Lake-Sumter Community College Application for a Member Institution Seeking Accreditation at a Higher Or Lower Degree Level.

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1 Lake-Sumter Community College Application for a Member Institution Seeking Accreditation at a Higher Or Lower Degree Level Table of Contents Part A: Description of the Proposed Programs/Courses to be Offered at the New Degree Level General Institutional Information 2 Program Rationale 3 Admissions Requirements 6 Completion Requirements 9 Curriculum and Program Oversight 11 Mode of Instruction 13 Evaluating Student Achievement 14 Faculty Resources and Qualifications 16 Financial Resources 22 Library/Learning Resources 24 Physical Facilities 27 Instructional Equipment 27 Part B: Description of Ongoing Compliance with the Principles of Accreditation 2.1: Degree-granting Authority : Governing Board : Institutional Mission : Institutional Effectiveness : Program Length, Program Content, General Education, Course work for Degrees : Faculty : Learning Resources and Services : Student Support Services : Financial and Physical Resources 89 1

2 Part A Description of the Proposed Programs/Courses to be Offered at the New Degree Level NAME OF THE NEW PROGRAM. Please be specific (e.g., Bachelor of Arts degree in English) Bachelor of Applied Science in Organizational Management GENERAL INSTITUTIONAL INFORMATION Name of agency that has legally authorized the institution to provide the new degree program: Florida State Board of Education Florida College System Date institution plans to enroll first students at the new degree level: Spring Term 2013 (January 2013) Date institution projects it will graduate the first regular class at the new degree level: Fall Term 2014 (December 2014) Enrollment data Current Enrollment Please refer to your most recent completed Institutional Profile and report the following enrollment data for the current term: a. Total Full-Time Undergraduate Enrollment (carrying a load of 12 or more credit hours) (Section Two, part A, line 1 of enrollment profile) b. Total Full-Time Post-Baccalaureate Enrollment (carrying a load of 12 or more credit hours) (Section Two, part A, line 2 of enrollment profile) c. Total FTE Part-Time Undergraduate Enrollment (carrying fewer than 12 credit hours) (Section Two, part A, line 3b of enrollment profile) d. Total FTE Part-Time Post-Baccalaureate Enrollment (carrying fewer than 9 credit hours) (Section Two, part A, line 4b of enrollment profile) e. Total Non-Credit Enrollment (Section Two, part A, line 6b of enrollment profile) Total of all figures in a-e above (Section Two, part A, line 7 of enrollment profile) , ,547 2

3 Projected Enrollment - Please indicate below the number of students projected to enroll in the new degree program: a. Full-Time Enrollment 10 b. Part-Time Enrollment 20 c. Non-Credit Enrollment 0 d. Projected Total 30 Current Educational Programs Levels of Program Offerings (Check all that apply Less than one year of work beyond grade 12 At least one but less than two years of work beyond grade 12 Associate degree-granting program of at least two years Diploma or certificate programs of at least two but less than four years of work beyond grade 12 Four or five-year baccalaureate degree-granting program First professional degree Master s and/or work beyond the first professional degree Work beyond the master s level but not at the doctor s level (Specialist in Education) A doctor of philosophy or equivalent degree Other (Specify) Ownership of branches and other institutions: Provide as an appendix a list of every postsecondary institution owned by the corporation and the degree programs offered, its address, and the name and title of each institution s chief administrator. Indicate whether each of those institutions is accredited and the name of the accrediting agency. Narrative Lake-Sumter Community College (LSCC) does not own any other postsecondary institutions. LSCC is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools to award the Associate in Arts, Associate in Science, and Associate in Applied Science degrees. See the LSCC campus locations and the list of degrees and certificate programs by campus. 1. Describe the rationale for the new program, including assessment of need. Narrative Program Rationale Since 1962, Lake-Sumter Community College (LSCC) has been providing access to college credit certificates and associate degrees to residents of its service district. The College has also had a long-standing tradition of collaborating with its university partners to promote access to baccalaureate instruction through 2+2 articulation programs, joint use facilities, and concurrent-use partnerships with regionally accredited state and private universities. 3

4 The demand for increased access to baccalaureate programs has grown as a result of economic factors and the changing profile of non-traditional students, who are geographically bound due to family and employment responsibilities. As a result of the increasing demands for baccalaureate access occurring throughout the state, the Florida Legislature established Florida Statute giving community colleges the authority to provide site-based baccalaureate degree access to meet specific local workforce needs. Subsequent to the creation of this legislation and the development of the Florida College System, initial planning for potential baccalaureate degrees at LSCC began in LSCC s President and leadership team felt it was imperative for the College to embark on an indepth review of its mission and an assessment of local educational and workforce needs. This review involved ongoing discussions with representatives from the Central Florida Higher Education Consortium, a group consisting of representatives from LSCC, the University of Central Florida (UCF), and Valencia, Seminole, and Brevard Community Colleges regarding regional needs for baccalaureate degrees. The group also considered UCF's plans to phase out several baccalaureate programs pursued by transfer students of the Consortium. These meetings laid the ground work for larger discussions with the LSCC community. LSCC created the New Vision Council (NVC), comprised of community leaders throughout the LSCC service district, to examine the College s future role in serving higher education and training needs for local residents and businesses. From January 2010 through June 2011, the New Vision Council met regularly with the initial assignment of addressing the following issues: community needs for higher education; the College s role in responding to local needs; priority of potential four-year degree programs in relation to current degree programs; budgetary constraints; and the effect of offering four-year degrees on the College, the students, and the community. As a result of the NVC s discussions, the College staff designed an inclusive, comprehensive process that engaged internal and external constituents in determining needs and exploring the feasibility of expanding to baccalaureate degrees. This process included a labor market study, a series focus groups involving all LSCC constituencies, an extensive analysis of economic data from various sources, and a formal survey of students. Assessment of Need The College commissioned the Delphin Group to conduct a labor market study for LSCC. The study, endorsed by the NVC, focused specifically on employers and workforce needs in Lake and Sumter counties. In order to achieve a greater understanding of the perceptions and experiences of employers it was determined that a qualitative study was appropriate. In Spring 2011, employers were sampled and interviewed over a one-month period. Data was analyzed using social scientific methods and the results were reported in the LSCC Labor Market Study Report. Based on results of the study, the College administration identified eight potential degrees and prioritized them by applying a matrix using the following criteria: workforce demand, student demand, college assets and capabilities, and partnership possibilities. This prioritized list of potential degrees was discussed with the faculty, staff, and the NVC; as a result, organizational management, nursing, and environmental science rose to the top of the list. As described below, organizational management emerged as the first choice for bachelor s degrees at LSCC. As the LSCC labor market study was in progress, focus groups were conducted with students, faculty, staff, and other stakeholders to ascertain their viewpoints about LSCC offering four-year degrees. All groups supported offering baccalaureate degrees as long as the College maintains consistency with stated mission, program quality, and continued commitment to current degree offerings. 4

5 LSCC staff analyzed the qualitative data gathered from the labor market study and the focus groups to determine workforce demand and educational need. College officials also researched the following sources of data: Florida Department of Economic Opportunity data for Lake and Sumter counties; U.S. Bureau of Economic Analysis; Economic Development Strategic Plans for Lake and Sumter counties; Lake and Sumter county profiles; and the number of baccalaureate graduates from institutions in LSCC s geographic region of Lake and Sumter counties. This research and its subsequent analysis showed a significant gap when comparing the educational levels in Lake and Sumter counties with state and national figures for residents age 25 and older who hold a bachelor s degree or higher. Data from the 2010 US Census American Community Survey, reveals that 20.3% of Lake County and 19% of Sumter County residents 25 and older hold bachelor s degrees or higher, which lags behind the state average of 25.9% and the national average of 27.9%. Furthermore, workforce demand indicates that an estimated 1,440 managerial positions will be available over the next five years in LSCC s geographic region of Lake and Sumter counties. Even though the demand exists, the Lake and Sumter county region is not producing bachelor s degree graduates. Existing baccalaureate degree providers in LSCC s service district produced only one recent graduate in fields related to organizational management. Because of the geographic location of the two counties served by LSCC, residents who want to prepare for new positions in management, to advance with their current employers, or to update and enhance their skill sets in order to return to the workforce, have limited realistic options for obtaining advanced education beyond the associate s degree. The distance to existing baccalaureate institutions makes the pursuit of an advanced degree challenging to most working adults due to real costs in travel time and transportation. In addition, various fully online programs are often more costly and do not fit the learning styles of all students seeking a baccalaureate degree. After the research was completed and with input from faculty, staff, students, and administration, the District Board of Trustees held a special session on August 9, 2011 and unanimously voted to begin the application process for LSCC to offer baccalaureate degrees, beginning with the BAS in Organizational Management. In November 2011, as the institution began assessing student interest, availability, and preferences for scheduling for a specific BAS in Organizational Management, an electronic survey was sent to current LSCC students and recent graduates. Survey results indicate interest in the organizational management degree and the need to offer a flexible schedule of on-campus (fully seated) courses, preferably on the Leesburg campus, and online courses. In addition, the College received over 40 letters from local businesses, school systems, chambers of commerce, healthcare providers, governmental and public service agencies, and citizens, all eagerly supporting the proposed BAS in Organizational Management. This generalist degree program will prepare young adults just beginning their careers as well as mid-career employees seeking career advancement, career change, or re-entry into the workforce in any of the industries represented in the LSCC service district. The planning, development, and approval process for the BAS in Organizational Management is detailed in the following documents: Internal Processes and Collaborative Meetings and External Processes and Collaborative Meetings. 5

6 2. List and describe the new program(s) Narrative Lake-Sumter Community College (LSCC) is seeking approval to offer a Bachelor of Applied Science (BAS) in Organizational Management degree. The BAS in Organizational Management will be an on-campus program for students preferring face-to-face delivery in combination with hybrid and selected fully online courses. Classes will be flexibly scheduled with the working adult in mind. The BAS in Organizational Management program and courses will be designed around measurable student learning outcomes and will provide students with the skills and knowledge necessary to start their own businesses or to obtain managerial positions within organizations. This program will offer flexible scheduling and multiple delivery modes to attract and retain practitioners seeking credentials to advance into management, as well as adults pursuing a career change. It will also provide a smooth transition for Associate in Arts (AA) and Associate in Science (AS) transfer students in related programs. 2a. General institutional admission requirements and any separate admission requirements for the new program(s) Narrative General Institutional Admission Requirements LSCC has General Admission Requirements for degree seeking and non-degree seeking students. As detailed in the LSCC Catalog and Student Handbook, students complete the admission application process to LSCC. Specifically, students: Submit a completed LSCC application form and fee Submit official copies of ACT, SAT, CPT (or equivalent) results Submit high school transcript, home school affidavit, or GED Submit affidavit of residency Additionally, transfer students will: Provide official transcripts from all colleges attended to the Admissions and Records Office Be in good academic standing from previously attended college or university Baccalaureate programs at LSCC will follow the established Florida 2+2 articulation model for admitting students with earned AA or AS degrees from a community college into baccalaureate programs at state colleges and universities. Admission Requirements for the Proposed Baccalaureate Program The BAS in Organizational Management at LSCC is not a limited access program. Therefore, any applicant who meets the following admissions requirements will be accepted into the program. Applicants who have not met all of the requirements will be advised how to prepare themselves for admission. Students applying for admission into the BAS in Organizational Management must: Submit a completed application to the baccalaureate program. Complete an AA degree or an AS degree. An AAS degree does not meet the admission requirements for the baccalaureate degree program. 6

7 AA transfer students must have completed 36 General Education semester credit hours as prescribed by their degree-granting institution with a grade of C or higher in all Gordon Rule writing and mathematics courses. These students may need to take additional technical courses as part of their BAS in Organizational Management degree program. AS transfer students must have completed a minimum of 15 General Education semester credit hours as prescribed by their degree-granting institution with a grade of C or higher in all Gordon Rule writing and mathematics courses. These students will take additional General Education courses as needed to fulfill all General Education requirements (36 semester credit hours total) prior to earning the BAS degree. Submit of official transcript(s) indicating all coursework taken and degree(s) awarded. Earn minimum cumulative Grade Point Average (GPA) of 2.0 on a 4-point scale prior to upper-division acceptance. Meet with an academic advisor prior to enrolling to determine the specific courses needed to complete the requirements of the program. Preparing Prospective Students for Admission into the BAS in Organizational Management Prior to enrolling, prospective BAS students in Organizational Management will have the opportunity to meet individually with an Academic Advisor to explore academic options, discuss enrollment procedures and review transfer coursework. In addition, students may choose to meet with a Career Advisor to explore career field options, internships and full time employment placement services available at the College. The Office for Students with Disabilities advises prospective students regarding disability accommodations, assistive technology and classroom support services. Students who indicate interest in pursuing the BAS program while they are enrolled in lower-division coursework will be advised by the Academic Advising staff and in the LSCC Catalog and Student Handbook to select both General Education and elective course options that will best prepare them with a strong foundation for a smooth transition into this program. Because students will be eligible for admission to the BAS in Organizational Management program with a variety of associate s degrees, the program is designed for maximum flexibility. There are multiple AS programs at LSCC that are relevant to the BAS in Organizational Management, as displayed in Table 1. Table 1 LSCC Associate in Science Programs Relevant to Bachelor of Applied Science in Organizational Management Business Administration AS Computer Information Technology AS Criminal Justice Technology AS Early Childhood Education Child Development Center Management Specialization AS Early Childhood Education Preschool Specialization AS Health Information Management AS 7

8 Students entering with an AS degree from LSCC will have a minimum of 18 General Education semester credit hours (three semester credit hours more than the state requirement) and will complete their General Education requirements during their final two years of the baccalaureate program. Students entering with an AA degree will already have completed their General Education requirements. The distribution of General Education credit hours that are embedded in the AA and relevant AS degrees are displayed in Table 2. LSCC Degree Table 2 Minimum General Education Semester Credit Hours Embedded in LSCC AA and AS Degrees Relevant to BAS in Organizational Management Minimum General Education Semester Credit Hours Communication Humanities Additional Gordon Rule Social & Writing Behavioral Math Natural Course Sciences Total Sciences (either Humanities or S&BS) AA AS-Business Administration AS-Computer Science AS-Crimiminal Justice AS-Early Childhood Education AS-Health Information Management As identified in the Common Prerequisite Manual for Florida colleges and universities, there are no common prerequisite courses for the BAS in Organizational Management, Classification Instructional Code (CIP) ; however, admission into this program requires an associate s degree. The courses listed in Table 3 provide a foundation for the upper-division coursework of the BAS in Organizational Management. Students preparing for this program will be advised to take these lower-division technical courses either as part of their associate degree or as additional lower-division elective courses in years three and four of the baccalaureate degree. 8

9 Course Table 3 Lower-Division Technical Courses Recommended for BAS in Organizational Management ACG 2022 Financial Accounting (3) ACG 2071 Management Accounting (3) Title and Semester Credit Hours CGS 1100 Business Computer Applications (3) ECO 2013 Macroeconomics (3) ECO 2023 Microeconomics (3) STA 2023 Elementary Statistics I (3) LSCC is sensitive to the ramifications of Florida s Excess Hours regulation for students. Transfer and returning students who have earned significant credit hours from colleges and universities but lack a conferred AA or AS degree, will be advised by the Academic Advising staff and BAS program staff as to the most efficient plan of coursework to prepare for acceptance into the baccalaureate program. 2b. Completion requirements, including the number of credits which must be earned in programs at the new degree level. Include in the description the number and distribution of general education credits to be completed, the number of credits to be earned in the major or area of concentration, the number of electives to be completed, and other requirements which students must meet in order to receive a degree. Narrative The curriculum for the BAS in Organizational Management is designed for associate degree graduates to build on existing knowledge and technical skills in preparation for managerial positions requiring a bachelor s degree. BAS students will demonstrate mastery of technical skills and knowledge needed to be successful organizational managers in a variety of industries, such as sales, retail, small businesses, government/public safety, healthcare, and non-profit organizations, as well as in entrepreneurial endeavors. As shown in Table 4, the BAS in Organizational Management degree consists of 120 semester credit hours, comprised of 36 semester credit hours of General Education courses, 42 semester credit hours of additional lower-division courses, and 42 credit hours of upperdivision courses. Table 4 Credit Distribution for BAS in Organizational Management Degree Course Type Semester Credit Hours General Education 36 Additional Lower-Division 42 BAS Required Upper-Division 42 BAS in Organizational Management Degree Total 120 The number and distribution of General Education credit hours in the BAS in Organizational Management degree are shown in Table 5. 9

10 LSCC Degree BAS in Organizational Management Table 5 Distribution of General Education Credits Required for BAS in Organizational Management Degree Communication Minimum General Education Semester Credit Hours Humanities Social & Behavioral Sciences Additional Gordon Rule Writing Course (either Humanities or S&BS) Math Natural Sciences Total Table 6 lists the courses that comprise the 42 semester credit hours of upper-division coursework required for the BAS in Organizational Management. Upper-division course information is detailed in the course descriptions. It also shows the additional lower-division credit hours of General Education and technical courses required. This table displays the courses by term that would be required to complete the BAS in Organizational Management in four semesters for a full-time student enrolled in the program. Table 6 BAS in Organizational Management Courses by Term Year 3, Semester 1 MAN 3240 Organizational Behavior 3 GEB 3213 Advanced Business Communications 3 MAN 4162 Customer Relations for Managers 3 ACG 3024 Accounting for Non-Financial Majors* 3 xxx xxxx General Education or Technical Courses 3 Semester Credit Hours 15 Year 3, Semester 2 BUL 3130 Legal and Social Aspects of Business 3 ISM 3011 Introduction to Information Systems Management 3 xxx xxxx General Education or Technical Courses 9 Year 4, Semester 1 Semester Credit Hours 15 MNA 3037 Project Management 3 MAN 4120 Leadership and Group Dynamics 3 MAR 3802 Marketing for Managers 3 xxx xxxx General Education or Technical Courses 6 Year 4, Semester 2 Semester Credit Hours 15 MAN 4342 Supervisory Skills 3 GEB 4376 or Principles of Entrepreneurship or 3 10

11 MAN 3860 Nonprofit Organizational Management GEB 4891 Strategic Management and Decision Making 3 MAN 4301 or MAN 4940 Human Resource Management or Internship in Organizational Management MAN 4900 Capstone in Organizational Management 3 Semester Credit Hours 15 Semester Credit Hours - Years 3 and 4 60 Articulated Semester Credit Hours - Years 1 and 2 (Associate's Degree) 3 60 BAS in Organizational Management Degree Total Semester Credit Hours 120 *Students who have previously completed ACG 2022 and ACG 2071 may substitute another upperdivision course. In addition to the specified course requirements, all BAS graduates must meet the State of Florida s foreign language requirement. Students can meet this requirement by completing two years of the same foreign language in high school or eight sequential college credit hours in the same foreign language. Students who have not met the foreign language requirement at the time of admission will be required to meet it before a BAS degree can be awarded. This may result in additional coursework beyond the 120 semester-hour program total requirement. Each LSCC student must fulfill a computer proficiency requirement prior to graduation from the respective degree program. This requirement can be satisfied in one of three ways: Successful completion of CGS 1100 Business Computer Applications Passing the institutional Credit by Exam for CGS 1100 Business Computer Applications Passing the institutional no-credit computer proficiency exam 2c. The curriculum and program oversight by the institution Narrative In keeping with SACS Comprehensive Standard , Lake-Sumter Community College (LSCC) faculty members have primary responsibility for the initiation of curriculum and for the content, quality, and effectiveness of the curriculum. Curriculum development follows a systematic, institutional, and dynamic process from initiation to approval by faculty, administration, and the District Board of Trustees. The process is subject to continuous internal review and a variety of external mandates. The policies and procedures for curriculum development and review are articulated in the Board Rule 3.02, Administrative Procedure PRO 3-02, and the Curriculum and Instruction Committee Handbook. Responsibility for Content, Quality, and Effectiveness of the Curriculum The Curriculum and Instruction Committee is responsible for ensuring that all courses and programs have instructional integrity, address appropriate learning outcomes, and fit into a sequential framework that leads students to achieving the respective competencies. The committee reviews and approves all additions, deletions, and major modifications to credit courses and programs and votes for or against moving the proposal forward. Proposals that are not approved are returned to the dean and department chair. Approved curriculum 11

12 proposals are forwarded to the Vice President of Academic and Student Affairs. The Vice President of Academic and Student Affairs submits curriculum recommendations to the President s Cabinet for approval. Upon approval from the President s Cabinet, the President submits curriculum recommendations to the District Board of Trustees for final approval. The Vice President of Academic and Student Affairs provides oversight for the development and implementation of curriculum activities. The institution s process to develop a program of study involves the following two institutional standing committees: Curriculum and Instruction Committee and the Teaching and Learning Committee. The purpose of the Curriculum and Instruction Committee is to review all proposals related to curriculum and instructional matters, including course and program additions, deletions, and modifications. The Curriculum and Instruction Committee meets monthly to formally process and approve various degree and course change proposals. The Committee's membership includes the following: Dean, General Education and Transfer Programs (chair) Faculty member (co-chair) Dean, Career and Technical Programs 4 faculty from Arts & Sciences 3 faculty from Career & Technical Programs Representatives from Student Affairs The Teaching and Learning Committee is a planning committee for curriculum and program development. The committee reviews issues that affect teaching and learning processes including innovation and technology, new programs, professional development and improving student outcomes. The Teaching and Learning Committee also reviews and approves additions and modifications to distance learning, developmental education, library and learning center initiatives. Faculty members comprise the majority of the membership of the Teaching and Learning Committee and are appointed by the chair of the committee with approval of the President s Cabinet. Membership also includes the Dean of General Education and Transfer Programs, the Dean of Career and Technical Programs, and representatives from Student Affairs. Deliberations on curriculum proposals are documented in minutes from the Curriculum and Instruction and the Teaching and Learning Committees and are available on the LSCC website. Agenda packets for the Curriculum & Instruction Committee are distributed and available for college-wide review. Proposals approved by the committee are sent to the District Board of Trustees for approval, and are then forwarded to the Florida Statewide Course Numbering System (SCNS) for confirmation of course numbers, titles, and descriptions. Following SCNS confirmation, the computerized course file is updated and changes are published in the College Catalog and Student Handbook. Content and Quality Faculty members maintain responsibility for the content and quality of the curriculum at the discipline and program levels, through their participation in the curriculum and instruction review process. Faculty members who initiate a new course or a curriculum modification must collaborate with other faculty members in the respective discipline to determine that course syllabi requirements have been met and to determine that content is appropriate in scope, sequence, student outcomes, and relevance. Each new course or modified course 12

13 proposal includes a course syllabus with a course description, credit hours awarded, prerequisites (if appropriate), course objectives, student learning outcomes, and criteria for evaluation. Course syllabi are kept on file electronically with the Dean of General Education and Transfer Programs and also with the staff assistant to the Curriculum and Instruction Committee. Effectiveness Faculty members regularly evaluate both curriculum and the instructional process for all degree programs in program reviews. All courses and programs are reviewed for possible revision and improvement at least once every three years. This process is detailed in the Program Review Guidelines. Each AS and AAS program review report summarizes quantitative data that includes enrollments, completions, student learning outcomes, and placements. Recommendations and actions for improvements included in the program reviews are presented by the department chairs to the Deans of General Education and Transfer Programs and Career and Technical Programs. Subsequently, recommendations are submitted to the Vice President of Academic and Student Affairs, President s Cabinet, and the College Planning Council for strategic planning and budget development. The program review process is designed to measure the effectiveness of existing programs and services and provides recommendations for actions to improve program planning and educational support services. Program Oversight Upon program approval, LSCC will hire a new full-time faculty member with a doctorate in Organizational Management or related field, whose primary responsibilities will be to teach upper-division courses and to provide comprehensive program oversight. In hiring for this position, the College will comply with SACS Comprehensive Standard on Faculty competence as well as the Commission s published credential guidelines for faculty teaching baccalaureate courses and the required percentage of discipline course hours to be taught by faculty members holding the terminal degree per Comprehensive Standard on terminal degrees of faculty. If the program grows as expected, additional faculty members will be hired in subsequent years based on this selection profile. 2d. Mode of Instruction Narrative The Bachelor of Applied Science in Organizational Management will be offered through a combination of on-campus (fully seated), hybrid, and fully online instructional modes with on-campus class meetings initially on the Leesburg campus. Hybrid and fully online classes will utilize the same software system that existing distance education courses use, Blackboard Learning Management System. Academic and Student Services support is available through Collaborate web-conferencing software. Both systems ensure that Family Educational Rights and Privacy Act (FERPA)-approved transmittal of student information is carried out to protect students. Before faculty members are approved to teach in hybrid and fully online instructional modes, they are required to successfully complete the College s comprehensive Distance Education Faculty Training Plan. This training plan includes a systematic progression for accomplished faculty to move from traditional on-campus classroom instruction to hybrid and/or fully online instruction. In the five phases of training outlined in the plan, the faculty member is required to: 13

14 1. Teach at least one on-campus (fully seated) course at LSCC. 2. Successfully complete the fifteen-hour Introduction to Distance Learning and Blackboard Learn 9.1 professional development course, including designing and building a hybrid course. 3. Teach a hybrid section with reduced seating-cap, while being supported by the respective department. 4. Receive approval by the respective department chair at the end of the course. 5. Present a fully online course one term in advance to the department chair, if also pursuing approval for fully online instruction. The required Introduction to Distance Learning and Blackboard Learn 9.1 professional development course is fifteen hours in length and involves six hours of face-to-face instruction accompanied by nine hours of additional asynchronous work delivered online. This training is offered each semester. The content includes training in the best practices of distance learning including: pedagogy, learning styles, student learning, instructional design, communication skills, assessment, and an introduction to Blackboard Learn 9.1 software. Students in hybrid and fully online courses receive the same high quality personal service provided to on-campus students. Distance Education policies, service, and operational systems are detailed in the LSCC Distance Learning Substantive Change Prospectus, approved on March 26, 2012 by the Southern Association of Colleges and Schools Commission on Colleges. 2e. Means for evaluating student achievement Narrative The College is committed to a culture of assessment and to data-driven decision making. As a result, BAS student achievement (just like existing associate degree-level student achievement) will be evaluated in a number of different contexts using a variety of methods. Clearly defined and measurable Student Learning Outcomes (SLOs) form the basis for evaluation of individual students, for evaluation of the success of BAS courses, and for evaluation of the BAS program itself. Course-level SLOs will be developed for each course in the BAS curriculum. In addition, a cross-walk will be developed to document how these course-level SLOs build knowledge and skills that result in graduates who will demonstrate mastery of the BAS program-level SLOs shown in Table Table 7 Program-Level Student Learning Outcomes (PSLOs) Program-Level SLOs A student who successfully completes the Assessment Plan BAS in Organizational Management will be able to... Analyze organizational situations to identify strengths, weaknesses, opportunities, and threats (SWOTs). Using appropriate technological resources, research potential responses to perceived SWOTs and identify likely organizational consequences of each response. Building upon skills developed in BAS coursework, the program-level SLOs will be formally assessed using case studies in the Organizational Management Capstone course. 14

15 3. 4. Recommend and, using sound principles of organizational management, support a course of action. Using appropriate technological resources, professionally communicate and/or present recommendations both orally and in writing. On the syllabus for each BAS class, students will be provided with specific and measurable course objectives and SLOs. They will also be provided with assessment methods and grading scales. The selection of a particular assessment method will be determined by the nature of the course material and the method of course delivery (seated, hybrid, or fullyonline) as well as by instructor preference. Assessment methods may include (but are not limited to) examinations, papers, quizzes, individual or group assignments or projects, presentations, case studies, cooperative education activities, or portfolios. In addition, the availability of distance learning courses will enable instructors to use a variety of assessment measures well suited to the online environment. These include (but are not limited to) participation in online discussion activities and online assessments using either the College s Blackboard system or various publisher platforms. Grades will be assigned by instructors using the College s standard A-F grading scale. Attainment of specific SLOs will be assessed via use of pre-determined rubrics. LSCC uses a software tool called elumen to track and report on attainment of SLOs at all levels. Each semester, instructors enter SLO assessment results directly into elumen for each of their students. In addition to quantitative measures of SLO attainment, instructors are also asked to provide qualitative input and suggestions for improvement. From this data, elumen generates a variety of analytical reports. Individual BAS students will be able to generate reports on their attainment of various SLOs for inclusion in a post-graduation personal portfolio, but this individual data is not available to College employees. Aggregate data on attainment of SLOs enables departmental and institutional evaluation of the effectiveness of individual classes and of the BAS program itself. In addition to discussion of results at departmental faculty meetings, the College schedules formal meetings during post-spring-semester duty days specifically for review of elumen results at the course and program level and for development of pilot projects and other responses to the reports. Thus, use of elumen is an embedded part of the College culture, and its extension to the BAS program and its courses is both expected and integral to the program s success. The BAS program itself will be regularly assessed for effectiveness and efficiency. This is done on an ongoing basis through the regular review of elumen reports on student attainment of SLOs as previously noted, but the program review process is not limited to this one method of assessment. Upon its initial implementation, review and monitoring of the BAS in Organizational Management will be the responsibility of the Baccalaureate Leadership Team. This group will receive regular reports from the Director of Distance Learning and the Program Manager. The reports will include statistical data on enrollment and student progression as well as summary elumen reports of student attainment of SLOs. This close supervision will enable early detection of any problems that might arise so that quick and effective learning intervention and support can be put into place. Like all Career and Technical Education programs, the BAS in Organizational Management will have a designated Advisory Committee. The members of the Advisory Committee will 15

16 include a variety of community business leaders. This group will meet at least two times per year with the BAS Program Manager, BAS faculty members, the Director of Baccalaureate Programs, and the Dean of Career and Technical Education. The Committee will review the program s curriculum and make recommendations for improvement. After the program is firmly established, the regular review of the BAS program will be integrated into the College s existing three-year program review cycle. The review of the BAS in Organizational Management will be timed to coincide with the review of the Business Administration Associate in Science program which is expected to be the chief feeder program for the BAS. Thus, simultaneous review of these two programs will promote greater synergy between them. The College s program review process involves an extensive look at each aspect of a program. The program overview provides background on the history and current characteristics of the program. A review of the curriculum includes information on curriculum structure, articulation agreements and student performance. Faculty qualifications, teaching loads, and professional development activities are reviewed. Student data (e.g., enrollment, retention, completion, and job placement, alumni and employer data) are reported both from external sources such as the Florida Educational Training and Placement Information Program (FETPIP) and from internal sources. Budgetary information indicates whether or not the program is self-supporting. Measures of institutional effectiveness lead to assessment findings designed to improve instruction. Finally, specific and measureable recommendations for program improvement result from the review process. Program review findings are formally presented to the College s Teaching and Learning Committee in a public meeting, and they are further reviewed by the President s Cabinet. Follow-up reports on the implementation and progress of any recommendations are presented at subsequent meetings of the Teaching and Learning Committee and reported annually as a part of the budget and strategic planning processes. Through all of these processes, the College uses assessment data to make decisions and pursue continuous improvement. 3. If the proposed programs/courses are to be offered at off-campus instructional sites, list each specific location, its address, the mode of delivery, and the percentage of the educational program that will be offered at each site. Narrative NA FACULTY RESOURCES AND QUALIFICATIONS 1. Describe faculty resources needed for the new program(s). Include the institution's plans to use current faculty to teach the new courses and any plans for additional faculty. Narrative Lake-Sumter Community College currently has well-qualified faculty members teaching in its associate degree programs, adhering to SACS faculty qualifications requirements for General Education and associate degree courses. The College will draw from the existing pool of faculty members as it develops and implements the BAS in Organizational Management. 16

17 Upon program approval, LSCC will hire a new full-time faculty/program manager with a doctorate in Organizational Management or related field, whose primary responsibilities will be to teach upper-division courses and to provide overall program oversight. In hiring for this position, the College will comply with Principles of Accreditation Comprehensive Standard LSCC will ensure that faculty teaching baccalaureate courses will have a doctor s or master s degree in the teaching discipline or master s degree with a concentration (minimum of 18 semester hours) in the teaching discipline. In addition, the College will comply with Principles of Accreditation Comprehensive Standard 3.5.4: At least 25 percent of the course hours in each major at the baccalaureate level are taught by faculty members holding an appropriate terminal degree - usually the earned doctorate or the equivalent of the terminal degree. The new faculty/program manager will initially will teach at least 25% of the upper-division courses. The College will augment full-time faculty with existing part-time faculty. If the program grows as expected, additional faculty members will be hired in subsequent years. Qualified part-time faculty will be added as needed, and an additional full-time faculty member with a doctoral degree in Organizational Management or related field is projected to be hired in In hiring for these positions as well, the College will comply with Principles of Accreditation Comprehensive Standard Table 8 lists existing full-time and part-time faculty who will continue to teach lower-division courses and who are also qualified to teach upper-division coursework for the BAS in Organizational Management. 17

18 Name NEW HIRE Program Manager (To be determined) (F) Betti Baytar- McTurk(F) S. Graham Bourne (F) Table 8 BAS in Organizational Management Faculty Eligibility - Upper-Division Courses Qualifications of Current Full-Time and Part-Time Faculty Faculty Eligibility - Upper-Division Courses BUL 3130 Legal and Social Aspects of Business (3, UT) GEB 3213 Advanced Business Communications (3, UT) GEB 4376 Principles of Entrepreneurship (3, UT) GEB 4891 Strategic Management and Decision Making (3, UT) MAN 3240 Organizational Behavior (3, UT) MAN 3860 Nonprofit Organizational Management (3, UT) MAN 4120 Leadership & Group Dynamics (3, UT) MAN 4162 Customer Relations for Managers (3, UT) MAN 4301 Human Resource Management (3, UT) MAN 4342 Supervisory Skills (3, UT) MAR 3802 Marketing for Managers (3, UT) MNA 3037 Project Management (3, UT) MAN 4940 Internship (3, UT) MAN 4900 Capstone in Organizational Management (3, UT) ISM 3011 Intro to Information Systems Management, (3, UT) BUL 3130 Legal and Social Aspects of Business (3, UT) GEB 3213 Advanced Business Communications (3, UT) GEB 4376 Principles of Entrepreneurship (3, UT) GEB 4891 Strategic Management and Decision Making (3, UT) MAN 3240 Organizational Behavior (3, UT) MAN 3860 Nonprofit Organizational Academic Degrees and Course Work MINIMUM DEGREE REQUIREMENTS: Doctoral degree from a regionally accredited institution with 18 graduate semester hours of prefixspecific coursework in organizational management or a related discipline. MS/Information Security Lewis University MS Ed/Technology Education Chicago State University MBA/Bus. Admin. - Radford University Other Qualifications 18

19 Management (3, UT) MAN 4120 Leadership & Group Dynamics (3, UT) MAN 4162 Customer Relations for Managers (3, UT) MAN 4301 Human Resource Management (3, UT) MAN 4342 Supervisory Skills (3, UT) MAR 3802 Marketing for Managers (3, UT) MNA 3037 Project Management (3, UT) MAN 4940 Internship (3, UT) MAN 4900 Capstone in Organizational Management (3, UT) Jacquel Clark (P) Bonnie Holloway (F) ACG 3024 Accounting for Non-Financial Majors, 3 (3, UT) BUL 3130 Legal and Social Aspects of Business (3, UT) GEB 3213 Advanced Business Communications (3, UT) GEB 4376 Principles of Entrepreneurship (3, UT) GEB 4891 Strategic Management and Decision Making (3, UT) MAN 3240 Organizational Behavior (3, UT) MAN 3860 Nonprofit Organizational Management (3, UT) MAN 4120 Leadership & Group Dynamics (3, UT) MAN 4162 Customer Relations for Managers (3, UT) MAN 4301 Human Resource Management (3, UT) MAN 4342 Supervisory Skills (3, UT) MAR 3802 Marketing for Managers (3, UT) MNA 3037 Project Management (3, UT) MAN 4940 Internship (3, UT) MAN 4900 Capstone in Organizational Management (3, UT) ACG 3024 Accounting for Non-Financial Majors, 3 (3, UT) BUL 3130 Legal and Social Aspects of Business (3, UT) GEB 3213 Advanced Business Communications (3, UT) GEB 4376 Principles of Entrepreneurship (3, UT) GEB 4891 Strategic Management and Decision Making (3, UT) MAN 3240 Organizational Behavior (3, MBA/Bus. Admin.- Stetson University Stetson University ATG 520 Adv Accounting Seminar (3) Univ of Phoenix ACC 561 Accounting (3) ACC 537 Financial Accounting (3) ACC 546 Auditing (3) ACC 543 Managerial Acct & Legal Aspects of Bus (3) ACC 541 Accounting Theory & Res (3) Total: 18 Graduate Semester Hrs in Accounting MBA/Accounting - Stetson University ATG 504 Corp Combinations (3) ATG 563 Acctg Theory (3) ATG 516 Adv Auditing (3) ATG 530 Estate Fidcry & Gift TX Certified Public Accountant (FL) #AC

20 Les Hurley (F) Bethany Skipper (F) UT) MAN 3860 Nonprofit Organizational Management (3, UT) MAN 4120 Leadership & Group Dynamics (3, UT) MAN 4162 Customer Relations for Managers (3, UT) MAN 4301 Human Resource Management (3, UT) MAN 4342 Supervisory Skills (3, UT) MAR 3802 Marketing for Managers (3, UT) MNA 3037 Project Management (3, UT) MAN 4940 Internship (3, UT) MAN 4900 Capstone in Organizational Management (3, UT) BUL 3130 Legal and Social Aspects of Business (3, UT) GEB 3213 Advanced Business Communications (3, UT) GEB 4376 Principles of Entrepreneurship (3, UT) GEB 4891 Strategic Management and Decision Making (3, UT) MAN 3240 Organizational Behavior (3, UT) MAN 3860 Nonprofit Organizational Management (3, UT) MAN 4120 Leadership & Group Dynamics (3, UT) MAN 4162 Customer Relations for Managers (3, UT) MAN 4301 Human Resource Management (3, UT) MAN 4342 Supervisory Skills (3, UT) MAR 3802 Marketing for Managers (3, UT) MNA 3037 Project Management (3, UT) MAN 4940 Internship (3, UT) MAN 4900 Capstone in Organizational Management (3, UT) ISM 3011 Intro to Information Systems Management, (3, UT) (3) ATG 522 Adv Cost Acct (3) ATG 508 Fin Acctg IV & Non Profit (3) Total: 18 Graduate Semester Hrs in Accounting MBA/Bus. Admin. - Florida Southern College MBA/Computer Information Systems - Baker College BUS 675 Management Info Systems (4) BUS 563 Design of Information Systems (4) 20

21 Julia Sweitzer (F) GEB 3213 Advanced Business Communications (3, UT) GEB 4376 Principles of Entrepreneurship (3, UT) GEB 4891 Strategic Management and Decision Making (3, UT) MAN 3240 Organizational Behavior (3, UT) MAN 3860 Nonprofit Organizational Management (3, UT) MAN 4120 Leadership & Group Dynamics (3, UT) MAN 4162 Customer Relations for Managers (3, UT) MAN 4301 Human Resource Management (3, UT) MAN 4342 Supervisory Skills (3, UT) MNA 3037 Project Management (3, UT) BUS 565 Information Resource Mgmt (4) BUS 561 Dec Sup & Expert Systems (4) MIS 601 Information Systems (4) Total: 20 Graduate Semester Hrs in Computer Information Systems Master of Education Frostburg State University Frostburg State University MGMT 502 Mgmt /Decision Analysis (3) MGMT 507 Mgmt Information Science (3) MGMT 620 Human Resource Mgmt (3) MGMT 554 Legal Environment of Mgmt (3) MGMT 699 Ind Research Mgmt (3) MGMT 699 Ind Research Mgmt (3) Total: 18 Graduate Semester Hrs in Management Master of Distance Education University of Maryland University College 21

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