SACS-COC Fifth Year Interim Report Academic Subcommittee 1 Overview

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SACS-COCFifth Year Interim ReportAcademic
Subcommittee 1Overview

• Comprehensive Standard 3.3.1.1
• Federal Requirement 4.1
• Federal Requirement 4.2
• Federal Requirement 4.4

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Standard for Evidence -Institutions should
ensure that the evidence it presents has the
following characteristics.

• Evidence must be
• Reliable. The evidence can be consistently
  interpreted.
• Current. The information supports an assessment
  of the current status of the institution.
• Verifiable. The meaning assigned to the evidence
  can be corroborated, and the information can be
  replicated.
• Coherent. The evidence is orderly, logical, and
  consistent with other patterns of evidence
  presented.
• Objective. The evidence is based on observable
  data and information.
• Relevant. The evidence directly addresses the
  requirement or standard under consideration and
  should provide the basis for the institutions
  actions designed to achieve compliance.
• Representative. Evidence must reflect a larger
  body of evidence and not an isolated case.
• Additionally, evidence should
• Entail interpretation and reflection those
  responsible for submitting the evidence should
  have thought about its meaning and be able to
  interpret it appropriately to support a
  conclusion.
• Represent a combination of trend and snapshot
  data.
• Draw from multiple indicators.

3
Federal Requirement 4.1 - Student achievement

• The institution evaluates success with respect to
  student achievement including, as appropriate,
  consideration of course completion, state
  licensing examinations, and job placement rates.

4
Rationale and Notes for FR 4.1

• An institution needs to be able to document in
  all educational programs its success with respect
  to student achievement. In doing so, it may use a
  broad range of indicators to include, as
  appropriate, course completion rates, state
  licensing examinations, job placement rates, or
  other means relevant to the institutions mission.

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Relevant Questions for Consideration for FR 4.1

• How does the institution document student success
  in relation to its mission and its educational
  programs?
• Are the three indicators mentioned above (course
  completion rates, state licensing examinations,
  job placement rates) appropriate to the mission
  of the institution? If so, how does the
  institution use the findings?

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Sample Documentation for FR 4.1

• Sample documentation of student achievement such
  as trend data showing course completion by
  discipline, pass rates on state licensing exams,
  job placement rates by degree program, and others

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GCSU 2004 FR 4.1 Submission Pg 1

• FEDERAL MANDATE  1 -- Evaluation of student
  achievement
• When evaluating success with respect to student
  achievement in relation to the institutions
  mission, the institution includes, as
  appropriate, consideration of course completion,
  state licensing examinations, and job placement
  rates.
•  
• Judgment of Compliance
• Yes, GCSU is able to provide a portfolio of
  evidence supporting compliance.                   
                                             
•  
• Explanation of Rationale for Judgment of
  Compliance
• GCSU participates in Title IV federal programs
  and was approved for re-certification for
  eligibility to participate in Title IV Student
  Aid Programs in 2000.  Approval was based on
  confirmation (electronic re-certification
  process) of GCSU's academic and administrative
  capability, as required by 34 CFR, Part 600,
  Subpart A, and 34 CFR, Part 668.16, Sec 498(a) of
  Title IV).  As a Title IV participant, GCSU
  considers student course completion when
  evaluating student success.
•  
• Course Completion
• In compliance with Title IV federal programs, the
  GCSU Financial Aid Office monitors student
  achievement of financial-aid recipients. 
  Periodic reviews through state and internal audit
  demonstrate GCS is correctly tracking
  satisfactory academic progress and unofficial
  withdrawals.
•  
• The GCSU Financial Aid Office monitors student
  achievement of financial aid recipients according
  to standards specified in its Satisfactory
  Academic Progress Policy.  To continue to be
  eligible for financial aid, students must
  demonstrate academic progress by completing a
  specific number of credit hours relative to hours
  attempted.  The Satisfactory Academic Progress
  Policy was revised in 2003.  The 2003 revision
  represents an improvement to the previous policy
  in that standards for progress are more rigorous,
  the evaluation process is more precise, and
  guidelines for regaining eligibility are
  clearer. 
•  

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GCSU 2004 FR 4.1 Submission Pg 2

• GCSU monitors enrollment status of all students
  according to an unofficial withdrawal policy. 
  Student class attendance is used to confirm
  enrollment.  Faculty members report student
  attendance at the end of the first week.
    Students who missed all class meetings in the
  first week of a given course will have their
  financial aid adjusted to reflect correct aid
  disbursement for the actual number of credit
  hours they attended.  Students who stop attending
  a course will have the last date of attendance
  entered into their student record for that
  course.  Periodic state and internal audit
  reviews demonstrate that GCSU is correctly
  tracking both satisfactory academic progress and
  unofficial withdrawal.
•  
• Program Assessment 
• The BOR Academic Affairs Handbook requires that
  each USG institution conduct a comprehensive
  program review of their academic programs. 
  Section 2.05.01 of the USG Academic Affairs
  Handbook states,  
•  
• 205.01 COMPREHENSIVE PROGRAM REVIEW
• Each University System institution shall conduct
  academic program review on a periodic basis.
  Consistent with efforts in institutional
  effectiveness and strategic planning, each
  University System institution shall develop
  procedures to evaluate the effectiveness of its
  academic programs through a systematic review of
  academic programs, to address the quality,
  viability, and productivity of efforts in
  teaching and learning, scholarship, and service
  as appropriate to the institution's mission. The
  review of academic programs shall involve
  analysis of both quantitative and qualitative
  data, and institutions must demonstrate that they
  make judgments about the future of academic
  programs within a culture of evidence.
• The cycle of review for all undergraduate
  academic programs shall be no longer than seven
  years and for all graduate programs no longer
  than ten years. Programs accredited by external
  entities may substitute an external review for
  institutional program review, provided the
  external review meets University System and
  institutional requirements for program review. If
  an external accreditation entity¹s review cycle
  for undergraduate programs is ten years, the
  ten-year review cycle may be used for that
  program only. No program review cycle at any
  level shall exceed ten years.
• The Senior Vice Chancellor for Academics and
  Fiscal Affairs must approve each institution's
  plan for the conduct of a complete cycle of
  program review and may require changes in the
  plan, providing adequate time for the change to
  be implemented. Each institution shall conduct
  program review according to the terms of its
  approved plan, with annual updates and requests
  for changes to the plan as necessary.

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GCSU 2004 FR 4.1 Submission Pg 3

• Planning and conduct of academic program reviews
  shall be used for the progressive improvement and
  adjustment of programs in the context of the
  institution's strategic plan and in response to
  findings and recommendations of the reviews.
  Adjustment may include program enhancement,
  maintenance at the current level, reduction in
  scope, or, if fully justified, consolidation or
  termination. Actions taken as the result of
  reviews and strategic plans shall be documented
  as outlined in Board Policy 205.01.E.
• Each institution shall submit an annual program
  review report to the Senior Vice Chancellor for
  Academics and Fiscal Affairs, which shall include
  a list of academic programs reviewed and a
  summary of findings for programs reviewed during
  the previous year. The institution must summarize
  actions taken both as the result of current
  reviews and as follow-up to prior years' reviews.
  For each review, institutions must establish that
  the program has undergone review and is meeting
  rigorous standards. The report must identify (1)
  quality, viability, and productivity parameters
  measured, and (2) findings relative to internal
  standards, the institution's strategic plan, and,
  as appropriate, external benchmarks.
• The Senior Vice Chancellor for Academics and
  Fiscal Affairs shall monitor annually a small
  number of performance indicators for academic
  programs and shall initiate dialogue with the
  Chief Academic Officer of the institution when
  programs do not meet the guidelines defined by
  the indicators. If further investigation
  justifies additional study, the institution may
  be asked to conduct an off-cycle review of such
  programs.
•  
• In support of this process, each of the GCSU
  academic departments conducts an annual program
  review.  Guidelines and statistics in support of
  the preparation of the academic program review
  are accessible via the GCSU intranet. Completed
  department program reviews are then later posted
  to the GCSU intranet. This process allows
  departments to assess program changes, to examine
  their strengths and weaknesses, and to identify
  areas for strategic change.  In addition to
  responding to the USG program review
  requirements, department chairs are asked to
  respond to its mission, its fiscal resources,
  processes for curriculum review, and program
  learning and service outcomes.
•  
• Course completion, state licensing examinations,
  and job placement rates are reviewed in the
  curriculum review and program learning outcomes
  sections of the annual program review.  The
  programs having state licensure exams are
  Education, Nursing, and Accounting.  All score
  pass rates are well within the acceptable pass
  ranges for each of the programs. 
•  

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GCSU 2004 FR 4.1 Submission Pg 4

• The results of licensing exams are reviewed in
  assessing the curriculum.  Revisions of course
  contents are made based upon the results.  For
  example, the accounting department made revision
  to the tax accounting course based upon a review
  of the results of recent CPA exams.  The
  accounting program is currently reviewing all its
  courses in response to the revised licensing
  exam, which places greater emphasis on some
  areas.   
•  
• The Nursing department closely reviews its
  Georgia Board of Nursing Licensing scores, which
  are an important part of maintaining National
  League for Nursing (NLN) accreditation.  The
  Georgia Board of Nursing maintains pass rates on
  the National Council of State Boards of Nursing
  Examinations (NCLEX) for all approved Nursing
  programs in the state.  It uses a four-year
  running average for the purpose of its report.
•  
• The Georgia Office of Education Accountability
  monitors both Praxis I and Praxis II scores. 
  Praxis II results are reported to the Georgia
  Professional Standards Commission (GPSC) which
  produces an Annual Report Card for Georgia
  Colleges and Universities.  Praxis II measures
  proficiency to teach specific k-12 curricular
  content.  Results for each content area taught at
  GCSU are also provided.
•  
• Because GCSU has fewer than five test-takers for
  the CPA licensing exam, there are no aggregate
  results currently for GCSU.
•  
• GPSC reports results of all Georgia schools to
  the federal government as prescribed under Title
  II.
•  
• GCSU has begun collecting information from
  graduating students as a part of the process for
  receiving their caps and gowns.  This survey
  provides employment rates of students at the
  point of graduation identifies students
  intending to go to graduate school and reports
  salary information of those who have secured a
  job. The Spring 2003 survey indicated that upon
  graduation 12 of GCSU graduates have a job offer
  in their field, and 27 of undergraduates and 15
  of graduate students will be attending graduate
  school. 
•  
• There are no programs offered at GCSU that
  require the reporting of job placement rates to
  the federal government.  GCSU is required to
  affirm class attendance of students receiving
  financial aid.  Faculty members check attendance
  during the first week of class to minimize
  problems resulting in the payment of financial
  aid for students who did not attend class.

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Example 2007 5 Yr IR FR 4.1 SubmissionNo
Monitoring Pg 1

• Federal Requirement 4.1
• The institution evaluates success with respect to
  student achievement including, as appropriate,
  consideration of course completion, State
  licensing examination, and job placement rates.
•  
• ? Compliance
• ? Non-Compliance
• __________________________________________________
  ____________________________
•  
• When evaluating success with respect to student
  achievement in relation to REDACTED mission, the
  College considers course completion data, the
  results of state licensing examinations (in
  program areas that have these requirements), and
  job placement rates. Program enrollment,
  graduate, and placement data are also shared with
  administrators, faculty, and the public in the
  annually produced WCTC 2007 Fact Book. The
  Technical College System of Georgias (TCSG)
  system scorecard additionally evaluates the
  College on retention rate, graduation rate,
  placement rate, full-time enrollment, and high
  school enrollment. Scorecard reports are provided
  to the College to determine projected results are
  met at the college and at a system wide level (DC
  Report 198 and Benchmark Definitions).
• Course completion data is reported quarterly by
  the Technical College System of Georgias Data
  Center through an attrition report by course (DC
  Report 178). This data is provided to division
  chairs and campus administrators for review on a
  quarterly basis and annual basis as a resource
  for faculty evaluation.
• Program graduation, enrollment, and placement
  data are reviewed annually by TCSG through the
  PAS system. Annual performance measures and three
  year trend data is reviewed at the academic
  program level. The PAS Trend report provides the
  detail per program. Correction reports are
  required for those academic programs that do not
  meet the required benchmarks as set in the PAS
  Manual.
• Specific job placement data including the number
  and percentage of students placed in jobs and the
  types of jobs is important in strategic planning
  efforts at the College. Placement data is
  reported quarterly by the Technical College
  System of Georgias Data Center by program group
  (DC Report 145) and overall for the College (DC
  Report 108). In FY2008, the Colleges total
  placement rate was 99.73 and in-field placement
  rate was 80.26 at the time of this narrative.

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Example 2007 5 Yr IR FR 4.1 SubmissionNo
Monitoring Pg 2

• The Office of Career Services conducts the
  Graduate Follow-up Survey in conjunction with the
  Office of Institutional Effectiveness. Graduates
  are given the Follow-up Survey to complete and
  return once job placement occurs. In many cases,
  students are contacted via phone and email to
  gain essential follow-up data.
• In FY2007, the College achieved 100 licensure
  and certification passage rates for Radiologic
  Technology, Surgical Technology, Commercial Truck
  Driving, and EMT. Dental Hygiene achieved a 95
  passage rate Practical Nursing achieved a
  passage rate of 96 Registered Nursing achieved
  a 94 passage rate Medical Lab Technology
  achieved a passage rate of 90 and Medical
  Assisting achieved a 77 passage rate. The WCTC
  Fact Book for FY2007 provides an overall
  comparison of licensure rates over the last four
  years.
• Supporting Documentation
•  
• College-wide Data
• 2007 Fact Book
• TCSG System Scorecard Benchmark Definitions
• TCSG System Scorecard Data Center Website
• DC Report 198 FY08 TCSG Benchmarks thru
  Spring 2008
•  
• Completion Rates
• DC Report 178 FY08 Attrition by Course and
  Campus
• DC Report 178 FY08 Grades by Course and Campus
  sample
•  
• Placement Rates
• PAS Manual
• PAS Trend Report - FY2007
• DC Report 108 FY2008 Unduplicated Graduates
  and Total Placement Rate
• DC Report 145 FY2008 Placed in Field by
  Program

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Example 2008 5 Yr IR FR 4.1 Submission - Unknown

• 8. The institution evaluates success with
  respect to student achievement including, as
  appropriate, consideration of course completion,
  State licensing examination, and job placement
  rates. (Federal Requirement 4.1)
•  
• X Compliance ___ Non-Compliance
• Narrative
• Mountain View College evaluates success with
  respect to student achievement including course
  completion, State licensing examination, and job
  placement rates by annually assessing its Goal I
  Student Success Objectives as outlined in MVC
  Strategic Plan. (8.1) The colleges Annual
  Institutional Effectiveness Report Card process
  officially records and communicates this annual
  assessment. (8.2) The following Objectives for
  MVC Goal I - Student Success and their associate
  list of Core Indicators of Effectiveness provide
  the framework for evaluating student achievement
  according to this compliance criterion. (8.1)
• OBJECTIVE A Access and Retention
• Core Indicators of Effectiveness
• Overall student headcount
• Student body reflects the MVC service area
• Credit student course retention and course
  success rates
• Credit student Fall to Spring and Fall to Fall
  retention rates
• OBJECTIVE D Graduation, Transfer, and Employment
• Core Indicators of Effectiveness
• Annual Number of Core Curriculum completers
• Annual Number of Associate Degree and Certificate
  completers
• Time to Degree and Certificate completion
• Annual Licensure Exam Pass Rates (Associate
  Degree Nursing graduates Licensure pass rates)
• Annual Number of MVC Transfer Students at Texas
  Public Universities
• MVC Transfer Students Academic Performance
  (first year GPA) and Persistence (Fall to Fall
  retention)

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Federal Requirement 4.2 - Program curriculum

• The institutions curriculum is directly related
  and appropriate to the purpose and goals of the
  institution and the diplomas, certificates, or
  degrees awarded.

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Rationale and Notes for FR 4.2

• To meet its mission, an institution offers
  educational programs that are appropriate to the
  type of diplomas, certificates, and degrees
  awarded. The institutions curriculum carries out
  the goals of the educational programs.

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Relevant Questions for Consideration for FR 4.2

• How are existing programs an outgrowth of the
  mission and goals of the institution?
• What evidence exists that the programs are
  appropriate to diplomas, certificates, and
  degrees awarded by the institution?
• What evidence exists that the curriculum is
  appropriate to the programs?

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Sample Documentation for FR 4.2

• Description of the mission of the institution and
  how the curricula are related to that mission.
• Documentation that the curricula are consistent
  with the diplomas, certificates, and degrees
  awarded by the institution and consistent with
  good practices in higher education.

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GCSU 2004 FR 4.2 Submission Pg 1

• FEDERAL MANDATE  2 -- Appropriateness of
  curriculum
• The institution maintains a curriculum that is
  directly related and appropriate to the purpose
  and goals of the institution and the diplomas,
  certificates or degrees awarded.
•  
• Judgment of Compliance
• Yes, GCSU is able to provide a portfolio of
  evidence supporting compliance.                   
                                            
•  
• Explanation of Rationale for Judgment of
  Compliance
• The mission of GCSU and its commitment to the
  philosophy of a public liberal arts university
  are woven into every aspect of the educational
  program.  Programs, courses, faculty, and
  administrators are assessed regularly for their
  effectiveness and consonance with this mission
  and philosophy.  Systems of oversight are
  provided by two levels of review the Annual
  Departmental Self-Assessment, and the Five-year
  Program Review, required by the BOR.  Degree
  programs of the professional schools are
  regularly evaluated by their accreditation
  agencies. 
•  
• As a liberal art institution, GCSU continuously
  evaluates all of its programming in those terms. 
  GCSU defines a liberal arts education as a total
  learning experience that liberates minds and
  prepares leaders. A liberal arts education is
  traditionally found primarily on a residential
  campus that emphasizes broad undergraduate
  education, high academic standards, and freedom
  of thought and inquiry.  While faculty members
  are actively engaged in their disciplines, they
  are primarily teachers, dedicated to challenging
  students and fostering excellence in the
  classroom and beyond. Opportunities for students
  to participate in faculty research and other
  scholarly activities are plentiful. The emphasis
  on critical and creative thinking, communication,
  and analytical skills is a common thread
  throughout the curriculum, as is respect for
  diversity.
•  

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GCSU 2004 FR 4.2 Submission Pg 2

• The First Year
• GCSU believes that challenging students
  excellence must be accompanied by fostering their
  success.  These efforts begin during their first
  days on campus.  Faculty members participate in
  The Seamless First-Year Experience, a program
  developed to support those students who enroll as
  undeclared majors.  Each of these students is
  assigned a faculty mentor/advisor based upon the
  courses for which the student registers.  The
  faculty mentor/advisor is then the instructor for
  one of the selected core classes and one of the
  first-year academic seminars.  The academic
  seminar is clustered with another core class,
  most frequently English 1101.  In addition,
  during the Week of Welcome (WOW), faculty serve
  as leaders for the book groups (Circles) and
  assist WOW leaders with the academic transition
  workshops.  Circles, cluster courses, and
  first-year academic seminars create a learning
  community that enhances the educational
  experience of students.  This integrated approach
  brings vitality and relevance to core subject
  matter, addresses significant academic and
  transition issues, and provides a multi-level
  interaction between students and faculty.  The
  close interaction better enables faculty
  mentor/advisors to offer insightful, relevant
  advisement based upon first-hand perceptions of
  and experiences with the student.
• An important part of a liberal arts education is
  the opportunity to develop skills learned in the
  classroom by applying them to real-world
  situations.  Students at GCSU are able to
  participate in internships, travel-study
  projects, and practica to further hone their
  expertise in the subject matter of various
  courses and degree programs. There are also
  opportunities for international study and
  exchanges that allow students to broaden their
  understanding of the world and of themselves.
• The Core
• The USG also allows four hours in Area B to be
  institution specific.  GCSU has used that
  opportunity to create courses serving the liberal
  arts mission and interdisciplinary emphasis to
  demonstrate global connectedness.  Students at
  GCSU also have opportunity within Areas C, D,
  and E to study interdisciplinary courses.
•  
• The BOR Policy Manual, Section 303.01 states,
•  
•   Section 303.01  Core Curriculum
•  

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GCSU 2004 FR 4.2 Submission Pg 3

• Area B
• Institutional OptionsCourses that address
  institution-wide general education outcomes of
  the institution's choosing
• 4-5 semester hours
•  
• On February 3, 2003, the Academic Vice President
  Dean of Faculties charged the Committee on Core
  Curriculum Outcomes and Assessment (CCOA) with
  the responsibility of considering ideas
  previously generated by the GCSU academic
  community and contained in a January 2003 White
  Paper.  The CCOA Committee was asked to continue
  the work of an earlier study, the Core Curriculum
  Student Learning Outcomes Report of April 2001,
  and to recommend to the University Senate
  Committee on Academic Governance (formerly
  Academic Council) and the faculty a model (or
  models) for a new liberal arts curriculum.  This
  committee is currently at work, seeking to
  develop a core that will address USG needs for
  system compatibility but will also fulfill
  GCSUs mission goals.  Reports on this
  committees  direction and progress are available
  online. 
•  
• Oversight
• GCSU follows the USG/BOR Policy Manual Section
  302.06  Faculty Rules and Regulations which
  states,
•  
•             302.06 Faculty Rules and Regulations
• The faculty, or the council, senate, assembly, or
  such other comparable body, shall make, subject
  to the approval of the president of the
  institution, statutes, rules and regulations for
  its governance and for that of the students
  provide such committees as may be required
  prescribe regulations regarding admission,
  suspension, expulsion, classes, courses of study,
  and requirements for graduation and make such
  regulations as may be necessary or proper for the
  maintenance of high educational standards. A copy
  of the statutes, rules and regulations made by
  the faculty shall be filed with the Chancellor.
  The faculty shall also have primary
  responsibility for those aspects of student life
  which relate to the educational process, subject
  to the approval of the president of the
  institution. (BR Minutes, 1986- 87, p. 333).
•  

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GCSU 2004 FR 4.2 Submission Pg 4

• Accordingly, the faculty members of GCSU have
  primary responsibility for the content, quality,
  and effectiveness of its curriculum.  Department
  chairs follow procedures outlined in the GCSU
  Administrators Handbook concerning the
  development and maintenance of appropriate
  curricula for the department.  This procedure
  includes responsiveness to the need for new
  courses that meet curricular needs, accreditation
  standards, and attentiveness to faculty
  expertise.
•  
• Faculty members at GCSU follow guidelines for
  program development (see sections 4.01B and
  402.01), including the establishment of program
  learning outcomes and a plan for program
  assessment.  All schools have curriculum
  committees that function to approve curricula. 
  Except for core courses, curriculum changes
  originate with individual faculty or committees
  of faculty, or as a result of a request by an
  outside accrediting agency then they go through
  a series of departmental and school reviews, and
  are submitted to the Academic Vice President
  Dean of Faculties.  Specifics related to that
  process are currently in transition as GCSU
  implements the new governance structure of the
  University Senate, established by its revised
  statutes.  Since all University committees have
  not yet been established in accordance with the
  University Senate Bylaws, they are still defined
  here by the former statutes.
•  
• Program changes are forwarded to the BOR. 
  Changes in the curricula of the Core also go
  through a series of faculty, departmental, chair,
  and dean approvals they are then forwarded to
  the Committee on Core Outcomes and Assessment,
  then to Academic Council (now Academic
  Governance) for review and approval before going
  through the Office of the Academic Vice President
  Dean of Faculties to the approval process of
  the BOR Committee on General Education for Core
  Courses. 
•  
• The former Statutes of GCSU allowed for the
  following faculty committees to oversee the
  undergraduate educational programs
• Academic Council (now Senate Committee on
  Academic Governance)
• Except for educator preparation degree and
  certification requirements, the Academic Council,
  as advisory to the Vice President Dean of the
  Faculties is the primary college committee for
  dealing with the following
•  
• requirements, policies, guidelines, procedures,
  external and internal compliance standards
• for reviewing and making proposals for changes in
  the undergraduate curriculum, majors and degrees
  for studying academic standards and external and
  internal accreditation and certification and the
  composition and evaluation of student academic
  requirements, records, competency for studying
  support areas of the college and for and for
  recommending criteria and procedures for the
  evaluation of faculty.
•  

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GCSU 2004 FR 4.2 Submission Pg 5

• The Educator Preparation Council
• In addition to considering new courses and
  program proposals, the Educator Preparation
  Council plans and reviews teacher education it
  serves as a link from the School of Education
  faculty to state teacher education criteria and
  to other faculty and departments at the
  University.
•  
• Degree Programs GCSU Undergraduate Degree
  Requirements
• The GCSU Undergraduate Catalog identifies
  comprehensive information about the curriculum
  and the courses need to secure an undergraduate
  degree. 
•  
• The BOR Policy Manual, Section 308.01 states the
  following
•  
• 308.01  In General
• The faculty shall recommend to the president of
  the institution the candidates for degrees which
  the institution has been authorized by the Board
  to confer. A record of all degrees awarded shall
  be filed in the office of the Registrar of the
  institution conferring the degree. Absent the
  approval of the Senior Vice Chancellor for
  Academic Affairs, no bachelor's degree program
  shall exceed 120 semester credit hours (exclusive
  of physical education activity/basic health or
  orientation course hours that the institution may
  require) (BR Minutes, 1980-81, p. 49 December,
  1995, p. 47).
•  
• At GCSU the only exceptions to adherence to this
  policy are those of the Bachelor of Music
  Education Program, which requires 128 credit
  hours and the Bachelor of Music Therapy, which
  requires 124 hours in order to meet the
  accreditation requirement of the National
  Association of Schools of Music.  Both exceptions
  were approved by the BOR during the semester
  conversion process.  On March 21, 1997, GCSU
  received a BOR waiver for the Bachelor of Music
  Therapy at 124 hours and the Bachelor of Music
  Education at 128 hours. 
•  

23
GCSU 2004 FR 4.2 Submission Pg 6

• The GCSU Undergraduate Catalog addresses
  graduation requirements when it states,
•  
• To qualify for a baccalaureate degree at Georgia
  College State University, the student must
  satisfy the following requirements
• 1.       Complete all the courses required for
  the selected degree with a minimum 2.00
  institutional grade point average in the courses
• 2.       Successfully complete a minimum of 120
  semester hours. (120-semester hours minimum more
  may be required for particular programs)
• 3.       All students, regardless of their degree
  program, must earn the grade of C or better in
  English 1101 in order to complete the
  requirements of the course
• 4.       Complete 39 of the total number of
  semester hours counted toward a baccalaureate
  degree in courses, which are considered upper
  (3000-4000) level
• 5.       Complete a minimum of 40 semester hours
  required for the baccalaureate degree in
  residence at Georgia College State University.
  Complete at least 21 of the last 30 credit hours
  toward a degree in residence at Georgia College
  State University at the 3000-4000 levels. No
  student may receive credit for more than a
  combination of 30 semester hours of extension
  and/or home study courses. At least 18 semester
  hours of required courses for the major field,
  professional component, or area of concentration,
  and 10 semester hours of those required for the
  minor, must be earned in residence at Georgia
  College State University
• 6.       Complete the requirements for degrees in
  accordance with the regulations in effect at the
  time the degree is to be awarded, unless the Dean
  of the School or College makes an exception.
  Officials of Georgia College State University
  can make no exceptions to Board of Regents'
  policies
• 7.       Fulfill the departmental requirements
  for the chosen major. Students should see the
  departmental sections of the catalog for the
  major requirements
• 8.       Present a written application for the
  degree on the form available in the Records
  Office, 107 Parks Hall, by the dates indicated in
  the Official University Calendar (minimum two
  semesters before completing graduation
  requirements)
• 9.       Successfully pass both reading and
  writing sections of the Regents' Exam
• 10.   Successfully pass the legislative
  requirement of the Georgia and U.S. history and
  constitution exams
• 11.   Take the Senior Exit Exam in the chosen
  major(s).
•  

24
GCSU 2004 FR 4.2 Submission Pg 7

• The GCSU Undergraduate Catalog stipulates that
  students have ten calendar years from the time
  they are admitted to GCSU to complete their
  baccalaureate degree and must complete 40 of
  their 120 academic hours of coursework at GCSU
  in order to graduate. 
•  
• In the 2001-2002 academic years, 738
  baccalaureate degrees were awarded.
•  
• Professional Programs
• GCSU offers professional degrees through the
  School of Health Sciences, the John H. Lounsbury
  School of Education, and the J. Whitney Bunting
  School of Business, as well as limited programs
  within the School of Liberal Arts and Sciences.
  These professional degree programs at GCSU are
  guided by the philosophy of the public liberal
  arts university, which is to offer the intimacy
  and intellectual atmosphere of private liberal
  arts colleges (yet) not abandon the public
  mandate to meet the economic workforce needs of
  the state. 
•  
• Graduate Programs
• The BOR has authorized (select GCSU from the
  bookmark section on the left or go to page 52)
  GCSU to offer eleven masters degree programs
  and the Education Specialist (EDS) degree.
•  
• Additionally, the BOR specifies the number of
  hours allowed for a graduate degree. 
  Specifically, the BOR states,
•  
• 308.02  Graduate Degrees
• Graduate schools of the University System shall
  award only such graduate degrees as may have been
  authorized by the Board of Regents. Other
  institutions of the System shall not offer work
  leading to a graduate degree unless approved by
  the Board upon recommendation of the Chancellor
  (or the Chancellor's designee) and the Committee
  on Education, Research and Extension. Absent the
  approval of the Senior Vice Chancellor for
  Academic Affairs, no masters degree program shall
  exceed 36 semester credit hours. (BR Minutes,
  1953-54, pp. 51-52 1953-54, pp. 220-221
  December, 1995, p. 47).
•  

25
GCSU 2004 FR 4.2 Submission Pg 8

• GCSU has established policies and procedures
  governing the completion of degree programs.
   Full information about graduate programs is
  found in the GCSU Graduate Catalog, including
  the following details
•  
• Departmental requirements for the degree chosen
  and specified period of time for degree
  completion (see specific degree program
  sections)
• Minimum acceptable grade-point average (see
  section titled Graduation Requirements)
• Thesis requirements (see specific degree program
  sections)
• Requirements governing residency (see section
  titled Academic Policy)
• Minimum number of credit hours required for the
  degree (see specific degree program sections)
• Standards for satisfactory academic progress (see
  specific degree program sections)
• Types of qualifying and exit examinations and
  requirements (see specific degree program
  sections).
•  
• All graduate programs are administered through
  the academic schools.  Graduate Council, which
  includes representative faculty members from
  throughout the University, advises the Academic
  Vice President Dean of Faculties on all matters
  appropriate to graduate program development,
  admission and graduation standards, and program
  evaluation.  Program coordinators monitor
  graduate programs, provide assistance to
  students, make admission decisions, and perform
  other operational functions for their particular
  program areas.  Under the revised Statutes and
  Bylaws, this body will be called Graduate
  Affairs, a subcommittee of Academic Governance, a
  standing committee of the University Senate.
•  
• In addition to considering new courses and
  program proposals, the Educator Preparation
  Council is the primary council responsible to the
  Dean of the School of Education and to the
  Academic Vice President Dean of Faculties for
  review and reaction to teacher education, for
  serving as an advisory group for continuous
  planning, and for providing an information link
  to state teacher education criteria and to other
  faculty and departments of the University.  Under
  the new governance, this body responsibility will
  fall under Academic Governance.

26
Example 2007 5 Yr IR FR 4.2 SubmissionNo
Monitoring Pg 1

• Federal Requirement 4.2
• The institutions curriculum is directly related
  and appropriate to the purpose and goals of the
  institution and the diplomas, certificates, or
  degrees awarded.
•  
• ? Compliance
• ? Non-Compliance
• __________________________________________________
  ____________________________
•  
• Centric to the Colleges mission statement is the
  pledge to offer opportunities that focus on the
  development of academic and technical competence
  critical thinking skills, social, personal and
  intellectual values and an understanding of
  society. The Colleges vision statement asserts
  that the educational programs offered through
  West Central are measured, in part, against the
  standards of adapting programs in response to
  changing societal, business and industry needs
  and providing state-of-the-art technology,
  educational resources and training (2007 Fact
  Book). The institution offers certificate,
  diploma, and degree course offerings in
  compliance with its mission, purpose, and goals.
•  
• The College develops a three-year strategic plan,
  which includes its instructional goals, both
  short-term and long-term. The 2006-2008 Strategic
  Plan includes the following goals related to
  program curriculum
• II. Strategic Goal Student Success through
  Quality Instruction and Support Services
• a. Secure student access to seamless education by
  streamlining support services, procedures, and
  processes for dual enrollment programs.
• b. Develop and implement a comprehensive Service
  Learning Initiative throughout the College.
• c. Promote student-centered environment by
  improving the designing and delivering of
  services.
•  

27
Example 2007 5 Yr IR FR 4.2 SubmissionNo
Monitoring - Pg 2

• In meeting this goal, the College has increased
  its offerings for dually enrolled high school
  students and has developed a new position, Dual
  Enrollment Coordinator, to coordinate efforts
  between the College and the school systems within
  its service delivery area of REDACTED Counties.
  Currently, dual enrollment agreements are in
  place with five city and county school systems,
  with a total of 27 program offerings, primarily
  technical certificates of credit. The new
  coordinator has also begun establishing
  guidelines for processes and procedures intended
  to improve services to this population.
•  
• Additionally, in 2007-2008, the College
  implemented a collegewide service learning
  initiative in which students, faculty, and staff
  participated. The resulting can drive involved
  students and faculty from a wide variety of
  programs and courses. Students in the culinary
  arts program, for example, developed a cookbook
  of original recipes, including dietary and
  nutritional guidelines researched and copiled by
  nursing and clinical laboratory technology
  students, to be distributed to recipients along
  with the collected canned items commercial truck
  driving students collected and distributed the
  items to various community locations and
  drafting students created a three-dimentional
  drawing that was used in building a structure out
  of the canned goods, displayed in prominent
  campus locations before the goods were
  distributed.
•  
• Another service learning project for 2008-2009 is
  currently underway, involving a
  recycling/conservation awareness campaign to
  culminate on Earth Day, April 22, 2009. This
  project is in the early stages of development,
  but has already garnered support from several
  program areas, as well as from the general
  education division. Faculty are currently
  modifying fall and winter syllabi to incorporate
  the service learning projects into their existing
  course curriculum.
•  
• Long-term strategic goals include the following
• II. Strategic Goal Student Success through
  Quality Instruction and Support Services
• a. Design and implement credit and non-credit
  programs aimed at meeting the needs of industry
  and communities
• b. Maintain existing accreditations and acquire
  appropriate institutional and programmatic
  accreditations
•  

28
Example 2007 5 Yr IR FR 4.2 SubmissionNo
Monitoring Pg 3

• To meet one of these objectives, faculty in Early
  Childhood Care and Education are seeking program
  accreditation through the National Association
  for the Education of Young Children (NAEYC).
  Faculty in the business divisionaccounting,
  marketing, and computer information systemsare
  pursuing program accreditation through the
  Association of Collegiate Business Schools and
  Programs (ASBSP) for associate degree programs.
  Both programs should achieve accreditation by
  2010. Additionally, the Associate Degree Nursing
  program is nearing completion of its initial
  accreditation process through the National League
  for Nursing Accrediting Commission (NLNAC) with a
  site visit scheduled for October 2008.
•  
• Ultimately, the College is under the governance
  of the Technical College System of Georgia
  (TCSG), which sets the purpose and goals for
  technical colleges, as well as institutional
  standards regarding administration and
  organization of all units, including educational
  programs (State Board Policy and Procedures
  Manual). TCSG also regulates each programs
  curriculum by way of standards established for
  each course within a program area or general
  education core. Each course standard details the
  description of the course, contact hoursclass
  and lab, credit hours, competencies, and
  prerequisites, as well as suggested resources for
  meeting the standards.
•  
• In order to promote interaction between the
  program and businesses and industries it serves,
  each program area has established a program
  advisory committee. Such interaction ensures that
  the College curriculum mirrors changing societal,
  business, and industry needs advisory committee
  members expertise and recommendations for
  curricular changes help each programs
  instructors improve their program content and
  ensure up-to-date and quality instruction. The
  advisory committees responsibility also includes
  reviewing and approving each individual programs
  purpose, goals, and mission statement annually
  (Advisory Committee Minutes Example).
•  
• Supporting Documentation
• 2006-2008 Strategic Plan
• FY2007 Fact Book (Mission/Vision Statement)
• 2008-2009 Dual Enrollment Agreements
• State Board Policy and Procedures Manual
  (Institutional Standards)
• Technical College System of Georgia Course
  Standards (Accounting Program Example)
• Service Learning Cookbook
• Advisory Committee Minutes (Example)

29
Example 2008 5 Yr IR FR 4.2 Submission - Unknown

• 9. The institutions curriculum is directly
  related and appropriate to the purpose and goals
  of the institution and the diplomas,
  certificates, or degrees awarded. (Federal
  Requirement 4.2)
•  
• X Compliance ___ Non-Compliance
•  
• Narrative
• Mountain View Colleges curriculum is directly
  related and appropriate to the purpose and goals
  of the institution and the diplomas,
  certificates, or degrees that it awards. The
  value that MVC places on its curricula can be
  summarized by restating its mission statement
  Mountain View College empowers people and
  transforms communities.
• All programs, degrees, and certificates in the
  catalog offered by MVC undergo the same rigorous
  development and approval process. All programs,
  degrees, and certificates must be approved by
  both the Dallas County Community College District
  (DCCCD) Board of Trustees, and the Texas Higher
  Education Coordinating Board (THECB).
• The process that MVC and the DCCCD follow for all
  programs, degrees, and certificates from initial
  concept, development, approval, implementation,
  and on-going assessment is found in the THECB
  Rules Chapter 9 (Program Development in Public
  Two-Year Colleges), Subchapter E (Certificate and
  Associate Degree Programs.) (9.1) Technical
  degrees and certificates are further required by
  THECB, to seek input from local business and
  industry representatives in the designing and
  offering of these programs. Business and
  industry advisory committees are consulted both
  in the formulation of programs to ensure the
  relevance of course content and also on a
  continuing basis to assist and advise faculty and
  instructional administrators.
• As part of the continual improvement process,
  MVC, as well as the THECB, audits programs
  periodically to ensure both quality and
  applicability and may decertify any program whose
  number of graduates falls below acceptable levels
  or no longer meets the needs of the community.
  MVCs provisions for curriculum evaluation and
  revision are outlined in the DCCCD policy on
  Curriculum Development and Revision. (9.2)
•   
• References
• THECB Rules Chapter 9 (Program Development in
  Public Two-Year Colleges), Subchapter E
  (Certificate and Associate Degree Programs)
• DCCCD policy Curriculum Development and Revision
  EE
•  

30
Federal Requirement 4.4 - Program length

• Program length is appropriate for each of the
  institutions educational programs.

31
Rationale and Notes for FR 4.4

• Accepted practices in higher education are used
  to determine program length and completion
  requirements. The faculty determine scope and
  length based upon the degree being pursued.
  Degree programs are of sufficient length to
  include appropriate course work, of sufficient
  duration to provide for mastery of all aspects of
  the subject matter.

32
Relevant Questions for Consideration for FR 4.4

• What criteria does the institution use to
  determine the appropriateness of program length?
• How is the program length sufficient for students
  to gain mastery of the subject matter?

33
Sample Documentation for FR 4.4

• Documentation of the criteria used in determining
  program length
• Documents identifying program length (e.g.,
  catalogs, curriculum approval policies, approved
  curriculum, minutes of curriculum committees,
  program brochures, program review reports,
  academic policy manual, degree planning
  worksheets)
• List of degrees and majors offered and program
  length for each

34
GCSU 2004 FR 4.4 Submission Pg 1

• FEDERAL MANDATE  4 -- Appropriateness of program
  length The institution demonstrates that program
  length is appropriate for each of the degrees
  offered.
•  
• Judgment of Compliance
• Yes, GCSU is able to provide a portfolio of
  evidence supporting compliance.                   
                                            
•  
• Explanation of Rationale for Judgment of
  Compliance
• GCSU complies with USG/BOR policies and
  accrediting program agencies in determining
  length of programs.
•  
• Section 304.01 of the BOR Policy Manual discusses
  the semester system
•  
•             304.01 Semester System
• The academic year shall consist of two regular
  semesters, each not to be less than 15 calendar
  weeks in length (minimum of 75 class days per
  semester, excluding registration and final
  examination periods).
•  
• A minimum of 750 minutes of instruction or
  equivalent is required for each semester credit
  hour.
•  

35
GCSU 2004 FR 4.4 Submission Pg 2

• Section 308.01 of the BOR Policy Manual discusses
  degrees in general
•            
•             308.01 Degrees In General
• The faculty shall recommend to the president of
  the institution the candidates for degrees which
  the institution has been authorized by the Board
  to confer.  A record of all degrees awarded shall
  be filed in the office of the Registrar of the
  institution conferring the degree.  Absent the
  approval of the Senior Vice Chancellor for
  Academic Affairs, no bachelors degree program
  shall exceed 120 semester credit hours (exclusive
  of physical education, activity/basic health or
  orientation courses hours that the institution
  may require) (BR Minutes, 1980-81, p. 49
  December, 1995, p. 47).
•  
• The only exceptions to the adherence of this
  policy are the Bachelor of Music Education
  Program which requires 128 credit hours and the
  Bachelor of Music Therapy which requires 124
  hours in order to meet the accreditation
  requirements of the National Association of
  Schools of Music.  Both exceptions were approved
  by the BOR during the semester conversion
  process.  On March 21, 1997, GCSU received a BOR
  waiver for the Bachelor of Music Therapy at 124
  hours and the Bachelor of Music Education at 128
  hours.
•  
• Section 308.02 of the BOR Policy Manual discusses
  Graduate Degrees
•  
• 308.02 Graduate Degrees
• Graduate schools of the University System shall
  award only such graduate degrees as may have been
  authorized by the Board of Regents.  Other
  institutions of the System shall not offer work
  leading to a graduate degree unless approved by
  the Board upon recommendation of the Chancellor
  (or  the Chancellors designee) and the Committee
  on Education, Research and Extension.  Absent the
  approval of the Senior Vice Chancellor for
  Academic Affairs, no masters degree program shall
  exceed 36 semester credit hours. (BR Minutes,
  1953-54, pp. 51-52 1953-54, pp. 220-221
  December, 1995, p. 47).

36
Example 2007 5 Yr IR FR 4.4 SubmissionNo
Monitoring

• Federal Requirement 4.4
• Program length is appropriate for each of the
  institutions educational programs.
•  
• ? Compliance
• ? Non-Compliance
• __________________________________________________
  ____________________________
•  
• The length of each program offered by REDACTED is
  sufficient to allow for appropriate course work
  and mastery of the program subject matter.
•  
• The Student Catalog clearly defines a major area
  as a curriculum that contains occupational
  courses or an area of concentration defined as
  (1) a core of general academic courses, (2)
  selected technical courses, (3) credit for
  related work experience, and (4) electives. It
  further states the number of credits required for
  each of the program areas, program titles, areas
  of concentration, curricular descriptions, and
  total credit hours. Table 1 summarizes the number
  of credits required for each degree or diploma
  program certificate programs are short-term
  training opportunities and vary from 15-57 hours,
  dependent on the content area.
• Table 1 Here
• The Technical College System of Georgia (TCSG)
  general program standards also define what is
  meant by a major or an area of concentration and
  state the number of credits required for each in
  the program areas, program titles, areas of
  concentration, curricular descriptions, and total
  credit hours. The state standards set program
  length for degree programs between 90 and 110
  credit hours (except to meet professional
  credentialing or licensure requirements) diploma
  programs, 60-90 credit hours and certificate
  programs, 15-59 credit hours. The College
  complies with the TCSG standards, which specify
  an adequate number of hours with appropriate
  prerequisites required in courses above the
  elementary level. Any non-learning support course
  that requires a prerequisite is considered to be
  above the elementary level.
•  
• Supporting Documentation
• Student Catalog 2008-2009 (Course Descriptions)
• Technical College System of Georgia General
  Program Standards

37
Example 2007 5 Yr IR FR 4.4 SubmissionNo
Monitoring - Table 1
38
Example 2008 5 Yr IR FR 4.4 Submission - Unknown

• 11. Program length is appropriate for each of
  the institutions educational programs. (Federal
  Requirement 4.4)
•  
• X Compliance ___ Non-Compliance
•  
• Narrative
• Mountain View College associate degree programs
  (listed in the MVC catalog) are comprised of 60
  or more semester credit hours (SCH). (11.1) This
  is in compliance with both SACS Core Requirement
  2.7.1 and Texas Higher Education Coordination
  Board (THECB) Rule, 9.183 (b) which states
  (11.2) Academic associate degree programs must
  consist of a minimum of 60 SCH and a maximum of
  66 SCH.
• Additionally, MVC associate of applied science
  degrees are limited to a total of 60-72 semester
  credit hours as required by the THECB Guidelines
  for Instructional Programs in Workforce
  Education (GIPWE) Chapter 3, Workforce Education
  Program Elements, paragraph A.2.a. (11.3)
•  
•  
• References
• MVC 2008-2009 Online Catalog reference for Degree
  Length Associate in Arts and Associate in
  Science
• THECB Rule, 9.183 (b)
• THECB Guidelines for Instructional Programs in
  Workforce Education (GIPWE) Chapter 3, Workforce
  Education Program Elements, paragraph A.2.a.
  (page 8)
•  
•