Mission of Spoon River College is to provide a learning environment that offers a broad range of education 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. 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 complete career and technical degrees and certificates. • Providing developmental and basic skills education to prepare students for collegiate study and to meet individual educational goals. • Providing community education including non-credit, continuing education, vocational skills and lifelong learning needs. • Providing workforce training and retraining to meet the needs of employers and employees. • Working cooperatively 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. The Vision of Spoon River College is to strengthen its communities by providing an innovative environment that is dedicated to learning and student success. In the strategic plan, the four goals all reinforce the focus of learning in a direct relationship to Criterion 4 concerning the acquisition, discovery and application of knowledge. The four goals are: Spoon River College

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• • • •

Goal 1 – The College will provide a quality learning environment that promotes teaching excellence and student success. Goal 2 – The College will provide educational programs that meet community and economic needs of the district. Goal 3 – The College will provide life-long learning opportunities. Goal 4 – The College will acquire the resources needed to fulfill its mission and invest in its people, technology and facilities.

Further evidence of the college meeting this core component includes the following points. • The College Board of Trustees reinforces the value of learning through its stewardship of resources supporting an appropriate budget of operations and through the use of methods such as bonds to ensure the college has appropriate facilities and technology. •

The Spoon River College Foundation also provides evidence through its mutually-derived priorities of securing funds in support of programs, scholarships, and facilities. The Foundation provides funds to support the Four Goals of the College which are beyond the financial capabilities of the college’s annual budget.

•

Employees of the college have various avenues to seek professional development support. All faculty and staff can request professional development funds to attend workshops, conferences and appropriate professional activities. These requests are reviewed and are subject to approval through appropriate supervisors and/or college committees. Employees may also qualify for tuition reimbursement for improved professional development education, take short term classes through Ed2Go, or seek a tuition waiver if attending a college class for approved professional development.

•

In addition, the college provides professional development activities internally twice per academic year. In August all full-time faculty have a contractual professional development day. In September non-faculty have a professional development day. In February, all college employees meet for a combined day of professional development. Part-time employees are encouraged to attend any of these professional development activities when schedules permit. Professional Development Day session topics include best practices in teaching, learning, personal enrichment, organizational strategies, and wellness.

•

Each year Spoon River College recognizes full-time and part-time teachers who have demonstrated excellence in their profession. The college wide announcement is made in the spring of each year for Spoon River College

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nominations for three faculty teaching awards: H. Truman Standard Award, ICCTA Outstanding Full-Time faculty award, Part-Time Instructor of the Year Award. •

The Illinois Community College Trustee Association (ICCTA) Outstanding Full-Time Faculty award accepts nominees from all state wide community colleges and selects one nominee for recognition. The college recognizes its nominee as one of its outstanding teachers of the year.

•

Part-time faculty award nominees are evaluated on the qualities of: • Excellence in teaching • Shows a personal interest in students and contributes to their educational and personal development • Inspires enthusiasm for his/her subject area • Exemplifies the core values of Spoon River College • Additional factors of meritorious service

There are several examples of evidence related to recognition of student learning reinforcing this core component. The college offers two options for high achieving students related to academic performance and awards a variety of scholarships to second year students. •

The college has a Nu Delta Chapter of Phi Theta Kappa. This organization has a full-time faculty sponsor at each college campus. Students must meet the academic requirements and a new member induction ceremony is held each spring. Graduates of the college who are active members of Phi Theta Kappa receive special recognition at commencement.

•

The college also offers an Honors program. The Spoon River Honors Program is designed for students seeking an opportunity to enhance their academic experiences at Spoon River. Students who qualify and participate receive special recognition at graduation, and may choose to participate in activities sponsored by the Honors program. Honors courses include the following academic areas: Art, Biology, Communication, English, Psychology, Political Science, Philosophy, and Sociology.

•

Each year the college recognizes students with outstanding grade point averages at commencement. Also, the college recognizes a student outstanding in the area of Career and Technical Education at commencement. Students completing the college nursing program receive their “pinning” during the college commencement ceremony. Spoon River College

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•

The SRC Foundation awarded 43 of its 107 scholarships for the 201112 academic year to second year students at SRC.

•

Other college student organizations and activities further reinforce the value of learning through their activities. Examples of these activities include but are not limited to the following: art, drama, PEEPS (People for Earth’s Environmental Preservation), and habitat for humanity.

•

The adult education unit recognizes those individuals who have earned their GED through ceremonies at the college.

Spoon River College effectively uses financial aid resources to assist students. The College is diligent in being in compliance with all federal and state financial aid regulations and optimizing students being able to access the many types of financial aid made available. The following chart provides evidence of this core component. Student financial aid, selected years Types of aid

[ Report Templates | Modify Options ]

2000- 2001- 2002- 2003- 2004- 2005- 2006- 2007- 200801 02 03 04 05 06 07 08 09 First-time fulltime undergraduates Any aid

Total

257

244

224

238

230

374

355

358

Percent receiving

65%

66%

60%

63%

79%

64%

56%

60%

59%

Percent receiving

44%

64%

37%

36%

45%

39%

37%

54%

35%

Average amount

1033

1150

1124

1184

4450

2709

2710

2175

3678

Percent receiving

44%

54%

33%

34%

41%

37%

35%

34%

Average amount

557

667

574

553

2000

1396

1450

1518

1606

Percent receiving

22%

25%

16%

17%

18%

22%

19%

18%

20%

Average amount

999

747

832

963

2400

1963

1754

1601

1837

Percent receiving

13%

16%

11%

12%

15%

11%

17%

Average amount

1053

1533

1210

1344

2750

2100

2425

3471

3884

Federal grants

Spoon River College

State/Local grants

Institutional grants

Loans

Source: IPEDS Data

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Spoon River College provides scholarships through both college funds and the SRC Foundation in support of students and their learning achievements. Examples of evidence for this item include: •

Spoon River College Scholarships- Spoon River College awards performing grants in academic, athletic, and artistic activities of the college. The grants consist of waiving the normal in-district tuition and fees for a designated number of credit hours per academic term during the SRC academic year. Recipients are required to maintain acceptable academic standards.

•

Spoon River College Foundation - A variety of named scholarships are available through the Spoon River College Foundation. Eligibility and qualification requirements for each scholarship vary. Criteria are listed on the college website at www.src.edu/scholarships. The Foundation awarded 107 scholarships totaling more than $65,000 for the 2011-12 academic year.

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Senior Citizens - Spoon River College district residents who are 65 years or older receive a tuition and fees waiver (except lab fees) for credit courses. This waiver does not apply to those who are auditing a course(s). Eligible senior citizens accepted for admission may enroll in regularly scheduled credit courses, other than credit courses designed specifically for senior citizens, provided that available classroom space exists and tuition paying students enrolled constitute the minimum number required for the course.

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Eligible Senior citizen: Any person 65 years or older whose annual household income is less than the threshold amount provided in Section 4 of the ―Senior Citizens and Disabled Persons Property Tax Relief and Pharmaceutical Assistance Act,‖ approved July 17, 1972, as amended.

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Senior Citizens and Disabled Persons Property Tax Relief and Pharmaceutical Assistance Act thresholds: Annual household income thresholds (households of 1 to 3 and more) that provide direct property tax relief to senior citizens and disabled persons. Spoon River College will verify the income limits annually by referring to www.illinoislegaladvocate.org.

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Support Agencies Educational Assistance - Persons who are clients of targeted federal, state, county, township, and/or municipal Spoon River College

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agencies may be eligible for educational United Workforce Development Board (UWDB) awards. •

Named Endowed Scholarships are established with a minimum investment of $10,000 or more by those who wish to continue making a difference in the lives of others. The following is a list of the Named Endowed Scholarships available annually through the SRC Foundation: • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Vivian W. Ashton Memorial Scholarships The Danny Ball Scholarship Fund The L.D. and Virginia L. Barnard Scholarship Dr. Fred C. and Leona Benson Scholarship The Mildred and Emory Brott Memorial Scholarship Canton Elks Lodge #626 Scholarship Kiwanis Club of Canton Scholarship Canton Rotary Club/Ketric & Alice Klingman Memorial Scholarship The Dorothy Cox Memorial Scholarship The Dean and Mildred Crawford Scholarship The Harold Dare Memorial Scholarship The Edward R. Kaiser Scholarship The Phi Mu Tau Scholarship The Donald E. & Helen M. English Memorial Scholarship Tom Greenwell Memorial Scholarship SRC Foundation Scholarships (General Endowed) SRC Foundation Board/SRC Board of Trustees Scholarship Carl F. Jackson Endowment Scholarship Berniece Sprecher Kruschinsky Carl Kruschinsky Scholarship Francis G. and Dorothea B. McPheeters Scholarship MidAmerica National Bank Scholarship Gustav A. & Elizabeth P. Miller Scholarship Molly Kay O’Brien Scholarship Avis A. Oliver Memorial Scholarship J. Marshall Quick and Helen Quick Scholarship Red Dog Cystic Fibrosis Scholarship The Sherman Reed Memorial Scholarship Mr. & Mrs. Glen Rogers Endowment Scholarship Robert Smolich Memorial Scholarship Spoon River College

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The B.H. and Jim A. Taylor Scholarship Trust W.I. Taylor Memorial Scholarship The Louise Wood Scholarship The Sherri Wood Scholarship

Additional evidence of the organization supporting a life of learning is seen through several recent/current grant projects. The institution received a Title III Strengthening Institutions Award from the U.S. Department of Education in 2005. This project provided resources to assist the college in strengthening student retention, academic support, and institutional tracking of student performance and progress. This 1.2 million dollar grant (over 5 years) led to direct benefit in the following initiatives: • Jenzabar ERP system which provided for integration of enrollment, business office, financial aid, and related functions of the college. • Academic Success Centers established at the Canton and Macomb Campuses to reinforce intrusive advising and interaction with students to address at risk behavior and remedial academic skills. • Instructional design enhancement to reinforce curriculum design and transition of instruction to online and other distance learning delivery methods. • Professional development through a series of presentations and the ability to send faculty and staff to conferences. (i.e. OnCourse) • NADE Certification (National Association for Developmental Education) for full-time developmental education instructors in reading, writing, and math. • Redesign of developmental education curriculum with an emphasis on integration of the Hawkes Learning System in mathematics. • Design and implementation of a freshman orientation course for students with two or more academic deficiencies. • Redesign of academic placement. • Implementation of online tutoring and tracking student use of academic support services. • Support for interactive video system upgrade.

The college received a grant ($180,000) through the USDA Distance Learning program in 2009 for installation and implementation of a state of the art interactive video system connecting the Canton Campus with the Centers in Havana and Rushville. Funding to connect to the Macomb Campus came from the Title III grant. Spoon River College became the first college in Illinois to Spoon River College

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use the Cisco Telepresence Video Conferencing System (HD) for instructional purposes. The College immediately demonstrated benefit through fewer courses cancelled for lack of enrollment in Rushville and Havana. Further, faculty members have accepted the technology and a broad range of academic courses are provided through the system during every academic term. An additional benefit has been the use of the system for committee and task force meetings of the college which has strengthened employee participation and involvement. Another benefit from the IVS system has been reduced expenses for travel due to the opportunity to participate in meetings at local sites through this technology. The Spoon River College Foundation Board also utilizes the IVS technology for its monthly board meetings to reduce travel time and expense for board members. Spoon River College received a Student Support Services grant through the U.S. Department of Education in 2010. This 1.1 million dollar grant is designed to support socio-economically disadvantaged students who are academically at-risk. The students must be first generation and/or low income to meet the first eligibility criteria. In addition, project staff evaluates students to confirm academic or personal need for services. The ultimate objective is to increase retention and completion for these students and to assist them with transfer or entry into career or other options. This project is based at the Macomb Campus. Spoon River College has been a recipient of Perkins IV funds through allocations from the Illinois Community College Board. These resources are used primarily in support of career and technical education programs with an emphasis on professional development of faculty and staff, travel expenses, and equipment. Spoon River College has been a recipient of state, federal, and private resources in support of adult education. Through adult basic education the college assists individuals to be successful with earning their GED (General Education Degree) as well as ESL (English as a Second Language) courses targeted to sites of the college district with that need. Since 2009, this program has examined transition programs (known as Bridge) to strengthen opportunities for adult education students to successfully enter and complete a post-secondary program of study. In 2010, the Illinois Community College Board joined the National Governorâ&#x20AC;&#x2122;s Association project known as Complete College America (CCA). Spoon River College is actively generating and analyzing data for the metrics required in this project. This information reinforces the organizations support of learning and its assessment of effectiveness in that process. The College Spoon River College

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has received a three-year Plus 50 Completion Strategy grant from the American Association of Community Colleges which will help meet the objectives of CCA. In addition, the SRC Foundation acquired over $101,000 in grants during the 2010-11 operating year to further fund life-long learning programs. Documents in Electronic Site â&#x20AC;&#x201C; Core Component 4A: 1. College Mission and Vision 2. Strategic Plan 3. Decisions by Board of Trustees related to budget and bonds 4. College Foundation Scholarships and other college support 5. Professional Development 6. Faculty Teaching Excellence Recognition Processes 7. Recognition Processes for Outstanding Students 8. College and Foundation Scholarships 9. Grants

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Core Component 4B: The organization demonstrates that acquisition of a breadth of knowledge and skills and the exercise of intellectual inquiry are integral to its educational programs. Spoon River College participated in the Community College Survey of Student Engagement in 2007 and 2010. Results from these surveys provide evidence of the college meeting this core component. •

Theme 1: Active and Collaborative Learning - Participants were asked to give feedback on how often they 1) asked questions or contributed to class discussions, 2) Made a class presentation, 3) Worked with other students on a project during class, 4) Worked with students outside of class for course assignments, 5) Tutored or assisted other students, 6) Participated in a community based project as part of a course, 7) Discussed ideas from their classes with others not in the class. College respondents met or exceeded the average response rate of Illinois CCSSE participants in six of the ten student categories for this theme.

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Theme 2: Student Effort – Participants were asked to give feedback on how often they: 1) Prepared two or more drafts of an assignment before turning it in, 2) Worked on a project or paper that required integration of ideas and/or information from multiple sources, 3) Used peer or other tutoring services, 4) Used a computer lab. College respondents met or exceeded the average response rate of Illinois CCSSE participants in six of the ten student categories for this theme.

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Theme 3: Academic Challenge – Participants were asked to give feedback on how often: 1) They worked harder than you thought you could to meet teachers expectations, 2) Their coursework includes analysis of an idea, experience, or theory, 3) Their coursework requires synthesis of ideas or information, 4) Their coursework has you make judgments about the value of the information or methods used, 5) Their coursework has you apply theories or concepts to practical problems and/or new situations, 6) Their coursework requires you to perform a new skill, 7) Their coursework encouraged you to spend significant time studying. College respondents did not meet or exceed the average response rate of Illinois CCSSE participants in this theme.

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Theme 4: Student and Faculty Interaction - Participants were asked to give feedback on how often they: 1) Used email to communicate with teacher, 2) Discussed grades or assignments with teacher, 3) Talked about career plans with a teacher or advisor, 4) Discussed ideas from courses with teachers of other courses, 5) Worked with Spoon River College

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instructors on activities not part of the class. College respondents did meet or exceed the average response rate of the Illinois CCSSE participants in six of the ten categories for this theme. •

Theme 5: Support for Student Learners - Participants were asked to give feedback on how often: 1) The College provided support to help them succeed, 2) The College encouraged contact with students from other socio-economic and/or racial/ethnic backgrounds, 3) The College helped them cope with other non-academic obligations, 4) The College provided assistance for you to obtain financial support for your education, 5) Used academic and/or career advising services. College respondents did meet or exceed the average response rate of the Illinois CCSSE participants in six of the ten categories for this theme.

Overall, Spoon River College responses met or exceeded the average rating by Illinois colleges in three of the five CCSSE benchmark categories (Active and Collaborative Learning, Student and Faculty Interaction, and Support for Learners). The ACT Corporation recently distributed a national report on college readiness. The report is published by states and within the state report is data separated by community colleges and the secondary schools in their districts (Source: ACT High School to College Success Report: Illinois: Spoon River College, 2006-08 Freshmen - distributed June 2011). The report is based on “performance indicators for the ACT-tested public high school graduates of 2006-2008 who attended a public postsecondary institution in Illinois in fall 2006-2008.” The report provides an evaluation of college readiness of the secondary students not needing remedial education once they begin college. “A College Readiness Benchmark Score is the minimum score needed on an ACT subject-area test to indicate a 50% chance of obtaining a B or higher or about a 75% chance of obtaining a C or higher in the corresponding credit-bearing college courses.” Identified college courses include College English Composition, College Algebra, Social Studies (for reading), and College Biology. Key findings from the College Readiness Report from ACT include: •

The ACT data indicates that secondary students in the SRC district have a lower overall high school GPA when they enter college than the state average (2.87 for SRC District, 3.08 for statewide), but that the students perform comparably during their first year at SRC versus the statewide average for first-year college students (2.85 for SRC District, 2.52 statewide). The data also indicates the strength of the SRC developmental education program for less prepared students who Spoon River College

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have an average GPA of 2.82 in developmental education courses after the first year of college compared to the statewide average of 2.44. This reinforces the quality of the redesign of developmental education at SRC due to the Title III grant. â&#x20AC;˘

The ACT College Readiness Report also indicates that students coming from secondary schools to Spoon River College have lower ACT composite test scores than the state average (20.8 for SRC versus 22.6 statewide average for not needing remedial education in core courses, and 18.1 for SRC versus 19.3 statewide for students needing remedial education in core courses). At the end of the first year of college SRC students have higher average GPAs than the statewide average for both students not needing remedial education in core courses and those needing remedial courses in core areas (2.94 SRC versus 2.66 statewide for not needing remedial education in core areas, 2.85 SRC versus 2.52 statewide for needing remedial education in core areas. Students who persist in returning to SRC have a higher GPA than the statewide average for persisting students (3.01 SRC versus 2.76 statewide)

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up of a collection of student work that demonstrates the student's overall academic success — the efforts, progress, and achievements in one or more areas of the curriculum over a specified period of time. When a student completes his or her certificate/degree at SRC, it is the student’s responsibility, with the guidance of the instructors, to ensure that the General Education Core Competencies have been mastered. Many assignments, tasks, projects, and assessments in different courses can be used as artifacts (evidence) to demonstrate the student’s mastery of these competencies. Ultimately, the portfolio enables a student to identify and reflect on his/her own accomplishments and strengths. The portfolio can serve as an example of academic achievement for university transfer or when applying for jobs after graduation. The following information is what is included in all course syllabi and provided to all instructors and students related to all assessment and general core competencies. ASSESSMENT PLAN – ASSESSMENT OF STUDENT LEARNING Student Learning Outcomes – The College now requires all students earning a degree to complete a portfolio before graduation. This portfolio requirement includes three areas of general competencies. Section One: SOLVE PROBLEMS • • • •

1A. Solve problems within a discipline using steps which may include information collection and organization, data analysis and interpretation, and generation and evaluation of solutions. 1B. Integrate and synthesize information, knowledge, and experience in making informed decisions. 1C. Use technology to access and process information and solve problems. 1D. Apply mathematical principles, concepts, and skills including mathematical models and the use of arithmetic, algebraic, geometric, and statistical methods to solve problems

Section Two: ANALYZE ISSUES FROM MULTIPLE PERSPECTIVES, including one or more of the following: • • •

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2D. Demonstrate an understanding of opposing points of view and ethical issues.

Section Three: COMMUNICATE COMPETENTLY • • •

3A. Demonstrate writing that is rhetorically appropriate, focused, clear, developed, organized, and technically correct. 3B. Demonstrate oral presentation skills including rhetorically appropriate content and effective delivery techniques. 3C. Demonstrate effective interpersonal communication skills including listening skills, team skills, collaboration, and respect for others, and consideration of opposing points of view.

Faculty members are expected to include in their syllabus assignments, papers, and projects that will provide students opportunities to fulfill portfolio requirements. Additional information regarding the degree portfolio is as follows and can be located on the College website. Degree Portfolio A portfolio is a collection of student work that demonstrates the student's overall academic success — the efforts, progress, and achievements in one or more areas of the curriculum over a specified period of time. When a student completes his or her degree at SRC, it is the student’s responsibility, with the guidance of the instructor, to ensure that the General Education Core Competencies have been mastered. Many assignments, tasks, projects, and assessments in different courses can be used as artifacts (examples) to demonstrate the student’s mastery of these competencies. Ultimately, the portfolio enables a student to identify and reflect on his/her own accomplishments and strengths. The portfolio can serve as an example of academic achievement for university transfer or when applying for jobs after graduation. Contents of a Degree Portfolio Cover Sheet -The cover sheet will include your name and student ID and identify each class, artifact (evidence), competency being addressed, and reason for selecting each artifact. Artifacts - Many assignments, tasks, projects, and assessments in different courses can be used as artifacts. The portfolio will contain four to eleven artifacts to document mastery of a minimum of eight competencies. Spoon River College

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Reflection - Each artifact in the portfolio will include a reflection statement about how this learning has impacted the student’s life, and why the student believes it adequately demonstrates mastery of the competency. Portfolio Completion Process • Obtain a Degree Portfolio Checklist during the first semester at Spoon River College. • Select artifacts (evidence) to include in the portfolio that demonstrate all required general education competencies. • Take the Portfolio Capstone Class in final semester before receipt of degree. Students graduating with an Associate of Arts & Science, an Associate of Arts in Teaching, and an Associate of Arts in General Studies will be required to take a one credit Degree Portfolio Development Course. Students graduating with an Associate of Applied Science Degree will meet this requirement during their program of study. • Submit the degree portfolio. The week following commencement in May, a group of faculty and staff meet and review the student portfolios submitted for that year. These readers are a blend of “veterans” with previous reading and analysis experience with portfolios and “rookies” gaining experience with this improvement process. This practice insures a continuous rotation of college employees to both perform the assessment activity and to strengthen the understanding of the assessment of student learning throughout the institution. All participants receive an overview of the evaluation process and at least two people read and evaluate each portfolio. If there is a significant discrepancy in evaluating and ranking the portfolio, a third reader is used to determine a fair judgment. After all portfolios have been evaluated, the group develops recommendations from their analysis indicating both strengths and areas of possible improvement with the assessment of general education competencies. Students receive information about this assessment process in each of their courses. If their program of study allows for the flexibility of the credit hours they may take a course on the development of the graduation portfolio. Students in Career and Technical Education courses are exempt from taking this class but are still required to submit a portfolio. The assessment committee of the college reviews the general education competencies on a regular basis to clarify and focus the portfolio requirements to engage both student understanding and participation. Both students and readers have commented that the reflection artifact from the students is often the most valuable document of what students have learned and understand about the competencies.

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Use of Assessment Results As a result of the review of student portfolios for general education competencies recommendations are presented to both full-time faculty and part-time instructors in August of each academic year. The recommendations are used to both recognize strengths of the assessment process and to guide members of the assessment committee (which is a sub-unit of the instructional resources committee within the shared governance system of the college) so that continuous improvement can be made to the assessment of learning. Examples of how assessment results are used include: review and clarification of how competencies are stated to students, for example, the word â&#x20AC;&#x153;technologyâ&#x20AC;? has changed in meaning to students versus to what it meant to instructors when that competency was drafted in 2007. Another recommendation that will be incorporated is for instructors to explain and encourage students to use one artifact for several competency demonstrations. This will reinforce the inter-connectivity of what students learn into several academic disciplines. A third recommendation to instructors will be to reexamine how they can use student reflections to evaluate learning and provide feedback for improvement in how course content is presented. Program Outcomes â&#x20AC;&#x201C; Spoon River College faculty is developing comprehensive program outcomes in-sync with the program review rotation. The program outcomes make clear to students what the learning expectations are for the program of study and what students should expect to have learned/demonstrated in completing their particular certificate/degree. An example of the information provided to students who must demonstrate comprehensive program outcomes for the AAS degree in Mathematics is that the students will: 1) Have a thorough knowledge, understanding, and ability to use manipulative skills from algebra, geometry, trigonometry, and calculus correctly and efficiently. 2) Be able to clearly and correctly communicate mathematical ideas orally and in written work. 3) Understand and be able to properly apply mathematical knowledge and skills to solve many various real-world problems. 4) Know when and how to use technology to help analyze information and solve problems. 5) Understand and appreciate the importance and applicability of mathematics to everything. SRC also works with other educational institutions to make the transfer process for students as smooth as possible. (Evidence: Bachelor Degree Completion Agreements, Dual Admission Program). Courses eligible for transfer are reviewed through the Illinois Articulation Initiative (IAI). This Spoon River College

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process offers two tracks for colleges to get transfer approval of lower level courses. Courses can either be reviewed through a state-wide committee that will either grant or deny transfer approval or the college can have three senior institutions of higher education provide documentation that they will accept a course for transfer. Spoon River College courses in transfer programs of study are designated within their course descriptions if they have been approved for transfer. State colleges and universities in Illinois generally accept all credits if the transferring student has earned an associate transfer degree at the community college level. This condition has caused Spoon River College to emphasize to students and parents the benefit of completing the Associate in Arts and Science degree before the student transfers to a senior institution. The college receives data from other state colleges and universities about the performance of transfer students. This information indicates that Spoon River College students consistently perform as well or better than native students at the senior institutions. Spoon River College also regularly reviews and updates degree articulation agreements with other colleges and universities. These agreements are usually for transfer programs but some career and technical education programs have been used. For degree completion, the college works with both other public institutions as well as private and for-profit institutions who have indicated their interest in working with the college. One of the ways of assessing transfer education is through the analysis of Spoon River College students and their academic performance at a senior college or university. Spoon River College receives periodic reports from Illinois public colleges and universities regarding the performance of transfer students. Two of the most recent reports (2009) provide evidence that Spoon River College students are achieving strong learning experiences and meet or exceed native student performances at the universities providing the reports.

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Spoon River College students who attend Western Illinois University (the collegeâ&#x20AC;&#x2122;s main transfer outlet) and Eastern Illinois University have consistently shown higher grade point averages than native students. Western Illinois University 2010 Performance Report SRC GPA All Transfer WIU Native GPA GPA Chemistry 2.70 2.66 2.55 History 2.82 2.53 2.40 Engineering 3.12 3.20 3.11 Technology Broadcasting 2.98 2.83 2.73 Communication 2.71 2.59 2.65 Economics 2.75 2.64 2.57 Sociology & 2.74 2.81 2.71 Anthropology Education Studies 3.22 3.13 3.16 English & 3.39 2.91 3.00 Journalism Geography 2.89 2.74 2.58 Health Sciences 3.36 2.95 2.81 Mathematics 2.82 2.74 2.71 Nursing 3.73 3.55 3.49 Kinesiology 3.35 3.11 3.20 Political Science 3.03 2.99 2.85 Social Work 3.47 3.30 3.34

Eastern Illinois University 2009 Performance Report Colleges / GPA Good Warning Probation Dismissed Universities Standing Spoon River 3.12 18 0 1 0 College Other 3.05 5,600 114 128 63 Community Colleges EIU Native 2.8 2,645 90 123 51 Undergrads Evidence of Assessment of Student Learning in Career and Technical Education (CTE) Programs: Career and Technical Education programs are developed in a similar comprehensive manner but with the addition of a clear and viable economic workforce/economic development need for the region served by the college. Spoon River College

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SRC has also developed relationships/partnerships with community agencies and businesses to provide opportunities to students beyond the classroom. Career and technical education programs often have internship or on the job training requirements as part of the program of study. As career and technical education programs have advisory committees comprised of external stakeholders, these individuals provide regular comments back to instructors and the Dean of Career and Technical Education related to the viability of existing curricula and ideas for revisions or the development of new programs of study. All curriculum revisions, deletions, and development of new programs of study are processed through the college Curriculum Committee and College Senate. These records further demonstrate that the college meets this core component. In addition to the program outcomes and learning objectives, assessment of student learning in these programs includes a survey of employer/employee satisfaction. This survey is done on a rotational basis through the CTE programs as set forth by the Illinois Community College Board. Evidence of meeting this core component is that the nursing department reports an LPN passage rate (5 year average) of 98% and an ADN passage rate (5 year average) of 83%. Nursing faculty has implemented a pilot project related to screening of nursing applicants and have taken steps related to preparation by students for the NCLEX exam. The results of this pilot project will not be available until spring 2012. Other CTE examples of evidence include: Commercial Truck Driving program with a 90% completion rate average and a 99% passage rate over the past seven years; and Diesel and Power Systems Technology Program with a five year completion rate of 88% and a 90% job placement rate. Academic Placement In the college Strategic Plan, the strategy for Goal 1.2 is to prepare students for a successful seamless transfer. One objective addressing this strategy is the outreach of the college to the area high schools to perform COMPASS placement testing with sophomores. This activity began as part of the institutionâ&#x20AC;&#x2122;s recent Title III grant project. College personnel travel to area high schools and test sophomores in the basic skills areas of reading, writing and math. Results are shared with the students, their parents, and school counselors. This early testing provides the college with the opportunity to show students their current readiness for college level learning. The high schools support this testing as it reinforces the connection of secondary education with post-secondary preparation. The high school sophomores are able to understand what basic skills areas they need to concentrate on in order to avoid remedial placement when they enroll in a college. Spoon River College

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This testing over the past three years has indicated that about 35% of sophomores are ready for college level writing, about 40% are ready for college level reading, and less than 10% are ready for college level math. Another objective for this strategy is the implementation for dual credit/dual enrollment college level courses available to eligible high school students. The college meets dual credit regulations of the Illinois Community College Board. For transfer courses high school students must meet or surpass the minimum placement score for the appropriate basic skill area. For career and transfer education courses students complete the compass test and are permitted to enroll unless they do not meet the course basic skill requirement. Approximately 12% of the college enrollment is comprised of students using dual credit/dual enrollment options. Spoon River College – College Completion Project The Illinois Community College Board adopted the National Governor’s Association College Completion Project in 2010. The Complete College America (CCA) metrics are designed to increase consistency and commonality among states in reporting benchmark data and measuring college completion process. The progress metrics are incorporated in the college strategic plan and strengthen the college’s assessment of student learning in the following areas. A new three year Plus 50 Completion Strategy grant from the American Association of Community Colleges will target those over the age of 50 for completion of Certificates or Two Year Degrees. Retention According to the Integrated Post-Secondary Education Data System (IPED) reports, the retention rates at Spoon River College compare favorably with our peers. The College also conducted a self-assessment of 82 best practices in retention which was completed in 2010. Spoon River College successfully completed a U.S. Department of Education Title III Strengthening Institutions grant project in September 2010. The annual performance report of the project indicated the retention rate for first time degree seeking undergraduate students had increased by 12% (from 43%-55%). Graduation Rates SRC has made graduation rate improvement a priority that is targeted by the Enrollment Management Team. It has been found that the graduation rates are low for Spoon River when compared to peers. These lower graduation rates can be attributed to the movement of students between the Macomb Campus and Western Illinois University. The lower rates are also affected by the fact that many students’ stated intentions to complete an Associate Degree are inaccurate and reflect a desire to secure financial aid rather than complete their entire degree at SRC. The College sees a need to track student Spoon River College

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graduation rates for students enrolled in its student success course. In order to increase its low graduation rate, the College now requires enrollment and completion of the student success course for every entering freshman. The student success course is also now offered during the summer-fall interim session. The College has also rewritten the Satisfactory Academic Progress Policy to ensure that all students on probation are referred to the Academic Success Center. Again as a result of the Title III project, graduation rate for students at Spoon River College has increased. The Title III project used a 7% baseline graduation rate for students who would have graduated within 3 years of entering the college beginning in 2001- 02. The final graduation rate information analyzed as a result of the Title III project indicated a graduation rate of 34%, an increase of almost 500%. The increased graduation rate is due to many activities of the college. Some of the activities include: • • • • •

Implementation of academic success centers at the Canton and Macomb Campuses Increased availability of tutoring to students Integration of an online degree audit process for instructors, students, and staff Implementation of an academic early alert system to make students aware of concerns from the instructors Professional development training to faculty and staff related to learning styles, instructional delivery strategies, and application of technology with instruction

Transfer Rates According to the National Center for Education Statistics, SRC compares favorably with its peers with a transfer rate of 34%. This favorable statistic could be the result of articulation agreements with local universities that guarantee a seamless transfer for students wishing to further their education. The College has found that trend data is lacking in transfer rates. SRC does not effectively track transfer students and needs to develop a plan to collect that information. Statistics received from Western Illinois University regarding transfer student performance in fall 2010 showed that overall Spoon River transfers student performance (2.90) is slightly below that of other community college transfers (2.91). Spoon transfer students achievement in Mathematics, (2.82 - SRC, 2.74 other community college transfer students) is on a pace with other community college transfer students. Spoon River College

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Spoon transfer students achievement in Education and Interdisciplinary Studies exceeded that of other community college transfer students (3.22SRC, 3.13 - other community college transfer students). Spoon transfer students achievement in Management was below that of other community college transfer students (2.63 – SRC, 2.76 – other community college transfer students). Other comparisons by academic disciplines are compared in the table below: Subject Accountancy Agriculture Biology Broadcasting Computer Science Communications Economics Curriculum and Instruction English Geography Health History Law Enforcement Marketing Political Science Psychology Recreation – Tourism

Spoon River Transfers 2.28 2.65 2.45 2.98 2.91 2.71 2.75 3.52 3.39 2.89 3.36 2.82 2.82 2.63 3.03 2.57 2.87

Other Community College Transfers 2.62 2.82 2.64 2.83 3.13 2.59 2.64 3.52 2.91 2.74 2.95 2.52 3.06 2.76 2.99 2.65 2.75

Conclusion – Above or Below Below Below Below Above Below Above Above Equal Above Above Above Above Below Below Above Below Above

It was also found that the SRC transfer student performance at Eastern Illinois University overall exceeds that of other community college transfers (3.12 – SRC, 3.05 – other community college transfers). It was also found that SRC transfer student performance at the University of Illinois overall exceeds that of other community college transfers (3.59 – SRC, 3.36 – other community college transfers). Documents in Electronic Site – Core Component 4B: 1. 2. 3. 4. 5. 6.

CCSSE Survey Data General Education Competencies and Portfolio Process Transfer Data Program Reviews Nursing Pass Rates Complete College America and IPEDs Data

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Core Component 4C: The organization assesses the usefulness of its curricula to students who will live and work in a global, diverse, and technological. The College has participated in the Community College Student Survey of Engagement (CCSSE) in 2007 and 2010. Findings from this survey can also be noted as reinforcing the Collegeâ&#x20AC;&#x2122;s promotion and understanding of diversity. In the 2010 results part-time students at the college noted as a strength the academic challenge of the instructional component in helping the students understand their development in making judgments concerning the value of information, arguments, and methods. A specific question in the 2010 survey for the college was: In your experience at this college during the current school year, about how often have you included diverse perspectives (different races, religions, genders, political beliefs, etc.) in class discussions or assignments? 12% answered that such discussions and/or assignments occurred very often, 30% responded often, and 38% answered with sometimes. A related question in the 2010 survey was: In your experience at this college during the current school year, about how often have you examined the strengths and weaknesses of your own views on a topic or issue? 15% responded very often, 40% with often, and 38% with sometimes. Another question was: In your experience at this college during the current school year, about how often have your learned something that changed your viewpoint about an issue or concept? 11% answers with very often, 30% with often, and 49% with sometimes. The College initiated participation in the ACT Student Satisfaction Survey in the spring of 2011. The demographic breakdown of respondents reinforces the Collegeâ&#x20AC;&#x2122;s view and description of diversity for this region: 18% were age 30 or older, only 13.4% were identified as a race or ethnicity other than Caucasian/white, and 40% indicated that they worked 21 or more hours per week while enrolled at the college. In the survey area measuring satisfaction with the general aspects of the College, the second highest area of satisfaction was for racial harmony at this college (4.02 on a 5.0 scale with 5 being very satisfied and 4 being satisfied). One example of evidence is through the general education competency process. Spoon River College strives to confirm the viability of its instructional programs so that students will be able to survive and thrive in a global, diverse, and technological society. Spoon River College

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Section Two of the portfolio documentation process entails: analysis of issues from multiple perspectives, including one or more of the following: • 2A. Demonstrate an understanding of historical perspective and ways art, literature, and other disciplines represent and interpret the human experience. • 2B. Analyze social, political, cultural, historical, economic, and scientific issues that both link and separate cultures and societies throughout the world. • 2C. Demonstrate an understanding of issues of diversity. • 2D. Demonstrate an understanding of opposing points of view and ethical issues. Diversity Diversity for Spoon River College has a different definition than at many institutions. The Macomb Campus, in being in close proximity to Western Illinois University, has enrollment from a broader student population base, including racial/ethnic and underrepresented population components. The remainder of the college district experiences diversity through both an intergenerational and socio-economic spectrum. Many classes provide students with the experience of working across an age range from the late teenage years to persons in their 80s. The college sees this as a strength of diversity as the inter-generational experience often reinforces the experiences, aspirations, and peer support to meet the challenges of completing educational goals while balancing family and work responsibilities. The Community Outreach department meets the intergenerational diversity needs of the district through a variety of programs. On an annual basis, area residents involved in community outreach activities range from as young as 5 to persons in their nineties. Examples of programs and activities that these residents are involved in include: Summer Youth Program, hobby courses such as photography, computer skills, and the recent initiatives targeting persons 50 and older. Another example of the college fulfilling this core component is with the integration of technology into instruction and the growth of distance learning options. The Title III grant project provided assistance, along with other fiscal resources of the college, to provide interactive technologies into 90% of all college classrooms by 2010. This technology includes audiovisual presentation and web connection. In 2010, the college launched a new interactive video system for instruction funded through the Title III grant and a grant from the U.S. Department of Agriculture. Spoon River College is the first college in the state of Illinois to use the Cisco Telepresence Conferencing System connecting all four college sites. This high definition technology has enabled the college to reduce the number of courses cancelled due to low Spoon River College

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enrollment and to extend access to more students throughout the district to enroll in courses. Since 2008, the college has seen an increase in online enrollment resulting in15% of current credit hours being produced through this distance learning method. Beginning with the fall 2011 semester, all courses will have an online component so that all instructors and all students will gain some familiarity with distance learning. Internships/On the Job Training Students enrolled in career and technical education programs of study with the College have various opportunities for applying knowledge and skills through internships and on-the-job training opportunities. Students in the diesel program, for example, often benefit from on-the-job training experiences with Caterpillar, John Deere, and related industries in the region. Nursing students receive clinical experience at several medical centers in west central Illinois including McDonough District Hospital. Annually approximately 75 students receive this educational experience. Honors/Phi Kappa Theta (PTK) Students throughout the college district are able to participate in honors options in several courses and also may qualify to join the national honor society chapter of Phi Theta Kappa. Sponsors have been established at both the Canton and Macomb campuses and membership and activities have increased since the revised program inception in 2010-2011. During the 201011 academic year, 40 students were admitted to the Honors program, 30 students were enrolled in Honors courses, and 152 students were members of Phi Theta Kappa. Prior Learning A course for the assessment of prior learning was developed in conjunction with the Instructional Resources Committee during the 2010-11 academic year. The course was approved by the College Senate and once approved by the Illinois Community College Board will be implemented with the 2011-12 academic year. The course will prove valuable as the College initiates the Plus 50 Completion Strategy project in 2011-12. ACT and CCSSE Student Satisfaction Surveys ACT Student Satisfaction Survey performed in the Spring of 2011 indicated strong student satisfaction with college employment services and with the use of the learning resources of the College. Veteran Services and collegesponsored tutorial services were also in the top five rankings, providing further evidence of the College meeting the objective of this core component.

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In 2007 and 2010, the College completed a Community College Survey of Student Engagement (CCSSE) study which surveyed full-time and part-time faculty members as well as 460 students enrolled during those years. Of the respondents: • • • • •

57% were female 75% were full-time students 79% were between the ages of 19-24 80% came from the Canton and Macomb Campuses 55% of the surveys completed were from classes taught by full-time faculty

Proof that components of the Mission pervade throughout SRC based on the 2007 Community College Survey of Student Engagement (CCSSE) results are categorized and shown below: Mission Component Cultural Activities

Economic Development Opportunities *Empower Individuals Enhance Quality of Life For Residents in Communities We Serve

Question How often do students in your selected course section have serious conversations with students of a different race or ethnicity other than their own? How often do students in your selected course section have serious conversations with students who differ from them in terms of their religious beliefs, political opinions, or personal values? How much does this college emphasize encouraging contact among students from different economic, social, and racial or ethnic backgrounds? How much does this college emphasize providing students the support they need to help them to succeed at this college? How often do students in your selected course section participate in a community-based project as a part of a regular course?

Student Response 2007 77% sometimes to very often

Student Response 2010 82% sometimes to very often

77% sometimes to very often

82% sometimes to very often

81% some to very much

82% some to very much

95% some to very much

96% some to very much

21% sometimes to very often

22% sometimes to very often

The College uses a data analysis process which identifies improvement targets as well as strengths that should be recognized. The improvement targets are Spoon River College

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reviewed and discussed within appropriate units of the College and are often used to determine specific goals and objectives for the strategic plan. Community Outreach The College fulfills the Mission of Economic Development by providing career education and training workers for local employers through the Office of Community Outreach. Community Outreach programs include: •

•

The Digital Divide grant has also expanded to include Entrepreneurship, Geographic Information Systems, Illinois WorkNet, and WorkKeys offerings.

•

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Spoon River College has representation on Macomb Area Economic Development Corporation (MAEDCO) and Spoon River Partnership for Economic Development boards.

Curriculum Relevancy Further evidence of the college assessing the usefulness of its curricula includes a review of programs so that all programs of study have a comprehensive review a minimum of once every five years. These program reviews involve the appropriate faculty, instructional dean, and other employees of the college. The program reviews are shared through the college governance committees and are submitted to the Illinois Community College Board each year. In addition, the Illinois Community College Board performs a comprehensive college recognition visit every five years. This recognition visit was held at Spoon River College during the 2010-11 academic year and the college received full recognition from the state coordinating agency. Documents in Electronic Site â&#x20AC;&#x201C; Core Component 4C: 1. CCSSE Data 2. General Education Competencies 3. Honors and PTK Data 4. Title III Grant Reports 5. Prior Learning Course 6. Community Outreach

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Core Component 4D: The organization provides support to ensure that faculty, students, and staff acquire, discover, and apply knowledge responsibly. Students Students at Spoon River College receive orientation related to the appropriate methods of learning. This is done in three ways. First, students are informed of their responsibility to review information in college publications such as the college catalog and the student handbook. These publications provide details related to the roles and responsibilities of the student and their learning experiences at the college. An example is the student code of conduct which provides parameters of appropriate conduct related to both instructional and non-instructional environments. A second method is in the information provided to students through individual course syllabi and requirements in their specific program of study area. For example, evidence is in the nursing student handbook that provides students in that program of study with detailed information of what is expected of them so they can proceed and complete their degrees. The third method is through a wide range of student services. These include, but are not limited to: student advising, financial aid assistance, disability services, tutoring, and other services provided through units such as the Academic Success Centers and the Student Support Services grant program. In addition, the college policies and procedures manual provides further details related to student conduct issues and the process used to protect the integrity of the institution. Research One such policy that affects students, instructors, and staff protects the welfare and rights of subjects in research conducted under the auspices of the College. Further, the College supports the ethical guidelines for conduct of research of the federal government and of respective disciplines represented in the College through the implementation of a collegial review procedure for all research associated with the College. The review is conducted by volunteer faculty members of the Ethical Review of Research with Humans Board (ERRHB, refer to policy 8.1.3) appointed by the Vice President of Instruction and Student Services. This policy applies to all employees of Spoon River College and all individuals participating in research. Functions of the ERRHB include: â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘

Certifying that ethical principles are adhered to Recommending that modifications be made to uncertified research Ensuring confidentiality Spoon River College

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The Board’s review is based on the American Psychological Association (APA) Ethical Guidelines for Research with Human subjects. Research is conducted at the expense of the employee or student unless otherwise authorized by the College President. Employees and students may use printing services and bulk rate postage; however, the employee or student is responsible for reimbursing the College for expenses. Research Approval Process • Complete the Request for Review of Proposed Research form. • Return the completed Request for Review of Proposed Research form to the Vice President of Instruction and Student Services no less than one semester prior to the proposed beginning date of the research. • The Vice President of Instruction and Student Services reviews the form. The Vice President either advances the request to the ERRHB or does not approve the request. If the request is not approved, the research cannot be conducted at Spoon River College. There is no opportunity for appeal at this level. • The application is reviewed by the Board for Ethical Review of Research with Humans. Review is expected to be completed within five working days. • A majority vote of the Board is required for approval. (A Board member may solicit input from a faculty member in the specific field of research, if that appears justified.) The members’ reviews and comments will be returned directly to the Vice President of Instruction and Student Services’ office. • The Vice President of Instruction and Student Services sends a letter to the applicant notifying him/her of the Board’s approval or disapproval. • If the Board does not approve the research, the decision may be appealed to the Vice President of Instruction and Student Services. Intellectual Property Currently, the only college policy related to intellectual property is related to the development of a course for alternative delivery. If an instructor designs and delivers a course through an approved alternative delivery method and uses no college resources, nor develops the course during college time, the instructor retains all rights to ownership of the course. If the instructor uses any college resources or college time in development of the course, the College retains ownership of the course. The College Library The College library monitors requests from students and patrons and provides regular reports on those usage requests. One example is that the library maintains a monthly report on research questions. The most recent report (March 2011 stats) indicates a reasonable level of activity with over 1,000 requests during the 2008-09 academic year, just over 900 requests during Spoon River College

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2009-10, and over 700 requests during 2010-11 through March, 2011. In addition, the library tracks other basic statistics such as number of visits and presentations made to students and other groups. During the 2009-10 academic year more than 4,000 patron visits were reported in the library at the Canton campus and library staff made over 30 presentations regarding research and literacy skills. The library staff arranged eight themed book exhibits during 2009-10. Some of the themes included environmental awareness, women’s history/women’s writers, Martin Luther King Day, and Black History Month. During that same academic year the library staff cataloged over 600 new items and there were more than over 1,700 persons with active library cards. Technology Improvements Examples of evidence include: • The redesign of the webpage for the college library • The ability of students and instructors to obtain a library card online • Meeting student and instructor requests for library books/other documents by delivery to all college sites • Expansion of search databases • Interlibrary loan • SRC library is a partner of the Illinois Library System which allows for software upgrades, customized reports, and assistance for staff training • The addition of the text me option which allows for interaction of library staff and students to the students cell phone related to library services Copyright It is the employee’s or student’s responsibility to comply with the Copyright Act and all other legislation governing the reproduction of copyrighted materials. Should an employee wish to use copyright materials, a copy of the authorization from the author or owner of the materials must accompany the Request for Review of Proposed Research form. The Spoon River College librarian and her staff monitor changes related to fair use and copyright regulations and share these updates with all instructors and instructional support staff as well as students. Examples of evidence include a check list about fair use, a document on copyright and fair use guidelines, and a frequently asked questions document concerning both print and electronic media documents regarding appropriate usage. This information is also distributed to full-time and part-time instructors by the instructional design coordinator. In addition to the library support for this topic, the College has an official policy regarding copyrighted materials.

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Faculty and Staff There is ample evidence that the college provides support to faculty and staff to acquire, discover, and apply knowledge responsibly. In addition to comprehensive policies and procedures, the college provides support through professional development opportunities, instructional handbooks, and resources for teaching and learning. The evaluation process for full-time faculty and part-time instructors includes administrative observation of instructor presentations and preparation. For instructors teaching online, the college employs a practice of review to confirm core components of best practices are in place. Further for online instruction, teachers must either provide sufficient evidence with prior experience with online instruction and/or complete the Spoon River College activity for online teaching (Angel Academy). Policies and procedures related to faculty and their role and responsibility for curriculum are provided in 8.2 (Curriculum) in the college’s Policies and Procedures Manual. For full-time faculty without tenure a peer assistance committee process is employed. Three full-time faculty with tenure form a peer assistance group to observe and work with non-tenured faculty. This group submits annual reports to the appropriate instructional dean for review and the Vice President for Instruction and Student Service reviews the report prior to any recommendation for tenure. The peer assistance groups can review materials, presentation techniques, and other appropriate information as well as interact with the non-tenured teacher so that strengths and weaknesses can be identified and an improvement plan can be implemented as necessary. Documents in Electronic Site – Core Component 4D: 1. Student Code of Conduct and College Catalog 2. Policies and Procedures 3. Library Policies Summary of Institutional Strengths • Availability of financial aid and scholarships for students • Integration of technology for instruction and to increase access to instruction • Performance of transfer students • Job placement rate in Health Science and Diesel Technology • Dual credit opportunities for secondary students Improvement Targets for Consideration in the Strategic Plan • Evidence of activities for improvement of identified areas in the CCSSE/ACT Student Satisfaction surveys • Analysis of dual credit enrollment (student achievement, retention, and completion) • Institutional research to coordinate data collection and analysis Spoon River College

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CHAPTER SEVEN Criterion FiveEngagement and Service

*Food Drive Challenge

“If you hold a cat by the tail you learn things you cannot learn any other way.” – Mark Twain Spoon River College

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Spoon River College is a learning focused institution of higher education. At the beginning of each chapter of this self-study a brief story concerning a student or project of the College will be offered as further evidence that the College meets this mission. Ashley Mason made a significant impact on Spoon River College. As a student, student athlete, student leader, and as a student trustee on the Board of Trustees, Ashley led by example, communicated effectively, and demonstrated a persistent commitment to learn all she could while she attending SRC, and then taking that knowledge and skill to the next level and beyond. Ashley began her journey through Spoon River College by taking dual credit courses while completing high school in Canton. Majoring in agriculture, Ashley worked with her instructors at SRC to ensure that her courses transferred into the agriculture program at Western Illinois University. (She is currently working on her Masters in Agriculture Education at the University of Florida). Ashley observed that the faculty and staff at Spoon River College provided a family atmosphere for students, reinforcing the college climate around the concept of learning and the realization that learning meant more than what happens in the classroom or lab. Ashley states: As student trustee at SRC I had the opportunity to conduct a “Teddy Bear Drive” in the communities that SRC serves. This drive collected over 1200 teddy bears that were donated to The Children’s Hospital in Chicago and Graham Hospital in Canton. This was the first charity project I had conducted on my own, and I was overwhelmed by the support given to the project by SRC and the communities around the college. Not just in donations, but in encouragement as well. I look forward to organizing other charitable functions in the future. Classes are very important to your success as a student. However, professional development in an integral part of a young adult’s quest to improve skills and be more employable. As a student, you should seek out opportunities to be involved, work with others, take on leadership roles, and step out of your comfort zone. This will not only make your college experience more enjoyable, but you will be more marketable when you graduate.

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CHAPTER SEVEN: CRITERION FIVE – ENGAGEMENT AND SERVICE

Criterion Statement: As called for by its mission, the organization identifies its constituencies and serves them in ways both value.

Committee Members Co-Chair: Jeff Bash – Agriculture Management Faculty, Canton Co-Chair: Missy Wilkinson – Enrollment Services Director, Canton Emily Gillett – Institutional Advancement Coordinator, Macomb Ellen Dodd – Bookstore Assistant, Canton Natalie Orwig – Adult and Developmental Education Senior Office Assistant, Canton Heather Starbuck – Human Resource Generalist, Canton Lance Tindall – Printing Services Specialist, Canton Denise Harrington – Information Services Support Specialist, Canton Brandy Chasteen – Student Advisor (Recruitment/Retention), Canton Kelly Mason – Athletics/Student Life Office Assistant, Canton Pat Deneke – Student Advisor (Lead), Macomb Lara Dively – Student Advisor (Recruitment/Retention), Macomb Velvet Powell – Community Outreach Director, Macomb Michelle Bugos – Human Resources Director, Canton Terri Shafer – Havana Center Director, Havana Kristy Boggs – Biology Faculty, Macomb Elaine Lucas – Health Science Faculty, Canton Dustin Day – Speech Faculty, Canton Sherry Nelson – Financial Aid Office Assistant, Canton

Introduction to Criterion Five Spoon River College is directly, actively, and effectively involved with engagement and service with its constituents. This chapter offers many examples of evidence to meet the criterion and core components, emphasizing value of the College with both internal and external members of its constituencies.

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Core Component 5A: The organization learns from the constituencies it serves and analyzes its capacity to serve their needs and expectations The Mission of Spoon River College is to provide a learning environment that offers a broad range of education 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. Employees of the college realize that a significant component of learning, both individually and as a group, involves reviewing information, listening to people, and scanning both internal and external environments to ensure that needs and expectations of students and stakeholders are being met. The College completed Community College Survey of Student Engagement (CCSSE) studies in 2007 and 2010 which surveyed full-time and part-time faculty members as well as 460 students enrolled those years. Of the respondents 57% were female, 75% were full-time students, 79% were between the ages of 19-24, 80% came from the Canton and Macomb Campuses and 55% of the surveys completed were from classes taught by full-time faculty. Proof that components of the Mission pervade throughout SRC based on the 2007 Community College Survey of Student Engagement (CCSSE) results are categorized and shown below: Mission Component Cultural Activities

Economic Development Opportunities *Empower Individuals Enhance Quality of Life For Residents in Communities We Serve

2007 Student Response 77% sometimes to very often

2010 Student Response 82% sometimes to very often

77% sometimes to very often

82% sometimes to very often

81% some to very much

82% some to very much

95% some to very much

96% some to very much

21% sometimes to very often

22% sometimes to very often

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The College uses a data analysis process which identifies improvement targets as well as strengths that should be recognized. The improvement targets are reviewed and discussed within appropriate units of the College and are often used to determine specific goals and objectives for the strategic plan. The results of these surveys are shared with the President’s Cabinet, with faculty, and with other internal units that are connected by the survey. The Dean of Student Services assists in providing a summary of strengths and concerns related to the survey results. Items of concern are discussed in the appropriate venue and recommendations developed to be implemented to address those issues. The Dean of Student Services works with the Enrollment Management Team to develop strategies and tactics addressing any issue in the CCSSE survey below the national norm. The Dean of Student Services, along with the two instructional deans, have engaged faculty in a discussion to increase student understanding of the rigor and relevancy of individual courses. In 2011, the College completed an ACT student satisfaction survey in addition to the CCSSE survey. This survey specifically targeted student services and awareness and satisfaction with those services. Survey results are compared with information from 97 two year institutions. •

Age • • • •

10.2% were 18 or younger who responded to our survey (National norm: 11.5%) 57.6% were between the ages of 19-22 (National Norm: 44.5%) 25.1% were between the ages of 23-39 (National Norm: 33.7%) 7.1% were over 40 (National Norm 10.4%)

•

Ethnicity/Race • 86.6% Caucasian (National Norm: 67.1%) • 7.9% African American/Black (National Norm: 13.6%)

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Gender • 58.8% female • 41.2% male (National Norm: 60.7%, 39.3%)

•

Hours Worked Per Week • 30% worked 20 hours or less (National Norm: 23.2%) • 35.9% worked between 21-40 hours (National Norm: 36.4%)

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Enrollment Status • 84% enrolled full time (National Norm: 74.4%)

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Levels of Satisfaction – Top 5 College Services • Veterans Services • Library/Learning Resources Services • Student Employment Services • Computer Services • Tutoring Services

•

Lowest Level of Satisfaction • Parking • Resident Hall Services • Recreation and Intramural • Cultural Programs and Activities • College Sponsored Social Activities

•

Level of Satisfaction with the Academic Environment of the Institution • Attitude of teachers towards students • Class size relative to the type of course • Value of the information provided by advising • Testing and grading • Availability of advisors • Out of class availability of instructors • Quality of instruction in major area of study • Challenge offered within the program of study • Flexibility to design your program of study • Course content in the major

•

Level of Satisfaction with Admissions Aspects • Assistance provided by the college staff • General admissions • Accuracy of college information received before enrolling • Availability of financial aid information before enrolling • College Catalog and admissions publications

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Satisfaction with Rules and Policies • Security and Safety • Student Conduct Rules • Academic probation and suspension policies • Student voice in college policies • Purposes for which student activities fees are used Spoon River College

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Satisfaction with College Facilities • Classrooms • Study Areas • General condition and appearance of the buildings and grounds • Business training facilities • Lab facilities

•

Satisfaction Level with General Aspects of the College • Satisfaction with the college in general • Racial harmony • Attitude of the non-teaching staff toward students • Concern for you as an individual • Opportunities for personal involvement in college activities

In Career and Technical Education programs of study, advisory committees provide annual feedback. The feedback relates to satisfaction of graduates moving into jobs and they often are asked to review and confirm the viability of the curriculum. Advisory committees receive reports twice per year about the CTE programs and are encouraged to ask questions, share concerns and present ideas to strengthen the value of the programs. One specific example is the diesel program and the role of that advisory committee in reviewing and supporting the expansion of the program. As a result of the career advisory committees and due to the Trustees’ mandate for regular review and revision of programs, the President invited a wide range of individuals to be part of the Executive Career Advisory Board (ECAB). This group meets a minimum of twice per year to review strategic initiatives within instruction and community outreach and to alert the President and other administrators of emerging issues and opportunities for College involvement. The college also relies on the SRC Foundation Board of Directors and the Alumni Association to gain information on needs and expectations throughout the district. Identified needs are developed for action plans by the appropriate unit of the college. An example in community outreach is the College’s award-winning Retirees Leading Initiative. The program has over 130 graduates from its Retirees Leading Academy since its inception in 2006. The graduates sponsor a variety of community development outreach programs including The Big Read, the Retirement Learning Institutes, and Generations Connect at the regional alternative school. All employees of the college were asked to participate in an employee satisfaction survey (in 2007 and 2010). Results from these surveys are analyzed in President’s Cabinet as well as discussed in College Council meetings. Areas of concern are identified for inclusion into the strategic plan, Spoon River College

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for the development of improvement plans or to correct erroneous perceptions of an issue. An example is during the stateâ&#x20AC;&#x2122;s budget crisis and the involvement of several college employees in identifying dozens of ways the college could either enhance revenues and/or decrease expenses. In the spring of 2011, the college distributed a survey to approximately 400 persons who had some external connection to the institution. The connection could include alumni, donors, advisory committee members, and tax payers. The survey was designed to gauge the level of awareness and satisfaction among community members concerning the college mission, services, and effectiveness. A Likert scale of 1-4 was used with 1 representing strongly disagree and 4 as strongly agree. The response rate for this survey was 34%. A summary of the results are as follows. The first section of the survey was linked to Criterion 1: Mission and Integrity. Respondents gave an average rating of 3.32 on the 4 point scale when asked if the educational programs at SRC exemplify the core values. An average rating of 3.48 was given when asked if SRCâ&#x20AC;&#x2122;s educational, cultural and economic development programs enhance the quality of life of the residents in the communities the college serves. An average rating of 3.34 was given when asked if Spoon River College meets the needs of the communities it serves. Finally, an average of 3.47 was given regarding how respondents felt Spoon River College plays an important role in the community. The second section of the survey was linked to Criterion 2: Preparing for the Future. The survey data showed an average rating of 3.31 when respondents were asked if SRC is responsive to the changing needs of the workforce. An average rating of 3.27 was given when asked if SRC provides a learning environment that offers a broad range of economic development opportunities. When asked if SRC has the best interest of students in mind when planning and developing new programs respondent answers averaged at 3.27. An average of 3.32 was given regarding the question of whether SRC has made recent improvements that position the college for future success. The third section of the survey was linked to Criterion 3: Student Learning and Effective Teaching. Respondents averaged a 3.35 rating when asked if SRC adequately prepares students for transfer to four-year institutions. An average of 3.32 was given when asked if SRC adequately prepares students to enter the workforce and improves their skills for career change or advancement. The college earned an average of 3.36 regarding if SRC provides effective opportunities for academically underprepared students. Another question regarding SRC providing an innovative environment dedicated to student success earned an average rating of 3.30.

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The fourth section of the survey was linked to Criterion 4: Acquisition, Discovery, and Application of Knowledge. An average of 3.53 was earned when asked if SRC provides life-long learning opportunities by offering a variety of classes, seminars, workshops, and events that enhance personal and professional development. The college earned a rating of 3.37 in regards to the question asking if SRC provides workforce training and retraining to meet the needs of employers and employees. An average rating of 3.32 was earned when asked if SRC’s educational, cultural and economic development programs empower individuals. When asked if respondents were aware of college offerings via ads in the newspaper, on radio, through direct mail, or other media/methods, the college received a 3.41 rating. The final section of the survey was linked to Criterion 5: Engagement and Service. The average rating for respondents who feel that community events at SRC exemplify the core values was 3.32. An average of 3.25 was earned when asked if SRC provides cultural and recreational programs to promote personal growth. The college earned a rating of 3.33 when respondents were asked if community engagement is important to SRC. Lastly, responses averaged 3.28 when asked if Spoon River College is well-represented at community events and functions. Documents in Electronic Site – Core Component 5A: 1. SRC Mission Statement 2. CCSSE Survey Results 2007 and 2010 3. ACT Student Satisfaction Survey 2011 4. CTE Advisory Committee Meeting Minutes 5. Curriculum Change Requests 6. ECAB Agendas 7. Retirees Leading Initiative/Community Outreach 8. Employee Satisfaction Survey’s 2007 and 2010 9. 2011 Community Survey

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Core Component 5B: The organization has the capacity and the commitment to engage with its identified constituencies and communities The college demonstrates its capacity and commitment to engage with identified constituencies and communities in several ways. The college recognizes the responsibility to demonstrate institutional effectiveness. Within the strategic plan the college has targeted several elements that make up the framework for its institutional effectiveness evaluation. These elements are consistent with the Illinois Agenda for Higher Education and the goals of Complete College America. The institution has developed a two year rotation of courses in both transfer and career programs of study that allow residents to see which courses will be available at college sites and/or through distance learning delivery. Also, the college continues to examine and implement flexible and targeted scheduling of courses to meet the needs of its constituents. Specific examples include interim sessions at the end of the fall and spring terms, and dual credit options with area secondary schools. Staff members in Community Outreach regularly attend meetings throughout the district where economic and community development projects are discussed. These staff members are empowered to provide college participation in appropriate projects. Specific project examples include training for Pella, Inc. (Macomb); Cook Medical (Canton); Spoon River Partnership for Economic Development (Canton); and Macomb Area Economic Development Corporation â&#x20AC;&#x201C; MAEDCO (Macomb). As a result of participation with these groups, both community outreach and instruction develop new or revised courses and programs to meet these needs. Specific examples include historic preservation, entrepreneurship, expansion of diesel, and basic skills training through KeyTrain and WorkKeys testing for the National Career Readiness Certificate. The recent economic downturn and condition of the budget for the state of Illinois provided the college with the opportunity to demonstrate its capacity and commitment to engage with constituencies. The President of the College established a Task Force and sought ideas from all college employees on both cost reduction and revenue enhancement to address the economic situation. As a result of employee suggestions and efficiency improvements by budget managers, the college reduced expenses by almost $250,000 per year during 2009, 2010, and 2011. On the revenue enhancement side, the college added the interim classroom sessions, increased use of distance learning to strengthen access to classes, and recognized the need for more resource development in the strategic plan objectives.

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Another example is projects of the college that encourage volunteerism both within and outside the college and the expansion of student activities. The College recognized a need for employees to become invested members of the communities of the district. As a result, the College developed Spoon River College Reach Out Community Service (SRC ROCS). This program encourages employees to represent SRC in the community through volunteerism. Employees have volunteered their time in elementary classrooms as guest readers or tutors, guest readers on local radio, volunteered at local hospitals, volunteered at community organizational events such as the YWCA, YMCA, or Chamber of Commerce, or participated in local high school homecoming parades. The Dean of Student Services reported that over 300 students were involved in student organizations at the College in 2010-11. New student organizations since the Fall 2009 include: the Student Government Association in Macomb, the Phi Theta Kappa chapter in Macomb, a new Student Ambassadors organization, Funk Kitchen (arts club) and the athletics program added golf as a recognized sport. Many of the student organizations provide community service activities to students of Spoon River College. Some examples of community service projects include: blood drives for the American Red Cross, building houses for the Habitat for Humanity, (red pot collection) bell ringing for the Salvation Army, and donating food for regional food pantries. Documents in Electronic Site â&#x20AC;&#x201C; Core Component 5B: 1. Strategic Plan 2. Illinois Public Agenda for Higher Education 3. The Complete College America Metrics 4. Link to Class Schedule â&#x20AC;&#x201C; showing both distance learning & interim sessions 5. Evidence of college involvement with SPRED & MAEDCO 6. Results from efficiency task force 7. Volunteerism info from Human Resources & Student Services

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Core Component 5C: The organization demonstrates its responsiveness to those constituencies that depend on it for service An example of evidence meeting this component is through Spoon River College’s presence using several social media tools. These communication methods strengthen the institution’s capacity to share and receive information with students, parents, employers, employees, and other stakeholders. Among the social media applications are: • • • •

The Coordinator of College Information submits to national and statewide organizations for relevant news and information (Community College Times, Community College Weekly, Illinois Community College Board), uses several regional media organizations to share press releases, stories, and other information, as well as to work with the organizations for topics related to the institution and its mission that they develop for their particular audience. Regional media that receive college public information releases and work with the college to inform district constituents include: • • • • • • • • • • • • • • • • • •

Astoria Argus Canton Daily Ledger Fulton County Democrat McDonough Democrat Mason County Democrat Rushville Times Prestige Radio (Macomb/Rushville) WBYS (Canton) WGIL (Galesburg) WIUM (Macomb) Peoria Journal Star HOI News (Peoria TV) Bradley University WEEK (Peoria TV) WMBD (Peoria TV) Quincy Herald-Whig KHQA (Quincy TV) WGEM (Quincy TV) Spoon River College

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The college has shown its efforts of connectedness to the community and the constituents it serves by providing the examples above. Projects that the college has implemented in response to its constituency needs include: •

Use of college bond authority to construct new centers in Havana and Rushville and a new community outreach center in Macomb.

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Implementation of a wireless telecommunications network for voice, video and data saving the college money.

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Implementation of a state of the art interactive video system to all college sites extending access to courses in reducing course cancellation due to low student enrollment.

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Expansion of distance learning access through online distance learning delivery.

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Implementation of a guaranteed textbook buyback plan through the college bookstore/auxiliary services.

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Efficiency Task Force Recommendations to reduce expenses and/or generate additional revenues through college operations.

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Creation of the Executive Career Advisory Board (ECAB ).

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Community Outreach/WorkKeys Testing and Support for Cook Canton (a new medical manufacturing industry).

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Adoption of the Complete College America (CCA) Metrics and data analysis

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Implementation of the Plus 50 Completion Strategy project.

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Support for the Common Core Standards of Basic Skills which addresses both secondary and post secondary skill expectations.

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Acquisition of external resources to expand college services, such as the Title III project which provided resources to initiate academic success centers at the Canton and Macomb Campuses and the revised developmental education curriculum

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Approval by the College Board of Trustees for a reduced tuition and fee rate for high school dual credit students taking identified courses.

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Provision of scholarships for high school dual credit students through the SRC Foundation.

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Implementation of online degree audit process, online admission and registration process, and extension of student services through online technology.

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Development and implementation of the Retirees Leading Initiative (RLI). This initiative has become a regional and state model concerning engaging retired citizens in continued education, leadership, and volunteerism for community and economic development.

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Renovation of the Community Outreach Center in Macomb (MOC) which has resulted in subsequent increases in business training for companies such as Pella, Inc, NTN Bower, and McDonough District Hospital.

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The college’s relationship and membership with the Spoon River Partnership for Economic Development and Macomb Area Economic Development Corporation.

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Collaboration with Illinois State University with motorcycle safety training.

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Gardener’s Big Day partnership with the Fulton County University of Illinois Extension office.

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Paramedic/EMT training in Havana.

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Career and Technical Education Internships/On the Job Training (Caterpillar, Burlington Northern Santa Fe Railroad, and John Deere).

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Nursing/Allied Health Clinical Agreements with area medical centers.

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Adult Education (preparation for GED/ESL, support for transition to post secondary education).

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COMPASS placement testing for high school sophomores to determine level of college readiness with a goal of reducing placement into developmental education courses upon high school graduation.

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Implementation of the revised mathematics curriculum using the Hawkes learning system, and increased student performance and pass rate through college level gateway courses. Spoon River College

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Acquisition of the Student Support Services grant at the Macomb campus to reinforce resources for socio-economic disadvantaged students.

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Collaboration with the Nature Conservancy at Emiquon involving the College through biology, natural resources and conservation, and related environmental activities.

Documents in Electronic Site – Core Component 5C: 1. Documentation of College Bonds for Havana, Rushville and Macomb 2. Documentation of the Motorola Wireless Telecommunication System 3. Documentation of Cisco Telepresence Distance Learning System 4. Documentation from guaranteed textbook buyback plan 5. Efficiency Task Force Recommendations 6. ECAB Agendas 7. Cook Canton Documentation 8. Complete College America 9. Common Core Standards 10. Documentation from Title III (grant award notice & reports) 11. Documentation of dual credit tuition rate 12. Foundation Dual Credit Scholarships 13. Retirees Leading Documentation 14. Results of High School Compass Testing 15. Link to Nursing & Allied Health Clinical Agreements

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Core Component 5D: Internal and external constituencies value the services the organization provides Spoon River College regularly analyzes surveys, comments, and activities to gauge internal satisfaction and concerns that are significant to the institution. Issues that are identified are discussed and acted upon at the appropriate level (i.e. President’s Cabinet, Supervisors Meeting, and College Council). Examples of evidence include: Internal • Employee satisfaction survey (completed every three years) • Professional development activities (evaluation after each activity) • CCSSE (completed every three years) and ACT satisfaction surveys (2011 was first year for this survey) • Employee Recognition • Employee Campaign – Pay It Forward • Health screening • Technology Services Survey Spoon River College values the perception external constituencies have of the institution. The College offers a wide array of programs and activities and constantly seeks feedback from participants, as well as conversations with community leaders to gauge needs within the district that the College can address. Examples of evidence of the College meeting external constituencies’ needs and the perceived value are as follows. External • Summary and Evaluation of community outreach activities Community Outreach – professional continuing education/licensure Community Outreach units offer services to meet lifelong learning, workforce, and economic development needs within the college district. One specific example is the Employability Skills Centers and the Centers integration of the ACT WorkKeys Basic Skills Assessment. This assessment provides the information necessary for people to earn the National Career Readiness Certificate. Working with the Illinois Department of Commerce and Economic Opportunity, Community Outreach has received grants and developed partnerships to promote a stronger workforce. Leadership within this area of emphasis has been with Cook Medical, a medical manufacturing company which has expanded into Canton. •

SRC Foundation and Alumni Association - Recognition of donors is done annually at the President’s Reception, this includes recognition of donors by contribution level and recognition of endowed scholarships. Alumni are also recognized annually for their service and contribution Spoon River College

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related to their occupational area and/or volunteer activities. In addition, the college enjoys reciprocal support from other organizations within its district. A leading example is the Celebrity Waiter Dinner and Golf Outing which always includes significant support from Western Illinois University and McDonough District Hospital. •

Spoon River College is cognizant of the demographics of its district. Reinforcing its commitment to diversity the college has initiated three projects targeting the older adult population. The Retirees Leading Initiative has become a regional and state model concerning engaging retired citizens in continued education, leadership, and volunteerism for community and economic development. The 50+ Technology classes are designed to meet introductory skill needs related to computers, internet, and software applications. The latest initiative is the +50 Completion Project funded by a grant through American Association of Community Colleges. This project will be an integral component of the overall college completion strategy.

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Diesel Lab – area residents use the diesel lab for the diagnosis and repair of various equipment (agricultural, commercial truck, etc)

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Reaching out to assist the community the college participates in Blood Drives and Food Drives on an annual basis. These activities are sponsored by different groups such as the Student Nursing Association, Student Government Association, and the PRIDE Committee.

Documents in Electronic Site – Core Component 5D: 1. Employee Satisfaction Survey 2007 & 2010 2. CCSSE Survey 2007 & 2010 3. ACT Student Satisfaction Survey 2011 4. Community Satisfaction Survey 2011

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Summary of Institutional Strengths • Community perception of the college • Leadership of Community Outreach department with projects and initiatives • Increase in student participation in student activities • Increased involvement of alumni and donors to the college Foundation Improvements Targets for Consideration in the Strategic Plan • Expansion of service learning opportunities for students • Increased support by college employees for the college Foundation • Increase involvement of College senior leadership team in community activities

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CHAPTER EIGHT Diversity

*Retirees Leading Institute

“Diversity: the art of thinking independently together.” —Malcolm Forbes Spoon River College

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Spoon River College is a learning focused institution of higher education. At the beginning of each chapter of this self-study a brief story concerning a student or project of the College will be offered as further evidence that the College meets this mission. The Retirees Leading Academy (RLA), the training program developed through the Retirees Leading Initiative (RLI), requires graduates of the program to create a community outreach project that will benefit and improve the quality of life for their communities. Since 2005 when it was established, graduates have not only created projects, they have embraced their projects with passion and dedication. Barbara Luthy and Sally Pletz, who created the Generations Connect Project that brings together retirees and at-risk youth from the Fulton-Schuyler Regional Office of Education, are examples of that dedication. “While brainstorming about what we wanted to do, it was pointed out that an intergenerational component was needed,” Luthy said. “Out of the many suggestions that were offered, working with the students from McCall’s Alternative School was the favorite.” Luthy and Pletz organized a book club at the school in connection with the BIG READ, the community literacy project sponsored by the National Endowment for the Arts in the fall. That was almost five years ago, and it was such a hit with the students that Luthy and Pletz decided to offer another book club in the spring and let the students choose the book. “We have read some great books,” Luthy said. “So far, the favorite that fostered the best discussion was “The Curious Incident of the Dog in the Night” by Mark Haddon. Students really connected with that book.” Another activity Luthy and Pletz introduced was game day, which also turned out to be a hit with the students. “Sally and I taught them to play Monopoly, checkers and dominoes, and they taught us to play Guitar Hero, hand-held video games, and Wii,” said Luthy, noting that Joe Ginger attended game days and played chess with the students. “For many of them, it was the first time they had played games that required no technology,” Luthy said. “They loved the games we brought, and we loved learning their games.” Luthy, who retired after 30 years of teaching at the grade school level, says working with these students has made her realize the scope of what teen-agers today face. “Young people today are living in a very different than the one I experienced as a teen-ager, and it can be a harsh world. They deal with intense peer pressure when making some critical choices, and too often there is a lack of parental support or any type of mentoring or supervision by a caring adult,” Luthy said. Spoon River College

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“Having the chance to interact with this group of students has been a wonderful experience, and had I not participated in the Retirees Leading Academy, I would have never had that chance,” said Luthy, who is eagerly looking forward to the next book club in the fall. “It gives me a great sense of self-worth to know that I still have something to offer others, and I hope the students have benefited as much as I have from our time together.” Other Current Community Outreach Projects that are created and led by graduates of the Retirees Leading Academy: •

THE BIG READ is a community literacy project sponsored by the National Endowment for the Arts designed to restore reading to the center of American culture. The Spoon River College Foundation and its partner Parlin-Ingersoll Public Library have been the recipients of a funding grant for this program each year since 2007. Over 25 community organizations, businesses, and educational institutions promote a love of reading for six weeks in the fall through book discussions, activities, events and celebrations. The Big Read is facilitated locally by coordinators who are graduates of SRC’s Retirees Leading Initiative. It continues to be one of SRC’s most popular community outreach projects. These outstanding efforts have been recognized by the National Endowment for the Arts. In 2010, the BIG READ was expanded to all four Spoon River College site communities.

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The Retirement Learning Institutes and Academies that are held each spring and fall. The Retirement Learning Institute takes place at several locations each year. Close to 200 retirees are served each year through these institutes created for retirees. This program is for those ages 50 and older, and offers an exciting time for retirees to come together, to share with friends, and to learn something new. The day’s events feature educational sessions, resource fairs, lunch, prizes and more.

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50+ Golden Computer Classes offers a series of three classes: Computer Skills for the Novice, Finding Information on the Internet, and E-Mailing Made Easy. Each class is taught in a comfortable environment and at an unhurried pace. A DCEO grant makes it possible to offer these classes at no charge. The program is one of the most popular in the district and is offered at all four college sites.

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Havana Fire Department Auxiliary, which supports the volunteer fire department is coordinated by Retirees Leading Academy graduates.

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Three new projects are currently being developed through the Retirement Learning Academy: • • •

Boomerpreneur, a workshop/seminar certificate program for afterretirement business ownership. Historic Preservation, a workshop/seminar certificate program. Operation Clear View, which will focus on keeping community street corners and other areas clean and safe.

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CHAPTER EIGHT: DIVERSITY The Presidentâ&#x20AC;&#x2122;s Cabinet and the directors and administrators within Instruction and Student Services have often discussed the issue of diversity at Spoon River College. 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 the highest enrollment and employment of persons from different backgrounds related to race/ethnicity, as the population of students and staff from Western Illinois University reflects a more diverse cross section of the state and national population. For the remainder of the College service area and locations, diversity becomes more focused on an intergenerational approach as well as on the diversity of beliefs and ideologies. Diversity at Spoon River College may be seen to have a different perspective. A common understanding of diversity often has the expectation of race and ethnicity, physical appearance and abilities, gender, beliefs, socio-economic conditions, and sexual orientation. However, the goal of diversity is to look beyond these expectations and strive to ensure respect and acceptance of individuals and groups. As an institution of learning and of higher education, Spoon River College realizes its role and responsibility to reinforce this goal of diversity through instruction, student services, and all other operations and functions of the institution. The capacity of the college to provide a foundation for learning and nurturing the idea of diversity and to embrace its strengths is linked to the Mission statement in the section to â&#x20AC;&#x153;empower individuals and enhance the quality of life for our residents in our many communities we serve,â&#x20AC;? in the Vision statement reinforcing the focus to strengthen communities, and in the Core Values of Caring, Respect, Integrity, Fairness, and Responsibility. Emphasizing the willingness and ability to understand others and their beliefs and characteristics strengthens all persons and groups to celebrate the value and uniqueness found through the prism called diversity. Therefore, at Spoon River College, diversity includes race, ethnicity, gender, age, disability, beliefs, and lifestyle orientation elements with the goal of promoting 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. In 2005, with the help of a grant from the Retirement Research Foundation in Chicago, Spoon River College established the Retirees Leading Initiative. Since its creation, the program has offered eleven Retirees Leadership Academies and eight Retirement Learning Institutes. The Retirees Leading Spoon River College

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Initiative is an Illinois award winner and has been recognized by the National Governors’ Association Illinois Policy Academy as a model for replication. The Governor of Illinois, Pat Quinn, resolved 2010 be deemed: The Year of the Engaged Older Adult and used the Spoon River College Retirees Leading Initiative as one of the models for replication statewide. In May 2011, the College received notification that it was one of eleven institutions of higher education to receive funding for the 2011-14 Plus 50 Completion Strategy project sponsored by the American Association of Community Colleges. This project will enable Spoon River College to continue to provide leadership in rural America for older students and citizens to benefit from lifelong learning and certificate/degree completion. This project will be administered through the Office of Community Outreach of the College, and will include recent programs that were designed for credit and non-credit options with concurrent delivery in the areas of entrepreneurship, small business management, and historic preservation. The College Commitment Spoon River College demonstrates its commitment to embracing and growing an environment of diversity in several ways. Examples of evidence include part 3 of Student Rights in the Student Code of Conduct, and also, for employees, in the College Policies and Procedures Manual. 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 anti-harassment. The College has supported various activities to reinforce the qualities found in diverse populations. In the spring of 2011 the drama department performed the Laramie Project, a nationally recognized play directly addressing key social issues related to diversity. This activity led to discussion in classes concerning several of the elements within the common understanding of diversity. This is one example of several that can be attributed to the drama productions of the College that address social themes related to the institution’s understanding and focus related to diversity. The College participated in the Community College Student Survey of Engagement (CCSSE) in 2007 and 2010. Findings from this survey can also be noted as reinforcing the College’s promotion and understanding of diversity. In the 2010 results part-time students at the college noted as “a strength” the academic challenge of the instructional component in helping the students understand their development of making judgments concerning the value of information, arguments, and methods. In 2011, the College completed an ACT student satisfaction survey in addition to the CCSSE survey. This survey specifically targeted student services and Spoon River College

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awareness and satisfaction with those services. Survey results are compared with information from 97 two year institutions. •

Age • • • •

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Ethnicity/Race • 86.6% Caucasian (National Norm: 67.1%) • 7.9% African American/Black (National Norm: 13.6%)

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Gender • 58.8% female • 41.2% male (National Norm: 60.7%, 39.3%)

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Hours Worked Per Week • 30% worked 20 hours or less (National Norm: 23.2%) • 35.9% worked between 21-40 hours (National Norm: 36.4%)

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Enrollment Status • 84% enrolled full time (National Norm: 74.4%)

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Levels of Satisfaction – Top 5 College Services • Veterans Services • Library/Learning Resources Services • Student Employment Services • Computer Services • Tutoring Services

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Lowest Level of Satisfaction • Parking • Resident Hall Services • Recreation and Intramural • Cultural Programs and Activities • College Sponsored Social Activities

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Level of Satisfaction with the Academic Environment of the Institution • Attitude of teachers towards students Spoon River College

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• • • • • • • • •

Class size relative to the type of course Value of the information provided by advising Testing and grading Availability of advisors Out of class availability of instructors Quality of instruction in major area of study Challenge offered within the program of study Flexibility to design your program of study Course content in the major

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Level of satisfaction with Admissions Aspects • Assistance provided by the college staff • General admissions • Accuracy of college information received before enrolling • Availability of financial aid information before enrolling • College Catalog and admissions publications

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Satisfaction with College Facilities • Classrooms • Study Areas • General condition and appearance of the buildings and grounds • Business training facilities • Lab facilities

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In the spring of 2011 a community survey was distributed to approximately 400 individuals who were either: alumni, donors, members of advisory committees, and general stakeholders (taxpayers), and 34% responded to the survey. Using a four-point scale (with 4 = strongly agree and 3 = agree) the following survey items and rating averages also reinforce the element of Spoon River College

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diversity and the institution’s role, commitment, and effectiveness with this topic: • • •

SRC’s education, cultural, and economic development programs enhance the quality of life of the residents in the communities the college serves: 3.48 SRC provides a learning environment that offers a broad range of cultural activities: 3.20 SRC’s education, cultural, and economic development programs empower individuals: 3.32

Students and staff at the Macomb campus have additional involvement with diversity as Macomb is home to the main campus of Western Illinois University. The University works with Spoon River College to encourage students to participate in a wide range of student activities, many of which address issues of diversity and respect and acceptance.

Documents on Electronic Site – Diversity 1. Retirees Leading 2. Plus 50 3. College Catalog and Student Handbook 4. Policies and Procedures 5. Productions from Drama Department 6. CCSSE Data 7. ACT Student Satisfaction Survey Data 8. Community Survey Data

Summary of Institutional Strengths • Recognition of intergenerational diversity in the district. • Support for diversity awareness and learning opportunities as part of instruction, student services and community outreach. • Development and implementation of programs targeting persons 50 and over. Improvement Targets for Consideration in the Strategic Plan • Continued environmental scanning to determine any significant change in the district population affecting diversity. • Emphasis of nontraditional students and programs of study such as males into nursing and females into diesel and power systems technology. • Continued evaluation of meeting the needs of special populations.

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CHAPTER NINE

Technology

“Learning never exhausts the mind.” - Leonardo da Vinci Spoon River College

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CHAPTER NINE: TECHNOLOGY Spoon River College embraces technology as one approach to enhance and improve many operations. From instruction to facilities to economic development, the acquisition, implementation, and evaluation of technology to assist the institution meet its mission and vision is always in focus. Goal Four of the college’s strategic plan provides additional evidence of the commitment of the institution to analyze and employ technology effectively and efficiently. There are many examples of evidence to support the success of the College in meeting Goal Four of its strategic plan related to technology. Since the last accreditation visit, Spoon River College has developed and implemented many technology projects to benefit the students, faculty, and staff of the institution, as well as to use technology to enhance the College’s ability to demonstrate its accountability and performance. A summary of the technology projects over the past ten years includes, but is not limited to the following: • • • •

• • • • • • •

Implementation of learning management systems to support online learning (Blackboard in 2002, ANGEL in 2008). Installation of Microsoft Office applications for Outlook and its integration for email, scheduling, etc. This has been upgraded in subsequent years. Establishment of the Canton Technology Center (now the Community Outreach Center – Canton) to support training to residents and organizations through continuing education and community service. Three-year life cycle established for college computers with rotation and recycling of equipment, including extending sales of used machines to students and employees at reduced cost to increase their ability to own a PC. Conversion of college data and IT operations to the Jenzabar (CX) system. Implementation of Spoonview electronic messaging at all campuses and college centers. Establishment of cyber cafes for students and the community at the campuses in Macomb and Canton. Installation of financial aid automation, student billing and accounting operations, and enrollment processing with Jenzabar. Student email upgrade to Google Gmail. Wireless networking phased in at the Outreach Centers and the campuses in Canton and Macomb. Implementation of the first portal product, MySRC, for students and employees, leading to web-based grading, roster verification, and a variety of employee functions and communications. Spoon River College

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• • • • • • • • • • • • • •

Phased in online applications for enrollment, registration, degree audit, and other student and instructional services. Conversion of computer configurations in several instructional classrooms to allow for a wide variety of instructional uses. Implementation of academic early alert system to notify students of academic coursework concerns from instructors, advisors, and academic success coaches. Online student payment process initiated (FACTS) through MySRC. Document imaging phased in to support moving the institution to less reliance on paper documents. Implementation of Foundation and Alumni modes with Jenzabar. Expansion of classroom computer labs at all college facilities. Implementation of wireless telecommunication network to all college sites to support video, voice, and data transmission. Implementation of HD videoconferencing for instruction and support services (as the first college in Illinois to use Cisco Telepresence equipment) for distance learning options. Installation of new telephone equipment and capacity college-wide, including emergency notification applications. Launched Bradford Network Access Control (NAC) to enhance network security and compliance with state and federal requirements. Phasing in of thin client and virtual desktop computing capability. Installation of technology so that over 80% of all college classrooms have SMART capacity for enhanced instruction. Investigation of lecture capture technology and options on acquiring this capability.

Technology is part of strategic planning, resource application, and facilities planning, in addition to its implementation in support of learning and instructional services. Funding for technology comes through a technology fee assessed to all students, college bond projects (as needed), and the acquisition of other external resources (grants, equipment donations, etc.) to the College and/or through the College Foundation. An example is the provision of equipment from Caterpillar (a Peoria-based Fortune 500 corporation) which has donated diesel engines and components to the College’s Diesel and Power Systems Technology program several times over the past ten years. The College’s office of Institutional Technology (IT) works well with Instruction and other college services to determine needs, assess available products, and to provide an analysis related to functionality, cost, maintenance, and other support issues. The IT office also provides support to students and employees through a Help Desk operation to help solve problems related to technology usage. The IT office works closely with instruction in determining acquisition, implementation, and support of software and Spoon River College

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equipment related to distance learning delivery methods, including interactive video and online applications. The IT office has adequate staffing, and provides opportunities for training (through both internal and external sources) to remain current with advances in technology, software, and analytics of usage. IT personnel are based on both the Canton and Macomb campuses and are able to go to other sites of the college and provide support. A technology services survey was made available to employees in 2010. More than fifty percent of employees responded to the survey. By employee classification respondents were: 9% administrator, 44% professional support, 16% full-time faculty, 7% part-time faculty, and 24% classified staff. Using a Likert scale survey design with 5 = strongly agree and 4 = somewhat agree, the Help Desk assistance ratings averaged 4.44. Respondent satisfaction with technician/technical assistance from the IT office had a cumulative average rating of 4.21. Summary of Institutional Strengths • Integration of Jenzabar/CX information management system. • Implementation of interactive video system using Cisco Telepresence equipment. • Implementation of wireless college wide communications network using Motorola technology. • Support for instruction including distance learning and computer assisted instruction. • Integration of technology into library services.

Improvement Targets for Consideration in Strategic Plan • Meeting security needs for the technology and network. • Maintaining a trained staff. • Acquisition of needed resources to expand capacity particularly for distance learning.

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CHAPTER TEN Federal Compliance

â&#x20AC;&#x153;We can lick gravity, but sometimes the paperwork gets in the way.â&#x20AC;? - Werner von Braun

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CHAPTER TEN: FEDERAL COMPLIANCE Credits, Program Length, and Tuition Spoon River College operates with a traditional academic calendar. The fall and spring semesters are comprised of 16-week semesters and the summer term has a single semester of eight weeks. Within those terms some courses have alternate start and end dates to accommodate interim and short courses, increasing the flexibility of course access for students. All courses covering the entire semester span have common end and start dates. Many of the courses offered less than the entire span have migrated to hybrid delivery combining online and face-to-face (sometimes including interactive video) delivery methods. The academic calendar is developed to have common start and end dates to match those of Western Illinois University (WIU) as the colleges have many students enrolled at both institutions. Credits Courses at Spoon River College are offered on both a credit and non-credit basis. A three-credit hour lecture course, as an example, meets 48 hours during a 16-week semester. The College follows the Carnegie Unit for determining the ratio of class time (lecture, lab, clinical/practicum, internship, etc.) to the designation and awarding of credit hour achievement. Some noncredit courses are offered to meet continuing education units (C.E.U.s) for professional development requirements of various occupations. Spoon River College adheres to accepted calculations and review of awarding credit hour achievement. The credit hour accuracy is monitored by the Illinois Community College Board and is part of their recognition review process (performed with each community college once every five years). In addition, staff assigned to monitor accreditation issues review discussion and changes (proposed and actual) to such policies and practices to ensure that the institution remains in compliance and protects the instructional integrity of the College. The U.S. Department of Education has implemented a new federal definition of credit hours. The Higher Learning Commission (HLC) communicated to member colleges on May 20, 2011, that its Board of Trustees will address HLC policy needs concerning credit hours on the following schedule: • • • •

Draft policy review – June 24-25, 2011, Comments from member college – due September 1, 2011, Revisions to draft policy – September, 2011, Final policies – November 2, 2011.

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Once HLC releases new policies, Spoon River College will immediately comply to those standards. Program Length The College offers programs with different lengths to meet student and employer needs. Typically earning as associate degree will take two academic years (earning the associate degree in nursing requires three years), and certificates will vary in length depending upon the total credit hours of the program of study. All associate degrees have a minimum credit hour total of sixty (60). Tuition Tuition at the College is established by Spoon River College Board of Trustees no later than the March board meeting proceeding the subsequent academic year. Tuition is charged per credit hour, and courses also have various fees attached related to the course/program need for supplies and equipment. The current tuition and fees rates are available to any individual through the College web site. Higher Education Reauthorization Act and Title IV Spoon River College is in compliance with requirements of the Higher Education Reauthorization Act of 2008. The college works diligently to control the default rate including all required meetings and interviews with students. Financial literacy sessions are held with students, and will be a mandatory component of the new Student Support Services (TRIO) grant project at the Macomb campus of the College. The agreements represent the College as an eligible institution to participate in the Title IV program. The College provides a wide array of financial aid options for students, and is complemented through the support of the Spoon River College Foundation and their annual scholarship awards. Financial aid is available for both full- and part-time students regardless of age, race, or sex. To qualify for federal financial aid all applicable requirements must be met. Veteranâ&#x20AC;&#x2122;s Affairs Audits The State Approving Agency (SAA) is responsible for approving College programs of study that will be eligible for G.I. Bill educational benefits. Audits are conducted annually by the state and federal offices of the Department of Veterans Affairs.

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Professional Accreditation Spoon River College has a current accreditation approval with the Higher Learning Commission of the North Central Association of Colleges and Schools, and approvals from the Illinois Board of Higher Education, the Illinois Community College Board, the Illinois Department of Adult, Vocational, and Technical Education, the Illinois Department of Financial and Professional Regulations, the Illinois Department of Public Health, the Illinois State Board of Education, the Illinois Student Assistance Commission, the United States Department of Education, and the State Approving Agency for the Department of Veterans Affairs. Advertising and Recruitment Materials Spoon River College provides accurate information regarding its programs, policies, and costs to students, employees, and the communities served by the institution. These communication items can be located in print, electronic, and other formats and are not limited to the College catalog or website. Campus Security Security services are provided at the Canton and Macomb campuses through a private agency. The College complies with all requirements of the Disclosure of Campus Security Policy and Crime Statistics Act and provides that information in accordance with all relevant laws and regulations. Drug-Free Schools and Communities Act The College meets the requirements of the Drug-Free Workplace Act and Drug-Free Schools and Communities Act. The policies and procedures manual for all employees and the student code of conduct ensure compliance with this issue. Record of Student Complaints Formal student complaints are recorded and processed through the Dean of Student Services in accordance with policy and procedure. Complaints are reviewed annually to analyze information for trends and issues and to determine if any college policies and procedures should be modified. Student Rights and Responsibilities, Equal Opportunity/Affirmative Action and Employment Practices Spoon River College meets all institutional, state, and federal requirements related to these issues. The College Policies and Procedures Manual addresses EEO/AA and employment practices in detail, and further information is available through the Director of Human Resources. Relevant policies are reviewed annually with all supervisors. Student rights and responsibilities are Spoon River College

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also reviewed and are clearly noted in the catalog, web site, and student handbook. Americans with Disabilities Act and Rehabilitation Act The College is committed to full compliance with the Americans with Disabilities Act of 1990 (ADA) and the Rehabilitation Act of 1973. The College has developed and implemented clear policies and procedures for students and employees for reasonable accommodations. Course syllabi also include information to refer students for assistance if they believe they have a need for these services and accommodations. Confidentiality of Student Records and Family Educational Rights to Privacy Act (FERPA) Spoon River College maintains an educational record for each student who is or has been enrolled at the college in accordance with the Family Educational Rights and Privacy Act of 1974. Updates on FERPA compliance are provided regularly to faculty and staff of the College. Summary Spoon River College is in full compliance with all state and federal regulations and the expectations of the Higher Learning Commission.

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APPENDIX A Spoon River College Glossary of Terms

AACC Plus 50 Completion Strategy - The Plus 50 Completion Strategy is funded with a fouryear grant from Lumina Foundation distributed through the American Association of Community Colleges (AACC). The grant to AACC is part of a commitment by Lumina Foundation involving 19 organizations working strategically to help adult learners complete college. The Lumina Foundation grant builds on the successful Plus 50 Initiative launched by AACC in 2008 and funded by The Atlantic Philanthropies. Academic Success Center - The Academic Success Center (ASC) serves to empower all students to achieve academic and personal goals through a comprehensive college-wide support network of academic tutoring, workshops, Individual appointments, group study sessions and advising. The ASC maintains collaborative relationships across campus, supports the instructional objectives of the faculty, and advances the educational and retention efforts of Spoon River College. Angel Academy - This hybrid course, consisting of two face-to-face workshops and 4 weeks online, combines software training with best practices for instructional design of online classes as well as providing the experience of taking an online course from the student perspective. ANGEL Learning Platform - ANGEL stands for “A New Global Environment for Learning.” It is a Learning Management System that will allows access to courses on SRC Online. CCSSE – Community College Survey of Student Engagement conducted by the Community College Leadership Program at the University of Texas at Austin. CLARUS Study – A marketing assessment study conducted by the Clarus Corporation in 2004. The study reviewed marketing and recruitment activities, determined how the community, employers, and high school students perceive the college and discussed current customer service issues. COGNOS - Is a software reporting tool used to query and publish reports. COMPASS Test – a placement test to assess reading level, math proficiency, and writing skills that all students must take when enrolling at SRC for the first time if they cannot provide official ACT test scores. Cook Canton - Since 1963, Cook has been a leader in developing health care devices that have improved lives around the world. With sales and marketing offices worldwide, we are at the forefront of medical research and product development in minimally invasive medical device technology for diagnostic and therapeutic procedures. CX System - This SRC’s main administrative system software application to manage Students and employees information. It’s also called as ERP (Enterprise Resource Planning) system. Spoon River College

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DCEO – The Illinois Department of Commerce and Economic Opportunity (an agency SRC partners with on multiple grants). Degree Completion Program - offers graduates of Spoon River College the opportunity to complete a bachelor's degree at one of nine universities. Courses may be delivered online, on the SRC campus, or at our partnering colleges and universities. Degree Portfolio - A collection of student work that demonstrates the student's overall academic success — the efforts, progress, and achievements in one or more areas of the curriculum over a specified period of time. Dual Credit - Spoon River College partners with many area high schools to offer dual credit courses to eligible students who are at least 16 years of age and have met requirements of the COMPASS placement test and High School GPA requirements. By taking a dual credit class, students not only earn college credit, but some high schools may also offer high school credit for the same class Dual Enrollment - Eligible high school students may take college courses at one of the college's campuses or online. By taking college courses at Spoon River College while still in high school, students can experience a considerable savings over the life of their college education. Tuition at Spoon River College is 1/3 the cost of a public Illinois university and 1/8 of the cost of tuition at area private four-year colleges. Ed2Go – partner website with the office of Community Outreach that offers a multitude of different online course for continuing education purposes not offered by the college. General Education Core Competencies – Students must master the following three core competencies before being awarded a degree/certificate from the college: 1.) solve problems, 2.) analyze from multiple perspectives, and 3.) communicate competently. Hawks Learning System – a mathematics mastery-based homework and testing system provides error-specific feedback for students and a complete course management system for instructors. Illinois Board of Higher Education – IBHE was organized to plan and coordinate Illinois' system of colleges and universities. IBHE is an agency with the expertise, credibility, and statewide perspective to map an efficient and orderly course for the dramatic growth of higher education then underway. Illinois Community College Board – ICCB, as the state coordinating board for community colleges, administers the Public Community College Act in a manner that maximizes the ability of the community colleges to serve their communities. Innovative Teaching and Learning Centers - The ITLC’s were created to better assist faculty in providing exceptional learning opportunities at Spoon River College. The ITLC’s are places Spoon River College

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where faculty can share knowledge, exchange ideas, use specialized software, and attend training. An Instructional Design Specialist is available to assist faculty with any aspect of teaching and learning, from course design and teaching strategies to technology integration. Interactive Video System (IVS) – a Polycom Telepresence system installed in four locations across the district that allows for classes to be broadcast with interaction from each site. The IVS allows for larger course offerings at smaller sites and fewer cancelled courses due to low enrollment. ISAC - Illinois Student Assistance Commission was formed to ensure that financial considerations did not prevent Illinois students from realizing their postsecondary educational goals. They perform an audit of the college’s financial aid processes every 5 years to ensure fiscal integrity Jenzabar – a software system that was developed exclusively for higher education, integrating student information and business office systems with an Internet portal for functionality. KeyTrain - The complete interactive training system for career readiness skills, based on ACT's WorkKeys assessment system and the National Career Readiness Certificate. NJCAA – National Junior College Athletic Association that the college complies with. Pacific Institute - The Pacific Institute assists all types of businesses, from large multi-national corporations to small entrepreneurial start-ups, as they improve the bottom line by powering up the workforce. Peer Assistance Committee – Group of fulltime faculty who are identified to work with notenured fulltime faculty with the primary purpose of observing, and assisting new instructors over a three year period prior to any recommendation being made concerning tenure. Perkins IV Funds – Granted funds to support the Carl D. Perkins Career and Technical Education Act of 2006 provides an increased focus on the academic achievement of career and technical education students, strengthening the connections between secondary and postsecondary education, and improving state and local accountability. Policies and Procedures Manual - A comprehensive document that details all aspects of College policies, the procedures for following those policies, and the forms required for the procedures. Retirees Leading Initiative - Retirees Leading Initiative objectives include (1) increasing the number of trained and knowledgeable retiree leaders for the community; (2) creating a volunteer and/or employment base for economic and community development; (3) initiating institutes of learning in retirement presented to and by retirees; and (4) providing a network of experienced individuals who will provide guidance to the community’s businesses, service organizations, and educational institutions. Spoon River College

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SMART Technology – Equipment available for use such as a teaching station equipped with computer, DVD player, CD player, and Bose sound system that is capable of being projected onto a large screen in the front of the classroom. The instructor can instantly access the internet or other files for demonstration during lecture. Strategic Plan - The strategic goals of Spoon River College provide structure and support for the Mission of the institution and establish the future direction of the college. The plan ensures the effective and efficient use of fiscal, human and environmental resources for the purpose of strengthening and enhancing the many constituencies of District 534 for the common good of all residents. Strategic Plan Matrix – The strategic Plan Matrix is a document that shows a comprehensive picture of the entire strategic plan. The matrix includes the goals, objectives, task owners, benchmarks and status review deadlines in order to track progress toward achieving the goals of the strategic plan. Student Success Coach – The Student Success Coaches staff the Academic Success Centers at the college. These coaches are available to assist students with tutoring, provide referrals for problems such as transportation/childcare, group study sessions, success workshops, etc. assisting students achieve their academic goals. Student Support Services Grant (SSS) – funds awarded by the U.S. Department of Education to provide opportunities for academic development, assist students with basic college requirements, and to motivate students toward the successful completion of their postsecondary education. Survey Monkey - A cost-effective, web-based survey solution that enables the College to quickly and efficiently gather quality and confidential student/employee/community insights. The system can gather a large volume of quantitative consumer data or explore the softer side of consumer opinion to uncover emotions, thoughts and perceptions. Results are downloadable and available in different formats. The Big Read - The Big Read is a community literacy project sponsored by the National Endowment for the Arts. The Spoon River College Foundation and its partner Parlin-Ingersoll Public Library have been the recipients of a funding grant for this program 2007 – 2010. Over 25 community organizations, businesses, and educational institutions promote a love of reading for six weeks in the fall through book discussions, activities, events and celebrations. The Current - A newspaper type publication sent to all residents throughout the district biannually including articles highlighting programs, grants received, staff/student/faculty/alumni profiles, enrollment data, new projects/programs, and upcoming course listings. The Ripple Effect – A publication by the SRC Foundation discussing projects, campaigns, and updates about how the Foundation supports the college. The Ripple Effect is included as the center insert in The Current publication sent to all residents in the district. Spoon River College

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Title III Grant - In 2005, the U.S. Department of Education awarded Spoon River College a $1.8 million Title III, Part A, Strengthening Institutions Grant. The grant, entitled The Student Success Initiative: An Integrated Approach to Strengthening Academic Programs and Student Services, began on October 1, 2005, for a five year period. The purpose of the Title III grant is to improve the success of the College's under-prepared, rural and isolated student population. TRIO â&#x20AC;&#x201C; The Federal TRIO Programs are Federal outreach and student services programs designed to identify and provide services for individuals from disadvantaged backgrounds. TRIO includes eight programs targeted to serve and assist low-income individuals, first-generation college students, and individuals with disabilities to progress through the academic pipeline from middle school to post-baccalaureate programs. WorkKeys - A job skills assessment system that helps employers select, hire, train, develop, and retain a high-performance workforce.

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Appendix B

Spoon River College Organizational Chart

Spoon River College Board of Trustees

President

Coordinator, College Information

Exec Asst, President

Vice Pres, Community Outreach

Vice Pres, Administrative Svcs

Vice Pres, Instruction / Student Svcs

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Vice President of Administrative Services Table of Organization

Vice President of Administrative Services

Chief Information Officer

Director, Technology Services

Specialist, Technology Svcs Support

Systems Administrator

Coordinator, Technology Svcs (2)

Coordinator, Network Security & Support

Director, Facilities

Director, Information Services

Specialist, Information Svcs Support

Business/Technical Analyst I

Programmer/Analyst

Unix Administrator

Director, Business Svcs

Office Assistant, Maintenance

Lead Technician, Maintenance (2)

Technician, Maintenance

Technician, Maintenance (3)

Accountant

Specialist, Student Accounts

Specialist, Accounts Payable

Assistant, Student Accounts (Macomb)

Director, Purchasing & Auxiliary Services

Assistant, Bookstore

Director, Human Resources

Human Resources Generalist (2)

Specialist, Food Services

Assistant, Food Services (3)

Specialist, Printing Services

Specialist, Business Office

Coordinator, Online Svcs

Coordinator, Institutional Reporting

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Vice President of Instruction & Student Services Table of Organization

Vice President Instruction & Student Services

Coordinator, Instructional Svcs

Exec Asst, Instructional Svcs

Dean, Student Svcs

Sr Office Asst, Student Svcs

Director, Enrollment Svcs

Receptionist (2)

Director, Financial Aid

Lead Advisor

Assistant, Admissions/ Recruiting (Macomb)

Sr Office Asst, Macomb Campus

Advisor (5)

Director, Rushville Center

Office Asst, Financial Aid

Office Asst, LRC

Sr Office Asst, Nursing/Allied Health

Assoc Dean, Nursing

Coordinator, Cataloging/Research

Coordinator, Instructional Design

Coordinator, Commercial Driver Train Pgm

Coordinator, Grants

Director, Secondary Education

Sr Office Assist, Secondary Ed

Director, Director, Instructional Design & Distance Learning

Specialist, Instructional Delivery

Program Coordinator, Adult Ed

Program Coordinator, Teen Parent

NSL RN Preceptor (2) Program Advisor, Adult Education (Canton)

Specialist, Student Records Director, Havana Center

Specialist, Financial Aid Veterans

Director, Library Svcs

Specialist, Admissions/ Recruiting Campus Asst

Office Asst, Student Svcs

Dean, Career & Technical Education

Dean, Transfer Education

Coordinator, Marketing

Transfer Faculty (24)

Nursing Faculty (4)

Career/Tech Faculty (7) Program Advisor, Adult Education (Macomb)

Director, Athletics / Student Live Campus Asst

Coordinator, Financial Aid

Student Success Coach (Canton)

Office Asst, Athletics/ Stu Life Office Asst, Student Svcs

Student Success Coach (Macomb)

Director, Student Support Services Grant

Project Advisor, Student Support Svcs Grant

Instructional Specialist, Math

Instructional Specialist, English/Reading

Office Asst, Student Support Svcs Grant

Office Asst, Academic Success Center (Macomb)

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Vice President of Community Outreach Table of Organization

Vice Pres, Community Outreach

Sr Office Asst, Comm Outreach

Coordinator, Institutional Advancement

Coordinator, Comm Outreach (Tech Ed)

Director, Comm Outreach

Sr Office Asst, Comm Outreach

Asst, Community Outreach

Coordinator, Comm Outreach (2)

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Legend

Administrator

Full-time Professional Support

Part-time Professional Support

Full-time Classified

Part-time Classifed

Full-Time Faculty

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Appendix C

Substantive Change Application, Part 1: General Questions Distance Delivery Note: Wherever distance delivery is mentioned it means distance or correspondence delivery. Institution: Spoon River College City, State: Canton, IL Name of person completing this application: Dr. Randy Greenwell Title: VP of Instruction & Student Svcs Phone: 309-649-6268 Email: randy.greenwell@src.edu Requested Change(s). Concisely describe the change for which the institution seeks approval. Spoon River College is seeking formal approval from the Higher Learning Commission to offer Associate degrees and certificates via distance learning. Specifically, we are requesting approval for the following: Associate of General Studies, Associate of Arts and Science, Associate of Applied Science in Small Business Management, and Certificate in Entrepreneurship in Small Business Management. This change is relevant to the Commission’s policy “Change in Education Offering” (I.C.2.b.). Classification of Change Request. Check all boxes that apply to the change. Note: not every institutional change requires prior review and approval. Review the “Overview of Commission Policies and Procedures for Institutional Changes Requiring Commission Notification or Approval” to make certain that current HLC policy requires the institution to seek approval.

Change in mission or student body:  change in mission  change in student body

Five or more courses:  at a degree level not now included in the institution’s accreditation  at an out-of-state or foreign location

New additional locations:  in home state  in other state(s) or in other country(ies)  new or additional campus(es)

New academic program(s) requiring HLC approval:  certificate  bachelor’s  diploma  master’s/specialist  associate’s  doctorate

Contractual or consortial arrangement:  Outsourcing 25 – 50% of a contracted program to an organization not accredited by a USDE-recognized agency  Outsourcing more than 50% of a contracted program (the request will receive intense scrutiny and will be approved by the Commission only in exceptional circumstances)  Offering a program as part of a consortium of institutions

Other:  Request for access to Desk Review for additional locations  Request for access to Notification Program for locations X Substantial change in scope or level of distance education activity  Substantially changing the clock or credit hours required for a program

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Institutional Context for Substantive Change Review. In 1-2 paragraphs, describe the key dynamics — institutional mission and internal or external forces — that stimulated and shaped the change. Spoon River College (SRC) is one of the smallest and most rural community colleges in Illinois. The SRC District (#534) covers a 1,566 square mile area including all or portions of Fulton, McDonough, Mason, Schuyler and Knox counties. Commute times to any of our four locations can be costly and time consuming with no major highway connecting any of the four locations. Online degree and certificate programs will allow SRC to better fulfill the mission of serving the needs of all of the students that might not otherwise have access to the College. Specifically, it addresses the institutional goal of providing flexible and accessible education and service throughout the district and our vision for providing an innovative environment dedicated to learning and student success. Online courses provide flexibility and access to higher education for students who have time or location constraints due to fulltime jobs, lack of/cost of transportation, or childcare challenges. Enrollment in online courses at SRC over the past few years has been stable and increasing, providing evidence that online delivery is a key revenue source for the institution. As the number of online course offerings has continued to grow, the College has also identified the videoconferencing course delivery method as an area of need as well as growth. Courses delivered via an Interactive Video System (IVS) can be broadcast to several sites simultaneously therefore allowing smaller classes to fill that may have been previously cancelled due to low enrollment. An IVS also allows SRC to offer more hybrid courses which will contribute to the overall growth of an online degree. After assessing strategies for enrollment growth, and staff and faculty input on enrollment priorities, the Enrollment Management Team concluded in February of 2010 that the following five enrollment growth areas would be the focus of a three-year plan for Enrollment Management: New program development, Expand alternative course delivery, Revise and expand existing programs, Online Associate of Arts and Science Degree, and Increase Dual Credit/Dual Enrollment. Special conditions. Underline YES or NO attesting to whether any of the conditions identified below fit the institution. If YES, explain the situation in the box provided. Is the institution, in its relations with other regional, specialized, or national accrediting agencies, currently under or recommended for a negative status or action (e.g., withdrawal, probation, sanction, warning, show-cause, etc.)? Is the institution now undergoing or facing substantial monitoring, special review, or financial restrictions from the U.S. Dept. of Education or other federal or state government agencies? Has the institution’s senior leadership or board membership experienced substantial resignations or removals in the past year? Is the institution experiencing financial difficulty through such conditions as a currently declared state of exigency, a deficit of 10% or more, a default or failure to make payroll during the past year, or consecutive deficits in the two most recent years?

YES NO

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Is the institution experiencing other pressures that might affect its ability to carry out the proposal (e.g., a collective bargaining dispute or a significant lawsuit)?

YES NO

Approvals. Check the approvals that are required prior to implementing the proposed change and attach documentation of the approvals to the request. Indicate the file name of the documentation.  Internal (faculty, board) approvals (file name: _____________ )  System approvals (for an institution that is part of a system) (file name: _____________ )  State approval(s) (file name: _____________ )  Foreign country(ies) approvals (for an overseas program or site) (file name: _____________ )  No approval required Is the program approved by a specialized accreditor? If yes, please identify the accreditation and outline the process and timeline for seeking the other accreditor’s approval.

Name of Institution: Spoon River College Part 1. Characteristics of the Change Requested 1. At which of the four levels defined above do you currently operate distance delivery? 3 2. At which of the four levels defined above are you requesting permission to operate distance delivery? 4 3. Provide the following information regarding the distance delivery you are requesting permission to operate: a. Specify if it is Distance or Correspondence Education. b.

The modality. We offer courses both online (via Learning Management System) and via an Interactive Video System, which is synchronous instruction connecting up to four separate sites.

The Classification of Instructional Programs terminology (CIP codes). CIP codes are established by the U.S. Department of Education’s National Center for Education Statistics. More information is available at http://nces.ed.gov/ipeds/cipcode/. Associate of Arts & Sciences: 240101 Associate in General Studies: 240102 Small Business Management: 520701 Entrepreneurship: 520703

The program level. Associate of Applied Science (Small Business Management), Associate of Arts &Sciences, Associate in General Studies, Certificate (Entrepreneurship)

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Program name if different from the CIP code.

4. Do you currently have a separately identified unit for providing or marketing your distance delivery education? ( ) Yes ( X ) No If yes, what do you call it? 5. Are you planning to begin operating a separately identified unit for providing or marketing your distance education? ( X ) Yes ( ) No If yes, when? Fall of 2011 Under what name? Expanded Campus

6. If you are planning any involvement by external organizations (other than accredited higher education institutions) in key operations as identified below, provide the information requested for each planned involvement. (Note that such involvement by a parent company or by one of its subsidiaries external to the institution in any of these operations should be reported.) Name(s) of external organization(s)

Type of involvement

% of Involvement

A. Support for delivery of instruction B. Recruitment and admission of students C. Course placement and advising of students D. Design and oversight of curriculum E. Direct instruction and oversight

7. If you are planning any involvement with other accredited higher education institutions in key operations identified above, provide the name(s) of the other institutions and the nature of the involvement. Spoon River College is a member of Illinois Community Colleges Online (ILCCO) and participates in the Internet Course Exchange (ICE) system to expand online offerings. Please refer to the response for Question 21 for more detail.

8. Operational Data Operational Data A. Total annual (academic year + summer) student credit hours generated

Last year – AY10 (actual tallies)

This year – AY11 (estimate)

Next year – AY12 (projected)

40,664.5

37,671

38,424

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B. Total annual student credit hours generated in distancedelivered courses

4,674

6,817

8,838

11%

18%

23%

15*

E. Total number of programs in item D above available via distance delivery (i.e., 50% or more of courses available as distance-delivered courses)

F. Percentage of programs available via distance delivery (E/D, or E divided by D, rounded up to nearest integer)

26%*

C. Percentage of student credit hours in distance-delivered courses (B/C, or B divided by A, rounded up to the nearest integer) D. Total number of academic programs (i.e., counting different majors at all levels) *This includes the AA&S, AGS, and CTE degrees/certificates that are programs. The remaining data in this report are based on this interpretation.

Part 2. Institution’s History with Distance Education 9. Briefly describe your institution’s experience with distance education. The College’s online enrollment has increased every year since our first online course offering in 1999. The first courses were faculty-driven and developed. In recent years, faculty gained administrative support for course development as well as support for an Instructional Design Coordinator (2005) to assist with development and delivery of instruction. In 1997, Spoon River College began offering tele-courses via an interactive video system (IVS) until that system could no longer meet the technological demands required and maintenance became too labor intensive and expensive. This was noted in our previous accreditation visit in 2001. The College discontinued tele-courses in 2004 and only used the system for staff and faculty meetings to reduce travel between campus and center locations. However, due to the distance between those locations and the number of courses that were cancelled at our two smaller Centers (Havana and Rushville) due to low enrollment, the College identified the video-conferencing delivery method as an area of need as well as growth. In 2009, the College purchased Cisco Telepresence, a cutting-edge, high-definition interactive video system (IVS). The system was partially funded by a U.S. Department of Agriculture Rural Distance Learning grant (49%) and partially funded by the College’s Title III grant (51%). The total approximate cost was $320,000. The ‘receive’ and ‘send’ rooms are located on the Canton and Macomb campuses with Havana and Rushville Centers as ‘receive only’ sites.

10. If the Higher Learning Commission approves you to operate at the next highest level, what future growth do you anticipate (e.g., in the next six months, three years, 10-20 years) for distance delivery? Online course revenue increased by 69% from FY 2009 to FY 2010. The current and continued growth has been a direct result of student demand, not from marketing efforts. If we begin marketing an online degree, we expect

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that online course enrollments and numbers of course sections will continue to grow. Interactive video course revenue has increased by 225% from FY 2010 to FY 2011. Due to the reasons listed in question 9, we expect that our IVS courses will continue to grow. Many of the current face-to-face courses offered via IVS will be re-designed into hybrid formats in order to accommodate the addition of more courses on the schedule with the limited amount of rooms equipped with interactive video technology.

11. How do you plan to manage this growth? We are currently working on a plan to implement an "Expanded Campus" concept which would be a support structure for alternate and innovative delivery methods. The Expanded Campus concept uses existing college programs and services in a framework to optimize student access for learning in key areas that all support Career & Technical Education and Transfer Education: distance learning, alternate delivery, college and career readiness (including adult education, developmental education, and early start/dual credit), open learning labs, degree completion programs, and a link to the college’s continuing education/community outreach department for noncredit personal and professional development opportunities. The end result would be a menu of course delivery options with varying schedule formats for students to choose from in order to design their own learning experience while at Spoon River College. The framework for the Expanded Campus requires institutional commitment and support to acquire, implement, and maintain appropriate technological capabilities as well as the implementation of Best Practices of technology integration for instructional delivery, student services and instructional support. This initiative began to take shape when it was incorporated into the College’s Strategic Plan as Task 1.1.1.2. In order to better support this initiative, the Instructional Design Coordinator became the Director of Instructional Design and Distance Learning as of July 1, 2011. At that time, she gained the support of an Instructional Media Coordinator who was reassigned from a different department.

Part 3. Institutional Planning for Distance Education 12. What impact might the proposed program(s) have on challenges identified as part of or subsequent to the last comprehensive visit or reaffirmation panel and how has the institution addressed the challenge(s)? Spoon River College realigned its strategic thinking to better focus its assessment efforts in order to address challenges that were identified during the College’s 2001 comprehensive visit. Much progress has been made on the development of a degree portfolio by an active and aggressive assessment committee since the College’s last progress report submitted to HLC in 2005. Through a series of meetings and communications, the committee completed three vital steps in assessing general education learning outcomes: (1) development of a portfolio checklist; (2) creation of a pilot project for degree portfolio development; and (3) efforts to work with faculty to include the competencies and suggestions for acceptable artifacts for the degree portfolio into their course syllabi. Beginning with the 2009-2010 academic year, all students who enroll in a Certificate or an Associate’s Degree program are required to complete and submit a graduation portfolio. This requirement is in place regardless of whether or not a student completes his or her degree online or on-ground. 13. How do you determine the need for a distance-delivered course or program? If you offer a traditional program now, how do you decide whether to start offering this program via distance delivery? A course or program is considered for distance delivery based on a number of factors: amount of face-to-face time required, lab components, and learning outcomes (whether or not a skills checklist might be required). Most of our transfer courses that are offered online are also offered face-to-face so that students have a choice. However, one of the most common factors in determining the need for a distance-delivered course or program is student demand and the ability to better accommodate students’ schedules, especially those who work full-time. Additionally, student enrollment patterns often demonstrate the need for additional online classes. Instruction and Student Services has a five year rolling plan that is used to analyze enrollment patterns in our face-to-face and online courses. This includes environmental scanning to analyze trends in business and industry specifically in the communities in our region. The Enrollment Management Team (EMT) is a cross-functional standing committee comprised of staff from enrollment services, financial aid, instruction, community outreach, information

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technology, student services, faculty, and other departments who reviews enrollment data, patterns, and trends; receives updates on recruiting and marketing activities; reviews and contributes to new initiatives proposed in marketing, recruiting, and retention; assesses the effectiveness of recruiting and marketing activities; and develops strategies for enrollment growth, retention, and completion. 14. How do you plan for changes and future expansion of the role distance delivery plays in your institution? Who is involved? How do new ideas and initiatives originate, and how are they examined and evaluated? Planning for changes and the future expansion of distance delivery is a combined effort between administration, faculty, advisors, various high schools (dual credit) and instructional staff. New ideas are discussed through committee work, inter-departmental meetings and College Senate before being presented at President’s Cabinet (made up of the College’s administrators). If approved by the President’s Cabinet, any new initiatives are then incorporated into the College’s Strategic Plan on a quarterly basis. As stated in the second paragraph under Institutional Context for Substantive Change Review, the EMT identified both the expansion of alternative course deliveries and the addition of an online Associate of Arts and Science Degree as enrollment growth areas that would be the focus of a three-year plan for Enrollment Management. Currently, Strategic Plan Task 1.1.1.2 addresses the development and expansion of an Expanded Campus concept which would include distance delivery. 15. How do you ensure that financial planning and budgeting for your distance-delivered courses and programs are realistic? What are your projected revenues and expenses? Prioritized projects, such as distance learning, are identified in the strategic plan. Currently, distance learning generates approximately 12% of college instructional revenue. This is an increase of 45% over a two year period. We are anticipating steady growth of revenue through distance learning with an estimated 25% of college instructional revenue being generated through distance learning by FY 2014. Revenue generated through distance learning has been recognized by the college administration so that appropriate allocation of resources is available. Additionally, operational costs are reviewed annually so that adjustments can be made in a timely manner. General course enrollment targets are established related to course content and need for instructor/student interaction and to help gauge expenditure/revenue alignment. Expenses for distance learning are from two college units, one is in Instruction and Student Services and the other is from Information Technology. The VP for Instruction and Student Services and VP for Administration collaborate to ensure expenses for distance learning are met. 16. How do you assure that promotion, marketing, and enrollment of your distance-delivered courses and programs stay in balance with your actual resources and technical capabilities? As mentioned above, the Strategic Plan is aligned with the budget and serves as an institutional project plan. Quarterly Status Review Reports provide constant evidence and evaluation of progress of the goals in the Strategic Plan. When we consider a change in resources or technical capabilities, we are always looking at options that are scalable so that we will have the capability to grow or update rather than replace. Three years ago, we analyzed our current Learning Management System (LMS) and made the decision to switch to a different LMS that would balance functionality with price. Although the chosen platform cost more than what we were currently using, it provided more functionality and allowed us to offer additional student services and college-wide resources online. We continue to look for grants that can supplement in the areas of resources and technology. Our recently completed Title III grant assisted with the purchase of the new Interactive Video System. At that time, we upgraded our phone system to Voice-over Internet Protocol (VoIP) and moved to a wireless network that handles Internet connection and IVS at all locations. We also anticipate that increased enrollment in distance learning will contribute to costs associated with changes in resources and technology. 17. What controls are in place to ensure that the information presented to students in advertising, brochures, and other communications will be accurate? All marketing and promotional materials go through a review process and are approved by the Enrollment Management Team (see question 13 for description), which includes key personnel who are involved in marketing

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efforts, student services, and distance learning. Adjustments to any marketing strategies are included in the Marketing and Retention plan.

Part 4. Curriculum and Instructional Design 18. How do you assure good instructional design in your distance-delivered courses and programs? How are your faculty and quality control mechanisms involved in the instructional design process? Instructors are responsible for the development of online courses including design, content, and the various pedagogies for a given course. Instructors propose the development of a new online class to the appropriate Instructional Dean for approval. Once the course receives approval for development, the instructor is encouraged to work with the Director of Instructional Design and Distance Learning (DIDDL) to determine the best way to proceed. The DIDDL provides any necessary training as well as the Quality Online Course Initiative (QOCI) rubric to assist with development of online or hybrid courses. The instructor is also encouraged to meet regularly with the DIDDL to monitor development progress. Instructors also have the option of adopting an online course template to assist with course design. The course template includes an orientation (or “Getting Started”) folder with prepopulated technical support information, online course FAQ, netiquette, and institutional resources as well as weekly folders with a module overview placeholder and an area for assignments. The DIDDL holds “ANGEL Academy” training each semester. This training combines software training with best practices for instructional design of online classes as well as providing the experience of taking an online course from the student perspective. We also hold two Professional Development Days each year where faculty can attend workshops on various instructional design topics or receive updates regarding distance delivery. 19. What processes and procedures will you use for technology maintenance, upgrades, back up, remote services, and for communicating changes in software, hardware or technical systems to students and faculty? Learning Management System upgrades and patches are installed the first Friday of every month if the upgrades/ patches have been released one month prior to the install date. To minimize interruption, upgrades are not completed during academic terms when possible. To lessen the chance of lost information, the ANGEL servers are backed up with the same regularity as the campus server. Course information is backed up weekly, and a backup server is available should an ANGEL server fail. We also do full virtual server backups of both ANGEL servers before any major upgrade so if the servers were to become corrupt, we can just turn on the backup virtual servers and be up and running. Bandwidth availability is guaranteed due to regular monitoring of usage. Unanticipated technical issues and upgrades are communicated to students, faculty, and staff via email and posted on the College website and ANGEL home page. Planned changes and upgrades are communicated ahead of time. If necessary, training sessions are scheduled. Online student orientation materials and faculty training documents are then modified to reflect changes. 20. How do you ensure that you provide convenient, reliable, and timely services to students or faculty needing technical assistance, and how do you communicate information about these services? The SRC Online (ANGEL) logon page provides global announcements with important information about service upgrades, outages, or other course-related announcements. This information is also posted on the SRC home page. Students also have access to a public ANGEL orientation from the logon page. The orientation addresses navigation, completion of course work, how to check grades and using ANGEL Course Mail. Additionally, the orientation includes an online learning self-assessment, a technical skills self-assessment, Frequently Asked Questions, and Help Desk information. The Director of Instructional Design and Distance Learning (DIDDL) also provides an orientation folder that faculty can copy into their course sites with links to institutional resources, a link to the ANGEL orientation, and a pre-course quiz to help students think through computer requirements and back-up plans. The SRC Help Desk accepts online requests for assistance 24/7 and telephone assistance during normal business hours (7:30am – 5:30pm) Monday – Thursday and until 4:30 pm on Friday. All help desk tickets are tracked through a software application called “Track-It”. Help desk contact information is available in several locations: on the Help

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tab on the My SRC home page; on the SRC Online (ANGEL) logon page; within each ANGEL course site on the Resources tab and within the ANGEL student orientation. As part of online course orientation materials, students are encouraged to send a screenshot of their issue or question by using the ‘Prnt Scrn’ button on their computer’s keyboard. When encountering a problem, students are directed to first contact their instructor in order to determine if the issue is “content-related” and something that the instructor can fix as opposed to “systemrelated” which would require assistance from the Help Desk. Faculty who have instructional issues within the Learning Management System (LMS) are directed to the DIDDL for assistance. If the issue is “system-related”, the faculty member is directed to the Help Desk. 21. What is your institution’s experience, if any, in collaborating with other institutions or organizations to provide distance-delivered education? Spoon River College is a member of Illinois Community Colleges Online (ILCCO). Members of ILCCO are accredited public community colleges within the state of Illinois. As members of this organization, SRC participates in the Internet Course Exchange (ICE) system to expand access for students through online education. Within this process the members retain individual control of their admission, enrollment, instruction, and program of study requirements. Spoon River College uses the ICE system to meet the needs of students from other institutions who need courses offered by the College, or to assist SRC students in completing their program of study using online courses from other institutions not available through the College. Additionally, the ILCCO Steering Committee is made up of representatives from each college and works to provide consistency, quality, and sharing of information related to distance education, specifically in the online environment. The Director of Instructional Design and Distance Learning is an active member of the ILCCO Steering Committee and finds this membership to be very beneficial for knowledge sharing with other Illinois community colleges in the area of distance learning. Professional development workshops and trainings for faculty and staff on best practices, technology implementation, and assessment are also provided by ILCCO (free to members). 22. If you are planning partnerships or agreements with external organizations or institutions as identified in Questions 5 and 6, how will you ensure that students can use these services effectively? Our current resources have only been able to provide minimal support to students wishing to enroll in ICE courses (via ILCCO). With the implementation of the Expanded Campus, we will increase the level of support so that students feel that they have a liaison to the teaching institution through their home institution. As mentioned in question 11, a current staff person will be reassigned to the Office of Instruction and report to the Director of Instructional Design and Distance Learning beginning in July. This person will help provide support to students participating in online instruction, including ICE courses.

Part 5. Institutional Staffing and Faculty Support 23. How do you staff distance-delivery courses and programs? How does this differ from your processes for staffing traditional courses and programs? Teaching online is completely voluntary and open to both full-time and part-time faculty. Instructors who wish to teach online must apply with the appropriate Instructional Dean to discuss a plan of action for course design and development. Staffing of distance learning instructors is essentially conducted in the same manner as staffing of traditional course instructors with the exception of: 1) The desire an instructor has to teach online, 2) The requirement that an instructor has submitted sufficient evidence of being a participant (student and/or instructor) in an online learning environment 3) Without this evidence, they must complete either ANGEL Academy or the Introduction to Online Learning course offered via the Illinois Online Network (or other equivalent training), per review/approval of the appropriate Instructional Dean. Regarding non-teaching support personnel, staff and administrators in a variety of areas (i.e., information technology, student support, and instruction, etc.) dedicate all or a portion of their time to the delivery of the College’s distance education program. For those in a non-teaching role and who directly support distance education students and faculty, job descriptions often detail specific skill sets required such as knowledge of distance delivery instructional methods and quality assurance in distance education. Like instructors, staffing of distance delivery support personnel is essentially the same as traditional support personnel.

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24. What is your process for selecting, training, and orienting faculty for distance delivery? What special professional development, support, or released time do you provide for faculty who teach distancedelivery courses and programs? Instructor credentials are reviewed in the same manner regardless of whether or not they plan to teach online. If an instructor has never taught an online course before, he or she is strongly encouraged to participate in ANGEL Academy (as mentioned above in #18). Most of the introductory ANGEL trainings are conducted one-on-one by appointment. Besides participating in training and working directly with the Director of Instructional Design and Distance Learning, instructors also have the option of adopting an online course template to assist with course design (for detail about the course template, see question #18). In order to receive compensation for development of an approved online or hybrid course, the course must first be approved in writing by the Vice President for Instruction and Student Services. Full-time faculty may select one of the three options: 1. release time up to three credit hours in lieu of payment for course development; 2. a compensation of $500 per course; or 3. no compensation, but may not use any College resources in developing the course. If Option 1 or 2 is chosen, the College retains all rights to the ownership of the course. If Option 3 is chosen, the faculty member retains all rights to ownership of the course. (This is being extended to part-time faculty beginning with AY12.) 25. How do you assure copyright compliance and keep distance delivery faculty aware of institutional policies on using others’ intellectual property? The Learning Resource Center Director provides copyright law updates by email and/or presentations to faculty. She is also available for individual consultation when instructors need help in determining legal use of materials. In addition, a copyright checklist and guidelines are accessible on the Teaching & Learning Resources group site in ANGEL and copyright compliance is evaluated through the use of the Quality Online Course Initiative (QOCI) rubric.

Part 6. Student Support 26. How do you assure that distance-delivery students have access to necessary student and support services (e.g., institutional information, application for admission, registration, tutoring or academic support, advising, financial aid, tuition payment, career counseling and placement, library resources, complaint processes)? How do you provide them information about using these services, and how do you monitor and evaluate their use of these services? All students, regardless of the delivery method of their classes, have access to necessary student support services. The SRC website provides information about the institution, an online application form, a specific email address for online advising, financial aid information with links to appropriate forms, a link to “Career Cruising” with contact information for career counseling and placement, online library resources, and a link to a student petition form. Students can register for their classes online via the “My SRC” student portal as well as make tuition payments, access an unofficial transcript, and perform a grade audit. From ANGEL, students can create an account and/or log into Smarthinking, an online tutoring service provided by the College. A student receives information about all of these services at the point of application. If the student applies online, an email is automatically triggered to the email address they provided on their application. This email includes all of the necessary links to the abovementioned student services. Additional materials are sent by mail to the mailing address provided. The college uses the ACT student satisfactions survey to gage effectiveness of these services. 27. How do you measure and promote interactions among distance delivery students and faculty (e.g., email, online chats, discussion groups, phone or streaming audio, “office hours,” cyber buddies/mentors and tutors)? As mentioned earlier, the course review process includes use of the Quality Online Course Initiative (QOCI) rubric. Section II of the QOCI rubric addresses Communication, Interaction & Collaboration; specifically how the course design, assignments, and technology effectively encourage exchanges amongst the instructor, students, and content. The rubric encourages the appropriate types and frequency of student to instructor and student to student interactions. All interactions between students and faculty are recorded in the ANGEL Learning

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Management System. Faculty can pull reports regarding student activity at any time. Selected IT staff and the Director of Instructional Design and Distance Learning have administrator access to ANGEL and can pull additional reports. 28. How do you assure that the distance delivery students you enroll and to whom you award credit and credentials are the same ones who did the work and achieved your learning goals? How do you protect student identity and personal information? Students are provided a secure login to the My SRC portal as well as SRC Online (ANGEL). They are encouraged to change this password once they login for the first time. When students contact the Help Desk, they must confirm their identity by providing the last 4 digits of their social security number before being assisted with a login issue. Login information is never given to anyone other than the owner of the account. At the course level, instructors are encouraged to follow best practices by directing students to submit a writing sample at the beginning of the semester in order to monitor consistent writing styles as well as using Advanced Google searches to monitor academic dishonesty. Proctored Exams are coordinated through the Academic Success Centers in Canton and Macomb. If a student lives outside the district, they may take their exam through an approved proctor. Hybrid and IVS course formats do allow for better monitoring of student identities through face-to-face class time and small class sizes. Personal information is protected by allowing only persons who have a job-related need to access student data. Student information is batch-loaded into the online system and no personal information is housed within the online system.

Part 7. Evaluation and Assessment 29. How do you assess, review, and evaluate quality in distance-delivered courses and programs? All hybrid and online courses offered for the first time require review. This includes any of the following criteria: the first time the course has ever been offered online, the first time an instructor is teaching online, or the first time a particular course is being offered in a different format (For example, the course has already been offered online in a 16-week format, but is now being offered in an 8-week or 3-week interim format). Courses are reviewed based on the standards of good practice detailed in the QOCI rubric (emailed to course developers and also available on the â&#x20AC;&#x2DC;Teaching & Learning Resourcesâ&#x20AC;&#x2122; ANGEL site). After completing development, the faculty member that is teaching the course conducts an initial self review using the QOCI rubric. The completed review is then given to the Director of Instructional Design and Distance Learning for a second review and if necessary, a meeting is scheduled to discuss possible issues or revisions. Recommendations are provided to the appropriate Instructional Dean on the ability of a proposed online course to meet the general and specific standards of the rubric. A course is reviewed within a three year period. A course will be reviewed more frequently if requested by an Instructional Dean or if the course undergoes significant revisions and updates. Final course approval rests with the appropriate Instructional Dean. Details of the course review process as well as the course review rubric are available via the Teaching & Learning Resources ANGEL site. Student evaluations are completed in accordance with Policies and Procedures. 30. How are the measures and techniques you use for distance-delivered courses and programs equivalent to those used to assess and evaluate traditional face-to-face courses and programs? If there are differences, why are these differences appropriate? Spoon River College believes that distance learning courses and degree programs should be subject to the same standards and expectations as traditional face-to-face courses. These include: Achievement of the same learning objectives, maintaining the same standards of quality (retention, grade performance, assessment review, etc.), a process for students to evaluate their instructors, and a process for the appropriate Instructional Dean to review the course. Regarding initial course review, the QOCI rubric includes several elements that a face-to-face course may not be required to produce such as technology guidelines, additional plug-ins and discussion forum guidelines. An online course is a "published" version of the course and the electronic means of communicating with students

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requires clear and concise language. In the classroom, the instructor has an opportunity for clarification at the point of need. In an online class, that might occur through a series of emails so it's beneficial to the instructor to be as clear as possible from the very beginning. Students complete a course evaluation that is consistent in getting feedback related to the course content and instructor interaction. The current evaluation process provides flexibility in the selection of questions to reflect instructor preferences. 31. How do you assess the learning of the students you educate in your distance-delivered courses and programs to ensure that they achieve the levels of performance that you expect and that your stakeholders require? Course learning objectives are not based on instructional delivery method, but on expected and desired outcomes from the learning experience. Program outcomes are established and/or reviewed and revised during program review cycle established by the Illinois Community College Board (all instructional programs are reviewed a minimum of once every five years). Student learning outcomes are aligned to support the competencies expected of all program graduates. All degree-seeking students that attend Spoon River College are required to complete a graduation portfolio. Faculty members include the General Education Competencies in every syllabus and align various assignments (artifacts) with specific competencies to help them compile their portfolio. The assessments in online or Interactive Video System (IVS) classes are generally the same as a face-to-face class with the exception of how they may be completed or submitted. Generally, an online class includes discussion forums, other written assignments, projects and exams. A larger variety of assignments increases the opportunities for assessing students. Interactive Video System courses typically complete and submit assignments online, but may also have the option to hand in assignments at their specific location. The reporting feature in ANGEL provides information regarding student logins, content access, and completion of assignments as well as attainment of learning outcomes at the course level. Each instructor can run their own reports. This instruction is included in ANGEL Academy as well as one-on-one training with the Director of Instructional Design and Distance Learning (DIDDL). Additionally, the DIDDL has access to distance learning reports that include enrollment, grade distribution, retention, revenue and course load data. This data is analyzed by the DIDDL on a quarterly basis and provided to the Vice President of Instruction and Student Services. 32. How do you encourage and ensure continuous improvement of your distance-delivered courses and programs? All distance-delivered courses have a classroom observation component just as face-to-face classes. The appropriate Instructional Dean is provided guest access to the course for a specified amount of time to "sit in" on the course. Interactive Video System courses are observed the same way as a face-to-face course would be observed. The Director of Instructional Design and Distance Learning (DIDDL) also plays a role in continuous improvement by providing instructional services to faculty. Instructors can meet with her at any time to seek assistance with the Learning Management System or course design ideas, including the pilot of a new assignment or new process within a course. The DIDDL is also responsible for researching various technological implementations and current best practices to enhance online teaching and in turn, provides that training to interested faculty. The strategic plan process, college completion initiative, and enrollment management goals drive continuous improvement and expansion of distance education.

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