SEMINOLE STATE COLLEGE

ASSOCIATE IN SCIENCE FOR ELEMENTARY EDUCATION

Degree Program Review

May 18, 2011

Institutional Review Process In accordance with requirements set forth by the Oklahoma State Regents for Higher Education, Seminole State College conducts reviews of each of its degree programs every five years. Full-time faculty with teaching responsibilities for courses in the major are charged with primary responsibility for performing a thorough self study of the degree program. Under the direction of the Division Chair responsible for the specific degree program, key degree program faculty (full and adjunct) form a Degree Review Committee. The committee, utilizing an institutional format, prepares a report designed to respond to OSRHE program review regulations and other items leading to identification of strengths, challenges, needs and recommendations for planning, change, modification and/or future development. The report includes responses to curricular, staffing, financial, assessment, viability, effectiveness, need, and other programmatic categories of self-evaluation. The report is submitted to the Division Chair Council for its consideration and recommendation to the Vice President for Academic Affairs. The Vice President for Academic Affairs submits the report to the President. The President submits the report to the Seminole State College Board of Regents and the Oklahoma State Regents for Higher Education.

The Associate in Science for Elementary Education Degree Review Committee was led by Language Arts and Humanities Division Chair Jessica Isaacs with the assistance of faculty members Kelli McBride, Rayshell Clapper, Kelly Kirk, Marie Dawson, and Christian Morgan; Division Secretary Toni Wittmann; Dean of Instructional Compliance Pam Koenig; and Vice President for Academic Affairs Dr. Paul Gasparro.

SSC Mission StatementSeminole State College empowers people for academic success, personal development, and lifelonglearning.

AccreditationSeminole State College is accredited by the North Central Association of the Higher Learning Commission.

Associate in Science for Elementary Education Degree Support of Mission The Associate in Science for Elementary Education Degree Program:

1) Empowers people for academic success by providing students with educational experiences that provide not only a solid foundation of core courses within the major, but also a basic general education foundation. This foundation forms the core for all associate degrees and forms a bridge between all educational endeavors of Seminole State College, whether they are terminal programs, transfer programs, or life-long learning.

2) Empowers people for personal development by providing courses that are designed to broaden students’ exposure to commonly recognized areas of knowledge, to introduce them to diverse subject areas that will enable them to make informed choices in today’s society, and to equip them with essential and useful skills to prepare them for meaningful careers.

3) Empowers people for life-long learning by providing a variety of courses that vary in content and have the purpose of broadening students’ perspectives towards human life and cultural diversity.

General Education OutcomesThrough a process of revision over the past several years, Seminole State College has developed an integrative approach to assessment of student learning that links measurable objectives and outcomes among the four basic General Education Outcomes, Degree Program Outcomes, Course Outcomes, and Learning Objectives for all courses it offers. The current system was adopted in 2004. The General Education Outcomes are:

Outcome 1: Demonstrate college level communication skills.Outcome 2: Demonstrate an understanding and application of scientific

principles.Outcome 3: Demonstrate knowledge related to functioning in society.Outcome 4: Demonstrate an understanding of the roles of history, culture and

the arts within civilization. The number of courses in the General Education Outcomes Matrix that apply to the Associate in Science for Elementary Education is 22. Of those, 17 courses address Outcome 1, and 10 courses address Outcome 4.

Associate in Science for Elementary Education Degree Program Support of General Education OutcomesThe Associate in Science for Elementary Education Degree Program supports the General Education Outcomes by offering courses across the broad curriculum of the college that link specifically to at least one of the General Education Outcomes.

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Associate in Science for Elementary Education Degree Program Objectives Adopted in February 2005, the current Degree Program Outcomes for the Associate in Science for Elementary Education Degree are integrative throughout the major areas studied. The institution is still analyzing the Measurable Indicators for their actual measurability and effectiveness. This Degree Program Review will contribute to the analysis process.

Outcomes for Transfer Degree ProgramsOutcome 1: Demonstrate successful articulation of Seminole State College transfer degree programs to

state baccalaureate institutions of higher learning in Oklahoma.Measurable Indicators

a. Signed 2+2 articulation agreements between SSC and state baccalaureate institutions of higher learning in Oklahoma, especially those institutions which are primary recipients of SSC transfer degree program graduates.

b. Inclusion of required degree program courses on the Oklahoma State Regents for Higher Education annual Course Equivalency Project (CEP) Transfer Matrix.

Outcome 2: Demonstrate successful academic achievement by Seminole State College transfer degree students at primary receiving state baccalaureate institutions of higher learning in Oklahoma. Successful academic achievement is defined as the maintenance of satisfactory academic progress toward degree completion as determined by the receiving institution.

Measurable Indicatorsa. Transfer data on SSC transfer degree program graduates from primary receiving state

baccalaureate institutions of higher learning in Oklahoma.b. Graduate Opinion Survey data demonstrating successful academic achievement at

primary receiving state baccalaureate institutions of higher learning in Oklahoma as available.

c. Retention reports on SSC transfer program graduates regarding primary receiving state baccalaureate institutions of higher learning in Oklahoma as available.

d. Graduation reports on SSC transfer program graduates regarding primary receiving state baccalaureate institutions of higher learning in Oklahoma as available.

Outcomes Specific to Associate in Science in Elementary Education Due to the wide range of courses that are required or will help the Elementary Education major, and due to the variety of areas in which such majors can be certified, the Outcomes listed below are general in nature. However, they focus on higher level skills that are developed by taking more advanced courses. Students majoring in Elementary Education will receive information concerning the State of Oklahoma’s 4 x 12 requirements for Elementary Education majors. The following Outcomes are related to the four “4 x 12” academic areas. Outcome 3: Demonstrate critical thinking skills required for higher level communication. Higher

level communication skills apply to advanced courses in English, Foreign Languages, American Sign Language, Speech, Journalism, Humanities, Theater, Art, Music, and Photography. Courses in this area can be used to fulfill 4 x 12 requirements, or they can aid the student in obtaining area certifications.

Measurable Indicators

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a. Analyze and research an issueb. Evaluate existing informationc. Apply appropriate writing and / or researching techniquesd. Edit materiale. Submit work for evaluation

Outcome 4: Demonstrate an ability to understand and interpret at a higher level those concepts and issues which are related to the Social Sciences. Courses in this area can be used to fulfill 4 x 12 requirements.

Measurable Indicatorsa. Develop the ability to analyze issues in the Social Sciencesb. Develop at a higher level the ability to interpret and manipulate datac. Apply appropriate writing and / or researching techniquesd. Apply higher level critical thinking skills to Social Science issues

Outcome 5: Demonstrate continued pursuit of problem-solving skills and knowledge for advanced courses in the sciences. Courses in this area can be used to fulfill 4 x 12 requirements.

Measurable Indicatorsa. Develop the ability to analyze scientific information and / or problemsb. Develop at a higher level the ability to interpret and manipulate datac. Apply higher level critical thinking skills to scientific information and / or problemsd. Apply a higher level problem-solving approach to scientific information

Outcome 6: Continue to develop problem-solving skills needed for advanced courses in mathematics. Courses in this area can be used to fulfill 4 x 12 requirements.

Measurable Indicatorsa. Develop the ability to analyze and solve higher level mathematical problemsb. Apply higher level critical thinking skills to math

Associate in Science for Elementary Education Degree Program CurriculumSyllabi for all courses within the Associate in Science for Elementary Education Degree Program are on file with the Vice President for Academic Affairs. Most courses have been articulated with the OSRHE CEP Matrix. All course syllabi contain written Course Outcomes and Learning Objectives that are tied to the General Education Outcomes.

Associate in Science for Elementary EducationPrepares students for transfer to a baccalaureate granting institution. Courses:General Transfer Degree Requirements - 40 hours Required:

3 Hours GOV 1113 American National Government 3 Hours HIST 1483 American History Survey to 1877 or

HIST 1493 American History Survey since 1877 3 Hours ENG 1113 Principles of English Composition I3 Hours ENG 1213 Principles of English Composition II 6 Hours HUM Any class designated as Humanities (Introduction to Literature or World

Literature preferred and a Western Civilization course) 3 Hours MATH Any College-Level Mathematics

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2 Hours HPER 1012 Wellness and Human Development 8 Hours SCIENCE One Life Science with Lab and

One Physical Science with Lab 3 Hours SPCH 1143 Introduction to Communications6 Hours Required Electives to be selected from Fine Arts, World Environment, Behavioral

Science, or Accounting, Business, Computer Science (Psychology and a course from World Environment or Fine Arts preferred)

First Year Success - 1-3 hours required: 1- 3 Hours SOC 1101 Freshman Seminar or SOC 1003 Personal Academic Success Strategy Major Field Recommendations* - 15 hours required:Select from the following:

GPS 1214 Earth Science MATH 2113 Mathematics Concepts for Educators I MATH 2123 Mathematics Concepts for Educators II MATH 2133 Mathematics Concepts for Educators III PSY 2023 Developmental Psychology

Electives 3-6 hours required:SOC 1113 Introduction to Sociology or

GEOG 1123 World Regional Geographyand

ART 1103 Fundamentals of Art I or SPAN 1123 Elementary Spanish I

(Please see advisor for specific transfer requirements. General Education and Major Field requirements vary between universities)TOTAL HOURS REQUIRED FOR DEGREE: 62

Associate in Science for Elementary Education Degree ResourcesFull-Time Language Arts And Humanities Faculty (as of 2010-2011):Name Teaching Area Highest Degree Tenure Status / Date Hired Bartos, John Art / Humanities B.A. Non-Tenured 2006Clapper, Rayshell English / Humanities M.A., M.Ed. Tenured 2006Dawson, Marie Speech M.A. Non-Tenured 1998

(Lead Speech Instructor / Faculty Mentor)Garrison, Jason English M.A. Non-Tenured 2007Grady, Alayna Spanish M.Ed. Non-Tenured 2010Isaacs, Jessica English/Humanities M.A. Tenured 2002

(Division Chair)Kirk, Kelly Art / Humanities M.T.A. Tenured 1976

(Lead Art Instructor / Faculty Mentor)McBride, Kelli English / Humanities M.A.-ABD / Ph.D. Tenured 2005

(Developmental English Director / Faculty Mentor)Morgan, Christian English / Humanities M.A. Tenured 2002

(Writing Program Director / Faculty Mentor)Wilson, Jim English M.F.A. Non-Tenured 2010

M.A. (Archeology) and M.A. – ABD / Ph.D. (Geography)

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Current Full-Time Faculty from Other Divisions Teaching LAH Classes:______________Kreeger, Heather BUS/INFO – French B.A. Non-Tenured 2010McSweeney, Kristina* HPER – Reading M.S. Non-Tenured 2006Reynolds, Lana* VPIA – Humanities M.A Non-Tenured 1987Stevenson, Christal SS – Developmental English M.S. Non-Tenured 2009Qualls, Travis MSE -- Music M.Ed. Tenured 1987Koenig, Pam SS-- Humanities M.A. Tenured 1996Bolin, Steve SS – Humanities Ph.D. Tenured 2006

(*HPER Coaches / Instructors and Administrators are not eligible for tenure.)

Current Adjunct LAH Faculty:__________________________________________________ Ainsworth, Breeman M.A. 2010Bolander, John M.Ed. 2009Brewer, Roger M.A. 2002Chastine, Ron Ph.D. 2009Hildebrand, Cori M.Ed. 2009Hooten, Teri B.A. 2000Humphreys, Beth M.A. 2006Kennedy, Jeanette B.A. 2011 (M.Ed. expected in December 2011)Little, Jim M.A. 2005 - 2011McGee, Carrie M. Ed. 1993Miller, Jamie B.A. 2005 (M.A. expected in December 2011)Pilgrim, Don M.A. 1997Pinkerton, Jennifer B.A. 2010 - 2011Shelton, Jeff Ph.D. 2007Sims, Starla B.A. 1997Sprague, Michele M.Ed. 2010Urban, Donna A.A. 2005Wallace, James M.A. 2011Worden, Kevin B.A. 2002 - 2011

ANALYSIS: The LAH faculty is experienced and stable: 50% of the full-time faculty are tenured; 40% of the full-time faculty have taught at SSC for nine or more years; 70% of the full-time faculty have taught at SSC for five or more years; and 30% have multiple graduate degrees. Of the adjunct faculty, 32% have taught at SSC for nine or more years; 58% have taught at SSC for five or more years; and 21% hold multiple graduate degrees.

Credit Hour Load and Faculty to Student Ratios for 2004 – 2010*

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*2011 figures were not available at the time of this report FALL 2010# Full-time Faculty = 10 Ratio= 90 students to 1 Full-time Instructor# Full-time “Other” Faculty= 7 Ratio= 41 students to 1 Full-time Other Instructor# Full-time “Staff” Faculty = 2 Ratio= 15 students to 1 Full-time Staff Instructor# Adjunct Faculty= 20 Ratio= 43 students to 1 Adjunct InstructorTotal: 39 instructors

Total # of credit hours for Full-time = 2687 Total # of students for Full-time = 897Total # of credit hours for Full-time Other = 834 Total # of students for Full-time Other = 283Total # of credit hours for Full-time Staff = 90 Total # of students for Full-time Staff = 30Total # of credit hours for Adjunct = 2577 Total # of students for Adjunct = 859 Total: 6188 credit hours taught by LAH instructors Total: 2069 students in LAH courses for Fall 2010

FALL 2009# Full-time Faculty = 10 Ratio= 23 students to 1 Full-time Instructor# Full-time “Other” Faculty= 5 Ratio= 12 students to 1 Full-time Other Instructor# Full-time “Staff” Faculty = 2 Ratio= 2 students to 1 Full-time Staff Instructor# Adjunct Faculty = 17 Ratio= 11 students to 1 Adjunct InstructorTotal: 34 instructors

Total # of credit hours for Full-time = 2968 Total # of students for Full-time = 227Total # of credit hours for Full-time Other = 900 Total # of students for Full-time Other = 60Total # of credit hours for Full-time Staff = 129 Total # of students for Full-time Staff = 4Total # of credit hours for Adjunct = 2458 Total # of students for Adjunct = 178 Total: 6455 credit hours taught by LAH instructors Total: 469 students in LAH courses for Fall 2009

FALL 2008# Full-time Faculty = 9 Ratio= 23 students to 1 Full-time Instructor# Full-time “Other” Faculty= 5 Ratio= 12 students to 1 Full-time Other Instructor# Full-time “Staff” Faculty = 2 Ratio= 15 students to 1 Full-time Staff Instructor# Part-time “Staff” Faculty = 1 Ratio= 3 students to 1 Part-time Staff Instructor# Adjunct Faculty= 18 Ratio= 10 students to 1 Adjunct InstructorTotal: 35 instructors

Total # of credit hours for Full-time = 2358 Total # of students for Full-time = 205Total # of credit hours for Full-time Other = 501 Total # of students for Full-time Other = 57Total # of credit hours for Full-time Staff = 87 Total # of students for Full-time Staff = 4Total # of credit hours for Part-time Staff = 18 Total # of students for Part-time Staff = 3Total # of credit hours for Adjunct = 1785 Total # of students for Adjunct = 171 Total: 4749 credit hours taught by LAH instructors Total: 440 students in LAH courses for Fall 2008

FALL 2007# Full-time Faculty = 9 Ratio= 94 students to 1 Full-time Instructor# Full-time “Other” Faculty= 4 Ratio= 35 students to 1 Full-time Other Instructor# Full-time “Staff” Faculty = 4 Ratio= 30 students to 1 Full-time Staff Instructor# Adjunct Faculty= 21 Ratio= 29 students to 1 Adjunct InstructorTotal: 38 instructors

Total # of credit hours for Full-time = 2514 Total # of students for Full-time = 840

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Total # of credit hours for Full-time Other = 414 Total # of students for Full-time Other = 138Total # of credit hours for Full-time Staff = 360 Total # of students for Full-time Staff = 120Total # of credit hours for Adjunct = 1791 Total # of students for Adjunct = 597 Total: 5079 credit hours taught by LAH instructors Total: 1695 students in LAH courses for Fall 2007

FALL 2006# Full-time Faculty = 9 Ratio= 85 students to 1 Full-time Instructor# Full-time “Other” Faculty= 5 Ratio= 34 students to 1 Full-time Other Instructor# Part-time Faculty = 1 Ratio= 12 students to 1 Part-time Instructor# Adjunct Faculty= 18 Ratio= 34 students to 1 Adjunct InstructorTotal: 33 instructors

Total # of credit hours for Full-time = 2510 Total # of students for Full-time = 761Total # of credit hours for Full-time Other = 567 Total # of students for Full-time Other = 170Total # of credit hours for Part-time = 36 Total # of students for Part-time Staff = 12Total # of credit hours for Adjunct = 1989 Total # of students for Adjunct = 601 Total: 5102 credit hours taught by LAH instructors Total: 1544 students in LAH courses for Fall 2006

FALL 2005# Full-time Faculty = 8 Ratio= 96 students to 1 Full-time Instructor# Full-time “Other” Faculty= 3 Ratio= 64 students to 1 Full-time Other Instructor# Full-time “Professional” Faculty = 1 Ratio= 21 students to 1 Full-time Professional Instructor# Adjunct Faculty= 17 Ratio= 41 students to 1 Adjunct InstructorTotal: 29 instructors

Total # of credit hours for Full-time = 2856 Total # of students for Full-time = 766Total # of credit hours for Full-time Other = 1977 Total # of students for Full-time Other = 191Total # of credit hours for Full-time Professional= 69 Total # of students for Full-time Professional = 21Total # of credit hours for Adjunct = 636 Total # of students for Adjunct = 689 Total: 5538 credit hours taught by LAH instructors Total: 1667 students in LAH courses for Fall 2005

FALL 2004# Full-time Faculty = 8 Ratio= 100 students to 1 Full-time Instructor# Full-time “Other” Faculty= 3 Ratio= 33 students to 1 Full-time Other Instructor# Full-time “Professional” Faculty = 3 Ratio= 13 students to 1 Full-time Professional Instructor# Adjunct Faculty= 17 Ratio= 38 students to 1 Adjunct InstructorTotal: 31 instructors

Total # of credit hours for Full-time = 2741 Total # of students for Full-time = 798Total # of credit hours for Full-time Other = 336 Total # of students for Full-time Other = 99Total # of credit hours for Full-time Professional= 112 Total # of students for Full-time Professional = 37Total # of credit hours for Adjunct = 2190 Total # of students for Adjunct = 646 Total: 5379 credit hours taught by LAH instructors Total: 1580 students in LAH courses for Fall 2004

ANALYSIS: These statistics show that enrollment in courses within Language Arts and Humanities fluctuates by year. However, 2010 showed the highest number of students in six years, with 2069 students taking Language Arts and Humanities courses. This number reflects an increase of 1600 students from the previous year’s reported number of students taking Language Arts and Humanities classes, which was only 469 students in 2009. Many factors affect this increase, most notably, a gradual improving of the state’s economy from the recession, and the hard work of the division’s faculty in

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promoting existing classes and programs and adding new courses and programs, especially in foreign languages. Furthermore, the division teaches at several offsite locations, including prisons, high schools, technical centers and child development centers. The division offers classes year round, during Fall, Spring, May Intersession, Summer, August Intersession, and Winter Intersession. The division also offers many different times and delivery methods for courses, including weekends, nights, five-week, eight-week, blended and online courses to reach as many students as possible and accommodate their learning needs.

Institutional Staff Support The LAH Division has a full-time Division Secretary, whose primary role is to support the Division Chair, and whose secondary role is to support the other functions of the division including purchasing, maintaining budgets and various records, and facilitating the various needs of the 36 faculty members of the division. The division has one student work-study position, and one regular student worker position. The work-study splits time between the division office and the art studios. Part of the work-study’s function is to assist in cleaning the art studios to prepare for art classes and maintain equipment and supplies. The regular student worker functions as extra office personnel, performing such duties as running errands, checking mail, distributing memos, filing, and making copies.

Instructional Cost Direct Costs FTE for instruction and supplies (including payroll, operating expenses, and section 13 equipment expenditures) for the following academic years for required and high-enrollment selected courses for the Language Arts and Humanities Division were:

FY 2010 $ 826,328.98* (*LAH had the highest number of students this year at 2069 students for Fall 2010)

FY 2009 $ 842,501.38FY 2008 $ 809,367.31FY 2007 $ 579,820.97FY 2006 $ 705,949.53FY 2005 $ 617,942.25 (no data available for section 13 expenditures for this year)

Educational Technology Support The infusion of technology into academic programs and processes is receiving priority implementation and funding at Seminole State College. Through this focus, the College is creating a technologically-enhanced academic environment focused on student learning. Primary funding sources are E&G funds, federal grants, dedicated student fees, and private donations.

Technology in the ClassroomTechnology utilized in Seminole State College classrooms includes the following:

Wireless Campus: Seminole State College installed a wireless network with two control centers providing Internet and Seminole State College Intranet connectivity to campus academic and residential buildings in FY08.

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Internet and Intranet Capable Classrooms (All): In addition to wireless connectivity, all classrooms are hard-wired for Internet and Seminole State College Intranet access.

Web-Based Email/Domain Change (Faculty, Staff, Students): Web-based email accounts at the “sscok.edu” domain were provided to all students in FY08, at which point the College migrated to web-based email and formally changed domains from “ssc.cc.ok.us” to “sscok.edu.”

Online Enrollment (All): The College offered Online Enrollment to students beginning with spring enrollment in FY08.

Computer and Printer Replacement Project (33%): Annually, new, technologically advanced units replace about one-third of the institution’s approximately 500 desktop and laptop computers and 150 printers.

Plasma and LCD Multimedia Screens: Annually, the number of Plasma and LCD screens with multimedia connectivity installed increases across campus, particularly in high student and public traffic areas.

Multimedia Classrooms with SmartBoards (20): These technologically equipped classrooms have computer systems with current instructional and multimedia software, CD/DVD/VCR players, digital multimedia projectors and a SmartBoard.

Standard Multimedia Classrooms (13): These technologically equipped classrooms have computer systems with current instructional and multimedia software, CD/DVD/VCR players, and a digital multimedia projector.

Portable Multimedia Carts (4): These mobile technologically equipped carts can move from classroom to classroom as needed, carrying computer systems with current instructional and multimedia software, CD/DVD/VCR players, multimedia software, and a digital multimedia projector.

Lecture Hall/Conference Room (1): This tiered lecture hall has a stationary computerized multimedia projection system. Technology available includes wireless and multiple hard-wired stations for Internet and Intranet connectivity, a computer presentation station, microphones, CD/DVD/VCR players, CAI software options, as well as a stationary multimedia projection system, sound system, and projection screen.

Board Room/Conference Room (1): This meeting space utilizes wireless and hard-wired connectivity options, a stationary computerized multimedia projection system, sound equipment, and multiple flat screen wall monitors.

Grand Ballroom/Conference Multiplex (1-9): Stationary computerized multimedia projection system, extensive sound system, pull-down projection screen, and multiple flat screen monitors positioned to provide clear line-of-sight viewing to all spectators equips this large meeting space capable of being a flexible arrangement of up to nine smaller meeting rooms.

Instructional Computer Lab/Classrooms (16): These classrooms have individual computer stations with appropriate instructional software (CAI), Internet connections, multimedia capability, and networked printers. Students in some programs access the College’s instructional software online tutorials and program updates from their home computers.

Student Computer Café (1): This student computer access area is equipped with four stationary computer stations providing Internet and Intranet connectivity in a centralized, public area with extended hours of access.

Portable IETV Classrooms (5): These mobile units have full-motion video/audio interactive television technology interfaced with fiber optic transmission equipment and a computerized multimedia projection system for OneNet course sharing.

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Stationary IETV Classrooms (4): These classrooms have full-motion video/audio interactive television technology interfaced with fiber optic transmission equipment and a computerized multimedia projection system for OneNet course sharing.

Telecourses: Routinely offered telecourses are in partnership with the Oklahoma Educational Television Authority.

David L. Boren Library - Learning Resource Center: The LRC provides a Computerized Card Catalog (OPAC), Interlibrary Loan (IC), access to EBSCO and numerous other databases and is the clearinghouse for technology media equipment for instruction including LCD panels, DVD players, digital cameras, slide projectors, overhead projectors, TV/VCR recorders, cassette tape players, Microfiche reader/printer, and telecourse instruction.

CD/Internet Text Supplement: Interactive CD-ROM instructional materials and web links supplement textbooks in disciplines across the curriculum, including courses specific to LAH programs: Composition I and II, Spanish I and II, French I and II, and Reading and ESL courses.

Internet Website Instructional Activities: In courses throughout the curriculum, instructional activities and information research involve websites.

Technology in Faculty and Curriculum Development The emphasis for faculty professional development for FY10 has been placed on the use of

Campus Cruiser, a commercial web-based course management and online course delivery system. Professional development opportunities are provided through In-Service and Colloquia Series workshops and presentations.

Faculty professional development is continuing in the implementation of the Seminole State College Campus Connect, a web-based system for reporting grades and course enrollment information the College launched in FY07.

Faculty professional development is continuing in utilization of IETV technology for delivery of courses to off-campus distance education sites.

Recently, the College completed a project to replace computers used by full-time faculty with their choice of desktop or laptop computers.

Faculty development is encouraged in the use of emerging technologies including podcasting, web videocasting, blogs and similar communication vehicles applicable to instruction.

The English Department received training from Pearson in using the MyCompLab online course management system for freshman composition courses, including an online version of the writing handbook and online versions of public domain readings formerly included in the custom reader for the Composition I and II courses.

Full-time LAH faculty member, Alayna Grady, provided a series of Faculty Instructional Technology Training Sessions in 2010:

Interactive SmartBoard training – using the SmartBoard as more than a white board.

“What in the World is a Wiki?” Using Wiki technology in teaching (Grady created a Wikispace for the LAH Division’s use)

Using iGoogle and Google Docs Full-time LAH faculty member, Kelli McBride, created a series of Campus Cruiser instructional

videos for faculty and students. This work began in September 2010 and has continued. Alayna Grady attended the Oklahoma Technology Association conference in Spring 2011. In-Service Faculty Development:

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In the last five years, each fall faculty/staff In-Service has included breakout sessions on technology-related issues. Past topics have included: WebCT training; CampusCruiser training on uploading files; using blogs/chat; logging in; creating

quizzes and tests; adding bookmarks and links. Using CampusConnect to enhance teaching; Campus Email; EbscoHost training

Faculty Cruiser training on campus (led by SSC Staff Members Michael Schnell and Teresa Norman):

Since 2009, training sessions have included: About Course Templates Using and Subscribing to Cruiser Alert Using the new Email system How to Rollover a Class Uploading files Offering online quizzes and tests Basic use – logging in, posting announcements, creating syllabus, etc. Division-based training by Michael Schnell on technology more prevalent for

specific departments. The Online Committee was founded as an ad hoc committee in 2009 and tasked with creating a

mission statement for SSC’s online activities. The goals of the committee include: creating an SSC instructor training and certification program; creating student evaluation tools to help them determine readiness for taking a technology-enhanced course; aligning SSC curriculum with HLC and State Regents criteria for technology-enhanced courses and degree programs; defining the different delivery methods of classes using technology; exploring better methods of ensuring security and integrity of online courses; and approving curriculum for online courses.

Technology in Student Support Services Student Success CenterThe Student Success Center, a state-of-the-art computerized tutorial and library research lab, features tutorial software for developmental, pre-college courses, credit course specific software, and ADA adaptive technology for students with disabilities.

Testing CenterTechnological services provided by the Testing Center include computerized Advanced Placing testing, Placement testing, ACT residual testing, telecourse testing, and technologically-aided ADA appropriate testing for students with special needs.

Computer LabsThere are 16 student computer labs on campus. Specialized computer labs have been established on campus for student instruction in Business and Information Systems, Medical Laboratory Technology, Nursing, Math/Science, and Business and Industry. SSC’s two Residential Learning Centers also have student computer labs that are open around-the-clock.

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Distance Education OfferingsThe College engages in distance education through interactive audio-video instruction over the OneNet system, telecourses, and online instruction. The College also provides offsite delivery of courses to Chandler, Holdenville, McLoud, Shawnee, Mason, Moss, and Konawa.

OneNetThe College receives (or has received since 2004) courses leading to baccalaureate degrees over OneNet from East Central University, Cameron University, and Mid-America Bible College. Also, Environmental Quality Operator certification is offered by Rose State College.

Online InstructionDelivery of Online Instruction is in the developmental stages at the College. The College has 170 online courses offered for the 2010-2011 academic year. Of those, 25 are LAH courses. The College is committed to Online Instruction and has contracted with Campus Cruiser for online software to deliver additional courses.

Instructional Media Support The Learning Resource Center (LRC) provides the Online Public Access Catalog, computer-based Interlibrary Loan system, access to numerous databases, and is the clearinghouse for technology media equipment for instruction including LCD panels, DVD players, digital cameras, slide and overhead projectors, TV/VCR recorders, cassette tape players, Microfiche reader/printer, and telecourse instruction.

In support of the Associate in Science for Elementary Education Degree Program, the LRC contains over 28,000 volumes, as well as microfiche and microfilm holdings, films, maps, and audio and visual tapes. There are hundreds of periodicals from general interest titles to professional journals available to students for in-library use. The OK-Share Inter-Library Loan system assists students in obtaining materials not available at the LRC. Many online journals, periodicals, indexes, and services also are offered, including, Byte, Business Week, Economist, Black Issues in Higher Education, Early Childhood Education, New Republic, Chronicles of Oklahoma, Oklahoma Today, Outdoor Oklahoma, Persimmon Hill, EBSCO, News Bank Files, Highwire Press, Sirs Discover – Maps of the World, Funk & Wagner Encyclopedia, Merriam-Webster Dictionary, and Military and Government Collection.

Institutional Ethics Published MaterialThe current Seminole State College Catalog identified admission requirements for the College (pp. 7-11). The Catalog also contains information regarding tuition and fees, refund procedures, and the enrollment process (pp.12-15). The SSC Schedule of Classes also lists the tuition and fee schedule as well as the refund policy for schedule changes and withdrawals.

The Catalog records the organizations with which the College is affiliated and the accreditation agencies in which the College is a member (p. 6). The College is accredited by the Higher Learning

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Commission / North Central Association of Schools and Colleges. The most recent self-study for continuing accreditation can be found on the Internet. The most recent HLC site visit resulted in the continuing accreditation for ten years. Results of the most recent HLC site visit were published in the SSC Collegian and the Seminole Producer newspapers.

Refund PoliciesThe Catalog identifies the refund policy of the College and the refund procedure which involves the issuing of a refund check (pp. 14-15). Dates for add/drop and complete withdrawals are listed in the printed class schedules which are issued biannually.

Student Right-to-Know and ADA RegulationsPart I: Basic Information of the current Seminole State College Student Handbook indicates that the institution is in compliance with Title VI of the Civil Rights Act of 1964, Executive Order 11246 as amended, Title IX of the Educational Amendments of 1972, Section 504 of the Social Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990. Additionally, SSC is in compliance with Section 22 of the Drug Free Schools and Communities Amendments of 1989, Public Law 101-542 and the Student Right-to-Know and Campus Security Act of 1990; Public Law 101-542.

Federal Right-to-Privacy ActThe current Seminole State College Student Handbook (pp.38-41) outlines the Student Bill of Rights and Responsibility. Included in these pages is a section entitled “Your Rights to Privacy.”

Cumulative RecordsHardcopies of individual student records are maintained in the Admissions Office of the College. These record files include: Add/Drop Forms; Applications for Admission; Degree Checks; Graduation Forms; Transfer Transcripts; and Course Substitution Forms. Additionally, demographic information about students and individual Student Transcripts can be accessed through the administrative server of the College using the POISE software package.

Student Records ProtectionInstitutional records, including student records, located on the administrative server are backed-up nightly. Monthly, a back-up tape is delivered to the Boren Library and stored in a fireproof cabinet. Back-up tapes are totally recycled every twenty days. Additionally, the computer itself has built-in redundancy which includes two separate tapes for protection and security.

TranscriptsThe Catalog contains the institutional policy regarding student transcripts (p.25).

Career ObjectivesSSC employs academic counselors who assist students in determining career objectives. Additionally, program faculty serve as advisors to students in their area. Program faculty have been trained as advisors in the use of POISE software.

Program CostsThe printed and disseminated SSC Semester Class Schedules contain a section on educational program

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tuition and fees for both Oklahoma residents and non-residents of Oklahoma. The Schedules also include a section listing Other Student Charges.

Associate in Science for Elementary Education Degree Assessment

Collection & Analysis for Major and FTE StatisticsThe available statistics that reflect the number of majors in the degree program for the review period are:

Associate in Science for Elementary Education:Academic Year: # Degrees Conferred: # Headcount Enrollment: 2009 20 792008 15 792007 22 1032006 34 1152005 19 100_____________

ANALYSIS: The primary role of courses within Language Arts and Humanities Degree Programs is fulfillment of general education requirements, with the majority of LAH courses being necessary for all majors, not just LAH degrees; such courses include Speech, Composition I and II, Humanities, and Foreign Languages. Therefore, these numbers are not indicative of the number of students who take LAH classes but transfer to another institution before completing an associate degree, or the number of students who are “general education majors,” yet must take LAH courses to meet the requirements of that degree. While the number of majors and the headcount enrollment figures above may appear small, one must consider that these figures are only a reflection of those students at the freshman and sophomore levels who have not only declared a major within LAH, but also who complete the associates degree in LAH; thus, the figures are not reflective of the total number of students that the LAH division actually serves each year. For example, SSC’s Institutional Statistics from Fall 2010 indicate that 2069 students took LAH courses that semester. The average number of students in the program for Associate in Science for Elementary Education for this review period from 2004-2010 is 181 students per year.

Degree Program Assessment

Direct MeasuresCourse Embedded Assessment Each academic year, all SSC instructors report formal pre- and post-test assessment numbers to track student success in each course. The data is reported on a “Course Embedded Assessment” form, and then compiled into an overall divisional assessment report for each degree program. The Course Embedded Assessment addresses the General Education Outcomes specific to that course. For Language Arts and Humanities degree programs, the courses primarily address General Education Outcome 1: “Demonstrate college-level communication skills,” and General Education Outcome 4: “Demonstrate an understanding of the roles of history, culture, and the arts within civilization.” The most recent data for the Associate in Science for Elementary Education reflects that 95.8% of students

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successfully achieved Outcome 1, and 97.5% of students successfully achieved Outcome 4.

ACT CAAP TestSSC has used the ACT Collegiate Assessment of Academic Proficiency (CAAP) Test to assist in assessing the outcomes of general education programs by focusing on the academic skills developed through general education courses. The CAAP Test does this by testing the following areas:Writing Skills, Mathematics, Reading, Critical Thinking, and Science Reasoning. All of the LAH Division’s degree programs include a majority of classes that emphasize Writing Skills, Reading, and Critical Thinking; thus, the CAAP Test is a useful tool for directly measuring student success within these degree programs.

The most recent ACT CAAP Test (from 2009) provided the following assessment results relevant to skills present in LAH courses:

From the CAAP Test Modules relevant to LAH courses:Module: # SSC Participants v. # National Participants Writing Skills 65 28,236Reading 65 28,667Critical Thinking 65 24,069

Comparison of Mean Scores: SSC Scores v. National ScoresModule: SSC Scores v. National Scores over/under nat’l mean: Writing Skills Mean: 61.6 62.0 -0.4

S.D.: 4.1 4.8 N.: 65 28,236

Reading Mean: 59.8 60.4 -0.6S.D.: 5.1 5.3 N.: 65 28,667

Critical Thinking Mean: 59.5 60.8 -1.3S.D.: 4.6 5.4 N.: 65 24.069

Comparison of SSC Mean Scores for Fall 2006, 2007, and 2008:Module: 2006: 2007: 2008: No.: Mean: No.: Mean: No.: Mean: Writing Skills 52 62.1 87 62.3 65 61.6Reading 64 61.5 88 59.7 65 59.8Critical Thinking 52 59.7 86 60.6 65 59.5

SSC’s mean scores for students with 45+ hours are comparable to the mean scores for sophomore students tested across the nation. By test module, SSC’s mean scores relevant to courses within the LAH division are:

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Writing Skills = 61.6 (0.4 below the national mean)Reading = 59.8 (0.6 below the national mean)Critical Thinking = 59.5 (1.3 below the national mean).

A comparison of mean scores for 2006, 2007, and 2008 reveals the following:Writing Skills = 0.2 increase from 2006-07 / 0.7 decrease from 2007-08Reading = 1.8 decrease from 2006-07 / 0.1 increase from 2007-08Critical Thinking = 0.9 increase from 2006-07 / 1.1 decrease from 2007-08.

SSC’s Assessment of Student Learning Committee established the following threshold ranges to be effective with the Fall 2007 test:

SSC mean test scores will fall within + 0.5 points of the 2006 national mean scores established after the 2006 test. When the 2008 scores are compared to the ranges, the following is observed:

Writing Skills: -0.1 below threshold range; Reading: -0.2 below threshold range; Critical Thinking: -0.9 below threshold range.

ACT CAAP Test results indicate that SSC students are performing at levels consistent with students in the national database.

Indirect MeasuresTransfer Reports from Four-Year InstitutionsSeminole State College attempts to obtain transfer data from four Four-Year Institutions, to which most of our graduates transfer: East Central University, Oklahoma State University, The University of Central Oklahoma, and Northern Oklahoma State University. The numerical data is not available for each of the years currently evaluated, but the evidence shows that, while there is generally a drop in grade point average for SSC students when they transfer, the range is typically from less than one-tenth of a letter grade to approximately one-half of a letter-grade. SSC has not had an Assessment Coordinator for the past two years, so the data is not current. However, SSC is working to re-establish this position, and recently created a new position of Dean of Instructional Compliance. Part of the Dean’s duties will be to track these transfer rates.

Graduation RatesThe available statistics that reflect the number of graduates in the Associate in Science for Elementary Education degree program for the review period are: 2005 = 19 graduates / 2006 = 34 graduates / 2007 = 22 graduates / 2008 = 15 graduates / 2009 = 20 graduates.

Graduate Opinion Survey Students responding to SSC’s most recent Graduate Opinion Survey were asked to evaluate their satisfaction levels in a variety of areas. Students expressed satisfaction levels ranging from Very Satisfied (1) to Very Dissatisfied (5). Six areas stand out at as applicable to LAH’s degree programs. These criteria and the average student satisfaction level for each for this review period are:

Quality of instruction in the student’s major area of study: 1.2 = Very Satisfied Attitude of faculty toward students: 1.4 = Very Satisfied

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Preparation the student received for future occupation or education: 2 = Satisfied Variety of courses available: 1.9 = Very Satisfied Out-of-class availability of instructors: 1.7 = Very Satisfied Quality of courses the student wanted at times the student wanted: 1.9 = Very Satisfied.

Major Strengths of the Program Necessity of Degree Program and the Program’s CoursesThe Associate in Science for Elementary Education degree program was selected by an average of 181 students per year during the review period from 2004 – 2010. The program was successfully completed by an average of 110 students per year during the review period, indicating achievement of these students’ personal development goals respective to associate degree completion. This is a degree program with a demand level indicating relevance to individuals in the community. Because SSC is a two-year college, some LAH students will complete their associates degrees at SSC, but many will also transfer to a four-year institution before completion of the associates degree. The LAH division also offers many courses in general education that are necessary for all students to take, regardless of their declared majors.

Relevance of Courses to SocietyStudents in the LAH degree programs may select from a variety of specific courses in the arts, communications, and humanities, which vary in content and have the purpose of broadening students’ perspectives towards human life and cultural diversity.

Experienced FacultyThe LAH faculty is experienced and stable: 50% of the full-time faculty are tenured; 40% of the full-time faculty have taught at SSC for nine or more years; 70% of the full-time faculty have taught at SSC for five or more years; and 30% have multiple graduate degrees. Of the adjunct faculty, 32% have taught at SSC for nine or more years; 58% have taught at SSC for five or more years; and 21% hold multiple graduate degrees.

Involved FacultyThe LAH faculty are involved in critical activities on campus. Division faculty serve as active members or leaders of Faculty Senate, Global Studies Program Committee, Professional Development Committee, Faculty Welfare Committee, Academic Issues Committee, Online Committee, Assessment of Student Learning Committee, Accreditation / Self-Study, and Scholarship Committee. Division faculty also serve as faculty sponsors of student organizations such as Art Club, Native American Student Association, Sigma Kappa Delta English Honor Society for Two-year Colleges, and The Muse – SSC’s literary anthology.

Informed FacultyLAH faculty regularly attend the CEP Transfer Matrix meeting to ensure the LAH courses are comparable in currency, academic rigor, and relevancy to similar courses at other institutions. Faculty

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regularly attend professional development opportunities as well in order to stay aware of recent changes or issues within their respective disciplines.

Technologically-Proficient FacultySSC has made a financial commitment to provide technology for an increasing number of classrooms. This effort offers instructors a wider variety of delivery options to facilitate student learning. Additionally, the College has made extensive gains in faculty development and curriculum in the use of technology. Consequently, LAH faculty have become more proficient and comfortable in the use of instructional technology and are using newly acquired skills and knowledge to incorporate technology in the curriculum.

LAH Division Curriculum Review ProjectIn 2010, the LAH Division implemented a formal Curriculum Review Project to examine the academic rigor and relevancy of all courses in each of the Degree Programs within the division. This project is ongoing, but calls for faculty to analyze the course descriptions, course outcomes, materials, evaluation methods, assessment tools and pedagogies for optimal effectiveness. The lead instructors for each of the disciplines within the division are charged with calling meetings and seeing the project through to completion. As a result, the division has already identified several ways to strengthen the curriculum, including changing catalog descriptions and outcomes of some courses to more adequately align with the CEP course descriptions.

The Art Department is investigating ways to serve more students both on and off-campus with different times and formats of courses. The Speech Department is researching different certificate programs that may be viable to add as well as a possible Performing Arts degree option. The English Department is currently researching better placement testing for Composition I and the remedial English courses, and identifying ways to increase retention, including the possibility of implementing exit tests.

LAH Faculty Mentoring ProjectThe LAH Division has an ongoing, formal faculty mentoring project to help new, non-tenured, and adjunct faculty acclimate themselves to the functions and the culture of the College by pairing them with an experienced, tenured faculty member within the same discipline. The mentor and mentee are required to meet at least twice each semester, and encouraged to meet monthly or more often, to discuss any issues the new faculty member may need to discuss, including teaching methodology, grade keeping, behavior problems in the classroom, and administrative issues.

Major Challenges for the ProgramThe biggest challenge for the degree program is recruiting and maintaining majors through to

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completion of the degree. While the LAH Division’s degree programs serve a wider base of students than what is reflected in the number of declared majors for these degrees because the courses provide general education requirements, the numbers still deflect from the over-arching necessity and usefulness of the degree programs. These low numbers of declared majors may inadvertently prevent these programs from receiving the much needed funding to help improve student success by purchasing computers for writing labs, for instance, or increasing studio space for the art classes, which are necessary improvements in order to build the programs.

Other major challenges for the LAH programs are retention and student success. Writing, reading, and critical thinking courses historically and nationally have low student success rates. Unfortunately, SSC is no exception. The LAH Division is the division responsible for all writing, communicating, reading, critical researching, and foreign-language speaking courses on campus. The LAH Division faculty are diligently working to identify ways to help improve student success and retention in the writing courses, as well as ways to strengthen reading and critical thinking skills in all of the division’s courses.

Additionally, SSC is an open-enrollment college, which means that many students who need remediation in one or more subjects will attend SSC before moving on to a four-year institution. The LAH division offers the majority of the remedial classes on campus: two remedial reading courses, one remedial English as a Second Language course, and two remedial writing courses. Retention rates are traditionally very low in remedial courses nationally as well as locally, which lowers the overall retention rates for the LAH Division. These negative retention rates affect the overall success rates of the division; consequently, the data for the programs’ “success rates” becomes skewed and may prevent the Division from potentially landing much-needed funding and resources to build the programs.

Recommendations Based on Review for Associates in Science for Elementary Education:

Develop a plan to recruit more majors Develop a plan to improve retention rates Develop a plan to retain more majors through to degree completion Develop a plan to track Elementary Education Majors to their transfer institutions and careers

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