sacscoc compliance certification class of 2015 focused...

(Collin County Community College District)

SACSCOC Compliance Certification

Class of 2015

Focused Report

Submitted September 2014

Collin College Compliance Certification-Focused Report Class of 2015

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TABLE OF CONTENTS 2.5 Institutional Effectiveness ..................................................................... - 1 - 2.11.2 Physical Resources ................................................................................ - 4 - 3.2.13 Institution-related entities ..................................................................... - 8 - 3.3.1.3 academic and student support services ............................................ - 10 - 3.3.1.5 community/public service within its mission, if appropriate ............ - 11 - 3.4.10 Responsibility for curriculum ............................................................... - 12 - 3.4.12 Technology use .................................................................................... - 13 - 3.7.1 Faculty competence ............................................................................. - 15 - 3.7.2 Faculty evaluation ................................................................................ - 17 - 3.11.3 Physical facilities .................................................................................. - 20 - 3.13.4.a Distance Learning ................................................................................ - 22 -


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Core Requirements - 1 - 2.5

2.5 Institutional Effectiveness

The institution engages in ongoing, integrated, and institution-wide research-based planning and evaluation processes that (1) incorporate a systematic review of institutional mission, goals, and outcomes; (2) result in continuing improvement in institutional quality; and (3) demonstrate the institution is effectively accomplishing its mission. (Institutional Effectiveness)

_X_ Compliance ___ Partial Compliance ___ Non-Compliance

OFF-SITE REVIEW: NON-COMPLIANCE

Collin College appears to have an ongoing institution-wide planning and evaluation process. According to its compliance narrative for Core Requirement 2.5, Collin College develops a short-term strategic plan every three to four years. End of year status reports for fiscal year 2009 and fiscal year 2011 are offered as evidence that strategic plans for those years were implemented and assessed. The current strategic plan was adopted in August 2012 and revised in September 2012 for the 2012-2016 timeframe. A screen shot of a College web page indicates that strategic goals were set for the following years: 2001-2003, 2004-2006, 2007-2009, and 2010-2012. The College should provide the on-site committee with access to the reports that are identified on its webpage.

The College’s narrative and the IE process figure indicate that eight effectiveness indicators have been adopted as one means of providing evidence that the College is accomplishing the six purposes related to its mission and the 2012-2016 strategic plan. Multiple measures are described for each of the eight indicators, although in a few instances evidence provided by the College indicates that additional work needs to be done to develop the measures. For example, the descriptions of the effectiveness measures for three effectiveness indicators (i.e., “Environmental Support for Student Learning,” “Workforce Development,” and “Developmental Skills”) indicate that some measures are in the process of being developed.

According to the College, data related to the eight effectiveness indicators inform the Board of Trustees’ annual review of the mission and goals are used by College administration to make strategic decisions throughout the year and inform unit level planning. However, the College has not provided adequate evidence to support this contention.

Collin College achieves integrated planning and evaluation by linking unit level planning, assessment, and evaluation processes to the College’s strategic goals.



Documentation provided by the College indicates that unit level expected results and target actions are keyed to the four college level strategic priorities adopted for the 2012-2016 plan. Prior to 2012, strategic priorities were linked to College goals through responsible staff rather than college units.

The College provides five examples of “Continuous Improvement Plans,” which appear to be for a strategic plan that was in effect prior to 2012, as evidence that assessment results are used to improve programs and services. The College also cites four institution-wide improvements (i.e., new library/learning centers at all campuses, a nationally-recognized service learning program, commitment to and development of comprehensive campuses, and the establishment of a higher education center that houses university partners) as evidence of improvements to institutional quality. These improvements, however, are not linked back to College goals or to key institutional outcome indicators.

Collins College should provide evidence that all units of the College align their unit level planning with College goals and key institutional outcome/effectiveness indicators. The College should also demonstrate that all units follow the institutional effectiveness process described in the narrative and as described by its institutional effectiveness process documentation.

In conclusion the College should provide evidence and documentation that it engages in ongoing, integrated, and institution-wide planning and evaluation processes that includes a systematic review of institutional mission, goals, and outcomes; results in continuing improvement in institutional quality; and demonstrates that it is accomplishing mission.

RESPONSE:

Collin College develops short-term strategic plans every three to four years. The plans for 2001-2003, 2004-2006, 2007-2009, 2010-2012 and 2012-2016 are posted on the college intranet. These plans are developed by the Board of Trustees and the Leadership Team using data provided by the offices of Institutional Research (IR) and Institutional Effectiveness (IE) and through input from the faculty, staff students and the community at large. Examples of institutional improvements included in Collin College strategic plans that were implemented as a result of Institutional Effectiveness data include comprehensive campuses, the Collin Higher Education Center, Service Learning expansion and learning resource center expansion.

The Board of Trustees periodically reviews the college mission, goals and strategic plans. These reviews take place during regular, monthly board meetings and during board workshops like the summer Board of Trustees retreat. While effectiveness indicator data are regularly used for decision making, approximately two years ago,



the Leadership Team noticed that although unit-level employees were using the information for planning and decision-making, the college needed more systematic language to identify the effectiveness indicator data documented by the IR and IE offices.

In an effort to facilitate institution-wide consistency in the language demonstrating the use of effectiveness indicator data as such, the IE office redesigned the unit-level Continuous Improvement Plan templates, the Program Review documents and the visual representations of the effectiveness indicators. In addition to making these documents more recognizable and user friendly, the IE office began shifting the institutional effectiveness document depository from WEAVE, a proprietary document management system that required training for use and access, to the college intranet to which all college employees have easy access. This process was completed in the spring of 2014.

All units follow the Institutional Effectiveness process as documented by Continuous Improvement plans and program reviews, using the new templates which provide for demonstration of unit-level alignment with college goals and effectiveness indicators. The Collin College Leadership Team reviews institutional effectiveness data at its monthly meetings, with a focus on one effectiveness indicator category each month.

In February, 2014, the effectiveness indicator of focus was Workforce Development. Licensure and program pass rate data were reviewed and the provost responsible for the Interpreter Preparation program, the only program falling below expectations, provided an update of program changes that are underway to improve observed program outcomes. These changes include an external review of the program, expansion of the advisory committee and changes to the program and faculty.

In April, 2014, the effectiveness indicator category of focus for the Leadership Team was the General Education Core Curriculum. The results of the 2013 assessment of the core curriculum were presented. In addition to data, the agenda item included an overview of the general education assessment process. An outcome of the Leadership Team agenda item was the creation of an opportunity for faculty to document and share actions they took in the classroom to improve teaching and learning of general education objectives. The Scholarship of Assessment Recognition includes a financial incentive to emphasize the importance of assessment as a factor contributing to student learning. Faculty receiving this recognition are spotlighted on faculty development days when they present to their colleagues the learning activities, assessment findings and resulting changes made to improve learning.


Core Requirements - 4 - 2.11.2

2.11.2 Physical Resources

The institution has adequate physical resources to support the mission of the institution and the scope of its programs and services. (Physical Resources)



CCCCD provided 2012-2013 physical inventory list of buildings and number of parking spaces and acreage. The Institution also provided a master facilities plan which contained maps and photos of current campuses and their beautiful facilities. There were also architect drawings of planned facilities and campuses to meet the goals outlined in the College’s strategic plans to serve Collin County.

In addition, students gave the College high marks for facilities in the Noel Levitz survey. The Faculty Survey provided by the Institution also indicated that most faculty members were satisfied by the conditions of the grounds and facilities.

However, the institution did not provide enough detailed information in regards to how the College is using the Master Plan and physical assets to meet the needs of its programs offered. The College did discuss how the institution added square footage to the Spring Creek Campus to accommodate a tremendous growth in enrollment. The College also discussed plans for a new Health Sciences Building to meet the needs of students on the Central Park Campus. However, the institution did not provide adequate information in regards to programmatic needs. There were no assessments provided by campus of spatial needs and allocation to meet the educational mission of the programs. It is unclear to the committee whether or not the institution has adequate physical resources to support its programs and services on each of the campuses.

RESPONSE:

Between 2000 and 2012, Collin County population grew by 71%, and Collin College enrollment grew by 111%. During this time, the institution focused it facilities efforts on increasing classroom, laboratory, office and learning resource space to meet the needs of the growing population and ensure adequate physical resources to support comprehensive programs and services at each campus. The district-wide Facilities Master Plan submitted to the Collin College Board of Trustees in March of 2003 provided recommendations that have been continually reviewed and utilized for decision making across the district.

Decisions were made to incorporate into each strategic plan the new facilities and the expansion of existing facilities that were indicated by the collected data from



survey results, town meetings, Program Advisory Council recommendations, population demographics, workforce demands and trend analysis of program enrollment. The facilities master planning process is now maintained through Institutional Research, Institutional Effectiveness activity and the strategic plan. A constant inventory of the resulting spatial allocations on each campus is maintained by Facilities Services.

The Culinary Arts facility at the Preston Ridge Campus is an example of the pre-2012 process for assigning resources to facilities development. Collin College identified industry demand for culinary education as a result of new business start-up data. Classes were originally offered in a kitchen leased from Allen High School in 2000. However, the program quickly reached capacity for that location, serving 183 students in 2006. Consistent with the 2010-2012 District strategic plan objective 4.5, to develop and implement plans for new campuses and repurposing buildings to accommodate growth, Collin College repurposed a swimming pool area and opened 3 kitchens at the Preston Ridge Campus in Fall 2009. The program grew 127% that first year. The addition of new laboratories for the Spring Creek Campus science programs is another example of the pre-2012 process. Information regarding the need for additional laboratories was prepared by the departmental faculty and administration and presented through the college organizational structure. After approval, it was included in the building and remodeling plans for the new Spring Creek Library.

In the fall of 2012, Collin College implemented a new Program Review template. The Facilities Resources section of this new template requires each program to identify facility needs and provide evidence in support of any request for facility changes. Program review results are incorporated into college planning through Leadership Team analysis and approval. The Collin College Leadership Team adds to its evaluation any data sources not already a part of the unit’s facilities request data. Any program that believes its facilities needs must be addressed prior to its five-year Program Review may forward its concerns to the Leadership Team member to whom it reports for potential inclusion in supplemental budgets and budget hearings.

Small scale projects that require only reorganization and/or remodeling are approved by the Leadership Team and, depending on size, may or may not be added to the current strategic plan. Large scale facilities changes supported by the Leadership Team, like the Emergency Services facility highlighted in the above documentation are forwarded to the Board of Trustees for approval and inclusion in the current Master Facilities Plan.



In 2003, a facilities master plan that included both immediate and projected needs was developed to assist the college in managing the burgeoning enrollment growth resulting from the population changes in Collin County.

Completed Recommendations from March 2003 Master Plan Campus Recommendation Status

Preston Ridge Campus

Preston Ridge Campus should serve as the model for future campus development and growth.

Completed: As all major campuses have been expanded, designs for a student-oriented quad like campus have been implemented.

Continue phased build out to offer complete services similar to Spring Creek Campus.

Completed: The next phase of the Preston Ridge campus development was completed in 2010-2011 with the opening of the new classroom building, conference center, and parking garage.

Revise the existing campus master plan to reflect a more student oriented campus quad plan with building locations moved closer together

Completed: The Master Plan has been continually updated and the student-oriented campus quad was developed in the design and construction process. The most recent consideration by the Board to continue developing the Preston Ridge Campus is the planning for a Fine Arts (Performing and Visual Arts) Building.

Central Park Campus

Focus development of more adult oriented professional development classes.

Completed: Continuing Education Programs have been added. The Board decided to change direction and focus the Courtyard Center in offering various C.E. Programs and then to focus the Central Park Campus more on Emergency Services and Health Sciences Academic and C.E. programs.

Spring Creek Campus

Expansion of Preston Ridge Campus will relieve some overcrowding at Spring Creek Campus.

Completed: Expansions of the Preston Ridge Campus have been completed.

Long term growth expectations over the next 10-20 years suggest a possible satellite facility location along State Highway 78 in south central/eastern Collin County to relieve overcrowding at Spring Creek Campus and address future growth in that area.

Completed: The Board elected to alleviate the overcrowding at the Spring Creek Campus through a new building completed in 2013. This building includes the new library, classrooms and faculty offices. When the library moved out of its previous location, space was then renovated to expand student services and add more labs and classrooms. The College also added a new parking lot to address the overcrowding.

CCCCD @ Allen High School

Future growth can be served with existing campuses in other areas providing Allen and surrounding areas with many options.

Completed: With the relocation of the Culinary Arts program, the College then renovated space at the District’s Allen High School location and added classrooms and computer labs.

Relocate existing culinary arts and teacher certification programs to other campuses.

Completed: The College renovated space at the Preston Ridge Campus and moved and expanded the Culinary Arts program.

Courtyard Center Campus

Relocate Administration to another campus and dedicate Courtyard Center to academic services; however, providing sufficient parking for an all academic use will be the key issue. See Option 1

Completed: Collin College opened its new Higher Education Center in 2010 that is now home to the District Central Administration and University Partners. The Courtyard Center was then renovated to expand adult professional development and Continuing Education programs (originally suggested for the Central Park Campus).



Having completed all other elements of the Master Plan submitted to the Board in 2003, Collin College is now focusing on the recommendations for Beyond 2012. These include the Celina and Farmersville campus proposals, resulting from evaluation of current demographics data and the projected needs recommendations from the 2003 Master Plan.

Potential Satellite Campus Locations – 2003 Master Plan Recommendations Beyond 2012 for Consideration

Recommendation Status Consider a future satellite facility along the north-south axis of State Highway 78 in a central location convenient to quadrant 2 and quadrant 3. See map A for Site 1 location.

In Progress: The College had the foresight to acquire land in Farmersville and the Board is now considering the building of a campus that will be convenient to Quadrant 2 and 3 as defined in the 2003 Master Plan and that will accommodate the push north from Rockwall County.

Consider a future satellite facility for the most central, southern areas of Collin County near the southern boundary between quadrant 3 and quadrant 4. See map A for Site 2 location.

Completed: After a great deal of research and analysis, the Board elected to accommodate the growth through the completion of new facilities at the Spring Creek Campus and through the renovation of the Courtyard Center.

As the population continues to grow north along State Highway 289 (Preston Road) and the North Dallas Tollway expansion, the areas north of US Highway 380 will need to be considered. A possible future satellite facility may be needed near Celina; however, the current Preston Ridge Campus should be able to adequately address the needs of that area for many years to come. See map A for Site 3 location.

In Progress: The College had the foresight to acquire land in Celina and the Board is now considering the building of a campus that will be convenient to and will accommodate the growth north of US Highway 380 along State Highway 289 (Preston Road) and the North Dallas Tollway expansion.


Comprehensive Standards - 8 - 3.2.13

3.2.13 Institution-related entities

For any entity organized separately from the institution and formed primarily for the purpose of supporting the institution or its programs: (1) the legal authority and operating control of the institution is clearly defined with respect to that entity; (2) the relationship of that entity to the institution and the extent of any liability arising out of that relationship is clearly described in a formal, written manner; and (3) the institution demonstrates that (a) the chief executive officer controls any fund-raising activities of that entity or (b) the fund-raising activities of that entity are defined in a formal, written manner which assures that those activities further the mission of the institution. (Institution-related entities)



The Off-Site Reaffirmation Committee reviewed the materials provided and found two entities that were organized separately from the institution and were formed primarily for the purpose of supporting the CCCCD. The two entities are Collin College Foundation (CCF) and CCCCDF Student Housing Foundation. Both were formed as 501(c)(3) entities.

The Off-Site Reaffirmation Committee was also provided with a Letter of Understanding between CCCCD and CCF that was completed in November of 1989 and approved by the CCCCD Board in the same month. The Letter states the Foundation raises and administers funds from private sources on behalf of CCCCD and CCCCD provides CCF with office space, professional, and clerical support. The letter also confirms that CCF functions as a separate entity apart from the College and is governed by an independent board of directors that is directly accountable for the operation of the foundation. The Institution provided the 2012 CCF audited financial statements which demonstrated financial viability and separation from the College.

The Off-Site Reaffirmation Committee reviewed the CCF bylaws and noted that the President of CCCCD “shall be elected for the term of his/her tenure in the position of ex-officio director”. The bylaws also state that the President or his/her designee will recommend the hiring of the Executive Director of the CCF. The Executive Director has been delegated the task of soliciting gifts and managing fundraising per the job description provided to the Off-Site Reaffirmation Committee. The Off-Site Reaffirmation Committee also reviewed the CCF Integrated Development plan which provided targeted fund raising goals and provided an overview of planned actions.

The Off-Site Reaffirmation Committee reviewed the CCCCDF Student Housing Foundation, Inc. Articles of Incorporation and Bylaws. The Institution provided the



2012 CCF audited financial statements which demonstrated separation from the College and provided general discussion regarding the terms of the agreement with CCF and CCCCDF. However, the Committee was not provided the contractual agreement for review. Therefore, the committee could not determine the relationship between the College and CCCCDF.

RESPONSE:

The Collin County Community College District Foundation Student Housing Foundation, Inc. (CCCCDFSHF) is a single purpose 501(c)(3) organization established to assume the rights and responsibilities of a multi-unit student housing facility. These rights and responsibilities, along with any associated property, were transferred from the Collin County Community College District Foundation by Assignment and Assumption agreements and by a Bill of Sale and Assignment agreement. There is no relationship between the CCCCDFSHF and Collin College.


Comprehensive Standards - 10 - 3.3.1.5

3.3.1.3 academic and student support services



The College has demonstrated that it has identified expected outcomes, assessments and targets for 12 academic and student support areas (Academic Partnerships, Academic Success, ACCESS/Counseling, Admissions/ Registration, Athletics and Wellness, Developmental Education, E-Learning Centers, Financial Aid/Veterans Affairs, Library, Math Centers and Labs, Student Life, Writing Center), as well as for smaller, functional units that fall under 6 of the 12 areas (Table 8). This evidence is provided in Part I of each area’s Continuous Improvement Plan (CIP) document. Three areas (counseling, library, and new student orientation) have clearly shown that results were collected and improvements as demonstrated by the completion of Part II of the CIP template.

A summary of Academic and Student Support Services continuous improvement actions and results is provided in a document (3.3.1.3 Academic Student Support Improvement Action Plans). However, it is not clear how the information provided in this document ties back to Part II of the Continuous Improvement Plan. The institution should provide evidence that all areas under academic and student support programs, besides the three noted above, follow the College’s institutional effectiveness process, and that they identify expected outcomes and makes improvements based on an analysis of results for all areas that fall under academic and student support services.

RESPONSE:

All Collin College Academic and Student Support Services, listed in the table below, actively participate in all elements of the Institutional Effectiveness process through the 2-year Continuous Improvement planning process and the program review process that occurs for each unit every five years. Each unit updates Part II of its Continuous Improvement Plan annually, documenting the links between activities, assessment results and findings for each two-year cycle.

Academic and Student Support Service Units (click on unit name for Continuous Improvement Plan) Academic Partnerships

Transfer Programs CHEC Dual Credit

Academic Success Advising (see QEP) Success Initiatives

ACCESS/Counseling Admissions/Registration

Athletics and Wellness Athletics Fitness Center Wellness

Developmental Education eLearning Financial Aid Library Math Centers and Labs Student Life Writing Centers


Comprehensive Standards - 11 - 3.3.1.5

3.3.1.5 community/public service within its mission, if appropriate



Collin College addresses the "community-centered institution" component of its mission by providing continuing education, service learning, and public service to the residents of Collin County. The College addresses public service by operating a Small business Development Center and its Center for Workforce and Economic Development.

The institutional effectiveness process employed by these units is the same as that followed by educational programs, administrative support services, and student support services.

Part I of the Institution’s Continuous Improvement Plan (CIP) document is completed for the Center for Scholarly and Civic Engagement, the Center for Workforce and Economic Development, Continuing Education, the Small Business Development Center, and the Law Enforcement Academy, thereby demonstrating that these units identify expected outcomes, measures, and targets.

Data results summaries, findings and action plans are provided in Part II of the College’s CIP form. Some areas do not provide complete documentation as evidenced by blank cells. In addition, continuous improvement activities identified in the document titled “Activities Resulting from Continuous Improvement Findings” are not linked back to assessment results. Collins College should provide evidence that units that fall under community/public service follow the College’s identified institutional effectiveness process.

RESPONSE:

All Collin College continuing education, service learning and public service units, listed in the table below, actively participate in all elements of the Institutional Effectiveness process through the 2-year Continuous Improvement planning process and the program review process that occurs for each unit every five years. Each unit updates Part II of its Continuous Improvement Plan annually, documenting the links between activities, assessment results and findings for each two-year cycle.

Continuing Education, Service Learning and Public Service Units (click on unit name for Continuous Improvement Plan) Continuing Education Small Business Development Center

Center for Workforce and Economic Development Center for Scholarly and Civic Engagement



3.4.10 Responsibility for curriculum

The institution places primary responsibility for the content, quality, and effectiveness of the curriculum with its faculty. (Responsibility for curriculum)



The institution has developed a plan that defines how faculty develop and modify curriculum through its Curriculum Advisory Board, but there is no evidence provided that the plan has been implemented.

In addition, the institution has developed a plan to review courses that are taught on-line, but there is no evidence that the plan has been implemented.

RESPONSE:

Collin College has implemented its plan that defines how faculty develop and modify curriculum. This implementation is demonstrated by meeting minutes of Collin College Curriculum Advisory Board meetings (2010-2011, 2011-2012, 2012-2013, 2013-2014) and Core Objectives Assessment Team meetings (2012-2013, 2013-2014).

Examples of Online Advisory Board evaluations (2009-2010, 2010-2011, 2011-2012, 2012-2013, 2013-2014) of courses proposed for online instruction and schedules that demonstrate the frequency with which courses are reassessed to insure online course quality demonstrate that the college has implemented its plan for reviewing courses taught online.



3.4.12 Technology use

The institution’s use of technology enhances student learning and is appropriate for meeting the objectives of its programs. Students have access to and training in the use of technology. (Technology use)



The College makes use of a variety of instructional technology resources in its delivery of both traditional and distance learning courses. The college uses the Blackboard learning management system for delivery of course content for all online courses; it is also used by many faculty as a supplemental learning resource in many of the their traditional course sections. Most classrooms are equipped with computer and media equipment for instructor use. Wireless access is available on all campuses. The College provides a wide variety of computer labs designed for academic programs and services.

While the College provided documentation attesting to the widespread availability of technology for faculty and student use, no evidence was provided to show that technology enhances student learning. In addition, while the College provided examples of how students in specific courses and programs receive training in the use of particular types of technology, no evidence was provided that all students were trained in the general use of technology.

RESPONSE:

Collin College Continuous Improvement Actions and Results document use of technology resources for the enhancement of student learning in a variety of different programs. For example, in Computer Networking Technology and Information Systems Cybersecurity, a Comprehensive Skills Challenge lab was developed and implemented so that students would have the opportunity to practice networking technology skills prior to taking the Skills Test and the final exam. In Nursing and in Respiratory Care, simulations were devised to reinforce areas in which Collin College students and employers rated the Collin College students as merely satisfactory.

Office Systems Technology and Polysomnographic Technology require students to be proficient in the use of discipline-specific technology. The Collin College Marketing program added Marketing with Social Media in response to student and Program Advisory Committee recommendations. The course is taught using a hands-on approach that requires both students and faculty to engage with the media.



The Collin College Fire Academy identified Hazardous Materials Awareness & Operations as students’ weakest area on state certification exams. Specific exam question analysis identified the process of combustion as needing additional focus. An end-of-course interactive review session for students was integrated through electronic response devices (infrared key pads). A brief video depicting the process of combustion using an actual fire demo was also added.

The Surgical Technology program added a simulated clinical activity to compensate for procedures not readily available at clinical sites. This program also implemented the Northstar exam/review platform to assist students in achieving higher national exam scores. The Communication Field of Study used CougarMail calendar reminders and under-participation cautions to increase student engagement in their online courses.

Both the Collin College eLearning Centers and the Collin College libraries provide training for all students who are not proficient or who need additional help with generally available technology like resource databases, the Collin College learning management system, Blackboard, and open use computer lab applications and equipment. Both the libraries and the open computer labs have staff who answer student questions as they arise. In addition, there are handouts, commercial guides, instructional DVDs and video instruction.



3.7.1 Faculty competence

The institution employs competent faculty members qualified to accomplish the mission and goals of the institution. When determining acceptable qualifications of its faculty, an institution gives primary consideration to the highest earned degree in the discipline. The institution also considers competence, effectiveness, and capacity, including, as appropriate, undergraduate and graduate degrees, related work experiences in the field, professional licensure and certifications, honors and awards, continuous documented excellence in teaching, or other demonstrated competencies and achievements that contribute to effective teaching and student learning outcomes. For all cases, the institution is responsible for justifying and documenting the qualifications of its faculty. (See the Commission guidelines “Faculty Credentials.”) (Faculty competence)



Collin College strives to hire faculty consistent with the Southern Association Commission on Colleges and Schools Guidelines for Faculty Credentials, the Texas Administrative Code Section 7.4(11), and applicable program-level accrediting agency requirements. In addition to academic credentials, other demonstrated competencies and achievements that contribute to effective teaching and successful student learning outcomes are also considered during the selection process, including professional licensure and certifications, appropriate teaching effectiveness, related work experience, honors, awards, service, research and publication.

Whereas a faculty roster was submitted as part of the compliance documentation, and while the faculty generally possess appropriate qualifications in most areas, there were fifty-eight (58) instances where justifying documentation was insufficient. Teaching discipline areas represented by these instances include Accounting/Office Systems, Communication Design-Graphics, Government, Hotel/Restaurant Management, Hotel-Management, English, Education, Mathematics, Reading, Speech, Biology, Child Development, Chemistry, Emergency Medical Services, Physical Education, Surgical Technology, Computer Systems, Computer Science, Computer Maintenance Tech, Geology, German, Desktop Publishing Word, History, Humanities, Computer Media/Graphic Design, Psychology, Interpreter Preparation/Deaf, Sociology, and Spanish.

Consequently, further information or justification is required. (Refer to Request for Justifying and Documenting Qualifications of Faculty).



RESPONSE:

For each of the fifty-eight faculty members identified by the off-site committee, further justifying information is included at the end of this focused report under the Faculty Qualifications section. Any faculty no longer teaching for Collin College are so identified in the Faculty Qualifications section, as well.



3.7.2 Faculty evaluation

The institution regularly evaluates the effectiveness of each faculty member in accord with published criteria, regardless of contractual or tenured status. (Faculty evaluation)


NON-COMPLIANCE

According to Collin College, faculty are evaluated annually, regardless of their contractual status. The procedures and criteria that govern faculty evaluations are outlined within the faculty evaluation form. This form is published on the Council of Excellence (CoE) website and is linked on the Human Resources (HR) website (as observed). The Faculty Handbook directs faculty to these two sites for faculty evaluation and multi-year contract information. For part-time faculty, information pertaining to the evaluation process is located in the Associate Faculty Handbook (as documented).

Collin College reported that faculty are evaluated annually, regardless of their contractual status. Full-time faculty are evaluated by their respective deans 90 days following their initial employment as evidenced by the Faculty 90-day Probationary Evaluation Form. Following the initial evaluation, all faculty, including those who received a 90-day evaluation, receive an annual evaluation, conducted by the faculty members’ respective deans on the Faculty Performance Appraisal Form using the following components:

• Self-evaluation • Student evaluations • Classroom visits

Results from self-evaluations, student evaluations, and classroom visits are assessed and used to indicate whether or not a faculty member needs to improve. If so, targeted Improvement Plans are used in order to identify faculty weaknesses and work to assist and improve the quality of performance.

Overall, Collin College appears to have a comprehensive faculty evaluation system. However, given the size of the institution in terms of the number of faculty it employs and the scope of its programs, the institution did not provide a sufficient number of samples to document compliance. Hence, the institution should provide a larger and more representative sample size which better supports its evaluation processes.

Further, according to Collin College, Associate Faculty (part-time faculty) throughout the institution are evaluated for classroom teaching and professionalism by their



Academic Chairs. Classroom observations/visits are conducted annually for Associate Faculty, and student evaluations are conducted on the same schedule as the student evaluations for full-time faculty. Associate Faculty members do not complete self-evaluations. However, no evidence was provided to document that this is being implemented college wide annually (as reported). Further, in reading the Associate Faculty Handbook there is a contradiction between what was reported in the compliance document and what is published in the handbook. According to the published records, Associate Faculty evaluation changes after six terms teaching at the institution, however the compliance report counters this assertion. The institution is should provide documentation that reflect the accuracy of their own evaluation processes.

RESPONSE:

All Collin College faculty members are evaluated annually. These annual evaluations include a combination of student course evaluations, self-evaluations, classroom visits and/or performance appraisals by supervisory personnel. Which combination of these evaluation methods to include for a particular faculty member each year depends on the length of service the faculty member has completed with the college, the type of contract under which a full-time faculty member is working and the evaluation procedures and ratings the faculty member received the previous year. The deans’ offices maintain the records for determining which combination of evaluation procedures will be applied for each faculty member during the current year, consistent with the guidelines in the faculty evaluation plan and the criteria developed by the Council on Excellence.

Student course evaluations are completed for all faculty members during each fall and spring semester. Self-evaluations are completed by all full-time faculty members when they apply for a multi-year contract. Performance appraisals are completed annually by the dean for all full-time faculty according to the Performance Appraisal Form. Performance appraisals are completed annually by the department chair for part-time faculty members as a discussion of results from the student course evaluations and the evaluative classroom visit.

Full-time faculty members receive evaluative classroom visits annually until they are awarded a three year contract. During the three years of this contract period, the deans and discipline coordinators have the option to eliminate one of the annual evaluative classroom visits if previous classroom visits have resulted in outstanding evaluations. However, each faculty member must receive a minimum of two classroom visits within any three year period. Associate Faculty members receive annual evaluative classroom visits until they have taught for six long semesters at Collin College. The deans and discipline coordinators that supervise Associate Faculty



have the option to conduct evaluative classroom visits every year or every two years for the Associate Faculty members who have taught for six long semesters at Collin College.

Included with this focused report is a three-year sample of annual evaluations for 20 full-time faculty members and 40 part-time faculty members. All faculty evaluations will be available at the time of the on-site visit.



3.11.3 Physical facilities

The institution operates and maintains physical facilities, both on and off campus, that appropriately serve the needs of the institution’s educational programs, support services, and other mission-related activities. (Physical facilities)



The Off -Site Committee noted that the CCCCD provided a table listing all of their campuses with notes on classroom spaces, specialized programs at each campus, and square foot capacity. The institution also provided a master facilities plan which contained maps and photos of current campuses and their facilities. There were also architect drawings of planned facilities and campuses to meet the goals outlined in the College’s strategic plans to serve Collin County.

In addition, students gave the College high marks for facilities in the Noel Levitz survey. The Faculty Survey provided by the institution also indicated that most faculty members were satisfied by the conditions of the grounds and facilities.

The District Director of Safety, Security and Facility Services is responsible for overseeing the planning, administration, construction, routine and preventive maintenance, and overall security of College physical assets. CCCCD uses a computerized work order management system is used to track requests for routine maintenance issues. Maintenance issues are resolved as they arise or they are included on the renewal and replacement schedule. CCCCD claims to not have any deferred maintenance items and allows for $2 million annually for renewal and replacement. The District Director of Safety, Security and Facility Services and campus Facility Managers develop a three year renewal and replacement schedule and submit the list to the District Vice President of Administrative Services/Chief Financial Officer for review and approval.

As was noted in Core Requirement 2.11.2, the Off-Site Reaffirmation Committee was unable to determine whether or not the institution operates and maintains facilities that adequately meet the need of the programs, support services, and other mission related activities. The College did discuss how the institution added square footage to the Spring Creek Campus to accommodate a tremendous growth in enrollment. The College also discussed plans for a new Health Sciences Building to meet the needs of students on the Central Park Campus. However, the committee was not provided adequate information or specific examples in regards to programmatic needs being met nor were there any visual aids to assist in determining the functionality and condition of the common space, labs and classrooms. There were



also no assessments provided by campus of spatial needs and allocations to meet the educational mission of the programs.

The institution should provide appropriate documentation to confirm the College operates facilities that adequately meet the needs of the College’s programs and services.

RESPONSE:

Collin College is a single institution with multiple sites. Therefore, spatial needs and allocations are addressed by program and service, rather than by campus. The Facility Services department does identify the campuses to be addressed within its maintenance plan. Collin College facilities are immaculately maintained on a daily basis. In addition, Facilities Services contracts and/or performs special priority maintenance projects across all campuses each year. For this ongoing activity, a rolling five-year Priority Maintenance Plan identifies replacement, repair and upkeep activities that exceed day-to-day operating activity.

Prior to 2012, Collin College relied upon student and faculty surveys, employee focus groups, enrollment data and economic scanning to ensure that facilities adequately met the needs of programs and services. Examples of the pre-2012 process include the addition of new laboratories for the Spring Creek Campus science programs and the addition and growth of the Preston Ridge Campus event center. Information regarding the need for additional science laboratories was prepared by the departmental faculty and administration and presented through the college organizational structure. After approval, new science laboratories were included in the building and remodeling plans for the new Spring Creek Library. In the fall of 2004, the Preston Ridge Campus had 3,993 students but no facility for student events. In response to this need, an event center that could accommodate 200 people was added to the Preston Ridge Campus facilities. However, by the fall of 2009, that center was no longer able to meet the needs of a campus that had grown to 7,749 students. A new conference center that would accommodate 900 people was opened in 2012.

In the fall of 2012, a new Program Review template was introduced college-wide. The Facilities Resources section of this new template asks each unit to identify its facilities needs for the upcoming five years and provide the documentation supporting these needs. Program review results are incorporated into college budgeting and planning through Leadership Team evaluation. The Collin College Leadership Team adds to its evaluation any data sources not already a part of the unit’s facilities request data. Any program that believes its facilities needs must be addressed prior to its five-year Program Review may forward its concerns to the Leadership Team member to whom it reports.


Comprehensive Standards - 22 - 3.13.4a

3.13.4.a Distance Learning

Applicable Policy Statement. An institution includes a review of its distance learning programs in the Compliance Certification.

Documentation: In order to be in compliance with this policy, the institution must have incorporated an assessment of its compliance with standards that apply to its distance and correspondence education programs and courses.

_X_ Compliance ___ Partial Compliance ___ Non-Compliance ___Not applicable


Collin College provided sufficient evidence with regard to the application of the Principles of Accreditation to distance education in the areas of student identify verification, curriculum and instruction, technology support, intellectual property, program length, program content, practices for awarding credit, consortial/contractual agreements, faculty, faculty development, institutional effectiveness, learning and library resources, student recruitment materials, student security, student privacy, and facilities and finances.

However, insufficient evidence is provided with regard to application of Principles of Accreditation to distance education in the areas of academic support services (3.4.9), faculty evaluation (3.7.2), student services (3.9.1), and student complaints (4.5).

The institution should address distance education and provide evidence of how it is being addressed under each listed standard outlined above.

RESPONSE:

Collin College provides the same level of service and support for distance learning students as it does for face-to-face students.

Academic Support Services (3.4.9)

Academic advisors are available via phone or the internet to assist prospective students, current students and alumni as documented by advising records. Academic advisors maintain a record of their online contacts each month on a running list of Wimba Contacts. On the advisor schedules, specific advisors are designated each week to respond to online student advising inquiries via Collaborate.

The Collin College Online Writing Lab, OWL, provides free resources for all students who prefer to access writing assistance virtually. Both Dropbox and TutorText provide students personalized assistance with their writing concerns. OWL tutors, like those



in the campus Writing Centers, are degreed professionals with experience helping students improve their writing composition skills. In addition to assignment submission portals, FAQs are provided, and an online consultant can be reached via e-mail. Collin College also subscribes to TurnItIn.com. Online students can use this resource to evaluate their compositions in light of plagiarism and documentation.

Online tutoring for other subjects is provided through the ACCESS center. Students may interact with a tutor via the internet during “live tutor” hours or they may submit questions at any time and receive a reply within 24 hours. “Live tutor” hours differ by subject. Online tutoring course listings, “live tutor hours,” contact information and submission forms can be found by clicking Tutoring on the dropdown menu from the Student Resources tab on the Collin College homepage.

Distance learning students have access to the same academic and student support services available to traditional students. Distance learning students have access to an Online Writing Lab, Online Tutoring, ACCESS Office Support Services, Academic Advising Online, Online Student Orientations, SmarterMeasure (online student readiness assessment), Online Proctored Testing, and Online Library Services. Through the college’s online web portal, CougarWeb, students can register for classes, add classes, drop classes, check on financial aid and pay for classes. Students have access to technical information and support for online courses from the eCollin Learning Center.

Faculty Evaluation (3.7.2)

All Collin College Faculty, regardless of mode of delivery for their teaching assignments, follow the same faculty evaluation procedures described in 3.7.2 of the Compliance Certification. All faculty who teach online courses, like faculty whose teaching assignments are limited to face-to-face classes, are evaluated annually. Deans base their performance appraisal of full-time faculty on the faculty member’s self-evaluation, the student evaluations from all the faculty member’s classes and classroom visit evaluations. Department chairs complete performance appraisals of associate, or part-time faculty using these same components. For associate faculty, the self-evaluation is optional.

Online classroom visits are conducted in multiple ways. For example, the evaluator can log on to the class and “visit” asynchronously, reviewing the instructional design of the course and course interactions in the same way the students are experiencing the class. Or, the evaluator can visit during a live interactive session and observe the faculty member during a time when the faculty member is engaged with the class. Student evaluations of instruction are delivered electronically and are reviewed in the same manner as face-to-face paper evaluations.



Student Services (3.9.1)

The student code of conduct and the student statement of rights and responsibilities are available to online students in the online college catalog and the online student handbook. The Dean of Student Development webpage, the Student Complaints webpage and the Student Conduct webpage are all accessible to online students and include information regarding student rights.

Student Complaints (4.5)

All procedures for addressing student complaints are available online for both online and face-to-face students. The complaint process does not distinguish between online and face-to-face students.

Type of Student

Complaint/ Appeal and

Example Relevant Policies Procedures Deadline to File

Link to Appropriate Complaint/ Appeal

Form

Academic Grade Appeal FLDB(LOCAL)

Academic Grade Appeal Procedures

No later than the last regular day of the first long semester after receiving the grade. (Note: The student MUST meet to discuss the grade with the professor and the Dean prior to submitting a grade appeal or it will not be considered.)

Academic Grade Appeal Form

Academic Suspension for Grade Point Average (GPA) below required 2.0

Collin College Catalog

Academic Suspension Appeal Procedures

Within ten (10) business days from the Notice of Suspension/Dismissal

Academic Suspension for GPA Form

Disciplinary Appeal

FLB(LEGAL) and FLB(LOCAL) FM(LEGAL) and FM(LOCAL) FMA(LOCAL)

Disciplinary Appeal Procedures

Within three (3) academic calendar days (not including weekends) of the administrative decision

Disciplinary Appeal Form

Financial Aid Appeal

Collin College Catalog and Student Handbook

SAP Procedures

Within twenty one (21) academic calendar days (not including weekends) of notice that student has not met Satisfactory Academic Progress (SAP)

Financial Aid Satisfactory Academic Progress Appeal Form



Type of Student

Complaint/ Appeal and

Example Relevant Policies Procedures Deadline to File

Link to Appropriate Complaint/ Appeal

Form

Harassment, Discrimination, Sexual Misconduct or Sexual Violence

FDE(LOCAL)

Procedures for Complaints against Other Students Procedures for Complaints against Collin Employees

As soon as possible after the alleged act or knowledge of the alleged act

Harassment, Discrimination, Sexual Misconduct, or Sexual Violence Complaint Form

Any Other General Complaint

FLD(LEGAL) and FLD(LOCAL)

Procedures for Any Other General Complaint

Within twenty (20) academic calendar days from the time the student knew or should have known of the alleged incident or event giving rise to the complaint

Any Other General Complaints Form

Collin County Community College District Collin Higher Education Center

3452 Spur 399 McKinney, Texas 75069

P│972.758.3804 F│972.758.3807

sacscoc compliance certification class of 2015 focused...

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