Chapter Four: Criterion I: Mission and Purposes

During October of 1999, various constituents of the College including administration; faculty and staff; the General Advisory Council and Program Advisory Committees, composed of community leaders; Board of Trustees members; and selected student leaders completed a comprehensive self-study questionnaire. There were 108 respondents to the survey. As the survey pertained to the College's Mission, the following results were indicated: 

Based upon these results and follow-up deliberations within the College, the College community appears to have reaffirmed its 1998 approved Statement of Mission and Purposes. 

Legal Authority for Mission Statement 

Southeast Arkansas College was created by Act 1244 of the 78th General Assembly of the State of Arkansas of 1991. Act 1244 is referred to as the Arkansas Technical and Community College System Act and was signed into law on April 17, 1991, by the Governor of the State of Arkansas. Act 1244 states: 

The Act further states: . . . 

Thus, as authorized by Act 1244, the Mission of a technical college in Arkansas is to provide comprehensive educational programs and services normally associated with a community college, for its service area, with emphasis on employment and the workplace. The 1991 Arkansas Legislature is commended for providing a comprehensive yet specific Mission statement for the state's technical colleges to guide these institutions in their development. 

College Mission Statement: Development and Revisions

As a direct consequence of the 1993 NCA Self-Study conducted by the College, a number of improvements were made in the Mission statement and associated Purposes or primary goals of the College. The Board of Trustees adopted a revised Mission statement on September 8, 1993. No further refinements were recommended by the 1993, 1994, or 1995 NCA Visiting teams, or by the 1995 NCA Self-Study. The statements of Mission and Purposes are normally reviewed approximately every two years by the College Council (Planning Committee) and Board of Trustees. The Mission statement underwent a minor revision on July 8, 1998, to place greater emphasis on workforce development and currently reads as follows: 

The College Board of Trustees is commended for its continuous review of the College Mission statement. 

Purposes (Primary Goals) 

Similarly, the 1993 NCA Self-Study conducted by the College recommended that the purpose statements be revised and expanded in order that each purpose statement addresses a discrete component of the College Mission Statement. As with the Mission statement, no further refinements were recommended by the 1993, 1994, or 1995 NCA Visiting Team or by the 1995 NCA Self-Study. The revised statements of Purposes (primary goals), consistent with the revised Mission, were adopted by the Board of Trustees on September 8, 1993, and reaffirmed on July 8, 1998, with only minor revisions. The Purposes and specific components associated with the College Mission Statement are found in the College Catalog and Student Handbook. Fifty-two percent believe the constituents (public) of the College have an appropriate understanding of the Mission and Purposes of the College, while 20% believe they do not and 28% are uncertain. It is recommended that the College continue its efforts to communicate its Mission and Purposes to its various constituents. 

Role in Higher Education 

Consistent with its revised statements of Mission and Purposes, the College has continued to solidify and define its particular role in the Arkansas system of higher education. On April 16, 1993, Southeast Arkansas College, along with the State's other new technical colleges, was granted authority by the Arkansas Higher Education Coordinating Board to award associate degrees effective July 1, 1993. 

On April 29, 1994, the College, along with seven (7) of the State's other new technical colleges, was granted approval by the Arkansas Higher Education Coordinating Board to offer the Associate of Arts Degree academic transfer program. The Arkansas Higher Education Coordinating Board reaffirmed this action for the College on October 21, 1994. As a result of this advancement, the Commission on Institutions for Higher Education of the North Central Association of Colleges and Schools initiated a focused visit to each of these institutions to view their plans and preparations for offering general education and the college transfer program. The NCA focused visit for the College was conducted on May 26-27, 1994. In August of 1994, because of this focused visit, the NCA reaffirmed the College's Candidacy at the Associate Degree level. 

Subsequently, the College Board of Trustees and Arkansas Higher Education Coordinating Board have approved 18 Associate of Applied Science Degree technical career programs, an Associate of Arts Degree academic transfer program, and an Associate of General Studies Degree interdisciplinary and enrichment program for offering by the College. In addition, 16 one-year Technical Certificate programs and four Certificate of Proficiency programs have been approved. The College conferred its first associate degree on December 12, 1994. 

The College had contracted with the University of Arkansas at Pine Bluff from 1991 to 1994 for the offering of general education and academic transfer courses until it attained Candidate for Accreditation status from the Commission on Institutions of Higher Education of the North Central Association of Colleges and Schools. On June 6, 1994, the College assumed the responsibility for offering its own courses in these areas. On July 7, 1994, the Arkansas Higher Education Council, comprised of the presidents and chancellors of all public universities, community colleges and technical colleges in Arkansas, adopted a comprehensive Associate of Arts degree articulation agreement which ensures transferability of credits among all such institutions. In addition, on February 2, 1995, the Arkansas Higher Education Coordinating Board approved a 35 semester credit hour State Minimum General Education Core Curriculum for the College which, further ensures transferability of credits. By these actions and patterns of evidence, the College has progressed continuously in establishing its role and acceptance within the Arkansas system of higher education. 

Institutional Role and Scope in Arkansas Higher Education

On July 23, 1999, the Arkansas Higher Education Coordinating Board approved new and/or revised statements of role and scope for each of the 33 public colleges and universities in Arkansas. The last such statements were adopted in 1989, two years before the creation of Southeast Arkansas College. Therefore, this was the first statement approved for the College. The Arkansas Higher Education Coordinating Board is commended for approving a comprehensive role and scope statement for the College, which is consistent and supportive of its enabling legislation. 

Publications and Public Information

The statements of Mission and Purposes of the College are published in the 2000-2002 College Catalog and Student Handbook and the 2000-2002 Faculty and Staff Handbook. Furthermore, it is the standing practice of the College to include these statements in all appropriate publications. Brochures, newsletters, news releases, advertisements, student recruitment activities, visits to schools and businesses, speaking engagements to clubs and organizations, etc., all reflect an active attempt to inform the public about the College. In addition, the lay advisory committee membership, which numbers more than 150 citizens, has been an essential means to educate the public about the transformations within the College. Students, graduates, and alumni have also played an important role in this regard. 

Long- and Short-Range Institutional and Educational Goals

On July 1, 1993, the College implemented its annual "Systematic Planning for the Future" program which included a one-year operational plan with accompanying long-range strategic themes and a Vision of the College in the Year 2000. The 1993-1994 plan included 79 specific problem solving and innovative, measurable, performance objectives, of which, 77% were achieved by the end of the fiscal year. During 1994-1995, this planning activity was extended to all departmental and budgetary units of the College. During 1999-2000, this planning activity was aligned more closely with the College's statements of Purpose (Primary Goals). It has since become the primary annual planning tool for the College. The College's long- and short-range institutional planning process is addressed more fully under Criterion Four. The College's assessment plan of student academic achievement is presented under Criterion Three. The College's Facilities Master Plan is presented under Criterion Two. Thus, this pattern of evidence would indicate that long-range and short-range institutional and educational goal-setting, and associated planning initiatives, are an integral part of the College's process for advancing toward fulfilling its Mission and Purposes (primary goals). The College is commended for the documented relationship, which exists between its Mission and Purposes and its Systematic Planning for the Future process. 

Vision of the College in the Year 2000

The Vision of Southeast Arkansas College is to be recognized as the finest two-year technical college in the State of Arkansas in terms of quality programs, educational services, community participation, and efficiency of operation. Specific goals, objectives, and performance measures related to realizing this Vision may be found in the College Catalog and Student Handbook. However, it is recommended that the College simplify its Vision Statement for ease in communication. 

Leadership, Decision-Making and Communication Systems 

A special issue studied by the Criterion One Committee was related to the College's recent interest and involvement in the NCA Academic Quality Improvement Project (AQIP). AQIP originally suggested nine (9) academic systems which institutions might consciously target for quality improvement. The system selected for further study by the Committee was the Leadership, Decision-Making, and Communication system of the College. Specifically, the system refers to the processes for communicating Mission, Philosophy, Values, and Objectives to all members of the institution, and for making certain, those Values underlie all decisions. 

With its clear and concise statements of Mission, Purposes (Primary Goals), College Values, and Philosophy of General Education, which guides the College's continuous improvement effort in general academic courses, the basic elements to guide decision making appear to be in place, with one exception. No related statement of philosophy exists for technical education although it is a primary focus of the College. Therefore, it is recommended that the College develop a Statement of Philosophy of Technical Education for publication in the College Catalog. 

The College has also informally adopted two themes that serve to highlight its Values. They are: 1) "A Learning College for the 21st Century" and 2) "Quite possibly, the best higher education buy in Arkansas." 

Furthermore, the College's annual operational planning process (Systematic Planning for the Future) includes a documented relationship between the statements of Mission and Purposes (Primary Goals) and the objectives/strategies contained within the plan. This, likewise, helps to ensure that the foundational values associated with the College underlie all planning initiatives. As mentioned previously, the college is commended for the documented relationship, which exists between its Mission and Purposes and its Systematic Planning for the Future process. 

The council/committee/senate structure of the College appears to afford a proper collegial forum for on-going discussions and decision-making within the College. The structure of these groups is simple and relates well to the organizational structure of the College. Similarly, an appropriate and effective membership composition seems to exist. The College is commended for the democratic structure of and open access to its system of councils, committees and senates. However, it is recommended that the College formalize and improve its council/committee/senate communication and feedback system relative to recommendations for action submitted to the College administration for consideration. 

In order to communicate the Mission Statement of the College more effectively, efforts have been made to include it in all appropriate documents and newspaper advertisements. In addition, it has been suggested that the Mission Statement and an abbreviated Vision Statement be posted in all buildings and on all council/committee/senate agendas. Similarly, it has been suggested that all council/committee/senate recommendations be justified stating their support and/or relationship to the College's Mission Statement. 

Freedom of Inquiry

During October of 1999, employees of the College completed a comprehensive survey related to the NCA Patterns of Evidence for each Criterion. The following results pertaining to Criterion One were indicated by the survey. 

The College shows evidence of: 

In its deliberations, the Criterion One Committee chose to study the issue of "item f. support for freedom of inquiry for faculty and students" in more depth. In doing so, the Committee identified the following factors, which were perceived as support for freedom of inquiry: 

1. professional development through budgeted travel funds at the division level for conferences, workshops, and discipline-oriented meetings. 
2. policy statements related to freedom of inquiry contained in the Faculty/Staff Handbook and other official publications under such headings as: core Values, goals, Primary Purposes, academic freedom, philosophy of general education, classroom and applied research, and quality work environment. 
3. access to the Internet and extensive library databases for research by faculty and students. 
4. statements and evaluative criteria contained within the Student Evaluation of Instruction form and the Supervisor's Classroom Observation of Faculty form. 
5. comprehensive representation of all employees and student groups on Councils, Committees and Senates.

In the Committee's study, the only factor that might be misconstrued as possibly limiting freedom of inquiry, related to the College's requirement of a common or standardized syllabus for each course. Consequently, the College is commended for its evidence of support for freedom of inquiry for faculty and students. However, it is recommended that the College more prominently emphasize and communicate its support for academic freedom, including intellectual inquiry for both faculty and students. It is further recommended that the core Values of the College be revised to specifically state support for academic freedom, including intellectual inquiry for both faculty and students. 

Public Responsibility and Citizenship

In response to public interest in current and future trends and practices at Southeast Arkansas College, the College consciously recruits people from various aspects of the community to serve in positions that will utilize their input in making decisions that may affect their environment. This proactive approach to include the community has been successful in gaining important insight into the community's needs as defined by its residents. 

Institutional integrity is addressed by the actions of all employees of the College. Personal, professional, and moral ethics are key to the continued growth and development of the College. Standards that are above reproach are the norm within the environment at Southeast Arkansas College. 

Southeast Arkansas College actively supports key communities within the service area. Several College representatives serve on the local Chamber of Commerce Board and/or committees. In addition, several executive and professional staff members serve on various boards of directors that are critical to the maintenance and expansion of the economic development of the community. A list of Employee Community Service Affiliations is available for review in the Resource Room. 

Institutional Commitment to Excellence & Continuous Quality Improvement

Southeast Arkansas College demonstrates a commitment to excellence and continuous quality improvement in both the teaching provided by faculty and the learning expected of students. Evidence of this commitment includes: 

1. Among the first of the 14 new two-year colleges in Arkansas to achieve full NCA accreditation. 
2. Only educational institution in the State to receive three consecutive Arkansas Quality Awards. 
3. Graduate placement rate of 97%. 
4. Adult education program achieved the highest overall effectiveness and efficiency evaluation rating in the State. 
5. College achieved the highest overall productivity rating of the two-year colleges in the State. 
6. Average faculty salaries and new faculty starting salaries are well above the state average. 
7. Facilities Master Plan I nearing completion and Master Plan II adopted. 
8. All full-time and part-time faculty are regularly evaluated by students and supervisors. 
9. All educational programs are regularly reviewed on a 3-year cycle. 
10. Graduation honors are provided to students who excel in their academic studies. 
11. High pass rate by students on state and national licensure exams. 
12. In addition to the standard 15 SCH general education core, most AAS degree graduates are also required to complete six additional semester credit hours in "Learning to Learn: Critical Thinking Skills" and "Introduction to Quality Management and Improvement."

Summary and Conclusions

The College has suitably defined statements of Mission and Purposes appropriate to a college-level institution. Greater effort needs to be made to communicate its Mission to its various publics. The College will continue to monitor its efforts in aligning all programs, initiatives, and published statements with its Mission and stated Purposes. 

Strengths and Commendations 

1. The 1991 Arkansas Legislature is commended for providing a comprehensive yet specific mission statement for the state's technical colleges to guide their institutions in their development. 
2. The Arkansas Higher Education Coordinating Board is commended for approving a comprehensive role and scope statement for the College, which is consistent and supportive of its enabling legislation. 
3. The College Board of Trustees is commended for its continuous review of the College Mission statement. 
4. The College is commended for the documented relationship, which exists between its Mission and Purposes and its Systematic Planning for the Future process. 
5. The College is commended for the democratic structure of and open access to its systems of councils, committees, and senates. 
6. The College is commended for its evidence of support for freedom of inquiry for faculty and students. 

Challenges and Opportunities for Improvement

It is recommended that the College: 

1. continue its efforts to communicate its Mission and Purposes to its various constituents. 
2. simplify its Vision Statement for ease in communication. 
3. develop a Statement of Philosophy of Technical Education for publication in the College Catalog. 
4. formalize and improve its council/committee/senate communication and feedback system relative to recommendations for action submitted to the College administration for consideration. 
5. that the College more prominently emphasize and communicate its support for academic freedom, including intellectual inquiry for both faculty and students. 
6. that the core Values of the College be revised to specifically state support for academic freedom, including intellectual inquiry for both faculty and students.