introductory material: table of contents

Section i/Introductory Material i-1

INTRODUCTORY MATERIAL: TABLE OF CONTENTS1

Master List of Figures........................................................................................................... i-22

Master List of Appendices .................................................................................................... i-33

Introduction........................................................................................................................... i-44

SELF-STUDY PROCESS GOALS .................................................................................. i-45

Goal 1: Improve Institutional Effectiveness..............................................................................i-46

Goal 2: Strengthen the Self-Managed Team Structure ..............................................................i-47

Goal 3: Reaffirmation of SACS Accreditation in 2003 .............................................................i-58

GOALS OF THE SELF-STUDY REPORT...................................................................... i-59

HISTORY OF COLLEGE ................................................................................................ i-610

CURRENT PROFILE....................................................................................................... i-811

SIGNIFICANT CHANGES SINCE THE LAST SELF-STUDY...................................... i-912

Governance...............................................................................................................................i-913

ORGANIZATION OF SELF-STUDY REPORT............................................................ i-1414

Format .................................................................................................................................... i-1415

Organization and Layout ......................................................................................................... i-1516

Self-Study Archives ................................................................................................................ i-1517

ACKNOWLEDGEMENTS ............................................................................................ i-1618

Appendix P: COM Acronyms, Definitions, and Jargon ...................................................... i-1819

20

21

22


Master List of Figures1

Figure i – 1: Board Of Trustees/President Function And Accountability Chart.....................2

..........................................................................................................................i-10, 3-9, 6-43

Figure i – 2: Vice President For Instruction Function And Accountability Chart..................4

........................................................................................................................i-11, 3-10, 4-45

Figure i – 3: Vice President For Student Services And Institutional Effectiveness Function6

And Accountability Chart .........................................................i-12, 3-11, 5-447

Figure i – 4: Vice President For College And Financial Services Function And8

Accountability Chart .......................................................................... i-13, 3-129

Figure i-5: College Of The Mainland Profile, 2000-2001.................................................. i-810

Figure i-6: Councils/Committees..................................................................................... i-1411

Figure 1 - 1: Self-Study Leadership Structure .................................................................. 1-812

Figure 1 - 2: Self-Study Principal Committee Structure ................................................... 1-913

Figure 1-3: Campus Representation Among Self-Study Committees............................. 1-1014

Figure 3 - 1: THECB Institutional Effectiveness Performance Measures 2000-2001..... 3-1515

Figure 3 - 2: Planning Documents .................................................................................. 3-4016

Figure 4 - 1: Noel-Levitz Student Survey Of Instruction................................................ 4-1217

Figure 4 - 2: Noel-Levitz Student Survey Of Instructional Support ............................... 4-1318

Figure 4 - 3: Enrollment History By Session 1990-2002................................................ 4-1519

Figure 4 - 4: 4-Year Overview Of College Enrollment, Budget, And Degrees............... 4-1520

Figure 4 - 5: Core Competencies Chart .......................................................................... 4-3021

Figure 4 - 6: General Education Assessment Methods ................................................... 4-3122

Figure 4 - 7: Overview Of Instructional Resources ........................................................ 4-3823

Figure 4 - 8: Distribution Of Financial Resources.......................................................... 4-3924

Figure 4 - 9: TASP Pass Rates For Student Enrolled In Developmental Coursework 1999-25

2000.......................................................................................................... 4-6426

Figure 4 - 10: Student/Full-Time Faculty Ratio............................................................ 4-11327


Figure 5 - 1: Trends In Classes........................................................................................5-151

Figure 5 - 2: Trends In Database Usage ..........................................................................5-192

Figure 5 - 3: Student Services/Institutional Effectiveness Administrative And Professional3

Personnel ....................................................................................................5-454

Figure 6 - 1: Five-Year Financial Resource Trends.........................................................6-145

Figure 6 - 2: Purchasing Processes..................................................................................6-266

Figure 6 - 3: Bookstore Excess Revenues .......................................................................6-317

Figure 6 - 4: Budget Allocation For 2001-2002 ..............................................................6-358

9

Master List of Appendices10

Appendix A: Self-Study Budgets 2000-2001, 2001-2002, 2002-3..................................1-3511

Appendix B: Criteria Assignment Grid ...........................................................................1-3612

Appendix C: Committee Rosters.....................................................................................1-4013

Appendix D: RSP Process and Forms, Part 1 & 2...........................................................1-4614

Appendix E: 2002 Substantive Change Correspondence ................................................1-5015

Appendix F: Assessment Instruments 2001-2 ...................................................................2-916

Appendix G: Institutional Effectiveness Council Training Goals....................................3-4717

Appendix H: Summary of Workforce Programs ...........................................................4-13418

Appendix I: Faculty Audits, Organized by Instructional Team.....................................4-13919

Appendix J: Full-Time Faculty Qualifications, AA & AS Degrees...............................4-14820

Appendix K: Full-Time Faculty Qualifications, AAS Degree and Certificates.............4-15121

Appendix L: Full-Time Faculty Qualifications, ABE/GED/ESL ..................................4-15322

Appendix M: Full-Time Faculty Qualifications, Developmental Education .................4-15523

Appendix N: Library Map……………………………………………….………………5-5824

Appendix O: Articulated Courses (Local and Statewide), Expiring 8/03 ......................4-15625

Appendix P: COM Acronyms, Definitions, And Jargon ................................................. i-1826


Introduction1

The 2001-2003 Self-Study carefully examined College of the Mainland’s2

mission, resources, programs, and services in order to discover areas of3

excellence as well as areas for improvement. To accomplish this purpose,4

the College---its administration and its faculty and staff---committed to a5

systematic and analytical examination of every aspect of its operation.6

Self-Study Process Goals7

College of the Mainland set a number of goals for this Self-Study, but the8

highest priority was improved institutional effectiveness. By achieving this9

principal goal, the College will create a basis for continuous improvement10

throughout the next decade of service.11

Goal 1: Improve Institutional Effectiveness12

ß Examine our Strategic Plan and sharpen our vision of the future13

mission of the College14

ß Incorporate this strategic planning process into our assessment15

policies and practices16

ß Formulate recommendations for new assessment strategies and17

improved operational designs that will allow us to respond more18

efficiently and effectively to the changing community we serve19

ß Identify existing success models of continuous improvement20

ß Initiate change based on the results of the assessment process21

Goal 2: Strengthen the Self-Managed Team Structure22

ß Use the self-study process to increase campus-wide participation23

in and cooperation toward institutional goals24

ß Create an environment that allows teams to learn good practices25

from one another26

ß Use the self-study process to increase campus-wide knowledge27

of institutional effectiveness, both in theory and in practice28


Goal 3: Reaffirmation of SACS Accreditation in 20031

ß Document compliance with the 1998 Criteria for Accreditation2

of the Southern Association of Colleges and Schools3

ß Create an analytical Self-Study Report that clearly examines4

compliance issues and makes reasoned recommendations for5

improvement6

ß Design a follow-up plan and begin its implementation7

Section 1.1 of this report offers a detailed explanation of the organization and8

processes of College of the Mainland’s 2001-2003 institutional self-study9

(1.4-12). See the following for detailed representations: Figure 1 - 1: Self-10

Study Leadership Structure (1-8); Figure 1 - 2: Self-Study Principal11

Committee Structure (1-9); Appendix B: Criteria Assignment Grid (1-36);12

Appendix C: Committee Rosters (1-40); Appendix D: RSP Process and13

Forms, Part 1 & 2 (1-45).14

Goals of the Self-Study Report15

The present report has two audiences: the SACS Commission on Colleges,16

which will use the information to determine College of the Mainland’s17

accreditation status; and the College community, including all Board of18

Trustee members, administrators, faculty, and staff, who can use the findings19

and suggestions to fuel future improvements.20

To achieve the goals of the self-study process, this report will21

ß Present a comprehensive, reflective analysis of the College’s22

programs, services, and resources in relation to the SACS criteria23

and to the requirements established by the State of Texas and24

other accrediting and licensing entities25

ß Present recommendations, suggestions, and proposals for26

improvement27

ß Commend exemplary faculty, staff, programs, services, and28

resources29


It is the hope of the self-study Steering Committee and the over one hundred1

individuals who served on the self-study principal committees that the report2

will offer both the data and analysis necessary for positive action in the3

future.4

History of College5

The College of the Mainland Junior College District was formed in6

October1966, largely through the efforts of four individuals, Monsanto7

Company Plant Manager H. K. Eckert, Union Leader Paul Teague, Attorney8

James Simpson, and Union Leader Johnny Henderson. This coalition of9

minority leaders, labor representatives, and local industry administration10

visited churches and organizations in the community, lobbying support for a11

junior college to serve the 237 square mile area that encompasses the five12

independent school districts of Dickinson, Hitchcock, La Marque, Santa Fe,13

and Texas City.14

The voters of the College district approved bond issues of $2,850,000 and15

supporting taxes for debt service and operation in December 1966. H. K.16

Eckert, Paul Teague, James Simpson, Richard Alexander, J. W. Arrington,17

Bill Flaniken, and George Delaney served as the first Board of Trustees,18

selecting Herbert Stallworth as the College’s first president. The Board of19

Trustees leased temporary facilities on the Booker T. Washington campus at20

721 2nd Avenue South in Texas City from the Texas City Independent School21

District, hired faculty, and enrolled the first class of 414 students in22

September 1967.23

On February 27, 1970, the College moved to its current site on 120 acres24

bounded by Palmer Highway and Amburn Road in Texas City. At that time25

the College consisted of five buildings, the Administration Building,26

Learning Resource Center, Math-Science Building, Technical-Vocational27

Building, and a Central Utilities Building. The voters of the Junior College28

District approved a second bond issue of $4,750,000 and supporting taxes for29

operation and debt service for the second phase of construction on May 16,30

1970. This second building program produced the Fine Arts Building,31

Physical Education Complex, Student Center, and expanded the Technical-32


Vocational and Math-Science facilities. This project was completed in1

September 1972, followed closely by a print shop building and a firing range.2

A 20,000 square foot addition in 1985 expanded the Technical-Vocational3

Building once again to include three computer labs, classrooms, offices, and4

a Child Development Lab. Completed in 1991, two industrial education5

buildings were constructed to house the auto mechanics and diesel mechanics6

technology programs, adding 25,335 square feet of building space to the7

campus.8

A new 10,800 square foot Public Services Career Building opened in 19999

across the esplanade from the Fine Arts Building to house offices,10

classrooms, and labs for the law enforcement, emergency medical services,11

pharmacology, and fire protection programs. The College also acquired an12

office complex area in the Appomattox Square complex to accommodate the13

cosmetology program and the National Science Foundation effort. At14

present, College of the Mainland’s campus consists of eighteen buildings15

totaling 369,748 square feet, of which 102,549 square feet, or 38% is16

designated as classroom/lab space. Student common areas, the library, gym,17

cafeteria/snack bars, study areas, meeting rooms, office space, and storage18

comprise the remaining 62% of the campus. The campus provides 7 parking19

lots, with 1,634 spaces, including 48 ADA compliant handicapped spaces.20

During 2001-2002, the Board of Trustees has approved the rental of facilities21

and engaged an architect for a learning center located west of Interstate 45 on22

FM-518 in League City. The College, Sam Houston State University, and23

local industry are working together to design a new Environmental Science24

Research and Teaching facility. This project actually entails the construction25

of two buildings. One will include classroom space, an exhibition hall, and26

conference center located near the Math-Science Building; a second facility,27

including greenhouses and a pond, will be located behind the physical plant.28

This major cooperative effort between the two colleges and local industry29

demonstrates the College’s continued commitment to its earliest goal of30

becoming a community college that grows responsibly to meet the changing31

career demands of the local workplace.32


Current Profile1

The table below provides profile figures for College of the Mainland for2

academic year 2000-2001, the most recent annual data available from the3

Texas Higher Education Board.4

5

Figure i-5: College of the Mainland Profile, 2000-2001

UnduplicatedHeadcount

Percentageof total

Total enrollment 8,210 100%

Credit Academic 3389 41%

Credit Technical 1696 21%

Non-credit Workforce 3125 38%

Male 3,363 41%

Female 4,847 59%

White 5,435 66%

African-American 1,426 17%

Hispanic 1,135 14%

Asian/Pacific 109 1%

Native American 63 1%

International 30 <1%

Unknown 12 <1%

Economically disadvantaged 1,001 12%

First Time in College(FTIC) Total

553 100%

FTIC Credit Academic 383 69%

FTIC Credit Technical 170 31%


Sources:

Texas Higher Education Coordinating Board Data Resources for Institutional EffectivenessMeasures and Standards 2002-2003

Texas Higher Education Coordinating Board (THECB) Texas Public Community and TechnicalColleges 2002 Statewide Factbook

1

Significant Changes Since the Last Self-Study2

Governance3

The Introduction to Section 3 offers a detailed history of governance changes4

since 1992 (3.5-12). Briefly, College of the Mainland converted from a5

traditional hierarchical department and division-based structure, with its6

familiar mid-level management positions of department chair and dean, to a7

self-managed team structure that relies on democratic decision-making in the8

day-to-day operations of the College. Instead of department chairs, each9

team elects a “team leader” who performs administrative functions and acts10

as the team’s liaison across campus. The team leader is not, however, the11

team’s “boss”; instead, all the full-time members of the team determine the12

ways it will contribute to the College mission. Generally, teams elect a new13

team leader every one or two years.14

In addition, the College has undergone several shifts in administrative15

organization over the last ten years, including the change to a three-vice-16

president structure in 2000 and the addition of an associate vice president17

level in 2002.18

A council structure serves to coordinate the activities of all the teams under19

each vice president’s leadership as well as institution-wide processes. The20

figures on the following pages present the relationships among governance21

units of the College in 2002.22


1

Figure i – 1: Board of Trustees/President2

Function and Accountability Chart3

4

5

6

7

8

9


1

Figure i – 2: Vice President for Instruction2


4

5

6

7

8


1

Figure i – 3: Vice President for Student Services and Institutional2Effectiveness3


5

6

7

8


1

Figure i – 4: Vice President for College and Financial Services2


4

5

6

7

8

As Figures i-2, i-3, and i-4 show, all vice presidents convene leadership9

councils, made up of a representative from each team within his or her area,10

which act as discussion and advisory forums for each vice president and11

coordinate the planning and day-to-day operations of the separate teams.12

These three vice-presidential leadership councils are part of the larger13

council and committee structure that underpins and supports the self-14


managed team system by providing discussion and decision-making venues1

for issues that affect more than one team or area on campus. The figure2

below lists the standing committees and councils currently active. Appendix3

P offers definitions for most of these groups.4

5

Figure i-6: Councils/Committees

Council/Committee Name Chair

Budget Review Council (BRC) Henry Pope

Classified Council Rita Jones

College And Financial Services

Leadership Council

Henry Pope

Curriculum Committee Andrew Nelson

Faculty Council Freda O’Connor

Institutional Effectiveness Council (IEC) Steve Sewell

Instructional Leadership Council James Templer

President’s Leadership Council Homer (Butch) Hayes

Professional Council Kelly Musick

Program Review Council Associate Vice Presidents for Instruction

Senate Pat Massey

Standing Technology Committee Geane Stevenson

Student Services Leadership Council Pam Davenport

6

Organization of Self-Study Report7

Format8

Two versions of this report will be available, a printed copy bound in a three-9

ring binder and a CD version that takes advantage of the many hyperlinks10

imbedded in the report. The CD version will also include many full-text11

documents referenced within the report.12


The wonderful designs for our report’s section covers are the work of1

students in fall 2002’s Graphic Arts Digital Imaging II class. The Steering2

Committee extends its deepest appreciation to these talented artists.3

Organization and Layout4

College of the Mainland’s self-study report consists of eight sections: an5

Introductory Material section (Section I), six sections addressing the major6

chapters of the 1998 Criteria for Accreditation (Sections I-VI), and a7

Conclusion (Section VII), which includes a listing of all recommendations,8

suggestions, proposals for improvement, and commendations included in9

Sections I-VI.10

Each of the first seven sections includes its own table of contents, including11

the list of appendices and figures relevant to that section. The Introductory12

Material section’s table of contents also includes a master List of Figures and13

a master List of Appendices, each of which provides page numbers for all14

sections in which a figure or appendix appears. To facilitate access to15

relevant information, some figures appear in more than one section.16

Each section has a discrete two-part numbering system, with the first part17

indicating the number of the section, followed by a hyphen and the page18

number within that section. For example, this page’s number is i-15,19

indicating page 15 of section i (Introductory Material). Within a criterion20

discussion, references to a span of pages will be indicated by the section21

number, a period, and the first and last pages, connected by a hyphen. For22

instance, to reference a table that appears on pages 15-18 of section IV, the23

note will indicate 4.15-18.24

To further aid navigation, each page’s lines are numbered.25

Self-Study Archives26

As the first footnote in Sections I-VI indicates, almost all of the documents27

referenced in the report are part of the comprehensive Self-Study Archives,28

which is systematically ordered by criterion number and accessible through a29

Microsoft Access database available on one of the campus servers.30

Interested readers can search the database by criterion number, by document31


title, or by key word. If a document is not included in the database, its1

location on campus or on the Internet is provided within the discussion.2

3

Acknowledgements4

All told, more than 150 campus employees and students participated in some5

aspect of the process, including training, research, arrangements planning,6

writing, editing, typing, design, and printing. The two-year self-study7

recognition program has already brought attention to more than 408

individuals whose efforts were outstanding.9

The Steering Committee would love to list all those individuals who have10

offered special help, but the list would be overlong and incomplete. Section I11

includes a listing of all members of both the principal committees. The list12

below includes those who contributed outside the committee structure:13

14

For their unstinting support of an

open, honest, and inclusive process

President Homer Hayes

Vice President Pam Davenport

Vice President Henry Pope

Vice President James Templer

For their superior work on the

Closing the Loop newsletter

COM Press

Marilyn Turner

Glynda Allison

For their creative solution to design

problems

Fall 2002 Digital Imaging II Class

Karen Anderson, Instructor

Brad Traylor, Lab Manager

Students:Ashley FalcoRoger FisherDani HeilemanAngela HyattAlisa NicholsonDawn Vasquez-SantosAndrew Zangoullis

For her essential support every day Jane Saldua

For graciously sharing their Self-

Study Reports

Bill Crider, Self-Study Editor,Alvin Community College


Study Reports Mark Shipman, Self-Study Editor,

Tarleton State University

For printing the report Xerox Corporation

1

Respectfully submitted,2

The Self-Study Steering Committee3

Self-Study Director, SteeringCommittee Chair

Kathye Bergin

Self-Study Editor Catherine Moran

Steering Committee Co-Chair Gregory Johnson

Members Mark Adams

Michele Betancourt

Dianne Faust

Cissy Matthews

Becky Miles

Kathryn Park

Geane Stevenson

4


Appendix P: COM Acronyms, Definitions, and Jargon1

The following list includes some terms commonly used at College of the2

Mainland in December 2002. In this report, the first mention of one of these3

terms in each section will consist of the full name followed by the4

abbreviation or acronym within parentheses. The abbreviated name will be5

used after the first mention.6

7

COM Acronyms, Definitions, and Jargon

A.A. Associate of Arts degree

AACC American Association of Community Colleges

A.A.S. Associate of Applied Science degree

A.S. Associate of Science

ABE /GED Adult Basic Ed; General Equivalency Diploma

Accreditation Certification by an external authority (SACS) guaranteeing that an institutionmeets all requirements to offer degrees, certificates, diplomas, etc., that will berecognized and accepted by other educational institutions and employers

ACCUPLACER College placement exam. See TASP.

AMP Academic Master Plan

BOT Board of Trustees

BRC Budget Review Council, the elected campus-wide advisory body, led by VicePresident for College and Financial Services, that prepares an institutionalbudget each year

CAPT Center for the Advancement of Process Technology

CC Curriculum Committee

CFSLC College & Financial Services Leadership Council made up of a representativefrom each team under the supervision of the Vice President for College andFinancial Services

Classified Counsel Council made up of all the classified staff

CTL Closing the Loop, goal of the self-study

CTG The Texas Higher Education Plan - Closing the Gaps by 2015 was adopted inOctober 2000 by the Texas Higher Education Coordinating Board. The plan,which is directed at closing educational gaps within Texas, as well as betweenTexas and other states, has four goals: to close the gaps in studentparticipation, student success, excellence, and research. See THECB CTGwebpage.


COC or SACSCOC (SACS) Commission on Colleges

COCO COM’s mainframe computer software database system developed byComputer Options Company.

College Senate

(theSenate)

The College Senate is the responsible council whose major purpose is toprovide direct participation for members of the College community in thedecision-making process. The senate has 17 members, including threestudents, who are elected by the student body. The 14 mployee members areelected to two-year terms by a simple plurality of those voting in each memberclassification: 2 faculty employees, 4 classified employees, 2executive/professional employees, 3 from the self-managed educationprograms, 2 from the self-managed college services teams, and 1 from studentservices.

COM College of the Mainland

COM Policy see Policy

COMESA College of the Mainland Educational Support Staff Association

COMPASS College placement exam. See TASP.

COMunity The union at College of the Mainland. Open to all employees of the College.

Coordinating Board The Texas Higher Education Coordinating Board. See THECB.

Core Curriculum The basic core of not less than 15 semester hours of general education classesthat must be included in every degree program as designated by THECB. Thecore must include at least one course from each of the following areas:humanities/fine arts, social/behavioral sciences, and naturalscience/mathematics.

Criteria The collection of requirements and suggestions in SACS 1998 Criteria forAccreditation.

Diploma A document given by an educational institution conferring a degree or certifyingthe successful completion of a course of study.

Dual Credit Courses a student can take to receive simultaneous high school and collegecredit

ESL English as a Second Language

Faculty Council Council made up of all COM Faculty members

GCATCP Galveston County Alternative Teacher Certification Program: a non-credittraining program for individuals with a Bachelor's degree who desire to seekTexas teacher certification

GIPWE Guidelines for Instructional Programs in Workforce Education. The manualpublished online by the THECB that governs all credit and non-credit workforcecourses. Website: THECB Instructional Programs.

IA Institutional Advancement (Grant writer)

IE Institutional Effectiveness

IEC Institutional Effectiveness Council, the elected council responsible fordeveloping the campus assessment and IE plan and processes.

ILC Instructional Leadership Council, made up of a representative from eachInstructional and Instructional Support Team under the supervision of the VicePresident for Instruction


President for Instruction

InfoCentral Designated space on the server to store Board of Trustees, team, committee,and council documents so that they can be accessed college- wide.

IR Institutional Research

I-Web The name of the internal bulletin board (intranet) at College of the Mainland.Website: I-Web.

LRC Learning Resources Center (campus bulding housing the Library, MediaServices, The Writing Center as well as classrooms and instructional teamoffices)

Legal Policy See Policy

Local Policy See Policy

Master Plan The plan that provides institutions with a long range plan for facilities.

Must Statement One of approximately 400+ requirements in the 1998 Criteria for Accreditation

NSF National Science Foundation

OAAC Organization For African American Culture

PACT Partners in Alternative Certification for Teacher's: the logo for the GCATCPand the more commonly used reference for the program

PC (Self-study) Principal Committee, sometimes called “Study-Area Committee”

PLC See President's Leadership Council (formerly President's Staff)

Policy

or

COM Policy

The guidelines for operating the college. COMs localized Policy Manualcontains two types of policies: legally referenced policies (LEGAL) and localpolicies (LOCAL), both of which are reviewed by the board before they becomepart of the manual. The legally referenced policies reflect the evolving legalcontext for local policy and implementation.

Legal policies are statements of law, are recommended for inclusion in yourmanual, but are NOT adopted.

Local policies reflect board positions, however, and must be adopted. For theconvenience of users, your manual also might contain administrativeprocedures and exhibits. These administrative documents—not adopted by theboard—are often housed separately, in a manual of administrative proceduresor in specific handbooks and guides.

Regulations (an administrative regulation or procedure) describe a process orplan for implementing local policy. The development and implementation ofthese regulations or procedures are appropriately left to the district'sadministrators. Local regulations guide implementation of policy, definestandard operating procedure, and generally allow room for professionaldiscretion and judgment, as appropriate. Regulations should be reviewed andrevised by administrators as policy changes or circumstances warrant.Regulations are not adopted by the board.

The College Policies may be found online athttp://www.tasb.org/policy/pol/private/084503/

President’s

Leadership Council

Advisory group for the College President that reviews proposed policy changesbefore they are submitted to the College Senate, and provides acommunication link to and from the college leadership. Membership includesthe following: President; 3 Vice Presidents; Associate Vice Presidents forStudent Financial Aid, Institutional Effectiveness, and Human Resources;Director of Publications; presidents of the Faculty, Classified, and ProfessionalCouncils; Director of COM Foundation; Director of Institutional Advancement;representative from the Institutional Effectiveness Council, studentrepresentative.


Leadership Council communication link to and from the college leadership. Membership includesthe following: President; 3 Vice Presidents; Associate Vice Presidents forStudent Financial Aid, Institutional Effectiveness, and Human Resources;Director of Publications; presidents of the Faculty, Classified, and ProfessionalCouncils; Director of COM Foundation; Director of Institutional Advancement;representative from the Institutional Effectiveness Council, studentrepresentative.

Principal Committee Self-study committee charged with researching and writing about specificareas on campus. COM’s self-study has 13 Principal Committees withreporting assignments.

Principal Committee

Draft

Written results of the research performed by one of the 13 PrincipalCommittees; used as a basis for the first draft of the Self-Study Report

Professional Council Council made up of all the professional staff

Proposal for

Improvement

COM self-study term used when a committee or individual submits an idea for anew process, policy, service, program (or any other improvement idea) that isnot directly related to a SACS must or should statement. See RSP.

P-TEC or P-Tech Process Technology

PTK Phi Theta Kappa, the international honor society for students at 2-yearcolleges. COM’s chapter is named Sigma Delta.

RSP Form to report Recommendations, Suggestions, and Proposals forImprovement to the self-study Steering Committee

Reaffirmation of

Accreditation

SACS term for a continuation of Accreditation; certification that an institutionmay retain its status

Recommendation SACS Term: Recommendation is the term SACS’ Visiting Committeewill use for each instance of non-compliance with a “must statement” afterthey’ve examined our Self-Study Report and visited our campus. (There areover 400 criteria, which means over 400 opportunities for a college to comply ornot comply with a SACS rule. The fewer the recommendations, the better.)

COM self-study term: Recommendation is the term we use when a self-study committee discovers that COM doesn’t comply with a must statementand submits a recommendation to the administration, outlining a solution to theproblem. See RSP.

Regulation See Policy

SAB Student Activities Board

SACS visiting

committee

The team from the Commission on Colleges that will visit College of theMainland in the spring of 2003

SACS Southern Association of Colleges and Schools

SC Steering Committee, the committee that coordinates and directs the self study

SCANS Skills, Competencies, and National Standards, a check-off matrix showingwhich competencies are covered in workforce education programs.

Self-Managed Work

Teams

The term for the democratically governed functional units at COM(organizationally equivalent to departments at other institutions).The College isan organization of six types of teams. 1. Self-managed instructional andinstructional support teams; 2.Self-managed student services teams; 3.Self-managed College services teams; 4.Governance teams; 5.Continuousimprovement teams; and 6.Administrative support teams


improvement teams; and 6.Administrative support teams

Self-Study Archives The collection of catalogued supporting documentation used to produce theSelf-Study Report. Filed by SACS criteria number. Also the name of the Accessdatabase, accessible on the F drive, that contains the catalog information for allself-study supporting documentation and all RSPs submitted during the self-study process.

Self-Study Report The final reporting document, which outlines COM’s compliance status withSACS 400+ criteria and delivers a clear, analytical, and honest assessment ofthe state of the college in 2001-2. A product of the Steering Committee’sEditorial Group and based on Principal Committee drafts.

SEM Strategic Enrollment Management

SEMC Strategic Enrollment Management Committee (Recruitment, Retention,Registration)

SEMP Strategic Enrollment Management Plan

SENATE see College Senate

SFCC Students For Christ Club

SFI Suggestions for Improvement will replace the RSP system after the SACS self-study process

Sci-Tek Children's Component of the Science and Technology Resource Center(STRC)

SuperStart Summer SuperStart, a summer enrichment program for talented high schoolstudents

SP Strategic Plan

SS Self-study -A requirement of SACS that each institution complete in order to beeligible for reaffirmation. The study is an honest and forthright assessment ofstrengths and weaknesses

SSLC Student Services Leadership Council made up of a representative from eachteam under the supervision of the Vice President for Student Services andInstitutional Effectiveness

SSS Student Support Services

STC Standing Technology Committee (an elected oversight committee thatdetermines how technology resources will be spent)

STRC Science and Technology Resource Center

URL Uniform resource locator, the address for a particular website.

TASB Texas Association of School Boards (operates an online policy service). COM’spolicies are available through the TASB website.

TASP Texas Academic Skills Program. The State of Texas test used to determinethe basic reading, writing, and math competencies of students enrolled in statecolleges and universities. Each person who enrolls in an applied associatedegree program at a proprietary institution on or after September 1, 1997 mustpass all sections of the certification form of the Texas Academic Skills Program(TASP) or all sections of an authorized local equivalent test, such as Asset,Compass, or Accuplacer, at the level established by the Coordinating Boardbefore the degree may be awarded.


Teams Self-managed departments within the college that administer instruction,student services, or college and financial services.

Tech Plan COM Technology Plan

Tech Prep A program that offers deferred college credit for certain articulated coursestaken at the local high schools

Tech-Prep Education

(taken from the

GIPWE)

Articulation Agreement – A signed document that indicates the specificresponsibilities of the secondary school, the postsecondary institution, and thestudents. The agreement also includes specific information on a six-year TechPrep educational pathway that leads to a minimum of a two-yearpostsecondary certificate, degree, or apprenticeship license. The documentincludes a six-year plan, clearly indicates courses in which students may earnpostsecondary credit while in high school (articulated, advanced placement, ordual credit), and clearly explains procedures for transcripting that credit to thestudent’s college record. If dual credit courses are used within the six-yearplan, it must be made clear whether the student is expected to pay for thosecourses.

Articulation – A planned process linking educational institutions andeducational experiences to assist students in making a smooth transition fromone level of education to another without experiencing delays or duplication inlearning outcomes.

Articulated Course – A course taught in secondary school that has beenmodified to contain or has been determined to contain the same course contentas a postsecondary course, and for which the postsecondary institution hasagreed to award college credit if the student meets course completion andcollege attendance requirements.

Tech-Prep Education Plan – A document with the following attributes:Combines four years of secondary education based on the TexasRecommended High School Graduation Plan, with two years of postsecondaryeducation in a non-duplicative, sequential course of study that usually containssome method for students to earn college credit while in high school. The planmay, under some circumstances, encompass the last two years of high schooland four years of postsecondary education, if detailed in an articulationagreement.

THECB Texas Higher Education Coordinating Board. The State governing body for allhigher education issues.

The Board’s overall responsibilities include assessment of the state of highereducation in Texas; development of recommendations to the Governor,Legislature, and institutions for its enhancement; and establishment of policiesfor the efficient and effective use of the state’s higher education re-sources.

To meet these broad obligations to the people of Texas, the Board reviews andrecommends changes in formulas for allocation of state funds to publicinstitutions. In addition, it helps eliminate costly duplication in academicprograms and un-necessary construction projects. Working with highereducation institutions, the Governor, and the Legislature, the Board alsoensures that all Texans have access to high quality programs at differentinstructional levels and administers the state’s student financial aid

The website URL is http://www.thecb.state.tx.us

TIF or TIF Board Telecommunications Infrastructure Fund Board, which offers grants andfacilitates the implementation of a viable and sustainable telecommunicationsinfrastructure for Texas schools, libraries, public and non-profit health carefacilities and higher education institutions.

TRIO A grant through the Department of Education that supports Student SupportServices programs


TVB Technical Vocational Building

TVRO [TelevisionReceiveOnly] Media Services’ satellite television downlinkcapabilities

WECM The Workforce Education Course Manual. An online manual updated by theCoBoard that lists the courses that are approved by the state and can beoffered for state reimbursement. View WECM courses online athttp://www.thecb.state.tx.us/

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