Focus Report
South Louisiana Community College
320 Devalcourt Street
Lafayette, Louisiana 70506
Off-Site Review: May 10-11, 2011
Focus Report
Annette Accomando
Dean of Instruction and Effectiveness
337-521-8954
|
2.4 Institutional Mission |
The institution has a clearly defined, comprehensive, and published mission statement that is specific to the institution and appropriate for higher education. The mission addresses teaching and learning and, where applicable, research and public service. (Institutional Mission)
Comment:
The mission is clearly defined and specific to South Louisiana Community College. The mission addresses teaching: General education; associate degrees that transfer and associate degrees that prepare students for immediate employment; developmental studies; specialized career training…; and technical programs. The statement “focuses upon intellectual rigor” and is therefore, appropriate for an institution of higher education: The statement addresses learning as SLCC “seeks to cultivate a learning environment.” The mission also addresses public service thru a “community education program which incorporates service and continuing education for area citizens.”
However, explanation of how the mission addresses distance education was not demonstrated. See Appendix B.
The committee found a discrepancy in the mission stated in the narrative and the mission statements found in the supporting documentation (Catalog, Administrative Handbook, and Faculty Handbook.)
Response:
South Louisiana Community College’s mission was revised in June and approved by the Board of Supervisors of Louisiana Community and Technical College System at the August 10, 2011 meeting to include distance education:
South Louisiana Community College’s mission is to cultivate a learning environment in which students develop qualities and skills necessary to engage in the economy, governance, and diverse culture of the community. This is accomplished through courses and programs that provide intellectually rigorous academic education, career and workforce training, continuing education, and community services through flexible instructional delivery systems including distance education.
The Louisiana Community and Technical College System (LCTCS) Board approved the revised mission in August 2011 (1).
Currently, the Catalog, Administrative Handbook and Faculty Handbooks are being revised to include the revised mission statement. These will be available for the on-site visit.
Documentation:
| (1) | LCTCS Agenda Approving SLCC’s Revised Mission Statement |
|
3.2.2 and 3.2.2.1 Governing Board Control (Institution’s Mission) |
3.2.2 The legal authority and operating control of the institution are clearly defined for the following areas within the institution’s governance structure: (Governing board control)
3.2.2.1 the institution’s mission;
Comment:
There is evidence of the rather lengthy mission statement; the revision completed in January 2011 is not yet approved by the system board.
Response:
The January mission statement was:
South Louisiana Community College (SLCC) seeks to cultivate a learning environment in which participants develop the qualities and skills necessary to engage actively in the economy, governance, and culture of South Louisiana and in the global arena. This function is fostered in a climate that focuses upon intellectual rigor, caring, and respect for the diverse cultures of the College community.
To fulfill its mission, South Louisiana Community College provides:
● General education courses and associate degree programs that transfer to other two-year schools and to baccalaureate programs at four-year schools
● Associate degrees in fields of study that prepare students for immediate employment
● Developmental studies that strengthen basic skills and prepare students for collegiate work
● Specialized career training and technical skill development that provide for fuller participation by area citizens in the work place and the economy
● Comprehensive support services that assist students in reaching academic, personal, career, and employment goals
● Technical programs which meet the economic development needs of business and industry
● A community education program, which incorporates the principles of service and continuing education for area citizens.
The College‘s provision of these programs and services is supported by an open-admissions policy which provides access to students from diverse racial, religious, economic, educational, and cultural backgrounds. Within this open environment, the College proposes to offer educational opportunities that will improve the quality of life and meet the lifelong educational needs of the citizens it is designed to serve.
The revised mission statement is:
South Louisiana Community College’s mission is to cultivate a learning environment in which students develop qualities and skills necessary to engage in the economy, governance, and diverse culture of the community. This is accomplished through courses and programs that provide intellectually rigorous academic education, career and workforce training, continuing education, and community services through flexible instructional delivery systems including distance education.
This statement was approved at the LCTCS Board meeting in August 2011(1).
Documentation:
| (1) | LCTCS Agenda Approving SLCC’s Revised Mission Statement |
|
3.2.2.2 |
The fiscal stability of the institution;
Comment:
Although numerous lengthy documents were provided, there was no evidence of periodic board review demonstrating that the system board is responsible for the fiscal stability of SLCC.
Response:
The State of Louisiana Legislature appropriates funds to the Louisiana Board of Regents for Higher Education (BoR). The BoR has budgetary responsibility for Louisiana’s institutions of higher education and formulates a master plan for the distribution of funds. The Louisiana Community and Technical College System’s Board of Supervisors (LCTCS) has the authority to receive and disburse funds to institutions under its purview, including South Louisiana Community College (SLCC).
The College budget is established in response to prioritized requests from each College unit with the requests tied to the unit goals and objectives. The College’s budget is approved each year by the Louisiana Community and Technical College System (LCTCS) Board of Supervisors. According to the Minutes of the Board, for the last three years these approvals have occurred on September 10, 2008 – FY 2008/2009; October 14, 2009 – FY 2009/2010; and August 11, 2010 – FY 2010/2011 (1).
Additionally, SLCC prepares an Annual Financial Report (AFR) that complies with the Government Accounting Standards Board (GASB) 34 and Basic Financial Statements and Management Discussion and Analysis for State and Local Governments. The financial statements of the College are audited by the state’s Legislative Auditor. These statements are included in the Office of Louisiana Legislative Auditor’s audit of LCTCS. The institutional audit and financial statements will conclude that the College is fiscally sound and possesses resources to support the scope of its programs at an acceptable level of quality, efficiency, and stability (2).
Documentation:
| (1) | LCTCS Board Minutes Approving SLCC Budget |
| (2) | AFR |
|
3.2.2.3 |
institutional policy, including policies concerning related and affiliated corporate entities and all auxiliary services;
Comment:
The college failed to provide evidence illustrating the system board’s legal authority and control of policy, including those controlling corporate entities and auxiliary services.
Response:
According to the LCTCS Board of Supervisors’ By-laws,
The corporate authority, internal and otherwise, vested in the Board of Supervisors of the Louisiana Community and Technical College System to supervise and manage the systems under its jurisdiction, extends to all the colleges, branches, centers of learning or extensions of the system now existing or hereafter established (1).
The Louisiana Community and Technical College System (LCTCS) has a policy regarding contract submission and approval. This policy states:
A contract for Purchasing, Professional, Personal, and Consulting Services to be rendered shall be submitted to the appropriate official who is responsible for insuring that the contracts are properly prepared and executed. The contract will be signed by the appropriate Louisiana Community and Technical College System or campus official i.e.; president, chancellor or director, for all services falling into the above mentioned categories.
The President and each College Chancellor shall be authorized by the Board to enter into Purchasing, Professional, Personal and Consulting Service contracts of less than $50,000. Contracts valued at $20,000 or less require only the approval of the College Chancellor and inclusion on the quarterly report mentioned below. All contracts prepared, approved, and submitted by the Colleges for a dollar amount of $50,000 or greater shall require the approval of the System President, or his designee, and the approval of the LCTCS Board of Supervisors. The Colleges and System Office are responsible for submitting contracts to the Office of Contractual Review or other appropriate state agency for approval as required.
Each institution shall submit a quarterly report of all contracts $20,000 or less but greater than $2,000 to the LCTCS Senior Vice President for Finance and Administration for System Office Review. A comprehensive report of contracts for $20,001 and greater and less than $50,000 shall be provided to the LCTCS Board of Supervisors on a quarterly basis (2).
LCTCS and its board provides for control and authority over corporate entities and auxiliary services via the state contract submission and approval process (3). Updates to contracting procedures and guidelines are provided through monthly Chief Financial Officer meetings (4).
An example of this type of agreement would be the (SLCC Facilities) Corporation for Capital Construction (5). This entity exists for the purpose of retiring the construction debt. However, the contractual process governs control of relationships with corporate entities as is illustrated.
Documentation:
| (1) | Board of Supervisors Bylaws |
| (2) | LCTCS Finance Policy #5/003 |
| (3) | LCTCS Board Minutes |
| (4) | Chief Financial Officer Meeting Minutes |
| (5) | Corporation for Capital Construction |
|
3.2.5 Board Dismissal |
The governing board has a policy whereby members can be dismissed only for appropriate reasons and by a fair process. (Board dismissal)
Comment:
Institution states in its narrative that “Neither the Articles of incorporation nor the Bylaws indicate that a board member can be removed.” Additionally, there was no information provided concerning the institution’s past experience in this area or the use of this policy.
Response:
According to Section 17 of the Bylaws:
Members of the Board serve as Public Officials of the State of Louisiana and, as such, are members of the unclassified state service. (Louisiana Constitution, Article X, Section 2). In accordance with state law, board members shall be liable to removal from office, by impeachment, for malfeasance or gross misconduct. Board members subject to a charge for removal shall be provided due process as provided in the Louisiana Constitution, Article X, Section 24 (1).
Furthermore, “A member of the governing board may be removed by the governor or the governing authority, as the case may be, for cause, after being served with written specifications of the charges against him and being afforded an opportunity for a public hearing thereon by the appointing authority.” (LA Constitution Article X, Part III Section 24) (2).
Since its inception in July 1999 no attempt has been made to remove a member of the Louisiana Community and Technical College System Board of Supervisors.
Documentation:
| (1) | Board of Supervisors Bylaws |
| (2) | LA Constitution Article X, Part III Section 24 |
|
3.2.9 Faculty/Staff Appointment |
The institution defines and publishes policies regarding appointment and employment of faculty and staff. (Faculty/staff appointment)
Comment:
Institution follows the Louisiana Community and Technical College System Board of Supervisors policies and procedures for the appointment and employment of faculty and staff. However, no evidence is provided to indicate that these policies are published for review by potential candidates or interested parties.
Response:
Employment policies and procedures have been posted to SLCC’s website (1). The site includes such items such as policies regarding appointment and employment of faculty and staff. In addition to policies regarding appointment of faculty, specific employment opportunities and specific requirements related to those opportunities will appear on the website.
When requesting information on employment, potential applicants are referred to the website or encouraged to visit the campus and speak to SLCC Human Resources personnel.
| (1) | SLCC Employment Opportunity Website |
|
3.2.13 Institution-Related Foundations |
Any institution-related foundation not controlled by the institution has a contractual or other formal agreement that (1) accurately describes the relationship between the institution and the foundation and (2) describes any liability associated with that relationship. In all cases, the institution ensures that the relationship is consistent with its mission. (Institution-related foundations)
Comment:
The institution indicates that the College does not have an institution related foundation for the purpose of outside fund raising. However, the documentation suggests that the College utilizes a corporate foundation for capital construction and funding. The relationship does not describe the liability associated with this contractual agreement.
Response:
One State of Louisiana corporation affiliated with the College is the SLCC Facilities Corporation. A Cooperative Endeavor Agreement (1) between the State of Louisiana Department of Administration and LCTCS was executed on June 21, 2002. The SLCC Facilities Corporation was formed to facilitate construction of the first Lafayette campus building. Its purpose is to promote, assist and benefit the mission of SLCC. The Foundation remains in effect to be used solely for the purposes of addressing the building construction debt.
Regarding Tax Liability, the Agreement states in Section 10.13:
The corporation agrees that the responsibility for payment of taxes from the funds thus received under this Agreement shall be the Corporation’s obligation and identified under Federal Tax ID number 72-1516058.
Regarding Public Liability, the Agreement states in Section 10.14:
The Corporation hereby agrees to protect, defend, indemnify, save and hold harmless the State, the Board and all other State departments, agencies, boards and commissions, their officers, agents, servants and employees, including volunteers, from and against any and all claims, demands, expenses and liability arising out of injury or death to any person or the damage, loss or destruction of any property which may occur or in any way grow out of any negligent act or omission of the Corporation, its agents, servants, and employees or any and all costs, expenses, and /or attorney fees incurred by the Corporation as a result of any claims, demands and/or causes of action except for those claims, demands, and/or causes of action arising out of the negligence of the State, all other State departments, agencies, boards, commissions, its agents, representatives, and/or employees. The Corporation agrees to investigate, handle, respond to, provide defense for and defend any such claims, demands, or suit at its sole expense and agrees to bear all other costs and expenses related thereto, even if such claims are groundless, false or fraudulent.
Documentation:
| (1) | Cooperative Endeavor Agreement |
|
3.3.1 Institutional Effectiveness |
The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas (Institutional Effectiveness):
3.3.1.1 Educational programs, to include student learning outcomes
3.3.1.2
Comment:
The Off-site Committee found the comprehensive standard stated incorrectly in the Compliance Certification. The college should ensure the standard is correctly stated. The college identifies student learning outcomes and shows progress in assessing those outcomes as verified in the educational unit annual plans. The college provides 3 years of planning and assessment. The college shows growth in producing evidence of using the assessment results to make improvements in the 3rd year of documentation. The college identifies student learning artifacts for assessment. These artifacts are incorporated into the program annual plans. However, The committee did not find assessment of distance education learning addressed in the narrative.
Response:
Distance Education
SACS Distance and Correspondence Education Policy states “comparability of distance and correspondence education programs to campus-based programs and courses is ensured by the evaluation of educational effectiveness, including assessments of student learning outcomes...” SLCC currently offers courses involving two types of distance education: (1) a limited number of online and hybrid general education and business courses, and (2) EMT-Paramedic didactic coursework offered via a dedicated audio/video videoconferencing network system.
SLCC degree programs cannot be completed online or via hybrid courses. The evaluation of distance education effectiveness in these particular delivery modes is conducted at the course (versus program) level. A substantial portion of the EMT-Paramedic didactic coursework instruction is provided via dedicated network, so program learning outcome evaluation is appropriate and necessary in this case. The EMT-Paramedic primary learning outcome – passage of the EMT National Registry Examination – is used as the key assessment measure for all EMT-Paramedic program participants enrolled in both traditional and distance learning sections.
The following chart indicates the course type/method of delivery and corresponding assessment as evidenced by passage rate on the National Registry Examination.
2009-10 SLCC EMT-Paramedic National Registry Pass Rates
|
Section |
Course Type |
Total Sitting for NR-EMT |
Pass Rate |
|
Lafayette Accelerated |
Traditional |
26 |
100.0% |
|
Covington Accelerated |
Traditional |
9 |
100.0% |
|
Baton Rouge Network |
Network |
13 |
69.2% |
|
Covington Network |
Network |
9 |
77.8% |
|
Gretna Network |
Network |
11 |
100.0% |
|
Hessmer Network |
Network |
7 |
85.7% |
|
Houma Network |
Network |
8 |
100.0% |
|
Lafayette Network |
Network |
13 |
84.6% |
|
Lake Charles Network |
Network |
8 |
50.0% |
|
Totals |
104 |
87.5% |
The EMT faculty have reviewed this data and have decided to develop portions of the network courses using a team effort. Each faculty member is responsible for one aspect of the course such as cardiac care or acute care. Thereby, the faculty member is able to be the “expert” in that one area and each faculty member does not have to be an expert in all areas. This approach is focused on addressing student learning outcomes for courses delivered through distance education. By designating “experts” in specific curricular areas, students will benefit from didactic presentations that are delivered by those most knowledgeable in the field.
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3.4.6 Practices for Awarding Credit |
The institution employs sound and acceptable practices for determining the amount and level of credit awarded for courses, regardless of format or mode of delivery. (Practices for awarding credit)
Comment:
Institution uses the Carnegie Unit basic formula of 1 unit equals 1 hour of lecture, or 2 hours of lab with homework or 3 hours of lab without homework for determining the amount of credit awarded for traditionally delivered coursework. Courses are delivered in the traditional semester format, a number of compressed timeframes (summer formats, half-semester formats and intersession formats) as well as by distance education (video conferencing and Joule class management system). The college states that amount of work required in all courses is the same regardless of length of delivery or mode of delivery. However, no evidence is presented for comparability for the different formats for course delivery, traditional and distance education formats. Refer to COC policy on distance education.
Response:
The majority of distance education instruction occurring at South Louisiana Community College is via a distance learning network connecting seven Emergency Medical Technician – Paramedic instructional sites. Instruction via this network occurs “real-time.” Each site has a coordinating instructor present during all videoconference presentations to answer student questions and supplement instruction provided via the network. Requirements in terms of attendance, assignments, examinations, and other course performance expectations are identical for all EMT-P students at all sites. Therefore students are not in a totally online environment without the support of an instructor. Though digital media was utilized for instruction, a hybrid approach was the method of delivery.
Online instruction by SLCC faculty was limited to nine courses offered online during the 2010-11 academic year. Of these courses, only one (GBUS 2060) was offered exclusively online.
Required work expected in online versus traditional courses is evidenced through comparison of course syllabi for the online versus traditional sections of the same course. Six of the nine courses taught online in 2010-11 were taught by instructors who also taught the same course in a traditional classroom setting. Analysis of performance expectations in these courses revealed that online course requirements were identical or similar to those of traditional course sections (1). In summary:
● In all six courses, the course goals and objectives, required texts, and grading scales used in the online course section(s) were identical to those used in traditional course sections.
● In all six courses, required assignments and tests were the same or very similar when comparing the online versus traditional course requirements.
● Four of the six online course syllabi specifically outlined attendance and participation requirements to ensure student involvement and progress in the online course.
Documentation:
| (1) | Analysis of Performance Expectations in Traditional vs. Non-Traditional Courses |
|
3.4.8 Noncredit to Credit |
The institution awards academic credit for course work taken on a noncredit basis only when there is documentation that the noncredit course work is equivalent to a designated credit experience. (Noncredit to credit)
Comment:
SLCC cites only one example where credit was awarded for a basic EMT course taken as a non-credit course at another institution. Although, SLCC identifies mechanisms for acceptance of advanced, placement, CLEP, experiential, and military and police coursework, there is no documentation of a procedure to evaluate non-degree credit for acceptance as academic credit.
Response:
When a student requests non-degree credit to be accepted as academic credit such as Life Experience Credit or continuing education credit, the student completes an application. This application along with documentation of the student’s learning through non-traditional means is presented to the Dean of Instruction and Effectiveness. The Dean then has the appropriate faculty member review the portfolio to determine if credit should be awarded. If the faculty member approves, the student receives a grade of either “S” for satisfactory, “P” for pass, or “CR” for credit.
Examples are attached (1).
Documentation:
| (1) | Examples |
|
3.4.11 Academic Program Coordination |
For each major in a degree program, the institution assigns responsibility for program coordination, as well as for curriculum development and review, to persons academically qualified in the field. In those degree programs for which the institution does not identify a major, this requirement applies to a curricular area or concentration. (Academic program coordination)
Comment:
The institution does not provide evidence that each degree program coordinator is qualified in the field. As an example, the institution did not document that the program coordinator for the young child care and development program and the emergency technology – paramedic program are qualified.
Response:
The program coordinator for the Associate of Arts in Care and Development of Young Children wrote her doctoral dissertation on “Preschool ‘Child Find’ in Rural Areas: A Study of Local Education Agency Procedures.” Dr. Ramona Patterson has 30 graduate hours in childcare courses (1). South Louisiana Community College (SLCC) has recently appointed a new program coordinator for the 2011-2012 academic year. Kathaline Crowley has been appointed as the new coordinator. She has a Master of Science in Human Resources. Her thesis was “Laboratory Experience and Changes in Self-Efficacy of Pre Service Childcare Practitioners” (2).
The previous program coordinator for the Associate of Applied Science in Emergency Medical Technology has a Master of Science in degree in Biology. He is a nationally registered EMT Basic. SLCC has also appointed a new program coordinator in EMT (3). Rebecca Galloway has a Master’s degree in Education with a major in guidance and counseling. She also has passed the national registry test as an EMT Basic. She supervisors the clinical component of the EMT Basic curriculum (4). As the EMTP degree is a non-transferable degree, and the program coordinator has the national certification to be a Basic EMT Provider by the industry standards, She holds the proper credentials to be the EMTP Program Coordinator.
Documentation:
| (1) | Dr. Ramona Patterson’s Transcript |
| (2) | Kathaline Crowley’s Transcript |
| (3) | Ben Oubre’s Transcript and EMTP Certification |
| (4) | Rebecca Galloway’s Transcript and EMTP Certification |
|
3.5.1 College-level Competencies |
The institution identifies college-level general education competencies and the extent to which graduates have attained them. (College-level competencies)
Comment:
The comprehensive standard is inaccurately stated in the narrative. The college should ensure the standards are stated correctly. The college identifies general education core competencies which are published in the catalog. Although the narrative states that documentation that graduates have met the competencies is provided through CAAP test and outcomes assessments that encompass the competencies, the college did not provide an explanation of the results of the CAAP. The college should provide an analysis of the assessment results to explain the extent to which graduates obtained the competencies.
Response:
South Louisiana Community Colleges utilizes the Collegiate Assessment of Academic Proficiency (CAAP) standardized tests to assess a number of general education core competencies. The CAAP results provide the college an assessment of general education competency attainment by SLCC students versus a national norm for two-year college students. Performance as compared to the national norm is evaluated as a measure of the extent to which specific competencies have been attained.
COMPETENCY: Being Able to Reason Logically
CAAP Results:
|
|
2009 % Correct |
2010 % Correct |
||
|
CAAP Content Area |
SLCC |
Norm |
SLCC |
Norm |
|
Reading – Reasoning Skills |
48 |
57 |
53 |
57 |
|
Reading – Referring Skills |
43 |
59 |
48 |
61 |
|
Critical Thinking – Analysis of Arguments |
43 |
58 |
49 |
58 |
|
Critical Thinking – Evaluation of Arguments |
33 |
52 |
36 |
52 |
|
Critical Thinking – Extension of Arguments |
37 |
55 |
46 |
54 |
|
Averages |
41 |
56 |
46 |
56 |
Analysis:
In 2009, SLCC student performance in demonstrating this competency as measured by the CAAP test was significantly lower than the national norm. Between 2009 and 2010, significant improvement in SLCC performance in each of the content areas measured translated into a significant overall improvement in SLCC students being able to demonstrate the ability to reason logically. The need for continued improvement of student performance in this area led, in large part, to the selection of SLCC’s QEP objective focusing on reading skill development.
COMPETENCY: Being Able to Solve Problems
CAAP Results:
|
|
2009 % Correct |
2010 % Correct |
||
|
CAAP Content Area |
SLCC |
Norm |
SLCC |
Norm |
|
Mathematics – Pre-algebra |
50 |
71 |
73 |
69 |
|
Mathematics – Elementary Algebra |
51 |
62 |
59 |
63 |
|
Mathematics – Intermediate Algebra |
33 |
43 |
43 |
43 |
|
Mathematics – College Algebra |
20 |
26 |
22 |
25 |
|
Averages |
38 |
50 |
49 |
50 |
Analysis:
CAAP Mathematics test results for pre-algebra through college algebra content areas were considered to depict competency in these areas. All Associate degree recipients were required to participate in the testing process. In 2009, SLCC student performance in demonstrating problem solving ability as measured by the CAAP was appreciably lower than the national norm. Between 2009 and 2010, significant improvement in SLCC performance in each of the mathematics and algebra content areas translated into a significant overall improvement in SLCC student performance in being able to demonstrate the ability to solve problems. The 2010 results indicate SLCC student performance on par with the national average, demonstrating the expected level of competency attainment.
COMPETENCY: Demonstrate a Basic Understanding of Mathematics Principles
CAAP Results:
|
|
2009 % Correct |
2010 % Correct |
||
|
CAAP Content Area |
SLCC |
Norm |
SLCC |
Norm |
|
Mathematics – Prealgebra |
50 |
71 |
73 |
69 |
|
Mathematics – Elementary Algebra |
51 |
62 |
59 |
63 |
|
Mathematics – Intermediate Algebra |
33 |
43 |
43 |
43 |
|
Mathematics – College Algebra |
20 |
26 |
22 |
25 |
|
Mathematics – Coordinate Geometry |
42 |
45 |
28 |
47 |
|
Mathematics – Trigonometry |
22 |
21 |
14 |
22 |
|
Averages |
36 |
45 |
40 |
45 |
Analysis:
Between 2009 and 2010 there was a significant improvement in SLCC student performance in demonstrating an understanding of the basic mathematics and algebra principles. The 2010 results indicate SLCC student performance on par with the national average, demonstrating the expected level of competency attainment in demonstrating a basic understanding of mathematics principles. CAAP 2010 results indicate more attention may be necessary to focusing on the development of SLCC student competencies in more advanced mathematics areas (coordinate geometry and trigonometry).
COMPETENCY: Being Able to Communicate Effectively
|
|
2009 % Correct |
2010 % Correct |
||
|
CAAP Content Area |
SLCC |
Norm |
SLCC |
Norm |
|
Writing Skills – Punctuation |
48 |
60 |
60 |
57 |
|
Writing Skills – Basic Grammar and Usage |
57 |
64 |
51 |
66 |
|
Writing Skills – Sentence Structure |
55 |
61 |
55 |
61 |
|
Writing Skills – Strategy |
55 |
58 |
48 |
60 |
|
Writing Skills – Organization |
52 |
58 |
49 |
57 |
|
Writing Skills – Style |
58 |
64 |
56 |
63 |
|
Averages |
54 |
61 |
53 |
61 |
CAAP Results:
Analysis:
SLCC student performance in demonstrating the ability to communicate effectively through writing, as measured by the CAAP test, was within eight percentage points of the national norm. Both the CAAP and SLCC’s OAT assessment indicate approximately 50% of SLCC students evaluated are able to demonstrate effective writing communication skills (as compared to the 60% national norm). Continued focus on further development of these skills at SLCC is indicated.
Students who do not attain required levels may retrain free through the Louisiana Community and Technical College Day One Guarantee (1). Students may also use Tutorial services through the Academic Success Center.
Documentation:
| (1) | Louisiana Community and Technical College Day One Guarantee |
|
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. (Faculty competence)
Comment:
Refer to Faculty Credentials Worksheet. A number of faculty members were identified as either lacking credentials or documented evidence for qualification. The faculty names are listed separately on the Documenting Qualifications of Faculty Form.
Response:
See updated Faculty Roster Form: Qualifications of Full-Time and Part-Time Faculty (1).
Documentation:
| (1) | Faculty Roster Form: Qualifications of Full-Time and Part-Time Faculty |
|
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)
Comment:
The College adheres to the LCTCS policy for an annual faculty evaluation. Progress toward achievement of the system mandated faculty planning document is checked at mid-year. Faculty submits a portfolio which is self assessed and reviewed by the Dean. Adjunct faculty is observed annually by Department Chairs who also review student ratings of instruction. However, the Off-site Committee did not find evidence of how distance learning instructors are evaluated.
Response:
Distance learning instructors are evaluated in the same manner as traditional course instructors. Department chairs monitor online course instructors. Department Chairs have access to the online courses taught by their instructors.
Students complete online Student Ratings of Instruction (SRIs) for all distance learning courses. Online SRIs (1) are comparable to the rating surveys used in traditional classes. Administration of the SRIs follows a protocol specified by SLCC’s Institutional Research office to mirror SRI administration in traditional courses.
Documentation:
| (1) | Online and Traditional Course SRIs and Instructions |
|
3.9.3 Qualified Staff |
The institution employs qualified personnel to ensure the quality and effectiveness of its student affairs programs. (Qualified staff)
Comment:
The college provides information on the position responsibilities for a selected number of persons employed in student affairs. For others, this kind of information was not included. There is little evidence to demonstrate that these individuals are actually qualified for the positions that they hold. Information such as position descriptions matched with individual credentials and experience for student services personnel would be helpful in making a determination regarding compliance in this area.
Response:
South Louisiana Community College has a total of twenty personnel to provide its student services programs. The following Student Services organizational chart includes all personnel employed in this area:
The following chart lists each position from the organizational chart above with the current person holding that position, the basic job description for that position, the educational qualifications for that position, and the professional experience that individual has to assure the job is accomplished. Also included in documentation is job descriptions (1) for each student services position and/or applications, resumes, and transcripts (2).
|
South Louisiana Community College |
||||
|
Name |
Title |
Job Description |
Educational Qualifications |
Professional Experience |
|
Meltida Wilson |
Dean of Students |
Leads, manages, directs, reviews and evaluates the effectiveness
Coordinates the hiring, training, supervising, and evaluating
Administers budget
Develops grant funding or external funding for Student Activities/Student Services programs and services
Recommends policy and procedures
Coordinates the efforts of Student Activities/Student Services with other areas of the colleges
Represents Student Activities/Student Services to off campus and system-wide constituencies |
M.A. in Counselor Education Southern University A&M College |
10 years’ experience in Financial Aid; 2 years exp. as Director of Student Services and Financial Aid; 2 years as the Dean of Students Services and Financial Aid and; 6 years exp. as Dean of Students |
|
Shonda Rosinski |
Director of Financial Aid |
Develops policies and procedures for verifying all financial aid
Assists students and parents in completing applications for aid
Coordinates all financial assistance received by each student with the business office and with outside agencies
Collects and maintains extensive documentation on each recipient in accordance with federal, state, and institution guidelines
Proficient in using the financial aid software package of PeopleSoft
Notify students of their current financial aid status, verification of acceptance status of all awards, and update/create the policies and procedures handbook
Completes all state and federal reports relating to financial aid
Provides priorities for planning and budgeting for the Financial Aid office |
B.S. in Business Education University of Louisiana at Lafayette |
13 years experience in Financial Aid |
|
Natalie Guillory
|
Assistant Director of Financial Aid |
Respond to financial aid emails
Make ISIR corrections as needed
Finalize files; enter data on financial aid spreadsheet
Create PROBATION letters for new financial aid recipients, if applicable; Award PELL, ACG and GO grants and prepare award letters
Create origination and disbursement records in Ed-Express
Calculate Satisfactory Academic Progress for all students at the end of spring semester
Act as VA certifying official in Director’s absence
Prepare “Constitution Day” acknowledgement |
B.S.Marketing and B.S. Business Administration University of New Orleans |
0.42 year experience in financial aid. |
|
Arthur Gillis |
Registrar and Director of Admissions |
Administers admissions, records, and registration
Plans, organizes, implements, and supervises admissions enrollment, and certification activities for all students
Coordinates functions with other College personnel and articulation with other institutions
Ensures compliance with all regulations
Develops, administers, formulates and interprets policies pertaining to the record keeping function and grading of the College
Maintains security and confidentiality of student records
Works with federal agencies
Prepares and certifies enrollment documentation for graduation
Supervises awarding of credit
Recommends and enforces standards regarding admissions
Oversees the publication of the Schedule Booklets
Assists with Catalog publications
Prepares reports on instructional data and student enrollment
Recommends hires, evaluates, supervises and trains staff
Directs the development and design of a computerized student record system |
Master of Business in Administration University of Phoenix |
10 years experience with PeopleSoft, 8 years experience as the Registrar |
|
Bernadette Conner |
Assistant to the Registrar |
Assists in all facets of the Registrar’s Office and manages the department in the absence of the Registrar/Director of Admissions
Generates reports on an as needed basis and distributes them to appropriate departments
Gathers all grading reports and posts into PeopleSoft
Ensures that student files are complete and filing occurs on a regular basis in accordance with the standards of AACRAO
Coordinates the registration process with supervisors
Coordinates all graduation activities with the Registrar/ Director of Admissions and works with outside vendors to acquire diplomas
Informs the department of upcoming events, and all AACRAO & LAACRAO events/issues
Generates and posts student honor lists
Assists in evaluating and processing transfer credits
Oversees experiential learning and testing process
Enforces attendance policies, processes and the scheduling of student workers |
A.S. General Business University of Louisiana at Lafayette |
12.5 years as the Assistant to the Registrar |
|
Brittany Menard |
Assistant to the Registrar |
Assists in all facets of the Registrar’s Office and manages the department in the absence of the Registrar/Director of Admissions
Generates reports on an as needed basis and distributes them to appropriate departments
Gathers all grading reports and posts into PeopleSoft
Ensures that student files are complete and filing occurs on a regular basis in accordance with the standards of AACRAO
Coordinates the registration process with supervisors
Coordinates all graduation activities with the Registrar/ Director of Admissions and works with outside vendors to acquire diplomas
Informs the department of upcoming events, and all AACRAO & LAACRAO events/issues
Generates and posts student honor lists
Assists in evaluating and processing transfer credits
Oversees experiential learning and testing process
Enforces attendance policies, processes and the scheduling of student workers |
BS in Finance University of Louisiana at Lafayette |
1.42 years of service in Admissions; 1year experience as an intern in the Business Office.
|
|
Jodie Dupre, C.R.C. |
Counselor ADA |
Coordinates accommodations for ADA students
Maintain all medical documentation on a confidential basis
Maintains adaptive equipment including computers, software and testing areas
Acts as advocate for students with disabilities between SLCC faculty, staff, student workers and other students
Attends disability related conferences and advises College on ADA issues
Provides services to prospective, new and continuing students to include academic, vocational and entry-level career planning and personal counseling
Develops detailed academic plans for students, including monitoring and tracking student progress toward achieving education, work-study and employment goals
Assesses, identifies, and mobilizes supplemental services and agency resources necessary in maximizing student success
Provides workshops, which focus on community resources, self-esteem, childcare, budget management, study skills and other strategies designed to increase student success
Coordinate the delivery of an orientation/registration process for new and transfer students in conjunction with other campus programs
Participates in advisory committees, and state and regional meetings. |
M.S. in Rahabilitation Counselor University of Louisiana at Lafayette
|
7.83 years experience in disability counseling |
|
Katherine Love |
Counselor |
Provides services to prospective, new and continuing students to include academic, vocational and entry-level career planning and personal counseling
Develops detailed academic plans for students, including monitoring and tracking student progress toward achieving education, work-study and employment goals
Assesses, identifies, and mobilizes supplemental services and agency resources necessary in maximizing student success
Assists students in identifying, examining, evaluating and selecting personal educational goals
Creates an environment in which students can develop skills for self-direction
Provides workshops, which focus on community resources, self-esteem, childcare, budget management, study skills and other strategies designed to increase student success
Coordinate the delivery of an orientation/registration process for new and transfer students in conjunction with other campus programs
Establishes and maintains liaisons with community agencies and college programs to provide a full spectrum of services to students
Participates in outreach and recruitment functions |
M.S. in Counselor Education University of Louisiana at Lafayette |
1.25 years experience in Academic, Career and Personal Counseling |
|
Vacant |
Counselor |
Provides services to prospective, new and continuing students to include academic, vocational and entry-level career planning and personal counseling
Develops detailed academic plans for students, including monitoring and tracking student progress toward achieving education, work-study and employment goals
Assesses, identifies, and mobilizes supplemental services and agency resources necessary in maximizing student success
Assists students in identifying, examining, evaluating and selecting personal educational goals
Creates an environment in which students can develop skills for self-direction
Provides workshops, which focus on community resources, self-esteem, childcare, budget management, study skills and other strategies designed to increase student success
Coordinate the delivery of an orientation/registration process for new and transfer students in conjunction with other campus programs
Establishes and maintains liaisons with community agencies and college programs to provide a full spectrum of services to students
Participates in outreach and recruitment functions |
|
|
|
Madeleine Denison |
Academic Advisor |
Provides services to prospective, new and continuing students to include academic, vocational and entry-level career planning and personal counseling
Develops detailed academic plans for students, including monitoring and tracking student progress toward achieving education, work-study and employment goals
Assesses, identifies, and mobilizes supplemental services and agency resources necessary in maximizing student success
Assists students in identifying, examining, evaluating and selecting personal educational goals
Creates an environment in which students can develop skills for self-direction
Provides workshops, which focus on community resources, self-esteem, childcare, budget management, study skills and other strategies designed to increase student success
Coordinate the delivery of an orientation/registration process for new and transfer students in conjunction with other campus programs
Establishes and maintains liaisons with community agencies and college programs to provide a full spectrum of services to students
Participates in outreach and recruitment functions
|
B.A. in English University of Louisiana at Lafayette |
2.75 years experience in Academic Advising |
|
Demise Daigle |
Academic Advisor |
Provides services to prospective, new and continuing students to include academic, vocational and entry-level career planning and personal counseling
Develops detailed academic plans for students, including monitoring and tracking student progress toward achieving education, work-study and employment goals
Assesses, identifies, and mobilizes supplemental services and agency resources necessary in maximizing student success
Assists students in identifying, examining, evaluating and selecting personal educational goals
Creates an environment in which students can develop skills for self-direction
Provides workshops, which focus on community resources, self-esteem, childcare, budget management, study skills and other strategies designed to increase student success
Coordinate the delivery of an orientation/registration process for new and transfer students in conjunction with other campus programs
Establishes and maintains liaisons with community agencies and college programs to provide a full spectrum of services to students
Participates in outreach and recruitment functions |
B.A. in Sociology University of Louisiana at Lafayette |
0.67 years experience in Academic Advising |
|
Daniel Patterson |
Academic Advisor |
Provides services to prospective, new and continuing students to include academic, vocational and entry-level career planning and personal counseling
Develops detailed academic plans for students, including monitoring and tracking student progress toward achieving education, work-study and employment goals
Assesses, identifies, and mobilizes supplemental services and agency resources necessary in maximizing student success
Assists students in identifying, examining, evaluating and selecting personal educational goals
Creates an environment in which students can develop skills for self-direction
Provides workshops, which focus on community resources, self-esteem, childcare, budget management, study skills and other strategies designed to increase student success
Coordinate the delivery of an orientation/registration process for new and transfer students in conjunction with other campus programs
Establishes and maintains liaisons with community agencies and college programs to provide a full spectrum of services to students
Participates in outreach and recruitment functions |
B.A. in Sociology Louisiana State University BR |
1.0 years experience in Academic Advising |
|
Lawana Stokes |
Academic Advisor |
Provides services to prospective, new and continuing students to include academic, vocational and entry-level career planning and personal counseling
Develops detailed academic plans for students, including monitoring and tracking student progress toward achieving education, work-study and employment goals
Assesses, identifies, and mobilizes supplemental services and agency resources necessary in maximizing student success
Assists students in identifying, examining, evaluating and selecting personal educational goals
Creates an environment in which students can develop skills for self-direction
Provides workshops, which focus on community resources, self-esteem, childcare, budget management, study skills and other strategies designed to increase student success
Coordinate the delivery of an orientation/registration process for new and transfer students in conjunction with other campus programs
Establishes and maintains liaisons with community agencies and college programs to provide a full spectrum of services to students
Participates in outreach and recruitment functions
|
B.S. in General Studies with a Concentration in Health Sciences |
3 months |
|
Holly Greer |
Academic Advisor |
Provides services to prospective, new and continuing students to include academic, vocational and entry-level career planning and personal counseling
Develops detailed academic plans for students, including monitoring and tracking student progress toward achieving education, work-study and employment goals
Assesses, identifies, and mobilizes supplemental services and agency resources necessary in maximizing student success
Assists students in identifying, examining, evaluating and selecting personal educational goals
Creates an environment in which students can develop skills for self-direction
Provides workshops, which focus on community resources, self-esteem, childcare, budget management, study skills and other strategies designed to increase student success
Coordinate the delivery of an orientation/registration process for new and transfer students in conjunction with other campus programs
Establishes and maintains liaisons with community agencies and college programs to provide a full spectrum of services to students
Participates in outreach and recruitment functions |
B.S. in Psychology & B.A. in Sociology Louisiana State University |
0.25 year experience in Academic Advising |
|
Julie McNulty |
Assistant to the Dean of Students |
To provide secretarial support for a professional, supervisor or manager, and in some cases, subordinate staff of that individual
|
A.S. in General Studies Nicholls State University
|
7.42 years experience as Administrative Assistant |
|
Adrienne Richard |
Records Specialist |
Assure appropriate record development and maintenance for recruitment and enrollment functions of the program
Maintain confidential records for admission purposes
Handle tracking of student information for grant-related reporting
Provide communication services linking students with other support services and linking support services staff with central administration
Interface with administration on student-related issues |
B.A. in Sociology University of Louisiana at Lafayette
|
3.92 year of service in Admission |
|
Janelle Manuel
|
Financial Aid Assistant |
Assist students and prospective students with their request for federal, state and institutional aid
Verify and/or review information to ensure accuracy of information submitted by students applying for financial aid
Construct and maintain data collecting files, such as databases and spread-sheets to track and award financial aid
Review academic records of financial aid applicants to ensure satisfactory academic progress prior to awarding financial aid
Handle problems and conflicting information to assist in the resolution of aid awards and appeals
Produce required documentation for notifying financial aid recipients of awarded aid
Answer questions and provide information, via telephone and/or in person, about financial aid
Maintain and file student financial aid folders as required to ensure compliance with state and federal regulations
Remove and shred outdated student financial aid folders to ensure that sensitive information is not obtained by unauthorized persons
Perform clerical tasks for the financial aid office
|
B.S. in General Studies with Concentration in Social Sciences |
2 months |
|
Elizabeth Daigle |
Financial Aid Advisor |
Counsels students, parents and others regarding the financial aid process
Utilizes and updates a database and processes applications for financial aid received from students
Determines eligibility for financial aid
Develops and formulates appropriate aid packages for students
Formulates, produces and distributes financial aid award notification and ensures that the financial aid has been awarded and appropriately disbursed and credited to the student’s accounts.
Develops and gathers appropriate materials, organizes and helps present student financial data and other detailed information submitted by students and their parents.
Verifies the accuracy of financial data submitted by students and their families
Verifies academic progress for each recipient
Creates and updates forms
Prepares degree plans and certifications for Veterans |
B.S. in Marketing University of Louisiana at Lafayette
|
2 months |
|
Patricia Green |
Administrative Assistant |
Screens telephone calls and visitors according to supervisor's request; may refer calls to appropriate staff
Maintains files and reference manuals/ materials; ensures confidentiality of information Maintains supervisor's calendar
Attends meetings and transcribes minutes Proofs typing results for typographical errors, spelling, punctuation and format accuracy Establishes and maintains electronic files for identifying, recording and classifying stored data; extracts, assembles and merges stored information to create new documents |
1year of college training; workshops and certificates |
2.25 years experience in Admission |
|
Sharon Stinson |
Administrative Assistant |
Screens telephone calls and visitors according to supervisor's request; may refer calls to appropriate staff
Maintains files and reference manuals/ materials; ensures confidentiality of information Maintains supervisor's calendar
Attends meetings and transcribes minutes Proofs typing results for typographical errors, spelling, punctuation and format accuracy Establishes and maintains electronic files for identifying, recording and classifying stored data; extracts, assembles and merges stored information to create new documents |
B.S in Business Education University of Louisiana at Lafayette
|
5 months |
Documentation:
| (1) | Student Services Job Descriptions |
| (2) | Student Services Transcripts and Resumes |
|
4.5 Student Complaints |
The institution has adequate procedures for addressing written student complaints and is responsible for demonstrating that it follows those procedures when resolving student complaints. (Student complaints)
Comment:
The institution has numerous policies for addressing student due process in a variety of academic as well as social settings. Specific procedures for addressing written student complaints were not found in any college publications or online. An actual example of the use of the Student Complaint process was not shown.
Response:
All students who have complaints regarding academic issues are instructed to first contact the instructor. If the issue is not resolved, the student is instructed to contact the Department Chair. If the issue is still not resolved, the student contacts the Dean of Instruction and Effectiveness. After the Dean speaks with the student, she asks for written documentation of the complaint. When she receives the written complaint from the student, she investigates to determine the validity of the complaint. For example, a student thought he earned a “B” in the spring semester in a business class. However, his grade report indicated an “F.” The student contacted the instructor and Department Chair but was informed the grade of “F” was correct. The student then contacted and later wrote a letter to the Dean of Instruction and Effectiveness regarding this issue. The Dean contacted the instructor who again re-checked the grade and realized it was a mistake, the wrong grade had been given to the student. She documented that the wrong grade was given to the student and a grade change was made for the student (1).
Non-academic complaints are handled similarly. Students may be reported to the Dean of Students for misconduct in a class. In these cases, the student is interviewed by the Dean of Students who then requires written documentation from the student. Once she receives the written documentation, she investigates and then sends a letter to the student with regard to the decision. The student has a week to appeal the Dean’s decision (2).
Documentation:
| (1) | Letter from Benjamin Landry |
| (2) | Complaint from Instructor |
|
4.7 Title IV Program Responsibilities |
The institution is in compliance with its program responsibilities under Title IV of the 1998 Higher Education Amendments. (Title IV program responsibilities)
Comment:
The College did not provide evidence of Letters of Eligibility and Program Participation Agreements with the Department of Education. Further, the College did not provide evidence of independent OMB Circular A-133 audits.
Response:
The Program Participation Agreement (PPA) has not been issued because the Department of Education is awaiting guidance from the Office of Postsecondary Education regarding South Louisiana Community College’s contractual agreement with Acadian Ambulance. Until the Department of Education receives additional guidance concerning of the contractual arrangement between South Louisiana Community College and Acadian Ambulance, the PPA cannot be issued. However, SLCC remains on a month-to-month approval pending a decision (1).
Documentation:
| (1) | E-mail from Kim Peeler with DOE |
