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Southeast Arkansas College |
Chapter
Six |
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1999-2000
NCA Self-Study for |
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 educational and other programs, the following results were indicated:
| 94% | believe that general education is an essential part of technical education. (4%-No, 4%-Uncertain) |
| 65% | believe the advisory council/committee structure at Southeast Arkansas College appears to be working for students and the business and industrial community. (25%-No, 10%-Uncertain) |
| 95% | are aware that the College's students are able to transfer academic credits to all public colleges and universities in Arkansas. (3%-No, 2%-Uncertain) |
| 88% | believe that technical career graduates of the College are able to successfully compete in the workforce. (1%-No, 11%-Uncertain) |
| 93% | are aware of the College's Adult Basic Education/GED High School Equivalency Program. (7%-No, 0%-Uncertain) |
| 74% | believe the relationship between the College and business and industry is satisfactory. (4%-No, 22%-Uncertain) |
| 63% | believe that additional student services, programs, or extracurricular activities should be provided. (6%-No, 31%-Uncertain) |
| 83% | believe that the College's credit and non-credit educational programs are relevant to the workforce needs of area employers. (4%-No, 13%-Uncertain) |
| 70% | believe that academic transfer graduates of the College are able to successfully compete in a four-year university. (3%-No, 27%-Uncertain) |
| 81% | believe the College has aligned itself with career programs relevant to the 21st Century. (5%-No, 14%-Uncertain) |
| 82% | believe the College has a reputation for quality instruction within our community. (3%-No, 15%-Uncertain) |
| 89% | believe the College has a reputation for being learner centered and "user friendly" within our community. (3%-No, 8%-Uncertain) |
| 84% | are aware of the College's Workforce Development Center, including its customized training services. (13%-No, 1%-Uncertain) |
Based upon these results and follow-up deliberations within the College, the faculty and staff verified the College's well-established educational programs are meeting the needs of its constituents. The self-study committee focused the self-study process on highlighting these accomplishments, resolving apparent incongruities, and acknowledging areas for improvement. Creating research opportunities and action plans to address the challenges facing Southeast Arkansas College became the primary emphasis of the self-study.
Although not selected as a direct recommendation, the committee suggested that the variety of Student Services programs and extras curricular activities be closely reviewed for further study. The Criterion III Committee reviewed the information gleaned from the GAC/PAC survey regarding the College's program advisory committees. It was concluded that the College's business and industry constituents lack assurance that the advisory system benefits the students and the business participants. It is recommended that the College further study the program advisory committee system to ensure that the College's students and the area businesses benefit from the advisory committees' input.
Overview of Educational Program
Southeast Arkansas College's educational programs are clearly defined, coherent, and intellectually rigorous making each appropriate to an institution of higher education. The College provides program opportunities in general studies, technical and career education, adult education, specialized training, and continuing education. The 2000-2002 College Catalog and Student Handbook provides patterns of evidence substantiating clearly defined courses of study. Each program is described along with recommended degree plans and course descriptions. The College has standardized course syllabi to safeguard continuity of course goals, objectives, and content among all instructors.
Student retention, semester-to-semester persistence, pass/fail rates, demand for library and computer lab usage, and the transferability of the College's core curriculum to State colleges and universities indicate patterns of evidence supporting intellectual rigor. These indicators substantiate the College's emphasis on high academic standards while providing student resources to facilitate their attainment. The College designs its courses to stimulate student understanding of the subjects' academic foundations as well as the larger, non-academic world around them. Each degree program stresses collegiate level, intellectual interaction among students and faculty. The College's Nursing and Allied Health programs have a demanding grading scale defining passing in the program's courses, specific admission requirements, and a benchmark of an 85% pass rate on national standardized exams.
Analysis of Instructor Course Assessment Summaries indicates in-course retention rates from 70% to 76%, which is supported by data from the office of Student Services. It is recommended that Southeast Arkansas College form an ad hoc committee to study and provide recommendations that would improve retention and persistence rates.
General Studies Program
Southeast Arkansas College has developed comprehensive course offerings in the area of General Studies leading to the Associate of Arts degree. The Arkansas State Minimum Core Curriculum is incorporated within this degree plan. The College's course offerings for the Minimum Core were last recommended by the Arkansas Department of Higher Education and approved by the Arkansas Higher Education Coordinating Board on February 4, 2000. These courses are fully articulated with all state-supported colleges and universities. Also by state agreement, Southeast Arkansas College's Associate of Arts degree is articulated with state-supported institutions of higher education so that transferring students will not suffer loss of course credit when continuing their educational plans at the baccalaureate level. Transferability is a significant assurance to students seeking an educational guarantee that their general education courses have broad acceptance by the college to which they transfer. A complete listing and description of all articulated courses that make up the Core Curriculum and the Associate of Arts Program may be found in the 2001-2003 College Catalog and Student Handbook.
Within the General Studies disciplines, the College has implemented sequences of developmental education courses in writing, reading, and mathematics to better prepare students for success at the collegiate level. Students are placed in these courses on demand or by meeting qualifying placement exam scores. (The Placement Exam Program is fully described in Chapter V, Criterion II.) In addition, within the general studies division are courses that support the 24 technical options under those programs. These general education courses are critical to the health of technical programs and are chosen to enhance the future employee's ability to communicate, problem solve, understand technical communiqués, and think critically. Through assessment tools such as employer surveys, the success of these supporting goals are evaluated.
Technical Career Programs
The College's offerings in Technical Career Programs have increased 158% since the 1995 North Central Evaluation Team visit. Fifty-seven programs and options leading to a Certificate of Proficiency, Technical Certificate, Advanced Technical Certificate, or Associate of Applied Science degree are offered in the fields of Business, Engineering, Public Service, Information Technology, Nursing, and various Allied Health Technologies. Student enrollment in these programs has consistently grown, reaching 1,248 in the fall of 1999. Advisory committees comprised of laymen from the field review each technical career program to verify the curricula's validity, provide current technical information, and offer modifications or advice as needed. Southeast Arkansas College
is commended for offering a comprehensive array of technical career programs.
Technical majors comprise approximately 66% of the student body. The College's technical offerings are a great asset to the Jefferson County Economic Alliance and other agencies that sponsor economic investments in the county and surrounding areas. By providing a trained and technically advanced workforce, the College is influential in the community's efforts to attract new business and industry.
The College remains committed to providing innovative technical programs to reflect the latest in employer expectations. Since 1997, the College has focused on programs in Information Technologies to include: Computer Networking Technology, with an emphasis in CISCO, Information Systems Technology, and Telecommunications, with options in telephony and wireless communications. Southeast Arkansas College offers the state's only two-year degree program in Biotechnology. With focused studies in eugenics, this course of study addresses an emerging local need. The College is committed to its support of these programs demonstrated by its 5.6 million-dollar Advanced and Emerging Technologies facility planned for construction in 2001. Southeast Arkansas College is commended for providing state-of-the-art curricular designs that are relevant to graduates seeking to enter the job market.
Workforce Development Center
The Workforce Development Center (WDC) provides credit and noncredit courses as well as specialized contract training for local business and industry. Unique features of the WDC's approach to workforce training include the development of credit courses versus the industry standard of noncredit training and twin courses which enable students to attend class in coordination with their varying work shifts. The College, in partnership with local industry, customizes technical programs that culminate in industry-specific, General Technology AAS degrees.
The WDC's ability to provide quality training at the client's convenience has fueled the extraordinary growth in the number of companies served. The 1999 Adult Education and Workforce Development Year-End Activity Report indicates a 1,730% increase in companies served from 15 companies in FY 1997 to 328 companies through the fall of 1999. Student enrollment has grown 355% during this same period. The Workforce Development Center has established a base of staple courses to meet business needs. Courses are routinely offered in computer training, supervision, and pre- and post-employment training. The Arkansas Association of Two-Year Colleges views the Workforce Development Center as a premiere program establishing an exemplary state model. Copies of the WDC Annual Reports are available for review in the Resource Room.
The Workforce Development Center staff includes a certified ACT WorkKeys profiler who assists companies to describe job skill competencies for entry level employees and determine existing employee training needs. The WDC is an ACT WorkKeys Service Center eligible to administer job ready assessments as well as training in WorkKeys curricula. The Workforce Development Center is a Prometric Testing Center site able to provide testing in over 1600 areas.
Adult Education: ABE/GED
The Southeast Arkansas College Adult Education Program has received the highest Effectiveness and Efficiency (E & E) Rating in the state for the last ten consecutive years achieving a perfect 100% for FY 1999-2000. Adult Basic Education and GED classes are offered on campus, at the Jefferson County Literacy Council, and the Community Punishment Center. The Adult Education program served 891 participants in 1999. The Good Faith Fund's Careers in Healthcare (CHC) collaborates with the Adult Education Program to provide GED classes to students in the CHC program. Collaboration also occurs with the Workplace Readiness Program, the Jefferson County Temporary Employment Assistance Coalition, Opportunities through Partnerships, Department of Human Services, and the One-Stop Center located at the Employment Security Department. Southeast Arkansas College
is commended for attaining state-level achievements in Adult Education.
On June 1, 1998, an Existing Program Review-Institutional Plan was sent to the Arkansas Department of Higher Education (ADHE). This Plan outlined how an internal review would be carried out for all the academic and technical programs at Southeast Arkansas College. The approved ten-year plan for the internal review of all programs is as follows:
| 1998-1999 | Surgical Technology, Medical Assisting Technology, Emergency Medical Technology |
| 1999-2000 | Quality Management and Workforce Leadership |
| 2000-2001 | General Studies, General Technology, Radiologic Technology |
| 2001-2002 | Business Technology, Criminal Justice Technology |
| 2002-2003 | Dietary and Food Service Management Technology, Automotive Technology |
| 2003-2004 | Nursing, Air Conditioning and Refrigeration Technology |
| 2004-2005 | Paralegal Technology, Medical Transcriptionist |
| 2005-2006 | Drafting and Computer Aided Design, Biotechnology |
| 2006-2007 | Industrial and Mechanical Technology, Welding Technology, Electrical and Electronics Technology |
| 2007-2008 | Telecommunications Technology, Computer Network Technology, Video Production and Distance Learning Technology |
The Vice President for Instruction and Assessment is responsible for the administration and oversight of the institutional academic program review process. Faculty and divisional deans also have direct responsibilities for evaluating and assessing programs. All internal evaluations and reviews have been completed according to the review plan as previously noted.
Because of these internal evaluations, strategic changes have been made to programs. Due to responses gleaned from the Surgical Technology review, for example, clinical rotations were scheduled earlier in the semester to bring the clinical experience closer to the theoretical knowledge. Copies of the 1998-2000 program self-studies are available for review in the resource room.
Specialized Program Approval/Accreditation
All technical and academic programs at Southeast Arkansas College have the approval of the Arkansas Department of Higher Education. It is in the best interest of the program and its students; however, to seek independent, professional affirmation, if warranted by the nature of the program. Approval/accreditation is requisite to apply for eligibility to sit for state or national licensure/certification examinations. The programs listed below are seeking or previously have acquired special program approval/accreditation. Letters verifying affiliation with these approval/accreditation bodies are available for review in the resource room.
Access to Educational Programs
Southeast Arkansas College schedules its classes and programs to promote access. Required courses in all programs are offered in both evening and day formats. Although Southeast Arkansas College has traditionally offered courses on a Monday - Thursday schedule, Friday and Saturday classes are becoming commonplace. Course schedules include two, four, eight, or sixteen-week formats and are offered on-site and in off-campus sites in the cities of McGehee and Dumas. The College is expanding its CISCO technology program to ten off-campus locations providing high tech training in secondary schools.
The low tuition rate is perhaps the best indicator that Southeast Arkansas College is successful in providing access to higher education. At $33 per semester hour, the College has the lowest college tuition rate in the state. The only fees levied are the state mandated $5 assessment fee and a $20 distance learning fee, where applicable. The College offers concurrent enrollment to qualified high school students.
Southeast Arkansas College provides remote access to courses and programs to better meet the needs of its students wanting to acquire a post-secondary education. The Distance Learning mediums consist of telecourses, Internet-based courses, compressed interactive video, and teleconference satellite downlinks. In the fall of 1999, the College enjoyed the largest telecourse enrollment in the state with 149 students enrolled. Southeast Arkansas College continues to lead in the number of telecourse offerings and telecourse student enrollment. During the same period, 98 students enrolled in eight (8) different Internet courses. During fall 2000, the College will provide more resources to its six-county service area to enhance the area residents' ability to participate in distance-delivery college courses. The College will supply selected county libraries with laptop computers and a collection of telecourse videos, thus providing students lacking these tools a way to continue their education through this technology.
Compressed Interactive Video (CIV) relays instruction to and from Great Rivers Technical Institute in McGehee, Arkansas. This method of delivery has allowed both Institutions access to otherwise unavailable courses. In the spring 2001 semester, Southeast Arkansas College will partner with the University of Arkansas at Monticello to bring baccalaureate level courses to the campus. CIV is used to bring training and educational teleconferences on campus for institutional and community use. On an average, the College has participated in three (3) teleconferences each semester since 1997. Southeast Arkansas College is commended for improving access to higher education through flexible scheduling, affordable tuition, and distance learning opportunities.
Although distance learning technology has enabled the College to better serve its constituents, student demographic data shows a relatively small enrollment from outside Jefferson County. Some distance learners are disadvantaged by their lack of access to student support services. The College seeks to increase access to higher education by expanding the number of locations throughout the six-county service area in which on-site courses, programs, and services are offered. It is recommended that Southeast Arkansas expand its educational programs and student support services to its six-county service area.
Faculty and Staff Professional Development
Southeast Arkansas College faculty are educationally qualified as required by the Arkansas Department of Higher Education. Many of the technical programs are approved/accredited by external agencies, which require that faculty possess specialized certification, registration, and/or licensure. All faculty who teach in technical programs hold such credentials. All faculty teaching courses intended for university transfer possess a master's degree as a minimum qualification. Ten percent of the academic faculty hold earned doctorate degrees. A complete profile of the faculty is included with Criterion II. A listing of all faculty and staff is available for review in the Resource Room.
The Student Evaluation of Instruction, administered each semester, provides a student perspective regarding the faculty member's academic and professional preparation and enactment of the College's student-centered philosophy. Survey items reflecting the instructor's subject matter knowledge and attitude toward students consistently rate in the top 10% of item rankings. Course syllabi, created by each discipline, reflect the Institution's emphasis on learning. Southeast Arkansas College is commended for employing faculty members who adhere to a learner-centered philosophy.
The College has approached professional development in a manner endorsed by the Arkansas Department of Higher Education. Faculty members are encouraged to extend education and training in their respective disciplines by attending seminars, workshops and conferences, take classes, and belong to professional organizations all in order to stay abreast of technological advancements. In support of this approach, during the 1999-2000 academic year, the College budgeted $50,000.00 for faculty professional development. This is a ten-fold increase over the 1993-1994 academic year in which $ 5,742 was budgeted. Forty (40) College employees participated in over thirty-five (35) conferences, workshops, and seminars supported by College funds ($ 12,797.00). The College funded $23,203.00 for travel and per diem for fifty (50) staff development activities. The College maintains forty-two (42) institutional memberships that enhance professional development for faculty, staff, and administrators totaling $20,493.00.
Faculty opinion endorses the continuation of the College's support for professional development. Due to instructional duties, not all faculty members have the opportunity to participate in off-campus training. Members of the faculty have expressed a need for on-site workshops and forums that facilitate professional development. In addition to the state provisions, it is recommended that Southeast Arkansas College formalize a focused faculty professional development program.
Services in Support of Student Academic Success
Library
In March 1998, the Library moved into its present location - a 10,000 square-foot, modern facility in Founders Hall. As of December 1, 1999, the collected works of the library contained a 9,455-item inventory of books, audiovisual items, hardcopy journals, magazines, and newspapers. The availability of electronic information and interlibrary loan diminishes the need to house an exorbitant number of materials. The library maintains a growing number of on-line databases. The College has signed a Memorandum of Understanding to affiliate with the ARKLink Consortium. This will further enhance access to information and materials for its students. Faculty recommendations for purchases of materials applicable to the College's Mission are encouraged through the Library Collection Policy. Southeast Arkansas College students may use the library resources of the Jefferson County Public Library, University of Arkansas at Pine Bluff (UAPB), the National Center for Toxicological Research (NCTR), and the Area Health Education Center (AHEC).
To support the expansion of the library's physical space and services, the annual operating budget has increased from $15,322 (FY 1995-1996) to the current level of $38,000 or 40%. The library budget for purchasing collection items has increased 74% since the 1995 Self-Study from $37,104 to the current level of $50,000.
The library is open Monday through Saturday, 63.5 hours per week, an increase of 13% since the 1995 Self-Study. In 1994-95, library attendance numbered 4,002. In the 1998-99 year, visits numbered 45,138. This was an increase of 1,028%. In 1994-95 circulated items numbered 1,330. In 1998-1999, 3,391 items circulated for an increase of 65%. The number of recorded reference/research questions increased from 1,013 in 1994-95 to 2,366 in 1998-99, a 128% increase. This data verifies that the library satisfies the patterns of evidence regarding intellectual interaction between and among faculty and students, the pursuit of scholarship, and participation in appropriate research.
The Learning Assistance Lab (LAL) and Developmental Education Lab (DEL)
Self-paced academic assistance is available in the Learning Assistance Lab. The Learning Assistance Lab (LAL) provides students free use of networked computers, scanners, and printers. Software programs in support of both general studies and technical education include Microsoft Office Suite 97, Corel WordPerfect Suite 8, A.D.A.M., NCLEX review, and PLATO.
The Developmental Education Lab (DEL), adjoining the Learning Assistance Lab, is an instructor-led, computer-assisted learning environment, which provides assistance in English, math and reading. This networked computer-based learning environment houses twenty (20) computers, a laser printer, inkjet printers, LCD panels, and overhead projectors. The DEL functions exclusively for computer-aided instruction in developmental English, reading, and math courses. In 1997, the College purchased PLATO, a mastery-based, instructional software program, to support these courses. Students not enrolled in remedial education may use the program to enhance their academic skills. The software offers additional instruction in science, social studies, technology, advanced mathematics, and life skills.
The LAL day and evening hours of operation have increased 7.5% from 55.5 to 60 hours per week. The continual increase in student contacts verifies the increasing demand for this service. Over the course of the 1995-96 academic year, LAL-DEL student contacts increased 17%. In the 1996-97 academic year this number increased by 34%, 52% in 1997-98: and 7% in 1998-99.
Tutorial Program
The 1999-2000 Carl Perkins funding established individual and small-group tutoring for students. The College hired qualified tutors in the content areas of science, English, and math. Plans include additional tutoring services in accounting and nursing. Current funds provide twenty (20) hours of tutoring services each week of the fall and spring semesters. Hours will increase, as funds allow, accommodating additional disciplines and increasing demand.
Southeast Arkansas College is commended for maintaining learner-centered instructional support services.
Cultural Exposure and Community Service
Southeast Arkansas College sponsors various activities, clubs, and organizations. Student membership in these diverse local, state, and national organizations provides opportunities to develop professional skills, attitudes, and professional contacts. Chapter V, Criterion II, lists the student associations.
The institution invites guest speakers to the campus and classrooms whenever appropriate. Southeast Arkansas College faculty members serve as guest speakers for community groups on issues related to the instructors' academic and/or technical expertise. This College Speaker's Bureau is available at no charge to the community. Students may attend Pine Bluff Symphony Orchestra performances free of charge or at reduced prices, while art exhibits in the College Library and the Arts & Science Center for South Arkansas provide additional exposure to the arts and humanities for students. Seminars for personal growth and enrichment are a basic part of the Institution's commitment to provide balanced, engaging activities for the student body.
Students are able to participate in a variety of community outreach activities sponsored in part by the College, e.g. Red Cross Blood Drive, United Way Campaign, Great Arkansas Clean-Up, and functions with the Jenkins Memorial Center (for developmentally delayed children.) Southeast Arkansas College provides space for various community groups such as the Citizens Police Academy, the University of Arkansas School of Medical Sciences Area Health Education Center, Neighborhood Watch Groups, and the Constables Association to conduct meetings and workshops.
Assessment of Student Academic Achievement
In 1993, the College undertook the initiative to create a comprehensive system to assess student learning, resulting in the formulation of the Southeast Arkansas College Program for Assessment of Student Academic Achievement and Institutional Effectiveness. This systemic plan was based in research and followed the Kuss Model. According to the Program, data is gathered from multi-dimensional sources of student academic records. The results of data analysis form the justification for program changes.
In 1995-1997, the first results by department/division were compiled. During this two-year period, the Joint Assessment Committee gathered specific student results and evaluated the appropriateness of the selected procedures and criteria. The Committee realized that the College did not fully command or control all of the selected assessment tools. For example, the College was unable to garner information regarding the academic performance and persistence of its Associate of Arts graduates after their transfer to senior institutions. This impasse affects all of the state's two-year and four-year colleges and their transfer students. Southeast Arkansas College is proactive to resolve this situation through its participation in the Arkansas Association of Two-Year Colleges. To date, the state is yet unable to determine the appropriate mechanism by which such confidential information can be shared among colleges.
Since the initial implementation of the Assessment Program, the Joint Assessment Committee, through annual review, has combined similar intended outcomes and refined the assessment procedures and criteria so that available and accurate data can be obtained. Southeast Arkansas College views the Assessment Program to be a living document. With each subsequent implementation, the College reviews both assessment results and implementation methods with the intent to improve the system.
The College hired an Institutional Research Officer on January 3, 2000. This office will direct the College's efforts to resolve any impediments to implementation. Presently assessment data is correlated by hand. Access to the electronic database information would vastly improve the efficiency of this process. Additionally, there is not a formal system for assessing the incremental progress of students on a course by course level.
The Assessment Plan outlines specific objectives and procedures employed systemically. An institutionally generated approach to assessment therefore exists. Problems arise at the cyclical points of obtaining data in support of the plan and executing curricular changes based upon said results. It is recommended that the College fully implement the Assessment Plan in all instructional divisions and operational departments.
Student responses from the 1998 Student Satisfaction Survey indicated dissatisfaction with academic advisement experiences. Results of the Student Satisfaction Survey indicated 36% of the students responding found the academic advising system to be inadequate for their needs, while 5% stated no knowledge of advisement practices. The current academic advisement system either assigns students to advisors alphabetically or based upon their declared technical major. Academic advisement takes place at the point of each registration. Students receive limited advisement follow-up. The growth in student enrollment demands a structured approach to a mentor-based advisement program. It is recommended that the College review its current academic advisement procedures to ascertain the effectiveness of the program including: advisor training, faculty advisors' access to student records, assignment of students to the appropriate advisor by program area, and accuracy of information shared in advisement sessions. (Same as Recommendation #6, Criterion II.)
The 1999-2000 NCA Self-Study process confirmed a number of strengths of the College's educational and other programs, substantiating Southeast Arkansas College's satisfaction of the North Central Association patterns of evidence. Essential support services were identified and targeted for improvement. Faculty members have developed the foundations of action plans to address each of these areas. These plans, or "white papers," are available for review in the Resource Room.
The College is commended for:
Challenges and Opportunities for Improvement
It is recommended that the College: