STRATEGIC PLANNING SESSION 1:USING HLC STANDARDS AS PART OF THE FRAMEWORK FOR PLANNING

STRATEGIC PLANNING SESSION 1:USING HLC STANDARDS AS PART OF THE FRAMEWORK FOR PLANNING Criteria and Core Components Evidence File 2A : The institution operates with integrity in its financial, academic, personnel, 2:A and auxiliary functions: It establishes and follows fair and ethical policies and processes for its governing board, administration, faculty, and staff. Financial operations Annual financial audit UA system link Annual risk mgmt assessment report Ar state salaries right to know Open ck book expenditures online Rotary Vending machines Kiwanis Cosmetology Auxiliary/personnel Cafeteria Grand prairie center Ar course transfer system Course syllabus Academic calendar college catalog p.10 Consolidated standard policy 610-670 Budget policy Plagiarism/dishonesty student handbook p.9 Faculty senate Academic regulations college catalog p.23 Program reviews-dr. King Faculty grievance Sexual harassment Pillow Thompson House Follet book store Cafeteria Equal opportunity employer 1

Annual statement of affirmative action inside payroll stub Employer agreement procedures benefits admin ADHE program reviews State enrollment audit Individual program reviews Flags 2A 2B: The institution presents itself clearly and completely to its students and to the public with regard to its programs, requirements, faculty and staff, costs to students, control, and accreditation relationships. -Auxiliary -Space rental fees are not published in Helena -Notification of affirmative action 2:B College website Accreditation Degree sheets Divisions web pages Flip charts in every classroom Faculty/staff review College catalog Faculty transcripts/human resources Documentation is clear Costs to students Class schedules Information packets Board of Trustees Board of Visitors U of A Board U of A Fraud Hotline Emergency Response Crisis Plan Individual letter from accreditation agencies p. 8 Student handbook 2

Public program requirements Institution presents itself clearly to students Brochures Website HR faculty transcript Degree audits Information packets Accreditation agency Accreditation relationships Flags 2:B 2C: The governing board of the institution is sufficiently autonomous to make decisions in the best interest of the institution and to assure its integrity. 1.The governing board s deliberations reflect priorities to preserve and enhance the institution. -Faculty/staff professional reports -Faculty/staff background check for employment -0Faculty does not require MMR 2:C1 Bylaws Minutes Operating policies Policy manual 130,210,220-EEO Organizational charts Faculty staff handbooks Intranet updated every year Governing board enhanced Board of Trustees policy 130,210,220 revised Revisit organizational charts Board of Visitors and who serves p.80 College website Cost containment report Brochures Departmental web 3

Flags 2:C:1 -Assure Integrity -Update organizational chart 2. The governing board reviews and considers the reasonable and relevant interests of the institution s internal and external constituencies during its decision-making deliberations. 2:C:2 UA board/minutes Board of Visitors provide input to UA Board Report agenda Advisory committees AR Co Foundation PC Foundation DeWitt, Stuttgart, Helena foundations council U of A not correct Board of Visitors not correct policy 120 Career technical center programs required to have local advisory board members, AP Tech Governing board policy 210,220 External constituencies Flags 2C2 -Governing board decision making is it a contradiction if Board of Visitors approve policies & they are not forwarded to the Board of Trustees, policy 400 -Community notification by board members 4

3. The governing board preserves its independence from undue influence on the part of donors, elected officials, ownership interests, or other external parties when such influence would not be in the best interest of the institution. 2:C:3 They shouldn t have a personal agenda Political endorsements Political activity 340.03 Policy 230 Public is aware of board meetings Policies and procedures manual U of A Board of Trustees Annual financial disclosure for AR secretary of state all college administrators are on each campus Board of Visitors. UA Board Trustees Both Board of Visitors & U of A Board 0 Political Flags 2:C:3 -Do Board of Visitors sign a conflict of interest? 4. The governing board delegates day-to-day management of the institution the administration and expects the faculty to oversee academic matters. 2:C:4 Governing board oversees academic matters Board policy 210 Organizational chart Committee meeting minutes 220-220.01 Flags 2:C:4 2D: The institution is committed to freedom of expression and the pursuit of truth in teaching and learning. 2:D U of A Board Policy400 college catalog Freedom of expression/responsibility 5

Flags 2:D 2E:The institution ensures that faculty, students, and staff acquire, discover, and apply knowledge responsibly. 1. The institution provides effective oversight and support services to ensure the integrity of research and scholarly practice conducted by its faculty, staff, and students. -Instructor responsibility handbook p.8 2:E:1 Academic honesty/intergrity Course syllabi/plagiarism Achieving the Dream Student research Academic/institutional ADHE reports AR research center Student audit committee Monthly check which includes enrollment in audit report Faculty evaluation Portfolio Success rate Administrative procedure Curriculum management policy 420 Great River Promise Employer surveys Placement testing Renewable energy Business with internships Annual reporting for department of Education for grants Carl Perkins Student Support Services ADTES Cooperative learning Smart board revolutionized teaching Online coaches Professional development Research/scholarly practice Math class Required labs for developmental courses Department of Education 6

All vocational schools end of year testing AR career education NAACP Dr. Leubke Superintendant of the schools College student handbook Academic honesty policy on template Student evaluations Faculty portfolio Employee leave forms Student acquire knowledge Assessment data, Debby Hardy Program reviews Annual assessment report CCSSE report Accreditation survey reports Computer use statement physically posted in the labs State board MOUS certification Discipline Course syllabus Policy 402 Assessment data available on website Internship Taking courses during work hours 311.01 U of A tuition discounts Professional development Continuing education Survey reports Flags 2:E:1 -Not enough professional development for staff -Mandatory student orientation -Faculty/staff orientation -Develop intervention for identified academic problems 7

-Math/ I can learn math didn t have computer access -No comprehensive evaluation for adjunct except online instructors -New hires are not mentioned -Part-time/comprehensive adjunct -New hire mentoring 2. Students are offered guidance in the ethical use of information resources. 2:E:2 Academic honesty Syllabus Email/internet/library policy Plagiarism in handbook FERPA course syllabus Ethical Medical, HIPAA Flags 2:E:2 -none 3. The institution has and enforces policies on academic honesty and integrity. 2:E:3 College student handbook Departmental handbook Faculty/staff use of computers, policy manual 405-405.01 Library uses 430-430.01 Academic freedom of responsibility, 400 State computer usage, 230-231.06 Flags 2:E:3 -policy for insuring online academic honesty for online courses, central policy 3A: The institution s degree programs are appropriate to higher education. 8

1. Courses and programs are current and require levels of performance by students appropriate to the degree or certificate awarded. 2. The institution articulates and differentiates learning goals for its undergraduate, graduate, post-baccalaureate, post-graduate, and certificate programs. 3:A:1 3:A:1 Syllabi Pre/post tests ACTS Online and face-to-face same rigorous standard Evaluations by peers or group Rubric Catalog Accreditation-NLNAC, ACBSP, ASBN, NACSP Program Review Syllabi Assessment-student outcome (Bus & Applied Tech) PCCUA core competencies PCCUA core values 3. The institution s program quality and learning goals are consistent across all models of delivery and all locations (on the main campus, at additional locations, by distance delivery, as dual credit, through contractual or consortial arrangements, or any other modality). 3:A3 Campus collaboration HS and college students held to same standard NACSP accreditation Program review Online and on-site course requirements the same 3:A:1, 2, 3 ACTS approved ACBSP and NLNAC accreditation Syllabi Course descriptions 9

3B: The institution demonstrates that the exercise of intellectual inquiry and the acquisition, application, and integration of broad learning and skills are integral to its educational programs. 1. The general education program is appropriate to the mission, educational offerings, and degree levels of the institution. 2. The institution articulates the purpose, content, and intended learning outcomes to its undergraduate general education requirements. The program of general education is grounded in a philosophy or framework developed by the institution or adopted from an established framework. It imparts broad knowledge and intellectual concepts to students and develops skills and attitudes that the institution believes every college-educated person should possess. 3.Every degree program offered by the institution engages students in collecting, analyzing, and communicating information; in mastering Flag 3:B:1 3:B:2 3:B:3 Text books the same Program Review ADHE approved courses Tracking students after completion of degree-cda, Student Success Online and on-site course requirements the same Assessment of courses External Accreditation (ACBSP, NLNAC, ASBN, State board-cosmetology) Online and onsite requirements similar -Are all online exams proctored? -CV equipment -All online exams should be proctored ACTS Syllabi Assessment results ACTS courses PCCUA catalog Outcome expectations on syllabus 10

modes of inquiry or creative work; and in developing skills adaptable to changing environments. Core competencies Assessment 4. The education offered by the institution recognizes the human and cultural diversity of the world in which students live and work. 5. The faculty and students contribute to scholarship, creative work, and the discovery of knowledge to the extent appropriate to their programs and the institution s mission. 3:B:4 Flag 3:B:5 Core competencies Book Club Reading selections Instructor diversity lends to diverse instruction Text book selections -Not all divisions Capstone Tech/Adv Manufacturing Student volunteers Service learning 3:B:1, 2, 3 Flag ACTS consistent College catalog and website Assessment Syllabi Collect, analyze, communicate info-business Div. & A&S Portfolios-B Health & Education -Culturally sensitive-sagging (fashion), language -Communication-texting 11

3:B:4, 5 Reading diversity CHED-cultural awareness stressed Projects (Advanced Manufacturing, Clinical hours, Portfolios) 3C: The institution has the faculty and staff needed for effective high-quality programs and student services. 1. The institution has sufficient numbers and continuity of faculty members to carry out both the classroom and the non-classroom roles of faculty including oversight of the curriculum and expectations for student performance; establishment of academic credentials for instructional staff; involvement in assessment of student learning. 3:C:1-3 Faculty degrees Student evaluations Good student/teacher ration 2. All instructors are appropriately credentialed, including those in dual credit, contractual, and consortial programs. 3. Instructors are evaluated regularly in accordance with established institutional policies and procedures. 4. The institution has processes and resources for assuring that instructors are current in their disciplines and adept in their teaching roles; it supports their professional development. 3:C:4 Flag Coop learning -Funding low for faculty development Funding not available for intense faculty development 5. Instructors are accessible for student inquiry. 3:C:5 12

Office hours posted Contact info on syllabus Note left on door when not in office during office hours STAR lab tutoring Student success labs Office hours posted Email, phone-voicemail Syllabus contact info Text 6. Staff members providing student support services, such as tutoring, financial aid, advising, academic advising, and co-curricular activities, are appropriately qualified, trained, and supported in their professional development. 3:C:6 Student support services Financial aid Tutoring Advising SSS audited and evaluated and required by grant to be qualified (ACAP member) Financial aid attends annual required training (evidenceleave forms, web docs. available) HR records Faculty credentials Student/teacher ratio good Faculty evaluations Portfolios CCSSE SENSE Required training for FA and SS personnel b/c of grant requirements STAR lab 13

Flag COMPASS testing and prep -Communication between campuses and divisions -# of advisors -advisor training/handbook -updated check off sheets 3:C:2, 3 Instructor degrees Faculty evaluations Faculty portfolios Policy manual 340.02 3C:1-3 Instructors (degrees, credentials, evaluations, check transcrips) HR records 370.02 Student evaluations Good student/teacher ration Flag -Funding for professional development low -Grant purchased resources-funding not available for sustainability 3D: The institution provides support for student learning and effective teaching. 1. The institution provides student support services suited to the needs of its student populations. 3:D:1 Student support center 14

Flag STAR lab CCSSE-high rating by students -Need sustainability of technology obtained by grants 2. The institution provides for learning support and preparatory instruction to address the academic needs of its students. It has a process for directing entering students to courses and programs for which the students are adequately prepared. 3:D:2 Flag COMPASS testing and COMPASS Prep EH classes couples with Student Success class Lab required with developmental courses Evidence-ATD report -Datatel needs how-to process/procedures training -Need published advisors handbook Flag Flag -Faculty orientation-adjunct & new faculty -Evaluations and portfolios for new faculty -Datatel advising updates (EH/SS courses, MS/MS lab) -Advisor/advisee ration and availability 3. The institution provides academic advising suited to its programs and the needs of its students. 4. The institution provides to students and instructors the infrastructure 3:D:4 Writing/math labs Library Performance space STAR lab Library 15

and resources necessary to support effective teaching and learning (e.g., technological infrastructure, scientific laboratories, libraries, performance spaces, clinical practice sites, museum collections, as appropriate to the institution s offerings). Flag Science lab Grants (PACE, etc) have provided monies for professional development Coop-learning -PCCUA funding limited -Technology update plan 5. The institution provides to students guidance in the effective use of research and information resources. 3:D:5 Office hours posted Email Text Flag -Funding low for Tec maintenance obtained by grantsustainability -Tech update funding -Maintaining labs -Science lab updates -Sustainable resources for labs 3:D1, 2, 3 Student Support Services (students must be 1 st generation student or low income) COMPASS testing 16

Advising STAR lab 3E: The institution fulfills its claims for an enriched educational environment. 1. Co-curricular programs are suited to the institution s mission and contribute to the educational experience of its students. 2. The institution demonstrates any claims it makes about contributions to its students educational experience by virtue of aspects of its mission, such as research, community engagement, service learning, religious or spiritual purpose, economic development. 3:E1:2 Warfield Concert Grand Prairie Center Community engagement 3E1: 2 Internships (rubric, coordinator, observers, field advisor) Warfield Concerts Grand Prairie Center Student ambassadors-ar County Service learning projects 3E:2 The Big Read Book Club Grand Prairie Center Student Ambassadors (AR County) Intermural activities Phi Theta Kappa 4A :The institution demonstrates responsibility for the quality of its educational programs. 4B:1 Goals are in syllabus, are posted on assessment page & in 17

1. The institution maintains a practice of regular program reviews. different departments, results are posted on Achieving the Dream page Student Development in Policy Manual 500 Posted on assessment website FLAGS: -Have better internal communication; divisional & functional areas need to meet to share & learn from each other. 4:B:2 2.The institution evaluates all the credit that it transcripts, including what it awards for experiential learning or other forms of prior learning. Classroom testing 3.The institution has policies that assure the quality of the credit it accepts in transfer. 18

4. The institution maintains and exercises authority over the prerequisites for courses, rigor of courses, expectations for student learning, access to learning resources, and faculty qualifications for all its programs, including dual credit programs. It assures that its dual credit courses or programs for high school students are equivalent in learning outcomes and levels of achievement to its higher education curriculum. 5. The institution maintains specialized accreditation for its programs as appropriate to its educational purposes. 6. The institution evaluates the success of its graduates. The institution assures that the degree or certificate programs it represents as preparation for advanced study or employment accomplish these purposes. For all programs, the institution looks to indicators it deems appropriate to it mission, such as employment rates, admission rates to advanced degree programs, and participation rates in fellowships, internships, and special programs (e.g., Peace Corps, and AmeriCorps). 4B: The institution demonstrates a commitment to education achievement and improvement through ongoing assessment of student learning. 1.The institution has clearly stated goals for student learning and effective processes for assessment of student learning and achievement of learning goals. 19

2.The institution assesses achievement of the learning outcomes that it claims for its curricular and co-curricular programs. 3.The institution uses the information gained from assessment to improve student learning.4.the institutions processes and methodologies to assess student learning reflect good practice, including the substantial participation of faculty and other instructional staff members. 4C: The institution demonstrates a commitment to educational improvement through ongoing attention to its retention, persistence, and completion rates in degree and certificate programs. 4:C:1 1.The institution has defined goals for student retention, persistence, and completion that are ambitious but attainable and appropriate to its mission, student populations, and educational offerings. Achieving the Dream evidence posted on web page Achieving the Dream all developmental labs Achieving the Dream Advisors 2. The institution collects and analyzes information on student retention persistence, and completion of programs. 4:C:2 Data team meetings to analyze data 20

3. The institution uses information on student retention, persistence, and completion of programs to make improvements as warranted by the data. 4:C:3 Addition of required labs & developmental labs Student Success Student Orientation ADHE reports CCSE data Institutional data Exit surveys Flags -Do we use data to improve? - We have academic data, do we have it on service areas? 4:C:4 IPEDS report/adhe Flags -Gaps for program or course improvement -Missing data on students who leave & don t fill out exit survey 4:B:3 Assessment Reports 21

Addition of required Math Labs 4:B:4 4. The institution s processes and methodologies for collecting and analyzing information on student retention, persistence, and completion of programs reflect good practice. (Institutions are not required to use IPEDS definitions in their determination of persistence or completion rates. Institutions are encouraged to choose measures that are suitable to their student populations, but institutions are accountable for the validity of their measures).) 5A: The institution s resource base supports its current educational programs and it plans for maintaining and strengthening their quality in the future. 1.The institution has the fiscal and human resources and physical and technological infrastructure sufficient to support its operations wherever and however programs are delivered. 2.The institution s resource allocation process insures that its educational purposes are not adversely affected by elective resource allocations to other areas or disbursement of revenue to any Flags -Not consistent. -Do we use assessment data to have a plan of improvement A:1 Evidence Online consortium Good at identifying grants Audit State funding formula Evidenced in Operating Budget Flags -No process in place to measure -Need to research alternatives to compressed video system due to cost to maintain -Fiscal resources are limited -Need to plan for alternatives, cannot sustain -Maintaining ongoing equipment -Need planning to provide labs, need funding to stay up to date -Screening and planning grants tied to our mission and scope of work 22

superordinate entity. 3.The goals incorporated into mission statement or elaborations of mission statement are realistic in light of the institution s organization, resources, and opportunities. 5:A:2 Evidence Good-fit measure DOL Budget reflects allocation Flags -Need to plan how to maintain once equipment/service is funded -Financial opportunities not appropriately managed -DOL; isolation not sharing -No budget planning process 5:A:3 Evidence Good mission statement, realistic Periodic review and revision of mission statement Mission statement planning process was inclusive Comparison of past and present statements reflects realistic goals Flags -Need internal open communication -Initiatives cannot work in isolation 4.The institution s staff in all areas are appropriately qualified and trained. 5:A:4 Evidence Articulation agreements Training opportunities Job descriptions Applicant s qualifications Flags -Money for continuing education and training -Faculty recruiting 23

5.The institution has a well-developed process in place for budgeting and for monitoring expense. -Maintaining communication with three campuses Flags -No budget process; request and approval 5:B:1 Evidence Committees, such as Chancellor s Cabinet, College Council, Board of Visitors Minutes from areas are posted to the web Policy manuals Student handbook Employee handbook BP 115 BP 120 BP 130 Flags -Student input is lacking -Need area specific manuals, i.e. Business Office -Some committees are non-functional 5.B.2 Evidence Board of Visitor minutes Quarterly reports Insurance mandates College has a representative; Chancellor reports verbally and written UA Board approves our operating budget UA System board approves fees and tuition increases Minutes of their meeting reports reflect 24

5B: The institution s governance and administrative structures promote effective leadership and support collaborative processes that enable the institution to fulfill its mission. 1. The institution has and employs policies and procedures to engage its internal constituencies-including its governing board administration, faculty, staff, and students- in the institution s governance. 5.B.3 Evidence College Council Outlined in policy manual Minutes Committee structure BP 220 AP 220.01 Faculty Senate Instruction and Curriculum 5.B.3 Flags Inactive/ineffective committees No student involvement Poor communication with initiatives Classified Association not meeting 5.C.1 Evidence Budget reflects Student Support Services Levels of services offered Faculty-student ratio Fulltime verses adjunct faculty 5.C.1 Flags Need stability and planning Low faculty salaries 2. The governing board is knowledgeable about the institution. Provides oversight for the institution s financial and academic policies and practices, and meets its legal and fiduciary responsibilities. 5.C.2 Evidence 25

3. The institution enables the involvement of its administration, faculty, staff, and students in setting academic requirements, policy, and processes through effective structures for contribution and collaborative effort. Common reader postings of outcomes Assessment and postings of findings on the web 5.C.2 Flags Not linked; don t use assessment to improve; don t close the loop Don t have a whole college planning process On the defense; reactive instead of proactive Need to link processes; threat when not linked We have pieces, but they don t fit together Unified policies needed to address when people are out to ensure work is carried on Planning for retirees No budget planning 5.C.3 Evidence Good internally (CSSEE) Employer Surveys Advisory Board minutes* Schedule Planning process 5.C.3 Flags Need more student input (like for student handbook) Surveys don t address the college as a whole Not good with external groups; no follow-up Institution-wide plan needed 5.C.4 Evidence Better utilization of faculty, staff and equipment PACE Involvement Program pilots 5.C.4 Flags Need to reexamine out-of-state tuition 26

Don t plan ahead; reactive not proactive We react, but have no plan Unable to maintain/sustain equipment purchased with grants/initiatives Need a replacement schedule for equipment and supplies (like Smartboard bulbs) 5C: The institution engages in systematic and integrated planning. 5.C.5 Evidence Evidence in minutes of College Council, Board Broadband (Air-On) Website posting of policies/schedules AP 520, Determination of tuition and fees 5.C.5 Flags Anticipation of replacement of equipment; Not able to sustain technological status Need to know how to sustain when applying for a grant No review/rotation schedule for equipment building repair and maintenance 1.The institution allocates it resources in alignment with its mission and priorities 5:D:1 Evidence Assessment plan (academics) Student learning outcomes SENSE CCSSE Audit reviews Graduation rates Completion rates Flags 27

-No evidence of institution-wide, i.e. the Business Office; a system-wide plan is needed -No assessment of work areas -If tied to grant or initiative, need overall assessment -Need evidence in functional area operations -Don t have plans to assess all areas 2. The institution links its processes for assessment of student learning, evaluation, of operations, planning, and budgeting. 5:D:2 Evidence Student assessment, ex. linked courses Flags -Make a mistake and fix; reactive 3. The planning process encompasses the institution as a whole and considers the perspective of internal and external constituent groups. 4.The institution plans on the basis of a sound understanding of its current capacity. Institutional plans anticipate the possible impact of fluctuations in the institution s sources of revenue, such as enrollment, the economy, and state support. 28

5. Institutional planning anticipates emerging factors, such as technology, demographic shifts, and globalization. 5D: The institution works systematically to improve its performance. 1. The institution develops and documents evidence of performance in its operations. 2. The institution learns from its operational experience and applies that learning to improve its institutional effectiveness, capabilities, and sustainability, overall and in its component parts. 29