Compliance Certification

Transcription

1 Compliance Certification Part 1: Signature Page Part 2: List of Substantive Changes Part 3: Assessment of Compliance with the Principles of Accreditation Core Requirements Comprehensive Standards Federal Requirements Part 4: Institutional Summary Form Part 5: Organizational Chart Submitted to the Commission on Colleges of the Southern Association of Colleges and Schools for Review by the Off-Site Reaffirmation Committee for the Purpose of Reaffirmation of Accreditation By Southwest Georgia Technical College U.S. Highway 19 North Thomasville, GA President: Dr. Craig R. Wentworth COC Liaison: Dr. Debbie Goodman February 21, 2011

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5 Part 2. LIST OF SUBSTANTIVE CHANGES APPROVED SINCE THE LAST REAFFIRMATION Directions: For each substantive change approved since the institution s initial accreditation or last reaffirmation review, briefly describe the change and provide the date of Commission approval. If no substantive changes requiring approval have been submitted since the last comprehensive review, write none in the first column. If, in the review of substantive change, the institution discovers substantive changes that have not been reported according to Commission policy, the changes should be reported immediately to Commission staff. Substantive changes requiring approval: Initiating certificate or degree programs at a more advanced degree level Initiating an off-campus site at which students can earn at least 50 percent of credits toward a degree Initiating a branch campus Initiating any change in legal status, governance, form of control, or ownership of the institution Expanding the institution s programs at the current degree level through the addition of significantly different programs Initiating programs at a lower degree level Initiating a consolidation or merger Access hhtp:// and click onto Policies for additional information on reporting substantive change, including examples of the changes listed above. Approval Date Description of Substantive Change Increase SWGTC online courses beyond 50% for Criminal Justiceassociate degree, diploma; Early Childhood Care and Education-associate degree, diploma; Accounting-associate degree, diploma. [Note: First technical certificate of credit online program approved during reaffirmation visit, May 6-9, 2002 so not included in this substantive change.] Offer SWGTC Respiratory Care Technology Degree Program at Albany Technical College, Albany, Georgia. [Note: Program not implemented at this site.] Offer SWGTC Associate Degree Nursing Program at Valdosta Technical College, Valdosta, Georgia. [Note: Valdosta Technical College was renamed Wiregrass Georgia Technical College.] Add Social Work Associate Degree to SWGTC Main Campus program inventory Offer Law Enforcement Investigations Assistant, Technical Certificate of Credit program at Baconton Community Charter School, Baconton, Georgia Offer Management and Supervisory Development Degree, Diploma, and Supervisor/Manager Specialist, Technical Certificate of Credit program at Cleaver Brooks, Inc., Thomasville, Georgia Offer Law Enforcement Investigations Assistant, Technical Certificate of Credit program at Pelham High School, Pelham, Georgia Offer Patient Care Assisting, Technical Certificate of Credit program at Mitchell County High School, Camilla, Georgia. Page 1

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7 Southwest Georgia Technical College Compliance Certification Table of Contents Page Core Requirements Comprehensive Standards i

8 Federal Requirements ii

9 Compliance Certification: Core Requirements

10 2.1 Degree-granting Authority The institution has degree-granting authority from the appropriate government agency or agencies. Judgment Compliant Non-Compliant Not Applicable Narrative Southwest Georgia Technical College (SWGTC) has the authority to grant technical certificates, diplomas, and associate degrees from the appropriate government agency, the Technical College System of Georgia (TCSG), formerly known as the Georgia Department of Technical and Adult Education (GDTAE). On January 28, 2008, the TCSG issued to the College a College Award Letter granting this authority, retroactive to July 1, On behalf of the TCSG and the State Board of Technical and Adult Education (State Board), both government entities, Dr. Freida Hill, Acting Deputy Commissioner, issued the College Award Letter to SWGTC; the agency being TCSG and the authority being the State Board. In 1988, the Georgia General Assembly created the GDTAE, and the Official Code of Georgia Annotated (OCGA) established the governing board as the State Board of Technical and Adult Education. Under the provisions of OCGA , the Official Code of Georgia empowers the State Board to grant degrees. The OCGA states that the State Board can: (10) Approve a request by a postsecondary technical school or institution governed under this chapter to be named a technical college upon the approval and granting of occupational degree-granting status by the State Board of Technical and Adult Education and upon receiving accreditation by the Commission on Colleges of the Southern Association of Schools, the Council on Occupational Education, or any other appropriate accrediting agency approved by the United States Secretary of Education. The use of the name technical college shall not alter the governance of the technical school or institution as established under this chapter nor shall it abridge the authority of the Board of Regents of the University System of Georgia under the Constitution of this state. In 2000, Bill 1187, known as the A+ Education Reform Act changed the names of technical institutes to technical colleges. Thus, Thomas Technical Institute became Southwest Georgia Technical College. SWGTC-Page 1

11 The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again. The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again. The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again. The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again. The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again. The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again. In 2008, the Georgia General Assembly amended OCGA A, changing the name of the Georgia Department of Technical and Adult Education to the Technical College System of Georgia and empowering TCSG to Approve occupational programs below the baccalaureate level; provided, however, any courses to be transferable to units of the University System of Georgia shall be approved by the Board of Regents of the University System of Georgia..." As indicated in State Board policy I.C.1. State Board Responsibilities and Authority, the State Board shall approve all new technical education programs for public postsecondary technical education and the deletion or modification of existing programs. The TCSG Report AP01 includes a list of programs that the State Board approved for SWGTC. Sources College Award Letter I. C. 1. State Board Responsibilities and Authority O.C.G.A O.C.G.A A O.C.G.A TCSG Report AP01 SWGTC-Page 2

12 2.2 Governing Board The institution has a governing board of at least five members that is the legal body with specific authority over the institution. The board is an active policy-making body for the institution and is ultimately responsible for ensuring that the financial resources of the institution are adequate to provide a sound educational program. The board is not controlled by a minority of board members or by organizations or interests separate from it. Both the presiding officer of the board and a majority of other voting members of the board are free of any contractual, employment, or personal or familial financial interest in the institution. A military institution authorized and operated by the federal government to award degrees has a public board on which both the presiding officer and a majority of the other members are neither civilian employees of the military nor active/retired military. The board has broad and significant influence upon the institution's programs and operations, plays an active role in policy-making, and ensures that the financial resources of the institution are used to provide a sound educational program. The board is not controlled by a minority of board members or by organizations or interests separate from the board except as specified by the authorizing legislation. Both the presiding officer of the board and a majority of other voting board members are free of any contractual, employment, or personal or familial financial interest in the institution. Judgment Compliant Non-Compliant Not Applicable Narrative The State Board of Technical and Adult Education (State Board) is Southwest Georgia Technical College's (SWGTC) governing board and is responsible for establishing standards, regulations, and policies for the operation of Georgia's technical colleges. The State Board consists of a member from each of Georgia's 13 Congressional districts as well as eight members at large. A Roster of State Board Members, located on the Technical College System of Georgia (TCSG) Web site, includes each member's picture, contact information, and biography. The State Board Bylaws provide information on the Board's membership, officers and their duties, meetings, and operation. The State Board is an active policy-making body, as demonstrated in the May 6, 2010, State Board Minutes published on the TCSG Web site. State Board policy I.C.1 SWGTC-Page 3

13 State Board Responsibilities and Authority provides a list of board responsibilities and a list of tasks the board must consider and act upon. The State Board is responsible for ensuring that the financial resources of all TCSG institutions, including SWGTC, are adequate to provide a sound educational program. The Official Code of Georgia Annotated (OCGA) , Section 11, indicates that the State Board shall: Submit an annual request for funding to the Office of Planning and Budget as prescribed in Code Sections and Such submission shall reflect a request for funds pursuant to an enrollment driven formula that reflects funds for direct instructional costs to include salaries and instructional supplies and equipment, funds for indirect support, maintenance and operation, staff and professional development, and media services. The board is not controlled by a minority of board members or by organizations or interests separate from it, as evident in the November 5, 2009, State Board Minutes. The State Board Bylaws, Article III, Meetings of the Board, Section 6, Quorum, explicitly states: At all meetings of the Board, a majority of the members appointed shall constitute a quorum for the transaction of business. The action of a majority of the members of the Board present at any meeting shall be the action of the Board, except as may be otherwise provided by these bylaws. Both the presiding officer of the board and a majority of other voting members of the board are free of any contractual, employment, or personal or familial financial interest in the institution, as demonstrated in State Board Members' Biographies. Additionally, State Board Members' Biographies indicate that no Board member has such an association with SWGTC. SWGTC is not a military institution. Sources I.C.1. State Board Responsibilities and Authority May 6, 2010 State Board Minutes November 5, 2009 State Board Minutes O.C.G.A (11) Roster of State Board Members State Board Bylaws (III.6) State Board members' biographies SWGTC-Page 4

14 2.3 Chief Executive Officer The institution has a chief executive officer whose primary responsibility is to the institution and who is not the presiding officer of the board. Judgment Compliant Non-Compliant Not Applicable Narrative Southwest Georgia Technical College (SWGTC) has a chief executive officer, Dr. Craig Wentworth, hired by the Commissioner of the Technical College System of Georgia (TCSG) on November 1, 2010, as outlined in the President's Employment Letter. The President has the authority to operate and manage the College, as stated in State Board policy I. F. 2. Responsibilities and Authority of Technical College Presidents: The President of each Technical College shall be the Chief Executive Officer of the college and all its departments, and shall exercise supervision and direction and promote the efficient operation of the college. The President shall be responsible to the Commissioner for the operation and management of the college and for the execution of all directives of the State Board and the Commissioner. Additionally, more specific responsibilities of the College s chief executive officer are in State Board Procedure: Presidential Responsibilities and in the President's Job Description. The chief executive officer of SWGTC is neither a member of nor the presiding officer of the State Board. The State Board Procedure: State Board Bylaws outlines Board membership and terms of appointment in the Official Code of Georgia Annotated The TCSG Web site provides a complete Roster of State Board Members. Sources I.F.2. Responsibilities and Authority of Technical College Presidents O.C.G.A President's Employment Letter President's Job Description Procedure: Presidential Responsibilities SWGTC-Page 5

15 Procedure: State Board Bylaws (Section 2) Roster of State Board Members SWGTC-Page 6

16 2.4 Institutional Mission The institution has a clearly defined, comprehensive, and published mission statement that is specific to the institution and appropriate for higher education. The mission addresses teaching and learning and, where applicable, research and public service. Judgment Compliant Non-Compliant Not Applicable Narrative Southwest Georgia Technical College (SWGTC) has a clearly defined, comprehensive, and published Mission Statement. It is specific to the College and appropriate for higher education. It also addresses teaching and learning, and public service. The College does not have a research mission. The College's current Mission Statement follows: Southwest Georgia Technical College, a unit of the Technical College System of Georgia, is a public two-year technical college with the mission to provide learner-centered and highquality services, courses, and programs through traditional and distance delivery methods, at both on-campus and off-campus locations, serving primarily the citizens of Thomas, Grady, and Mitchell Counties. This mission is accomplished through college-wide services; credit courses leading to associate degree, diploma, and technical certificate of credit programs; adult education services; continuing education; customized business and organizational training; and economic development services. These services, courses, and programs develop individual skills and abilities; provide for intellectual, career, personal, and professional development; and meet the needs of business and industry. Achievement of this mission promotes economic growth and development and improves the quality of life for individuals and the community. The SWGTC Mission Statement is clearly defined and identifiable. Where published, it has a headline, Mission or "Mission Statement, so the reader quickly identifies and easily locates it. The Mission Statement clearly defines the College by including language specific to scope: WHO we are... Southwest Georgia Technical College, a unit of the Technical College System of Georgia WHAT we are... a public two-year technical college SWGTC-Page 7

17 WHAT we do... provide services, courses, and programs WHAT is our focus... learner-centered and high-quality HOW we deliver... through traditional and distance delivery methods WHERE we deliver... both on-campus and off-campus locations WHO we serve... primarily the citizens of Thomas, Grady, and Mitchell Counties HOW we accomplish... through college-wide services; credit courses leading to associate degree, diploma, and technical certificate of credit programs; adult education services; continuing education; customized business and organizational training; and economic development services WHAT are the goals... develop individual skills and abilities; provide for intellectual, career, personal, and professional development; and meet the needs of business and industry WHAT is the outcome... promote economic growth and development and improve the quality of life for individuals and the community The Mission Statement is comprehensive, as demonstrated by language specific to the College's role as follows: It defines the College status as a public institution. It defines the College level as a two-year institution. It defines the College type as a technical college. It addresses the scope of the College's business as providing services, courses, and programs. It informs the reader that the College uses two delivery methods for services, courses, and programs to include both traditional and distance. It states that the College offers services, courses, and programs at both oncampus and off-campus locations. It specifically identifies the primary counties that the College serves as Thomas, Grady, and Mitchell Counties. It describes how the College, through all units and programs, accomplishes its mission through college-wide services; credit courses leading to associate degree, diploma, and technical certificate programs; adult education services; continuing education; customized business and organizational training; and economic development services. SWGTC-Page 8

18 It states that its goals are to develop individual skills and abilities; provide for intellectual, career, personal, and professional development; and meet the needs of business and industry. Additionally, the Mission Statement is comprehensive as it includes key words and/or phrases that the College's programs and administrative units use to derive specific functions and purpose statements; for example, administrative units include, but are not limited to, the Administrative Services/Vice President, Facilities, Academic Affairs/Vice President, Admissions, Recruitment, Career Placement and Development, Counseling Services, Tutoring Center, Financial Aid, High School Coordination, Registrar/Student Records, Library/Media Services, Distance Education, and Economic Development/Vice President. Unit purpose statements are published in documents such as Annual Plans and Budgets and Outcome Assessments. The current Mission Statement, as approved by the State Board on April 1, 2010, is published consistently in College publications and on the SWGTC Web site. The College publishes the mission in the SWGTC Catalog and Student Handbook, p. 9, and maintains it on the College s Web site under About SWGTC. Other publications, such as the SWGTC Institutional Documents, p. 2; the SWGTC Strategic Plan FY 2008-FY 2012: FY 2011 Update, p. 4; and the SWGTC Personnel Handbook, p. 7, also include the Mission Statement, further demonstrating that the College consistently publishes it in appropriate publications. The Mission Statement is specific to the institution, which is demonstrated as follows: It includes the specific name of the College as Southwest Georgia Technical College. It identifies primary service areas specific to the College as Thomas, Grady, and Mitchell Counties. The Mission Statement is appropriate for higher education, which is demonstrated as follows: It specifically states that SWGTC is a two-year technical college. It specifically states that the mission is accomplished through services and credit courses leading to awards that are appropriate for higher education institutions by including the following as part of the Mission Statement: "This mission is accomplished through college-wide services; credit courses leading to associate degrees, diplomas, and technical certificates of credit programs." Additionally, all statements in the mission are appropriate for a higher education institution. SWGTC-Page 9

19 The Mission Statement addresses teaching and learning by including language as follows: It states that the focus is learner-centered. It speaks to offering instruction in credit courses leading to associate degree, diploma, and technical certificate of credit programs; adult education services; continuing education; customized business and organizational training; and economic development services. It informs the reader that the College uses both traditional and distance delivery methods for providing services, courses, and programs. It states that the College offers services, courses, and programs at both oncampus and off-campus locations. It states that the goals are to develop individual skills and abilities; provide for intellectual, career, personal, and professional development; and meet the needs of business and industry. SWGTC's mission does not include research; however, the Mission Statement addresses the role of the College in public service by including language specific to the function of the SWGTC Economic Development Department as follows: It addresses commitment to public service by stating that the College offers education, training, and services through continuing education; customized business and organizational training; and economic development services. Off-Campus Sites The SWGTC Mission Statement includes language recognizing the College's intent to make services, courses, and programs available at off-campus locations. An excerpt of the current SWGTC Mission Statement relevant to off-campus locations follows: Southwest Georgia Technical College, a unit of the Technical College System of Georgia, is a public two-year technical college with the mission to provide learner-centered and highquality services, courses, and programs through traditional and distance delivery methods, at both on-campus and off-campus locations, serving primarily the citizens of Thomas, Grady, and Mitchell Counties. SWGTC-Page 10

20 Distance Education The SWGTC Mission Statement includes language recognizing the College's intent to make services, courses, and programs available through distance education. An excerpt of the current SWGTC Mission Statement relevant to distance education follows: Southwest Georgia Technical College, a unit of the Technical College System of Georgia, is a public two-year technical college with the mission to provide learner-centered and highquality services, courses, and programs through traditional and distance delivery methods, at both on-campus and off-campus locations, serving primarily the citizens of Thomas, Grady, and Mitchell Counties. Sources SWGTC Catalog and Student Handbook (Page 10) About SWGTC Southwest Georgia Technical College Institutional Documents (Page 2) Southwest Georgia Technical College Strategic Plan FY 2008-FY 2012: FY 2011 Update (Page 4) SWGTC Personnel Handbook (Page 7) SWGTC-Page 11

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22 2.5 Institutional Effectiveness The institution engages in ongoing, integrated, and institution-wide research-based planning and evaluation processes that (1) incorporate a systematic review of institutional mission, goals, and outcomes; (2) result in continuing improvement in institutional quality; and (3) demonstrate the institution is effectively accomplishing its mission. Judgment Compliant Non-Compliant Not Applicable Narrative Overview Southwest Georgia Technical College (SWGTC) engages in ongoing, integrated, and institution-wide research-based planning and evaluation processes that (1) incorporate a systematic review of institutional mission, goals, and outcomes; (2) result in continuing improvement in institutional quality; and (3) demonstrate the institution is effectively accomplishing its mission. Ultimately, SWGTC defines Institutional Effectiveness (IE) as the positive correlation of results to expectations. The SWGTC Institutional Effectiveness (IE) system, as described in the SWGTC Institutional Effectiveness Model (IE Model), integrates specific research, data collection, evaluation, analysis, assessment, planning, budgeting, and implementing processes within all units and programs of the College. The IE Model provides a system for the College to continuously improve programs, services, and student learning and to demonstrate the progress of the College in fulfilling its stated mission. Ongoing Planning and Evaluation Processes Although the College has had a published IE Model since 1987, as reflected in the SWGTC Institutional Self-Study Report 2002, Section III, p. III-1, the College's IE Model, processes, and products have evolved and improved over the years. The President provides leadership, while the IE Office, the IE Committee, and the President s Leadership Council (PLC) facilitate the IE processes, as indicated in the SWGTC Institutional Effectiveness Policy. This policy ensures that the College uses the IE Model in implementing the ongoing Continuous Improvement Process (CIP), steps taken to ensure quality programs and services, student learning, and mission accomplishment, as demonstrated below: SWGTC-Page 13

23 The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again. SWGTC IE Model has established components that enable the College to implement its Continuous Improvement Process. These components represent processes for research, evaluation, assessment, and planning, as detailed in the SWGTC Institutional Effectiveness Model, and include the following: Technical College System of Georgia (TCSG) Mission Annual Review of SWGTC Mission and Role and Scope 5-Year Strategic Plan End-of-Year Assessment of the Strategic Plan Annual Update of the Strategic Plan (New Initiatives) Master Facility Plan Information Technology Plan Review of TCSG Standards TCSG Performance Accountability System (PAS) Perkins Plan 3-6 Year TCSG Performance Accountability Review (PAR) Customer Evaluations (Internal and External) Annual Faculty and Staff Personnel Evaluations Research and Data SWGTC-Page 14

24 Assessment of Expected Outcomes and Document Improvements (Units/Programs/Student Learning Outcomes) Annual Plans and Budgets Staff Development Plans End-of-Year Assessment of Annual Plans and Budgets and Staff Development Plans The College has a long history of strategic planning and documenting results. An early plan, the Thomas Technical Institute 1994 Strategic Plan, was carried out in FY FY 1999, and a subsequent plan, the SWGTC Strategic Plan FY , was closed out in FY It was replaced in FY 2008 with a new strategic plan, recently updated and published as the SWGTC Strategic Plan FY 2008-FY 2012: FY 2011 Update. Over the years, College personnel has consistently executed plans and annually documented strategic plan accomplishments. The old documentation process involved document production, which made production of year-end results timely; but the current process allows members of the PLC, on behalf of all College personnel, to evaluate and document accomplishments in an Excel workbook, created with College goal worksheets, and maintained on the College's shared drive. The most recent year-end evaluation document is the SWGTC Strategic Plan Implementation-FY 2008-FY 2012: Includes FY 2008-FY 2010 Evaluations and FY 2011 Plan. In the early years, FY 1998 through FY 2008, unit annual plans and budgets were created, and the results were documented at mid-year and year-end in word processing software. Since FY 2009, faculty and staff have used a Cold Fusion application, with anytimeanywhere access, to complete unit annual plans and budgets. In older annual planning documents, users manually entered the strategic planning and College goal references; however, with APPLES, the new annual planning and budgeting tool, users select these from drop down menus. Thus, the new tool makes completing the evaluation processes for unit plans and budgets easy. Realizing that it would be difficult to document compliance with SACS: COC (excluding.4) through only the strategic planning and annual planning and budgeting documents, the College, in FY 2005, designed and implemented outcome assessment templates for all units of the College. While administrative units assess unique expected outcomes, included in the assessment tools, the technical programs assess a standard "set" of program expected outcomes and unique program student learning outcomes (SLOs). In FY 2006 and FY 2007, data were collected and reported for specified SLOs in the templates, and comparison to prior-year results was reported in FY 2007 and FY As the College implemented curriculum changes and as reporting expectations changed to include traditional and online instruction results, as well as on-campus and off-campus instruction results, program SLOs continued to improved annually. The College maintains archives of SWGTC-Page 15

25 completed plans, research, evaluations, data reports, and outcome assessments. Many of these recent documents are included in this Core Requirement section, and others are included in Comprehensive Standard A calendar, published in the SWGTC Institutional Effectiveness Model, p. 10, demonstrates that College planning and evaluation processes are ongoing. The calendar provides organization to ensure that research-based planning and evaluation, and other processes included in the IE Model, are ongoing. The calendar lists activities associated with 5-year, 3-year, and 1-year research-based planning and evaluation and other processes. Also, the calendar identifies the month (s) that 1-year activities occur. The College also includes a narrative of its timeline in its SWGTC Institutional Effectiveness Procedure, further evidence that the College has ongoing processes and activities. Integrated Planning and Evaluation Processes The IE Model components include integrated research, evaluation, assessment, and planning and budgeting processes. Beginning with the establishment of the SWGTC Mission Statement and its annual review to assure currency, the SWGTC Mission Statement provides the basis for the SWGTC Vision, Values, Philosophy, College Goals, and Role and Scope as well as for strategic planning, outcome assessment, and annual planning and budgeting. Strategic planning occurs with input from many IE Model components, but notably the SWGTC Master Facility Plan and the SWGTC Information Technology Plan. Updates occur annually to the SWGTC Strategic Plan as new initiatives are added as strategic objectives. The SWGTC Strategic Plan College Goals and Strategic Objectives are evaluated/assessed at each end-of-year, with evaluation/assessment results impacting updates to the SWGTC Strategic Plan. Data, research, assessment, and evaluation results are available and utilized to determine the extent to which the SWGTC Mission, College Goals, Strategic Objectives, and Expected Outcomes are achieved. Annual plans and budgets and staff development plans are formed based on results, expectations, needs, and strategic plan objectives. The SWGTC Budget Committee considers budget requests for administrative units and program units, as included in annual plans and budgets, and funds are allocated according to funding recommendations. Improvements in the College, units, and programs are recorded in Outcome Assessments; in Strategic Plan accomplishments, and in Annual Plan Goals, Objectives, and Activities accomplishments. An illustration of the integration of the IE Model components follows: SWGTC-Page 16

26 The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again. SWGTC-Page 17

27 Institution-wide Planning and Evaluation Processes All College departments, programs, units, and personnel participate in planning, budgeting, evaluation, and outcome assessment processes. The most current listing of departments, programs, units, and associated College personnel involved in these processes is the FY 2011 Planning & Budgeting, Evaluation, and Outcome Assessment Units. These processes not only provide for horizontal inclusiveness for the units of the College, but also provide for vertical inclusiveness from the president, to the vice presidents, to deans/directors/ coordinators/specialists, to programs and offices, and to individual faculty and staff. The College has in place Local Measures; TCSG Performance Accountability System (PAS) Program and Institutional Measures; and College Performance Funding Measures and Benchmarks that are assigned to specific College units and programs during outcome assessment processes. These measures, benchmarks, and data sources are published in the SWGTC Institutional Measures: FY 2010 document. Several of the institutional measures are indirect measures and results are assessed based upon survey results. The College publishes the measures and corresponding survey questions in the SWGTC FY 2010 Evaluations, Surveys, Benchmarks document. Research Based Planning and Evaluation Processes SWGTC conducts research, gathers data, and completes evaluations, which are analyzed and used as sources during evaluation and planning processes. During the evaluation phase, faculty and staff evaluate expected outcomes (Unit, Program, and SLOs) using research, data, and evaluations to determine the extent to which established expected outcomes are achieved as included in unit and program outcome assessment templates and as included in program SLO assessment templates. Also, supervisors complete faculty and staff evaluations to determine the extent to which they meet performance criteria expectations. Then, during the planning phase, faculty and staff consider assessment results to create unit annual plans and budgets that include improvements plans for expected outcomes not met or for improvements and/or resources needed/desired. Additionally, faculty and staff use completed personnel evaluations as they create staff development plans for the upcoming year. Steps 1-5 of the Continuous Improvement Process illustrate these processes. The following sections describe how SWGTC conducts customer and personnel evaluations, conducts research, and compiles data on an ongoing basis for use in planning and evaluation processes. The following sections also include specific examples of how the College uses customer evaluations, personnel evaluations, research, and data in evaluation and planning. SWGTC-Page 18

28 Customer Evaluations Internal and external customers complete evaluations/surveys of departments, programs, and the College overall. The College uses the customer survey results on an on-going basis as indirect assessments, but especially reviews and uses them during the evaluation and planning phases as expected Outcome Assessments (units and programs) are completed and as Annual Plans and Budgets and the College s Strategic Plan are prepared. Findings are also used during the evaluation of individuals, programs, functional units, and the College. Student Affairs, Economic Development, Adult Education, Distance Education (formerly Georgia Virtual Technical College, and the Institutional Effectiveness units are responsible for these evaluations. The Institutional Research Coordinator is responsible for administering most evaluations, for compiling most evaluation results, and for writing results reports. Customer evaluation findings are continuously reviewed and action is taken as needed. Examples of evaluations/surveys administered regularly include New Student Orientation Survey, Student Evaluations of Instructors/Instruction, Student Evaluations of Clinical Instructors/Coordinators/Instruction, Online Course Evaluation (used through spring 2010), Online Course Evaluation (used beginning Fall 2010), Adult Education Instructor/Class Evaluation, Economic Development Course Evaluation Survey, Student Satisfaction Survey, High School Student-Sites Student Satisfaction Survey, Off-Campus Sites Student Satisfaction Survey, Colleague Satisfaction Survey, Graduate Exit Survey, Graduate Follow-Up Survey, and the Employer Follow-Up Survey. SWGTC maintains PDF documents of evaluations/surveys and results reports on a shared drive that all members of the faculty and staff can access. Additionally, these documents are linked to the College Intranet for easy access by the internal College community. Since FY 2001, the College has archived reports in PDF format. The most recent three years of results reports for customer evaluations are included below: New Student Orientation Survey Results: FY 2008, FY 2009, and FY 2010; Student Evaluations of Instructors/Instruction-Overall Results: FY 2008, FY 2009, and FY 2010; Online Course Evaluation-Overall Results: FY 2008, FY 2009, and FY 2010; Adult Education Instructor/Class Evaluation-Overall Results: FY 2008, FY 2009, and FY 2010; Economic Development Course Evaluation Survey-Overall Results: FY 2008, FY 2009, and FY 2010; Student Satisfaction Survey Results: FY 2008, FY 2009, and FY 2010; SWGTC-Page 19

29 High School Site Student Satisfaction Survey Results: FY 2008 and FY 2009 (Survey Results Report changed for FY 2010); High School Student and Sites & Off-Campus Sites Student Satisfaction Survey Results: FY 2010; Colleague Satisfaction Survey Results: FY 2008, FY 2009, and FY 2010; Graduate Exit Survey Results: FY 2008, FY 2009, and FY 2010; Graduate Follow-Up Survey Results: FY 2007, FY 2008, and FY 2009 (FY 2010 results available Spring 2011); and Employer Follow-Up Survey Results: FY 2007, FY 2008, and FY 2009 (FY 2010 results available Spring 2011). *The College does not archive individual evaluation results, only overall results. Table shows an example of how the Vice President for Academic Affairs used the results from a customer evaluation, the Colleague Satisfaction Survey, to evaluate an expected outcome included in the Academic Affairs' Unit Outcome Assessment. The example provided is one where the expected outcome was not met, and, therefore, subsequent activities were included in the Academic Affairs/Vice President's Annual Plan and Budget. This example illustrates that SWGTC has research-based planning and evaluation processes in place. SWGTC-Page 20

30 Table Example of Results of Customer Evaluation Used in Evaluation and Planning Processes Unit Expected Expected Data Source Met/Not Met FY Name Outcome Number Outcome Assessment Results FY Action Plan Academic AAVP-2 For FY 2010 DOCUMENT Not Met Affairs/VP (FY 09) Colleague Satisfaction REFERENCE/DATA SOURCE: Question % of faculty LINK AAVP-3 Survey FY 2009 and FY indicate (FY 10) 2010 Assessment satisfaction that 80% of faculty Colleague Satisfaction instructional LM III-2 indicate Survey? s equipment in satisfaction (reported by VP-AA - shops/labs is with equipment ONLY Faculty adequate to and Responses) meet the instructional current technology in technological support of needs of the instruction. program. Annual Faculty and Staff Personnel Evaluations Prior to May 31, supervisors annually evaluate each SWGTC faculty and staff member. Examples of personnel evaluations regularly used in this process include Administrator Performance Evaluation, Building Maintenance Staff & Grounds Maintenance Staff Evaluation, Faculty Performance Evaluation, Adjunct Faculty Evaluation, Adjunct Online Faculty Evaluation, and Support Staff Evaluation. During the evaluation, as relevant to the individual, supervisors review the previous individual staff development plan, the department and/or individual annual plan, and, if appropriate, customer evaluations, as well as other evaluation and/or outcomes assessment findings. The Human Resources Coordinator maintains personnel evaluations in personnel files. Based on these evaluations, faculty and staff design staff development activities and plans for the upcoming year. SWGTC-Page 21

31 Table provides examples of how two faculty members used the results of personnel evaluations to create corresponding staff development activities in their staff development plans for the upcoming year. These examples illustrate that SWGTC has research-based planning and evaluation processes in place. Table Example of Results of Personnel Evaluation Used in Planning Processes Personnel Evaluation SWGTC Faculty 1 Performance Evaluation: FY 2010 SWGTC Faculty 2 Performance Evaluation: FY 2010 Staff Development Plan SWGTC Faculty 1 Staff Development Plan: FY 2011 SWGTC Faculty 2 Staff Development Plan: FY 2011 Research and Data To support the assessment of unit and program expected outcomes and SLOs by programs, SWGTC conducts research, then collects and compiles data for units and programs to use, as needed. The College uses research and data reports on an ongoing basis as direct assessments, but especially reviews and uses these reports during the evaluation and planning phases as Outcome Assessments (units and programs) for measures are completed and as Annual Plans and Budgets and the College's Strategic Plan are prepared. Units and programs use research and data reports, as needed, as data sources in the Outcomes Assessments (OA) and in the Student Learning Outcomes Assessment (SLOA) templates in order to complete the formal outcomes assessment processes. The Institutional Research (IR) Coordinator compiles Local Program Data Reports and Course Completion and Pass Rate Analysis-All Courses. The IR Coordinator also posts these, the PAS Trend Reports, and the SWGTC Performance Funding Measure Results on the College shared drive for use by all faculty and staff. Additionally, these are linked to the College Intranet for easy access by the internal College community. In 2002, the College began archiving reports in PDF format (except for the SWGTC Performance Funding Measure Results report, which first became available in FY 2008). Research and data reports are continuously reviewed, and action is taken as needed. Four examples of SWGTC research and data reports used by units and programs include: Local Program Data Reports: FY 2008, FY 2009, and FY 2010; PAS Trend Reports: FY 2006-FY 2008, FY 2007-FY 2009, FY 2008-FY 2010; Course Completion and SWGTC-Page 22

32 Pass Rate Analysis-All Courses: FY 2008, FY 2009, and FY 2010; and SWGTC Performance Funding Measure Results: FY 2008, FY 2009, and FY For reader convenience, the FY 2008, FY 2009, and FY 2010 results for the SWGTC Performance Funding Measures are included in one report. Table demonstrates how the Associate Degree Nursing faculty used the results from the PAS Trend Report to evaluate an expected outcome included in the Associate Degree Nursing's Unit Outcome Assessment. The example provided is one where the expected outcome was not met, and, therefore, subsequent activities were included in the Associate Degree Nursing Annual Plan and Budget. This example illustrates that SWGTC has research based planning and evaluation processes in place. Table Example of Results of Data Used in Evaluation and Planning Processes Unit Expected Expected Data Source Met/Not Met FY Name Outcome Number Outcome Assessment Results FY Action Plan Associate ADN FTEs or DOCUMENT Not Met Degree Nursing PAS CP-1 more are recorded for REFERENCE/DATA SOURCE: Program FTE s per instructor were LINK each full-time Data Report PAS recorded for instructor for Measures-3-Year each full time the program Report: instructor for group for the [FTE/Instructor for the the program reporting year Data Year] group for the enrollment. reporting year enrollment. (FY 2009) Generic LPN Bridge SWGTC-Page 23

33 Incorporate a Systematic Review of Institutional Mission, Goals, and Outcomes The IE Model employs a system that provides for a systematic review of the institutional mission, goals, and outcomes. It ensures that expected unit and program outcomes and program SLOs are identified and assessed; that results are used for improvement in planning and budgeting; that plans are implemented and evaluated; and that improvements are documented. The College completes an annual review of the College Mission Statement and Role and Scope. The College also completes a periodic review of the College Vision, Values, Philosophy, and Goals to be updated during the strategic planning preparation process. A new strategic plan is developed every five years. Annually, the PLC leads the assessment of the Five-Year Strategic Plan: College Goals and Strategic Objectives and records fiscal year accomplishments. Annually, faculty and administrative staff complete the Technical College System of Georgia Performance Accountability System (PAS): Evaluation, Plan, and Budget process whereby expectations are assessed and improvements planned. Annually, unit and program assessments of established expected outcomes and SLOs are completed and improvements documented. Annually, faculty and staff develop new annual plans and budgets and staff development plans based on the following: (1) results of prior year Annual Plans and evaluations, (2) research and data, and (3) future plans. Mid-year and annually, faculty and staff complete the goals, objectives, and activities assessment included in unit annual plans and budgets and individual staff development plans. Annual Review: Mission and Role and Scope The College conducts an annual review of the College's Mission Statement and of the College s Role and Scope. The Institutional Effectiveness Office, with assistance from the Institutional Effectiveness (IE) Committee, is responsible for coordinating the annual review of the College s Mission Statement by faculty and staff, Student Council members, and program advisory committee members. Input is secured from individuals and groups via a survey, the Mission Statement Evaluation. Faculty and staff complete the evaluation online; and Student Council members and program advisory committee members provide input through group discussion. The Institutional Effectiveness (IE) Committee summarizes, considers input, and makes suggestions regarding the dispensation of input to the PLC. The PLC then considers IE Committee input and approves revisions (if any) to be forwarded to the local Board of Directors. The local Board of Directors then reviews the College Mission Statement and the PLC recommendations before deciding either to maintain the Mission Statement as is, or to approve changes. Should the local Board of Directors approve changes to the College Mission, the revised Mission Statement is forwarded to the State Board of Technical and Adult Education for approval. SWGTC-Page 24

34 During the FY 2010 review, significant changes were suggested and made to the College Mission Statement that had remained unchanged since April 5, Suggestions resulted from input received from several sources as follows: from the results of the Mission Statement Evaluation: FY 2010, as reported in the Mission Statement Evaluation Results: FY 2010, and summarized in the Summary of FY 2010 Mission Statement Evaluation Results: January 2010; from the Institutional Effectiveness Committee, as indicated in Institutional Effectiveness Committee Minutes: January 14, 2010, and Institutional Effectiveness Committee Minutes: February 16, 2010; from the PLC, as indicated in President's Leadership Council Minutes: February 9, 2010, and President's Leadership Council Minutes: February 23, 2010; and from the local Board of Directors, as indicated in Board of Directors' Meeting Minutes: March 2, A request for change in the SWGTC Mission Statement was forwarded to the State Board on March 3, 2010, as indicated in the SWGTC Letter to State Board to Approve Mission Statement: March 3, The State Board approved the College's request at its meeting held on April 1, 2010, as indicated in the State Board Minutes: April 1, Several changes made in the SWGTC Mission Statement ensures that it included language specific to SWGTC. A reference was added indicating that the College serves primarily the citizens of Thomas, Grady, and Mitchell Counties. Language was added more specifically communicating the services, programs, and award levels offered by the College. Also, included was a reference to off-campus locations. Evidence that the SWGTC Mission Statement is reviewed annually is found in additional documentation. The SWGTC Mission Statement Evaluation Results for FY 2008 and FY 2009 are included in exhibits as are Institutional Effectiveness Committee Minutes for February 12, 2008 and February 17, 2009, President's Leadership Council Minutes for February 26, 2008 and February 24, 2009, and local Board of Directors' Minutes for March 4, 2008 and March 3, Table provides a summary of Mission Statement Evaluation Results for FY 2008, FY 2009, and FY Also included is a summary of actions taken by stakeholder groups and links to minutes. These results illustrate that a systematic review of the institutional Mission Statement occurred. SWGTC-Page 25