SACS-COC Fifth Year Interim Report Academic Subcommittee 1 Overview

1. 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

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

3. The institution evaluates success with respect to student achievement including, as appropriate, consideration of course completion, state licensing examinations, and job placement rates. Federal Requirement 4.1 - Student achievement

4. 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 institution’s mission. Rationale and Notes for FR 4.1

5. 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? Relevant Questions for Consideration for FR 4.1

6. 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 Sample Documentation for FR 4.1

7. FEDERAL MANDATE  1 -- Evaluation of student achievement When evaluating success with respect to student achievement in relation to the institution’s mission, the institution includes, as appropriate, consideration of course completion, state licensing examinations, and job placement rates.   Judgment of Compliance Yes, GC&SU is able to provide a portfolio of evidence supporting compliance.                                                                 Explanation of Rationale for Judgment of Compliance GC&SU 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 GC&SU'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, GC&SU considers student course completion when evaluating student success.   Course Completion In compliance with Title IV federal programs, the GC&SU Financial Aid Office monitors student achievement of financial-aid recipients.  Periodic reviews through state and internal audit demonstrate GC&S is correctly tracking satisfactory academic progress and unofficial withdrawals.   The GC&SU 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.    GCSU 2004 FR 4.1 Submission – Pg 1

8. GC&SU 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 GC&SU 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. GCSU 2004 FR 4.1 Submission – Pg 2

9. 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 GC&SU academic departments conducts an annual program review.  Guidelines and statistics in support of the preparation of the academic program review are accessible via the GC&SU intranet. Completed department program reviews are then later posted to the GC&SU 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.    GCSU 2004 FR 4.1 Submission – Pg 3

10. 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 GC&SU are also provided.   Because GC&SU has fewer than five test-takers for the CPA licensing exam, there are no aggregate results currently for GC&SU.   GPSC reports results of all Georgia schools to the federal government as prescribed under Title II.   GC&SU 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 GC&SU that require the reporting of job placement rates to the federal government.  GC&SU 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. GCSU 2004 FR 4.1 Submission – Pg 4

11. 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 Georgia’s (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 Georgia’s 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 Georgia’s Data Center by program group (DC Report #145) and overall for the College (DC Report #108). In FY2008, the College’s total placement rate was 99.73% and in-field placement rate was 80.26% at the time of this narrative. Example 2007 5 Yr IR FR 4.1 SubmissionNo Monitoring – Pg 1

12. 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 Follow-up Report - FY2007   Licensure Rates 2007 Fact Book – Licensure Rate     Example 2007 5 Yr IR FR 4.1 SubmissionNo Monitoring – Pg 2

13. 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 college’s 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) AAS Degree and Certificate completers’ employment rates   References: MVC 2008-2012 Strategic Plan; Goal Objectives and Core Indicators of Effectiveness (pages 9-13); Annual Planning, Budgeting, and Assessment Process (pages 14-18) MVC Institutional Effectiveness Report Card 2006-2007 (pages 4-5, 10-16)   Example 2008 5 Yr IR FR 4.1 Submission - Unknown

14. The institution’s 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 - Program curriculum

15. To meet its mission, an institution offers educational programs that are appropriate to the type of diplomas, certificates, and degrees awarded. The institution’s curriculum carries out the goals of the educational programs. Rationale and Notes for FR 4.2

16. 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? Relevant Questions for Consideration for FR 4.2

17. 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. Sample Documentation for FR 4.2

18. 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, GC&SU is able to provide a portfolio of evidence supporting compliance.                                                                Explanation of Rationale for Judgment of Compliance The mission of GC&SU 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, GC&SU continuously evaluates all of its programming in those terms.  GC&SU 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.   GCSU 2004 FR 4.2 Submission – Pg 1

19. The First Year GC&SU 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 GC&SU 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.  GC&SU has used that opportunity to create courses serving the liberal arts mission and interdisciplinary emphasis to demonstrate global connectedness.  Students at GC&SU 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   GCSU 2004 FR 4.2 Submission – Pg 2

20. 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 (CCO&A) with the responsibility of considering ideas previously generated by the GC&SU academic community and contained in a January 2003 White Paper.  The CCO&A 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 GC&SU’s mission goals.  Reports on this committee’s  direction and progress are available online.    Oversight GC&SU 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).   GCSU 2004 FR 4.2 Submission – Pg 3

21. Accordingly, the faculty members of GC&SU have primary responsibility for the content, quality, and effectiveness of its curriculum.  Department chairs follow procedures outlined in the GC&SU Administrator’s 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 GC&SU 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 GC&SU 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 GC&SU 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.   GCSU 2004 FR 4.2 Submission – Pg 4

22. 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: GC&SU Undergraduate Degree Requirements The GC&SU 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 GC&SU 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, GC&SU received a BOR waiver for the Bachelor of Music Therapy at 124 hours and the Bachelor of Music Education at 128 hours.    GCSU 2004 FR 4.2 Submission – Pg 5

23. The GC&SU 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).   GCSU 2004 FR 4.2 Submission – Pg 6

24. The GC&SU Undergraduate Catalog stipulates that students have ten calendar years from the time they are admitted to GC&SU to complete their baccalaureate degree and must complete 40 of their 120 academic hours of coursework at GC&SU in order to graduate.    In the 2001-2002 academic years, 738 baccalaureate degrees were awarded.   Professional Programs GC&SU 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 GC&SU 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 GC&SU from the bookmark section on the left or go to page 52) GC&SU to offer eleven master’s 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).   GCSU 2004 FR 4.2 Submission – Pg 7

25. GC&SU has established policies and procedures governing the completion of degree programs.  Full information about graduate programs is found in the GC&SU 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. GCSU 2004 FR 4.2 Submission – Pg 8

26. Federal Requirement 4.2 The institution’s 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 College’s 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 College’s 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.   Example 2007 5 Yr IR FR 4.2 SubmissionNo Monitoring – Pg 1

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

28. 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 division—accounting, marketing, and computer information systems—are 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 program’s 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 hours—class 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 program’s instructors improve their program content and ensure up-to-date and quality instruction. The advisory committee’s responsibility also includes reviewing and approving each individual program’s 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) Example 2007 5 Yr IR FR 4.2 SubmissionNo Monitoring – Pg 3

29. 9. The institution’s 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 College’s 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. MVC’s 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   Example 2008 5 Yr IR FR 4.2 Submission - Unknown

30. Program length is appropriate for each of the institution’s educational programs. Federal Requirement 4.4 - Program length

31. 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. Rationale and Notes for FR 4.4

32. 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? Relevant Questions for Consideration for FR 4.4

33. 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 Sample Documentation for FR 4.4

34. 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, GC&SU is able to provide a portfolio of evidence supporting compliance.                                                                Explanation of Rationale for Judgment of Compliance GC&SU 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.   GCSU 2004 FR 4.4 Submission – Pg 1

35. 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 bachelor’s 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, GC&SU 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 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). GCSU 2004 FR 4.4 Submission – Pg 2

36. Federal Requirement 4.4 Program length is appropriate for each of the institution’s 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 Example 2007 5 Yr IR FR 4.4 SubmissionNo Monitoring

37. Example 2007 5 Yr IR FR 4.4 SubmissionNo Monitoring - Table 1

38. 11. Program length is appropriate for each of the institution’s 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)     Example 2008 5 Yr IR FR 4.4 Submission - Unknown