Tunxis Community College • Farmington, Connecticut Self-Study Report • Fall 2011

Table of Contents

Institutional Characteristics...... i Chief Institutional Officers...... iii Organizational Charts...... v Introduction...... xxix

Standard One: Mission and Purposes n Description...... 1 n Appraisal...... 3 n Projection...... 5

Standard Two: Planning and Evaluation n Description...... 6 n Appraisal...... 11 n Projection...... 12

Standard Three: Organization and Governance n Description...... 13 n Appraisal...... 18 n Projection...... 22

Standard Four: The Academic Program n Description...... 23 n Appraisal...... 35 n Projection...... 37

Standard Five: Faculty n Description...... 38 n Appraisal...... 45 n Projection...... 47

Standard Six: Student Services n Description...... 48 n Appraisal...... 58 n Projection...... 61 Tunxis Community College • Farmington, Connecticut Self-Study Report • Fall 2011

Table of Contents (continued)

Standard Seven: Library and Information Resources n Description...... 63 n Appraisal...... 66 n Projection...... 68

Standard Eight: Physical Resources n Description...... 70 n Appraisal...... 73 n Projection...... 75

Standard Nine: Financial Resources n Description...... 76 n Appraisal...... 81 n Projection...... 82

Standard Ten: Public Disclosure n Description...... 83 n Appraisal...... 87 n Projection...... 89

Standard Eleven: Integrity n Description...... 91 n Appraisal...... 92 n Projection...... 93

Appendices Tunxis Community College • Institutional Characteristics

Institutional Characteristics

Date: August 12, 2011

1. Corporate name of institution: Tunxis Community College

2. Date institution was chartered or authorized: 1969

3. Date institution first enrolled students in degree programs: 1970

4. Date institution first awarded degrees: 1972

5. Type of control: Public/State

6. By what agency is the institution legally authorized to provide a program of education beyond high school, and what degrees is it authorized to grant? Programs of education beyond high school in Connecticut are licensed by the Connecticut Board of Governors of Higher Education. Tunxis is authorized to grant the degrees of Associate in Arts and Associate in Science.

7. Level of postsecondary offerings: • Less than one year of work • At least one but less than two years • Associate degree granting program of at least two years

8. Type of undergraduate programs: • Occupational training at the crafts/clerical level (certificate or diploma) • Occupational training at the technical or semi-professional level (degree) • Two-year programs designed for full transfer to a baccalaureate degree • Liberal arts and general

9. Calendar system at the institution: Semester

10. What constitutes the credit hour load for a full-time equivalent (FTE) student each semester? 15 credits (undergraduate)

11. Student population: a) Degree-seeking students – Undergraduate: • Full-time student headcount – 2,059 • Part-time student headcount – 2,607 • FTE – 2,762 b) Number of students (headcount) in non-credit, short-term courses: ??

i Institutional Characteristics • Tunxis Community College

Institutional Characteristics (continued)

12. List all programs accredited by a nationally recognized, specialized accrediting agency. • Dental Hygiene, A.S.—Accredited by the Commission on Dental Accreditation of the American Dental Association. • Accredited since: 1978. Last Reviewed: 2008. Next Review: 2015. • Dental Assisting, certificate—Accredited by the Commission on Dental Accreditation of the American Dental Association. • Accredited since: 1980. Last Reviewed: 2008. Next Review: 2015. • Early Childhood Education, A.S.—Accredited by the National Association for the Education of Young Children. • Accredited since: Accreditation decision expected Spring 2012. Last Reviewed: Peer Review scheduled for Oct. 23-26, 2011.

13. Off-campus Locations: A. In-state Location: Tunxis@Bristol - No degrees offered at this location. Facility used for workforce development/non-credit continuing education. B. Out-of-state Location: None.

14. International Locations: None.

15. Degrees and certificates offered 50% or more electronically: • Computer Information Systems (A.S.) 52.6% on-line. 62 FTE students. • C.I.S.: Computer Programming Option (A.S.) 54.5% on-line. 51 FTE students. • Criminal Justice (A.S.) 61.9% on-line. 296 FTE students. • Criminal Justice: Corrections Option (A.S.) 54.5% on-line. 33 FTE students. • C.J.: Drug & Alcohol Treatment Option (A.S.) 52.4% on-line. 9 FTE students. • Drug & Alcohol Recovery Counselor (A.S.) 56.3% on-line. 50 FTE students. • General Studies (A.S.) 62.5% on-line. 1,638 FTE students. • Liberal Arts & Sciences (A.A.) 70% on-line. 85 FTE students. • Liberal Arts & Sciences (A.S.) 66.7% on-line. 378 FTE students. • Pathway to Teaching Careers (A.S.) 60% on-line. 101 FTE students.

16. Instruction offered through contractual relationships: None.

ii Tunxis Community College • Institutional Characteristics

Institutional Characteristics (continued)

17. List by name and title the chief administrative officer of the institution.

• Chair, Board of Trustees: – Dr. Robert Kennedy, Interim President, Board of Regents. Appointment Year: 2011. • President/CEO: – Dr. Cathryn Addy, President. Appointment Year: 1993. • Chief Academic Officer: – Dr. Michael Rooke, Dean of Academic Affairs. Appointment Year: 2010. • Chief Financial Officer: – Mr. Charles Cleary, Dean of Administration. Appointment Year: 2006. • Chief Student Services Officer: – Dr. Kirk Peters, Dean of Student Affairs. Appointment Year: 2002. • Planning, Institutional Research, Assessment, Chief Information Officer, Continuing Education, and Public Relations: – Dr. David England, Dean of Institutional Effectiveness & Outreach. Appointment Year: 2010. • Library: – Dr. Lisa Lavoie, Director of Library Services. Appointment Year: 2010. • Grants/Research: – Ms. Francena Dwyer, Academic Assessment Planner. Appointment Year: 2004. • Admissions: – Mr. Peter McCluskey, Director of Admissions. Appointment Year: 2000. • Registrar: – Ms. Lucretia Holley, Registrar. Appointment Year: 2010. • Financial Aid: – Mr. David Welsh, Director of Financial Aid Services. Appointment Year: 1984. • Alumni Association: – Ms. Sylvia Seaver, President. Appointment Year: 2009. • Other (Foundation and Advisory Board): – Mr. John Smith, President, Appointment Year: 2008.

18. Supply a table of organization for the institution. – See Organization Charts on following pages.

iii Institutional Characteristics • Tunxis Community College

Institutional Characteristics (continued)

18. Record briefly the central elements in the history of the institution: 1969 Tunxis Community College established by Public Act 812 1970 Dr. Benjamin Davis appointed first President 1971 First associate’s degree awarded 1975 First institutional accreditation, New England Association of Schools and Colleges 1982-83 Robert Chapman serves as Interim President 1983-86 Dr. Eduardo Marti serves as Executive Dean 1985 Capitol Region Community College District established. Dr. Conrad Mallet, President 1986-87 Richard Cooper serves as Acting Provost 1987 Marilyn Menack appointed Provost 1989 Capitol Region Community College District dissolved. Marilyn Menack appointed President. 1990 Ground broken for campus expansion and renovation (55,000 square feet of new space, 30,000 square feet of renovated space). 1992 Building project completed 1993 Dr. Cathryn Addy appointed President. General Assembly merges state’s community colleges and technical colleges. Name changed to Tunxis Community-Technical College. New technology programs launched. 1995 College received Title III grant to develop mechanisms to identify and assist at-risk students. Property at 263 Scott Swamp Road acquired for possible expansion. Web site developed. 1998 First online class, Composition 2000 Bristol Career Center opened. (Name later changed to Tunxis@Bristol.) Trustees change names of community-technical colleges, dropping “technical,” but the system remains the Connecticut Community- Technical College college system. 2001 Master Plan for expansion approved. 2003 College received Title III grant to implement broadly based assessment of student performance and to develop ePortfolio method of demonstrating student work. 2004 First of three visits to Summer Institute at Alverno College, Milwaukee, WI. to study the Alverno model of assessment. 2006 Ground broken for expansion project. 2008 New Library, classroom building opened. 2011 State community colleges merged with state universities and Charter Oak College under a new Board of Regents. 2011 College graduates 40th class.

iv Tunxis Community College • Organizational Charts: President’s Office

v Organizational Charts: President’s Office - Facilities/Building & Grounds • Tunxis Community College

vi Tunxis Community College • Organizational Charts: Academic Affairs Division

vii Organizational Charts: Academic Affairs Division - Media Instructional Technologies •Tunxis Community College

viii Tunxis Community College • Organizational Charts: Academic Affairs Division - Allied Dental Health

ix Organizational Charts: Academic Affairs Division - Library Services •Tunxis Community College

x Tunxis Community College • Organizational Charts: Academic Affairs Division - Academic Advising/Career Services/Counseling

xi Organizational Charts: Academic Affairs Division - Additional •Tunxis Community College

xii Tunxis Community College • Organizational Structure: Academic Affairs Division - Faculty

xiii Organizational Structure: Academic Affairs Division - Faculty •Tunxis Community College

xiv Tunxis Community College • Organizational Charts: Student Affairs Division

xv Organizational Charts: Student Affairs Division - Admissions OfficeTunxis • Community College

xvi Tunxis Community College • Organizational Charts: Student Affairs Division - Academic Support Center

xvii Organizational Charts: Student Affairs Division - Early Childhood Center •Tunxis Community College

xviii Tunxis Community College • Organizational Charts: Student Affairs Division - Financial Aid Services

xix Organizational Charts: Student Affairs Division - Records OfficeTunxis • Community College

xx Tunxis Community College • Organizational Charts: Administrative Services Division - Human Resources

xxi Organizational Charts: Administrative Services Division - Bookstore • Tunxis Community College

xxii Tunxis Community College • Organizational Charts: Administrative Services Division - Payroll & Business Office

xxiii Organizational Charts: Administrative Services Division - Information Technology • Tunxis Community College

xxiv Tunxis Community College • Organizational Charts: Institutional Effectiveness and Outreach Division

xxv Organizational Charts: Institutional Effectiveness and Outreach Division - Workforce Development •Tunxis Community College

xxvi Tunxis Community College • Organizational Charts: Institutional Effectiveness and Outreach Division - Continuing Education

xxvii Organizational Charts: Institutional Effectiveness and Outreach Division - Marketing & Public Relations •Tunxis Community College

xxviii Tunxis Community College • Introduction

Introduction

Work on this self-study began in Spring 2009 when President Cathryn Addy and Dean of Academic Affairs Colleen Keyes asked Robert E. Brown, professor of History and English, to chair the effort to prepare this self-study. Professor Brown, who was chairperson of the College’s last accreditation effort in 1999-2001, accepted. He also requested the appointment of a co-chairperson, Francena Dwyer, professor of English and Academic Assessment Planner. President Addy and Dean Keyes agreed to the request, as did Professor Dwyer. Dean Keyes retired following the 2008-09 academic year. Dr. Michael Rooke, formerly a division director at Manchester Community College, in Manchester, Ct., was appointed interim dean. At a College-wide professional day in Fall 2009, President Addy, Dean Rooke, and Professor Brown described the accreditation process, explained the preparation of the self-study, and sought volunteers to serve on the various Standards committees. Dr. Addy asked that the volunteers send their names to her office. Over Summer 2009, Professors Brown and Dwyer had identified prospective Standard Committee chairpersons. The two met with Dr. Addy following the professional day to finalize the selection of Standard Committee chairs who would also serve as a Steering Committee for the project. While the three were guided by the list of volunteers, they also identified as prospective chairpersons some who had not submitted their names but whose areas of expertise and overall competence could be put to good use. At a meeting with the Steering Committee in late September, Professor Brown explained the work of the committees and presented a timeline for completion of all tasks. In order to produce the most current document possible, Professor Brown explained that the 2009-10 academic year should be used to gather information and to begin work on tentative description sections. The 2010-11 year, he said, would be devoted to updating the descriptions and to developing the appraisals and projections. Professor Brown and Professor Dwyer also distributed a tentative schedule of meetings for the Steering Committee with the caveat that unnecessary meetings of the Steering Committee would be cancelled so that the work of the various subcommittees could proceed. Through judicious use of email, several meetings proved to be unnecessary. This seemed to have a salutary effect on Steering Committee morale. It also facilitated the work of the subcommittees, nearly all of which met the December 2010 deadline for completion of the description and appraisal sections as well as the April 2011 deadline for the standard as a whole. During the latter phases of the self-study, the Institutional Effectiveness Committee—a committee broadly representative of the institution as a whole—was completing work on the 2012-14 Strategic Plan. Professor Dwyer is also Academic Assessment Planner, which put her at the heart of much that we have done during the past decade, and Professor Brown represents the Humanities Department Committee. Thus, the final stages of the work of the NEASC Steering Committee and the development of the Strategic Plan went very much hand-in-hand. Two factors did complicate the completion of the self-study: Connecticut’s political process and a budget crisis that was hardly unique to this state but which manifested itself in interesting and challenging ways. Early in a legislative session that began in January 2011, the state’s newly elected governor, Dannell Malloy, proposed a merger of Connecticut’s various higher-education entities under a common administrative umbrella. After weeks of debate and discussion, the General Assembly passed legislation to merge the state’s community-college system with the state-university system, the online Charter Oak College, and the Department

xxix Introduction • Tunxis Community College

of Higher Education. (The University of Connecticut was to remain under separate administration.) This merger necessitated last-minute revisions in several of the Standards chapters. The same is true of the still-elusive resolution to the state’s budget crisis. Gov. Malloy proposed to deal with the massive budget deficit through a combination of tax increases and spending cuts. One of the proposals to reduce spending, in fact, was the merger of higher education. The heart of the governor’s plan, however, was $1.6 billion in concessions over two fiscal years by the state’s employee unions. Union representatives and the governor successfully negotiated an agreement; a majority of the union membership approved the agreement as well. But the arcane rules that defined the relationship among the state’s various bargaining units, by which negative votes of the membership in two of the 15 separate units could defeat the plan, meant the failure of the agreement. This development led the governor to implement what he called “Plan B”—Draconian spending cuts, including layoffs, in all areas of state government. In response, union leadership sought both to redefine the relationship among the various bargaining units and to renew talks with the Malloy Administration. As a result of the renewed talks and the changes in relationships among the state unions, another vote was scheduled for August 2011. In an attempt to present as up-to-date a self-study as possible, the Steering Committee co-chairs and Dr. Addy agreed that it would be useful to review the document and make changes which seemed to be warranted by the unprecedented and confusing set of developments. If further circumstances should warrant, the College will submit an addendum to NEASC and to the Visiting Committee before the scheduled visit, October 15-18. Through it all, the College was blessed to have a series of diligent Standard Committees that worked hard to prepare this document. Membership is listed below.

Standard One: Mission & Purposes Dr. Rafaele Fierro, Coordinator, General Studies, Associate Professor of History* Ms. Amy Feest, Instructor of Business Administration Dr. Louise Polistena D’Agostino, Lecturer (Adjunct) of English

Standard Two: Planning & Evaluation Mr. Stephen Ersinghaus, Professor of English* Ms. Mary Bencivengo, Division Director, Allied Health Dr. David England, Dean of Institutional Effectiveness & Outreach Ms. Patrice Hamilton, Associate Professor of English Mr. Hendree Milward, Instructor of Mathematics

Standard Three: Organization & Governance Dr. Francis Coan, Department Chair, Social Sciences, Professor of History* Mr. Peter McCluskey, Director of Admissions* Ms. Patricia Bentley, Lecturer (Adjunct) of Sociology & History Ms. Lynn Laskowski, Professor of Biology Dr. Robert Smith, Assistant Professor of Biology Ms. Jennifer Wittke, Instructor of English xxx Tunxis Community College • Introduction

Standard Four: The Academic Program Ms. Candace Clark, Department Chair, Business/Technology, Professor of Business Office Technology* Ms. Claudia Turcotte, Professor of Dental Hygiene* Mr. Jesse Abbot, Associate Professor of English & Philosophy Ms. Ruth DeLeo, Administrative Assistant, Allied Health/Dental Hygiene Ms. Laura Gambino, Program Coordinator, Computer Information Systems (CIS), Professor of CIS Ms. Linda Navitsky, Professor of Biology Dr. Frances O’Neill, Professor of Psychology Dr. George Sebastian-Coleman, Program Coordinator, Liberal Arts & Sciences, Assoc. Professor of English Ms. Rebecca Sullivan, Professor of Dental Hygiene

Standard Five: Faculty Ms. Alison McCarthy, Associate Director of Admissions* Mr. Jean-Marc Cenet, Department Chair, Mathematics & Science, Professor of Mathematics Ms. Carianne Garside, Assistant Professor of Art\ Ms. Susan Gentry, Assistant Professor of English Ms. Diana Himmel, Professor of Dental Hygiene Dr. Michael Rooke, Dean of Academic Affairs

Standard Six: Students Ms. Kelly Pittman, Transfer Coordinator & Academic Advisor* Ms. Helen Lozada, Financial Aid Assistant,* Ms. Patrice Benoit, Associate Registrar** Dr. Terry Cassidy, Assistant Professor of English Ms. Vivian Craven, Counselor & Academic Advisor Ms. Cathy Felice, Learning Disabilities Specialist, Academic Support Center Ms. Kimberly James, Director of Career Services Ms. Teresa Lovejoy, Lecturer (Adjunct) of English Mr. Garth Pelton, Placement Testing Specialist, Academic Support Center Ms. Judith Reilly-Roberts, Counselor & Academic Advisor

Standard Seven: Library & Other Information Resources Ms. Marguerite Yawin, Academic Strategies Chair, Professor of English* Dr. Marie Clucas, Instructor of Sociology Ms. Rachel Hyland, Systems Librarian Ms. Sandra Kovach, Lecturer of English Ms. Behnaz Perri, Librarian Ms. Kathleen Schwager, Director, Academic Support Center

xxxi Introduction/Institutional Overview • Tunxis Community College

Standard Eight: Physical Resources Mr. Kenneth Brintle, Purchasing Agent*&** Mr. Charles Cleary, Dean of Administration* Mr. Peter Haffner, Assistant Director of Information Technology Mr. John Lodovico, Director of Facilities

Standard Nine: Financial Resources Ms. Nancy Eschenbrenner, Director of Finance & Administrative Services* Mr. Charles Cleary, Dean of Administration Ms. Patricia Johnson, Associate Professor of Dental Hygiene Mr. Victor Mitchell, Director of Business & Industry Services

Standard Ten: Public Disclosure & Standard Eleven: Integrity Mr. Peter DeNegre, Instructor of English* Mr. Bryan Bonina, Graphics Specialist Ms. Christina Gotowka, Professor of Psychology Ms. Elizabeth Keifer, Professor of English Ms. Kerry Ann Kowar, Public Relations Associate Ms. Melissa Lamar, Public Relations Associate

*Chairperson **Left College before completion of the self-study

xxxii Tunxis Community College • Institutional Overview

Institutional Overview

Had this self-study been submitted a year ago, it would have possessed an overwhelmingly upbeat and optimistic tone. Tunxis Community College has transformed itself, and been transformed, over the 10 years since its last accreditation. A new Library and a new classroom building have increased the size of the campus by some 40 percent. Enrollment has risen commensurately. Our strategic-planning process has achieved stability and consistency. The ability-based education model threaded throughout this document has led to wide-ranging conversations about “the educated person” and the skills such a person needs to succeed in an increasingly competitive world; it has also generated data that the institution can use to assess its own efforts. We have come a long way in a short time. The past year has not undone any of those achievements. Indeed, the groundwork has been laid for further physical expansion as the state Bond Commission in July approved funds for planning a new classroom building. Yet uncertainty hangs over the College due to circumstances that are largely beyond its control. A state budget deficit and the initial failure of a proposal to win concessions from state employees unions threatened layoffs and cuts in innovative programs. A hiring freeze has left several vacant full-time faculty positions unfilled. An administrative reorganization of higher education, imposed by the General Assembly at the urging of Gov. Dannell Malloy, has eliminated the Board of Trustees for Community-Technical Colleges in favor of a Board of Regents, not yet fully appointed, with oversight of the state’s 12 community colleges, its four state universities, and the non-traditional Charter Oak College. Among the lesser challenges that these developments have created is the preparation of this self-study. How, after all, can one appraise a system of external governance that does not yet exist? How does one describe an initiative, for instance, that encourages programming to support the strategic plan—and then report that the initiative has been suspended for a year due to budget cuts? How does one assess the integrity of one’s institution if external developments mean it may lack the resources to do what it needs to do or raise questions about its historic mission? The approach taken in this self-study is to acknowledge the uncertainty where necessary, to present honestly the challenges posed by fiscal austerity, and to highlight the many ways in which the College has changed in the past decade. We know what we have done to date, and we know what work remains to be done. So this document is both a description of what has occurred and a rough roadmap to an uncertain future. Three areas of special attention emerged from the accreditation review conducted ten years ago. Each has been confronted successfully.

• While the College had a planning process in place, it had not yet created a “culture of planning and assessment.” Distinctions between operational and strategic planning were not properly understood. Thus, while the College was doing a great deal well, it did not fully have the means to demonstrate as much. Neither did it have in place methods systematically and formally to assess what it was doing. Today, most offices at the College have their own assessment initiatives. All seek input and information about their performance. In the Academic Division, the ability-based education initiative has provided a framework for assessment of student learning that transcends grading and emphasizes measurable outcomes.

xxxiii Institutional Overview • Tunxis Community College

A $1.8 million federal Title III grant, awarded in 2003, has been the agent for much of the change in culture. The grant made it possible for the College to pay for three teams from Tunxis, more than 40 faculty and staff in all, to participate in the Summer Institute at Alverno College in Milwaukee, WI., the institution from which the ability-based education model is derived. Title III also made it possible for the College to arrange release time for designated faculty members to train others, to pay part-time faculty to attend roundtable discussion and department meetings, and to organize professional-development days. It was through Title III that the College launched its project to provide each student with an ePortfolio that will allow the student to compile a set of artifacts to demonstrate successful achievement in each ability area. Linked to the ePortfolio project is a software package, Digication, which allows faculty to assess students against specific abilities.

• The College had experienced, almost since its founding, exceptional turnover in top administrative positions— especially in the academic dean’s position, occupied by an estimated two dozen persons over 30 years. For the past decade, only two persons have served as academic dean. The Division of Student Affairs has been led by the same dean during that same period. Retirement of two deans in 2009 made it possible to combine two positions (Associate Dean of Institutional Effectiveness & Planning and Dean of Workforce Development & Continuing Education) to create a single Dean of Institutional Effectiveness & Outreach.

• At the time, Tunxis was the smallest institution of higher education, in terms of square footage per FTE, in all of New England. The expansion program that is entering Phase 2 has enabled the College to shed this dubious distinction, though it remains in the bottom half. With this physical growth has come heightened visibility that helped to spur an enrollment surge during the middle of the decade.

This is not all that has changed at Tunxis over the past 10 years. In 2001, the “typical” Tunxis student was a female in her late 20s. Today’s Tunxis student is younger than 10 years ago and almost as likely to be male as female. Physical expansion provided more than additional space; it also delivered a visually striking new Library as the focal point of College life. Thanks largely to the efforts of the Tunxis Foundation & Advisory Board, the College has been able to increase substantially the amount of scholarship aid it generates and offers. A program in New Media and an honors program in Mathematics & Computer Information Systems have been developed. As part of a systemwide initiative, the College has launched a Pathway to Teaching Careers program. The Liberal Arts & Sciences and General Studies degrees have been revised. So has the program in Computer Information Systems, with the addition of a series of options. An eCommerce option has been added to the suite of Business Administration options. A Drug and Alcohol Recovery Counselor option is now part of the Criminal Justice program. The past decade has seen a substantial expansion in extra- or co-curricular offerings for students. For seven years, the College has organized a widely respected Writers Conference, featuring nationally recognized authors. An annual Constitution Day has offered students the opportunity to hear faculty and staff, as well as invited experts, discuss aspects of the U.S. Constitution relevant to our time. The Forum on News Media has done the same for issues raised by the evolution of newsgathering and reporting. The tradition of student theater has been revived, with productions the past five semesters. Both a student newspaper (The SUN) and a literary and arts magazine (OTTO) have been established.

xxxiv Tunxis Community College • Institutional Overview

Tunxis has established a schedule for program and discipline reviews—and has maintained it. To conduct the General Studies and Liberal Arts & Sciences reviews, Tunxis even developed its own review instrument after determining that the program-review instrument used in the Connecticut community-college system proved inadequate to assessment of more purely transfer programs. TheInstitutional Self-Study prepared 10 years ago noted that the alternative to change was not stability, but stagnation. Tunxis has embraced change for a decade now, and it has become a stronger and more vital institution. It stands ready to deal with the challenges posed by limited funds and administrative uncertainty. How does the College see itself now—and how does it see itself confronting its challenges? The following summaries point the way.

Standard One: Mission & Purposes Tunxis’ mission and vision statements have not changed in the 10 years since the last self-study, but both have been thoroughly examined at the start of each three-year strategic-planning cycle to ensure their relevance and to assure that the College bases its decisions on its mission. A survey of faculty and staff shows a general awareness of the mission and vision statements as well as the general perception that the College succeeds in executing its mission. There is, however, an administrative reorganization of higher education in the state with implications that remain unclear. The College commits itself to participation in discussions spawned by the reorganization.

Standard Two: Planning & Evaluation TheCollege has in place a planning process that is comprehensive, continuous, and built on a foundation of assessment. At the heart of the process is the three-year Strategic Plan developed by a broadly representative Institutional Effectiveness Committee and approved by the President with input from her Cabinet. From the Strategic Plan, College departments develop tactical and operational initiatives that support strategic priorities. The College has even developed its own software package, the Plan-O-Matic, for inputting the results of tactical operational initiatives that sustain the Strategic Plan. Academic planning is guided by the ability-based education initiative (ABE), a self-created model of assessment based on principles derived from Alverno College in Milwaukee, WI. Individual departments conduct their own surveys of satisfaction and use. A variety of other assessment instruments, both national and locally developed, provide the data for informed decision-making.

Standard Three: Organization & Governance Tunxis has in place a system of internal governance that gives an opportunity for faculty and professional staff to participate in the discussions that lead to decision-making. Its Professional Staff Organization has an array of committees that report on Student Affairs, Academic Affairs, Abilities Assessment, Health & Safety, and other matters. An active and effective Foundation & Advisory Board supports the mission of the College through fund-raising, through involvement with the larger community, and through participation where appropriate in decision-making. The Alumni Association is a supportive adjunct to the College. Students have involvement in the planning life of the College through the Student Government Association which has representation allocated to it on four PSO committees.

xxxv Institutional Overview • Tunxis Community College

External governance is undergoing a sea change with the merger of the community-college system and the state-university system, mandated by the Connecticut General Assembly. The merger eliminates the Board of Trustees for Community-Technical Colleges and creates a single Board of Regents with authority over both the community colleges and four-year state universities. Much about the exact nature of the reorganization is still to be determined. The legislation that authorized the merger calls for the appointment of separate vice presidents for the state universities and the community colleges. It also prevents the transfer of funds from the community colleges to the state universities—and vice versa. Beyond those details, little is known about the nature of the combined organization.

Standard Four: The Academic Program The College offers programs that include a core general-education component and a sequence of specialized courses leading to the associate’s degree. There is an orderly and effective process for evaluation of both programs and academic disciplines, relying on self-study and external review. Faculty members have direct and active involvement in program development and revision as well as in review of institutional syllabi to assure currency. The College has added new programs and new options since the last accreditation. It has also terminated several options after analysis of enrollment trends and as industry needs changed, making sure that students already in the programs were allowed to complete their degrees. Tunxis has developed its ability-based education model (ABE) for assuring that students develop the skills and competencies appropriate to a person who graduates with the associate’s degree. ABE is embedded in the curriculum in a variety of ways. Nearly all college-credit courses taught at Tunxis assess at least one general-education ability. Students are informed about the ABE model through the student course outline and instructor explanation. In addition, there is a brief video, developed on-campus, that explains ability-based education. Students who need academic support, outside the classroom, may receive it through tutoring provided by the Academic Support Center. To assure appropriate placement into classes, the majority of students take the Accuplacer examination in reading, writing, and mathematics. The College also offers two courses designed to help students learn how to succeed—College Study Skills for students who place into foundational courses and First-Year Experience for students who place into upper-level developmental and college-credit courses. Tunxis has both clearly stated admissions procedures and a variety of articulation agreements with four- year institutions. The College accepts credits from other institutions with the Admissions Office responsible for transfer evaluation. Tunxis also has clearly stated and published standards regarding Academic Standing.

Standard Five: Faculty Tunxis has a faculty with qualifications and experience to meet the institution’s mission. It does, however, have an historic imbalance between the numbers of full- and part-time faculty. As of Fall 2010, full- time faculty taught slightly less than 40 percent of all sections. This is due to a growth in the number of sections offered without commensurate growth in the number of full-time faculty. As a result of this circumstance, the College has chosen to freeze the number of courses offered this Fall at the level of Fall 2010. New full-time faculty are hired through a search process designed to be fair and to secure the best possible candidate. Part-time faculty are hired after review by the appropriate academic department chairperson. Efforts have been made, only marginally successful, to diversify the faculty by offering positions to historically xxxvi Tunxis Community College • Institutional Overview under-represented groups. Faculty are reviewed and assessed periodically as part of regular program reviews and under the terms of the Faculty Development & Review Program, outlined in the contract between the community-college system and the Congress of Connecticut Community Colleges. A faculty handbook has been developed that describes the roles of part- and full-time faculty. Full-time faculty serve as academic advisors. Faculty members also encourage student achievement through serving as club advisors, through the art marathon, through the Tunxis theater, through working with the staff of the student newspaper and the literary and arts journal, and a variety of other avenues for student self-expression. Professional development is encouraged through the 4Cs contract, through Perkins grants, through professional days, and through academic-excellence awards. Part-time faculty are also encouraged to participate in professional development through the contract and through invitations to professional activities. Departments historically have been able to apply for funds to compensate part-time faculty for participation in department meetings, roundtables, and norming sessions. Some departments, such as English and mathematics, encourage part-time faculty to participate in portfolio exchanges and collaborative grading.

Standard Six: Students Tunxis offers the full range of support services for students. It views its work in developmental English and math very much as part of these services. Thus, the College examines and explains this work in the Student standard as well as in the standard on the Academic Program. As the student population has changed—younger and more likely to be composed of students just out of high school—the College has focused on meeting the needs of such students. At the same time, an influx of veterans who enrolled or are enrolling after service in Iraq or Afghanistan has created the need for services and opportunities designed to assist this group of students; these efforts have included the creation of a Veterans Oasis in Founders Hall. Some staffing needs do exist in the student-support departments of the College, but the persistence of a state budget crisis makes it unlikely that staff can expand to meet demand. The College will attempt to do what it can within existing resources to meet needs. Construction of a new classroom building may make it possible, for instance, to offer support in the form of space for a possible mathematics lab to assist developmental students. At the same time, the exigencies of the time have led the College to choose to apportion responsibility for cultural programming and advising of students of color to individuals within the Student Affairs Division while granting the Coordinator of Minority Affairs’ request for a lateral transfer within the division.

Standard Seven: Library & Other Information Resources The building project mentioned at the start of this Institutional Overview provided the College with a Library worthy of an institution of higher education. Its opening more than doubled the space set aside for Library services, enabling the staff better to perform their function of assisting students, faculty, and professional staff in meeting their information needs. It truly has made the Library into the hub of intellectual life on campus. At the same time, the ability-based education initiative—which identifies information literacy

xxxvii Institutional Overview • Tunxis Community College

as one of the 10 abilities—has meant that the academic program itself has become a means to provide students with the skills associated with literacy. The synergy created by expansion of the Library and introduction of ability-based education into the curriculum has benefitted our students. Tunxis’ Library historically has enjoyed adequate financial support from the institution. Its staffing has been ample, and funding has been sufficient to maintain an adequate collection, magazine and newspaper subscriptions, eBooks, DVDs, and databases. The Library takes advantage of the full array of opportunities to reach out to the larger community—Facebook, blog, email, Internet, and others. At the same time, the state’s budget crisis has posed a challenge to the Library as with many other divisions and departments. The College is a leader in Connecticut online education, with more than 300 courses designed for online instruction. Support for online instruction, and maintenance of some 110 computers in 65 classrooms and laboratories, is the responsibility of the Media Instructional Technology Department. In addition, the department provides training by appointment in both distance learning and use of classroom technology. TheInformation Technology Department is responsible for maintaining the technology infrastructure of the College. It also supports the Computer Center and computer classrooms located in or near the center as well as the Graphic Arts and Fine Arts studios. Finally, the Information Technology Department provides training to students in basic computer skills. In all of these ways, the information-services centers of the College support the institution’s work in information literacy.

Standard Eight: Physical & Technological Resources As noted at the beginning of this Institutional Overview, Tunxis is no longer the smallest college per full-time equivalent student in New England. Plans for further expansion will put that dubious distinction even farther in the past. The core campus consists of five buildings. Bidstrup Hall, adjacent to the campus, is home to a variety of functions—Marketing, Institutional Effectiveness, Finance, the Dean of Administration. In addition, the College owns a residence just off the campus, across Route 6. Finally, Tunxis leases space in nearby Bristol for Tunxis@Bristol, home of most of the Workforce Development staff and training sessions. Construction of two new buildings freed up space for other purposes. The former Library is now Founders Hall, an open area used for large gatherings. It is also home to the Veterans Oasis, an office for the College’s Veteran population; the Tunxis Theater; office space; and storage space. The former Academic Support Center, next door to Founders Hall, is home now to the Student Lounge, the Student Activities Office, and the offices of the Student Newspaper Club. Though it is frowned upon to mention parking problems in an institutional self-study, the fact is that campus expansion has spurred increased enrollments. The College’s capacity has outgrown its available parking in a very short period of time. Tunxis is attempting to deal with this problem by leasing space from nearby companies and facilities, with minimal success.

Standard Nine: Financial Resources Tunxis derives its financial support from three primary sources: state appropriations, tuition and fees, and grants. The College is financially stable, though ongoing state budget difficulties and economic uncertainty pose challenges to that stability. Compounding the challenge is the administrative reorganization that has led to the elimination of the Board of Trustees for Community-Technical Colleges and the System Office. Tuition and fee revenue has been healthy, commensurate with the growth in enrollment. Tuition

xxxviii Tunxis Community College • Institutional Overview revenue increased from $11.4 million in 2009 to $13.2 million in 2010. Revenue from Continuing Education and Workforce Development both increased between 2009 and 2010. Tunxis received a $1.8 million federal Title III which included funds for faculty and staff training, professional development, and equipment and educational items for classrooms to enhance student learning and success. The College’s expansion was funded through state bonding. In addition to the construction funds, the College also receives bond funds for technology infrastructure improvement, technology replacement, and deferred maintenance. The College distributes more than $6 million in financial aid. For the 2010 fiscal year, Pell Grants totaled $4 million. The Tunxis Community College Foundation & Advisory Board saw its assets grow from 798,000 in 2009 to $843,000 in 2010; this made it possible for the Foundation to offer $36,000 in scholarships in Spring 2010. For students who cannot make a full tuition payment, the College has a payment plan.

Standard Ten: Public Disclosure Tunxis has a variety of publications available in a variety of media for communicating with its students, with its faculty and staff, and with the public. The College established its own website in 1995 on which a variety of documents and publications are available to view and to download. Tunxis also is on Facebook and Twitter. Tunxis has an Intranet for internal communication. The College has in place a series of mechanisms to ensure that information in all publications is accurate and up-to-date. These involve careful review of all documents before distribution. Responsibility for the accuracy of the College Catalog and the printed Course Schedules lie with the Academic Division; responsibility for the distribution and accuracy of other documents, and for communication with the public generally, lies in the Office of Marketing & Public Information. Information on Campus Safety, and graduation and transfer rates, are published on both the College website and the Intranet. These are federal requirements. Graduation and transfer rates are found in a document entitled, “Institutional Effectiveness Outcomes and Data,” which also includes information on enrollment, retention rates, and other measures of institutional accomplishment. The College also publishes a Student Handbook that includes a variety of information about college policies and procedures of relevance to students.

Standard Eleven: Integrity The College has developed and embraced a statement of Values and Principles that identifies six core principles as significant. Integrity is the first-listed principle. Tunxis does make considerable efforts to be open, clear, and honest in all of its dealings—internal and external. The College publishes its major policies in the Catalog and other documents. It has in place student-grievance procedures, including a newly developed grade-appeal procedure that reflects the community-college system’s own procedures. Dealings with faculty and staff are defined through contracts with employee unions. Information on FERPA is disseminated on the web page. As an open-admissions institution, Tunxis has attempted to meet the needs of a student population with widely varying preparation and basic skills. It has done so by offering an array of developmental and college-credit level courses. Particular attention is paid to the performance of those students viewed as most at- risk according to information developed by the Office of Institutional Effectiveness. The College will attempt to maintain this commitment through the period of reorganization that is just beginning.

xxxix Standard One: Mission & Purpose • Tunxis Community College

"DATA FIRST" FORMS GENERAL INFORMATION

Institution Name: Tunxis Community College

OPE ID: ? 130606

0 Annual Audit ? 0 Certified: Qualified Financial Results for Year Ending: ? 06/30 Yes/No Unqualified Most Recent Year ? 2011 Yes Unqualified 1 Year Prior 2010 Yes Unqualified 2 Years Prior 2009 Yes Unqualified

Budget / Plans Current Year 2012 Next Year 2013

Contact Person: ? David England Title: Dean of Institutional Effectiveness and Outreach Telephone No: 860-255-3498 E-mail address [email protected]

Tunxis Community College • Standard One: Mission & Purpose

Standard One: Mission & Purpose

College mission statement: Tunxis Community College offers its students a quality yet affordable education in an accessible and supportive environment, fostering the skills necessary to succeed in an increasingly complex world.

President’s vision statement: Tunxis Community College will be a vibrant educational and cultural center responsive to current as well as emerging student and community needs.

n Description:

Tunxis Community College’s mission and vision statements are the cornerstones upon which the institution is built. They define the ideals for which the college community strives. To the people who work and go to school here, another metaphor also applies: For us, the mission and vision statements are the threads from which the cultural fabric of the College is woven in words and actions. The ultimate goal of the College is to prepare students who are solid thinkers and effective citizens beyond the world of the academy. The statements reflect that objective. Community-college mission statements are not subject to Board of Trustees approval. Each of the 12 Connecticut community colleges, therefore, has created its own statement, approved through the governance system of each institution. Broadly, however, the mission and vision statements for Tunxis are consistent with admissions statement articulated by the Board of Trustees for Connecticut Community Colleges in the board’s Policy Manual: The admissions policies established by the Board of Trustees ensure that needed educational opportunities are available, within budget limits, to all who meet the minimal requirements of graduation from high school or the achievement of a high school equivalency certificate. Efforts to reach older and/or educationally disadvantaged students are facilitated by the fact that formal admissions requirements may be waived in appropriate circumstances. These open door policies thus enable students to enter Community Colleges and to initiate their learning experiences at appropriate and realistic levels It should be noted that external factors also impinge on the ability of the state’s higher-education institutions to fulfill their missions. Connecticut faces a serious budget crisis that may necessitate the layoff of up to 4,500 state employees—approximately 10 percent of the state workforce. The state General Assembly has approved an administrative reorganization that eliminates the Board of Trustees for Community-Technical Colleges and merges the community-college system with several other entities under a single Board of Regents. It is far too soon to determine the impact of these developments on the community colleges and their mission. The Tunxis mission and vision statements generally appear in tandem in official material that the College distributes. In particular, the statements appear in the Catalog, on the college website, and in literature distributed by the Tunxis Foundation & Advisory Board where they are displayed along with the Foundation’s mission. Additionally, the statements are prominently displayed at the two main college entrances, making it visible for all who come through the institution’s doors to see.

1 Standard One: Mission & Purpose • Tunxis Community College

The mission and vision statements also have been embedded in the College’s academic programs and in its student-service departments, all of which have statements of purpose and mission that support the institutional mission statement. Every course, discipline, and program has established learning outcomes that reflect the spirit of the mission and vision statements. In the past four years, the College has embraced what it calls ability-based education—an educational philosophy that will be discussed at several points in this document. In brief, ability- based education is a systematic attempt to assess students on skills (or abilities) acquired through the College rather than simply on tasks completed or grades received. The ten general-education abilities enumerated by the institution have been created with the college’s mission in mind.

History of Mission and Vision Statements The Board of Trustees for Regional Community Colleges in 1971 issued a statement of philosophy for the state’s community colleges. Tunxis Community College independently examined its mission statement for the first time in 1994. The final draft of the statement was approved by the President and the Planning Advisory Committee and sanctioned by the college’s Professional Staff Organization (PSO). Also in 1994, the College developed a vision statement for the first time which has been re-examined on several occasions since then. In 1996, the mission and vision statements were revised in their current format after the Connecticut community college system adopted a strategic planning process. In September 2001, the College completed its most recent self-study. Both the vision and mission statements were examined at that time, and the College stated that it would review the mission and vision statements every three years. Accordingly, the statements have been reviewed at the start of each three-year strategic-planning cycle. In Fall 2006, the College compiled a fifth-year interim report for the Commission on Institutions of Higher Education, which was accepted by CIHE. As part of the preparation for that report, the mission and vision statements were again examined. With each review, the College has not felt the need to change the statements because they continue to reflect the institution’s foundational values. Both statements have been praised by outside agencies for their simplicity and clarity. The College does, however, continue its efforts to improve the ways in which the statements are implemented. Perhaps most important, the College has attempted to implement both the mission and vision statements in the following ways: • Improving student learning through ability-based education, an ongoing initiative designed to better prepare students in an increasingly complex world; • Enhancing students’ efforts at self-reflection through the creation of student electronic portfolios (ePortfolios); • Creating academic programs with outcomes that reflect the mission and vision statements; • Enforcing faculty preparation of additional responsibilities reports and proposals as mandated by contract between the system and the Congress of Connecticut Community Colleges (4Cs); • Offering a steady diet of speakers, panel discussions, and lectures on topics of public interest; art exhibits featuring the work of artists in our communities as well as Tunxis faculty and students; writing festivals and symposia, and other extra- and co-curricular activities; • Committing to the larger community beyond Tunxis, through such venues as our Tunxis@Bristol operation, and to the notion that community interests are commensurate

2 Tunxis Community College • Standard One: Mission & Purpose

with those of the institution; • Maintaining necessary student-support services, such as the Academic Support Center, to ensure student success across the curriculum; and • Maintaining and improving both our career programs and our transfer programs in Liberal Arts and General Studies in a manner that is consistent with the integrity of the mission and vision statements.

Overall, Tunxis continues to be guided by both its mission and vision statements and looks to integrate them into every facet of the institution. At the heart of this process is regular review of the statements in a spirit of willing effort on behalf of our students.

Institutional Effectiveness The College reviews its mission and vision statements at the start of each three-year planning cycle. The Strategic Plan reflects the priorities inherent in the mission and vision statements. Specific initiatives taken to support the Strategic Plan must be linked to those priorities. n Appraisal

In Spring 2010, as part of the effort to appraise the mission and vision statements, the College conducted a survey of faculty, staff, and full- and part-time students. The online survey, consisting of six questions, was developed. The survey was emailed to approximately 250 faculty and staff members with 140 responding, for a 56 percent return rate. The survey was also posted on the college’s Blackboard/Vista portal to which full- and part-time students have access; in all, 120 students responded. Among students, those with less than 10 credits accounted for 25.6 percent of respondents; those with 10 to 29 credits accounted for 41.5 percent; those with 30 or more credits accounted for 29.3 percent; and those who did not know accounted for 3.7 percent. Question one asked: “Do you consider yourself familiar with Tunxis’ mission and vision statements?” Approximately 78 percent of faculty and staff and 51 percent of students responded yes. The survey recipients were then presented with the Tunxis mission and vision statements, and asked the following question: “After reading the mission and vision statements, please rank the following with “1” being most relevant and “5” being least relevant.” The highest-rated answer for both faculty/staff and students was that “Tunxis strives to be an accessible college for students of all backgrounds;” the average rating was 1.48 among faculty/staff and 1.67 for students. A close second was that “Tunxis looks to future trends and seeks to provide students with the skills they need to be successful,” rating 1.91 among faculty/staff and rating 1.88 among students. “Tunxis works to be an integral member of the community” achieved a 2.99 rating among faculty/staff and 2.81 among students. Finally, “Tunxis offers students the chance to learn beyond the classroom” received a ranking of 3.07 among faculty/staff and 3.08 among students. Next, survey recipients were asked, “Do you feel that Tunxis carries out the meaning of its mission and vision in the operation of the college?” A substantial majority of responders, among both faculty/staff and students responded affirmatively: 80.3 of faculty/staff and 82.1 percent for students. Asked to provide examples

3 Standard One: Mission & Purpose • Tunxis Community College

of the way Tunxis achieves the objectives of its mission and vision statements, respondents mentioned open- enrollment; up-to-date technology; strong developmental programs; support for students with disabilities; an abundance of online courses; a variety of student-support services; diversity of the student body; opportunities for students to gain real-world experience; new facilities which encourage community programs; service-learning opportunities; one-on-one access to faculty; support efforts for new students; night and weekend classes; and the enthusiasm and creativity of faculty. Among those individuals who responded either “no” or “unsure,” 2.4 percent of faculty and staff said no, and 17.3 percent said they were unsure; among students, 2.4 percent said no, and 15.5 percent said they were unsure. Asked to identify deficiencies or areas that need improvement, respondents mentioned the need to evaluate the relevance of course offerings to today’s world; slow responses to the cultural needs of the community; a need for more remedial services; a need to hold all students to rigorous standards; a lack of dedicated advisors for all students; insufficient time for faculty to focus on teaching; a need for more balance between the imparting of knowledge and implementation of ability-based education; a failure to consider students first in all decisions; the need for more coordination in our student success and retention efforts; and the need for more assistance in helping students to deal with textbook costs. Respondents also mentioned limited use of the college on Fridays and weekends, though this result was reached after a semester in which the College conducted no classes on Saturdays. Respondents were also asked where they remember having seen the mission and vision statements; they were given a variety of options and asked to note all that apply. The No. 1 response for both faculty/staff and students was the Catalog—76.6 percent among faculty/staff and 53.7 percent among students. Second was the lobby at the main entrance to the college, mentioned by 37.1 percent of faculty/staff and 40.2 percent of students. Third was the credit-course schedule, with 27.4 of faculty/staff and 35.4 percent of students. Under the category of “other,” respondents mentioned online sources including the College website, the strategic plan, documents distributed in meetings, the student handbook, the business office and the Library. Twenty-eight percent of students and 8.1 percent of faculty and staff responded that they do not know where they may have seen the statements. Survey participants were then asked where they would like to see the College present its mission and vision statements. They mentioned printed materials (student handbook, Tunxis letterhead, course outlines and syllabi, student transcripts, and emails); in all classrooms and hallways; on computer monitors; on all advertising materials (including the sides of buses); on campus in the student lounge area; in the library; in continuing education; at the parking lot entrance; in the cafeteria; in faculty and administrative offices; in high school guidance offices; in community locations (libraries and cultural venues); and in unemployment offices. Finally, responders were asked, “How can Tunxis improve the way it carries out its mission and vision?” Responses included: focus on strategic priorities as the basis for time and money spent; become more adept at gauging current and emerging student/community needs; offer more non-academic summer opportunities; put benefit to students as the first priority in every proposal; market in support of community activities; hire more full-time faculty; communicate the mission and vision more often and effectively to faculty and staff; keep faculty comfortable with technology; use social media to market the college; support more projects between disciplines to demonstrate that learning transcends subject matter; maintain high standards for all classes and students; offer more “incidental learning” opportunities; let each department decide how to carry out the mission; ensure

4 Tunxis Community College • Standard One: Mission & Purpose consistent communication to all faculty (including adjuncts); offer more professional development for faculty about common expectations; increase outreach to communities and high schools; provide more accommodations for people with learning disabilities/difficulties; reducing tuition expenses; and complete Phase II of the building project (discussed in greater detail in Chapter 9, Physical Resources). This research suggests that Tunxis has been working hard to carry out and communicate its mission and vision, but there is still room for improvement. The vast majority of faculty and staff know the mission statement, as well as more than half of our students. Most have seen it printed somewhere on or around campus. A majority of respondents believe that Tunxis strives to be an accessible college for students of all backgrounds, and more than 80 percent said that the College is realizing its mission and vision in its ongoing operation. The survey also pointed to many ways Tunxis can better communicate and carry out its mission and vision. These suggestions shape our projections for the College over the next 10 years. At the same time, it should be noted that developments beyond the control of the College will also shape our ability to fulfill our projections. A state fiscal crisis of unparalleled proportions, described in Standard 9: Financial Resources, has threatened to lead to layoffs in all government institutions. An administrative reorganization of higher education, described in Standard 3: Organization & Governance, has created uncertainty about lines of authority which in turn raises questions about an array of system-related policies, including the system mission. n Projection

Believing that our mission establishes Tunxis’ purpose as an educational center, we acknowledge that all those who are on our campus or who are part of our learning community need to understand and practice our stated values. • Our mission statement needs to be visible, learned, internalized, and demonstrated in daily practice. Therefore, additional banners will be added at the entrance to the library and to Founders’ Hall, joining the banners already posted at two main entrances of the College. • Beginning in 2011, the statement will be included on student transcripts. • One way to assist all on our campus or in our community to “see” the vision statement is for the school newspaper, the Tunxis SUN, to identify specific and current College events or actions under the heading, “Our Vision in Action.” Such a feature would provide practical evidence of the College’s significance as an educational and cultural center. We will encourage the newspaper to introduce such a feature. • We acknowledge the commitment to review our mission and vision statements every three years to assure it accurately reflects our goals to create a learning environment that is accountable, relevant, and timely. This is also a necessary step to engage new faculty, staff, and students in developing a Tunxis identity. • The College will monitor and respond as needed to external discussions pertaining to the mission and purposes of the state’s higher-education system. Our mission and vision statements define us—who we are and who we strive to be. Because that is so, we believe it is vital for our community to embrace the statements and to put them into practice every day

5 Standard One: Mission & Purpose • Tunxis Community College

Standard 1: Mission and Purposes

Attach a copy of the current mission statement. Date approved by the Document URL governing board http://www.tunxis.commnet.edu/colleg Institutional Mission Statement ? e/mission.php ?

Mission Statement published URL Print publication http://www.tunxis.commnet.edu/colleg ? 1 Website ? e/mission.php http://www.tunxis.commnet.edu/course s/publications/catalogs/Tunxis-2010- 2 Catalog 2011-Course-Catalog.pdf Catalog 3 4

Related statements URL Print Publications http://www.tunxis.commnet.edu/colleg ? 1 Values and Principles ? e/values-and-principles.php Catalog 2 3

Tunxis Community College • Standard Two: Planning & Evaluation

Standard Two: Planning & Evaluation n Description

Strategic planning at Tunxis is an on-going, participatory process that engages both the internal and external College community in identifying and prioritizing College goals and in determining the means to achieve them. It provides the College with the opportunity to envision the future and chart a course for achieving it while at the same time shaping budget development and distribution processes that are based on institutional priorities. Strategic planning defines our vision and mission, who we will serve, our role in the community, the kinds of programming and services we provide, and the resources needed to succeed. Tunxis is committed to strategic planning as a vital part of the planning process that allows us to define our effectiveness as an institution. Since Fall 2005, the Institutional Effectiveness Committee has been responsible for coordinating and overseeing the implementation of a comprehensive assessment system. Integral parts of this effort are the ability-based education project, the strategic- and tactical-planning process, and structured evaluation through assessment of institutional effectiveness.

Ability-Based Education Tunxis has made a campus-wide commitment to ability-based learning and assessment based on an approach that emerged from a close look at the nationally recognized, award-winning model developed by Alverno College in Milwaukee, Wisconsin. The complex model that Tunxis has developed embraces the notion of a shared responsibility for student learning on the part of faculty, staff, and students. It has several ongoing projects at its core. Central to the success of this effort, however, is the determination to be explicit at all times. Based on that commitment, the College has adopted clear statements that define what students are expected to gain, achieve, demonstrate, and know by the time they complete their academic program. Ten general-education abilities have been established, and rubrics that define the degree of mastery for each ability have been defined and finalized. (The abilities are identified in Standard 4: The Academic Program.) The faculty has identified courses in which each ability is assessed. All course syllabi indicate which general-education abilities are assessed in the course as well as course and program abilities. A “curriculum map” has been compiled that identifies the courses in which the abilities are assessed as well as the total number of times each ability is assessed in each degree program. In 2009-10, 100 percent of full-time and 36 percent of part-time (87 of 245) conducted ability assessments in their courses and submitted data on those assessments to the Office of Institutional Research. Analysis of the data provided comparative information on mean and score distributions among faculty and courses that assessed each ability. This information was developed for use in ongoing work to ensure consistency in the assessments. The data also revealed that there is a very close correlation between grades and ability assessments (.641 significant at the 0.01 level), providing some support for the validity of the assessments process. It also found that students most often struggle with the World Cultures and Critical Thinking abilities. All full-time faculty members were expected to record ability assessments by Fall 2010; all faculty, full-time and adjunct, will record the assessments in Fall 2011.

6 Standard Two: Planning & Evaluation • Tunxis Community College

A new software system, Digication, has been acquired. It includes both a module that allows students to develop ePortfolios linked to the abilities and a database system to collect ability scores/assessments. Seventy courses and 110 sections actively used Digication and ePortfolio in their classes in Spring 2011. There are a variety of entry points for students to begin compiling their ePortfolios: First Year Experience, Composition, Integrated Reading and Writing II, Introduction to Computers, and introductory courses in a variety of academic disciplines. The degree programs in Business Office Technology, Computer Information Systems, Early Childhood Education, and Dental Hygiene have established development of a satisfactory ePortfolio as a graduation requirement; other programs are in the process of deciding how they plan to use ePortfolio. A 24-station ePortfolio lab is staffed by advanced students and is open during convenient hours for students to work on their ePortfolios. The use of ePortfolio has two purposes: 1) to give students an opportunity to showcase their best work for potential employers and transfer institutions; and 2) to provide documentation that students have mastered the general education and program abilities or outcomes. Both ability-based education and the ePortfolio project are discussed in additional detail in several other standards. This is an indication of the extent to which this initiative lies at the heart of the College’s work.

Strategic, Tactical, and Operational Planning Processes TheInstitutional Effectiveness Committee oversees and coordinates the strategic- and tactical-planning processes. Each member of the committee represents a department on campus and has the responsibility to report to and obtain input from members of the department. In this way, all faculty and staff are able to participate in the process. A seat on the committee was established for a student member; to date, however, we have not been able to fill this slot because of the difficulty of finding a student who could commit to attending the meetings on a regular basis. The Academic Assessment Planner and the Dean of Institutional Effectiveness and Outreach serve as staff to the committee. David England, who had been Director of Institutional Research before becoming Dean of Institutional Effectiveness and Outreach in 2010, also has served as chairperson of the committee since 2006. The other college deans attend meetings as ad hoc members. The strategic-planning process is a three-year cycle that begins with an internal and external environmental scan. The Institutional Effectiveness Committee uses information gained from the scans, along with formal input from the various College constituencies, to identify potential strategic initiatives. These potential initiatives are shared campus-wide and undergo a second round of input and comment from the various constituencies. The committee makes additional adjustments based on the second round of input. It submits the final plan for review and approval by the President’s Cabinet and the Professional Staff Organization, both of which are discussed in greater detail in Standard 3: Organization & Governance. In the second and third years of the plan, the committee reviews assessment and outcome data and makes adjustments as needed in the plan. Tactical planning is narrower in scope and has shorter time frames (usually a year or less) than does strategic planning. Tactical planning derives from and is linked to the Strategic Plan. In essence, tactical planning at Tunxis is the process of making detailed decisions about the means to accomplish the goals set forth in the Strategic Plan: What to do, who will do it, and how it will be done. Tactical planning provides the specific ideas for implementing the broader Strategic Plan. Each department is required to compile a tactical plan to advance the strategic initiatives and to enter

7 Tunxis Community College • Standard Two: Planning & Evaluation

that plan into what the College calls the Plan-O-Matic—in essence, a customized software package developed by the Office of Institutional Research to support our planning efforts. (Plan-O-Matic was introduced in the 2009-2010 academic year after the previous system, the Department Planner, was deemed too cumbersome and inadequate to be fully effective.) Each supervisor, usually a dean, is notified by email when one of his or her departments or offices has submitted a plan; the supervisor then has the option of approving the plan or requesting modifications. Thus, in the college’s Tactical Planning Process, work groups identify and implement departmental initiatives to address and advance the College’s strategic initiatives. A Strategic Initiative Fund, created by the president, is available to provide resources to support the departmental initiatives, and available discretionary funds from the operating budget for the coming year are also allocated based on priorities established in the strategic initiatives. (Cuts occasioned by the state’s budget crisis necessitated a decision to suspend the program for the 2011-12 academic year.) Operational planning is short-term and deals with the day-to-day work of the College’s various departments. It can support the department’s tactical plan, but usually includes tasks and processes that maintain the department’s operations rather than extend those operations to accomplish new or more ambitious goals. Of course, it also can include strategies intended continuously to improve a department’s operations. While operational planning is considered a departmental rather than an institutional process, a module of the Plan- O-Matic for operational planning is available for departments that choose to use it. The following graphic representation of the Tunxis Community College Strategic and Tactical Planning Process and the Annual Calendar: Integrated Strategic Planning and Budget Development Process was developed by the Office of Institutional Research and approved by the Institutional Effectiveness Committee and the President’s Cabinet.

(* The Internal Environmental Scan includes a Review of Ability Based Education, Institutional and Student Success Outcomes and department plans. The graphic is also simplified in that many steps are omitted in order to show the cyclical, data-driven aspects of the system.)

8 Standard Two: Planning & Evaluation • Tunxis Community College

Tunxis Community College Strategic and Tactical Planning System

External Review Draft of Every Environmental Mission, Strategic Three Scan Finalize Years: Vision Plan Statements; distributed Strategic Plan and Internal Draft for campus Environmental Strategic review & Strategic Initiatives Scan* Plan input

Identify Review of Strategic Ability Initiative Based Budget Every Fund Education, Requests priorities Year: Institutional & and and Student Strategic Strategic Success Formulate Initiative Implement Depts. Plan Outcomes Dept. Project Dept. Assess priority and Dept. Funding Plans Plans items Plans plans Proposals

Dean of Institutional Effectiveness prepares reports on Ability Based Education, Institutional and Student Success Outcomes and Department Plan Assessments.

Strategic Planning Tactical Planning Steps Steps

Institutional Effectiveness “Institutional Effectiveness Outcomes and Data: Student Success and Institutional Measures,” an annual report, includes effectiveness data for all College functions. This data is used extensively for evaluation and continuous improvement in the planning process. Sections of this report include: Employment Preparation and Placement; Transfer Preparation; Developmental Education; Student Persistence, Goal Attainment, and Satisfaction; Workforce Development; Community Service; Student Services; Decision-Making Processes; Resource Management; Academic Excellence and Quality of Instruction; Disclosure and Integrity; and Quality Work Environment. The Institutional Effectiveness Committee uses this report, as well as data from assessment of the general-education abilities and assessment of departmental initiatives in the Plan-o-Matic, to evaluate the institution’s performance in accomplishing its mission and to recommend initiatives to improve performance and institutional effectiveness. Each department is required by June 30 to assess the results of its tactical plan in the Plan-O-Matic. The same process used by supervisors to approve tactical plans is used to approve the assessment of the plan. Departments can choose to continue a department goal into the next year, indicate that the accomplishment of a goal did not meet expectations, expand the activities of pilot projects to a wider group, continue goal-related activities that have been successful, or identify other options. Departments also identify which of the strategic initiatives is supported and advanced by the departmental goals.

9 Tunxis Community College • Standard Two: Planning & Evaluation

TheCollege also administers a number of outcome surveys to monitor and improve performance. Every two years, three separate surveys are administered. The Personal Assessment of the College Environment (PACE) is completed by faculty and staff and provides ratings on such aspects of the College climate as productivity, job satisfaction, communication, and overall organizational “climate.” The Student Assessment of the College Environment (SACE) is administered to a random selection of sections in specific courses. The 58 items on the survey are organized according to a set of factors or domains: Instructional Services, Communication, Administrative & Physical Services, Student Focus, and Social & Cultural Services. Respondents are asked to rate the specific items on a five-point Likert-type scale. Both surveys were developed and validated by the University of North Carolina and have national norms for comparison purposes. The third survey, Evaluation of Non-Instructional Services, was developed locally; it gives faculty and staff the opportunity to rate the service and responsiveness of all non-instructional college departments. Tunxis also administers a Graduate Survey. Data from all these surveys are used by the Institutional Effectiveness Committee in the planning process. The results of the PACE survey resulted in one of the college’s major goals for the 2009-11 Strategic Plan—“Improve Internal Co-operation.” TheCollege also participates in the Community College Survey of Student Engagement (CCSSE) and the Survey of Entering Student Engagement (SENSE). The results of these surveys are shared with the Dean of Academic Affairs and Dean of Student Affairs who use the results to determine areas in need of improvement. The results of these surveys are also used by the Institutional Effectiveness Committee in formulating the next Strategic Plan. There are also a variety of planning initiatives at the departmental level that occur on a regular basis. Several departments have worked with the Office of Institutional Research to develop their own customized service outcome surveys; these include the Academic Support Center, Academic Advising Center, Library, and Department of Information Technology. In addition, each degree program is supposed to complete a comprehensive program review every five years that includes data on student success. Each of these programs also has an advisory committee that meets regularly and participates in the program-review process. (A major step was taken during the 2010-11 academic year when the institution’s two largest transfer programs—Liberal Arts & Sciences and General Studies—conducted their first formal program reviews that were assessed by external teams.)

Public Disclosure TheStrategic Plan, the Institutional Effectiveness and Outcomes Data: Student Success and Institutional Measures report, the Ability Based Education report, results of the SACE, CCSSE, and SENSE surveys and licensure test performance are accessible to the public on the College website. Those documents as well as minutes of the Institutional Effectiveness Committee, environmental scanning data, ad hoc studies and other related information are also posted on the college’s Intranet.

10 Standard Two: Planning & Evaluation • Tunxis Community College n Appraisal

As previously stated, Tunxis undertakes long-term strategic planning over a three-year cycle that includes mechanisms for short-term planning each year. The Strategic Plan itself is both a core expression and interpretation of the College’s priorities and its mission and vision statements. The Institutional Effectiveness Committee, which includes representation from all campus constituencies, evaluates the planning process on an ongoing basis. The process is also evaluated in the locally developed outcomes survey, “Evaluation of Non- Instructional Services.” The process is cyclical and systematic in that it repeats and builds on itself each year to ensure that the College promotes continuous improvement focused on critical issues. Progress of work groups and task forces is assessed each year, and initiatives are continued if further progress needs to be made. In other words, this system is much more than a document; it is a living process focused on action and results. As a means of illustrating Tunxis’ comprehensive planning and evaluation process for appraisal purposes, the following bulleted items illustrate how strategic initiatives have been modified as the Institutional Effectiveness Committee exercised its duties and responsibilities in its work with the College community. As an all-College effort, the College determines Strategic Initiatives. These initiatives for 2012-2014 included: • Student Success • Assessment • Collaboration • Community • Resources The 2009-2011 plan included the following initiatives: • Increase Student Success • Implement Comprehensive Institutional Assessment • Improve Internal Cooperation • Increase Outreach to the Community • Implement the Ability Based Education System. The 2006-2009 Strategic Plan included these Strategic Initiatives: • Increase Student Success • Implement Comprehensive Institutional Assessment • Improve Internal Cooperation • Promote Strengths and Areas of Excellence The2012-14 strategic initiatives were developed by the Institutional Effectiveness Committee using the analytical tools and methods outlined in the Description section of this chapter. A list of projects undertaken by College work groups accompanies this institutional review and illustrates how closely departments work with Strategic Initiative criteria.

11 Tunxis Community College • Standard Two: Planning & Evaluation

Data-driven Decision Making The data from the Institutional Effectiveness Outcomes and Data: Student Success and Institutional Measures report are systematically compiled and analyzed, along with data from external sources, General Education Abilities assessments, and the various surveys that the College administers as part of the planning process. Because this carefully designed comprehensive process includes input from all stakeholders and guidance from college leadership, the priorities and course of action that emerge are both feasible and realistic. The Strategic Plan and the data described above are made public on both the College’s internal Intranet and on the website. The allocation of resources, both in the operating budget and the Strategic Initiative Fund, is consistent with planning priorities. Theinstitution has sufficient staff to guide and support the planning and evaluation process, including a Dean of Institutional Effectiveness and Outreach, Institutional Research Specialist, Academic Assessment Planner, Coordinator of Administrative Information Technology, and Institutional Research Secretary. External perspectives are provided by academic program advisory committees and the college’s Foundation and Advisory Board, Inc. n Projection

• The system for planning and evaluation at Tunxis Community College aligns well with the NEASC criteria for Standard Two: Planning and Evaluation and has been effective. Accordingly, the College will continue to use the system in the future.

• While the system has worked well, participation in the use of the Plan-O-Matic has been uneven and needs to be improved. For 2009-2010, 10 of 25 departments completed the process of developing a plan, having the plan approved, and subsequently assessing the plan. An additional nine departments submitted plans but did not file formal assessments, leaving six departments that did not submit plans. For 2010-2011, 20 of the 25 departments submitted plans, leaving five departments that have not begun working on their plan as of this writing. Accordingly, participation in use of the Plan-O-Matic will be improved.

• While there is a slot on the Institutional Effectiveness Committee for a student, it has never been filled, nor has the plan been presented to students except for making it available on the website. In the development of the next Strategic Plan, paths to increase student involvement will be explored.

• External data is extensively reviewed in developing the Strategic Plan, but external perspectives from a representative group have not been utilized systematically. In the development of the strategic plans of the future, we will involve the Foundation and Advisory Board, Inc.

12 Standard Two: Planning & Evaluation • Tunxis Community College Tunxis Community College • Standard Two: Planning & Evaluation Standard Three: Organization & Governance • Tunxis Community College

Standard Three: Organization & Governance

n Description

w External Governance External governance for Tunxis Community College will undergo dramatic change during the 2011-12 academic year, though the nature of that change is not yet clear. Legislation approved by the General Assembly and signed by Gov. Malloy during the 2011 session has merged a series of entities that once were separately governed—the state’s community-college system (consisting of the 12 community colleges), its state-university system (consisting of the four state universities), the non-traditional Charter Oak College, which also houses the Connecticut Distance Learning Consortium (CTDLC), and the Department of Higher Education—under a single Board of Regents. Many details of the reorganization remain to be worked out, though it seems clear that the transition to the new structure will only begin during Fall 2011. There will be separate vice presidents for the community- college and state-university systems as well as advisory boards of students and faculty. In addition, the legislation stipulates that funds cannot be transferred between the community-college and state-university systems. An evolving system of external governance, with myriad details that remain to be worked out, renders problematic the task of description, let alone appraisal and projection. The first part of this chapter, therefore, focuses on what has been the structure under which Tunxis operated during the period between the last accreditation review and this one. Tunxis Community College is one of twelve colleges in the Connecticut Community College System. The Board of Trustees for Community-Technical Colleges (BOT) has overseen the entire system and was responsible for appointing the Chancellor, who served as the chief executive officer. (While the individual institutions in the system are known as community colleges, authorizing legislation refers to a governing board for “community- technical colleges.”) The Governor appointed all board members except for two who were elected by students in the system. A total of 18 eighteen board members by law (PA 82-218) were required to “reflect the state’s geographical, social, and ethnic diversity.” The BOT worked with the administration of each college. Each president served as chief executive officer of the college under the direction of the Chancellor. The presidents participated in standing-committee work of the board as nonvoting members and were encouraged to make recommendations on policy and procedural matters. The primary function of the BOT was to establish policies for development and maintenance of the educational programs and services provided by the community colleges. The chief areas of interaction between the colleges and the BOT were budget development, contract negotiations and administration, and program development and review. The BOT developed personnel policies for professional staff, reviewed and accepted operating and capital budgets of the colleges, presented requests to other state agencies, and developed proposals to be considered by the Legislature. The BOT also oversaw all educational programs, community services, and policies dealing with the student admission process and enrollment projections. Finally, the BOT was the system’s liaison with the Board of Governors for Higher Education, with the boards of all constituent units of public higher education, and with other governmental agencies.

13 Tunxis Community College • Standard Three: Organization & Governance

Board of Governors The Board of Governors for Higher Education (BOG) was the state coordinating and planning agency for Connecticut’s forty-six colleges and universities. The BOG had eleven members, seven of whom were appointed by the governor and four of whom were named by the highest-ranked members of the General Assembly who were not members of the Governor’s political party. The BOG also had an advisory committee of twenty-two college representatives. The BOG dealt with broad issues that affect both public and private institutions. It established system- wide policies and guidelines, reviewed and approved institutional missions, reviewed public college operating and capital budget requests and expenditures, and reviewed proposals for licensure and accreditation. The BOG was also responsible for establishing policies on tuition, fees, and financial aid for state institutions of public higher education and for monitoring and evaluating institutional effectiveness. Finally, the BOG determined the need to merge or to close post-secondary institutions. w External Advisory Groups Tunxis Community College Foundation and Advisory Board The Tunxis Community College Foundation was incorporated November 18, 1970. The Foundation mission is to “develop resources and create partnerships to support the students, programs and services of Tunxis Community College.” The overall purpose of the Board is to develop resources for student scholarships, capital funding, and program and professional development. Foundation members act as contacts with the Legislature, serve as liaisons to business and industry, and advise the President on the needs of the community. Presently, the Board consists of forty-four members who serve on a variety of committees. Membership consists of local business and industry leaders and representatives of the Tunxis faculty, alumni, and student body.

Tunxis Alumni Association The Tunxis Alumni Association is a federally recognized non-profit organization. The mission of the Alumni Association is “to support the college mission, encourage community alliances, promote education and foster a spirit of unity and pride.” The Board consists of four officers who meet four times per year and an eleven-member Board of Directors that meets once per year. Funds raised by the Alumni Association are used for student scholarships.

Program Advisory Committees The advisory committees contribute to the development and review of programs and courses; assist in identifying student internships and employment opportunities; contribute to the professional development of faculty; and aid in marketing the Tunxis programs to the community. Advisory committees, which typically meet once or twice per year, consist of eight or more members and include professionals in the appropriate field, faculty from Tunxis and other colleges, and alumni. The current Tunxis advisory committees are: Business Administration (including Accounting, Finance, Business Law, E-Commerce, and Retail Business Management Options), Business Office Technology, Computer Information Systems, Criminal Justice, Drug and Alcohol Recovery Counselor, Dental Assisting, Dental Hygiene, Early Childhood Education, Graphic Design, Human Services, Technology Studies/Engineering, and Visual Fine Arts.

14 Standard Three: Organization & Governance • Tunxis Community College

w Internal Governance and Advisory Groups

The President Presidents in the Connecticut Community College System have overall responsibility for all college operations. The presidents historically have reported directly to the Chancellor and Board of Trustees. On their respective campuses, they are ultimately responsible for the management and oversight of all matters related to their college’s operations, including academic programs, budget and personnel matters, and the implementation of all policies generated internally or externally (e.g., the state legislature, BOT, etc.). TheTunxis Community College management team, which reports directly to the president and advises her, has changed considerably in personnel since the College’s last accreditation (see below). The President meets with her management team on a weekly basis. In addition, she communicates regularly with the Board of Trustees and Chancellor’s office, serves on the community college system’s Council of Presidents, and reports to the Tunxis Foundation and Advisory Board. She also reports to the College’s Professional Staff Organization. Finally, the President serves as a community leader through her participation as a board member on several community organizations. A key component of the College’s mission is responding to and meeting the educational and training needs of the citizens in the Tunxis service area. Accordingly, the President meets regularly with area political, business and academic leaders. Of primary importance over the last few years has been the goal of stabilizing funding for college operations. In an attempt to achieve this goal, the President coordinates with the Foundation and Advisory Board to devise methods of attracting funds to the College and communicates and meets with state legislators in an effort to garner sufficient funding to carry out the College’s mission.

Organizational Structure Tunxis Community College is organized into four divisions, each of which is headed by a dean who reports directly to the president:

• Dean of Academic Affairs • Dean of Student Affairs • Dean of Administration • Dean of Institutional Effectiveness and Outreach

A “President’s Cabinet,” consisting of the four deans listed above and two directors (Director of Human Resources and Director of Facilities), meets with the president on a weekly basis to discuss matters of College importance. Other professional staff members, including directors, coordinators, supervisors, specialists, and assistants, report to the aforementioned administrators. Selection procedures for deans and directors are set forth in the Community Colleges Management Personnel Procedures Manual. The President appoints search committees to review applications for all administrative, faculty, or ACL (administrative, counseling, library, and other) professional positions. Search committees interview potential candidates and make appointment recommendations to the President, who has the right of final decision. BOT policies and the collecting bargaining agreement with the Congress of Connecticut Community Colleges (4Cs) influence procedures for the appointment of faculty and ACL personnel.

15 Tunxis Community College • Standard Three: Organization & Governance

Substantive changes have been made to the organizational structure since the College’s last accreditation. The combined position of Dean of Academic and Student Affairs has been divided into separate deanships; an Associate Dean of Institutional Effectiveness & Planning position was created. An administrative reorganization in 2009 combined the Associate Dean of Institutional Effectiveness & Planning and the Dean of Workforce Development & Continuing Education into a single Dean of Institutional Effectiveness & Outreach. The Director of Development position, listed as vacant in 2000, has not been filled as the College has chosen for the time being to outsource the work of fund-raising. The Dean of Academic Affairs oversees all academic departments and programs, the Division of Allied Health, and the Academic Advising Office, Library, and Office of Media Instructional Technologies. The directors of Allied Health, Career Services, Library Services, and Media Instructional Technology report to this dean. Responsibilities of the Dean include academic policy development and compliance, promotion of a student- centered learning environment, and coordination of the ability-based education (ABE) initiative—described in several other chapters but most elaborately in Standard 4: The Academic Program. The Dean advises the President on employment and promotion of all faculty and academic support staff and oversees evaluation of personnel within the division. The Dean and Assistant to the Dean hold meetings with department chairs and program coordinators regarding academic offerings, program needs, and course scheduling. Currently there are six academic departments: Academic Strategies; Arts & Media; Business and Technology; Humanities; Mathematics and Science; and Social Sciences. Each is headed by a chair, while each academic program (17 in all) is managed by a program coordinator. Department chairs and program coordinators provide leadership in curriculum development, pedagogy, and communication of goals. Chairs are also responsible for administrative responsibilities such as program reviews and accreditation reports, departmental plans, course scheduling and staffing, adjunct faculty recruitment, and textbook selection. Faculty members from each department hold seats on the Academic Affairs Committee and Institutional Effectiveness Committee, which are standing committees of the Professional Staff Organization (PSO). They also hold seats on the various ability groups and the Ability Assessment Team (AAT) that are charged with coordinating and steering the ability-based education (ABE) initiative. The Dean of Academic Affairs is an ex officio member of these committees, as well as the Technology Resources and Institutional Effectiveness committees. The Dean of Student Affairs serves as the chief student services officer of the College and manages the following areas: child care, admissions, records, registration, student activities, financial aid, tutoring, and special services. The Registrar and the directors of Admissions, Financial Aid Services, Student Activities, the Early Childhood Center, and Academic Support Center report to this dean. Student Affairs Division members are seated on all standing committees of the PSO. The Dean of Student Affairs is an ex officio member of the Institutional Effectiveness, Technology Resources, and Student Affairs committees. The Dean of Administration is the College’s chief fiscal, administrative, and business officer. Responsibilities of this position include management of accounting, payroll, purchasing, security, the bookstore, daycare, food services, information technology, and plant operations of the College. The directors of Human Resources, Facilities, Finance and Administrative Services, and Information Technology report to this dean. The Dean of Administration is an ex officio member of the Institutional Effectiveness and Technology Resources committees of the PSO.

16 Standard Three: Organization & Governance • Tunxis Community College

The Office of Institutional Research, in the Division of Institutional Effectiveness & Outreach, is responsible for coordinating the College’s Strategic and Operational Planning processes and provides research- based recommendations on system-wide strategic direction and planning. In addition, this dean oversees the Office of Marketing & Public Relations and the Workforce Development & Continuing Education offices, which operate the non-credit division of the College and [email protected]. The Director of Business and Industry Services also reports to this Dean.

Professional Staff Organization (PSO) The Professional Staff Organization (PSO) is the College’s chief and most inclusive governance organization. PSO is comprised of all faculty and professional staff members and includes classified staff (three) and student (one) representatives. Various management representatives are ex officio members of standing committees of PSO (see above and below). PSO recommends educational policy and program proposals to the President, receives proposals from standing and special committees and makes recommendations to the College administration, and acts as a forum for information dissemination. PSO meetings are conducted in an open, participatory “town- meeting” fashion. PSO currently operates six standing committees. The Academic Affairs Committee reviews and recommends changes in curriculum as well as academic standards, policies, practices, and procedures. The Institutional Effectiveness Committee, which incorporated the former Strategic Planning Committee in 2006, develops, implements, and coordinates the College’s strategic plan and coordinates assessment processes. The Technology Resources Committee (formerly the Instructional Resources Committee) recommends priorities for developing technology resources, reviews and recommends technology purchases, improvements, policies, and procedures, and promotes and facilitates professional development activities. The Student Affairs Committee recommends changes and improvements in policies and procedures that impact students. The Health and Safety Committee reviews and makes recommendations about health and wellness matters on campus as well as compliance with OSHA regulations. The Ability Assessment Team was added as a sixth standing committee during the 2010-11 academic year. The Tunxis governance structure has been under review for much of the past decade. A 2000 proposal to create an interim College Senate, which would have included representatives from PSO, Classified Staff Association, and Student Government Assocation, was discussed at PSO but never implemented. During 2007 and 2008, an ad hoc faculty group met and corresponded to examine how best to accommodate the ability-based education (ABE) initiative within the existing governance structure. These discussions led to some streamlining of the approvals process for ABE implementation. In 2009, a group of classified staff members proposed opening PSO membership to all CSA members. PSO rejected the proposal but established a task force, comprised of PSO and CSA personnel, to explore the issue and make a recommendation to PSO. This task force’s recommendation for a merger was rejected by PSO in 2011, but a proposal was approved for a constitutional amendment that broadened PSO representation.

17 Tunxis Community College • Standard Three: Organization & Governance w Other Advisory Groups

The President is advised by a number of ad hoc committees that deal with administrative and academic concerns. In accordance with the collective bargaining agreement, the President also receives formal advice from “contract committees” regarding promotion, tenure, sabbatical leave, and professional development. A committee for retraining faculty and ACLs is reconstituted as needed. Representatives of the 4Cs meet periodically with the President to address compliance with or possible improvements in the implementation of the collective bargaining agreement. The Classified Staff Association (CSA), which includes all clerical and support staff, provides opportunities for the President to consult with classified staff members. As necessary, the President has created task forces to investigate specific issues and recommend actions. These task forces have dealt with concerns such as advising, registration, marketing, recruitment, enrollment, and the naming of facilities. Students have a voice in the Tunxis governance structure. All students belong to the Student Government Association (SGA). Voting members of the association include both at-large members and representatives of all fee-funded student activity groups. There is a provision for student representation on four standing committees of PSO (Academic Affairs, Institutional Effectiveness, Technology Resources, and Student Affairs). Informally, students voice concerns about campus issues in the Tunxis Sun, the student newspaper. Tunxis has implemented an ability-based education (ABE) model. The Ability Assessment Team (AAT), initially an advisory board for the ABE project, was included formally in the governance structure, as a subcommittee of PSO, in 2011. AAT is comprised of the chairs of the ten ability groups, which has met regularly from 2006.

Institutional Effectiveness The College’s internal structure is reviewed periodically and changes are made to improve operations. Such a review led to the creation of the Associate Dean of Planning & Institutional Effectiveness, to the decision to separate the Dean of Academic & Student Affairs position, and to the decision to combine two positions (Associate Dean of Planning & Institutional Effectiveness and Dean of Workforce Development & Continuing Education) into a single Dean of Institutional Effectiveness & Outreach. Externally, the legislatively-approved reorganization was made without apparent regard to considerations of efficiency and effectiveness at the institutional level. n Appraisal w External Governance

As noted at the start of this chapter, external governance will be changing as a result of legislative action. It is difficult, perhaps impossible, to appraise a structure that has yet to emerge. Accordingly, appraisal is confined to the governance structure under which Tunxis has operated since its founding in 1969. The Board of Governors (BOG) and Board of Trustees (BOT) were the legally constituted bodies responsible for ensuring the quality and integrity of programs at Tunxis. BOT was responsible for reviewing major college policies and initiatives and making certain the school is adhering to its mission statement. BOG

18 Standard Three: Organization & Governance • Tunxis Community College and BOT maintained appropriate communication among their members and with Tunxis through the President of the College, the Council of Presidents, and the Chancellor of the community college system. The Connecticut General Statutes, supplemented by the BOT policy manual, defined the authority and responsibilities of BOG and BOT as well as their relationship with Tunxis. As required by law, members of BOG and BOT represented the public interest, and none have had any financial interests in Tunxis. Board memberships represented a variety of professional occupations and included students. Both bodies met on a monthly basis and with specified standing committees. The Board of Trustees and the Chancellor enjoyed effective working relationships with the President. The President has chaired the Council of Presidents for the past five years and had the authority to act in the Chancellor’s stead in the latter’s absence. The Chancellor and President conferred on agenda items for discussion with the other presidents. When necessary, the Chancellor convened meetings of the presidents to discuss issues. While the Board and its staff represented the system well, and budgetary and academic matters received prompt attention, the collective bargaining process typically is protracted and ends with arbitrated settlements. The system office assisted each college with the development of a budget and distributed state block grant funding to the various colleges. Since 2000, Tunxis has received sufficient state bonding money to fund the construction of a new library building and classroom building and to design another classroom building. Since 2001, with system guidance, the College has addressed security and safety issues, emergency preparedness and planning, and crisis management. In addition, the system office, committed to implementing the most recent technology, has provided a variety of information technology (IT) services to the College and has developed and implemented several new IT policies, standards, and procedures. w External Advisory Groups

The Tunxis Community College Foundation and Advisory Board has served the College for the past forty-one years. In 2010, the Foundation, which manages approximately $1 million in assets, created a strategic plan that integrates its work with the mission of the College. Due to the weak economy and increasing student need, the Foundation has recently increased annual scholarship awards and has raised funds for service-learning activities, including a dental hygiene mission to Belize and cultural outreach to the Hopi and Navajo tribes. In addition, the Foundation has subsidized the annual Writer’s Festival and contributed to the Student Emergency Fund. Corporate gifts funded the construction of the Wallace Barnes-Barbara Hackman-Franklin Art Gallery, used to feature local artists and their works, and enabled the College to purchase the Farmington House, used for meetings and special events. Due to the economic recession and decrease in volunteerism, the Alumni Association has had difficulty increasing alumni enrollment and in fundraising for the College. Officers who volunteer their time lack staff to help plan events, resulting in a decrease in events over the last several years. Program advisory committees provide valuable feedback to various programs and disciplines. Faculty are encouraged to consistently evaluate and change their programs to accommodate the community needs in their particular disciplines. Review and assessment by the advisory committees have created changes in course content and curriculum. Since the last accreditation, additional advisory committees have been established.

19 Tunxis Community College • Standard Three: Organization & Governance

w Internal Governance and Advisory Groups

The President The President of Tunxis Community College is now the longest serving president in the Connecticut Community College System. In this capacity she has developed strong local relationships and continues in her efforts to maintain effective working relationships with business, political, civic and academic leaders in our service area. Her efforts are evidenced in the recent campus expansion, her continued planning for the next phase of expansion, and ongoing efforts with the Tunxis Community College Foundation to seek additional funding sources for college activities. Despite the growth in Tunxis’ physical plant, funded by a State of Connecticut bond issue, the President and her management team are in the unenviable position of having to make difficult fiscal decisions due to continued growth in the college’s enrollment at a time when funding from the State continues to decline. Having to make decisions about “how to do more with less” is taxing, but such decisions are critical to the direction the College will be taking in the foreseeable future. After the recent hire of a new Academic Dean and Dean of Institutional Effectiveness and Outreach, the President has a full management team with whom she consults regularly to manage the activities of the college. She continues to encourage collegial and cooperative relationships within the college’s various constituencies, reporting on an ongoing basis to the college’s Professional Staff Organization and meeting, when necessary, with union representatives of the various segments of the college faculty and staff.

Organizational Structure Tunxis has undergone recent changes in administrative structure, the result of a reorganization made possible by an early-retirement incentive offered in 2009 as part of a cost-reduction plan in state government. The Associate Dean of Institutional Effectiveness and Planning and the Dean of Continuing Education and Workforce Development both opted for early retirement. This made it possible to consolidate the two positions into a single Dean of Institutional Effectiveness and Outreach. In addition, the Dean of Academic Affairs chose to retire at this time, creating a need to identify and hire a new leader of the Academic Division. As a result, in preparing the early drafts of this chapter during 2010, the authors encountered difficulty in constructing a current organizational chart. Official documents describing the responsibilities of some positions were not readily available, though that deficiency has since been corrected. On the positive side, there is a high degree of cooperation and communication among the current deans and the President. The distribution of responsibilities among these offices and PSO has allowed important projects and academic programming to continue uninterrupted. The deans of administration and student affairs have been in place for a number of years, and the continuity of leadership has contributed to the effective operation of their respective services. Appointment of a new academic dean and creation of the Dean of Institutional Effectiveness and Outreach position have brought long-term stability to their offices as well.

Professional Staff Organization (PSO) The Professional Staff Organization (PSO) Constitution clearly describes the duties and functions of the PSO. Committee reports and recommendations and administration input inform and shape PSO actions. While

20 Standard Three: Organization & Governance • Tunxis Community College

many PSO recommendations impact the allocation of College resources, the body does not always know what the priorities of the administration are or have access to budget information. Nonetheless, PSO usually possesses sufficient information to make reasonable, informed decisions. The PSO comprises the full-time College faculty, professional staff, and administration, as well as classified staff and student representatives. All members of PSO have a hand in making academic and curriculum decisions. Classified staff and students have their own parallel organizations, namely the Classified Staff Association (CSA) and Student Government Association (SGA), although the former body has not met since 2004. While the current PSO membership is large, most of the work is done by the standing committees, with PSO acting to oversee and, on occasion, check the actions of the committees. PSO agendas and minutes are disseminated to all College faculty and staff. As an ex officio member of PSO, as well as several standing and ad hoc committees that report to that body, the Dean of Academic Affairs is well placed to ensure that academic quality and integrity are maintained. While PSO (or, in some cases, a committee thereof) reviews additions and changes to credit-bearing courses and programs, as well as academic policies and procedures, it does not receive or review non-credit proposals. New degree or certificate programs or options or substantial modifications or terminations of existing programs or options are reviewed by the Board of Trustees (BOT) and, in some cases, the Board of Governors (BOG) as well. By virtue of their numbers, their expertise, and their service on the various standing and ad hoc committees, faculty exercise a great deal of influence within PSO. Most academic and curricular initiatives are spearheaded by faculty. Similarly, faculty plays a major role in the hiring of new instructors. Division directors, department chairs, and program coordinators have wide latitude to hire adjuncts and lecturers, while faculty comprise the majority on search committees created to recommend tenure-track faculty hires to the President and Dean of Academic Affairs. Students are allowed one representative on PSO and from one to as many as four representatives on the various standing committees of the body. Thus, in theory at least, students have a voice within the governance structure. In reality, however, it is difficult to recruit students to serve in these capacities, and most committees have no student members. PSO has not had a student representative for several years. The efficiency, effectiveness, and inclusiveness of PSO have been questioned for at least the past decade, and was reviewed thoroughly during the 2010-11 academic year. Attendance at PSO meetings has been in decline for some years, in part because of the press of work but also because many members view PSO meetings as overly-long, redundant, or even a waste of time.

w Other Advisory Groups

The Classified Staff Association (CSA) and Student Government Association (SGA) follow the guidelines outlined in their constitutions. The union and management operate within the constraints of the collective- bargaining agreement. The ad hoc and contract committees consist of combinations of faculty, ACL, and classified staff as appropriate. People volunteer for membership and then are voted in by members of the union. Students are active on campus. The many clubs and organizations communicate through weekly SGA meetings. Advisors for the clubs assist in announcing campus events, which draw participation from staff, faculty, and community members as well as students. Student activities on campus focus on events linked to academic and cultural issues at the College. The Tunxis Sun remains an active part of campus communication from students

21 Tunxis Community College • Standard Three: Organization & Governance and a way for students to connect with staff and administration. A core of dedicated, involved students makes most of these events possible. Each semester brings a new group of students, but there is always interest to have active participation of students in governance. In addition the SGA, students are able to hold voting positions on four committees of PSO (Academic Affairs, Institutional Effectiveness, Technology Resources, and Student Affairs) in order to be a part of the planning and implementation process for the College. Most of those positions are vacant any given year. The Student Affairs Committee plans to work with SGA to recruit members. n Projection

• The College will respond as necessary to changes created by the reorganization of external governance. Its primary goal will be to maintain a focus on its mission, described in Chapter 1: Mission & Purpose, even as the new lines of authority merge.

• Student seats on PSO and most of the standing committees of PSO remain vacant. Since PSO actions directly affect students, greater efforts are needed to secure input from students. Establishing and maintaining regular communication between PSO and the Student Government Association may be one way of addressing this shortcoming.

• It would be advisable for the College administration to pursue new avenues for external funding. Such grant writing duties were traditionally handled by a director of development, but this position has been vacant for a number of years. In its stead, the College has opted to outsource grant initiatives.

• Classified staff members should consider resurrecting the moribund Classified Staff Association, which might serve as a vehicle to promote classified staff concerns and initiatives on campus. Efforts should be made to improve communication and cooperation among the PSO, the CSA, and the SGA. Similarly, efforts should be made to improve the effectiveness, efficiency, and popularity of PSO.

• The Foundation and Advisory Board should make every effort to increase financial support for the College and identify and secure additional sources of funding. As part of this initiative, the Foundation should forge closer ties with the Alumni Association and the College should track graduates and maintain ties with them in the hope that greater numbers will be willing to support the Foundation.

22 Standard Three: Organization & Governance • Tunxis Community College Tunxis Community College • Standard Three: Organization & Governance Standard Four: The Academic Program • Tunxis Community College

Standard 4: The Academic Program n Description

The primary focus of Tunxis Community College is the creation of a learning environment that permits the education of its students and enables them to act effectively in the world. This focus, deriving from the College’s mission and vision statements, is best described in the Tunxis Catalog section titled “The College:”

“As a publicly supported learning center, Tunxis provides an array of educational services designed to meet the training, occupational, intellectual, and cultural needs of the people of its region. The College seeks to serve all those who wish to develop their knowledge and skills; it does so by making its services easily accessible and supports these services through the quality of its faculty and staff. Tunxis bases its operations on the belief that learning is best accomplished through the evaluation of current skills and knowledge, the identification of educational objectives, the determination of a proper balance between study and other responsibilities, and involvement in the educational process that meets one’s objectives.”

The College has Associate in Science and Associate in Arts programs that lead to degrees in recognized fields of study and require at least one academic year to complete. These offerings include A.S. and A.A. degrees in Liberal Arts and an A.S. degree in General Studies, as well as A.S. degrees in career programs. In order to graduate with an A.A. or A.S degree, a student must complete Composition with a grade of C- or better. Programs require upper-level courses that have prerequisites. In recent program modifications, the trend has been toward enhanced flexibility in the selection of electives. Since 2000, for instance, significant changes have been made to the Computer Information Systems degree program. Required courses in the degree revolve around five basic ability areas; networking, applications software, operating systems, programming, and systems analysis. In addition, the degree is more elective-based, allowing students the opportunity to customize the CIS degree to meet their own interests and needs. Two new degree options now exist as well; the Networking Administration option and the Programming Option. The options allow students to specialize in a specific CIS area while taking a core of common CIS courses. Students may complete some of the College’s certificate programs, linked to appropriate associate’s degree programs, in less than a year. In addition, certificate programs, by Board of Trustees policy, need not carry a general-education requirement. The faculty and staff at Tunxis work together to provide an educational experience that serves a diverse student body. Tunxis students can take advantage of a wide range of programs that lead to career opportunities in business, to transfer options at private and public universities in and out of the state, and to social and cultural experiences for lifelong learners. At the heart of these programs are faculty and staff who strive to promote a commitment to the institution’s mission and its goal of providing accessible and supportive learning environment for all students. The College Catalog, on Page 15, gives the institutional objective for academic excellence and quality of instruction:

23 Tunxis Community College • Standard Four: The Academic Program

The College will: • ensure integrity, consistency, quality, and appropriateness of the academic elements of all programs, courses and activities sponsored by the College (including course content, delivery of programs, library and information services; selection and approval of faculty; admission, registration, and retention of students; evaluation of prior learning; acceptance of transfer credit from other institutions; evaluation of student progress, and the awarding and recording of credit); • ensure that curricula and instructional methods are appropriate to the abilities and scholastic preparation of students, and admission standards afford students a reasonable potential for success in the programs to which they are admitted; • protect and foster intellectual freedom and diversity, and the free pursuit and dissemination of knowledge; afford students exposure to a variety of faculty and thereby to different viewpoints and different methods of instruction; and encourage and appropriately assess student scholarly and creative achievement; • enhance the quality of teaching and instructional effectiveness by encouraging experimentation with instructional methods, and by providing support, encouragement, and opportunities for professional development for faculty and academic support staff; and demonstrate that faculty and staff take advantage of such opportunities to maintain and improve their competence as teachers, scholars and practitioners; • ensure that College faculty and staff are qualified for their positions, effective in performing their assigned responsibilities, and empowered with the requisite information and appropriate work assignments.” Tunxis has an open-door admissions policy for graduates of approved secondary schools, individuals who possess a state High School Equivalency diploma, and mature adults who demonstrate the ability to perform academically at the college level. The College complies with all Federal and State anti-discrimination regulations. The Catalog clearly specifies and publishes all admissions criteria for each degree and diploma program. Students who do not have a high-school diploma or its equivalent may enroll at the College if they demonstrate appropriate maturity and sufficient scholastic ability as determined by the Accuplacer academic assessment tool adopted by the Board of Trustees for Community-Technical College. The following Tunxis programs carry special selective admission requirements: Dental Hygiene, Dental Assisting and Physical Therapist Assistant. For information on admission requirements for these programs, students are advised to refer to the Catalog. Home-schooled students who have completed their high-school program of study may be admitted as degree or non-degree seeking students on either a full or part-time basis. Prospective students who are home schooled and who have not completed their high-school program of studies, are of high-school age, and demonstrate an appropriate level of maturity, may be considered for admission on a part-time, non-degree basis only. Determination regarding the admission of students in this group is based on Accuplacer academic assessment and an interview with the appropriate academic department chairperson. Programs possess a coherent design and are characterized by appropriate breadth, depth, continuity, sequential progression, and synthesis of learning. All associate degree programs suggest block schedules of

24 Standard Four: The Academic Program • Tunxis Community College up to two years, depending on the degree offered. In addition, program requirements, specific curriculum structures leading to program completion, and individual course descriptions are also published. Program objectives are published in the Tunxis Catalog. Each department also publishes its objectives separately in program self-studies and the literature it dispenses. Programs in the Allied Health Division (Dental Assisting, Dental Hygiene, and Physical Therapist Assistant) publish a detailed handbook with program requirements and in-depth learning objectives. The College itself strives to develop new programs and to adjust existing ones in order to meet the needs and interests of students, transfer institutions, and the business community. There is a formal and broadly understood procedure to develop or revise a program. Following development at the department level, all new programs, program options, and program revisions must pass through a review by the College’s governance structure. This entails presentation and approval at the department level, the Academic Affairs Committee (curriculum committee), the Professional Staff Organization (see Standard 3: Organization & Governance), and the President. All new associate and certificate programs, program options, and major program modifications additionally must undergo scrutiny and approval by the Board of Trustees (BOT) for the Connecticut Community-Technical Colleges. New associate’s degree and stand-alone certificate programs also must be reviewed and approved by the Board of Governors for Higher Education. The College has historically shared responsibility for academic planning and evaluation with the Board of Trustees (BOT) for Connecticut Community-Technical Colleges. Two standing committees of the BOT—the Committee on Planning and Assessment and the Committee on Academic Policies and Student Affairs—have evaluated academic programs. Relying on current and anticipated economic and demographic developments, these committees periodically assessed the ability of existing programs to meet the needs of students and the state economy. Where appropriate, the BOT has exercised the authority to initiate, review, and modify programs and options. Representatives of business and industry and of various elements from within the system also participate in the process through program review and advisory boards. This process inevitably will change under the reorganization approved by the General Assembly and governor and described in Standard 3: Organization & Governance. The exact nature of the new structure is yet to be determined, but it is important to have an administrative entity in place to assure that programs in the community-college system function as they should, that new programs are developed with appropriate definition, and that programs are consistent with the mission of the community-college system, described in Standard 1, Mission & Purposes. Revision of programs relies on extensive interaction with local and regional business associations, professional organizations, program advisory committees, and the Tunxis Foundation and Advisory Board. College administrators, program coordinators, and faculty members enhance the process through active memberships in local organizations, chambers of commerce, and service groups. Career programs have outside advisory committees that meet at least once a year and include persons who are practitioners, consumers, a currently enrolled student, a recent graduate, and a faculty member from a four-year institution. The Business and Technology Department’s Computer Information Systems and Business Office Technology programs held their first joint Advisory Board ePortfolio Showcase Event spring 2010. Students from both programs presented their showcase and assessment portfolios to members of the advisory boards and the management team. Dental Hygiene and Dental Assisting advisory boards meet at least twice a year to review program goals,

25 Tunxis Community College • Standard Four: The Academic Program outcomes and needs of the community. Dental Hygiene has a capstone course in which all students must provide evidence to external evaluators that they have attained dental hygiene and general-education abilities. Physical Therapy Assistant students demonstrate abilities through the use of portfolios. In Spring 2005, the coordinator of the new Early Childhood Education (ECE) program formed an Advisory Committee which meets twice yearly to review curriculum and provide input and feedback on preparation of pro-service educators. The Advisory Committee has supported the program’s use of ePortfolio (see Standard 2: Planning & Development) as a method of assessment for general education abilities and program outcomes. In 2006 a full-time Early Childhood Education faculty position was added. The coordinator completed the program’s first self-study during the 2007-2008 academic year. As a result of the self-study, recommendations for strengthening the program were identified. In 2008 the ECE faculty, in collaboration with the Advisory Committee, developed a mission statement, vision statement, and conceptual framework for the degree program. The program was accepted in Spring 2009 by the National Association for the Education of Young Children (NAEYC) into the self-study candidacy leading to associate’s degree accreditation. In 2009-2010 five key assessment instruments were created and piloted by ECE faculty as a method of assessing Tunxis general- education abilities, program outcomes, and NAEYC standards and supportive skills. A peer-review visit is scheduled for October 2011 with an accreditation decision expected in early 2012. In Spring 2007, the Drug and Alcohol Recovery Counselor Advisory Board was established and meets twice a year. The board consists of two clinical directors from community treatment agencies, a representative from Charter Oak State College, a former DARC student who became employed upon completion of his associate degree, and two faculty members from the Social Science Department. The Advisory Board has been instrumental in providing feedback regarding the skills that students need prior to entering the internship course. This feedback led to significant changes to the curriculum, reflecting the fact that the substance-abuse treatment field must adapt regularly to meet the needs of an ever-changing population. Existing program and course outcomes have been modified and specific general-education abilities have been added to all syllabi. Measureable assessments for all 100-level courses began in Fall 2009. The College’s planning process, discussed in Standard 2: Planning and Evaluation provides an additional venue for academic planning and assessment, as do regular graduate and student surveys. The College has increased the variety and quality of this information as the Office of Institutional Research has acquired or developed sophisticated instruments—surveys of graduates and current students as well as a method to conduct online surveys. Additionally, the Dean of Institutional Effectiveness & Outreach has taken the lead in developing a periodic and ongoing scan of external constituencies and data. Review by department chairs and coordinators of programs and courses for inclusion in the college Catalog assures scrutiny for appropriateness and accuracy. Matriculation guides are updated annually, at the end of the academic year, to reflect revisions undertaken during the past year. The Institutional Effectiveness Committee, discussed in Standard Two: Planning & Evaluation, has a role in academic planning. With broad input from the community and data from student and institutional outcomes as well as an external environmental scan, it identifies College priorities and develops the three-year strategic plan. All College departments each year develop a tactical plan to advance the priorities in the strategic plan. Department plans are documented and assessed in a locally developed software program known as the “plan- o-matic.” (See Standard Two: Planning & Evaluation.) Additionally, funds designated to support the College’s

26 Standard Four: The Academic Program • Tunxis Community College

strategic priorities are made available through a Strategic Initiative Fund and are allocated on a priority basis in the budget development process; the role of the Institutional Effectiveness Committee in this process is to rank the proposals for submission to the President and her Cabinet. (The Strategic Initiative process has been suspended for 2011-2012 for budgetary reasons.) Tunxis’ academic-affairs approval process defines the procedures for the development, approval, and adjustment of academic programs and courses. These policies provide clear channels of authority, communication, and control. Under this process, faculty, administrators, advisory boards, and students may identify ideas for new programs or for program changes. Any member of the community may raise such initiatives through the appropriate academic department. Necessary personnel, financial, or physical resources must be identified in the original proposal, along with a suitable rationale or justification. Programs that require professional accreditation undergo an additional and independent review by an external accrediting authority. The Dental Hygiene Program is reviewed by the Commission on Dental Accreditation (CODA). The mission of the commission is to serve the public by establishing, maintaining, and applying standards that ensure the quality and continuous improvement of dental and dental-related education and that reflect the evolving practice of dentistry. The mission of the Commission on Accreditation in Physical Therapy Education, which reviews the Physical Therapist Assistant Program, serves the public by establishing and applying standards that assure quality and continuous improvement in the entry-level preparation of physical therapists and physical therapist assistants and that reflect the evolving nature of education, research, and practice in the field. Proposals or resources may be deemed inadequate at any stage and returned to the originating department or discipline with appropriate recommendations. In addition, the Dental Assisting, Physical Therapy Assistant, and Business Administration programs are accredited by professional boards but not required to undergo external review. Several recent examples demonstrate the vibrancy and effectiveness of the academic review process: • The Business Administration program was granted accreditation from the Association of Collegiate Business Schools and Programs, an organization that does not impose ongoing standards for accreditation. In addition, the College added an option in e-Commerce to its Business Administration options. • The College is now a Microsoft IT Academy for students pursuing Microsoft Certifications. • In Spring 2009, a self-study of the Liberal Arts & Sciences programs was begun, and a program coordinator was appointed in Summer 2009. The self-study was presented to an external review team in Spring 2011, and the team review will be instrumental in guiding the evolution of the program. These actions were taken to ensure that the Liberal Arts & Sciences program had a clear and defined mission with a coordinator in place who would guide future development and would be responsible for ensuring that the program adheres to its mission • In Spring 2009, a coordinator was appointed for the General Studies program. Working with a broadly based committee of faculty members and advisors, the coordinator produced a substantial revision of the program, approved by the appropriate entities in governance and implemented in Fall 2010. At the same time, a self-study of the General Studies program was begun which was completed and presented to an external review team in Spring 2011.

27 Tunxis Community College • Standard Four: The Academic Program

• In 2007, the Honors Program: Computer Science/Mathematics was added to Tunxis’ degree offerings. This rigorous program is intended as a first step for students who wish to pursue a Bachelor of Science degree in either Computer Science or Mathematics Secondary Education. An articulation agreement exists between Tunxis and Central Connecticut State University which allows Honors graduates to enter one of the two programs at CCSU with junior status. This program was the first of its kind in the state. • Several changes have been made to the Technology Studies discipline in the form of new program options in Engineering Technology, Biomolecular Science, and Technology and Engineering Education. Each degree option aligns with a four-year program at Central Connecticut State University. Upon completion of their associate degree at Tunxis, students are able to transfer seamlessly to the corresponding program at CCSU. • A new degree program will be offered in Fall 2011: an associate’s degree in New Media Communication. This program is designed to have an interdisciplinary approach (writing, programming, design, marketing, business) to prepare students for careers or transfer to a baccalaureate degree in the game design, education technologies, marketing, and related fields.

Introduction of new program, new options, or major program changes can occur only after a comprehensive needs assessment. Under the policies of the Board of Trustees for Connecticut Community Colleges, all programs should be subject to rigorous evaluation by an outside team every five years. Tunxis maintains a list of programs in need of review and evaluation; as of Fall 2010, all reviews were current with the exception of the programs in CIS, Technology Studies, DARC, Liberal Arts and Sciences, and General Studies. All were scheduled for completion by the end of the Spring or Fall 2011 semesters. Notwithstanding the administrative reorganization of public higher education that has taken place, the College will continue to follow this method of assessment and evaluation. The College has articulation agreements with such local colleges and universities as the University of Connecticut, the four institutions in the Connecticut State University System, Quinnipiac University, the University of New Haven, Fairfield University, the University of Bridgeport, St. Joseph College, Charter Oak College, Ottawa University, and Post University. These agreements facilitate the transferability of courses and programs while providing an additional mechanism to assist planning. Existing agreements are regularly reviewed and upgraded, with corresponding program adjustments. The College consistently seeks similar relationships with a broad range of four-year institutions. Negotiations are ongoing with the University of Hartford, Massachusetts College of Liberal Arts, Johnson & Wales University, Trinity University, and several others institutions. If academic programs are eliminated, the College is required by BOT policy to ensure that enrolled students have the resources necessary to complete their courses of study. The Spring and Metal-Stamping Option, Television Operations Option, and Wastewater Option were all terminated as industry needs declined in these areas. Matriculated students, however, are always permitted to complete their programs. Similarly, matriculated students are not adversely affected by changes in program requirements; they are free to complete their programs according to standards in place at the time of matriculation. Within programs of study, a broad array of instructional methods is used, ranging from lectures, seminars and lab experiences to clinical affiliations and internships. Institutional course syllabi include

28 Standard Four: The Academic Program • Tunxis Community College methods of evaluation as well as course abilities and general-education abilities that define competencies to be developed. Student performance and achievement are assessed in a variety of ways determined for each course by the faculty member. The College, through its Office of Business & Industry Services, provides non-credit continuing education and training for individuals and organizations. Business & Industry Services works closely with business and industry as well as with public and private agencies so that instruction is customized to individual and organizational needs. The Dental Assisting program also offers a non-credit option through Workforce Development and Continuing Education. The College depends on several facilities that are outside of its control. Provisions are made to ensure continued reasonable availability of those resources. Dental Hygiene and Dental Assisting depend on an array of local, state, and federal facilities for its clinical rotations. All of these facilities have written contracts. Most career programs have internships or practica. In all cases, the College maintains control over course content, class size, faculty, and academic standards. Tunxis has the largest number of on-line credit offerings in the state of Connecticut. These courses use the same institutional syllabi as do their on-ground counterparts and fall under the jurisdiction of the Dean of Academic Affairs. The Academic Affairs Committee includes a subcommittee to monitor issues associated with on-line instruction. All courses offered by the College adhere to the same rigor and content outlined in the institutional syllabus for the course. Standards and support are the same for each course. Online instruction has the additional help of the Media Instructional Technology Department which is available to both students and instructors who may have problems with the technological components of online delivery. Faculty members are available during office hours and via email in Blackboard/Vista. Program requirements are published in the College Catalog, on the College website, and in matriculation guides. Records Office personnel assure the accuracy of student grades, and the Admissions Office maintains accurate records of applications and transfer credits. The faculty job description requires instructors to keep accurate grade and attendance records. The following is the Board Policy 5.2.1 as described in the Catalog under the Policy of Student Conduct, Section 1: Student Conduct Philosophy: “ Academic institutions exist for the transmission of knowledge, the pursuit of truth, the development of students and the general well-being of society. This Policy is intended to ensure that members of the College community are able to pursue their goals in an atmosphere free from unreasonable interference or threat of interference. This Policy is also intended to foster the development of important values, including accountability, responsibility, fairness, respect for self and others, appreciation of personal freedoms and a recognition of the importance of physical safety in the College community. Compliance with the Policy provides an opportunity to develop and practice skills in leadership, group process, decision-making and ethical and moral reasoning. Students who demonstrate these values and possess these skills are more likely to find success and fulfillment in their academic, professional, family and personal endeavors. This Policy sets forth a number of expectations for student conduct and prescribes procedures for enforcement. Since students are assumed to be at various stages of moral and social development, sanctions imposed should attempt to assist students in their growth and development, wherever possible. However, the paramount consideration must always be to protect members of the College community and the educational process from harm.”

29 Tunxis Community College • Standard Four: The Academic Program

In addition to Section 1, the policy on Student Conduct contains an additional eight sections. Each section is printed in the College Catalog.

General Education Core and Ability-Based Education Tunxis offers a curriculum that develops students’ ability to analyze and evaluate information, to draw valid conclusions, and to express them with clarity. Degree programs include a core of requirements to help students gain an awareness of the ideas that shape our civilization. These requirements are defined by Board of Trustees policy. The “core” includes contributions from the humanities, fine arts, social sciences, mathematics, and sciences that address students’ educational needs as citizens and as moral and ethical decision-makers. The common core, which is incorporated into the degree programs, is as follows: Composition—3 credits Humanities—3 credits Natural and Physical Science—3-4 credits Mathematics—3-4 credits Social Sciences—3 credits Fine Arts—3 credits Additional credits in the above—3 credits Tunxis is primarily a teaching institution, and it has been such throughout its 40-year history. Accordingly, the faculty investigates paradigm shifts that may change the manner in which the College offers its comprehensive curricula and also seeks ways to respond to innovations in pedagogy. The most recent shift has led to the development of the ability-based method of assessment. All student-course outlines issued by faculty at the start of the semester are supposed to introduce the concept of ability-based education (described generally in Chapter 2: Planning & Evaluation) in identical language: Faculty and staff have identified a set of specific abilities (skills and knowledge) that students should develop in a successful and well-rounded education. We believe that ten of these abilities, the general-education abilities, are necessary for all students to be successful at work, in future education, and as citizens. In most college-level courses at Tunxis, students will be assessed on at least one general- education ability as well as abilities that are specific to the course. Students in professional programs will also be assessed on abilities that are important to that profession. (In some externally accredited programs, general-education abilities may not be assessed in every course, but all abilities will be assessed by the time the student completes the program.) On some assignments, students will receive feedback on the degree to which they have mastered certain abilities. When this happens, students will receive a rating of 1 (Not Satisfactory), 2 (Satisfactory), or 3 (Distinguished) and an explanation for the rating. The goal will be to let students know where they stand at a specific time and what they need to do in order to improve in these abilities. We are convinced that development of these abilities, and the general-education abilities in particular, is critical to students’ success in all aspects of life

30 Standard Four: The Academic Program • Tunxis Community College

The following are the General Education Abilities identified by Tunxis faculty as essential to a successful education along with clarifying language: 1. Communication 1.1 Uses basic techniques of the medium to communicate in assigned tasks; 1.2 Applies discipline-specific and/or professional techniques to communicate in assigned tasks. 2. Critical Thinking Identifies and explains relationships, draws and justifies reasonable inferences and conclusions; demonstrates evidence of insight through reflection. 3. Information Literacy Understands the purpose, authority and relevance of information sources. 4. Technology Literacy Appropriately and effectively uses technology to accomplish assigned tasks. 5. World Cultures and Perspectives 5.1 Defines and describes social, cultural, and political forces that shape the individual and society. 5.2 Analyzes social, cultural, and political forces that shape the individual and society. 6. Aesthetic Engagement Identifies and describes formal and aesthetic qualities. 7. Quantitative Reasoning Uses numerical information, laws of logic, and mathematics to solve problems. 8. Citizenship, Values, and Ethics 8.1 Recognizes and appreciates the ethical dimensions of student’s own and others’ actions, values, and responsibilities. 8.2 Demonstrates ethical behavior in academic and co-curricular activities, and/or professional internships and practica. 9. Teamwork and Interpersonal Skills Student effectively engages in interpersonal activities and teamwork. 10. Scientific Method Uses discipline-specific terms, recalls relevant theories, laws, and concepts, and identifies components of the scientific method; hypothesis, procedure, observations and conclusions. A broad spectrum of faculty members has been involved in all phases of the ability-based education initiative. This educational model is based on that of Alverno College in Milwaukee, Wisconsin. Over a three- year period—in the summers of 2005, 2006, and 2007—more than 30 faculty and staff members participated in the Alverno Summer Workshop. This involvement led to the initial effort to identify specific abilities and ability levels. The model has been refined in the crucible of experience and continues to undergo scrutiny with the goal of increasing its effectiveness. The process of developing and refining the model has been faculty-driven. Initially more complex than it currently is, the model was revised during the 2007 academic year to its current shape. Additionally, the Professional Staff Organization considered and rejected a proposal during Spring 2011 to reduce the number of abilities from 10 to six—Communication; Critical Thinking; Information Literacy; Quantitative Reasoning; and World Cultures & Perspectives. This proposal was rejected by the Professional Staff Organization.

31 Tunxis Community College • Standard Four: The Academic Program

Faculty members have participated in three distinct elements of the ability-based initiative: They have developed assessments to measure general-education abilities; most were trained in the use of Digication software to record the ability score of students; faculty in Computer Information Systems, Business Office Technology, Dental Hygiene, and Early Childhood Education have participated use of electronic portfolios (ePortfolio) for assessment of student performance, while faculty in Composition and First-Year Experience introduce ePortfolio assessment to their students. Faculty have maintained, in a variety of venues, the traditions of academic freedom and responsibility to scholarship that are consistent with the mission, goals, and vision statement of the institution. A variety of quantitative and qualitative methods are used to assess the experiences and learning outcomes of students. Dental Hygiene and Dental Assisting use a web-based clinical formative and summative evaluation as well as exit surveys and employer surveys. Chosen methods of instruction in all areas are appropriate to students’ capabilities and learning needs.

Student Success Due to course prerequisites and to ensure placement, students enrolling at Tunxis are required to take the Accuplacer assessment described earlier in this chapter. Accuplacer has three sections: reading, writing and mathematics. Testing sessions are scheduled days, evenings, and weekends throughout the year. Students may be exempted from placement testing if they can provide a college transcript that demonstrates completion of college- level Composition and an appropriate level of mathematic course work. Students who need developmental work receive appropriate help through academic classes, tutoring, and other special workshops. If a student’s performance merits placement into college-level work, the student has the same opportunities for tutoring or special workshops as needed. The Academic Support Center and college counselors work closely with faculty to enhance students’ chances of success. The College has also created two courses—College Study Skills and First-Year Experience—to enhance a student’s success. College Study Skills is a preparatory course for students who place into the lowest level of developmental courses in English and mathematics. First-Year Experience is a credit-bearing course that provides students with the tools necessary for success in the classroom and college environment while broadening their knowledge of the world beyond the classroom. In this course, students learn and apply college study skills; expand their civic awareness by collaboratively researching and making a presentation about a contemporary issue that can be addressed through active citizenship; and acquire strategies to help them cope with the academic and personal demands unique to college. Supports and programs are in place for students who are admitted with identified needs. TheAcademic Support Center offers support services, including computer/media based, aid supplemental instruction, tutoring, and disability services. The faculty also has been chosen to provide a diverse experience for students both in methods of instruction and in philosophical viewpoints.

Admissions In its Catalog and on its website, the College outlines a step-by-step procedure for application and admissions. Policies and procedures are highlighted in the Admissions section of the Catalog, and an application is included. In all areas where there are special admissions requirements, the College ensures that both the general

32 Standard Four: The Academic Program • Tunxis Community College admissions requirements and specific program requirements are ethical, clearly outlined, and compliant with federal and state laws. A statement of nondiscrimination appears in College publications. To improve the process by which students can gain easy access to information, the Admission Information Center—located in the main lobby—serves as the single point of entry to provide information about Tunxis to prospective students and to guide students through the process. The Admissions Information Center additionally generates direct-mail efforts to nontraditional populations, businesses, and community organizations regarding Tunxis programs and services. Through its recruitment efforts, the College attempts to develop a student body representative of the region. Admissions personnel attend college fairs, schedule regular high-school visits, and hold high-school tours of the campus, individual interviews, and information sessions throughout the year. The Admissions Office worked closely with the coordinator of minority affairs to target specific minority populations until that position was discontinued due to fiscal concerns. The socioeconomic, gender, and racial demographics of the College broadly reflect those in the College’s service area. Tunxis accepts transfer credits from other regionally and nationally accredited associate- and baccalaureate- granting institutions. Credits for transfer are routinely assessed by the Admissions Office against the College’s course standards as described in the course syllabi. Department heads and program coordinators also may assist in the evaluation of transfer credits. The procedure for evaluation of transfer credits is described in the Catalog and on the Admissions Office web page. In assessment of transfer requests, consideration is given to the following criteria: program matriculation, credit value, course content, and grade received. In some programs—Dental Hygiene and Physical Therapist Assistant, for example—consideration also is given to the length of time that has passed since the student took a course. Veterans may obtain transfer credit for courses successfully completed in schools of the United States Armed Forces provided such courses are deemed to be equivalent and applicable to Tunxis degree requirements. Tunxis promotes the practice of awarding credit in recognition of learning acquired through life experiences which include work, volunteer efforts, military training and special seminars. Students may apply for evaluation of prior learning by utilizing identified examination options: The College Level Examination Program (CLEP), administered by the Educational Testing Service in Princeton, N.J.; College-developed examinations produced by some programs and departments at Tunxis. For further information on this option, students are told to contact the appropriate program coordinator or department chairperson; Credit through portfolio assessment. This option requires students to work with harterC Oak State College, the state of Connecticut’s public non-traditional institution of higher education. Prior learning is assessed through Charter Oak. Once credit is established, Tunxis uses the credit as part of the transfer evaluation process; The Career Pathways Program, formerly known as Tech Prep. Career Pathways depends on a clearly defined and documented agreement between Tunxis Community College and local high schools. In this program, high-school students may receive college credit from Tunxis for courses they have completed at their high schools. This program is under the supervision of a

33 Tunxis Community College • Standard Four: The Academic Program

coordinator at Tunxis Community College as well as Tunxis faculty who insure that the courses maintain collegiate standards. Students who apply for transfer to other institutions may find course outlines on file in the Faculty Secretary area. Institutional syllabi are housed in the Academic Affairs office. As part of a system-wide initiative, a common course numbering system has been developed to facilitate transfer.

Academic Standing The College specifies and publishes requirements for student continuation in and termination from academic programs in the Catalog. Students are placed on probation or suspension when their grade point average falls below specific levels that rise according to the number of credits the student has attempted. The Policy on Academic Standing (BOT Policy 3.8) was amended in 2004: Satisfactory Academic Progress: Students must make satisfactory progress in order to continue in good standing at Tunxis. The following represents the guidelines to unsatisfactory progress: Credits Attempted CGPA less than Academic Status Up to 11 1.50 Warning 12-30 1.70 Probation 31 and more 2.00 Probation Successive Semester on Academic Probation results in Suspension. There is also a Fresh Start Option that is described in the Catalog as follows: “A student returning to Tunxis after an absence of two calendar years or more may choose to start fresh and return without the handicap of a prior academic record. Students accepted for enrollment under Fresh Start will return in the status of academic probation or suspension. To be eligible for this option a student must have a prior Tunxis grade point average (GPA) below a 2.0. The request for a Fresh Start option must be made within one year of re-enrollment to the College. If the student chooses this option, credit is granted for all courses previously completed at Tunxis with grades of C- or better, including P (Pass). The student receives no credit for courses in which grades below C- were earned.” Graduation requirements are published in the Catalog and web site and reviewed with students by their program advisors. To ensure that degrees are awarded consistently and that they accurately reflect student attainment, department heads and the Registrar perform degree audits on all students who petition to graduate. Faculty advisors are responsible for completing student matriculation guides and the Registrar’s office reviews academic records to ensure all requirements are met for graduation.

Institutional Effectiveness The College has created an Institutional Effectiveness Committee that takes the lead in development of the Strategic Plan, which puts a primary focus on academics. Additionally, the College has in place a regular schedule for self-study and review of academic programs and disciplines. Each self-study is reviewed by an external evaluation team of persons who are expert in the program or discipline in question. Finally, the development of the ability-based education model has provided a template for measuring student achievement and the institution’s success in helping students to learn.

34 Standard Four: The Academic Program • Tunxis Community College

n Appraisal

The associate’s degree is the highest degree that the institution offers. Tunxis’ commitment to the education of its students flows from the mission and purpose of the College. All associate’s degrees include general-education requirements to provide a substantial and coherent introduction to the broad areas of human knowledge and college-level English skills. Program information, including learning goals and degree requirements, is published in the College Catalog, program brochures, and website. All Catalog sections and website content are reviewed by appropriate departments prior to publication for accuracy. Allied Health, Graphic Design, General Studies and several faculty members have web pages for current and prospective students. The College maintains direct and sole responsibility for the academic quality of all aspects of all programs. Resources available to maintain programs are determined by the budget. Programs and courses are designed to ensure an opportunity for reflection and analysis of the subject matter. Any member of the Tunxis community, including academic departments, program advisory boards, the Community-Technical College central office, program coordinators, individual faculty members, Student Services divisions or department, students, or any member of the wider community may initiate academic proposals. Initiators submit proposals to the appropriate department. After review and comment, proposals go to the Academic Dean’s office and Academic Affairs Committee. Academic Affairs may approve or disapprove the proposal. Approved proposals are forwarded to PSO for approval. If approved by PSO, the proposals are forwarded to the President. Over the past several years, retention efforts have expanded. Student information reports are distributed at the beginning of each academic semester from the office of the Dean of Institutional Effectiveness and Outreach. The reports identify students who may be at-risk and/or need special attention. The information includes major, grade point average, gaps between credit hours attempted and credit hours earned, and developmental courses taken. Students are able to withdraw from a course up to the thirteenth week of classes. The withdrawal date is published in all course outlines as well as the Catalog. The Academic Support Center fosters student success by providing support services designed to help students develop their learning and academic skills as well as enhance their understanding of college demands. Information technology is an integral part of the College, though the College does not have sufficient support in this area. An increasing number of courses is offered with computer components, but the College lacks sufficient rooms with computers. Electronic portfolios, or ePortfolios, have been incorporated into several programs at Tunxis. Computer Information Systems, Business Office Technology, Early Childhood Education, and Dental Hygiene all use ePortfolios as a means for students to integrate their learning. They are also used for assessment of General Education abilities and program outcomes. In some programs, students create a showcase ePortfolio to use for employment opportunities or for transfer to four-year institutions. A dedicated ePortfolio lab is available for student use; the lab is currently open 30 hours per week. Faculty also can request software one time during an academic year. The request must be signed by the department chair or program coordinator, and submitted to the Director of Information Technology. Requests are reviewed by the Technology Resources Committee at an open meeting each Spring after

35 Tunxis Community College • Standard Four: The Academic Program which the committee recommends whether a specific request should be included in the budget for the upcoming fiscal year. If there is an unforeseen need for software during the academic year, requests may be submitted to the Director of Information Technology. The College’s Computer Center has an open lab area equipped with both PC and Macintosh computers for general student and staff use within specified hours of operation. Software available includes the full range of applications being taught at the College. A limited number of multimedia machines offer additional features. There is only one general usage computer center, and that number is insufficient for the number of students needing to use computers outside of the classroom. The Computer Center is supported by student lab assistants who are available to assist students with using the equipment or basic application functions. The College’s online course offerings have expanded. In Fall 2000, the College offered only 10 online courses. In Spring 2010, 55 online courses were offered. One reason for this growth has been insufficient classroom space on campus to meet the needs of enrollment. Completion of a new classroom building and Library in Spring 2010 abated but did not eliminate this problem. The College relies on some facilities outside of its direct control. The Dental Hygiene and Dental Assisting programs utilize the University of Connecticut’s School of Dental Medicine clinics for clinical education under a five-year contract which has been recently renegotiated. Several other community clinics are used for clinical education and each facility has a written contract with the college. Tunxis has recently added a Dental ACE (Achieving Clinical Excellence) Center that is used for pre-clinical education and remediation. The Dental ACE Center also provides Dental Hygiene students with an experience with various dental technologies. Verbal arrangements and other informal agreements for practica and internships in several other departments are sufficient to provide a continued availability of these services. Clinical sites, pratica and internships allow an effective relation between content of curricula and effective practice in the student’s field of study. With only a few exceptions, all courses at Tunxis assess for at least one of the general-education abilities that the College has identified. Many academic programs also have implemented the ability-based evaluation of student learning or achievement. Comment in recent meetings has revealed that some faculty find that the process for implementing ABE assessments is time-consuming and that it is cumbersome to delineate the evidence to support a particular assessment. Since the ability-based model is designed to be evolutionary, these issues will be confronted in upcoming semesters.

36 Standard Four: The Academic Program • Tunxis Community College n Projection

• Tunxis will continue to be an ability-based education institution. • As each academic program incorporates all general education abilities and revises program abilities, additional support will be necessary to collect data, to evaluate, and to redesign assessments. • The College needs to utilize external information to project developing careers as well as technological changes impacting academic programs. To meet the future workforce needs in a timely manner, additional personnel will be needed to meet the mandates. For example, Allied Health programs and Business Office Technology/Medical are making the transition to meet the electronic-record mandates. This will increase the need for technology, support and training. Open laboratory sessions need to occur for students to meet competencies in attaining technological skills that are required in the workforce. An increase in computer classrooms and computer labs is needed to support the number of programs utilizing the latest technology. • Electronic portfolios, or ePortfolios, have been incorporated into several degree programs at Tunxis. Computer Information Systems, Business Office Technology, Early Childhood Education, and Dental Hygiene all use ePortfolio as a method for students to integrate their learning. Further, ePortfolio can be used for assessment of General Education abilities and program outcomes. In some programs, students also create a showcase ePortfolio to use for employment opportunities or for transfer to four- year institutions. A dedicated ePortfolio lab is available for student use; the lab is currently open 30 hours per week. It is anticipated that the use of ePortfolio in degree programs will continue to grow in the upcoming years. As the use of ePortfolio on campus increases, additional lab assistants will be needed to support the project.

37 Tunxis Community College • Standard Four: The Academic Program Standard Four: The Academic Program • Tunxis Community College Tunxis Community College • Standard Four: The Academic Program Standard Five: Faculty • Tunxis Community College

Standard Five: Faculty n Description

Tunxis Community College has a body of faculty with the qualifications and performance sufficient to maintain the College’s vision and mission statements. Evidence to support this assertion can be found in a variety of sources, including student evaluations; program and discipline reviews; formal evaluations; and surveys of graduates and those who employ our students. For the Fall 2010 semester, the Tunxis Community College faculty consisted of 67 full-time members and 235 part-time members. All faculty members work under a collective bargaining agreement between the Board of Trustees of Connecticut Community-Technical Colleges and the Congress of Connecticut Community Colleges. Article X of the contract defines the working conditions of the full- and part-time faculty. For full-time faculty, the standard workload per semester is 15 credit hours, 12 of which are assigned to teaching, and three of which are for time to perform what are called Additional Responsibilities. These three credit hours are a form of course release for all full-time faculty to engage in service to the College or to the Connecticut Community College system; to perform scholarship; and to support student, co-curricular and extra-curricular activities, etc. The faculty contract also outlines the minimum qualifications, job responsibilities, appointment, evaluation, promotion and tenure for full-time faculty (Articles IX, X, XII). Additional criteria for recruitment are outlined in the announcement of anticipated position openings. A part-time faculty handbook outlines the job responsibilities, appointment, and evaluation for part-time faculty. Minimum qualifications for part-time faculty positions are listed on the College website. These policies are equitable and compatible with the mission and purposes of the institution. The grievance process is outlined in the contract (Article VII). Tunxis offered 655 credit-bearing course sections during the Fall 2010 semester. Of that number, full-time faculty taught approximately 261 sections and part-time faculty taught 394 sections. The faculty is divided into seven departments, ranging in full-time faculty from four members up to 14 members. All departments except one have an elected chair whose appointment comes from the President. The Dental Hygiene Department is the one exception; it is supervised by a full-time professional-staff division director. The chart below outlines the degree credentials of the faculty as of the Fall 2010 semester.

Degree Full-Time Faculty Part-Time Faculty

Ph.D. 12 13 Ed.D. 1 2 J.D. 2 7 M.D. 0 1 Masters’ 52 210 Baccalaureate 0 5 Total 67 238

38 Tunxis Community College • Standard Five: Faculty

A number of members of the full-time faculty have chosen to pursue doctoral degrees after their initial hire, which is supported by the College’s administration, but not required. Minimum qualifications for entry-level faculty positions are defined by the collective bargaining agreement, and typically require a master’s degree from a regionally accredited institution. In Spring 2009, the College had 65 full-time faculty. Seven full-time faculty retired as a result of a retirement incentive offered by the state, however, which brought our full-time faculty coverage below 40 percent. The College immediately initiated 5 full-time faculty searches in the fall of 2009. Four additional full-time faculty searches were initiated in Spring 2010. Due to increased enrollment, Tunxis has hired additional adjunct faculty each semester, while the number of full-time faculty has fluctuated. The percentage of full-time faculty coverage, therefore, has declined from around 50 percent in Fall 2006 to 39.86 percent in Fall 2010. For Fall 2011, the College plans to offer the same number of courses that it offered in Fall 2010. Thus, the ratio of full-time to part-time faculty will be approximately the same. Because of Connecticut’s budget difficulties, further described in Chapter 9: Financial Resources, it seems likely that the proportion of full-time to part-time faculty coverage will remain the same for the foreseeable future. Thesearch process for full-time faculty follows the same process as for professional, administrative, and support staff. For faculty, a request to fill the vacant position is submitted to the Dean of Academic Affairs. Once approved, the post is advertised. Interested applicants have up to 30 days to submit an application and other material to be considered for the position. Prior to the closing date, a committee is convened and charged by the Affirmative Action Officer (AAO). As applications are received, letters requesting supplemental information for affirmative-action purposes are sent to prospective candidates. A set of structured interview questions is approved by the AAO and/or Human Resources Director. A search committee receives the packet of resumes, reviews them, identifies candidates for interview, and submits the names of selected interviewees to the AAO for review. The AAO has the option of requiring additional interviews for qualified goal candidates. The committee conducts the first-round of interviews with the selected candidates. After the first-round interviews are completed, the committee submits an unranked list of names to the Dean and President for second-round interviews. The Dean and/or the President interviews the final candidates. The President makes the hiring decision after conferring with the AAO. Letters go to all candidates who were not chosen. A flowchart containing advertised information, committee information, and rejection information is submitted to the Human Resources Office. Our annual affirmative action plan compares the composition of our staff with that of the available workforce by these criteria: sex and race (white, black, Hispanic, and other which includes Asian-American, Native American, and Pacific Islander). The Connecticut Commission on Human Rights and Opportunities (CHRO) evaluates this analysis. At Tunxis, the Affirmative Action Officer ensures that all faculty searches are charged with affirmative action hiring goals. While we advertise positions in a variety of publications (The Hartford Courant, Career Builder.com, Insight into Diversity including web posting, Northeast News Today, and The Chronicle of Higher Education including web posting), the percentage of candidates applying for full-time faculty positions from underrepresented ethnic or cultural groups generally is quite small. The majority of applicants are white or do not respond to the questionnaire about race and sex. Among those who do apply, few have the minimum qualifications for the position for which they are applying. As a result, in Fall 2010, among full-time faculty, two faculty members, or six percent, were from underrepresented ethnic or cultural

39 Standard Five: Faculty • Tunxis Community College groups. We are striving for 13.4 percent from underrepresented ethnic or cultural groups. In addition, as of Fall 2010, 46.3 percent of full-time faculty were male and 53.7 percent were female. The College does not have hiring goals for part-time faculty, nor do we collect data on their ethnicity and/or cultural identification. Full-time faculty members are advised of their starting salary in a letter of appointment. A “notice of appointment” form ensures that new employees receive the necessary information regarding salary, board classification, functional title, discipline, and conditions of employment. Part-time faculty receives a contract defining their conditions of employment, including date and time of course(s), contract duration, and notification that circumstances may alter the conditions of employment and even lead to withdrawal of the offer. Full-time faculty members were paid according to the following schedule for 2009-2010 and Fall 2010: Titles Salary Steps Available Salary Ranges Instructor 12 $46,316 - $63,135 Asst. Professor 13 $50,019 - $69,831 Assoc. Professor 14 $56,501 - $80,772 Professor 14 $64,842 - $92,636

Full-time faculty members were paid according to the following schedule for Spring 2011: Titles Salary Steps Available Salary Ranges Instructor 12 $47,705 - $65,030 Asst. Professor 13 $51,520 - $71,932 Assoc. Professor 14 $58,196 - $83,195 Professor 14 $66,787 - $95,413 There are two levels of compensation for part-time faculty. As of Fall 2010, for those who have taught less than 18 contact hours at the College, the compensation level was $1,335 per contact hour. For those who have taught 18 or more contact hours, the compensation rate was $1,395 per contact hour. In addition, the College offers full-time faculty an attractive benefits package afforded to all state of Connecticut full-time employees. Department chairpersons perform the duties of teaching faculty members. With release time, chairs provide leadership and administrative coordination for an academic department at the working supervisory level. The contract defines the duties and obligations of department chairpersons. Appointments of department chairpersons are at the discretion of the President. At Tunxis, department chairpersons work under the direction of the Dean of Academic Affairs. The chairperson supervises and provides academic leadership to faculty and support staff assigned to the department/division. As mentioned previously, there is one full-time division director, for the Allied Health Division, who is a non-teaching professional staff member. This position directs and coordinates the Allied Health programs. Chairpersons and the division director conduct regularly scheduled meetings of departmental faculty to plan departmental activities. These meetings are opportunities to share information about classroom experiences; professional development opportunities to be incorporated into the department’s teaching strategies; proposals for curriculum changes, program revisions, and new program development; and new or revised policies and procedures. Faculty members are encouraged during these meetings to propose new courses, programs, and course or program revisions.

40 Tunxis Community College • Standard Five: Faculty

The contract creates three categories of program coordinator who provide leadership for specialized degree or certificate programs and operate within the department structure. Coordinators at Tunxis work under the supervision of academic department chairpersons. Professional duties of coordinators also include teaching courses as assigned and performing other faculty duties as outlined in the contract. ThePresident’s Cabinet reviews the sufficiency of and the support for faculty and has historically made a request to the System Office for additional positions as needed, though the state’s budget difficulties have effectively frozen the number of faculty at all colleges in the system. Through program reviews, facilities and instructional support services for faculty are evaluated every 5 years. As a result of program reviews, requests are made to the Dean of Academic Affairs to increase support services for faculty as needed. The Labor/ Management Committee of the Board of Trustees for the Connecticut Community-Technical College system planned, prepared, and adopted the plan for development and appraisal of faculty. This plan is outlined in the contract. As part of this Faculty Development and Review Plan, students carry out an evaluation of classroom instruction. Students also evaluate the institution through external surveys (including Survey of Entering Student Engagement and Community College Survey of Student Engagement). The results of these surveys, faculty evaluations, and program reviews are used to improve teaching and services to students and to fulfill the mission of the College. A faculty handbook has been developed that outlines common College policies in regard to teaching duties and expectations. This handbook is distributed to all faculty members at the start of the year. The handbook defines and delineates the basic roles of both full- and part-time faculty. To the extent that it is possible to do so, the assignment of courses to a full-time faculty member is based on mutual agreement between the division or department chair and the faculty member. This agreement is subject to approval by the President or the President’s designee, typically the Dean of Academic Affairs. Full-time faculty members are typically employed on a 6-year probationary period in order to earn tenure, as defined in the collective bargaining agreement. In a small number of cases, temporary full-time lecturers are employed by the College to fulfill short-term needs. The contracts for such temporary lecturers typically are for either one or two academic semester terms. The effectiveness of faculty is evaluated by both students and supervisors. The evaluation process for faculty is outlined in Article XI of the contract. Faculty evaluations include instructional observation by the supervisor or designee, professional development plans, self-appraisal, and an overall performance report that includes the supervisor’s evaluation of the faculty member’s motivation, interpersonal skills, knowledge base, and application of knowledge. (Standard forms are used for these evaluations and are available on the intranet and the system website.) Full-time faculty members develop a professional development plan with their supervisor to guide their professional growth and development and to help address any deficiencies. Faculty members are evaluated in each of their first two appointment periods; once in every three years afterward for those on standard appointments; and once in every five years thereafter for those holding tenured appointments. Part-time faculty members are evaluated every year for their first three years. After the first three years, part-time faculty members are evaluated every fifth semester. In addition, faculty may request an optional peer evaluation, and management or faculty may arrange for a peer evaluation for staff improvement. The evaluations then go to the Dean of Academic Affairs, and from there into the professional file. If there is disagreement between the

41 Standard Five: Faculty • Tunxis Community College evaluator and the faculty member under evaluation, then the faculty member is afforded the option of writing a rebuttal to the evaluation. This rebuttal is included in the professional file. The professional file is then available to the promotions and tenure committees. The qualityof instruction is also shaped by institutional syllabi which ensure all faculty members who teach the same course cover the same content. Consistency in methods of instruction is less clear, although many departments do take advantage of professional development in their fields and provide professional development for part-time faculty through roundtable meetings and ongoing discussions. The ability-based education initiative (See Standard 4: The Academic Program) has strengthened the assessment of general education, course, and program abilities. Some departments assess those abilities via common portfolio assessment or common department examinations. In addition, most courses assess for the general-education abilities, which have been developed and revised by faculty. Opportunities have been presented for faculty to share assessment tools and methods at faculty meetings and professional development opportunities. All courses assess for course abilities, program-related courses assess for program abilities, and almost all college- level courses assess for at least one general-education ability. All courses assessing general-education abilities do so under approved ability language and rubrics. Therefore, course expectations are uniform. Tunxis faculty members rely on a variety of instructional methods. Traditional methods are enhanced through the use of technology, including hybrid, and fully online courses. Some courses use online supplemental instruction. Nearly all classrooms have an instructional technology system in place. These have been updated in many classrooms to include PCs with projection systems, document cameras, and DVD or video players. Some classrooms have Smartboards for faculty who need them. There are 10 computer classrooms (plus the open lab), which have computers with adequate and current software for the instructor as well as for each student. TheInformation Technology Department offers instructional sessions for faculty and staff to learn the available technology; the department offers immediate assistance as well. There are also frequent training sessions, offered by the Media Instructional Technology Department, for faculty members who teach distance-learning courses. There are also a variety of system-wide courses and workshops to support teaching with technology in the classroom. The system, for example, has developed a nine-week intensive online course that encourages effective online pedagogy. These sessions, known as iTeach, are in high demand; they are available to full- and part-time faculty and typically have waiting. Whether on-ground or online, the results of student evaluations provide feedback to faculty members who can then adjust their instructional methodology to address student needs. In the past, these evaluation results were not returned to the faculty for several semesters, sometimes over a year after the course was completed. This made adjusting instructional methodology difficult. Since Spring 2010, however, evaluations have been conducted via an on-line survey; in the future, this will make results available to faculty shortly after the semester ends and make it more likely that the feedback will lead to improvement in instructional methods. With the new system, too, students were given the option to evaluate every instructor each semester. Students in many programs are taught by a variety of faculty throughout their educational experience at Tunxis. In all programs, students are exposed to a variety of faculty who employ different methods of instruction and different approaches to the discipline. Full-time faculty members shoulder the non-instructional workload because part-time faculty, per contract, have no additional responsibilities. As part of the contract, full-time faculty is responsible for advising

42 Tunxis Community College • Standard Five: Faculty students. Program and institutional assessment has contributed a large proportion of the full-time faculty workload as the College has moved into ability-based education. Faculty workload has remained the same, per contract, even as additional work is required for these ABE assessments. Workloads are adjusted on an individual basis, and release time is given to faculty who perform other duties: department chairs, program coordinators, and those who do substantial work on other institutional priorities. As part of the contract, full-time faculty members are charged with advising students, as are academic advisors and, for new students, admissions-office personnel. Inequities in the number of advisees for each faculty can occur due to variation in program enrollments. Many faculty members also provide extra advising time as part of their additional responsibilities. Tunxis has a Master Advisor Committee charged with enhancing student advising, and providing faculty with current information and reliable advising methods and current information. This information has been disseminated at faculty meetings immediately prior to early registration each semester. Faculty also has access to advising information through the Tunxis Intranet. The Master Advisor Committee is chaired by an academic advisor, who is also our transfer expert. Individual programs generally take responsibility for advising students within their programs. All students are assigned an advisor within their first semester or when they change their academic program. Faculty set time aside for early advising each semester. Faculty meetings address advising and provide updates on curricular changes. New faculty members sit with a mentor to learn the advising process. In addition to being trained as academic advisors, faculty members are required to provide evidence of growth and professional development during their tenure at Tunxis (Article X, section 1.k of the contract). To foster participation in professional-development activities, the College makes funds available to both its full- and part-time faculty every year. These funds are distributed on a first-come, first-served basis. During the 2009-10 academic year, a full-time faculty member could request up to $1,200; up to $500 is available to a part-time faculty member. Faculty members are required to attend a professional day every year which typically provides opportunities to enhance teaching and learning in discipline-specific areas. TheCenter for Teaching, a system- wide initiative with coordinators in each campus, provides opportunities for instructional innovation through the Barnes Seminar, held each Spring; Instructional Skills Workshop; Pathways; on-campus workshops; and other sessions throughout the year. These free professional development opportunities are available to both full- and part-time faculty. For the past several years, and with the award of a Title III grant from the federal government, the College faculty has eagerly engaged in a variety of professional development activities in order to develop means of outcomes assessment for general-education abilities and for program abilities. (This effort is discussed in several other chapters, especially Standard 4: The Academic Program.) The College is on a path to fully integrate these abilities into its academic life. While research is not the focus of this institution, faculty is encouraged to participate in scholarship, research, and creative activities both on- and off-campus to stay current in their discipline and profession and to integrate these new experiences into their classrooms. Faculty members hold memberships in professional organizations, read professional journals, subscribe to listservs, connect online with professional organizations, and attend conferences and workshops. In addition to professional-development activities, faculty members are invited to propose new courses

43 Standard Five: Faculty • Tunxis Community College

and revise older ones to reflect research and innovation in their given fields. Faculty research initiatives and creative activities receive support through the Media Instructional Technology Department, the Tunxis Library, and the Center for Teaching. Faculty initiatives are supported and encouraged through announcements and recognition at regular department and faculty meetings. The institution has supported faculty development through Strategic Initiative Funds for special projects, Perkins grants, development of special topics courses, and academic excellence awards with a grant of $5,000. Article VI of the contract judiciously protects academic freedom at Tunxis. Faculty and students are given the academic freedom to explore, create, and publish within their field. Article X, Section 18 of the Contract states that eligible faculty members may apply for sabbatical leave to undertake scholarly activities every six years and periodically take shorter leaves for special projects. Although the institution relies heavily on part-time faculty, department chairs are committed to ensuring their integration into the department and institution. Departments have the opportunity to apply for funds to compensate their part-time faculty for one to two department meetings per year, roundtable discussions and calibration sessions. Some faculty, such as English and mathematics, encourage part-time faculty to participate in portfolio exchanges or collaborative grading. All part-time faculty members are encouraged to attend professional days, Center for Teaching presentations, and technology training which has included Digication and ePortfolio (discussed in Standard 4: The Academic Program) as well as numerous Blackboard training sessions. Thefaculty encourages creative and scholarly achievement by students in a number of ways. There are four honor societies; a library research-paper award; an art marathon; an arts and literary journal (OTTO); a yearly math contest; the Pi contest (in which students recite the places of Pi); art gallery exhibitions; the student newspaper (The Tunxis SUN); the student-awards ceremony recognizing academic excellence, leadership, capstone projects; and an array of other opportunities that arise periodically. Employees of the State of Connecticut, including the Tunxis faculty, are guided by the Code of Ethics for Public Officials and State Employees according to State Law. The Board of Trustees of Community- Technical Colleges also issued an ethical conduct policy to supplement this code. All current and future employees of the College receive a copy of the Tunxis Employee Manual, which lists policies involving ethical conduct for the community colleges (See Standard 11: Integrity). All employees, including faculty, are required by state law to participate in sexual harassment prevention and diversity training. Recent faculty meetings have included compliance training on issues such as copyright infringement and FERPA guidelines. TheCollege believes that students’ first few years in college are a vital time to instill values that can shape a life. To that end, the College has a clear Student Conduct Policy, approved by faculty and administration, which shapes our Academic Honesty Policy. This policy is published in our College Catalog. The Dean of Students takes all reports of academic dishonesty seriously, speaks with students, keeps the institutional memory of all such transgressions, and dispenses appropriate consequences. Excerpts of the Academic Honesty Policy along with other essential Board policies are attached to course outlines that are provided to students at the beginning of each semester.

44 Tunxis Community College • Standard Five: Faculty

Institutional Effectiveness Evaluation of faculty is conducted through the Faculty Development & Review Plan (FDRP) which places its emphasis on self-improvement that benefits the individual faculty member, students, and the institution. The institution has worked with the System Office to establish priorities for creating new faculty positions, though financial difficulties have effectively frozen the number of full-time faculty. n Appraisal

In the past five years, the Tunxis faculty has produced a significant paradigm shift in pedagogy and assessment by embracing the ability-based education (ABE) model, consisting of a set of ten General Education abilities to be supplemented by course and program abilities. This new model requires faculty to implement new forms of assessment and intends to place student success at the core of all academic endeavors. By defining and articulating these abilities, the faculty not only has shown exceptional creativity and unparalleled commitment to student learning, but also has pledged that students will be proficient in these abilities when they graduate from Tunxis. While managing this reform, faculty members have continued to stay abreast of their field through a variety of national academic organizations, conferences, and journals specific to their disciplines. In addition, the Tunxis faculty has shown its dedication to and support of students inside and outside the classroom. This includes a commitment to providing sound year-long academic advising that goes above and beyond course selection alone. Tunxis Community College has a talented and exceptional faculty, committed to student learning and student development. From Fall 2000 to Fall 2010, there has been a 36.8 percent (3,412 to 4,666) increase in the overall student headcount and a 74.6 percent increase in full-time equivalent enrollments (1,582 to 2,762). With the tremendous growth that the institution has undergone in the past ten years, and with a much smaller increase in the number of full-time faculty (55 to 67, or 21.8 percent increase), the burden has fallen on the part-time faculty, who have been employed in much greater numbers (116 to 264 for a 127.6 percent increase). Clearly, the number of full-time faculty members is inadequate to meet student needs. Additionally, two of the 67 full-time positions are temporary positions; the increase in full-time positions, therefore, is approximately 18.2 percent. And due to the release time given to some full-time faculty, the actual increase in instructional time for full-time faculty is much lower than 18.2 percent. To understand the areas of Standard Five that faculty believe to be in need of attention or improvement, a web-based survey was distributed to all full-time and part-time faculty in October 2010. Similar questions were asked of both full-time and part-time faculty, though through separate surveys. Thirty-one full-time faculty, or 46 percent, responded to the survey. Seventy-five part-time faculty, or 28 percent, likewise responded. The results were collected and analyzed by this committee. Based on the quantitative responses, more than 75 percent of both full-time and part-time faculty responded that they have enough time to provide adequate instruction, that they have enough time to assess student work, that they do not have concerns about the grievance process (more than 96 percent), that they believe the campus fosters academic freedom (more than 93 percent), and that they are encouraged to experiment in the classroom. The overall level of satisfaction for part-time faculty was equal to or higher than that of full-time faculty.

45 Standard Five: Faculty • Tunxis Community College

One of the concerns of many full-time faculty members is that they do not have sufficient time for advising students which, along with teaching, is a primary responsibility. This is one of the key differences between full and part-time faculty; part-time faculty are not expected to advise students. With the number of students each year growing significantly, and a change in the demographic composition of the student population toward younger and full-time students, the demand on faculty for advisement is very high; some program coordinators and General Studies advisors having more advisees than time to see them all in a given semester. The increased number of students translates into less time per student, which contradicts our goal of providing quality long-term academic planning. While most faculty are satisfied with their teaching assignment, many believe that their non-teaching workload has increased significantly. Given the increase in time needed to engage in the comprehensive ability- based assessment of student learning, along with technology requirements, committee meetings, and project work, faculty said that they find less time to devote to teaching and students. Less than half of the full-time faculty stated that they had enough time to engage in scholarship, research or creative activities, and the comments suggested that they believe this is not a typical expectation of the institution for its faculty. Much more emphasis is placed on excellence in teaching and service to the college and community. On a positive note, part-time faculty members are largely satisfied with their assignment/workload. Many part-time faculty members also said that they have adequate time to engage in scholarship, research or creative activities. While most part-time faculty are satisfied with their work at Tunxis, the concerns of part- time faculty are inclusion in department meetings, the modest professional development funds available, and compensation for campus participation. Most full-time and part-time faculty members believe that the institution has an effective method of evaluating instruction. Some faculty members note, however, that the process for evaluating on-line instruction needs to be improved as more on-line classes are being offered. While the majority of faculty members believe there are adequate opportunities for professional development, fewer believe the resources for professional development are adequate. Resources are not only insufficient for some opportunities, but resources also are allocated on a first-come, first-served basis and may be depleted early in the academic year. In addition to professional development, most full-time and almost all part-time faculty members also believe that the institution encourages faculty to experiment and innovate in the classroom. Efforts to meet our affirmative action goals in hiring new faculty have been found acceptable by the Connecticut Commission on Human Rights and Opportunities, which annually reviews our hiring process and decisions. Despite continued efforts to recruit more minority faculty, the College is still not attracting enough qualified minority applicants. In this area, we still fall short of our desired goals. Both full-time and part-time faculty members believe that the institution fosters and protects academic freedom, and that there are appropriate grievance processes in place. Despite the limitations noted above, faculty commitment to student engagement is evident in many ways, including the multitude of opportunities for learning inside and outside the classroom.

46 Tunxis Community College • Standard Five: Faculty n Projection

• The College needs additional full-time faculty members to bring us closer in line with the stated system goal of full-time faculty teaching 60 percent of classes. We will work toward this goal, recognizing that the state’s budget difficulties make it hard to project success in the effort.

• TheCollege will generate an action plan to better integrate and support adjunct faculty members in campus life while making explicit their roles in supporting the mission of the College.

• Because a significant number of faculty members feel that non-instructional activities have hampered their ability to focus on teaching, the College will design an action plan that seeks to strike a balance between additional responsibilities and teaching effectiveness, while achieving greater workload equity.

• TheCollege will continue to streamline the process by which we incorporate ability-based education and assessment of course, program, and General Education abilities, in order to alleviate some workload issues.

• TheCollege will continue to put forth the necessary effort toward recruiting a faculty (full-time and part-time) that reflects the cultural, ethnic, and racial composition of our service community in order to provide them with a richer educational experience.

• TheCollege is currently reviewing the sufficiency of professional development funds and revising the process by which these funds are distributed. This effort will continue.

47 Standard Five: Faculty • Tunxis Community College Tunxis Community College • Standard Five: Faculty Standard Five: Faculty • Tunxis Community College Tunxis Community College • Standard Six: Students

Standard Six: Students

n Description

Overview In fulfilling its mission and vision (Standard One: Mission & Purpose), the College supports students’ success through various programs and services offered individually and collectively by the various academic and support-services departments. Over the past ten years (2000–2010), the period since the last accreditation report, ensuring and supporting student success has resulted in modifications to existing programs and creation of new programs and services in response to: • Changes in student demographics: Ethnic and cultural diversity in the state has contributed to changes in the student population. Other demographic changes over the past 10 years include an increase in the number of recent high-school graduates, an increase in the number of students requiring developmental assistance, a growth in the number of students who are the first in their families to attend college, and a significant increase in the numberof students evidencing serious behavioral challenges. • Staff reductions due to retirement and budget constraints—a circumstance that seems like to continue, and perhaps to accelerate, because of state government’s ongoing budget problems; • An increase in the actual number of students enrolled and attending classes; and • Changes in the physical plant that led to dispersal of programs and services. In 2008, the College completed building a construction project, described in Standard Eight: Physical Resources, that expanded the physical plant by 90,000 square feet. Departments and programs relocated to the new space included the Library, science laboratories, art studios, the dental lab, the Academic Support Center, and a newly created Cyber Café. The new space also has additional meeting rooms as well as Pages Café, an extension of the cafeteria serving high-quality snacks and beverages. Tunxis is committed to serving all students. This commitment is realized through the development and implementation of coordinated programs and services that support academic success. Coordinated collaborative programs and services involving faculty and student-services staff are designed to contribute significantly to students’ academic, personal, and work success. The College responds to students’ needs, academic and personal, with a clear acknowledgement of the interplay among community, family, work, and personal factors as determinants of college success. Thisexplains the inclusion of two academic functions—mathematics and Academic Strategies—in the Student section of this self-study. These are the programs that work most closely with students who arrive most at-risk. To assist them to meet their educational goals is the very much a function of student service.

Academic Strategies Department Academic Strategies came into being in the fall of 2006 when it was separated from the English/ Humanities department (since renamed simply Humanities) to become an independent department. It is comprised of 6 full-time faculty, including a department chair. Adjuncts round out the rest of the teaching

48 Standard Six: Students • Tunxis Community College

responsibilities. Sixty to 70 percent of Tunxis students take at least one developmental course or one of the credit-level courses housed in Academic Strategies—First-Year Experience and Perspectives in the Humanities. For this reason, Academic Strategies can be seen as a “gateway” department at the college. In 2008, the department made a major change, moving away from offering separate developmental reading and writing courses to offer a curriculum of “integrated” reading and writing courses. Academic Strategies faculty members resist labeling their students as “developmental,” but instead see them as capable, needing only to learn the skills for success. The department utilizes common rubrics, institutional syllabi, departmental discussions, adjunct liaison, and portfolios. Thedepartment is committed to a philosophy of serving students who do not yet possess college-level abilities in the traditional disciplines of reading, writing, and study stills, and/or are underprepared to navigate the college environment and its academic rigors successfully. The department provides course offerings that allow developmental students to master reading, writing, critical thinking and study skills in order to make the transition to credit-level courses successfully.

Mathematics The Mathematics faculty includes 6 full-time faculty members and some 30 adjunct faculty members in a combined Mathematics & Science Department. Approximately 60 percent of math sections are taught by adjuncts. In terms of leadership in the department, a chairperson is chosen from the full-time faculty ranks by the Dean of Academic Affairs and the president to act as a liaison between the Dean and the department members. The math courses taught out of the Mathematics & Science Department range from Prealgebra to Calculus III. The range of classes includes Algebra, Statistics, Finite Math, Precalculus, Calculus II, Calculus III, Math for the Liberal Arts, Number Systems, and Contemporary Math. Approximately 75 sections of developmental and college-level math are offered each semester to accommodate student need. The math program focuses on the acquisition of basic Algebra skills by students through a problem-solving approach. Members of this department see their function primarily as a service or support role to the career or transfer programs offered by the College. This department supplies the various types of math courses neededby different majors (i.e. Business, Engineering, Early Childhood, Computer Science, etc.) to prepare students for success in their chosen professions. The only degree program that “originates” in the department, is the Honors Computer Science/Mathematics program that was developed and articulated for transfer to Central Connecticut State University, the four-year university our students transfer to with greatest frequency. Students are informed about the math programs, services, and requirements through the College Catalog, website, class schedules, placement testing, orientation, academic advising, and registration sessions. The math faculty has created a flow chart for academic advisors that outlines course sequences for successful course and program completion. The course syllabus, course outline, and textbook define the structure for each course and semester. Most students are placed into math courses via the placement-testing process. The math faculty has worked cooperatively with community-college system personnel and math faculty from other community colleges to establish common scores for placement purposes and common content expectations for courses that are commonly numbered. Each semester, approximately 70 percent of tested students place into developmental math courses. A vast amount of statistical data has been amassed over the past several years on placement, retention, and success rates in developmental and college-level math classes.

49 Tunxis Community College • Standard Six: Students

Departmental final examinations for Prealgebra through Intermediate Algebra have been in place for a number of years. In recent years, the faculty has expanded the use of technology for instruction. Graphing calculators have been used in some courses for a number of years and Minitab, a statistical computer application package, has been used as a lab component in the instruction of Statistics for several years, as well. In the past few years, MyMathLab has been phased into the instruction of several Prealgebra and Elementary Algebra sections as well as some online sections that have limited campus requirements in Elementary Algebra, Intermediate Algebra, and Math for the Liberal Arts. Math courses are supported by the Academic Support Center with professional and peer tutoring. Grant funds have also been secured for this purpose. The ability-based education model developed by the College and described in several places in this self-study has been incorporated into all college-level math courses beginning with Intermediate Algebra and progressing through Calculus III.

Academic Advising Center (Counseling Office) Thestaff of theAcademic Advising Center, which includes the Counseling Office, performs and offers programs and services essential for successful student recruitment, retention, and academic success. Staffed by four full-time advisors and one part-time advisor, the center provides the following services and programs for the College in general and students in particular: • Academic advisement • Transfer advisement • Articulation support • Crisis counseling • Information and referral • Liaison between the student and faculty • Advocacy for students • Training for faculty and staff • Programs that support students’ academic success • Resume writing • Job search, and • Individual counseling Technology has invaded the Academic Advising Center. The center uses technology for secondary communication with students, to assist in student job searches, and in developing staff work schedules (including student appointments). Staff members have found that personal contact with students yields the best results. However, emails are exchanged with students, faculty, and staff when appropriate and needed. In helping to fulfill the College’s mission, the staff of the Academic Advising Center engages in activities that support students, optimize academic success, evidence the mission and vision of the college, and create goodwill towards the College among students and other members/stakeholders in the community.

Academic Support Center Located in one of the two new buildings at Tunxis, the Academic Support Center offers the following services to all students who are referred or self-select involvement with the center:

50 Standard Six: Students • Tunxis Community College

• placement testing; • on- ground and online tutoring; • individual and group learning strategies workshops; • services for student with documented cognitive as well as physical disabilities; and • basic skills assessment and academic support for all students. E-tutoring—online tutoring through the Connecticut Distance Learning Council—was initiated in Spring 2006. TutorTrac, a tutor-scheduling and -tracking software, was implemented in Spring 2008 to replace paper sign-up sheets posted on boards. Math Head Start workshops were initiated in Spring 2008 as part of an initiative to assist underprepared students in developmental math courses. A math lab was initiated in Fall 2008 to assist developmental math students. The number of learning strategies workshop topics has increased and the LASSI was implemented as a workshop available for students in classes and individually in the center. For the past half-decade, center staff have assisted with new-student advising. Diagnostic testing of high-school students was initiated this past year. In March 2006, two accommodation testing proctor/scribe positions were added to handle the increased number of students with disabilities requesting accommodations such as extended testing time, scribes, and readers. A reading lab was piloted in Spring 2009. Evaluation forms are used daily for tutoring services and at the end of each semester. An overall survey form is available on the front counter for students to complete and provide feedback. Disabilities-services has a student evaluation form for students to complete. E-tutoring has an online survey available for students. The center maintains several databases, including disabilities-services, tutoring, placement testing and learning strategies. Tunxis relies on the Accuplacer for placement testing, which provides placement- testing results. TutorTrac tracks tutoring, tutor training, and learning strategies. Development of a 10-year, comprehensive ACCESS database compatible with TutorTrac is in progress for tracking tutoring services, including grades, since 1999.

College Career Pathways The Tunxis College Career Pathways program is a partnership with high schools in the regional service area to provide viable education alternatives, preparing students for meaningful careers and rigorous, challenging academic opportunities. Students enroll in College Career Pathways in the Spring semester of their junior year in high school, and complete a prescribed sequence of courses through the 11th and 12th grades. Upon satisfactory completion of the high-school portion of the program they enter Tunxis (or a school of their choice) culminating with an associate’s degree in their chosen program of study. Each program has specific academic requirements. They include vocational and technical studies, and specific math, science and communications. The math and chemistry require successful completion of a final examination administered and graded by Tunxis faculty. This program provides students with the opportunity to receive college credit while still in high school. These credits apply towards their career program area. Students may, thereby, satisfy high-school requirements and college requirements simultaneously. By linking the educational process and preparing students early on with the academic and technical skills needed to succeed in their chosen area of study, students can proceed to the next phase of their career transition better prepared and focused. Tunxis offers CCP programs in the following areas: • Accounting

51 Tunxis Community College • Standard Six: Students

• Marketing Management • Officedministrative A Careers • Executive • Legal • Medical • Technological Studies • Engineering Science • Early Childhood Education Financial Aid Financial aid at Tunxis is intended to help students who otherwise would not be able to attend the College. The College offers financial aid to students who are found to have financial need, providing an “affordable education.” To determine financial need using a mandated formula, the student’s expenses (including living costs) are estimated. If these exceed the student’s resources, the student has need. Need is met with a combination of Federal and state grants, Federal and private loans, scholarships and federal work-study. (For a more detailed elaboration, see Standard Nine: Financial Resources) The virtual financial aid process through my.CommNet alerts the student via email to changes in status, such as when additional documentation or verification of income is required. The office collects and validates these documents. The reviewing and awarding of aid packages is done on a first-come, first-served basis. While there is no application deadline, the College does receive only a fixed amount of grant funds from the state of Connecticut. These funds are awarded on the basis of need, and have been governed by the policies of the Board of Trustees of Connecticut Community-Technical Colleges. TheFinancial Aid Office provides assistance to those who require one-on-one help with the application and with navigating the my.CommNet system and responds to telephone inquiries and emails. Financial Aid also counsels students with regard to academic concerns—grades, workloads, balancing school and jobs, etc.—as well as federal loan entrance and exit counseling, consortiums among the Connecticut community colleges, and early cash advances in cases of emergency. Confirmation of grant and loan eligibility, payment, and distribution of refunds to students are also overseen by the Financial Aid Office. All information provided to the office is considered confidential. The office secures and maintains all student records for a designated period of time, after which the records are destroyed. The Financial Aid Office staff includes a Director and Associate Director and a Financial Aid Assistant with work-study students providing additional support. Trained work-study students must sign confidentiality waivers.

Minority Affairs Due to the fiscal exigencies outlined throughout this document, the College was forced to eliminate at least one fulltime position in the Student Affairs Division. Originally, the vacant position of Associate Director of Admissions was selected for elimination. The Coordinator of Minority Affairs, however, requested that she be given consideration for a lateral position change. Her request was granted. (Please note that this position was not eliminated as part of any concessions agreement negotiated between state employee unions and the Governor’s Office, but rather was occasioned by the governor’s budget cuts prior to concessions talks.)

52 Standard Six: Students • Tunxis Community College

Tunxis remains committed to meeting the distinctive needs of its minority students. In particular, the College is committed to maintaining cultural programming and advising to students of color. Many of the duties of this office, therefore, will be shifted to others staffers in the Student Affairs Division. Until the College knows the full impact or extent of possible layoffs, however, it will not be able to assign specific duties to specific individuals.

Veterans Affairs Therole of Veterans Affairs at Tunxis is to assure that veterans and service members receive educational benefits for which they are eligible. Changes in the GI Bill since September 11, 2001 have made the advising function of this office more complex. Veterans now need to compare several GI programs to find out which is most appropriate. This process can take about 45 minutes per student. The staff member who coordinates veterans’ services is also the Director of Financial Aid and the College’s Affirmative Action Officer. Other staff in the Financial Aid Office includes an Assistant Director for Financial Aid and a Financial Aid Assistant. The College has also opened a Veterans’ Oasis lounge area available to students who are veterans. During its first year of operation, the College also had a part-time staff member to serve as liaisonwith veterans. This staff member organized a panel discussion of veterans who discussed their circumstances and needs at a faculty meeting during the Fall 2010 semester.

Early Childhood Education Center The Early Childhood Education Center serves two main purposes: to provide a service for Tunxis students in need of affordable daycare, and to serve as the model “lab” school site/ placement for Early Childhood Education students enrolled in the student-teaching practicum. It also serves as an observation site for the Early Childhood Education, Allied Health, and Human Services programs. The center enrolls children of students, staff and the surrounding community. In addition to a large classroom space, the center also provides an outside playground with age- appropriate equipment. It maintains National Association for the Education of Young Children accreditation to ensure a high-quality, age-appropriate program for three- and four-year old children. Children attending the center are offered various programs, including on-campus visits from the Connecticut Science Center, children’s authors and illustrators, yoga instructors, and musicians. The center is staffed with a director (a master’s-level position), two full-time certified Early Childhood teachers, a part-time assistant teacher, and a part-time secretary. The center operates in compliance with the state and national mandates. It is in session from September to June from 8 a.m. to 4 p.m. Each semester, the site offers eight practicum positions for matriculating ECE students at the practicum level. Additionally, students in approved programs can schedule times to observe the center’s activities and children’s behaviors.

Admissions Office The Admissions Office provides information and counseling regarding the admissions process via emails, mail, telephone and direct contact, particularly to first-generation applicants. The staff conducts outreach and recruitment activities within the college service area as well as other locations as requested. The office is also responsible for transfer-credit evaluations; coordination, advisement and registration for all incoming new and transfer students; administration of the College Career Pathways program; administration

53 Tunxis Community College • Standard Six: Students of selective admissions programs such as Dental Hygiene and Physical Therapy Assistant; collection, recording and accurate maintenance of all admissions-related data within the student information system and on the College website; and counseling international students seeking appropriate visas. Admissions acceptance packets include information regarding other aspects of the college-application process including placement-testing schedules, financial-aid instructional brochures, and business-office payment options. The office provides informational pamphlets for various degree and certificate programs as well as information regarding department services. Admissions also supports the Information Center. TheInformation Center is the first point of contact for most individuals entering the building. Located near the main entrance to the College, the center provides general information regarding the College and its programs as well as bus schedules, maps, directions, event information and relocation/cancellation of classes and events. It is open during academic semesters Monday through Thursday 8 a.m. to 9:30 p.m., and Fridays from 8 a.m. to 4:30 p.m. When classes are not in session, the center closes at 4:30 p.m.

Records Office (Registrar) The Records Office is responsible for maintaining accurate academic files on all students who have enrolled in a program or attended the college for credit-bearing courses. This office creates the data base of semester courses; provides rosters to faculty; processes course changes and withdrawals; updates any record changes such as name, address or program; processes grades; researches and corrects duplicate grades; provides transcripts upon request; evaluates graduation applications; processes the Fresh Start option for qualified students; and resets my.Commnet passwords. (My.Commnet is the database of information for students, faculty, and staff of the community-college system, and provides access to a broad array of personal, academic, and work-related services.) The Records Office is often used by students and faculty as a place to receive general information about the college and policies.

Bookstore The Tunxis Bookstore provides students with necessary book and classroom supplies. In addition, it offers clothing that bears the College name, beverages, snacks, gift cards and assorted items. The role of the bookstore is to provide Tunxis students with a convenient, on-campus location that allows them to purchase these items at reasonable prices. In addition, there is a process in place that allows financial-aid recipients to utilize their excess award funds to purchase these items. Until 2008, Tunxis operated the bookstore as part of regular operations—one of a handful of community colleges in Connecticut that did so. Its staff were employees of the College. Since then, as a result of a decision made at the system level, all bookstore services on all campus are operated by the Follett Corporation. The bookstore is centrally located, and utilizes a number of techniques to advertise information regarding new or used purchases, buy-backs and book rentals. Textbook postings are in accordance to laws. The store posts the titles of all textbooks for all courses online and presents a variety of options—new, used, rental. Textbook ordering is facilitated by faculty direction and related student needs.

Crisis Management Team The Crisis Management Team was formed in 2006 with the help of a consultant. The team’s goal is

54 Standard Six: Students • Tunxis Community College to assist the College in responding to, managing, mitigating and recovering from emergencies. As such, the CMT does not provide direct services to students, except in the event of an emergency. The team consists of the College president, the deans, and a combination of faculty and professional staff members. The team embraces the “supportive environment” and “fostering skills” language of the mission statement as well as the vision statement’s obligation to respond to “current as well as emerging student and community needs.” Resources include two videos available on the Tunxis website via links: “Shots Fired” and “Flashpoint on Campus.” The DVDs are available for loan to interested parties through the Dean of Administration’s office. Additionally, there is a Campus Safety page on Facebook. The team promotes the emergency text-messaging system to update students regarding emergencies, including weather. The digital- messaging TV system in the 600 and 700 buildings is also used by the CMT. The team performs tabletop drills and presents training opportunities for students and staff.

Health & Safety Committee The Health & Safety Committee provides a forum for discussion of campus policies in the areas of health and safety. It supports the vision statement—“responsive to current as well as emerging student and community needs.” The committee includes faculty and professional staff. They report their recommendations to the Professional Staff Organization (PSO) of which Health & Safety is a standing committee. Issues considered reflect the concerns of the campus community, including faculty, staff and students. Recent topics have included a campus smoking policy, influenza prevention and immunizations, reviews of work-related injuries and circumstances, applicable Occupational Safety & Health Administration policies, and the forming and updating of FA/CPR/AED training for the Emergency Medical Response Team. The Emergency Response Team is comprised of volunteer members of the faculty and staff who provide first response to medical and health emergencies while awaiting ambulance and police response. The Health and Safety Committee works with members of the Emergency Medical Response Team to schedule and post trained first responders to various areas of the College at various times. The committee also facilitates screenings provided by other groups and departments regarding health issues and addictions. Informational pamphlets are available through the Counseling Center.

Business & Industry Services and Continuing Education Business & Industry Services is a part of the College, but it operates independently from the Academic and Student Affairs divisions and primarily deals with companies. The main focus is on customizing programs and training to meet the immediate needs and requirements for business and industry. Training is fee-for- service; the company pays for its employees. These training opportunities open up and rekindle interest in future educational possibilities available through the Academic Division and therefore can serve as a bridge for those clients who wish to take additional courses. Business & Industry Services also serves as a marketing arm by promoting the College to the community and business sector while generating revenue for the College. Students are informed about training through their employer, email links, outreach, chambers of commerce, the Connecticut Business & Industry Association, economic-development entities, and local commissions that work with the College. Employers determine who they will send for training or who will participate in the programs. All programs are contractually based and have written agreements with the College. All instructors are under

55 Tunxis Community College • Standard Six: Students contract for training and are content experts identified to meet the wide variety of soft and high-tech skill requirements of companies. Business & Industry Services also responds to technological changes by providing a variety of online options. It assesses and evaluates its services through surveys, student evaluations, and research into new training initiatives throughout the country. They also continue to look for and research training that will provide clients with employment opportunities. Business & Industry Services continues to struggle with space constraints and the need for more hands-on technical training space and equipment. Business & Industry Services has a need for more hands for technical training, developing more opportunities for employees while meeting the needs of today’s companies. The department looks for the next opportunity and provides less-expensive training opportunities than private entities. The Continuing Education Department provides students and the public with information regarding non-credit (credit-free) Continuing Education and Workforce Development programs and courses. It conducts program-information sessions, registers students, assists with billing and payment, resolves student issues, issues certificates of completion, and works with the Department of Labor to qualify identified students with possible course funding. As the entrepreneurial arm of the College, Continuing Education is responsive to the needs of the community and students in providing both personal-enrichment and workforce-development courses and programs that are high-quality, affordable and that meet employer needs. Students receive information regarding programs and services through the Continuing Education semester schedule, program flyers, information sessions, website, Facebook, brochures, news releases, and posters and email. The department has clearly defined and published policies and procedures regarding registration, withdrawals and refunds, course cancellations, student conduct, non-discrimination, award of continuing- education units, specific program-application processes, and course-completion standards. Services, courses, and duties have greatly expanded over the past 10 years. Fourteen new allied-health programs or courses have been created; workforce-training offerings have been expanded; and two additional motorcycle-safety training sites have been acquired. Ed2Go online non-credit offerings have increased and provide an additional venue to reach more students without actually having them come on campus. Technology is being used to create blended online/on-ground courses to provide flexibility for students. Technology, when available, also is used for PowerPoint presentations. Hours have been increased to full-time for one support person. A new position has been added for an assistant to the Allied Health Coordinator, and an additional student worker has been hired to handle the increased demands of new and expanded programming.

Business Office Theservices provided to students by the Tunxis Business Office are cashiering, payroll and purchasing. The cashiers provide direct services to students such as answering questions, taking payments, setting up payment plans, disbursing financial aid, and working on third-party contracts. The office works with both credit and non-credit students. The payroll unit works with student workers and their supervisors on establishing and paying student workers. Purchasing works with Student Government in purchasing supplies/materials for all student-government sponsored events. Other services provided are indirect. Thegoal of the Business Office is to provide accurate financial information to all internal and external

56 Standard Six: Students • Tunxis Community College constituencies, to maximize the College’s finances, and to provide students with efficient service andthe information they need to know in order to stay enrolled. Thus, the office supports student success. The services provided reflect the Tunxis mission and vision statement. The Business Office has a webpage which clearly defines policies and procedures. Information is also listed in the College Catalog as well as in the printed course schedules which are produced each semester. In addition, general information about payment, tuition, and fees is provided on my.Commnet. Over the past 10 years, services and functions of the office have changed considerably. Registration used to occur at specific times of the year. Over time it has become a nearly continuous process. Changes in financial aid and the most recent changes to the Pell Grant program mean cashiers must stay on top of a changing environment. In addition, there are new rules that impact students as well as upgrades in the BANNER database system. More and more students resort to payment plans, necessitating more entries and more time spent counseling students. Students now can pay online which means that there may be fewer students in person but more transactions that need to be reviewed and reconciled. Many of the technological changes have been driven from the system office as the implementation of BANNER continues. Evaluation of services is done anecdotally from student feedback as well as the PACE/SACE surveys. The surveys have yielded satisfactory ratings. There has been discussion of surveying students directly, but that has not been done because students may make requests for exceptions to Board policy that the College cannot comply with (longer periods of time to pay on the payment plan, lower tuition and fees, etc.). Other requests, such as exceptions to the refund policy, are handled by written request to the dean of administration. The Business Office is able to provide services to students with existing resources. Like many areas of the College, the Business Office could provide more timely support with more staffing. The staff, however, does answer inquiries and provide billings to the best of their ability.

Specific Services and Administration Services described in this section are supervised variously by all divisions: the Academic Division, Student Affairs Division, Institutional Effectiveness & Outreach Division, and the Administrative Division. The Academic Advising Center/Counseling Office, the Math Department, the Academic Strategies Department, and College Career Pathways are supervised by the Academic Affairs Division. Officesand services supervised by the Student Affairs Division include the Academic Support Center, Admissions/Information Center, the Early Childhood Center, Financial Aid, Minority Affairs, the Records Office (Registrar), and Veteran’s Affairs. TheInstitutional Effectiveness and Outreach Division has oversight over Business and Industry Services and Continuing Education & Workforce Training departments.

Institutional Effectiveness The effectiveness of student services at Tunxis Community College is assessed by a variety of self- administered satisfaction surveys. Every two years, the Student Assessment of the College Environment (SACE) is administered to approximately 400 students in randomly selected classes. A complementary instrument, the Evaluation of Non-Instructional Services, is completed by faculty and staff. Both surveys rate satisfaction with student services.

57 Tunxis Community College • Standard Six: Students

Additionally, students who are served by the academic advisors and the Academic Support Center are surveyed by those departments to determine their level of satisfaction. The College also tracks student retention, grade point averages, and graduation and transfer rates by a number of student characteristics, including ethnicity, need for remediation, age, gender, and at-risk status (locally developed profile), among others. Early-intervention strategies are implemented for student groups who “underperform” on these measures. As the College began to enroll significantly more recent high-school graduates, for instance, the success rate of new students declined. The First-Year Experience and College Study Skills courses were designed and offered. Subsequent data analysis revealed that the students who took the courses had significantly higher success rates than those that did not. Another example of use of data to support services is an effort by the Academic Advising Center to recruit and assign mentors for entering students who have a high number of at-risk factors. Theresults of the satisfaction surveys and outcomes studies are shared campuswide and are used by the Institutional Effectiveness Committee in developing the college’s strategic plan and in establishing priorities for Strategic Initiative Funding (special projects funded to increase student success). Departments use the results in formulating their annual department plans.

n Appraisal

Math Department TheCollege has a strong, committed math faculty and offers a wide range of courses to prepare students for a broad range of careers. As noted by some math faculty members, many students don’t stay to complete their two-year degrees, so it is important that college-level math courses from this institution are transferable. Department faculty have worked hard to assure that college-level math courses transfer well to the Connecticut State University system, the University of Connecticut, and other public and private institutions both inside and outside of the state. Members of the department have performed a great deal of data-gathering and analysis to evaluate their courses and student outcomes. They have created structures that transfer well by engaging in the process of system common course numbering and the internal development of common final examinations for Prealgebra through Intermediate Algebra. Some faculty find that these exams create a greater degree of consistency; at the same time, they can result in the loss of a certain level of creativity on the part of the individual instructor. Challenges faced at the present time include retention rates and successful-completion rates for students in developmental math. Of particular concern to some math faculty are the wide range in skill levels in Prealgebra, and the attitudes and expectations that students bring to the classroom. Some faculty would like to limit enrollment in Prealgebra to a smaller, more homogeneous cohort of students, but questions then arise concerning what to do with students left out of this group. Department members have come to the conclusion that students in developmental courses need more time on task. Discussions have ensued regarding the addition of a lab requirement to create a 3-credit/4-hour requirement for developmental classes. Some department members advocate for added retention supports, as well, to address the issues from outside the classroom that impede student progress. In addition, some members would like to further clarify goals and objectives for each class and analyze data on specific issues that students might have. They would like to assess where the greatest success is occurring, attempt to duplicate

58 Standard Six: Students • Tunxis Community College these efforts, and incorporate best practices into instruction so that they have both similar structures and similar successful results. A few faculty members also have identified the desire to have more opportunities in department meetings to discuss these issues in greater depth and come to consensus on a broad range of approaches that might be attempted to explore these issues. Faculty members have also worked to incorporate new technologies, such as MyMath Lab and online options, to enhance the curriculum and instruction. There is continued discussion in the department about the use of technology in instruction as well as online instruction of courses and the need for verification of student participation and evaluation in these sections. For this reason, courses with online instruction coupled with on-ground testing have been designed and offered. In terms of the proposed lab requirement for students, all math faculty have agreed that a dedicated math lab with dedicated staff is needed. Additional computer classrooms and rooms with additional board space were identified as being needed, as well. Additional issues identified by department members included the low ratio of full-time to part-time faculty which makes consistency of instruction and quality control quite challenging, the incorporation of the ability-based education model which has expanded faculty workload and the limited number of upper-level math tutors available in the Academic Support Center to assist students with additional instruction which may be supplemented with grant funding.

Academic Advising Center The Academic Advising Center/Counseling Office has been without a director since June 2003. Between 2003 and 2006, staff received direction and supervision from the Dean of Student Affairs; currently, staff is supervised by the Dean of Academic Affairs. The loss of a director resulted in reduced services. Staff members believe that the absence becomes more of an issue as the staff begins to see more students who evidence increasingly serious personal needs and problems. Academic Advising Center staffers are located in the main Administration building, adjacent to the Dean of Academic Affairs. While current office space is generally adequate, there is some concern about privacy due to the close proximity of individual offices. Moreover, the physical space is very difficult and challenging for persons who use wheelchairs. These space limitations may prove to be even more challenging in the future because of the rapid growth in student enrollment and the corresponding need to hire more staff in order to respond to needs generated by an increase in student population. Finally, this department will likely, within the coming ten years, experience a marked exodus of staff due to retirement. It is imperative that the College create a succession plan. Not only will replacement staff have to have experience in college-level counseling and advisement, they should also be ethnically and culturally diverse. There is developing a need for counseling staff that can work effectively with males of African descent. There is also a need to have staff with more in-depth treatment experience, working with community-based agencies to meet the needs of students who are substance abusers and with veterans who have cognitive and behavior impairments as a result of serving in the Iraqi and Afghan wars.

Academic Support Center The Academic Support Center moved into its current space—substantially larger than its previous space—with the opening of the new classroom building in 2008. Already, however, the center could benefit

59 Tunxis Community College • Standard Six: Students from more space. A larger placement testing room would allow for more students to be tested in a session; a larger accommodation testing room is needed; more space would allow for math/writing labs; and additional office space could accommodate staff growth. The addition of automatic doors at the entrance to the Center is essential, especially since the center houses disability services. Also, accessible tutoring tables continue to be needed. A full-time tutorial coordinator is needed to oversee the tutoring program. Additional tutoring for college-level courses, as well as writing and math labs for developmental courses, content-based workshops and supplemental instruction for developmental and high- risk courses could be provided with additional staffing and space. With additional placement-testing proctors and space, more students could be tested in one session, and more diagnostic testing or Accuplacer retakes could occur. Additional part-time staff tutors are needed for English and math since it is becoming increasingly difficult to recruit qualified peer tutors. Also, a part-time clerk is needed to cover the reception desk during evenings. That position has been vacant since November 2008. The center is open 56 hours/week and only has one classified staff member, a full-time secretary for clerical support during days. It can be a challenge to find good front-desk student coverage, particularly in the evenings. The state’s financial circumstances mean that there may be no funds for staff growth in the foreseeable future, but additional staff would be put to good use.

Records Office The Records Office mission is to provide high-quality support services to students, staff andthe community-at-large. Services include maintenance of general student records, with particular attention to confidentiality and ensuring the integrity of academic and institutional policies. FERPA training is updated often to maintain accurate policy. The office currently has five full-time employees; Registrar, Associate Registrar, Registration Services Assistant, Clerk-Typist and Secretary I. The Records Office staff is committed to providing accurate information and good customer service to students and faculty. To accomplish this, it is imperative the staff be aware of any changes in BANNER to better assist students and faculty. The staff has also been expected to learn Blackboard Vista (the course-management system) and Digication (the electronic- portfolio provider). The staff also creates brochures and spends time explaining students’ my.Commnet account, and how to register online. The location of the Records Office allows many students to use the office as an information booth. Because of this, the staff tries to keep updated on all College activities and information to provide good customer service. The Records Office needs additional assistance during busy periods, especially in the Spring semester while preparing for graduation. Also, a lower counter area and window for students or staff in wheelchairs are a much needed change to the physical space. There is also a need to create a space to accommodate students and faculty who use wheelchairs. A quiet area with less distraction and a computer for certain projects that require more concentration is needed. If the Records Office were located next to the Cashier’s Office, it would make the registration process easier for the students. The Business Office, however, is currently located in a different building. (See Standard Eight: Physical Resources). There is not a formal outcome-assessment process.

60 Standard Six: Students • Tunxis Community College

Business & Industry Services and Continuing Education Business & Industry Services and Continuing Education support the College through raising revenues that remain on campus. They provide programs for companies and individual workers to develop necessary skills. In addition, they serve as a point-of-entry for students who might move on to take the courses offered in the Academic Division. There are a few needs that must be addressed. Internet-dedicated rooms for Continuing Education still do not have permanent technology installed. Portable technology must be imported. There is portable technology on campus, but the process of gaining access is complicated. There remains, also, a lack of appropriate office space to confidentially meet with new and existing students.

Business Office TheBusiness Office is in Bidstrup Hall located on Route 6, just behind the main classroom buildings. Services are provided as appropriately as possible, given the configuration of Bidstrup Hall. Ideally, the Cashier’s Office should be located adjacent to Records, Financial Aid and Admissions. At this time, that is not possible. This presents some hardships. Moreover, the growth in enrollment means that the space in Bidstrup is too small for many purposes. The cashiers need more counter room for students and a more appropriately designed work area. The Bidstrup entrance is too small for the number of students visiting the cashiers, particularly on payment-plan and early-registration days, though the unit does the best it can with the current configuration and campus location. While the staffing is adequate, there is a desire for more back-ups when staff is on vacation, sick, etc. n Projection

• The Math Department will continue to explore possible funding sources, staffing, locations and configurations for a dedicated Math Center which would include technology (computers and software), test/retest facilities and tutorial supports.

• Curricular changes should be made to incorporate a 3-credit/4-hour requirement to add a lab component into the Prealgebra through Intermediate Algebra sequence and create the needed expansion of time on task for underprepared students. Faculty members will undertake a research study over the next couple of years to ascertain what is being done elsewhere and which programs are achieving successful results.

• Comprehensive training of adjunct faculty on the ability-based education model and the Digication software system will need to be continued and expanded. In addition, means of raising the awareness and orientation of adjunct faculty about the proposed curricular changes and the math center concept will be developed.

61 Tunxis Community College • Standard Six: Students

• The use of technology to streamline and improve services as well as to enhance the curriculum in Math will be continued. Additions to the numbers and types of courses being offered online or as online classes with campus requirements (OLCR) will be considered. Lastly, the use of calculators in even the most basic of courses will continue to be discussed.

• The Academic Support Center will work to develop online scheduling for placement testing appointments. Also, the center will work to allow students to schedule tutoring appointments online through tutorTrac. Special security software has been acquired to ensure the confidentiality of records and the center is waiting for security issues to be resolved and Central Office approval.

• Continuing Education & Workforce Development will be greatly expanded both in programming and in space. The need for quality short-term workforce-training programs will continue as the cost of higher education continues to rise. As the economy and the world change, Continuing Education and Workforce Development will need to more quickly mobilize to meet the training needs of the community. It is the hope that, sooner rather than later, the community-college system will recognize this need with dedicated space and support.

• The Veterans Affairs Office has undergone changes in the recent past because the United States is now involved in two wars. This has meant an increase in the number of veterans. That, coupled with the fact that the staff member who coordinates veterans’ services is also the Director of Financial Aid and the College’s Affirmative Action Officer, necessitate an additional full-time staff member in Financial Aid. This would make the director more available to the veterans.

62 Standard Six: Students • Tunxis Community College Tunxis Community College • Standard Six: Students Standard Six: Students • Tunxis Community College Tunxis Community College • Standard Seven: Library and Other Information Resources

Standard Seven: Library And Other Information Resources n Description

The Library, the Information Technology Department (IT), and the Media Instructional Technology Department (MIT) are responsible for information resources and services at Tunxis. All have a clearly articulated explanation of the services they provide, their hours of operation, and their mission within the larger mission of the college. These can be found on the College website and in the Catalog. Each clearly articulates its function and describes its support for the mission and various functions of the College. Overall, institutional planning and resource allocation to support the Library, MIT, and IT departments have been appropriate to the institution’s mission. Strategic-planning operates on a three-year cycle. Operational planning, to support the goals of the Strategic Plan, takes place every academic year and is described in Standard Two: Planning and Evaluation. Overall, strategic planning is an iterative process that includes evaluation, updating, annual reporting, and refinement. The plans guide day-to-day activities and decisions for all three areas. All three areas set goals in line with the college’s strategic initiatives developed through this process. All information functions at Tunxis follow the Connecticut Community Colleges Board of Trustees Computing Policy and the associated Acceptable Use Policies issued by the Chancellor. The College’s own Acceptable Use Policy incorporates the Board of Trustee’s policy and provides clarification of the system’s Acceptable Use Policy as it applies to Tunxis. Board of Trustees policy states, “Information technology (IT) resources include, but are not limited to, computers and peripheral hardware, software, networks, databases, electronic communications and Internet connectivity.” College policy states, “All computer resources and facilities of TCC shall be used solely for legitimate and authorized TCC academic and administrative purposes.” Sanctions are in place for violators of this policy. Tunxis also has recognized that responsibility for information literacy and use of technology is an integral part of student education and is therefore the responsibility of multiple departments, supporting one another. Information literacy is one of the ability clusters identified as a result of the ability-based education project described in several other chapters. Through offering a variety of places at which student information literacy is assessed, the College is confident that successful students will develop levels of proficiency appropriate to the degree and subject.

Library At the heart of the College expansion project was construction of a larger and architecturally distinctive new Library. The Library is more than 48,000 square feet—three times the size of the previous space. There are multiple conference rooms, large and small, and an array of other facilities and resources (described later in this standard) that expand Library services to students. The open, two-story structure, with its wide, curving staircase and expansive windows, suggests the spirit of openness and inquiry that should be at the heart of the Library experience. The predominant artwork, a hanging sculpture designed by artist Alice Aycock and titled

63 Standard Seven: Library and Other Information Resources • Tunxis Community College

“On the Interaction of Particles of Thought,” embodies the same spirit. In its previous incarnation, the Library was one of the busiest places on campus. That is even more the case today. The director of the Library is a participative manager who consults regularly with other Library staff. Planning methods in place at the Library require input from stakeholders (faculty, staff and students) and from the community. Opportunities for making suggestions or comments are available to all users both in the Library though a suggestion box and via remote electronic access to the Library webpage. The webpage also allows patrons to request new material, to “ask a librarian,” or to read the Library’s blog. The Library director also responds publicly to comments via the Tunxis student newspaper, The SUN. TheLibrary is an integral component of the overall College assessment and accreditation effort. Library staff revises and updates assessment procedures annually to support campus-wide planning and the decisions of academic departments. The goal of these efforts is for the institution and the Library to share one voice. The Library maintains a systematic and continuous program for evaluating its performance, for informing the institution’s community of its accomplishments, and for identifying and implementing needed improvements through a monthly report which is distributed to the entire Tunxis community. Each of the College research librarians attends meeting of at least one academic department. The institution attempts to provide consistent financial support for the Library. The Library director prepares, justifies and administers a budget that is appropriate to the Library’s objectives within limitations imposed by available resources. The budget historically has met the reasonable expectations of those who use the Library, balanced against other institutional needs. The director has authority to apportion funds and initiate expenditures within the library budget and in accordance with institutional policy. The budget has supported appropriate levels of staffing and adequate staff compensation. TheLibrary staff consists of three full-time professionals (ACLs) on 12-month contracts; two full-time ACLs on 11-month contracts; one part-time ACL on a 10-month contract and working 16 hours per week; three full-time educational assistants; one part-time educational assistant; an administrative assistant; and a head clerk. TheTunxis Library collection holds approximately 57,000 volumes with an additional 250 periodical and newspaper subscriptions, more than 37,000 pages of electronic journals, almost 18,500 e-books, and 50 databases. In addition to books, periodicals, and e-resources, the Library also has a growing collection of educational and entertainment DVDs. There is a computer classroom with 25 seats and two open lab areas that have a combined total of 32 networked computers. Three study rooms are identified as “collaboration stations,” each with a networked computer and flat-screen monitor to facilitate group work. The Library also is equipped with wi-fi for students, faculty and staff. The Library provides training to students, staff, and faculty through information literacy classes; through participation in orientations (for full-time and adjunct faculty, and for new students); through one- on-one training; and through professional day presentations for faculty. The Library also provides support to faculty, staff, and students through the following services: in-library and remote access to a wide variety of databases; specialized Library research classes designed in cooperation with individual faculty members; individual assistance with research and academic assignments; online reference assistance via the Library website (Meebo and email); the reserve collection of course-related materials; interlibrary loans; group study rooms and collaboration-station study rooms for shared use of technology; passes to museums and other

64 Tunxis Community College • Standard Seven: Library and Other Information Resources cultural attractions; Early Childhood and English as a Second Language collections; human anatomy models; coin-operated copy machines; self-checkout; and DVD players. The institution ensures appropriate access to Library and information resources and services for all students regardless of program location or mode of delivery. At the Library website, users can connect to a large variety of databases and e-Reference books, contact a reference librarian, read the Library blog, place interlibrary-loan and hold requests, make suggestions for purchase, search the Internet, and gain access via Libris—the Library’s online catalog. The Library has a presence in My.Commnet and all Blackboard course shells. In addition to in-person service at the reference desk or by appointment, students can contact a librarian through e-mail, instant messaging, and telephone. An upgrade to Voyager 7 in 2009 has allowed for a substantial online public-access catalog, with additions such as links to Google Books and the ability to import e-books and electronic journals.

Information Technology Department The Information Technology Department supports and maintains the technology infrastructure of the college, promoting the mission and goals of the school by providing a reliable campus network as well as hardware and software to support academic and administrative needs. IT provides computer support services for both academic and administrative areas of the College. Its functions are described in greater detail in Standard Eight: Physical & Technological Resources. Tunxis provides 450 computers for student use across the campus in various locations. An open lab in the Computer Center is available for general student use; it has 42 lab stations as well as four adjacent classrooms of 24 workstations each. There are an additional three classroom computer labs and two Macintosh- based labs dedicated to the support of the Fine Arts and Graphics arts programs. The CAD (Computer Aided Drafting) classroom contains student workstations plus hardware to support the College’s degree programs in technology. Some fourteen classrooms are fully equipped for instruction via computer, the majority of which are maintained and serviced by the Media Instructional Technology Department. All computer labs provide access to necessary hardware and software for student, faculty and staff use. IT training classes and one-on-one sessions are offered by appointment to aid students in acquiring general computer skills. Areas of training include, but are not limited to, general computer skills; Windows functions; file & disk management; navigating the Internet; and setting up and using an e-mail account. In all, the IT department has nine staff members: the Director of IT, an Assistant Director, a network manager, an academic coordinator, three analysts, an IT technician, and an administrative assistant. There are also several student workers.

Media Instructional Technology The Media Instructional Technology Department at Tunxis offers an array of services and state- of-the-art resources in support of the academic program. These include media duplication; classroom technology support and maintenance; online course support; multimedia instructor stations; and custom media design and development as well as Copy Center services. In addition, as mentioned in the section of this chapter dealing with Information Technology Department, MIT also maintains work stations in many of the College’s classrooms.

65 Standard Seven: Library and Other Information Resources • Tunxis Community College

MIT provides direct support in three main areas: duplication of professional presentation material for College employees and students; support for the equipment needed for classroom use, including 111 computers in 65 classrooms and labs (the language and ePortfolio labs); and support for distance learning. Thedepartment provides training for classroom technology and equipment by appointment. There are also scheduled training sessions on various topics that focus on instructional design. These are supplemented by statewide IITT courses coordinated through the System Office in Hartford; the System Office has also assumed responsibility for technical support to online offerings of the state’s 12 community colleges through Blackboard/Vista. The institution and the community-college system do provide sufficient financial support for the effective maintenance and improvement of educational technology. However, communication regarding available capital equipment and/or bond funds for this purpose can be improved. MIT continues to play a central role in the development and delivery of online courses. In Fall 2009, Tunxis offered 323 course sessions online. The College ranked second highest among the 12 Connecticut community colleges in percentage of use by faculty of the Blackboard/Vista course-management system. The department provides custom media design for use in online and on-campus courses, offering assistance with the design and set-up of online course content and layout. In addition, the MIT staff was instrumental in the implementation of my.Commnet, the system-wide portal to college services and online resources. The department also supports Digication, the ePortfolio product used in ability-based assessment.

Institutional Effectiveness The Library regularly assesses its services and their impact on the College’s academic functions. Decisions regarding allocation of information-technology resources are made more effectively because of the close working relationship between librarians and academic departments. Institutional Effectiveness standard for Information Technology and Media Instructional Technology are dealt with in Standard Eight: Technology & Information Resources.

n Appraisal

Library The Library has not implemented a comprehensive assessment of the effectiveness of its operations since 2007 but is in the process of doing so. The director is planning a “survey monkey” which will help to assess how effectively the Library is supporting its mission and achieving its goals and objectives. Library staff conducts reviews of specific library and information-service areas and/or operations using the locally developed Plan-O-Matic software described in Standard 2: Planning & Evaluation. The Library also systematically monitors and reviews usage of resources by type of material, subject, program/department, patron type, and time of year. This process permits a systematic evaluation of how effectively the Library supports the College mission and achieves its goals and objectives. Library users are encouraged to provide comments, to make requests for information, and to express complaints. Focus groups of students, faculty and staff and alumni who were asked to comment on their experiences using information resources were conducted in the past, but have not been carried out recently. The Library, however, is planning a stock-and-flow assessment. This is an assessment not only of how often

66 Tunxis Community College • Standard Seven: Library and Other Information Resources resources and services are used but also of how and why the resources and services are being used. The Library is thus currently or in the process of assessing two of the College’s strategic goals: student success and assessment. The Library is currently not formally assessing two strategic goals: collaboration and community. Library staff are highly qualified and committed to the missions of both Library and the institution. Librarians provide a variety of levels of instruction to patrons including one-on-one and information literacy classes. Current staffing is not sufficient, however, to achieve all that the Library staff would like to achieve. The Library has significantly enhanced its offering of electronic materials and resources as wellas its web presence in the last few years. Through either the Library website or through the Library channel in My.Commnet, students are able to gain access to most Library resources and services. The addition of Ebrary also has added online access to more than 40,000 books and journalsi to off-campus users. The Library has recognized the changes in patron demand toward electronic access to materials as well as a shift in student population demographics and level of preparedness. A librarian has been assigned to head up collection development, including both print and electronic collections.

Instructional Technology The IT Department has made many improvements to technology infrastructure including the installation of a wireless network throughout most of the campus, development of a VoIP phone system, and implementation of system security measures. As for software, the computer classrooms and open labs include the full range of applications being taught at the college. The introduction of Help Box, a software program to run the Help Desk in the Computer Center, has streamlined technical support and allowed for immediate feedback from users. Thewi-fi network is heavily used as an increasing number of students bring their laptops to the College. Support for network printing for community users would be helpful. The wi-fi network is an unsecured network and offers some risk.

Media Instructional Technology The MIT Department is the gold standard for online-education support in the community-college system. Despite a lingering shortage in staff, Tunxis continues to offer a greater number of online courses than any other institution in the system, and the level of faculty support for and interest in online education is as high as at any college in the system. Faculty members are directed to post course syllabi to the Blackboard/ VISTA course-management system and are strongly encouraged to post other course material. This level of involvement puts MIT at the heart of instruction at Tunxis and makes the department a center for innovation in technological support for instruction. The department provides instructional support and services that include transferring materials to digital formats; filming; video and audio editing; output and duplication; classroom equipment support; educational technology assistance; and facilitated training workshops. In addition to general-purpose classrooms, MIT supports two specialty labs as well as the language and ePortfolio labs. These labs assist faculty and students with the development of academic programs and implementation of ability-based education. MIT also administers and offers support for the development and implementation of distance education through the use of Blackboard/Vista, Tunxis’ online course management system. MIT supports the college’s external web server and has the ability to stream media to a secure classroom environment through Blackboard/Vista. It also can produce podcast events that supplement classroom materials and appear on the College website.

67 Standard Seven: Library and Other Information Resources • Tunxis Community College

The MIT department is staffed by qualified individuals committed to providing the highest quality services to staff, faculty, and students. In order to maintain this level, the department needs more staff.

n Projection

Library • Through faculty evaluations of information literacy, the Library will assess whether its program of curricular instructions is producing more information-literate clientele. The Library currently provides faculty members with a variety of information literacy assessments. For instance, students may be provided with case studies, asked to conduct research using library resources to elucidate a specificproblem, or asked to draft a letter to a patient or the patient’s parent with appropriate expert recommendations. Evaluating information literacy using ability-based education is deemed to be a more effective method than using “pre-tests” and “post-tests” in view of the difficulty of following up with students.

• Due to early retirement, the Library lost three permanent full-time positions and one full-time librarian. One position has been filled. As resources become available, however, it is critical to hire permanent staff for other positions (one librarian and one library assistant).

Other projects undertaken by the Library will include: • Continue to weed and update the book collection in support of the academic program; • Based on user demand and budget challenges, re-align collection development across all formats based on circulation data and other usage reports; • Expand and continue to integrate access to electronic collections through the library Catalog and website; • Increase collaboration with faculty and staff to provide integrated services to students; • Continue to improve the Library’s web presence and, in so doing, integrate access to as many resources as possible; • Expand and systematize outreach to online students through Blackboard/VISTA course shells and partnerships with online classes; • Develop and adapt Library applications for mobile devices.

Instructional Technology Instructional technology will: • Continue to make improvements, as necessary and possible, to the technology infrastructure on campus; • Implement ongoing security measures as possible and serve as interface with the system technology office; • Ensure that computer classrooms, open labs, and the Computer Center have the complete range of applications taught and used at the College; • As wi-fi use increases, seek to expand network printing for community users and work to enhance wi-fi security.

68 Tunxis Community College • Standard Seven: Library and Other Information Resources

Media Instructional Technology Media Instructional Technology will: • Attempt, as resources become available, to hire staff to adequately handle this department’s increase in responsibilities, especially the expansion of support services; • Continue to support online offerings; • Integrate services and resources more effectively with the rest of the College; • Continue to keep pace with technological developments.

69 Standard Seven: Library and Other Information Resources • Tunxis Community College Tunxis Community College • Standard Seven: Library and Other Information Resources Standard Eight: Physical & Technological Resources • Tunxis Community College

Standard 8: Physical & Technological Resources n Description

A decade ago, at the time of the 2000 accreditation review, Tunxis Community College had the smallest campus, per full-time equivalent enrollment, of any college in New England. A major construction project, undertaken during the middle of the last decade, provided desperately needed additional space. Additionally, the College has expanded through renovation and occupancy of a building acquired in the 1990s and through acquisition of a residential dwelling near the campus. The main campus of Tunxis Community College is conveniently located at the intersections of Routes 6 and 177 in suburban Farmington. This core campus consists of six buildings situated on 13.9 acres, with 1,028 parking spaces. The College also owns a residential house, the Farmington Bank House, located adjacent to the campus on Rt. 6. In addition, the College leases space in downtown Bristol for its Tunxis@Bristol location. Like most community colleges, Tunxis is a mix of older buildings, not originally constructed for academic purposes, and newer buildings. The College does not have the ability to expand beyond its current footprint. Tunxis is landlocked, bordered by residences, a hotel, and two busy state roads. The inviting courtyard serves as the center of campus. In nice weather, students congregate and socialize. Tents are erected in the courtyard and Commencement is held on campus. Earthstock, a community event held annually, is a “green” celebration with vendors and exhibitors, food, music and family activities. It has been held in the courtyard since 2009 and draws more than 1,000 people to campus. The oldest buildings on campus are the 100, 200, and 300 buildings. All are one-story. The 100 building, 33,908 square feet, was built in 1992 and houses the Cafeteria, Bookstore, Information Desk, Human Resources, President’s Office, Dean of Students, Counseling, Financial Aid, Admissions, Registrar, Dean of Academic Affairs, faculty offices, Founder’s Hall, open meeting space, the Student Loungeand Student Government offices, and faculty offices. The 200 building, 1,996 square feet, was built in 1964 and contains the e-portfolio lab, Certified Nursing Assistant lab, and 12 classrooms. The 300 building, 33,917 square feet, was also built in 1964 and contains five computer classrooms located off the computer lab, the Child Care Center, and 25 credit and non-credit classrooms as well as computer storage and staging. The College acquired the two-story Bidstrup Hall in 1995, and renovated and occupied the building in 2004. Bidstrup is 5,000 square feet and contains the Business Office, Marketing and Public Relations, Dean of Administration and Dean of Institutional Effectiveness. The Cashier’s office is on the first floor of Bidstrup. The space is not designed for servicing students, which results in long lines in cramped space. New students have difficulty locating Bidstrup Hall, although a stripe was painted in the 200 building, signs were put up and temporary footprints have been placed on the ground during registrations. The separation of the cashier’s area, physically separate from Admissions, Records, and Financial Aid, also proves challenging. The newest buildings are the 600 and 700 buildings. Both are two stories, built as part of Phase I of the Master Plan. Construction began in June 2006. The College occupied the buildings in January 2008. The 600 building is 65,000 square feet. It contains four general purpose classrooms, a Dental Hygiene lab, science labs, art classrooms, photo lab, break-out rooms, three faculty offices, an art gallery and the Academic Support

70 Tunxis Community College • Standard Eight: Physical & Technological Resources

Center. The 700 building contains the Library, Page’s Café and one classroom outside the library. In 2000, the College opened Tunxis@Bristol (formerly the Bristol Career Center), a leased facility, located at North Main Street in Bristol. The facility is 8,000 square feet. It contains office space for Workforce Development employees, two classrooms, a computer classroom, and two conference rooms. The phone system in Bristol is at the end of its useful life. The College is considering a $15,000 upgrade. The lease on the center expires in June 2012. In 2005, the Tunxis Community College Foundation & Advisory Board purchased a residential house located at 258 Scott Swamp Road. In 2007, the College purchased the house from the Foundation. The two- story house is 2,300 square feet. Since acquisition, the College has installed a handicap-accessible entrance. Tunxis has struggled to incorporate the Farmington Bank House into the College’s daily use. Route 6 is a highly trafficked roadway, so access by foot is not possible. Because it is a residential house, there is no parking lot, though vehicles may park on the grass along the driveway. The College rents space to the CT Virtuosi, a chamber music group, for its music academy and as a site for small concerts and performances. Tunxis has been in talks with Carrier Corporation on green initiatives for the campus as a whole with a particular focus on the Farmington Bank House to be renovated as a showpiece. Phase I of the Master Plan implementation involved the destruction of Fisher Hall, which was a former bank building located adjacent to Rt. 177. This is the location of the new Library. Fisher Hall housed the Business Office, Continuing Education and the College’s only large meeting room, The Farmington Room. The Business Office moved to Bidstrup Hall, and Continuing Education moved to Room 326, next to the Child Care Center. Prior to the completion of the 700 building, there was a long, unattractive brick wall running behind the 300 building, facing Route 6. With the completion of Phase I, the College’s face to passersby is inviting and attractive. With the completion of Phase I, several areas of campus were vacated: the old Library, old Academic Support Center and science classrooms in the 300 building. Requests for using the renovated space were reviewed and approved by the Cabinet based on the College’s core functions and strategic mission. The old Library has been renamed Founders’ Hall. It serves as large meeting space, temporary theater space, storage space for facilities and the Bookstore, and office space. It also is the location of the Veterans’ Oasis. The former Academic Support Center has been converted into dedicated student space. The Student Activities Director’s Office overlooks the Student Lounge. This space is popular with students for relaxing, socializing and participating in student activities. The Lounge contains the Student Government and student newspaper offices, chairs and sofas for relaxation, pinball machines, and pool and ping-pong tables. A flat- screen television provides news and entertainment. The Veterans’ Oasis opened in September 2009. Its purpose is to welcome and support veterans and service members in higher education. Approximately 220 square feet, it is conveniently located in a visible location. The Farmington Valley, Plainville, and Bristol Women’s Clubs support the Oasis and have provided much of the furniture, and the appliances. The College provides two computers, a printer and a copier. The Oasis has been well-received and is in constant use. Although the 600 building contains a dental lab, the College is not able to provide patient care for its dental hygiene program. The College leases space from the University of Connecticut Health Center in Farmington to supplement campus instruction with clinical experience and patient care.

71 Standard Eight: Physical & Technological Resources • Tunxis Community College

The College has a robust technological infrastructure. Two departments provide the bulk of technical support. Information Technology (IT) manages the College’s technological resources, while Media Instructional Technology (MIT) provides academic support. MIT consists of six full-time employees and student workers. Both areas work well together on areas of blended support. The Library has a full-time IT position who reports to the Director of the Library. The College website is maintained jointly by the MIT Department and the office of the Dean of Institutional Effectiveness & Outreach. The IT Department is responsible for systems and networks, administrative computing, telecommunications, classroom computing, computer labs, computer technicians and staffing the Help Desk. There are nine full-time employees and 12 part-time student-worker lab assistants. The College has approximately 900 computers and 130 printers. The majority of classrooms have an instructor personal computer, document camera and LCD projector. Smart Notebook is installed on all Instructor computers. There are 16 Smart boards in classrooms, three Smart Podiums. There is a wireless network for public internet access with eleven access points, providing 100 percent coverage of the entire campus. The IT Department is transitioning the College to Windows 7 effective with the Fall 2011 semester. A system-wide vendor conducts an inventory of all fixed assets every summer. Business Office employees accompany the vendor during the inventory to assist in making sure all assets are located. The College receives reports identifying missing assets or assets in different locations. Business Office employees work with the custodians of the equipment to ensure records accurately reflect current fixed assets, their proper location and that assets are disposed of in accordance with proper procedures. A director of facilities oversees the facilities and custodial crew. This department includes a Building Superintendent, a Maintainer, two General Trades Workers, Lead Custodian and eight Custodians. The College has stayed current on deferred maintenance and capital expenditures. Projects have included replacing the roof on the 200 building, upgrading outdoor lighting, rebuilding HVAC units, infrared testing of breakers, and restriping parking lot lines. TheCollege has a Health & Safety Committee that meets to make recommendations to management on matters of concern. The College also has an Emergency Medical Response Team consisting of employees certified in First Aid, CPR, and use of the College’s two automated external defibrillators. In addition, the College has a Crisis Management Team and Behavioral Intervention Team to address campus safety issues and behavioral concerns. These functions are also discussed in Standard Five: Students. In July 2011 the System Office notified the College that Tunxis, along with two other schools, has been selected as the pool from which a college will be selected for review of compliance with federal civil rights laws by the State Department of Education on behalf of the Office for Civil Rights, United States Department of Education. This includes a review of the facility’s accessibility. The College has been working with the Department of Public Works (DPW) on possibly purchasing part of the Centennial Inn’s property, the three buildings and parking lot adjacent to the 200 building parking lot. Over Spring and Summer 2011, the DPW and Centennial have been negotiating a purchasing price, approximately $2.8 million. Funding sources would need to be identified to initiate the purchase.

72 Tunxis Community College • Standard Eight: Physical & Technological Resources

Institutional Effectiveness TheCollege contains a mix of old and new buildings. The new 600 and 700 buildings provide students with attractive, state-of-the-art learning and meeting space. Older buildings are well-maintained. Funding has been sufficient to install appropriate technology in many classrooms and labs. Tunxis continues to implement the long-range vision of the Master Plan started during Phase I. It plans space in accordance with the College’s academic mission and student needs. The long-term vision is to replace older buildings, maintain appropriate technology, and enhance learning and work space while being environmentally responsible. n Appraisal

As enrollment has increased, parking has outgrown capacity. In the Fall 2008 semester, the College started renting parking spaces from our neighbor, the Centennial Inn. As enrollment surged, the College was forced to convert the few grassy areas of campus into parking spaces: traffic islands, the grass along Route 177 and the area between Bidstrup Hall and the 600 Building. The College hired additional security guards to monitor parking lots and direct students. For the Spring 2011 semester, the College also rented parking spaces at the Westwoods Golf Course, just beyond the intersection of Route 6 and Route 177. Student response was minimal. The Farmington Bank House has not eased the parking situation. Access is difficult. There are no sidewalks between the College and the house. Neither is there a traffic light, allowing pedestrian and vehicle access to the property. The College has occasional meetings in the Farmington Bank House, and makes the house available to the CT Virtuosi chamber orchestra, but it is not fully utilized. Making it the focus of the College’s green initiatives may be a solution to this difficulty In July 2011, the Connecticut Bond Commission approved Phase II construction funding. Construction is expected to begin late October, early November 2011. When construction starts, the College will lose approximately 75 parking spaces, representing the entire Bidstrup lot as well as the grassy area between Bidstrup and the 600 building. The College continues to search for nearby off-site parking. Lease and shuttle costs, which may be significant, will have to be incorporated into the College’s budget. Phase II originally called for the destruction of the 200 building, renovation of the 300 building, relocation of faculty offices and construction of an auditorium. The estimated cost was $33.2 million. Due to the economic downturn, the College has been forced to change plans. Phase II is now a two-story, classroom building adjacent to the 600 Building. Room 326 will be demolished to allow access from the courtyard. The College and architect also expect the Phase II classroom building to be LEED silver certified. The estimated cost of Phase II is $12 million. The College’s objective, however, is to complete the goals of the Master Plan. It may take several phases of construction to replace the 200 building, renovate the 300 building, relocate faculty offices and construct an auditorium. The IT Department implemented HelpBox software in Jan 2009 to better track requests for assistance and to implement a customer satisfaction survey. Of the 400+ surveys completed, over 99 percent of respondents give “satisfactory” or “very satisfactory” ratings for the service they receive. The Director of Information Technology was approved for a six-month sabbatical to study virtualization. Upon his return in November 2010, the Director started implementing virtualization. Today the College has 22 virtual servers.

73 Standard Eight: Physical & Technological Resources • Tunxis Community College

The next steps are to implement Virtual Desktop and Virtual Application services. College IT and MIT staff are competent and professional. They have been tapped to work part-time in the System Office to assist on system-wide projects, such as an enterprise implementation of malware protection services (ePO) and implementation of Identity Finder to locate and enhance protection of confidential information on campus-wide computers. In addition, IT staff serve on the System-wide Directory Services Subcommittee, and as members of ISPO (Information Security Program Office) and the Enterprise Network Infrastructure Advisory Group (ENIAG). The IT Director is the current co-chair of the systemwide IT Council. The College has a Technology Resources Committee that makes recommendations about technology, its implementation and technology protocols. The committee also annually reviews all software requests and recommends them for approval to the President and her Cabinet. The IT Department has taken several steps, in conjunction with the System Office, to improve network and data security. At the end of 2009, all administrative laptops were encrypted. McAfee e Policy Orchestrator (ePO) with Malware Monitoring began locally several years ago and was converted to an Enterprise environment (systemwide) in October 2009. IT staff are automatically notified of infected systems immediately via email. The protocol requires IT staff to remove infected drives directly and send them to the System Office for forensic analysis. In 2009, 30 drives were infected; 106 were infected in 2010; and there were 66 as of August 2011. Deep Freeze is on all classroom and student-use computers to prevent unauthorized changes to equipment. Due to growing enrollment, the computer lab is in continuous use and students may have to wait to use a computer during peak times. There is no ability to increase capacity due to space constraints. The College does not have a hot or warm site. The System Office is planning to implement one at a sister college. Grant funds have helped the College acquire technology and equipment. However, the College struggles when this equipment has reached its useful life. Replacement funding has sometimes proved challenging. Dubose and Associates noted in the 2002 Master Plan, “Presently, space is so tight at the College that no reorganization of existing campus facilities can be contemplated until new space is constructed to relieve the congestion. The planning team determined that the most effective way to accomplish this is through a two- phased approach to the design and construction of new and renovated facilities.” The Master Plan identified several issues which the College has successfully addressed in Phase One. Student gathering space has increased dramatically with the creation of the Student Lounge, Page’s Café and the Cyber Café. The 600 building has state-of-the art science, photography, art and dental labs. The Academic Support Center has increased space and testing facilities. Tunxis participates in white-paper recycling and has taken efforts to minimize printing on campus by imposing limits on student printing. The College has taken a number of efforts towards being green, including installation of halide Lithonia lighting, touch-less hand towel dispensers, and automatic light sensors. TheCollege does not have campus police. Contracted security officers open the College in the morning and secure buildings each night. Room codes to classrooms are changed every semester. Technology in classrooms is secured with theft-proof devices. Keys are only issued to employees on an as-needed basis. Since 2005, the College has gone from six master keys to three. Access to campus buildings during off hours must be approved in advance by the President. The College has an emergency text messaging system, myCommNet Alert, which is used to notify faculty, staff, and students of weather-related delays and closings. Due to its suburban location, the College experiences low crime and incidents have been relatively minor. Because of the scarcity of resources, educating the campus about how to respond in an emergency has been challenging.

74 Tunxis Community College • Standard Eight: Physical & Technological Resources

During Summer 2011, the College partnered with regional SWAT teams. An “active-shooter” scenario exercise took place on campus involving faculty, students, library and academic support center staff. The College has installed automatic door openers across campus. ADA compliancy issues were incorporated into the building design in Phase One and will be in Phase Two as well. The College is committed to having an open and accessible campus. Hazardous waste is stored and disposed of properly and in accordance with state and federal guidelines. The System Office hired a consultant, TRC, several years ago to assist colleges in hazardous-waste compliance. TRC visits the College twice annually, meets with staff responsible for waste management and makes suggestions for improvement. n Projection

• The College is committed to completion of goals established in the Master Plan developed in 1998.

• Efforts will be made to identify off-campus parking locations with transportation to the campus.

• Tunxis will continue to take steps to maintain its accessibility to people with special needs.

• Efforts will continue to make Tunxis a green campus.

• The Information Technology Department will complete the College’s conversion to Windows 7 in the 2011-12 academic year.

75 Standard Eight: Physical & Technological Resources • Tunxis Community College Tunxis Community College • Standard Nine: Financial Resources

Standard Nine: Financial Resources n Description

Tunxis Community College’s budget is derived from three main sources: state appropriations, tuition and fees, and grants. The school’s budget is built in conjunction with the System Office, using a resource allocation model. As of June 2010 Tunxis had total assets of $49.1 million, liabilities of $7.9 million, and a total net asset balance of $41.2 million. Tunxis met its fiscal year 2010 revenue goal with gross tuition revenues of $9.1 million. Non-operating revenue of $17.9 million in fiscal year 2010 included $17.8 million of General Fund appropriation and $67,000 of interest income. The bulk of the College assets ($38.0 million) are in capital assets. Net assets have declined the past three fiscal years from $45.0 million in 2008 to $41.2 million in 2010. Tunxis is one of six schools that have been required to transfer funds from the College to the System Office. This transfer supports the System Office and the six schools that need financial assistance. The transfer amount is determined annually by the System Office. The College has transferred $977,000, $817,000, and $904,000 in fiscal years 2009, 2010 and 2011 respectively. The Director of Finance oversees the College’s internal budget process. Each spring, the director distributes Excel budget forms to budget managers. Budget managers complete their departmental budget submission justifying line item requests as operational or expenditures linked to a strategic goal. Budget managers may also include requests for additional items that are over their normal operating needs. The budgets are compiled for review and approval by the President and her cabinet. Due to the state’s budget crisis, described throughout this self-study, the College suspended its normal budget process in Spring 2011. For the last several years, operating budgets had remained flat. The College’s state appropriation would inevitably be reduced for fiscal year 2012, the extent of the final reduction to be determined. The management team analyzed operating budgets, identifying savings. An email was sent to all employees in July listing the approved operating budgets for fiscal year 2012. Reductions totaled $484,000, including utilities. The reductions are painful and will impact academic departments’ programming. The College expects to resume its collaborative budget process in Spring 2012. The Director of Finance provides budget managers with status reports throughout the year. Budget managers get periodic reports showing obligations to date. The College is moving toward an online reporting tool through the www.my.commnet.edu portal and Banner Self-Service. This tool will give managers a real- time picture of their budget status as well as the ability to drill down to see source documents. The Institutional Effectiveness Committee created a Strategic Initiative Fund in 2007. Staff may request funding for a new project. The committee reviews, rates and recommends proposals for funding to the President’s Cabinet. Many creative efforts have been funded through Strategic Initiative funds, including the Writers Festival, International Week, and the Tunxis Art and Academic Challenge. Due to the budget crisis, no funds have been allocated for Strategic Initiatives for fiscal year 2012. (See Standard Two: Planning & Evaluation.) Tunxis is audited by several entities: the State Auditors of Public Accounts; PricewaterhouseCoopers,

76 Standard Nine: Financial Resources • Tunxis Community College the auditing firm hired by the System Office, and the Office of the State Comptroller. The State auditors were on site during the Spring 2011 semester, performing the audit for fiscal year 2010. Tunxis audit information is incorporated into a comprehensive audit report of the entire community college system. The most recent final audit report received was for fiscal years 2008 and 2009. Audits conform to Generally Accepted Accounting Principles (GAAP). Each college writes its own Management Discussion & Analysis (MD&A) for the System financial statements. Two enterprise network systems are used to maintain information: SunGard Banner and Core-CT. Banner are used to maintain student and financial information. The System Office provides support and coordination for all 12 community colleges. In 2003, the state of Connecticut replaced state government’s core financial and administrative computer systems legacy systems with the integrated solution called Core- CT. Because Core-CT does not have a student module, the community-college system chose to maintain its financial and student data in Banner. However, payroll and human resource information must be maintained in Core- CT. A cross-walk was developed, feeding data from Core-CT into Banner. Payroll staff must be proficient in both Banner and Core-CT. Core-CT changed how fringe benefits were calculated from a set percentage of salary to more exact calculations. Purchasing staff ensure that College purchases conform to both Board and State policy. The bulk of purchases are made off state-negotiated contracts. The Director of Finance and purchasing staff oversee college bids. In addition, the College participates in the state’s purchasing-card program. Twelve employees across the College hold p-cards. Contracting regulations have grown more intricate over the past five years. The complex procurement process for services, including revenue agreements, has taxed staff and alienated vendors. The College offers students the ability to pay their balance via a payment plan. The College issued 1,080 payment plans in the Fall 2010 semester and 873 in Spring 2011. Administrative holds are placed on past-due accounts and eventually referred to collections per Board policy. For the Fall 2009 term, the College referred $79,000 in accounts receivable to collections. Students with extenuating circumstances may write an appeal to the Dean of Administration. The Dean then recommends to the President approval of a waiver, partial waiver or credit. The Board has established a “packaging policy,” to use grant funds to cover direct costs (tuition, fees, and books) for students who demonstrate financial need. When a grant is awarded, the College assumes the student will enroll full-time. Since many don’t enroll full-time, the College deliberately over-commits grant funds to ensure grants to as many students as possible. Each year the Financial Aid Office compares the level of fund commitment to the prior year’s history with the objective of refining the accuracy of the College’s over- commitment percentage. At the October 2010 White House Summit on Community Colleges, the Web- based financial aid system used by the Connecticut community-college system was praised by national leaders. TheFinancial Aid Office takes full advantage of disregarding base-year income and considering current income for students and families experiencing unemployment. This frequently results in larger federal Pell grants for these students. Gross federal financial aid increased approximately 43 percent from 2009 to 2010 from $4.2 million to $6.0 million. In FY10, over $1.0 million in federal aid was refunded to students. Tunxis was one of four schools that operated its own bookstore. In December 2009, however, a systemwide decision was made to have the four college-owned bookstores become part of the system contract with the Follett Corp. The College receives commissions from Follett, as well as money for textbook scholarships,

77 Tunxis Community College • Standard Nine: Financial Resources community relations, and renovations. The College administered a Title III grant for increasing institutional effectiveness through outcomes assessment from 2004 through 2009, mentioned at many points in this self-study. The total award was $1.8 million and included funds for faculty and staff training, professional development, equipment, and educational items for classrooms to enhance student learning and success. The College was awarded $143,000 in Perkins and College Career Pathways funding for 2010. The College has also been successful in obtaining a few small private grants that have been used for equipment, training and service learning activities. With the elimination of the director of institutional development position, the College has now contracted a vendor to assist with identifying more grant opportunities and assist in the application process. The College receives state bond funds for new construction, technology infrastructure initiatives (hardware, software, and telecommunications), deferred maintenance for the physical plant, and technology replacement (computers, printers, servers, educational equipment). Since 2003, the College has received $1.4 million in infrastructure funds, $3.4 million in technology replacement funds and $187,000 in deferred maintenance. The College’s bond funds currently total $3.2 million. Of that amount, $1 million has been set aside to support potential cost overruns in Phase II. Previously, the Board of Trustees set the tuition and fee schedule for all 12 Connecticut community colleges. The 2011 tuition rate is $126 per credit, increasing to $132 for 2012. The board’s philosophy had been to minimize increases on students as much as possible. The new Board of Regents which came into existence in July 2011 will determine future tuition and fee schedules. The board has also reduced the number of fees in recent years by eliminating the transcript fee and graduation fee. All credit students pay the College Services Fee and Student Activity Fee. Dental Assisting and Dental Hygiene students pay a Clinical Program Fee. Students enrolled in a science course with lab pay an additional Lab Fee. Visual Arts students pay an additional Studio Course Fee. Tuition and fee revenue has been healthy, increasing from $11.4 million in 2009 to $13.2 million in 2010. The College does not have investments. Interest on the college’s cash balance is administered by the Treasurer of the State of Connecticut. Minimal interest has been earned due to low interest rates. In spite of the poor economy, revenue from Continuing Education increased 2.4 percent from $366,000 to $375,000 in 2010. Workforce Development revenue grew 9.9 percent from $836,000 to $949,000. Tunxis runs the largest motorcycle rider trainer program in the state. Non-credit healthcare programs have been growing, including a new registered medical assistant program. Budget and contingency planning has been done on several levels. The President engages in planning with Cabinet during their weekly meetings. The Director of Finance and Dean of Administration engage in planning discussions with their respective system councils. The Human Resources and Payroll departments meet biweekly to discuss upcoming joint projects and discuss mutual concerns. Budget information is transmitted to the campus in several formats: via all-campus emails from the President, Dean of Administration or the Director of Finance; the monthly Administrative Services report to the Professional Staff Organization; and budget reports to budget managers. The Strategic Plan, as crafted by the Institutional Effectiveness Committee, sets the priorities for budget and contingency planning. All planning efforts seek to protect the college’s core academic mission. The Tunxis Community College Foundation and Advisory Board Inc’s total assets increased from

78 Standard Nine: Financial Resources • Tunxis Community College

$798,000 in 2009 to $843,000 in 2010. The Foundation’s 2009 Economic Conference was held in October, raising more than $27,000. The Foundation provided more than $36,000 in scholarships to students, both credit and non-credit, in the Spring 2010 semester. It also provides funding for various initiatives, including service learning opportunities, such as dental students providing dental care in Belize and humanities students interviewing Hopi and Navaho Indians in Monument Valley, Utah. The Foundation has provided two major donations to the College: the residential house located at 258 Scott Swamp Road, now named the Farmington Bank House (discussed in Standard Eight: Physical Resources) and, in 2008, the naming of the “Wallace Barnes and Barbara Hackman Franklin Art Gallery.” Over the past few years, the Foundation has had annual fundraising programs hosting keynote speakers such as Dr. Stephen R. Covey and Dr. Margaret Wheatley as well as a golf tournament in conjunction with the Greater Bristol Chamber of Commerce. In November 2011, the Foundation will host a special breakfast event, Beyond the Green Monster—Business Strategies for Major League Results: Breakfast with Sam Kennedy, President of Fenway Sports Group and EVP/COO of the Boston Red Sox. The Foundation expects to raise $40,000 for scholarships from this event. At the time this report is being written, the College still does not know what its fiscal year 2012 budget will be. The State Employees Bargaining Agent Coalition (SEBAC) was in talks with the Governor’s Office to come to an agreement on concessions of approximately $1.6 billion to help balance the State budget. The unions voted and rejected the tentative agreement in June 2011. After rejection, more talks ensued, the agreement was clarified, and the unions will re-vote in August. Under the concession agreement, the College’s state appropriation is projected to decline by approximately $483,000. The College crafted a budget, called Plan A, which called for eliminating vacancies, slashing operating fund budgets, and transferring positions from the General Fund (state appropriation) to the Operating Fund. The College pays the fringe benefit cost on all Operating Fund positions. The College’s estimated blended fringe rate is 23.4 percent. In the event the concession agreement is not approved, the College’s state appropriation is projected to decline by $969,000 in fiscal year 2012 and $366,000 in fiscal year 2013. The College’s Plan B budget includes moving more positions from the General Fund to the Operating Fund, reductions in hours for certain employees, and layoffs. As of July 2011, due to contractually defined time frames, layoff notices have been issued to employees of one union within the community-college system. Two Tunxis employees have received notice of layoff effective September 1. The remainder of layoff notices will be issued in August, barring new developments in concession talks. Unrestricted net assets declined from $625,000 in 2008 to $564,000 to 2009. This dramatic decline can be attributed to the General Fund appropriation being reduced by $557,000. The College’s operating fund was forced to cover the costs of this reduction, plus the associated fringe benefit costs. Unrestricted net assets remained flat in 2010 at $-560,000. The College has a large amount of long-term liabilities which impacts the unrestricted net assets. This is primarily the cost of accrued vacation and sick time for employees. The College is committed to restoring unrestricted net assets to a positive position. As of July 1, the community colleges were merged with the state university system and Charter Oak State College. A new Board of Regents is replacing the Board of Trustees. The board may choose to continue with the System Office’s resource-allocation model or develop a new model. Financial policies and procedures

79 Tunxis Community College • Standard Nine: Financial Resources may be revised to reflect the new governance structure. For the foreseeable future, all existing policies and procedures remain in place. These are among the several uncertainties produced by the reorganization in all aspects of College life. In July 2009, the State offered a retirement incentive package, resulting in 21 retirements at Tunxis. As part of the retirement package, payouts for accrued vacation and sick time were delayed three years and to be paid out over three years. The first payout will occur July 2012 and final payout is July 2014. The college’s financial statements record the payouts as a liability of $447,000. The state is expected to fund these payouts. Since 2009 the College has carefully assessed vacancies as they occur and consolidated duties whenever possible. Key permanent positions have been eliminated including the Associate Dean of Planning & Development, Director of Institutional Research, Director of Institutional Advancement, Fiscal Administrative Supervisor, Assistant Accountant, Library Associate and Tutor. Educational assistant positions have also been eliminated, including Grants Officer, Affirmative Action Officer, and Evening Administrator. The College actively manages positions in relation to available resources, departmental needs, and supporting the academic mission. Fiscal year 2009 was the first year the College did not increase its fund balance. The state appropriation was reduced, the College had one-time expenses associated with occupying the 600 and 700 buildings, and the College incurred a one-time large utility expenditure due to under-billing. Unrestricted net assets remained flat from 2009 to 2010. Fiscal year 2010 financial statements are being compiled presently. While there will be some budget adjustments, the College expects fiscal year 2010 to reflect a balanced budget and possibly a small increase to the College’s fund balance. Fall 2010 semester enrollment peaked at 2,587 FTE with $5 million in tuition revenue. The College has met its tuition revenue goal for the last six years and expects to achieve its $10.1 million goal for fiscal year 2012. Enrollment for fiscal year 2012 is not projected to increase above 2011. Although College expenditures on salaries and wages declined by 6.5 percent in 2010, fringe benefit costs only declined by .3 percent. This can be attributed in part to the higher cost of fringe benefits and also a decrease in wages for employees with lower fringe benefit costs. Due to the wide discrepancy possible in state funding for fiscal year 2012, it is hard to estimate expenditures. Regardless of the adopted budget, the College remains committed to having a balanced budget, reining in expenditures and sustaining services to students.

Institutional Effectiveness The College’s present financial difficulties are a reflection of the current state economic crisis. In spite of reductions in state funding over the past few years, the College has remained financially sound and maintains the financial resources necessary to fulfill its academic mission. Healthy enrollment has resulted in strong revenues. The College has taken a number of steps to minimize expenditures, including elimination of vacancies, implementing utility cost-saving measures, and reducing operating expenses. Reductions in state funding have resulted in tight operating budgets, less programming, fewer staff and higher faculty to student ratios. Further reductions in state funding may jeopardize the College’s ability to meet its academic mission. The College remains committed to maintaining fiscal integrity, avoiding layoffs, minimizing disruption to student services, and strengthening its financial condition.

80 Standard Nine: Financial Resources • Tunxis Community College n Appraisal

While the past three years—and in particular, the past semester—have been financially challenging, the College has in place mechanisms and procedures to continue fundamentally sound operations. Decisions have been made with the goal of maintaining the core functions of the College. Positions have been eliminated or consolidated. Costs have been scrutinized carefully. Tunxis anticipated the challenge of the state’s 2011-12 budget crisis by temporarily suspending normal budget procedures; the management team instead commenced a search for savings. It is anticipated that normal budget procedures will be resumed in Spring 2012 with the easing of the budget crisis. There have been fiscal bright spots in funding at the local level. Non-credit Continuing Education and Workforce Development efforts have grown, providing additional revenues to the College. Tuition and fee revenue remain healthy, reflecting growth in enrollment. The College has decided to focus on stabilizing enrollments in order to accommodate the state’s budget difficulties and to serve the educational interests of students. Tunxis benefits from an active and thriving Foundation & Advisory Board. Its work has led to increased scholarships for students, to the endowment of a new art gallery, to the acquisition of The Farmington Bank House, and to service-learning opportunities for students. TheCollege has in place clear and direct procedures of administration and decision-making. Decisions are communicated to the larger Tunxis community through a variety of mechanisms and formats. Financial aid is administered in such a way as to maximize assistance to students. Tunxis also offers payment plans to students who need to stretch out tuition payments. It has in place mechanisms to assure that the College receives its payments. There is also a mechanism for students to appeal for waivers from tuition. A legislatively imposed administrative reorganization has created a great deal of uncertainty in administration generally and finances in particular. For now, all existing procedures and policies remain in place. It remains to be seen, however, whether the new administrative entity will maintain the community- college system’s resource-allocation model, under which Tunxis is one of six community colleges that contribute funds to the system for allocation to the six colleges that need financial assistance. Much will be determined by the vote of the state’s employee unions on whether to accept a concession package that has been negotiated by the State Employee Bargaining Agent Coalition and the office of Governor Dannell Malloy. Approval of the concessions package will mean elimination of vacancies, slashing of the operating fund budget, and transfers of positions from the general-fund budget into the operating budget. Rejection of the package will mean reduction in hours for some employees and layoffs for others, with an attendant cut in services.

81

n Projection

• Tunxis will closely monitor developments at the state level to assess the impact on College operations.

• The College will take the steps necessary to assure that it continues to operate, during severe fiscal problems at the state level, with its mission in mind. As soon as possible, too, the College will return to standard budgeting procedures—including the now-suspended Strategic Initiative Fund.

• Tunxis will continue to take advantage of funding and resource opportunities created by an active Continuing Education and Workforce Development department and an assertive Foundation & Advisory Board.

82 Standard Nine: Financial Resources • Tunxis Community College Tunxis Community College • Standard Nine: Financial Resources Standard Ten: Public Disclosure • Tunxis Community College

Standard Ten: Public Disclosure

n Description

The College publishes and distributes documents in a variety of media and formats in its attempt to provide complete, accurate, and concise information to the public. These publications include the Catalog, semester course schedules, program brochures, marketing materials, and student-centered guides (Guide to the Admissions Process, Guide to Applying for Financial Aid, Guide to Paying for Your Education). Tunxis also advertises through the media, including radio and television commercials and newspaper/magazine advertisements. Staff in the Admissions office conducts additional information sessions throughout the year on an as-needed basis, and provides several small-group visits throughout the year. Admissions staff also participates actively in high- school visits, college fairs, and trade shows. In 1995, Tunxis established its own website, which averages 1,500-2,000 user sessions per day from outside the Tunxis network. In all, from both inside and outside the Tunxis network, our website hosts approximately 4,300 user sessions per day, and usage has grown approximately 430 percent since the year 2000. Tunxis has three Facebook pages on the web. In 2005, Tunxis students started a newspaper, the Tunxis SUN, which was published at first on a periodic basis; for the past three years, it has published six editions a year. Through a process of regular review of all institutional publications, and through faculty advising of the student newspaper staff, the College attempts to assure that its publications are current and accurate. While the details of this review vary from area to area, it is a point of emphasis for all publications.

College Catalog TheCatalog is produced yearly to provide accurate and timely information. It is available in both print and online in Adobe pdf format. The Catalog provides the most comprehensive information about Tunxis to current and prospective students. Its goal is to provide students with what they need to make informed decisions about their education at Tunxis. The mission and vision statements of the College are clearly and prominently displayed, as is the College’s accreditation status. The Catalog includes the following vital information: program requirements and course descriptions; a directory that includes the names and positions of administrative officers; the names and titles of members of the governing boards; a listing of current faculty, including full- or part-time status, degrees held and the institutions granting them; a description of the size and characteristics of the student body; the campus setting; institutional and physical resources available for the student; student fees; refund policies; the academic calendar; policies regarding student conduct; academic policies and procedures; admissions information; requirements for academic recognition; information about Workforce Development and the Continuing Education Division; general education abilities built into the curriculum as part of the ability-based education effort (discussed in several of the Standards chapters); and other education opportunities that are available through the College. The Human Resources Office and the Office of the Dean of Academic Affairs maintain and provide the personnel information that is printed with every Catalog. Through ongoing departmental review, course

83 Tunxis Community College • Standard Ten: Public Disclosure

descriptions and program requirements approved through the College’s governance structure (see Chapter Three: Organization and Governance) are updated and information provided for inclusion in the Catalog. Department chairs receive proofs of Catalog sections that confirm course descriptions and programs. The Assistant to the Dean of Academic Affairs, as part of this review, periodically removes courses that have been eliminated or have not been offered for a number of semesters. Directors of student-services departments provide updated information about these services.

Tunxis Website & Social Media Launched in 1995 primarily to provide Internet access to the Library, the website has been expanded and redesigned over the years to its present role as the most comprehensive means by which the College provides information to its constituents. With an average number of 51,000 user sessions per month, the website is an electronic resource that provides campus contact information as well as the College Catalog, course schedules, policies and procedures, and news articles about students, faculty, and events. Detailed descriptions of academic offerings, the admissions process and application, financial aid forms and information are also readily accessible. Job postings, bookstore information, tuition, continuing education programs, and the Library round out the list for the site’s most searched items. Statistical information can be found on the site, including Fact Sheets and Tunxis Institutional and Student Success Outcomes. A collaborative effort between the College webmaster and College staff assures timely updates to the site. The Marketing and Public Relations Office reviews content for accuracy. The college’s response to the growing trend toward the use of social media as a communication tool has resulted in the creation of three Facebook pages—one for the College’s distance-learning offerings and one for campus safety as well as a general, official page created and maintained by the Marketing and Public Information Office. The page provides daily updates on campus happenings including events, registration, course and financial aid information and links to pertinent podcasts, videos and websites. In 2010, the College implemented use of a digital messaging system that is broadcast on nine televisions in two buildings on campus. The system provides the public with information on upcoming events, admissions and financial aid, academic programs, and emergency messages. Staff in a variety of offices has been trained to create and upload messages that are displayed on a weekly basis. A committee composed of a graphic designer, editor, and publisher ensures consistency of content and image.

Recruitment & Departmental Publications Prospective students are given an admissions packet that includes an application and brochures detailing the application and financial aid process. Links to important federal, state and College websites are also provided. Admissions packets are distributed on-campus at the Admissions Office and Information Desk and off-campus during admission recruitment activities. All printed material is complemented by electronic versions on the College’s website. An Admissions brochure is distributed on a limited basis for College recruitment. The College also publishes specific program brochures that are distributed departmentally as well as through the Admissions Department in the recruitment process. These brochures contain degree information and course offerings based on information from the Catalog, information on career prospects and transfer opportunities and other program details.

84 Standard Ten: Public Disclosure • Tunxis Community College

A revised viewbook was scheduled for completion in Summer 2011. Plans are to develop the viewbook in electronic format. The College has brochures and fliers that give details about our most comprehensive transfer agreements with other Connecticut colleges: the Guaranteed Admissions Program with the University of Connecticut and the Dual Admissions program with the Connecticut State University System (Eastern Connecticut State University, Southern Connecticut State University, Western Connecticut State University, and Central Connecticut State University). A College Career Pathways program brochure, which describes criteria for eligibility into the program and specific requirements, is distributed to local high schools participating in the program. Certain departments develop their own publications for distribution on-campus and to specific external constituencies. These departments include Admissions, Financial Aid, Counseling, Tunxis Library, and the Graphic Design program. The Academic Support Center produces several brochures and fliers that address student inquiries regarding the Center, placement testing/basic skills assessment, tutoring program, disability services, and workshops. These guides are designed and regularly updated to answer commonly asked questions about each of these services as well as to offer specific instructional assistance to students. The materials are available in the Center, on the web site, in new student orientation packets, and through classroom presentations.

Publicity All media requests for information are channeled through the Marketing and Public Relations Office, which handles and, when appropriate, makes referrals to appropriate campus sources. The Marketing and Public Relations Office also publicizes the College and its programs through its ongoing media relations activities, news releases, and paid advertising.

Newsletter (Tunxis Tatler) A weekly e-newsletter is sent to all staff and faculty, full and part time, every week of the Fall and Spring semesters. The Tunxis Tatler is a forum for all news—including meetings, club events, seminars/conferences, concerts, updates/reminders and matters of staff/faculty personal interest, like engagements and births. It was established through the initiative of a faculty member who continues direct involvement and is supported by the College webmaster.

Student Handbook The Student Handbook is a brief reference guide to all services and policies which is fully online. If students seek detailed information about any topics, links have been established to connect students to such detailed information. This handbook includes the Tunxis non-discrimination policy. It is regularly updated; the most recent edition will be offered as well in the Spanish language.

Transfer Information TheCounseling Office maintains information about transfer equivalencies. Students may obtain copies of the equivalencies upon request. Handouts are available for the following colleges: Central Connecticut State

85 Tunxis Community College • Standard Ten: Public Disclosure

University, Western Connecticut State University, Eastern Connecticut State University, the University of Connecticut and St. Joseph College. Information regarding transfer and articulation agreements, along with the individual program requirements, is available on the system website.

Financial Aid TheFinancial Aid Office has a variety of handouts and pamphlets that include some federal publications and internally produced documents that provide information about aid and how to apply. The office also has documents that provide scholarship information. Information about financial aid is also available in the college catalog and on the college web site.

Campus Safety Crime statistics and required campus safety reports are posted on the College website. This information is also posted for employees on the Intranet. Students and staff are notified annually. The College has campus safety videos “Shots Fired” and “Flashpoint” available on the web and Intranet. The Behavioral Intervention Team has a page on the college’s webpage. Information about myCommNet Alert, the emergency text messaging system, is available online at myCommNet to faculty, staff and students.

Graduation, Transfer Rates: Student Right-to-Know Graduation and transfer rates are calculated based on the federal definition of 150 percent of the expected time to graduate. The rates are available on the College’s website and Intranet in a publication entitled “Institutional Effectiveness Outcomes and Data,” which also includes data on enrollment, retention rates, academic performance and many other outcomes. The Records Office provides students with a Graduation Checklist to help degree and certificate candidates through the process. Since the Fall 2010 academic year, the College has offered two conferral dates—December 31 and June 1. Commencement for both dates is June 1.

“Just the Facts” Fact Sheet The fact sheet is revised each semester and includes information on size and characteristics of the student body, campus setting, tuition, select programs and institutional resources. Information comes from the Dean of Institutional Effectiveness and Outreach, as well as from other areas as needed. The fact sheet is available on the web site, at events, and in some instances is given to media as background information. TheInstitutional Research Office web site also contains data pertaining to size and characteristics of the student body, enrollment, retention and graduation rates, racial/ethnic information and board examination pass rates.

Surveys As part of a system-wide initiative, the College administers a graduate survey six months after graduation. In the past year, it also has been distributed electronically. The College administers a student-satisfaction survey (the Student Assessment of the College Environment,

86 Standard Ten: Public Disclosure • Tunxis Community College or SACE) as well as the Personnel Assessment of the College environment. Tunxis also administers the Community College Survey of Student Engagement (CCSSE) and the Survey of Entering Student Engagement (SENSE) every three years. Results of all surveys are posted on the website and the Intranet. The College also administers a student evaluation of classroom performance, discussed in Chapter 5 (Faculty), as part of the Faculty Development and Review Plan. Since the Fall 2010 semester, the survey has been administered online through the Banner information system. Prior to Fall 2010, it was administered in the classroom; hard copies of the evaluation forms were given to the instructor after the semester’s end and copies of the overall results were given to the instructor and the instructor’s department chair as well as placed in the instructor’s professional file.

Institutional Effectiveness The College regularly reviews its publications for accuracy, completeness, and currency by having the publications proofed by all those who have information used in the publications. Because of such reviews, the College makes changes in both format and presentation to accommodate readers. n Appraisal

The College endeavors to continually provide complete, accurate, and clear information. Collateral print materials are generally consistent with information in the Catalog; most of these materials, however, are designed to provide an overview of the programs, resources, and benefits of attending Tunxis, and thus lack the Catalog’s detail. All publications attempt to give a clear, accurate description of opportunities at the College. The process to ensure that the publications are accurate, current and consistent with the Catalog has been formalized through an improved information-sharing process developed over the past half-decade between the Marketing & Public Relations Office and the Academic Affairs Division. Every reasonable effort is made to update publications in a timely way to ensure accuracy. Due to the pace at which programs and courses evolve, however, printed materials that must go through the publication process may not necessarily reflect recent changes. Tunxis is responsive to reasonable requests for information about itself through a variety of responsible departments, generally coordinated by the Marketing & Public Relations Office. TheAssistant to the Academic Dean and the Graphics Specialist for the Academic Affairs Division are chiefly responsible for the accuracy of information in and overall production of the College Catalog as well as the Summer/Fall and Winter/Spring credit course schedules. In 2010, the decision was made to reformat the College Catalog to a more standard 8.5x11 configuration, which resulted in an overall cost savings to Tunxis. Likewise, the credit-course schedules were recently redesigned in response to suggestions gathered from academic advisors, admissions staff, and other users of the publication. Additionally, the schedule redesign incorporates sidebars that highlight new programs and courses, unique assets at the College, specialized services, contact information, benefits of earning a college degree, and other resources and information for students as well as the communities Tunxis serves. Receiving approximately 1,500 visits per day from external sources, the website is the primary vehicle for distributing information to the public. To increase marketability, meet the needs of our constituents, and improve usability, the College has adopted a variety of new technologies:

87 Tunxis Community College • Standard Ten: Public Disclosure

• Distributed publishing allows Marketing and Public Relations direct access to and control over some content including press releases, events and announcements; • The website supports academic blogs for College faculty/staff to directly communicate and engage students; • Google Analytics is used to track website traffic as well as to determine technical problems that improve troubleshooting and lead to faster resolution of errors. • Social media networks (Facebook and Twitter) are fully integrated with the website. Since its creation in August 2009, the main College Facebook page has grown to a fan base of 1,800 with over 230,000 post views. Information is posted daily on Facebook which in turn, posts via RSS feed to the College Twitter account. Internal and external technology glitches have disabled the digital messaging system periodically since its inception. When fully functional, the system broadcasts up to six messages per department in a one minute rotation. For the most part, departmental publications provide additional in-depth information and tips for students on how to utilize campus resources. The Marketing and Public Relations Office policy regarding review of such publications was originally distributed in 2000 and is posted on the Intranet; it is given to new faculty and staff on an ad-hoc basis. Some brochures and flyers, however, do not go through a formal review process. Academic program brochures are updated on an ongoing basis as needed through a process in which program chairs and coordinators provide information to Marketing & Public Information. As changes occur in programs and services, publications are updated to reflect these changes. There is, however, no formal process for review of publications on a periodic basis. In its viewpiece, advertising, and publicity releases, the College’s programs and services accurately and fairly portray conditions and opportunities available at the College. Communication with media about activities and programs is ongoing. Advertising and publicity releases continue to be venues for highlighting program excellence, learning outcomes, and achievements of graduates and faculty. The Tunxis Tatler, in its fourth year, continues to come out weekly during the school year. This e-newsletter has cut down on the number of emails necessary to get information to college employees. It also helps us with improving internal communication and camaraderie. The College has had no serious crimes occur on campus. Tunxis also has a very good relationship with the town of Farmington Police and Fire Departments. In addition, the College has developed a working relationship with Troop H, the State Police unit assigned to the Farmington campus. The College complies, and will continue to comply, with state and federal reporting guidelines. The college’s Behavioral Intervention Team and Crisis Management Team meet regularly to implement plans and policies to increase campus security. Whenever events are held on campus safety, they are well-attended. The main challenge remains making employees and students aware of what to do in the event of an emergency. Security coverage is provided by a private firm. There is no full-time person assigned solely to campus safety. The “Just the Facts” sheet is updated periodically with information on College resources, statistics on size and characteristics of student body, campus setting, and learning and physical resources. Information comes from the Dean of Institutional Effectiveness and Outreach, as well as from other areas as needed. The Marketing & Public Relations Office coordinates with Institutional Research, Continuing Education,

88 Standard Ten: Public Disclosure • Tunxis Community College

Workforce Development, and the Business Office to ensure information is accurate and up-to-date. Feedback from surveys is used to improve services and in long- and short-term planning for the College. The response rate for the Tunxis graduate survey is approximately 23.5 percent. In addition to information on graduates’ employment, transfer, and satisfaction with College services, the online version of the survey gives graduates the opportunity to provide open-ended comments on their experience at Tunxis and specific information on their employer and job title. The vast majority of respondents in the 2010 graduate survey indicated satisfaction with their experience at Tunxis. This information is available on the Institutional Research Office’s web page. Aggregate data is available to the public upon request. n Projection

College Catalog As part of the on-going process, the College will continue to review documents to ensure that they are clear, accurate, and consistent. Review of the catalog will involve each department within the College, and any addition or deletion of courses and/or deleting any courses will be done by various departments and approved by PSO. Tunxis will maintain its commitment to annual update of all material found in the Catalog, whether in print or online so as to offer the most up-to-date information.

Tunxis Website & Social and Electronic Media Although the current website is comprehensive and workable, the College plans an upgrade to the site in the next year to better enhance the user experience. The new website will integrate marketing concepts to convey and disseminate information. Continued work in the following areas will be done: • Focusing the website to meet the needs and expectations of our visitors; • Streamlining policies and procedure to ensure that the most up-to-date information is available on the website; • Providing a consistent interface and navigational system that allows our visitors to easily find information; • Increasing mobile-device compatibility; and, • Ensuring our Web pages are accessible and ADA compliant. Funding has been secured to purchase eight more televisions for the digital messaging system, increasing the locations to include all main campus buildings. Training will be provided to designated departments to use the system. Improvements to its functionality will be made. Marketing efforts will continue to increase our Facebook and Twitter fan base and social media presence.

Campus Safety College faculty and staff say they have seen an increase in incidents of disturbing behavior. We do not expect this to decrease for the foreseeable future. This presents challenges across the campus. The College has been exploring the possibility of applying for an Emergency Management for Higher Education (EMHE) grant. Tunxis currently chairs the system-wide committee reviewing the current

89 Tunxis Community College • Standard Ten: Public Disclosure emergency text messaging system exploring options for when the contract expires in 2012. Tunxis will pursue every resource in order to protect its campus, staff, and students—beginning with the EMHE grant application.

Recruitment & Departmental Publications For the most part, departmental publications provide additional in-depth information and tips for students on how to utilize campus resources. The Marketing and Public Relations Office policy regarding review of such publications was originally distributed in 2000, is posted on the Intranet and is given to new faculty on an ad-hoc basis. Since some of these brochures and flyers do not go through a formal review process, the College should consider some type of protocol.

Newsletter Invitations will go out to faculty and staff to suggest new features/functions for The Tunxis Tatler. The newsletter will continue to evolve to serve the information needs of the College.

Student Handbook TheCollege hopes to meet the challenges of a changing student body and constant flux of varying conduct by stating clearly the expectation the College has for all students and by seeking publication in languages other than English in order to meet our English as a Second Language population.

Graduation, Transfer Rates: Student Right-to-Know The College will cooperate with the Connecticut college and university system to facilitate the transfer of credits and courses more easily to the other institution within Connecticut. (For more detailed information, see Standard Four: The Academic Program.)

90 Standard Ten: Public Disclosure • Tunxis Community College Tunxis Community College • Standard Ten: Public Disclosure Standard Eleven: Integrity • Tunxis Community College

Standard Eleven: Integrity

n Projection

As a college community of learners, educators, and administrators, we define “integrity” as an adherence to a defined moral and ethical code. In 2008, Tunxis adopted a Values and Principles statement that identified six core principles as especially significant. It took substantial effort on the part of the administration and instructional staff—meetings, small and large discussion, and final drafting of six concepts—to craft a statement that defines an ethical code for the Tunxis community. As mentioned in Standard 1 (Mission & Purpose), the statement is posted prominently on campus and appears on the College web page. It is also discussed at length in the 2012-14 Strategic Plan. Integrity is the first value on our list. The defining language for this value is straight-forward: “We value and demonstrate openness and honesty, resolving differences with civility and without reprisals. We speak and act truthfully, without hidden agendas. We admit our mistakes, say when we do not know, and honor our commitments. We avoid silence when it may mislead; we seek root causes and solve problems.” The remaining five values and/or principles derive from the first. They are responsibility, respect, excellence, open communication, and humor and well-being. All are important, and all are inter-related. Responsibility and respect, after all, breed a culture of excellence; humor and open communication create a sense of well-being. For the purposes of this section, however, we will focus on the foundational principle: Integrity. First, Tunxis makes a considerable effort to be open, clear, and fair with internal and external constituencies. This is particularly clear in our efforts to inform students of opportunities, policies, and procedures that affect them. The CollegeCatalog contains full statements of policies on standards of conduct, student rights, student grievance procedures, and confidentiality of student records. The student grievance procedures give students a way to seek redress if they feel that they have been denied fair and equitable treatment in any matter other than the assignment of academic grades. In addition, the College has established a grade-appeals procedure that is currently under review in order to make it consistent with grade-appeal policy established by the Board of Trustees for Community Technical Colleges. Tunxis is an open-admissions college and, therefore, has a student population that varies in academic skills and preparedness. We fulfill our mission by attempting to address the needs of all students through a variety of developmental and college-level courses. In order to improve the likelihood of success for developmental students, we regularly review performance of students identified as most at-risk according to measures developed by the Office of Institutional Research. (See Standard Four: The Academic Program.) The College maintains confidentiality of student records through compliance with the provisions of the Family Education Rights and Privacy Act (FERPA). Our website contains information on FERPA that is accessible to all. Tunxis takes great pains to treat fairly all who work here. College dealings with faculty and staff are governed largely by the applicable collective bargaining agreements, all of which contain grievance procedures. Employees all receive copies of the agreements on a timely basis. The community also holds in great importance

91 Tunxis Community College • Standard Eleven: Integrity the principle of academic freedom; the collective bargaining agreement for faculty and professional staff incorporates the Board of Trustees’ recognition that faculty and professional staff are entitled, with certain stipulations, to academic freedom. Tunxis has operated within the parameters established by the Chancellor’s Office policies and precedents. The State of Connecticut, in Public Act 330 [Connecticut General Statutes Sec. 10a-78(b)], delegated the authority to operate the state’s community colleges to the Board of Trustees for Community- Technical Colleges. The Board, in turn, delegated operational authority to the individual college presidents. The Board’s executive arm, headed by the Chancellor, oversaw the administration of all twelve colleges in the system. All of this has changed, however, with the passage of the legislation to merge the community colleges with the state universities under a common Board of Regents. As an institution, Tunxis believes it is unethical to discriminate against any group. Accordingly, we follow the Connecticut Community-Technical College System’s policy on non-discrimination (found in our Catalog) that reads as follows: “[Tunxis] will not discriminate against any person on the grounds of race, color, religion, creed, sex, age, national origin ancestry, present or past history of mental disorder, marital status, mental retardation, sexual orientation, learning disability or physical ability.” In hiring new staff members, strict non-discriminatory policies and practices are applied. (These are described in greater detail in Standard 5: Faculty.) Search committees interview candidates for vacant or new positions, based on a charge presented by the Affirmative Action Officer who is also responsible for development of the Affirmative Action plan. The process of hiring, evaluation, and advancement is spelled out in contract language designedto ensure inclusiveness in the search. After the initial application process, the Human Resources Office requests supplemental information about the characteristics of applicants in order to advance the goal of inclusion. As a state agency, the College complies with state and federal laws. Its budget is audited regularly, as are the operations of the Financial Aid Office. The College also is required to comply with a variety of federal laws that govern federal grants, in addition to other federal regulations including, but not limited to, Title IV, Title VII, Title IX, and the Americans with Disabilities Act. Additionally, the College attempts to respond promptly and honestly to information requests from the Commission on Institutions of Higher Education, and files all required reports after careful research to assure accuracy.

Institutional Effectiveness The College assesses itself and its functions through a variety of mechanisms described in this self- study. As a result of these assessments, the College develops policies that support its specific goals that are derived from its mission statement. This is the definition of integrity. n Appraisal

Tunxis uses the resources available to it in order to assure that its actions are in compliance with law, both state and federal, and the policies enumerated by its Board of Trustees. It takes seriously its mission as an open-admissions institution. Today, however, substantial challenges exist. Few of these are of the College’s own making. Most significant are chronic budgetary constraints and limitations that developed in state government’s most recent biennial budget period. These difficulties will continue for the foreseeable future, and they will likely grow

92 Standard Eleven: Integrity • Tunxis Community College more acute before they begin to abate. (See Standard Eight: Financial Resources.) Such challenges inevitably will limit Tunxis’ ability to take on all the tasks that it would like to undertake. When much must be done with little, too, employees may come to fill overburdened and burned-out. In such circumstances, any institution must return to its core principles as defined in its mission and vision statements. Careful consideration of mission in our every action will allow the College to keep its word, to do what it says it will do. Further, we are addressing issues of integrity through the College Strategic Plan, particularly in improving communication, by applying our Values and Principles statement. Thus, the Strategic Plan for 2011-2014 includes the creation and implementation of an employee orientation to the six core values and principles to help those who work here to internalize these ideals. n Projection

• Tunxis adopted six values and principles to form our Values and Principles statement. We should assess ourselves regularly and honestly against those values and principles. The College community may find that is has to do more to promote the values and principles and to reflect on whether the College community has fully adopted these values. An orientation program, as envisioned on the Strategic Plan, will help to advance this objective.

• Tunxis is an open-admissions college and, therefore, has a student population that varies in academic skills and preparedness. We are obliged to address the needs of all students by offering a variety of developmental and college-credit courses. It is imperative that we continue to keep our doors open to all when developmental education comes under question by society in general, the media, government officials and en,ev at times, our higher-education administrators in Hartford.

• In hiring new staff members, strict non-discriminatory policies and practices are applied. Staff diversity, however, still needs to be addressed—particularly in the ranks of faculty. Accordingly, the College will continue its efforts to seek and retain minority faculty members.

• The College, working through the Human Resources Office, has available a policy manual for all employees. There are also manual/handbooks for full-time faculty and part-time faculty. These manuals will receive annual updates.

• Recognizing the difficulty in evaluation of such an elusive topic as integrity, the College nonetheless will commit itself to developing, or identifying from external resources, a mechanism that permits regular assessment of the effectiveness of policies and procedures relating to this standard.

93 Tunxis Community College • Standard Eleven: Integrity Standard Eleven: Integrity • Tunxis Community College Tunxis Community College • Appendices Appendices • Tunxis Community College Tunxis Community College • Appendices Appendices • Tunxis Community College Tunxis Community College • Appendices Appendices • Tunxis Community College Tunxis Community College • Appendices Appendices • Tunxis Community College Tunxis Community College • Appendices Appendices • Tunxis Community College Tunxis Community College • Appendices Appendices • Tunxis Community College Tunxis Community College • Appendices Appendices • Tunxis Community College Tunxis Community College • Appendices Appendices • Tunxis Community College Tunxis Community College • Appendices Appendices • Tunxis Community College Tunxis Community College • Appendices Appendices • Tunxis Community College