College of Southern Idaho
College of Southern Idaho Twin Falls, Idaho Comprehensive Self-Study Report
Prepared for the Northwest Commission on Colleges and Universities
04/06/2005 – 04/08/2005
2005 Self-Study Report
College of Southern Idaho
2005 Self-Study Report
College of Southern Idaho
Table of Contents
Executive Summary...... 1 History...... 1 Enrollment...... 2 Eligibility Requirements ...... 3 Responses to 1994 Recommendations...... 4 Recommendation 1 ...... 4 Recommendation 2 ...... 5 Recommendation 3 ...... 5 Recommendation 4 ...... 6 Recommendation 5 ...... 7 Context of the Self-Study...... 8 ANALYSIS AND APPRAISAL ...... 9 Self-Study Leadership...... 10 Steering Committee ...... 10 Standard One: Institutional Mission and Goals, Planning and Effectiveness ...... 13 Overview...... 13 The Strategic Plan...... 13 The Operational Planning Process...... 14 Purpose...... 14 Institutional Mission and Goals ...... 14 Mission...... 14 Philosophy...... 14 Purposes ...... 14 ANALYSIS AND APPRAISAL ...... 16 Planning and Effectiveness...... 16 Strategic Planning ...... 16 Operational Planning ...... 17 Institutional Resource Allocation ...... 18 Measuring Progress and Effectiveness ...... 19 ANALYSIS AND APPRAISAL ...... 20 Appendices...... 21 Exhibits ...... 21 Additional Required Documents...... 21 Standard One Committee...... 21
2005 Self-Study Report
College of Southern Idaho
Standard Two: Educational Program and Its Effectiveness...... 25 Overview...... 25 Purpose...... 26 Part One: Educational Programs of the College of Southern Idaho ...... 27 Overview...... 27 Description...... 27 Degrees and Certification ...... 27 Syllabi ...... 27 Instructional Support...... 27 Academic Development Center ...... 27 Adult Basic Education ...... 28 Basic Skills Volunteers...... 28 Testing Center...... 28 College-Level and Intensive ESL Program ...... 28 College Study Skills...... 28 Learning Assistance Services ...... 28 Library and Information Resources ...... 29 Community Education Programs...... 29 Distance Education ...... 29 Resources ...... 29 Human Resources ...... 29 Physical Resources...... 30 Financial Resources ...... 30 Instructional Planning and Assessment ...... 30 Plan for Improvement Process...... 31 Program Review Process ...... 31 Other Assessment Procedures...... 32 Curriculum Planning...... 32 Credit for Prior Learning ...... 33 Program Elimination...... 33 ANALYSIS AND APPRAISAL ...... 34 Part Two: Undergraduate Education...... 35 Overview...... 35 Description...... 35 AA and AS Degrees...... 35 AAS and Certificates ...... 35 General Education...... 35 Program Development and Approval Process ...... 36 Industry Skill Standards...... 36 Advisory Committees ...... 37
2005 Self-Study Report
College of Southern Idaho
Placement...... 37 Faculty...... 37 Transfer Policies and Articulation Agreements...... 38 Tech Prep ...... 38 Advising...... 38 Remedial Course Work...... 39 Honors Course Work ...... 40 ANALYSIS AND APPRAISAL ...... 40 Department Descriptions ...... 40 Academic Development...... 40 Purpose...... 40 Description...... 41 Significant Changes ...... 42 ANALYSIS AND APPRAISAL ...... 44 Agriculture ...... 45 Purpose...... 45 Description...... 46 Significant Changes ...... 46 ANALYSIS AND APPRAISAL ...... 47 Business ...... 48 Purpose...... 48 Description...... 48 Significant Changes ...... 48 ANALYSIS AND APPRAISAL ...... 49 English, Languages and Philosophy ...... 50 Purpose...... 50 Description...... 50 Significant Changes ...... 51 ANALYSIS AND APPRAISAL ...... 51 Fine Arts...... 52 Purpose...... 52 Description...... 52 Significant Changes ...... 53 ANALYSIS AND APPRAISAL ...... 53 Health Sciences and Human Services...... 54 Purpose...... 54 Description...... 55 Significant Changes ...... 55 ANALYSIS AND APPRAISAL ...... 56 Information Technology ...... 58
2005 Self-Study Report
College of Southern Idaho
Purpose...... 58 Description...... 58 Significant Changes ...... 58 ANALYSIS AND APPRAISAL ...... 59 Life Science ...... 60 Purpose...... 60 Description...... 60 Significant Changes ...... 61 ANALYSIS AND APPRAISAL ...... 61 Mathematics, Engineering and Computer Science ...... 62 Purpose...... 62 Description...... 63 Significant Changes ...... 63 ANALYSIS AND APPRAISAL ...... 64 Physical Education...... 65 Purpose...... 65 Description...... 65 Significant Changes ...... 66 ANALYSIS AND APPRAISAL ...... 66 Physical Science...... 66 Purpose...... 66 Description...... 67 Significant Changes ...... 67 ANALYSIS AND APPRAISAL ...... 68 Social Science and Education ...... 69 Purpose...... 69 Description...... 69 Significant Changes ...... 70 ANALYSIS AND APPRAISAL ...... 71 Trade and Industry ...... 72 Purpose...... 72 Description...... 72 Significant Changes ...... 73 ANALYSIS AND APPRAISAL ...... 74 Part Three: Community Education and Distance Education ...... 76 Community Education ...... 76 Overview...... 76 Description...... 76 Significant Changes ...... 77 ANALYSIS AND APPRAISAL ...... 78
2005 Self-Study Report
College of Southern Idaho
Distance Education ...... 79 Overview...... 79 Dual Credit...... 79 Overview...... 79 Description...... 80 Significant Changes ...... 80 ANALYSIS AND APPRAISAL ...... 80 Online Courses...... 81 Outreach Centers...... 81 Blaine County Outreach Center...... 82 Jerome Outreach Center...... 82 Micron Outreach Center ...... 83 Mini-Cassia Outreach Center...... 83 North Side Outreach Center...... 84 Telecommunications System ...... 84 Workforce Development...... 85 ANALYSIS AND APPRAISAL ...... 85 Appendices...... 86 Exhibits ...... 86 Standard Two Committee ...... 87 Standard Three: Students ...... 91 Overview...... 91 Purpose...... 92 Description...... 92 Organization...... 92 Planning ...... 93 Resource Allocation...... 93 Student Services Staff...... 94 General Responsibilities ...... 94 Admissions and Records...... 94 Admissions...... 94 Records ...... 95 Academic Credit ...... 95 Online Registration ...... 96 ANALYSIS AND APPRAISAL ...... 96 Advising...... 96 ANALYSIS AND APPRAISAL ...... 97 Center for New Directions...... 97 ANALYSIS AND APPRAISAL ...... 98 Student Disability Services...... 99
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College of Southern Idaho
ANALYSIS AND APPRAISAL ...... 100 Financial Aid...... 100 ANALYSIS AND APPRAISAL ...... 101 Student Activities...... 101 Housing Services ...... 102 Student Assistance ...... 103 New Student Services ...... 103 New Student Orientation...... 104 ANALYSIS AND APPRAISAL ...... 104 Student Success Center...... 105 ANALYSIS AND APPRAISAL ...... 105 Additional Student Services...... 106 Bookstore ...... 106 ANALYSIS AND APPRAISAL ...... 107 Outdoor Program ...... 107 ANALYSIS AND APPRAISAL ...... 108 Food Service ...... 108 ANALYSIS AND APPRAISAL ...... 108 Student Health Services ...... 109 ANALYSIS AND APPRAISAL ...... 109 Student Safety ...... 110 ANALYSIS AND APPRAISAL ...... 110 Newspaper...... 111 ANALYSIS AND APPRAISAL ...... 111 Child Care ...... 111 ANALYSIS AND APPRAISAL ...... 112 Intercollegiate Athletics...... 112 ANALYSIS AND APPRAISAL ...... 113 Policy 3.1 Institutional Advertising, Student Recruitment, and Representation of Accredited Status...... 113 Appendices...... 114 Exhibits ...... 114 Standard Three Committee ...... 115 Standard Four: Faculty...... 119 Overview...... 119 Purpose...... 121 Description...... 121 Qualifications of Faculty Members ...... 121 Full-Time ...... 121 Part-Time/Adjunct ...... 122
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College of Southern Idaho
ANALYSIS AND APPRAISAL ...... 122 Expectations of Faculty Members ...... 122 Full-Time ...... 122 Part-Time/Adjunct ...... 123 ANALYSIS AND APPRAISAL ...... 123 Recruitment and Appointment...... 123 ANALYSIS AND APPRAISAL ...... 124 Salaries and Benefits...... 124 Full-Time Salaries...... 124 Adjunct/Part-Time Salaries...... 124 Benefits ...... 124 ANALYSIS AND APPRAISAL ...... 125 Faculty Workload and Duties ...... 125 Overload...... 125 ANALYSIS AND APPRAISAL ...... 126 Academic Freedom ...... 126 ANALYSIS AND APPRAISAL ...... 126 Faculty Participation in Institutional Governance ...... 127 ANALYSIS AND APPRAISAL ...... 127 Faculty Participation in Curriculum Development...... 128 ANALYSIS AND APPRAISAL ...... 128 Faculty Participation in Academic Planning...... 129 Personal Plan for Improvement ...... 129 Program Review...... 129 ANALYSIS AND APPRAISAL ...... 130 Faculty Participation in Academic Advising ...... 130 ANALYSIS AND APPRAISAL ...... 131 Faculty Evaluation ...... 131 Process ...... 131 Part-Time/Adjunct Faculty ...... 132 Faculty Development...... 132 Rank Advancement...... 133 ANALYSIS AND APPRAISAL ...... 133 Scholarship, Research, and Artistic Creation ...... 134 Sabbaticals ...... 134 Grants...... 134 ANALYSIS AND APPRAISAL ...... 135 Appendices...... 135 Exhibits ...... 135 Standard Four Committee...... 136
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College of Southern Idaho
Standard Five, Part I: Library ...... 139 Overview...... 139 Holdings and Equipment...... 140 Circulation Collection...... 140 Reference Collection...... 140 Periodicals...... 140 Reserves ...... 140 Audiovisual...... 141 Special Collections...... 141 Web and CD-ROM ...... 141 Internet Access...... 141 Satisfaction with Holdings and Equipment...... 141 ANALYSIS AND APPRAISAL ...... 142 Services...... 142 Circulation and Reserves ...... 142 Information Services...... 142 Interlibrary Loan ...... 143 Current Awareness Services ...... 143 Library’s Web Page ...... 144 Distance Education Support Services ...... 144 ANALYSIS AND APPRAISAL ...... 145 Facilities and Access...... 145 ANALYSIS AND APPRAISAL ...... 146 Personnel, Budget and Management...... 146 Personnel...... 146 Budget...... 147 ANALYSIS AND APPRAISAL ...... 147 Planning and Evaluation ...... 147 Collection Development Procedures...... 147 ANALYSIS AND APPRAISAL ...... 149 Standard Five, Part IIA: Information Resources ...... 150 Information Technology Services ...... 150 Overview...... 150 Equipment...... 150 Connectivity...... 150 Data Operations ...... 150 Voice Operations ...... 151 Video Operations ...... 152 AV Resources ...... 152 Performance Production...... 153
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College of Southern Idaho
Summary...... 153 ANALYSIS AND APPRAISAL ...... 153 Services...... 153 Connectivity...... 153 Data Operations ...... 154 Voice Operations ...... 154 Video Operations ...... 154 AV Resources ...... 155 Performance Production...... 155 Institutional Research...... 155 Summary...... 155 ANALYSIS AND APPRAISAL ...... 155 Facilities and Access...... 155 Connectivity...... 155 Data Operations ...... 156 Voice Operations ...... 156 Video Operations ...... 156 AV Resources ...... 157 Performance Production...... 157 Summary...... 157 ANALYSIS AND APPRAISAL ...... 158 Personnel, Management and Budget...... 158 Personnel...... 158 Management...... 159 Budget...... 159 Summary...... 159 ANALYSIS AND APPRAISAL ...... 159 Planning and Evaluation ...... 160 Summary...... 160 ANALYSIS AND APPRAISAL ...... 160 Standard Five, Part IIB: Information Resources ...... 161 Instructional Technology Center...... 161 Overview...... 161 Equipment...... 161 ANALYSIS AND APPRAISAL ...... 162 Services...... 162 Consulting, Training, and Educational Services...... 162 Technical Support and Project Development ...... 163 Distance Education Support (Policy 2.6)...... 163 CSI Web Site Development, Management, Maintenance, and Update ...... 164
2005 Self-Study Report
College of Southern Idaho
Summary...... 164 ANALYSIS AND APPRAISAL ...... 165 Facilities and Access...... 165 ANALYSIS AND APPRAISAL ...... 165 Personnel, Management, and Budget...... 165 Personnel...... 165 Management...... 166 Budget...... 167 ANALYSIS AND APPRAISAL ...... 167 Planning and Evaluation ...... 167 ANALYSIS AND APPRAISAL ...... 167 Appendices...... 168 Exhibits ...... 168 Additional Required Documents...... 168 Standard Five Committee ...... 169 Standard Six: Governance and Administration...... 173 Overview...... 173 Purpose...... 174 Governance System ...... 174 Board of Trustees...... 174 ANALYSIS AND APPRAISAL ...... 175 Leadership and Management ...... 176 President...... 176 Ethical Conduct...... 176 Administration Qualifications and Evaluation...... 177 Institutional Advancement Activities ...... 177 Decision Making...... 177 Administrative Relations ...... 177 Institutional Research...... 178 Salaries, Benefits, and Retention ...... 178 ANALYSIS AND APPRAISAL ...... 178 Faculty Role in Governance...... 178 ANALYSIS AND APPRAISAL ...... 179 Student Role in Governance ...... 179 ANALYSIS AND APPRAISAL ...... 180 Policy 6.1 Affirmative Action and Non-Discrimination...... 180 Policy 6.2 Collective Bargaining ...... 181 Appendices...... 181 Exhibits ...... 181 Additional Required Documents...... 182
2005 Self-Study Report
College of Southern Idaho
Standard Six Committee ...... 182 Standard Seven: Finance...... 185 Overview...... 185 Business Office ...... 186 CSI Foundation ...... 186 Purpose...... 187 Financial Planning ...... 187 ANALYSIS AND APPRAISAL ...... 189 Adequacy of Financial Resources...... 190 ANALYSIS AND APPRAISAL ...... 191 Financial Management...... 191 ANALYSIS AND APPRAISAL ...... 192 Fund-raising and Development...... 193 College of Southern Idaho Foundation, Inc...... 193 Alumni Association ...... 193 Grants...... 193 Direct Congressional Requests ...... 194 Intercollegiate Athletics...... 194 ANALYSIS AND APPRAISAL ...... 194 Appendices...... 194 Exhibits ...... 195 Additional Required Documents...... 195 Standard Seven Committee...... 196 Standard Eight: Physical Resources ...... 199 Overview...... 199 Purpose...... 200 Instructional and Support Facilities—Twin Falls Campus...... 200 Grounds...... 200 Instructional Space...... 200 Office Space...... 201 Furnishings...... 201 ANALYSIS AND APPRAISAL ...... 201 Maintenance...... 201 ANALYSIS AND APPRAISAL ...... 203 Health and Safety...... 203 Campus Safety Committee ...... 203 Building Safety ...... 203 Campus Security ...... 203 Custodial Services...... 204 Parking Services...... 204
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College of Southern Idaho
Disability Access ...... 204 Hazardous Waste Disposal ...... 205 ANALYSIS AND APPRAISAL ...... 205 Equipment and Materials ...... 205 ANALYSIS AND APPRAISAL ...... 206 Physical Resources Planning ...... 206 ANALYSIS AND APPRAISAL ...... 207 Herrett Center for Arts and Science...... 208 ANALYSIS AND APPRAISAL ...... 209 Outreach Centers...... 209 ANALYSIS AND APPRAISAL ...... 210 Appendices...... 210 Exhibits ...... 211 Standard Eight Committee...... 211 Standard Nine: Institutional Integrity...... 215 Overview...... 215 Purpose...... 215 Policies and Procedures ...... 216 Handbooks and Policies and Procedures Manuals...... 216 Student-Related Policies ...... 217 Code of Ethics...... 217 Conflict of Interest ...... 217 Publications...... 217 Print Materials...... 217 Web Site Materials...... 218 Academic Freedom ...... 219 The College Climate ...... 220 Campus Community ...... 220 Broader Community...... 220 ANALYSIS AND APPRAISAL ...... 220 Policy 9.1 Institutional Integrity ...... 221 Equal Opportunity...... 221 Discrimination and Harassment...... 221 Meeting the Needs of a Diverse Population ...... 222 Copyright/Intellectual Property Rights...... 223 Appendices...... 223 Exhibits ...... 223 Standard Nine Committee...... 224
2005 Self-Study Report
College of Southern Idaho Executive Summary
Executive Summary Page 1
College of Southern Idaho Executive Summary
Executive Summary Page 2
College of Southern Idaho Executive Summary
Executive Summary
History
The College of Southern Idaho manifests a shared vision and a collaborative effort of the citizens of the Magic Valley. This vision began to take form as early as 1952, when a Stanford doctoral student wrote his dissertation, A Junior College Survey of Twin Falls County, Idaho. In 1960, the Twin Falls Chamber of Commerce established a junior college committee to actively pursue financial support to make this vision a reality.
In 1962, the federal government facilitated the College of Southern Idaho's development by providing federal aid for building academic facilities. In 1963, the Idaho legislature passed the Junior College Act, which provided for the establishment of junior college districts. Twin Falls County voted to form a junior college district in November 1964. The following year, Jerome County citizens voted to join the junior college district. School, while vocational classes were held at a facility on Kimberly Road. The The college’s first academic classes were administrative offices were housed in an old held in the evening at Twin Falls High hospital annex building. The college was
Executive Summary Page 1
College of Southern Idaho Executive Summary governed by a board of trustees who hired Student Demographics Dr. James L. Taylor as the first president of the College of Southern Idaho. He served as Residency president until his death in November of In-District 3,465 1982. Gerald R. Meyerhoeffer, former vice Other Idaho 3,252 president, became president in 1983. Out of State 242 Foreign 59 The College of Southern Idaho offers a variety of educational opportunities to the Gender people of South Central Idaho. Today, the Female 4,452 College of Southern Idaho is the fastest Male 2,566 growing institution of higher education in the state, having doubled its enrollment in Age Group the past eight years. Off-campus outreach Under 18 676 centers in Burley, Gooding, Jerome, Hailey, 18-19 1,369 and at Micron in Boise serve approximately 20-21 845 2,500 students each semester. The advent of 22-24 762 the telecommunications system in 1989 25-29 721 greatly enhanced the delivery of college- 30-34 495 level courses to these areas. Eighty-five 35-39 376 percent of the student body comes from the 40-49 699 eight Magic Valley counties (Jerome, Twin 50-64 458 Falls, Gooding, Cassia, Minidoka, Camas, 65 or Older 544 Lincoln, Blaine) the college is charged with Age Unknown 73 serving. Ethnicity
Asian American 65 Enrollment Black/African American 36 Hispanic/Latino/Latina 536 American Indian/Alaskan 59 Fall 2003 Enrollment Nonrespondent 329
Other 69 New Student 1,898 Pac Islander/Native Hawaiian 24 Returning Freshman 2,985 White/Caucasian 5,893 Sophomore 2,135 Ethnicity Unknown 5
Nonresident Alien 2 Part-Time 3,047
Full-Time 3,971 Degrees Conferred
Largest Enrollment by Major Associate 537
Certificate 246 Cross-Disciplinary Studies 1,030
Health Sciences and Human Services 959 Full-Time Faculty and Staff Education 751
Business 683 Faculty 152 Sciences 353 Professional Staff 88 Classified Staff 144
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College of Southern Idaho Executive Summary
Eligibility Requirements 8. The principal educational programs at the college lead to the following formal degrees: the associate of arts The College of Southern Idaho continues to degree, the associate of science meet each of the twenty-five eligibility degree, and the associate of applied requirements of the Northwest Commission science degree, as outlined on page on Colleges and Universities: 26 of the 2004-2005 CSI Catalog. 9. Degree programs require at least two 1. The College of Southern Idaho has academic years, a minimum of 64 formal authority from the state of semester credits of 100- and 200- Idaho to grant degrees, as authorized level courses. in Idaho Code Title 33, Chapter 21, 10. Transfer degree programs and 33-2109. professional-technical certificate 2. The College of Southern Idaho programs of one year or more require Board of Trustees derives its a substantial and coherent authority from Idaho Code Title 33, component of general education Chapter 21, 33-2101 through 33- courses as outlined on page 26 of the 2144. The board of trustees consists 2004-2005 CSI Catalog. of five members elected at large for 11. Educational objectives and terms of six years. Board members requirements are defined for each serve without remuneration and have program. no contractual, employment, or 12. The majority of courses offered personal financial interest in the require an appropriate foundation of institution. learning skills typically taught in 3. The college, through its policies and high school. College courses procedures, maintains an atmosphere examine the conceptual foundations in which intellectual freedom and of subject matter as well as independence exist. information growing out of these 4. The college has a full-time president foundations. Courses require who serves as the institution’s chief students to do independent work, executive officer. analyze what they learn, and deal 5. The mission and philosophies of the with the abstract as well as the College of Southern Idaho, which concrete. As appropriate, courses were most recently adopted by the foster the ability to make distinctions board of trustees in 1999, among ethical, intellectual, social, demonstrate that the purposes of the and, in a few cases, religious values. institution are appropriate to higher Additionally, the faculty encourages education. The mission is also the pursuit of life-long learning. reviewed annually as part of the 13. The college supports academic strategic planning process. freedom as outlined in Policy 5.01 of 6. The college uses its resources to the Full-Time Faculty Handbook and serve students through supporting its Policy 3.10 of the Part-Time/Adjunct mission and educational objectives. Faculty Handbook. 7. Institutional polices at the college are 14. The college has a full-time core formulated via a system that allows faculty with appropriate education for faculty, student, administrative, and training. The institution has and board member input.
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College of Southern Idaho Executive Summary
maintained a commitment to staffing agrees to comply with these the college with full-time faculty and standards and policies. has continued to hire faculty, even 24. The college discloses to the during difficult economic times. CSI Commission all required information. consistently finds itself in an 25. The college understands and agrees enviable position regarding its full- that the Commission may make time to part-time faculty ratio. known information about its 15. Faculty-student interaction is accreditation status. encouraged through the faculty’s advising responsibilities, mandatory Responses to 1994 daily office hours, and college- sponsored activities including events, Recommendations performances, and student organizations. The 1994 full-scale evaluation elicited five 16. The college maintains a library and general recommendations for the college. learning resources appropriate to its These five recommendations were addressed mission and augments its collections and examined during the regular interim through the use of interlibrary loan visit in 1999. At that time, the college and access to electronic resources. received commendations for its work on 17. The college follows humane and Recommendations 1, 2, and 5, and was nondiscriminatory policies in dealing encouraged to continue its efforts on with students, faculty, and staff. Recommendations 3 and 4. No new 18. Consistent with its mission as a recommendations were written during the comprehensive community college, 1999 regular interim visit, although the College of Southern Idaho Recommendation 4 was repeated. Each of adheres to an open admission policy. the five recommendations from the 1994 19. The College of Southern Idaho visit is addressed below. catalog is accurate and current and addresses all areas required by the Recommendation 1 Commission. 20. The college can document a stable It is imperative that the college initiate a funding base and can carry out its collaborative process with faculty and staff stated mission and goals within a to develop a comprehensive and uniform set balanced budget and a safe level of of policy and procedural documents. debt. Current policy development processes and 21. The college is audited annually by materials are not in full compliance with Ware and Associates, an external Commission Standards VII and VIII in the auditing group. An opinion on the areas of faculty participation, employment college’s financial statement is security, and academic freedom. The faculty included in the audit. and administration must be willing to 22. The college has offered educational demonstrate that they mutually recognize programs since 1965 and has and accept their collective responsibility to maintained its accreditation with the work in full cooperation with each other in Commission. the development and adoption of these 23. The college accepts the policies and policies and procedures. standards of the Commission and
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College of Southern Idaho Executive Summary
In light of this recommendation, a copies of the handbooks are maintained on comprehensive Faculty Handbook was the college Web site. created via a collaborative effort between faculty and administration. Moreover, Recommendation 2 during the college’s interim accreditation visit in 1999, the evaluator commended the It is evident that the college recognizes the college on its work on this recommendation need to have an ongoing planning process, by pointing out the following: to implement planning, to assess outcomes and to use assessment as a basis for further The faculty and administration of the planning as called for in Policy Statement College of Southern Idaho is to be 25… It is further recommended that staff commended for creating policies and training and technical assistance be procedures in the areas of faculty provided to build staff competence in participation, employment security, and integrated planning, assessment and academic freedom; its methods of doing so decision making. are outstanding examples of shared governance. CSI took this recommendation seriously and implemented a variety of measures prior to At present, three documents address general the interim visit in 1999. These measures, policies and procedures at the college: which are outlined throughout this document, include the personal plan for improvement • The CSI Employee Policies and process, the unit plan for improvement Procedures Manual, which applies to all process, and the five-year program review members of the institution. (Exhibit 4.1) process. Additionally, strategic planning is • The Full-Time Faculty Handbook, which an ongoing process at the college. During outlines policies particular to full-time the 1999 interim visit, the following faculty. (Exhibit 4.2) commendation was given: • The Part-Time/Adjunct Faculty Handbook, which outlines policies CSI has a system of planning, assessment, particular to part-time/adjunct faculty. program review, and budgeting for its (Exhibit 4.3) instructional programs which is well understood by faculty and administration, is The CSI Employee Policies and Procedures used to monitor improvement, and is Manual is updated regularly by the Human continuous. Resources Office. Issues of compliance due to changes in laws and issues regarding the Following this positive assessment, the needs of institutional management both college has remained committed to prompt revisions that are reviewed widely. institution-wide planning at both the strategic and operational levels. The Full-Time Faculty Handbook and Part- Time/Adjunct Faculty Handbook are Recommendation 3 collaboratively revised by the Faculty Senate and the Office of Instructional In order to effectively carry out its mission Administration. The board of trustees as the college continues in its steady growth approves substantive changes and official pattern, the team recommends that attention be given to the anticipation and
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College of Southern Idaho Executive Summary
management of the potentially negative In the last five years, the college has taken effects of high growth. The college should great strides to support the needs of its specifically address the overloading of diverse constituents. A diverse population, personnel, the related stress on the as it applies to the mission statement of the administrative structures, and the possible college, is defined as reflective of the eroding of quality. Such efforts will help constituents of the college’s service area. ensure continued compliance with The mission statement of the College of Commission Standards I and VIII. Southern Idaho does reflect the college’s commitment to the diverse population of the Since the 1994 accreditation visit, community it serves. enrollment at CSI has continued to increase steadily, and the college has consistently In the area of ethnic diversity, a Diversity been the fastest growing institution in the Initiative Committee was organized during state. (Appendix 4.1) As budgets have the spring of 2000 to study the need for and tightened over the past several years, some implications of attracting more multicultural faculty at the college have taken on and international students. The committee additional responsibilities. In the vast explored the services the institution should majority of cases, this has been done offer, how the college recruits, and what willingly, and the quality of services resources would be needed to implement the provided at the institution has not plan. This committee, consisting of diminished. Many faculty also recognize administration, faculty, staff, and students, is the opportunity to provide valuable service still active and meets regularly to provide to the college through work on committees, direction on diversity issues and to share projects, and grants, and therefore willingly information regarding ongoing programs take on additional responsibilities. The and challenges. It also works college has hired additional faculty as collaboratively to address diversity-related student enrollments have increased. Issues goals and objectives found in CSI’s strategic of growth and the quality of the educational plan. experience are both being addressed in the institution’s strategic plan. The fall 2003 The Diversity Initiative Committee planning retreat gave rise to an institutional recommended the opening of a Student initiative on student numbers, growth, and Success Center to provide guidance and quality of instruction, which will establish advocacy for the recruitment, retention, and benchmarks to ensure continuation of transfer of international and multicultural effective, efficient, quality instruction. students. A student ethnicity census of the last five years shows a 6.6% increase in Recommendation 4 Asian American students, an 80% increase in Black/African American students, a 5.4% CSI has conducted a major review of its increase in American Indian/Alaskan Native mission due in part to its concerns about students, and a 92.1% increase in diversity. The college should demonstrate Hispanic/Latino/Latina students. that it embraces diversity through its hiring practices, recruitment efforts, and other The Student Success Center (SSC) develops operational procedures. programs that promote the understanding of diversity, both internally and externally, in order to foster a climate of tolerance, respect,
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College of Southern Idaho Executive Summary
and knowledge. The SSC achieves this by excellent resource for traditional as well as working with student organizations such as non-traditional students. Latinos Unidos, Beso, Accent Club, and the Diversity Council of the Student Senate. Finally, in conjunction with the CSI The Diversity Council also works with other Advising Department, the coordinator and groups to address issues of diversity on staff of Student Disability Services (SDS) campus. build and maintain partnerships with students, faculty, staff, and administrators to Additionally, the college encourages promote an accessible, non-discriminatory employees to participate in off-campus learning, teaching, and working environment conferences and training programs related to that meets the needs and abilities of students the Latino community and is actively with disabilities. pursuing federal funds and grants to provide leadership, resource and training Recommendation 5 development, and enhanced campus support for diversity-related issues. Standard V requires that a member college’s curricular offerings be institutionally In addition to addressing issues of ethnic supported to effectively articulate the diversity, the college strives to address the college’s mission and goals. This process needs of students with disabilities and the has been operationalized in all but the diverse needs that can result from students’ vocational division through the college different socio-economic statuses, ages, and curriculum development and approval educational backgrounds. process. Currently the vocational division course offerings do not receive institutional Maintaining access to CSI for students, endorsement and support in this way. One regardless of socio-economic status, has also of the consequences of this is that some lack been a focus of the college. As noted in of support for curriculum can occur. We Standard VII, the College of Southern Idaho recommend the implementation of an Foundation, Inc., has awarded institution-wide curriculum process, which approximately $6 million in scholarships to involves all segments of the institutional students since its inception, and many of community, to create college-wide support these scholarships are based on for all its curricular offerings. demonstrated student financial need. In response to this recommendation, the Students with diverse educational campus-wide Curriculum Committee began backgrounds are also supported at CSI. reviewing professional-technical curricular Adult Basic Education (ABE) and English offerings in 1995 and the college was given as a Second Language (ESL) programs are the following commendation during the designed to improve the educational level of 1999 interim visit: adults, out-of-school youth, and non-English speaking persons in the eight-county service CSI has created an institution-wide area. The Center for New Directions curriculum process which involves all provides career development services for segments of the instructional community; it CSI students and community members is a well respected and well used process through classes, workshops, and individual which continues to mature and to tackle counseling. The center has proven to be an important issues.
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College of Southern Idaho Executive Summary
In much the same manner as it did in 1999, been a goal of the college. This culture of the Curriculum Committee today approves assessment laid the foundation for the or denies all new academic and professional- intensive self-study process required by the technical courses, approves or denies major Commission and for the creation of this changes in existing courses (i.e. change in document. credit, change in course level, significant change in course content), approves A chair and a vice-chair for the accreditation discontinuance of courses, reviews new self-study process were appointed by the academic and technical programs and/or the administration in November of 2002. In discontinuance of existing programs, and January of 2003, a twenty-member steering makes recommendations to the executive committee was created and began to work vice president/chief academic officer to on developing a comprehensive self-study carry forward to the State Board of process for the entire college centered on the Education. (Exhibit 2.2) Commission standards. Members of the steering committee were then assigned as The Curriculum Committee also reviews chairs, vice-chairs, or advisors for each of general education offerings on a rotating the nine standards. These standard chairs basis, consults with convening groups on then established committees to work on their curricular issues, proposes revisions to particular standards. The names of the general education criteria, resolves members of each of these committees are interdepartmental curricular problems, listed at the end of each standard. guards against undue proliferation and duplication of course offerings, and analyzes During the spring and summer of 2003, each and makes recommendations concerning standard chair was asked to solicit input curriculum matters relating to the from all areas of campus regarding the articulation of courses/programs to the state college’s compliance with each standard colleges and universities using State Board element. This stage of the self-study process of Education guidelines. All helped to familiarize the CSI community recommendations are made to the executive with the accreditation process and with the vice president/chief academic officer. The specific nature of the self-study. State Department of Education and the State Division of Professional-Technical The fall of 2003 was kicked off by a visit Education approve all curriculum proposals from the Deputy Executive Director of the in the area of professional-technical Commission who addressed the entire education. campus regarding the accreditation process. During the fall of 2003, standard chairs and Context of the Self-Study their committees worked to create narratives that addressed the committee’s assigned standard and each element within that The self-study process at the College of standard, including cited evidence to support Southern Idaho is an ongoing process. the narrative. Additionally, during the fall Beginning with the implementation of the of 2003, a college-wide accreditation survey plan for improvement process following the was conducted. Five hundred and eight-six 1994 Commission visit, and including the surveys were distributed to administration, intensive program review process that faculty, and staff; these surveys asked sixty- occurs in every instructional department four identical questions and several every five years, continuous self-study has
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College of Southern Idaho Executive Summary additional questions specific to each group. was then submitted to the college’s Four hundred and two surveys were returned, Instructional Technology Center, which for a response rate of 69%. Additionally, created the layout for the document. Finally, students in more than twenty classes, both the document was sent to press in January of on and off campus, were surveyed in order 2005. to gather information about their views of the college. During this same period of time, Beginning with Standard VII in the spring of department chairs in all of the instructional 2003, and continuing through the spring of areas of campus conducted self-studies of 2005, each standard was presented to the their departments; these studies were College of Southern Idaho Board of Trustees complied into departmental self-study for review at monthly board meetings. At binders and are available in the team room. the November 2004 meeting, the board expressed its appreciation for the process Beginning in the spring of 2004, the chair and remarked on the amount that board and vice-chair of the steering committee members had learned about the college began condensing the information that was through the self-study. Presentations provided by each of the standard chairs into regarding the self-study were also made to a narrative form that would eventually the Faculty Senate, the Professional and become the basis for the self-study Classified Employees, and the Student document. This writing process consisted of Senate. sending drafts of each standard back and forth between standard chairs and the chair ANALYSIS AND APPRAISAL and vice-chair of the steering committee until the standard committee, standard chair, and the chair and vice-chair of the steering Executive Summary committee were comfortable with the content. At that point, the steering Strengths committee chair and vice-chair met with the president and with other administrators to • The College of Southern Idaho utilizes a discuss the drafts and to outline the strengths, variety of delivery systems that provide challenges, and potential courses of action access to higher education to the for each standard. college’s entire service area.
In May of 2004, the steering committee met • CSI enjoys an excellent working for a two-day reading retreat to review all relationship between and among the nine standards and to make board of trustees, administration, faculty, recommendations about each of them. staff, students, and community. These recommendations were addressed by the administration and by the chair and vice- • CSI possesses excellent facilities, chair of the steering committee during the situated on beautiful grounds, and is summer of 2004. At the start of the fall well-positioned in these areas to meet 2004 semester, standard chairs were given a future needs. final opportunity to comment on each standard before the entire document was • CSI has ongoing systems of operational sent to an editor in September. The edited and strategic planning in place that allow document was returned in early October and
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College of Southern Idaho Executive Summary
the college to plan for short-term and Self-Study Leadership long-term needs.
• CSI is committed to maintaining a core Steering Committee of full-time faculty and has an excellent full-time to part-time faculty ratio. Faculty
• CSI is committed to student success • Chris Bragg, Associate Professor of across the campus. Communication, Self-Study Chair
• CSI is financially stable and has minimal • John Hughes, Director, Academic debt. Development Center, Self-Study Vice-Chair • CSI has enjoyed remarkable administrative and board stability • Jeff Fox, Chair, English throughout its history. • Jody Rockett, Assistant Professor, • CSI consistently uses assessment data Veterinary Technology when making resource allocation decisions. • Amber Simon-Power, Instructor, Business
Challenges/Courses of Action • Jamie Shetler, Instructor/Coordinator, Honors Program • CSI will continue to work to manage changing sources of revenue. • Rick Snider, Chair, Life Sciences
• CSI will continue to work to maintain • Kathy Stover, Chair, Mathematics the culture of the college as the
institution continues to grow. Professional and Classified Employees
• CSI will continue to maintain its identity • Elaine Bryant, Coordinator, CSI and autonomy while meeting current and North Side Center future policies of the state of Idaho.
• Kathy Deahl, Administrative • CSI will continue to communicate the Assistant, Office of the President importance and purpose of the planning
processes throughout the college. • Scott Scholes, Director, Advising Additionally, the college will strive to Center engage all members of the college
community to ensure equality of Administration participation and work responsibilities.
• Jerry Beck, Executive Vice • CSI will continue to use assessment data President/Chief Academic Officer to drive decisions throughout campus,
while maintaining the unique “family atmosphere” that defines the college.
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College of Southern Idaho Executive Summary
• Claudeen Buettner, Dean of Health Sciences and Human Services
• Ken Campbell, Dean, Information Technology
• DeVere Burton, Instructional Dean
• Curtis Eaton, Vice President of Planning and Development; Vice President of Student Services; Executive Director, CSI Foundation
• Debi Klimes, Director, Center for New Directions; Chair, Trade and Industry
• Barbara Knudson, Dean, Human Resources
• Mike Mason, Vice President of Finance
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College of Southern Idaho Executive Summary
Executive Summary Page 1
College of Southern Idaho Standard One
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College of Southern Idaho Standard One
Standard One: Institutional Mission and Goals, Planning and Effectiveness
Overview
The College of Southern Idaho is guided by its mission, its philosophy and purposes, and its strategic plan. The college’s annual planning, budgeting, and resource allocation activities are guided by the institution’s strategic plan and by the institution’s operational planning process.
The Strategic Plan
The College of Southern Idaho Board of Trustees approved the Vision 2006 Strategic Plan on May 20, 2002. (Appendix 1.1) This five-year plan outlines the following strategic goals for the College of Southern Idaho:
• Service • Innovation • Partnerships effectiveness measures for the institution • Fully Develop Resources and ensure that the mission of the college is being met. The strategic plan serves as the Action areas that fall under the purview of communication conduit for developing ideas each of these four goals serve as
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College of Southern Idaho Standard One that will continue to propel the College of planning, within the context of the college’s Southern Idaho into the future. mission statement, are the guiding forces that shape the future of the College of The Operational Planning Process Southern Idaho. The mission and goals of the institution are outlined in this Standard, The operational planning process was and planning at all levels of the institution is implemented at the college shortly after the described and analyzed. 1994 Accreditation Team visit. The three- tiered process involves operational planning at the individual, departmental, and Institutional Mission and administrative levels and allows for widespread input into planning and resource Goals allocation at the college. The current mission statement, which was The effectiveness of the strategic plan and of adopted in 1999, provides a clear direction the operational planning process is measured for the College of Southern Idaho. In through campus and community feedback, conjunction with the mission, the college’s through institutional research, and through philosophy and purposes have established institutional reports provided to college consistent guidelines for the college for constituents. more than 30 years.
Since the last full-scale accreditation visit by Mission the Northwest Commission on Colleges and Universities (NWCCU), the College of The College of Southern Idaho, a Southern Idaho has continued to experience comprehensive community college, provides fast-paced growth, and only through the educational, social and cultural opportunities efforts of a coordinated planning process has for a diverse population of South Central the college been able to effectively manage Idaho. In this rapidly changing world, CSI that growth. encourages our students to lead enriched, productive and responsible lives. This growth has had a positive impact on the campus and has helped CSI weather the Philosophy recent economic downturn. Growth has been managed so that it has not negatively The college recognizes all individuals as impacted the work environment at the having value in a democratic society. The college. This is evidenced by the more than primary purpose of the college is to assist 90% of respondents to the Fall 2003 students with varying levels of ability and Accreditation Survey who were in diverse backgrounds in developing skills, agreement that they were satisfied with the values, and attitudes necessary for effective work environment at the college. (Appendix living. 1.2). Purposes
Purpose • To provide a program of general education through instruction The purpose of this Standard is to embodying knowledge, skills, and values demonstrate that strategic and operational
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College of Southern Idaho Standard One
needed by each individual in a Planner, which was first distributed in the democratic society. fall of 2003. (Exhibit 1.1) The Student • To provide university-parallel Activities Department and the Office of curriculum – the first two years of four- Institutional Planning and Development year college majors in preparation for have agreed to work more cooperatively on entrance into the junior year of any four- this process to ensure that such omissions do year college or university. not occur in future editions. (1.A.2) • To provide a program of technical education through majors that prepares All operations of the college are predicated students for immediate gainful on the institution’s mission and purposes. employment upon successful completion. The open admissions policy, a wide-range of • To provide a continuing program of academic and technical course offerings, and adult education for lifelong learning for a variety of learning paradigms ensure that those living in the community who are CSI is meeting its mission of providing unable or do not desire to pursue studies educational opportunities to the diverse on a full-time basis. population of its service area. • To provide a program of guidance through personalized services as an In striving to meet the institution’s integrated factor in the successful commitment to cultural enrichment and achievement of all other institutional public service, the college engages in a purposes. variety of practices including: • To provide community services by making college resources available. • Employee membership in civic This includes both the physical facilities organizations. and the unique abilities of the staff. • Providing meeting rooms for area businesses, governmental agencies, local A committee comprised of administration, industry groups, and other educational classified staff, faculty, and students entities. spearheaded the 1999 revision of the • Providing testing center proctors for mission statement. The committee shared community business and educational drafts with, and solicited recommendations testing. from, the entire college community in the • Providing access to numerous cultural process of reaching a final draft. Following and educational activities throughout the the board of trustees’ approval, the Office of year. Instructional Administration printed, framed, • Maintaining a close working relationship and distributed the new mission statement with surrounding Chambers of throughout the college. The mission Commerce. statement is shared with all new employees • Offering dual credit opportunities for during new employee orientation. As a area high school students. result, the mission statement is understood • Maintaining an expansive across the campus. (1.A.1) telecommunications system that links high schools, governmental entities, and The college’s mission statement is included health care providers throughout the in campus publications. However, the college’s service area. statement was inadvertently left out of the newly designed Student Handbook and
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College of Southern Idaho Standard One
• Offering community forums to allow Planning and Effectiveness community input into the institutional
planning process. The 1994 Accreditation Committee Report • Offering a variety of cultural and stated the following in General educational opportunities to the Recommendation #2: community in order to meet the needs of the diverse population of South Central It is evident that the college recognizes the Idaho. (1.A.6) need to have an on-going planning process, to implement planning, to assess outcomes When substantive changes are required at and to use assessment as a basis for further the college, officials communicate planning as called for in Policy Statement appropriately with the NWCCU. The last 25. . . . It is further recommended that staff time a substantive change request was training and technical assistance be submitted to the NWCCU was in 1986 when provided to build staff competence in the institution submitted its Prospectus for integrated planning, assessment and Off Campus Centers. Evidence of decision making. communication about this change demonstrates that the institution is in CSI took this recommendation seriously and compliance with Policy A-2 regarding implemented a variety of measures prior to substantive changes. (Exhibit 1.2) (1.A.7) the interim visit in 1999. At that visit, the following commendation was given: ANALYSIS AND APPRAISAL CSI has a system of planning, assessment, Institutional Mission and Goals program review, and budgeting for its instructional programs which is well Strengths: understood by faculty and administration, is used to monitor improvement, and is • The college’s mission statement is a continuous. clear reflection of the diverse nature of the services offered at CSI and provides Following this positive assessment, the direction for the college. College has remained committed to institution-wide planning at both the • Community forums and surveys of strategic and operational levels. community members demonstrate that CSI is seen as the epicenter of the Strategic Planning community and is responsive in providing services to the community. The strategic planning process serves a (Appendix 1.11) three-fold purpose, and in doing so provides:
Challenges: • A basis for the implementation of action items in support of the mission of the • None. institution. • The discussion platform for the Courses of Action: development of strategic initiatives. • The context for the operational planning • None. process.
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College of Southern Idaho Standard One
Between the launch of the Vision 2006: A the Coordinating Committee is responsible Journey in Progress planning process in for sharing decisions with and soliciting October of 2001 and the implementation of ideas and comments from their designated the plan in May of 2002, input was sought constituencies in order to aid in the from all areas of the campus and community development of the strategic plan. (1.B.3) in order to establish the four goals of the strategic plan and the strategies and action The Process Committee manages the areas that fall under the purview of each of development, implementation, and the goals. continuation of an effective strategic planning process. The Process Committee The strategic planning process follows an supports the efforts of the Coordinating annual procedure which consists of Committee and also reports periodically to environmental scanning, reviews of the the Steering Committee. strategic plan, a college leadership retreat, and the development of administrative The strategic plan is included in campus priorities. The process obtains input from publications and in Vision 2006: A Journey public forums, staff meetings with in Progress, which is available as a desktop professional and classified employees, handbook and which outlines the strategic faculty meetings, meetings with the planning process at CSI. (Exhibit 1.3) Associated Students of the College of (1.A.2) Like the mission statement, the Southern Idaho, and meetings with the board strategic plan is distributed to all new of trustees. (1.A.1; 1.B.3) This participatory employees during new employee orientation. process ensures that the priorities (1.A.1) established through the strategic planning process are consistent with the institution’s Operational Planning mission and with its human, physical, and financial resources. (Appendix 1.3) (1.A.4) Operational planning at the institution is conducted through the use of a plan for Three broad-based committees that are improvement process, which includes representative of all areas of the institution Personal Plans for Improvement and Unit guide the strategic planning process. Plans for Improvement. Individuals develop (Appendix 1.4) Personal Plans for Improvement (PFI) based upon their own professional goals. The Steering Committee guides the (Appendix 1.5) In essence, the PFI is a planning process by ensuring that the professional growth plan. These plans are strategic plan is consistent with the mission submitted to department chairs and unit and purposes of the college. The committee leaders who prioritize and coalesce them capitalizes on the leadership experience of into Unit Plans for Improvement (UPFI), the president, vice presidents, deans, and which serve as departmental professional directors in order to fulfill this duty. growth plans. (Appendix 1.6) The plan for improvement process improves the quality The Coordinating Committee ensures that of the department by developing its most representatives of the broader college valuable assets—department personnel. population contribute to the development of strategic directions, subsequent goals, and Many departments, particularly technical objectives for the strategic plan. In addition, and academic instructional departments,
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College of Southern Idaho Standard One include their operational budget proposals requiring budgeted resources are submitted for the next fiscal year in their UPFIs. to the administration as additional expense Critical goals and objectives of the requests at the same time departmental department are also integrated into the UPFI. budget requests are submitted. Approved Curriculum, personnel, facilities, outcomes, expenses are aggregated in the overall and long-term budget matters are all college budget for approval by the board of integrated into the UPFI. This allows for the trustees. (1.B.1) tracking of goals and objectives essential to effective operation of the department from When an item requested on a Personal or one year to the next. Institutional priorities Unit Plan for Improvement is deemed to be for improvement are then developed outside the strategic plan of the college, annually in response to UPFIs. several things may happen: the item may be sent back to be reworked so that it does fall Institutional Resource Allocation with the strategic plan; the item may be forwarded to the Strategic Planning Allocation of resources and planning is Committee to determine if it needs to be driven by the plan for improvement process, included in the strategic plan for the college; and the preparation of PFIs and UPFIs is or the individual making the request may be guided by the four strategic goals of the directed to another funding source, such as institution. Thus, institutional resource the institution’s mini-grant process, outside allocation is directly tied to the strategic grants, etc., in order to allow the request to goals of the institution. be further explored. (Appendix 1.7)
The majority of goals included in an The self-study revealed that while the plan individual’s PFI should tie directly to one or for improvement process has been widely more of the four strategic goals. However, used and is recognized across campus, it is individuals may also include personal or not consistently implemented in all areas. professional goals that fall outside the Although the plan for improvement process strategic plan in order to stimulate was originally developed to be used by all innovation. When unit leaders compile PFIs areas of campus for operational planning, it into a UPFI, each institutional strategic goal is unevenly used, particularly in some areas serves as a check to ensure that the Plans for outside of the instructional area of campus. Improvement correspond with the strategic plan and the mission of the institution. In areas where the process is used consistently, feedback given to individuals Summaries of UPFIs include expense concerning decisions made about requests requests that are submitted to the that are included in PFIs and UPFIs is administration first for personnel- inconsistent. The self-study also revealed related expenses and then for equipment and some confusion across campus concerning other expenses. Typically, department what happens to Plans for Improvement budgets for the upcoming year are based on once they reach the highest levels of budgets from the prior year; additional administration. Despite the fact that more funding requests are scrutinized by the than 72% of respondents to the Fall 2003 executive vice president/chief academic Accreditation Survey felt that the planning officer, vice president of finance, and the process at CSI values the input of president. Strategic planning initiatives constituents, influences resource allocation,
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College of Southern Idaho Standard One and improves the college overall, only the mission, is measured by action areas that 59.2% of respondents agreed or strongly are included under each of the four goals. agreed when asked if the felt that they This progress is documented and published “receive adequate feedback about the annually in the Strategic Planning planning process at CSI.” (Appendix 1.8) Performance Reports submitted to the State Board of Education (SBOE) and to the The self-study also revealed that the Vision Division of Financial Management (DFM). 2006 Strategic Plan is still evolving, (Exhibits 1.5; 1.6) These reports include particularly in the area of defining a clear information on performance areas required link between operational and strategic by the State Board and on performance planning. The college is taking measures to measurements that are unique to CSI. Each better ensure that all members of the campus of these indicators ties directly to the CSI community understand the connection strategic plan. (Appendix 1.10) between strategic planning, operational planning, and the impact the two planning The Division of Financial Management processes have on institutional resource Report details the actual results of the allocation. As a result of the self-study targeted performance standards over a four- process, a concerted effort is underway to year period and also includes projections revitalize the plan for improvement process four years into the future. These reports are across campus, with a special focus on its distributed to each of the planning role in the overall strategic planning process. committees members. Printed copies are (1.B.8) (Exhibit 1.4) located in the Office of Institutional Planning and Development and the reports Next, in response to concerns about are published on the CSI Web site. (1.A.3, feedback and the planning processes, the 1.B.6, 1.B.9) Office of Institutional Planning and Development has constructed an interactive In addition to the SBOE and DFM reports, communication plan. This plan was the Office of Institutional Planning and developed in an effort to provide Development also reports progress annually instruments of communication and in its Vision publication, biannually in its opportunities for dialogue at all levels of the Planning & Development Quest newsletter, CSI community, and to provide accentuated and continuously through updates to the communication about strategic issues and Office of Institutional Planning and processes. (Appendix 1.9) Moreover, the Development strategic planning Web site. PFI and UFPI forms are currently being (Exhibit 1.7; 1.8) Moreover, in order to revised in order to improve the feedback evaluate the planning process, the Strategic portion of the process. Planning Steering Committee reviews the college goals on an annual basis to ensure Measuring Progress and that the goals are being met. The Office of Effectiveness Institutional Planning and Development invites comments and critique from the The institution measures how well it is college community after each planning accomplishing its mission and meeting its meeting. (1.B.9) strategic goals in several ways. Progress in accomplishing the goals outlined Additional objectives and action plans are in the strategic plan, which ties directly to established by the Strategic Planning
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College of Southern Idaho Standard One
Steering Committee for those areas of the strategic plan; unique CSI performance mission and goals that are deemed to need indicators; State Board of Education increased attention for further development. performance indicators; annual strategic The evaluation process that identifies such areas for funding; and recent areas and goals is driven by data supplied accomplishments that celebrate CSI and through the college’s institutional its students. effectiveness assessment reports as well as from discussions arising from the strategic • The plan for improvement process is planning retreat process. (Exhibit 1.9) (1.B.1, effective in setting priorities for 1.B.2, 1.B.3, 1.B.6, 1.B.8) departments and in guiding resource allocation. More than 75% of The president reports to the Idaho respondents in the campus-wide survey Legislature during a formal meeting of the felt that the planning process valued Joint Finance-Appropriations Committee in their input and that it “improves February and meets with the state delegation instructional programs, institutional informally throughout the year. Further services, and activities at CSI.” assessment of progress is conducted by the board of trustees, who is given the • The plan for improvement process has opportunity to critique, amend, and redirect been designed to ensure that operational the strategic plan as needed. The Office of planning and strategic planning are Institutional Research, which continually combined in an effort to meet the analyzes data about the effectiveness of the strategic goals and, therefore, the college, creates much of the data used for mission of the college. these reports. (1.A.3, 1.B.6, 1.B.7) Challenges: ANALYSIS AND APPRAISAL • Despite the attempt to include all facets of the campus in the planning process, Planning and Effectiveness the campus-wide survey indicates that this goal has not been entirely met, Strengths: particularly regarding feedback about the planning process. • The Vision 2006 strategic planning process has included a thorough review • Despite the effectiveness of the plan for of the goals of the institution and has improvement process, its use in some been instrumental in providing clear areas of campus remains inconsistent. action steps that are being used to measure achievement of those goals. • A lack of understanding exists within the This process has also brought all facets campus community regarding the of the college and community into the connection between the operational planning process. planning process and the strategic
planning process. • The development of the Vision 2006: A Journey in Progress desktop handbook has provided CSI employees with a quick reference guide to the college’s mission, philosophy and purposes, and
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College of Southern Idaho Standard One
Courses of Action: 1.3 Vision 2006: A Journey in Progress • Ensure that the plan for improvement process is used in all areas of campus. 1.4 Minutes from the Plan for Improvement Revitalization Process • Enhance communication throughout the campus concerning the intricacies of the 1.5 Strategic Planning Performance Report planning process. to the State Board of Education
1.6 Strategic Planning Performance Report Appendices to the Division of Financial Management 1.1 Vision 2006: A Journey in Progress Strategic Plan, 2001-2006 1.7 Vision
1.2 Fall 2003 Accreditation Survey 1.8 Planning & Development Quest Question #72 newsletter
1.3 Planning Flowchart 1.9 2003 Institutional Profile Report
1.4 Strategic Planning Subcommittees Additional Required 1.5 Personal Plan for Improvement Documents Worksheet Campus Master Plan 1.6 Unit Plan for Improvement Worksheet
1.7 Grant Opportunities Standard One Committee
1.8 Fall 2003 Accreditation Survey Chair: Questions #3, #4, #5 • Claudeen Buettner, Dean of 1.9 Planning Timeline Health Sciences and Human Services 1.10 Links between CSI Philosophy, Purposes, Mission, Unique Indicators, Members: State Board of Education Indicators and the CSI Strategic Plan • Jerry Beck, Executive Vice President/Chief Academic 1.11 Community Forum Information Officer
Exhibits • Nancy Byler, Professor, Physical Geography
1.1 Student Planner and Handbook • Steve Irons, Professor, Math
1.2 Change Notification for NWCCU
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College of Southern Idaho Standard One
• Monica Kessel, Grant Writer/Instructor
• Doug Maughan, Director, Public Information Office
• Char Sutton, Coordinator, Grants Development and Planning
• Marvin Strope, President of Department Chairs
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College of Southern Idaho Standard One
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College of Southern Idaho Standard One
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College of Southern Idaho Standard Two
Standard Two: Educational Program and Its Effectiveness
Overview
The College of Southern Idaho meets the following five educational needs. It provides:
• Majors that prepare students to transfer to four-year schools. • Programs of study that can be completed at CSI and that prepare a student to move into the work force. • Courses that train students for jobs or upgrade students’ job skills. • Non-credit courses for personal enrichment. • Courses for those who need to improve their basic academic skills.
The college is committed to the highest standards of teaching and learning excellence, and provides faculty, staff, and facilities designed to meet those standards. Moreover, the college is intent on continuous improvement and it plans and that the changing needs of the college and its evaluates educational programs to ensure constituents are being met.
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College of Southern Idaho Standard Two
Purpose
The purpose of this Standard is to demonstrate the institution’s commitment to all areas of education at the college.
• Part one provides a broad overview of the educational mission of the institution and describes and analyzes the institution’s educational program planning and assessment activities. • Part two describes and analyzes the undergraduate educational programs offered at CSI. • Part three addresses community and distance education.
Departmental self-studies prepared by each of the academic and professional-technical instructional departments, the college’s outreach centers, and other auxiliary units are located in the team room. These self- studies include:
• Department mission and goals • Department descriptions • Significant changes within the department • Analysis and appraisal of the department • Faculty resumes
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College of Southern Idaho Standard Two
Part One: Educational (Appendix 2.1) This outline instructs faculty to include the following in all Programs of the College of syllabi: Southern Idaho • Course description • Pre-requisites, if any Overview • Required textbooks and supplies • A list of necessary skills, if any The College of Southern Idaho is committed • Expected outcomes to meeting the educational needs of its o Department goals students. Part one of Standard Two provides o Course objectives a general description of the degrees and • Outcomes assessment certificates offered by the college; the • Policies and procedures instructional support services provided; • Grading practices planning and development within the • Library use, if necessary instructional areas; and a brief outline of the • Topical outline for the course human, physical, and financial resources • Student disabilities statement devoted to the instructional areas of the college. A review of syllabi provided by departments in the fall of 2003 indicates that, in general, Description all departments comply with the standard syllabus policy, although the degree of compliance does vary, particularly with part- Degrees and Certification time, adjunct, and dual credit faculty. (A.2.4) All degrees and certificates offered by the college are coherent in design and use degree designators that are consistent with Instructional Support program content. (2.A.4) (2.A.3) The college grants credit for college work based The college recognizes that instructional on the national standard of the Carnegie support is critical to aid students in reaching Unit, which is clearly outlined in the college their educational goals. Therefore, the catalog. (2.A.6) Descriptions of specific institution provides instructional support for degrees and certificates offered can be found all degree and certificate programs offered in part two of this Standard. by the college.
Syllabi Academic Development Center
During the last full-scale accreditation visit, The Academic Development Center several evaluators commented that the items provides a multitude of programs and found on course syllabi throughout the services in an environment in which students college were not consistent. The college may build confidence and achieve academic recognized the need for consistency while success. The center is located on the second preparing for that visit and in 1993 floor of the Gerald R. Meyerhoeffer mandated the campus-wide use of a Building and the services it provides are also common outline for course syllabi. available at outreach centers.
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College of Southern Idaho Standard Two
Adult Basic Education slated to open at the Mini-Cassia Outreach Center in the spring of 2004. The ABE program at the College of Southern Idaho provides students with College-Level and Intensive ESL opportunities to improve their basic math, Program English, and reading abilities; to learn to speak English through English as a Second The English as a Second Language Program Language (ESL) courses; and to learn to be consists of three levels. Levels One and more self-sufficient in life by improving Two, Beginning and Intermediate, are non- life-coping skills. The ABE program also credit intensive English courses designed makes it possible for students to complete primarily for international students. Level the requirements for receiving a high school Three, Advanced, is a series of courses for equivalency certificate issued by the state college-bound students whose native and to attend secondary-level preparation language is not English. These courses are courses utilizing up-to-date materials and designed to help students who already have equipment in small-group and individual a basic level of English skills gain academic instruction. Students can also receive one- English language proficiency to help them on-one tutoring by volunteer tutors. be successful in college study.
CSI is also the GED/High School Students who are residents of the United Equivalency testing site for the eight States and who are not yet prepared for counties in the Area IV Community College admission to the College-level ESL program, District. or who are interested in non-credit classes, are referred to the Adult Basic Education Basic Skills Volunteers ESL program.
The Basic Skills Volunteers Program College Study Skills recruits and trains volunteers to tutor adults in basic literacy skills. (Appendix 2.2) The Study Skills Program offers learning Tutors usually work in the classroom opportunities to college-bound students with assisting teachers and can also work varying skill levels. Basic- and one-on-one with students. developmental-level courses in math, reading, writing, grammar, vocabulary, and The program is currently established in the spelling are offered. The study skills communities of Burley, Gooding, Jerome, program also offers college-level Buhl, Hailey, Kimberly, and Twin Falls. It coursework such as College Study Methods, is offered free to adults in the college’s College Reading, and Enhanced Reading service area. Efficiency. Students are placed in study skills courses based on the results of their Testing Center performance on the COMPASS placement test. The CSI Testing Center provides students with the opportunity to take placement, Learning Assistance Services course, and CLEP tests during scheduled testing hours. A similar testing center is The Learning Assistance Program, housed in the Academic Development Center,
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College of Southern Idaho Standard Two provides CSI students with educational department offering the course. Part three of support. Services include one-on-one this Standard discusses distance education in tutoring in all subject areas where there is a more detail. (2.G) need; English and math help desks, which offer tutoring on a walk-in basis; video Resources instruction; supplemental instruction in targeted courses; and a supervised computer lab for student use. Tutoring is also offered Despite the dramatic growth at the college at outreach center locations. (Appendix 2.3) over the past ten years, the institution has met the increased demands placed on human, Library and Information Resources physical, and financial resources.
The library offers a wide range of materials Human Resources and services that serve the educational needs of students and faculty of the college. CSI remains committed to providing Expectations concerning use of the library adequate human resources to support the and other informational services are outlined educational mission of the college. in course syllabi. Standard Five discusses the Library and Information Resources in In the past five years, the number of students full detail. (2.A.8) at the college has increased by approximately 2,000, while FTE has grown Community Education Programs by approximately 1,000. (Appendix 2.4) The average number of student enrollments The Community Education Center (CEC) per faculty member has increased by 13.1%, embraces lifelong learning. It is designed to which reflects an increase in the number of respond to the needs of individuals through sections being taught as overload by full- personal and cultural enrichment courses time faculty. (Appendix 2.5) The size of and workshops. The CEC provides business class sections has also increased during this and professional education through training period of time, particularly in academic and development of skills. The center is classes, where the average size of on- customer driven in its non-credit offerings campus lecture sections has increased by and seeks to satisfy those needs that are 9.5%. (Appendix 2.6) Despite these expressed by the community. Part three of increases, the college has remained this Standard discusses the CEC in more committed to maintaining a 21.5:1 student- detail. (2.H) to-faculty ratio.
Distance Education The college is also committed to rely on full-time faculty to handle the educational Distance education at CSI is composed of load. When examining FTE during the dual credit, telecommunication, UHF 2002-2003 academic year, full-time faculty television broadcast, outreach center, and taught 3020.1 student FTE while part-time online course offerings. Currently, 10% of instructors taught 956.2 student FTE. CSI classes are taught using some type of Overall, this equates to 76% of student FTE distance education method. The control of being taught by full-time faculty. This the course, including curriculum and faculty figure represents a 0.3% decrease in the selection, remains the purview of the proportion of student FTE taught by full- time faculty since 1999. (Appendix 2.7)
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Student services have been expanded and Financial Resources reorganized in an effort to meet the demand of CSI’s growing student population. In the The college’s instructional budget has spring of 2003, Admissions and Records, increased significantly in the past decade. Advising, the Center for New Directions, The academic budget in FY1996 was $5.5 Student Disability Services, Financial Aid, million and has increased every year to a Student Activities, and the Student Success total of $9.3 million in FY2003. The Center were placed under the direction of professional-technical budget, which is the vice president of student services. allocated by the state of Idaho, has increased Moreover, a number of these student from $3.1 million in FY1996 to $4.5 million services were moved into the new “Matrix” in FY2003. The technical budget in FY2003 area of the Taylor Administration Building. did represent a decrease from a peak The Matrix provides students with “one- allocation of $5 million in FY2002. These stop” services; that is, students can access figures total a $13.9 million instructional these services in one stop rather than many. budget in FY2003, compared to an $8.7 This reorganization has created a more million budget in FY1996. This number customer-friendly experience for students. also represents a decrease in the This one-stop service also exists at other instructional budget from a peak level of locations on and off campus. Student $14.3 million in FY2002. (Appendix 2.9) services have been highly rated at the The college has had neither an operating or college, with CSI students rating the accumulated deficit during that period. institution’s ability to provide support to aid Standard Seven discusses financial resources in success at college slightly above the in more detail. (2.A.1) national average on the Community College Survey of Student Engagement. More Instructional Planning and information on student services is presented in Standard Three. (2.A.1) Assessment
Physical Resources The goals of the educational programs at CSI are compatible with the mission of the Physical resources at the college have grown college. (2.A.2) The planning and along with the student population. Eight assessment process within the instructional buildings, or major additions to buildings, branch of campus ensures this vital link to have been completed within the last ten the mission and strategic plan via two years. (Appendix 2.8) Additionally, the components: the plan for improvement college’s technical infrastructure has process and the program review process. expanded significantly. Both on- and off- (2.B.1, 2.B.3, Policy 2.2) These processes campus physical facilities are adequate for have been in place since 1994 when the the programs offered by the college. Further, college received the following the institution is well-positioned to continue recommendation: to expand at its current growth rate, although managing growth will require the increased It is evident that the college recognizes the use of facilities at non-traditional times. need to have an on-going planning process, Physical resources are discussed in more to implement planning, to assess outcomes detail in Standards Five and Eight. (2.A.1) and to use assessment as a basis for further planning as called for in Policy Statement
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25. The college needs to coordinate its at the program level to help improve the varied efforts at outcomes assessment. teaching and learning process. The data There is an uneven understanding of student derived from these assessment measures is outcomes to be measured and the use of the also used in the PFI and UPFI process. A data collected across the college. It is more detailed look at assessment activities further recommended that staff training and within each department is included in part technical assistance be provided to build two of this Standard. (2.B.2) staff competencies in integrated planning, assessment and decision making. Program Review Process
As a result of implementing these processes, The College of Southern Idaho’s program the college received a commendation for its review process is a cooperative process that efforts regarding planning and assessment employs the knowledge and expertise of during the 1999 five-year interim review. instructors, administrators, current and former students, and other professionals Plan for Improvement Process with close ties to a program. It calls for the review of three general domains of program The instructional planning process begins effectiveness: the program’s mission and with the use of Personal Plans for function; student preparation and Improvement (PFI), which are developed by instructional methods; and student individuals based upon their own performance and outcomes. (Exhibit 2.1) professional goals within their departments. (Appendix 2.10) These plans are then The primary purpose of program review, as submitted to department chairs and unit stated in the Program Review Handbook, is leaders who prioritize and coalesce them to improve the quality of teaching and into a Unit Plan for Improvement (UPFI). learning by increasing the self-reflection of (Appendix 2.11) Considerations such as the faculty, staff, and administrators about curriculum, personnel, facilities, outcomes, educational practices at CSI. The review and projected budgetary matters are all provides a structure through which the integrated into the UPFI. This allows for the program staff and administrators can tracking of goals and objectives essential to identify strengths and weaknesses and can effective operation of the department from make informed decisions about modifying one year to the next. Many departments goals, curriculum, and instructional delivery. within the instructional branch also include Each instructional program is reviewed at their operational budget proposals for the least once every five years. (2.A.2, 2.B.1, next fiscal year as a part of their UPFIs. 2.B.3) Critical goals and objectives of the department are also integrated into the UPFI. The self-study did reveal a lack of consistent Institutional priorities for improvement are understanding across campus about the then developed annually through the use of purpose of the program review process. UPFIs in support of the institution’s mission While some programs characterized it as a and strategic goals. (2.A.2, 2.B.1, 2.B.2, useful process that encourages improvement, 2.B.3) other departments questioned the need for program review and questioned how the Individual departments have utilized a results of the review process are used. variety of outcomes assessment instruments While the process is functional and is
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consistently used, a better understanding vice president/chief academic officer or his between the administration and programs designee will share this information with concerning the purpose of the review each department as a group, rather than just process would strengthen it even more. sharing it with the department chair, as has been the practice. An analysis of the program review process also revealed a lack of opportunity for input Curriculum Planning from the Office of Planning and Development into the procedure. In the The Curriculum Committee, whose future, this office will be included in the members are a representative body from administrative response meetings for within the College of Southern Idaho, program reviews. Additionally, it was reviews and either approves or denies all discovered that titles had not been changed curriculum and program requests. in the Program Review Handbook as they (Appendix 2.13) The Curriculum Committee had changed on campus. The Office of recommends action to faculty, departments, Instruction is currently addressing this issue. and the executive vice president/chief academic officer, to whom the committee is Other Assessment Procedures ultimately responsible.
Advisory committees are another means of In 1994, the accreditation team made the assessment. Each technical program is following recommendation: assessed by an advisory committee comprised of employers, employee groups, Standard Five requires that a member and other citizens familiar with the college’s curricular offerings be program’s subject matter. These committees institutionally supported to effectively meet at least once each year and advise articulate the college’s mission and goals. professional-technical programs about This process has been operationalized in all curriculum modifications necessary to keep but the vocational division through the these programs current and up-to-date with college curriculum development and industry standards. (Appendix 2.12) As approval process. Currently the vocational another a means of program evaluation, the division course offerings do not receive instructors of technical programs also institutional endorsement and support in this maintain contact with former students in the way. One of the consequences of this is that workplace and with potential employers in some lack of support for curriculum can the area to assess the effectiveness of their occur. We recommend the implementation programs. (2.B.2, Policy 2.2) of and institution-wide curriculum process, which involves all segments of the The college strengthens assessment and institutional community, to create college- planning through continuous review of the wide support for all its curricular offerings. existing processes. The 2003 self-study revealed a need for better communication In response to this recommendation, the regarding how resources are allocated campus-wide Curriculum Committee began annually to departments. As a result, that reviewing professional-technical curricular process is now being changed so that, once offerings in 1995, and the college was given operating budgets are approved and the following commendation during the allocated to each department, the executive 1999 interim visit:
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CSI has created an institution-wide Credit for Prior Learning curriculum process which involves all segments of the instructional community; it Fewer than 25 students have requested and is a well-respected and well-used process received Credit for Prior Learning (CPL) in which continues to mature and to tackle the past ten years. The majority of these important issues. cases have involved professional-technical students, and the courses for which these In much the same manner as it did in 1999, students received CPL were predominately the Curriculum Committee today approves those in which course completion was tied or denies all new academic and professional- to industry standards or certification. No technical courses, approves or denies major students have sought CPL since the fall of changes in existing courses (i.e. change in 2002. credit, change in course level, significant change in course content), approves CSI’s current policy concerning CPL was discontinuance of courses, reviews new adopted in 2002, and copies of the policy are academic and technical programs and/or the on file with executive vice president/chief discontinuance of existing programs, and academic officer and with the registrar. makes recommendations to the executive Copies are sent to any faculty or student vice president/chief academic officer to who requests information. (Exhibit 2.3) carry forward to the State Board of Education. (Exhibit 2.2) The coordinator of Credit for Prior Learning handles all requests for the granting of CPL. The Curriculum Committee also reviews Credit is only offered for existing courses at general education offerings on a rotating the college, and requests are evaluated by a basis, consults with convening groups on portfolio evaluation team consisting of at curricular issues, proposes revisions to least one full-time CSI faculty member general education criteria, resolves currently teaching the course for which CPL interdepartmental curricular problems, and is petitioned. The evaluation team makes guards against undue proliferation and the determination whether or not to grant duplication of course offerings. The credit based on the CPL policy. committee also analyzes and makes recommendations concerning curriculum Current CSI policy clearly states that CPL matters relating to the articulation of courses cannot constitute more than 25% of the and/or programs to the state colleges and credits needed for a degree or certificate. universities using State Board of Education Students must be enrolled in a degree guidelines. All recommendations are made program at CSI in order to request CPL. to the executive vice president/chief (2.A.10) academic officer. The State Department of Education and the State Division of Program Elimination Professional-Technical Education approve all curriculum proposals in the area of The college takes full responsibility for professional-technical education. (2.A.3, students enrolled as majors in areas that are 2.A.7, 2.A.9, 2.A.11) scheduled for termination. CSI works with such students individually to ensure their completion of CSI courses or to provide them with transfer opportunities to sister institutions, with negotiable fee
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arrangements, in accordance with State • Representatives from the Office of Board policies. Planning and Development historically have not been included in program Due to the fact that the college has had very review meetings. few program terminations, and because those terminations have been scheduled well • A review of the Program Review in advance, students have been able to Handbook revealed that as job titles have complete their studies prior to the changed on campus those titles have not termination of any program. (Appendix changed in the booklet. 2.14) (2.A.12) • Not all faculty comply with the ANALYSIS AND APPRAISAL mandated syllabus guidelines.
Courses of Action Educational Programs
• Include representatives from the Office Strengths of Planning and Development in the
program review meetings. • Human, physical, and fiscal resources at the college are excellent and have kept • Update the Program Review Handbook pace with growth in enrollment. to reflect current titles on campus.
• The PFI/UPFI process is an effective • Increase understanding between planning tool for the institution. administration and programs about the
purpose of the program review process. • The institution has had a program review process in place for more than ten years and participation in the process is campus wide.
• The Curriculum Committee reviews curriculum for the entire campus.
Challenges
• There is a lack of communication between the administration and some faculty members about final budget allocation decisions.
• There is a lack of understanding between some departments and the administration about the purpose of the program review process.
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Part Two: Undergraduate General Education
Education As is pointed out in the college catalog, “a college education lays the foundation of a Overview career, cultivates the imagination, develops the power to reason and analyze, and encourages the intellectual curiosity that The College of Southern Idaho offers makes education a lifelong undertaking. A collegiate-level associate of arts (AA), central component of this preparation is the associate of science (AS), and associate of requirement that a student working toward a applied science (AAS) degrees. The college degree or certificate must complete also grants Advanced Certificates (AC), coursework in the general education core.” Technical Certificates (TC), Postsecondary (Appendix 2.16) (2.C.2) The College of Certificates (PC), and Certificates of Southern Idaho requires a minimum of 36 Completion (CC). (Appendix 2.15) credits of general education instruction for all associate of arts and associate of science Description degrees and requires 16 credit hours of general education instruction for all AA and AS Degrees associate of applied science degrees. Additionally, advanced certificate and In order to receive an associate of arts or an technical certificate programs require nine associate of science degree, a student must and six hours of general education complete at least 64 semester credit hours of instruction respectively. (2.C.1) 100-level and 200-level courses. At least 36 of those semester credits must come from Completion of the general education core the college’s general education component courses at the College of Southern Idaho of core courses. The college offers 72 requires students to take courses in oral academic transfer degrees. (2.C.1) communication, English, humanities, mathematics, science, and the social AAS and Certificates sciences. (2.C.3) Each general education course is designed to meet the following In order to receive an associate of applied criteria: science degree, a student must complete at least 64 semester credit hours of 100-level • The content of the course must come and 200-level courses, at least 16 of which from the major knowledge areas of must come from the college’s general communication; English; behavioral and education component of core courses. Total social sciences; humanities, fine arts, credits needed to achieve a technical, and foreign languages; natural sciences; advanced, or post-secondary certificate, or a and mathematics. certificate of completion, depend on the • The course must be a collegiate-level program offering the certificate; these course. requirements are clearly outlined in the CSI • The course must be taught by qualified catalog. (Exhibit 2.4) The college offers a faculty. total of 36 associate of applied science • Expected outcomes of the course must degrees, and 46 technical, postsecondary, be stated in the course syllabus and must and advanced certificates. (2.C.1)
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be related to the college’s mission and demonstrates the college’s compliance with goals. Policy 2.1.
Additionally, the course should meet the The 2003 self-study process revealed that, following criteria established by the CSI while the rationale for the general education Curriculum Committee. The course should: program at the college is well-established, it is not clearly articulated in the college • Provide a broad-based survey of a catalog. Steps are currently being taken to discipline and show the make this rationale clearer in the online interconnectedness of knowledge. version of the 2004-2005 edition of the • Develop a discerning individual. college catalog. • Allow students to practice critical- thinking and problem-solving skills. Program Development and Approval • Promote awareness of social and cultural Process diversity in order to appreciate the commonality of mankind. Program development at the College of • Foster the balance between individual Southern Idaho is based upon community needs and the demands of society. needs, particularly in the professional- • Reinforce reading, writing, speaking, technical program area. New programs arise and/or quantitative skills. as local area business and industry representatives demonstrate that needs exist • Encourage and inspire lifelong learning. for specific job skill training. Once the need • Encourage creativity. has been established, curriculum is
identified or developed, and a request for General education requirements were approval of the new program is submitted to addressed by the state of Idaho in 2000, and the CSI Curriculum Committee. Once all general education courses at CSI were approval is obtained, a Notice of Intent for reassessed against the state standard in 2002. the new program is submitted to the Office Faculty and administrative staff provided of the State Board of Education. Upon input at that time, and approval of general receiving approval for the new program education courses continues to receive from the state, the program materials are faculty input through the curriculum submitted for inclusion in the catalog, and approval process. (Exhibit 2.5) (2.C.3) the program is also added to the list of
approved programs for which students can In addition to the general education receive financial aid. (2.A.11) requirements outlined above, students seeking an AA degree are also required to Industry Skill Standards earn two to three credits in physical education. Finally, all students seeking to Industry skill standards are the basis for graduate with an AA, AS, or AAS degree accountability in nearly all of the technical must demonstrate competency in computer programs that are offered at CSI. The literacy by achieving a satisfactory score on college seeks industry the Computer Skills Assessment (CSA) certifications/accreditations for those prior to graduation. programs for which they are available. At
CSI, a number of professional-technical This broad, comprehensive, and well- students take licensure exams upon documented general education program
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graduation. Other programs are examined The makeup of each advisory committee is by advisory committee members to ensure determined at the program level, but the that industry standards are implemented. college encourages instructors to consider (2.C.8) balancing appointments of committee members with individuals from different New program instructors are given sectors of the industry. Instructors are directions to build curriculum around particularly encouraged to appoint a industry standards and to prepare for significant proportion of the committee accreditation from appropriate national members from local businesses and accreditation organizations, when applicable. industries that will be hiring the program The college also conducts a follow-up of graduates. program graduates and their employers after the students have obtained employment and Placement worked for a few months in the industry to assess program effectiveness. (Exhibit 2.6) State rules published by the State Division (2.B.2) of Professional-Technical Education and adopted by the State Board of Education Job placement rates for program completers require a job placement rate of at least 75% are tracked and reported to the state. In for program completers in the occupation for addition, job retention rates for program which training is provided. Failure to meet completers are tracked by the State of Idaho this performance level for two consecutive and reported to the U.S. Department of years makes the program subject to Education as part of the Annual reduction or termination. The placement Performance Measures for the federal rate for the technical program completers at Perkins Grant funding process. (2.C.8) CSI across all technical programs was 96.5% in 2003. (Appendix 2.17) (2.B.2) Advisory Committees Faculty Advisory committees are required for all technical program areas. As explained The College of Southern Idaho has a earlier, these committees meet at least once committed core of well-qualified faculty. each year and advise professional-technical Instructional faculty at CSI are comprised of programs about curriculum modifications regular full-time personnel at the academic necessary to keep these programs current ranks of instructor, assistant professor, and up-to-date with industry standards. In associate professor, and full professor. All some instances, the committee is organized full-time academic instructional faculty to serve two or more related programs, such members hold master’s degrees in the fields as Hospitality Management and Culinary in which they teach or bachelor’s degrees in Arts. In other instances, committees serve a the fields in which they teach and single program, as is the case with documented experience in those disciplines Radiologic Technology. In both of these that has been deemed equivalent to a instances, the requirements of the State master's degree by a selection committee in Division of Professional-Technical that discipline and/or by the administration. Education are met. Each of the departments The college employs at least one full-time keeps advisory committee minutes on file faculty member in every field in which it for each program. (Exhibit 2.7) offers major work. (2.C.7)
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Of the 148 full-time faculty employed at the standing. Students who receive an AAS institution, 21 hold doctorate degrees and 86 degree may transfer a minimum of 16 hold master’s degrees. Full-time faculty in credits to any Idaho public college or the professional-technical area of the college university. CSI also has articulation hold technical degrees in their areas of agreements with Eastern Washington expertise and many also hold bachelor’s and University, Montana State University- master’s degrees. A more detailed look at Northern, Utah State University, Brigham faculty and their role at the college is Young University-Idaho, and Brigham provided in Standard Four. (2.C.7) Young University-Provo. All transfer policies and articulation agreements are Transfer Policies and Articulation clearly outlined in the college catalog. Agreements (Exhibit 2.8) (2.C.4)
CSI accepts transfer from other accredited Tech Prep postsecondary institutions. Each student's transcript is evaluated on an individual basis. The College of Southern Idaho is fully Transfer students who have completed the engaged with the federal Tech Prep general education core courses from any Initiative. The Region Four Tech Prep accredited institution, but who have not office is housed on the CSI campus. received a degree, are not required to take Agreements with local high schools allow additional lower-division general education for articulation of capstone courses from core courses. This policy provides for the many of their technical programs to courses fulfillment of all general education lower- of the same technical competencies in division core requirements only. It is not postsecondary programs at CSI. Curricula intended to meet specific course for the high school courses are aligned with requirements of specific majors. postsecondary curricula. This has been done by bringing secondary school faculty into Students transferring to other institutions are joint work sessions with college faculty to encouraged to consult the catalogs of those identify the skill sets and competencies that institutions to see which courses will be precede college-level work and that required to fulfill their general education correspond to college-level work. Tech core requirements and major requirements Prep credits are articulated only for those upon transfer. Students who plan to transfer courses that correspond to college-level to unique or professional majors are work. CSI currently has 76 Tech Prep encouraged to consult with advisers and to agreements in place with secondary make early contact with a representative technical programs. (Appendix 2.18) from the institution to which they intend to transfer. Advising
The College of Southern Idaho has Advising is available to all degree-seeking articulation agreements with all Idaho public students. Students are assigned a campus colleges and universities as outlined by the contact upon receipt of their application for Idaho State Board of Education. This means admission. After a student has enrolled and that students who receive an AA or an AS declared a major, faculty advisers are degree may transfer to any Idaho public assigned by departments. Undeclared college or university with junior-level majors are advised through the Advising
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Department. Faculty are required, as To that end, it seeks to recommend policies outlined in the Full-Time Faculty Handbook, and procedures to administration aimed to serve as advisers for students majoring in toward creating an effective advising their departments. (Exhibit 2.9) Faculty scheme that will benefit full- and part-time advisers are expected to be knowledgeable students both on and off campus. about the college's mission, general education requirements and goals, academic In the fall of 2003, the Advising Committee programs and requirements, support services, was working to improve the availability and policies, and procedures. quality of necessary information for faculty concerning advising, registration software, Advisers recommend appropriate courses for and distance education classes. The advisees, assist advisees in the mechanics of committee was also seeking ways to better scheduling, review the educational progress train faculty in their roles as advisers of advisees through their academic records, through the faculty in-service process. and make appropriate and timely referrals as needed. While students are encouraged to A more thorough examination of the CSI consult with an adviser prior to registration, Advising Department is contained in the signature of an adviser is not a Standard Three, and a more thorough registration requirement. Students may discussion of faculty roles in the advising waive the use of an adviser by completing process is contained in Standard Four. the Waiver of Advising Form and submitting it to the Admissions and Records Remedial Course Work Department, and students who take advantage of the college’s online Prior to registering for courses, all degree- registration system are required to seeking students, and non degree-seeking acknowledge a waiver of advising when students taking a math, English, or other they register for courses online. (Appendix applicable course, are required to take the 2.19) (2.C.5) COMPASS test, which is used by the college as a placement test. Results of the The Fall 2003 Accreditation Survey COMPASS test are used during the indicated that some faculty have concerns educational planning process to assist about their role as advisers and about a lack students in selecting courses at appropriate of training for that role. However, data from levels in which they will be successful. the Community College Survey of Student COMPASS score ranges are listed on the Engagement indicates 70.6% of students at college Web site and are readily available to CSI in 2003 were satisfied or very satisfied all advisers. with academic advising and planning at the college, which is equal to the national Policies governing remedial or average. (Appendix 2.20) developmental courses are clearly outlined in the college catalog and on the college Concerns with advising are addressed Web site. Courses that are below 100-level through the College of Southern Idaho count toward a student’s load, but do not Advising Committee, which serves as a count toward graduation, as is clearly liaison between the CSI faculty and outlined in the college catalog and clearly administration on matters concerning the denoted on student transcripts. (Appendix proper advising of students. (Exhibit 2.10) 2.21) (2.C.6)
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Honors Course Work Challenges:
Courses that grant honors credit are housed • The self-study revealed that the college under, and managed by, the departments needs to do a better job of training responsible for those courses. While honors faculty in their advising responsibilities. sections of core courses offer a unique path to achieving the outcomes of a specific • The rationale behind the college’s course, the minimum outcomes in honors general education core is not clearly sections of core course are the same as the articulated in the college catalog. minimum outcomes of non-honors sections of core courses. However, honors sections Courses of Action: do offer an opportunity for students to go well beyond those minimum outcomes. The • The faculty Advising Committee has honors program is led by a director who been charged with creating a training coordinates the class offerings in process for faculty advisers. conjunction with department chairs and who runs the day-to-day operations of the • The rationale behind the college’s program. In the fall of 2003, honors general education core will be included sections of general education core courses in the 2004-2005 online version of the were offered in communication, English, college catalog. math, and history. (Exhibit 2.11)
ANALYSIS AND APPRAISAL Department Descriptions
NOTE: All materials referenced in this Undergraduate Education section can be found in the self-study
binders for each department in the Strengths: accreditation team room.
• The college has a broad, comprehensive, and well-documented program of Academic Development general education. Purpose • The college offers a range of undergraduate educational opportunities The Academic Development Center (ADC) to meet the diverse needs of students in supports the mission of the College of its service area. Southern Idaho by providing a diverse range of services for the college and community. • The institution is committed to ensuring These services include a comprehensive the faculty take an active role in the Adult Basic Education (ABE) Program for student advising process. populations residing in the college service area, a College-level English as a Second Language (ESL) Program for international and domestic ESL learners, learning assistance services to enhance learning opportunities for the student body,
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College of Southern Idaho Standard Two developmental courses to prepare students develop a sound scope and sequence that for college-level academic and vocational helps students advance from one level to programs, and testing/assessment services another. for the college and community. The College-level ESL and Intensive Description English Language Programs have one full- time and one part-time instructor. The full- The ADC houses four specific programs: time instructor also serves as the ESL Adult Basic Education, College-level ESL coordinator. These programs provide a and Intensive English Language, Learning valuable service for international and Assistance, and Study Skills. The ADC also domestic ESL learners and help to promote houses the campus Testing Center. Each the expansion of the cultural diversity of operation has a mission statement and goals CSI’s student body. The programs provide unique to its purpose. ESL students with quality instruction, allow students to move quickly through ESL ADC faculty and professional staff hold courses, and prepare students for appropriate degrees and/or have significant mainstream college-level courses. teaching or work experience in the content or skill areas in which they teach. The Learning Assistance Program is staffed by a coordinator and several part-time, The ADC is located on the second floor of work-study, and faculty tutors. The center the Gerald R. Meyerhoeffer Building. offers a variety of services to the student Faculty and staff have comfortable offices population. These services include one-on- that are conveniently situated near well- one peer tutoring, video instruction, math equipped classrooms and ADC services. and English help desks, online tutoring, and Below is a description of the services supplemental instruction. Learning offered by the Academic Development assistance services at outreach center Center. locations include one-on-one and small group tutoring. The Adult Basic Education Program offers a full range of services at the main campus. The Study Skills Program includes ten full- Services are also available at the Mini- time, one part-time, and 11 adjunct faculty Cassia Center and at outreach communities members. The program offers basic- and throughout the college’s eight-county region. developmental-level courses in math, Offerings include Basic Skills, ESL, and reading, writing, grammar, vocabulary, and GED instruction. The ABE Program has of spelling. College-level course work is a director, eight full-time, 65 part-time, and offered in College Study Methods, College 42 voluntary personnel. Outreach sites are Reading, and Enhanced Reading Efficiency. staffed by part-time instructors who are In addition to traditional classroom courses, trained and coached by ESL and GED the program offers distance education coordinators. courses (independent study, telecommunications, and/or Web-based) in ABE curriculum is driven by the National writing, math, reading, and study methods. Reporting System and its educational functioning levels. ABE is continuously The campus Testing Center is staffed by one working with its curriculum in order to full-time coordinator, one full-time proctor,
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and four part-time proctors. Outreach center Second, the report recommended that “the testing services are currently proctored by setting of class seat loads should be outreach staff, in addition to their regular reviewed in light of Standard V’s attention office duties. A new testing facility at the to relationships between class sizes and Mini-Cassia Center, scheduled to open in educational effectiveness.” This issue was spring 2004, will employ three part-time examined in 1998 and the Study Skills proctors who will be supervised by the Program is continuing to review it. In the campus Testing Center coordinator. fall of 2003, a study was initiated to assess optimum class size for students taking Testing Center services include remedial/developmental courses at CSI; administering paper-pencil and computer after sufficient data is gathered, the Study tests for instructors, the COMPASS Skills chair will present findings to the placement test, CLEP tests, Virtual administration. Despite a significant University Enterprise tests, Educator increase in enrollment over the past several Technology Assessment, and Computer years, faculty members are able to maintain Skills Assessment. The Testing Center has educational effectiveness through solid expanded community services to include curriculum, a strong outcomes assessment North American Board of Energy process, and continual assessment of student Practitioners certification testing, ACT success. workforce testing, SAT testing for high school students, and Praxis for future In addition to the responses to the 1994 teachers. Upon request, COMPASS testing Accreditation Report, the ADC experienced is proctored by the testing coordinator at a significant change when the program local high schools. moved in 1996 into a new facility located on the second floor of the Gerald R. Significant Changes Meyerhoeffer Building. Since the relocation, all of the programs and services within the The 1994 Accreditation Report included two ADC have undergone considerable changes. recommendations. First, the report recommended that “the extensive use of, and Collaboration is a key activity in the ABE the level of salary for, ABE part-time faculty Program, and efforts to share resources with may need to be reviewed in light of Standard community agencies have provided an VII and Eligibility Requirement 14.” In opportunity for the ABE Program to expand response, salaries of part-time adult basic its services. During the fall of 2001, a education instructors and classified staff partnership with Health and Welfare brought were reviewed by the ADC director, ABE about JET, a new job education training director, college president, and Human program designed to help clients become Resources dean and were adjusted to be more self-sufficient through educational more comparable with college- training specific to the workplace. recommended salary ranges. The practice of using part-time ABE instructors and Furthermore, the ABE Program has classified staff is common for state and partnered extensively with regional public federally funded Adult Basic Education school districts in a family literacy effort. grant recipients. Through this partnership, ABE/ESL has had access to public school facilities, and the
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College of Southern Idaho Standard Two districts have provided funds for instruction supplemental instruction, math and English of children while parents attend ESL classes. help desks, and online tutoring. Additionally, the coordinator is developing an online peer The College-level ESL Program experienced tutor training course, which will be piloted a significant change beginning in the spring in the spring semester of 2004. of 2001. During this time, plans were made to pilot an intensive ESL program at CSI. Since the move into the Meyerhoeffer CSI had not previously had an intensive Building, the Study Skills Program has option for students, and CSI did not have experienced significant growth. The faculty courses with a college focus for students has grown to ten full-time, one part-time, with a level of proficiency below that and 11 adjunct members in the fall of 2003. represented by a TOEFL score of 130. An intensive program was piloted in the 2001 The number of students enrolled in study summer semester, in an effort to provide skills courses has grown tremendously. In students with quality curriculum in a the fall of 2003, over 7,000 students enrolled shortened, concentrated format. Results in courses at CSI; of those, over 2,100, or during the summer pilot were encouraging 30%, enrolled in 97 study skills sections— enough, and interest in the program for the an enrollment increase of 57% from the fall fall 2001 semester high enough, that the of 1998. Since 1998, growth in enrollment administration supported a continuance of at outreach sites has increased significantly. the program. The Mini-Cassia Center enrollment, for example, has increased 375% in the past five At the same time that the Intensive English years. Moreover, the Study Skills Program Language Program was instituted, several served 337% more students in fall 2003 than courses in the College-level ESL Program it did in fall 1998 through alternative were deactivated. The courses have not delivery systems such as UHF television been removed from the college catalog and broadcast courses, telecommunication if needed can be reactivated. courses, and Internet courses.
As a result of visa restrictions related to the The Study Skills Program continues to events of September 11, 2001, enrollment in strengthen ties with the English and Math the Intensive Program has not met Departments by giving instructors from the expectations; therefore, plans are to return to academic departments opportunities to teach a revised version of the non-intensive study skills courses in their fields, and vice College-level ESL Program. versa; hosting interdepartmental full-time and adjunct faculty in-service workshops; The Learning Assistance Program has and fostering interdepartmental grant writing. experienced several changes in the past few years. Tutoring, for instance, has grown The campus Testing Center has experienced from serving approximately 300 students in significant growth since it expanded its 2001-2002 to serving over 1,200 students in student services to include administering 2002-2003. Furthermore, the coordinator tests for faculty. As a result, numbers of position has evolved from a part-time students using the testing center have more position into a full-time twelve-month than tripled, from 11,327 tests given in contract as of July 2002. The program also 1997-1998 to 34,755 tests in 2002-2003. In expanded its services to include 2003-2004, the Testing Center estimates it
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College of Southern Idaho Standard Two will proctor over 40,000 student tests— All other ADC programs and services—ESL, nearly 6,000 more tests than in 2002-2003. Learning Assistance, Study Skills, and To accommodate the growth, the center Testing Center—effectively use the added an additional part-time proctor and college’s plan for improvement (PFI) expanded its hours of operation to include process. Faculty and staff Personal Plans for evening hours four nights per week. Improvement are developed throughout the fall semester and then submitted to the ADC ANALYSIS AND APPRAISAL director in early spring. Faculty and staff members’ personal goals, program-related The ADC’s strength is its faculty and staff. goals, and budget requests are integrated They have a strong sense of collegial into a Unit Plan for Improvement (UPFI), cooperation, respect, and support for one which represents the goals and needs of the another. This strength, combined with the entire department in support of the college’s support of the administration and with the strategic plan. The UPFI is then submitted mission and goals of each individual to the executive vice president/chief program or service, makes it possible for academic officer in April of each year for faculty and staff to focus on a diverse his analysis of the UPFI and its correlation student population and its needs. to the goals of the Strategic Plan when setting the department’s budget at the Faculty and staff members represent the conclusion of each spring semester. ADC well, both inside and outside the college community. Most serve on campus- Study Skills faculty members submit wide committees, contribute to institutional classroom outcomes assessment reports each projects, teach interdepartmental courses, semester. Content area leaders in math and share in interdepartmental grants, language arts develop classroom reports into collaborate with external constituents, content area reports, which are submitted to affiliate with professional organizations, and the ADC director. The Learning Assistance participate in community service activities. and Testing Center coordinators submit program assessment reports annually. The In addition to the strength of the faculty and ADC director combines these reports into a staff, the ADC has strong planning and department report, which is submitted to the assessment processes. State and federal executive vice president/chief academic mandates drive ABE’s planning and officer. These reports are used to improve assessment. As part of the grant process instruction, curriculum, and program whereby state and federal dollars are services. The reports are also used to awarded to ABE programs, goals and develop program-related goals and travel, projections are established. These include equipment, and budget requests in the projections for the percent of students in department’s UPFI. each of the six NRS levels who will raise an educational level; projections for the four As the programs and services within the NRS goals attainment; and projections of ADC continue to meet the demands of its numbers of students to be served. Since the diverse service population, there are outcomes of these goals and projections are naturally some expressed needs and numerical, success can be easily assessed challenges. through analyzing year-end data.
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ABE staff members need to be flexible as staff, center expansion, and alternative sites the program shifts to meet community needs. will continue to be explored. Meeting community needs and demands requires a dynamic response from the As the college continues to grow and expand program. This effort would not be possible its offerings, the ADC will maintain its place without the commitment of the staff. ABE as an integral part of the mission of CSI by staff members meet regularly to coordinate helping the diverse residents of south central efforts so that new teachers and staff can Idaho meet their educational and receive the mentoring that fosters success. professional needs and goals.
Study Skills faculty and staff have identified Agriculture the reduction of workload as a considerable need. Many faculty and professional staff willingly teach additional courses and/or Purpose take on departmental and institutional responsibilities. In an effort to increase The College of Southern Idaho Agriculture productivity, faculty and professional staff Department is committed to investing in the utilize or plan to utilize the services of work- future of Idaho agricultural education study personnel and classified staff, and the through its facilities, land, programs, and Study Skills Program has hired additional people. Capitalizing especially on the full- and part-time faculty to ease course combined strengths of instructors and loads. facilities, the CSI Agriculture Department demonstrates a unique ability to work Study Skills faculty express concerns with cohesively toward the following goals: placement of students. Students continue to enroll in remedial/developmental courses at • Provide training and education for levels above those indicated by their intake productive employment in the ever- assessment scores or without having met changing field of agriculture. prerequisites. Monitoring online registration • Develop a sustainable approach to is particularly challenging since students can agricultural education. register online for some courses without • Create an environment for ongoing having met course prerequisites or without promotion of agricultural literacy in the having obtained instructor approval. In an community. effort to address these issues and to improve • Educate community members on the student success and retention, the Study utilization of natural resources. Skills Program continues to work • Maintain a series of courses in an collaboratively with the Advising Center, associate of science degree and a series the Faculty Advising Committee, and the of courses in an associate of arts degree director of Admissions and Records. that easily transfer to universities. • Provide an interdisciplinary approach to Although instructional and office space education. currently meets the needs of faculty and staff, the increased use of the campus Testing Center is sometimes difficult to accommodate. Weekend testing, additional
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Description laboratory experiences in a large animal lab located on campus and in a small animal The Agriculture Department is housed in the veterinary clinic located in downtown Twin Evergreen Building and consists of the Falls. following professional-technical programs: Equine students make use of the Exposition • Agribusiness Center and privately owned riding arenas in • Aquaculture the area. Aquaculture students benefit from • Farm Management experiences in the fish hatchery facility • Laboratory Assistant/Technician located on nearby Rock Creek. Horticulture • Equine Science/Horse Management students make use of the CSI greenhouse • Horticulture and grounds. Plant/crop science activities, along with alternative energy • Water Resource Management demonstrations, artificial wetlands, • Veterinary Technology community gardens, and a Farmers’ Market,
are located at the college’s Breckenridge In addition, the department delivers the Agricultural Endowment Farm. following academic transfer programs:
Significant Changes • Agriculture
• Aquaculture In the 1994 Accreditation Report, the • Water Resources following recommendations were made: • Equine Studies 1. The development of a plan for recruiting Each of these programs has its own program students would be a big boost to the mission, goals, and objectives. Each of the programs. technical and academic transfer programs 2. The Equine program is in limbo. The contains a substantial core of general college is encouraged to proceed with education instruction. plans to revitalize or discontinue the program. All faculty in the department have master’s 3. Continue to evaluate the utilization of degrees with one exception, and that faculty the Ag Endowment Farm [Breckenridge member meets the minimum requirement of Agricultural Endowment Farm] and a bachelor’s degree. Some faculty also hold develop a plan for its successful secondary education teaching certificates. utilization by the students. Most faculty are current with their state of Idaho post-secondary certification while In response to these recommendations, the others are in the process of completing their department has taken the following steps: certification requirements. To increase recruitment activities, the The Agriculture Department is housed in a department is represented at several number of facilities on and off campus. The agriculture-related community events. The Evergreen Building contains offices, two department also sponsors program activities classroom/laboratory facilities, a computer for potential students during the annual lab, and a classroom equipped for distance statewide Future Farmers of America delivery of classes. In addition, the conference that is held on campus and Veterinary Technology program offers
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sponsored by CSI. The department has department have increased during the same recently begun using student Ag periods from 2,824 to 3,912, an increase of Ambassadors who visit local high school 38.5%. Still, a more unified recruitment agriculture departments for the purpose of effort that focuses on the entire department recruiting students. Several high school rather than on specific programs is needed. programs have entered into dual enrollment agreements with CSI, and a number of The Equine Program has been revitalized students from these programs have and now has a strong student base and solid continued their education at the College of class enrollments. Students in the program Southern Idaho. in the 1998-1999 academic year numbered 144, compared with 204 in the 2002-2003 The Equine Program has enjoyed a major academic year. This represents an increase rejuvenation since the last full-scale of 41.6 %. Students in the program have accreditation visit. It is now one of the most become very successful in securing popular programs in the department and has internships at some of the nation’s leading been the recipient of a number of grants that horse farms, and, in some cases, those support instruction. internships have led to careers at those farms following graduation. The Breckenridge Agricultural Endowment Farm has undergone significant The department is working diligently to development since the last accreditation meet the needs of an ever-changing report and is now actively used for research, agriculture industry. New programs and community outreach, and alternative energy options have been added to the department, demonstrations. and faculty have tried to keep up with technological advances by attending trade Other significant changes in the department shows and national meetings whenever within the past five years include the hiring possible. of a full-time instructor for the newly created Horticulture Program, the addition The department’s goal of spreading of a Horse Management option and an agricultural literacy within the community is Equine Business option to the Equine still being developed. Newspaper stories Program, and the addition of a general periodically have highlighted activities like education class, AGRI 180, Science, Society, alternative energy crops grown on campus, and the Food System. the campus corn maze patch, and the department’s efforts to develop sustainable ANALYSIS AND APPRAISAL agriculture. The long-time department chair has written a series of articles on sustainable Recruitment efforts have not resulted in agriculture that have been published in the uniform increases across all programs as agriculture section of the local newspaper. some programs have recruited more This has been helpful in educating the successfully than have others. Overall, general public about the positive aspects of department enrollment has increased from agriculture. 760 in 1998-1999 to 947 in 2002-2003, but is currently down from a peak enrollment of The department has been very successful in 1,005 in the 2000-2001 school year. fulfilling its goal of maintaining associate of Nevertheless, credits earned in the arts and associate of science degrees that
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facilitate easy transfer to four-year programs. Description The University of Idaho transfer program has been very successful and has averaged The Business Department is housed in the 13 students per year for the last five years. Evergreen Building and offers the following professional-technical programs: While some segments of the department participate in the plan for improvement • Culinary Arts process, a better understanding of the • Hospitality Management procedures for developing the Individual • Small Business Management and Unit Plans for Improvement is needed. Entrepreneurship The department needs to focus attention on • Accounting/Bookkeeping completing individual and unit plans in a timely manner. Additionally, the department offers the following academic transfer programs: Business • Economics
Purpose • General Business
The College of Southern Idaho Business The department currently has 11 full-time Department seeks to provide a quality and 32 adjunct and part-time instructors. educational experience designed to prepare students for transfer to four-year institutions The department houses the Idaho Small and for productive roles in business and Business Development Center (ISBDC). The related fields. The department’s goals and mission of the center is to provide high-quality objectives are designed to fulfill the mission consulting and training services to improve the of a quality education and service to the success of individual small businesses in Idaho community. The department’s goals are to: by using the combined resources of the ISBDC, the private and public sectors, and the state’s colleges and universities. The center offers no • Successfully transfer graduates to four- academic or professional-technical programs. year institutions. The ISBDC has assisted 1,386 small business • Provide quality and comprehensive over the last five years, providing 15,734 hours technical education. of support and counseling. The department also • Create a quality educational experience hosts the Walt Disney Internship program, and for all students. Disney comes to CSI twice yearly to recruit • Attract, retain, and reward faculty who student interns. are dedicated to teaching excellence. • Maintain a quality curriculum. • Develop a comprehensive assessment Significant Changes program. • Provide service to the college and the During the 1994 accreditation visit, the community. committee made several suggestions for improvement with regard to the technical business and culinary arts programs:
1. Since technological changes occur so rapidly, equipment in the Office
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Technology, computer labs and faculty During the spring semester 2004, 152 dual offices should be assessed for its credit students participated in the courses currency. listed above. Dual credit classes give the 2. In order to be able to complete academic department the opportunity to be visible in assignments such as advising students the high schools and give advanced high effectively and preparing for classes, school students the opportunity to enhance faculty should have adequate office their education. space. 3. A dedicated kitchen and training facility ANALYSIS AND APPRAISAL for the Culinary Arts program would enhance the program’s effectiveness. The faculty of the Business Department are a 4. In order to accommodate the student major strength. The full-time instructors in the growth in Office Technology and department average more than a dozen years of Computer Application, larger labs and teaching experience with some having served classroom space are needed. the college for more than twenty-five years. All of the instructors in the department, both full- During the last ten years, the college has met and part-time, have real-world experience and each of these recommendations. are dedicated to teaching. Full-time members of Department faculty now have offices that the department actively participate in campus- are private and adequately equipped. The wide activities and in community organizations. college has developed a computer replacement plan that allows for all The department is also served well by its computer labs to be systematically updated participation in the plan for improvement (PFI) and has developed several new labs for process at the college. The PFI process allows student use. The Culinary Arts Program the department to set attainable goals that are now has exclusive use of the Desert Café presented to the school administration. In the kitchen in the Canyon Building. process, the department can also build the case for the resources needed to attain the goals. The The Business Department curriculum for the process has an accountability component that AA in General Business was redesigned also serves as a part of the department’s between 2001 and 2003. This change outcomes assessment. Through this process the reflects a move toward a process of core department has been able to add faculty, obtain certification for all business students in multimedia equipment, provide training, and order to allow them to be core certified at equip two computer labs that have facilitated the any Idaho university and at most out-of-state use of software for Business Statistics, universities upon graduation. After Accounting, and Introduction to Information completing the core requirements, students Science. have a choice of six credits of electives in one of four different areas of emphasis: Over the last five years, enrollment in the accounting, finance, international business, Business Department has increased 82%, and management and marketing. growing from 150 new students entering the program in 1998-1999 to 273 students in The Business Department currently offers 2003-2004. Available data on alumni dual credit sections of six different courses, satisfaction shows that more than 75% of and four instructors are currently acting as alumni felt they were adequately prepared mentors for the high school instructors.
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College of Southern Idaho Standard Two by the Business Department to move on to a lifelong learners in the professional four-year education. workplace. Specifically, the department supports the goals of its programs and of the Business Department classes are taught in college in the following ways: rooms spread out across campus, and this lack of a central physical space has made it • Encouraging self-discovery primarily in difficult to create a sense of community humanities, philosophy, literature, and among business majors. In response, the writing classes, including both department has designated a small space fundamental composition courses and outside of the area where most offices reside. creative writing courses. The area only holds a desk, two chairs, and a • Promoting awareness of diversity by business bulletin board but gives students a engaging in the study of other cultures small sense of belonging. It also provides through language courses in French, an area where important information and Japanese, Sign Language, and Spanish. notices can be placed for business students. • Encouraging students to practice critical- reading, critical-thinking, and problem- It is difficult for adjunct and part-time solving skills throughout department faculty who teach at the outreach centers to courses. travel to the campus for department • Regularly assessing the effectiveness of meetings. In order for them to feel more department curriculum and teaching included, the department plans to offer methodologies through outcomes several in-services that will enable them to assessment. participate. • Using technology in instruction.
The department has developed an advising Description binder that lists curriculum for all department programs. Faculty members in The English, Languages and Philosophy the department are cross-trained so that they Department is housed in the Shields understand the requirements of each of the Building and offers the following academic programs. In the near future, the department transfer programs: plans to visit each outreach center to review the advising binders with the centers’ • English advising personnel. • Foreign Languages • Sign Language
English, Languages and The department includes 18 full-time faculty Philosophy and 14 adjunct faculty. All faculty are well- qualified in their respective fields and most are long-time teachers who have a Purpose significant tenure at the college. English majors account for between 3% and 4% of The English, Languages and Philosophy the total declared majors across campus, and Department at CSI seeks to provide both a the number of English majors has risen from university-parallel curriculum and a program 23 in fall 1999 to 39 in fall 2003. During of general education to help students this time period, foreign language majors succeed in a college atmosphere and as account for roughly 1% of students, between
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three and 10 students per year, and sign and have been replaced with new instructors language majors account for 2% to 3%, for a total of ten new faculty in the last ten between 18 and 29 students per year. years. In 2003, the department chair of eighteen years stepped down to assume a Significant Changes full teaching load in the department.
The 1994 Accreditation Report Budget holdbacks at the state level have led recommended that “the Humanities faculty to some changes in the department. The continue its work in understanding and student newspaper and all journalism classes establishing standards for student outcomes were terminated in 2000, due to the reduced and assessment and in building course budget and low enrollment. This forced the outlines and syllabi that reflect such work.” reassignment of teaching duties for some faculty members. In the fall of 2003, In response, the department has worked with however, a full-time journalism instructor the college to develop syllabi that follow the was hired to resurrect the newspaper and the college’s model and contain, at a minimum, journalism program. The department’s catalog descriptions, departmental goals, writing center, the Hilton Writing Center, grading information, attendance policies, an was also terminated due to budget holdbacks. outcomes process statement, a statement on The department is currently developing students with disabilities, and instructor strategies to use the Learning Assistance contact information. Also, a model Center on campus as a place to offer writing Outcomes Assessment (OA) process was tutoring. developed that serves the composition sequence. Development of the OA process ANALYSIS AND APPRAISAL began in 1992. English faculty members have presented papers on this process at the The department’s strength is its faculty. NISOD and TYCA-West Conferences, and They are a committed group of professionals the abstract for the TYCA paper is listed in who serve students at the community college the ERIC database. level by choice, and they are relentless in their pursuit of teaching excellence. Faculty The department offers dual credit courses in also serve on campus-wide committees, are Spanish, French, Japanese, and English 101 involved with campus projects, and work at high schools in the college’s eight-county with faculty members from other service area. In response to need and with departments to develop interdisciplinary advances in technology, the department courses, shared grants, and projects. As a offers several distance education courses, result of this core strength, the series of including English 090, English 101, English classes offered by faculty in the department 170, and Philosophy 202. serve students well, whether they are planning to transfer or are fulfilling The size of the department has changed certificate or program needs. from 14 full-time faculty members in 1998- 1999 to 18 full-time and 12 adjunct faculty The departmental responsibility for the members in 2003-2004. In the last five administration of continuing education and years, the department has hired three new special learning activities in terms of full-time positions, while seven full-time distance education and dual credit courses is faculty members have left the department clearly defined. Distance education courses,
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College of Southern Idaho Standard Two whether offered on the microwave or the and enthusiastic about solving these issues, Internet, have proved to be a positive and in part by developing a revised load policy effective means of delivering certain courses for English faculty in terms of number and to students bound by geographical or time type of classes and class sizes. From the constraints. To ensure outcomes across all perspective of the new chair, there are no like classes, the department uses outcomes significant obstacles to solving the assessment, a common syllabus, or a aforementioned problems, and physical common final exam. resources are adequate.
In accordance with the college planning Fine Arts process, each faculty member annually creates a Personal Plan for Improvement (PFI), which lists projected goals and Purpose resource requirements for the coming year and beyond. The chair collects these plans The mission of the Fine Arts Department is and from them creates a Unit Plan for to provide instruction in the foundations of Improvement (UPI) that includes aggregate theory and practice in each of its programs. requests for equipment, travel, educational The Fine Arts Department also accepts and research resources, hardware, and primary responsibility for providing cultural software. The UPI is submitted annually to opportunities for the college community. To the executive vice president/chief academic this end, the Fine Arts Department offers officer who uses all UPIs when formulating many cultural opportunities and the upcoming year’s budgets. performance venues.
A lack of seating in classrooms is a problem. Each Fine Arts program has developed goals When extra students are added to sections, that directly correspond with the mission of the number of seats and/or computers the College of Southern Idaho. These goals available in a particular classroom is not address transferring core and program always considered, which results in a lack of requirements for baccalaureate degree space for students on the first days of classes. programs, enhancing employment portfolios, A lack of consistent technology has also and creating opportunities for lifelong been raised as a concern by faculty members. learners. The multimedia technology in the classrooms is not always consistent and Description portable technology (overhead projectors, TV/VCRs) tends to migrate from room to The Fine Arts Department is housed in the room, leaving some instructors without LaVar Steel Art Complex and the Fine Arts needed technology. Finally, faculty Building. The department offers transfer members have identified needs in the areas programs in the following areas: of workload related to composition classes, equity in teaching assignments, and • Commercial Art development of facilities pertaining to • General Art language instruction. • Communication • Music The department faculty and the • Photography administration have been fully cooperative • Theatre
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The Fine Arts Department also currently those outcomes. Additionally, for courses offers six general education core classes, taught by multiple instructors, standard final ranging from two sections of Art History to exams are being developed when 25 sections of Fundamentals of Oral appropriate. The communication faculty are Communication. currently implementing an outcomes assessment model that will allow all COMM The Fine Arts Department consists of 12 101 students, including off-campus and dual full-time faculty members, 28 part-time credit students, to be assessed using the faculty members and four dual credit same final exam. instructors. All full-time faculty have at least a master’s degree. Of the 28 part-time There have been several program changes in instructors, 13 hold master’s degrees and the past five years. Each program in the one holds a Ph.D. department has added new courses while retiring courses that were no longer needed Physical facilities are adequate to meet the in the department. These improvements demands of all programs, although rapid have been made to streamline and update growth is causing tighter scheduling of programs and to accommodate transferring facilities. Expansion of the Fine Arts credits to sister institutions. Building, to be completed in 2005, will ease scheduling concerns. The Fine Arts Two full-time faculty members recently Department possesses excellent equipment retired and are now teaching part-time. for all of its programs. Additionally, increases in student enrollment have led to the hiring of 12 additional part- Significant Changes time faculty in the last five years, and many full-time faculty are teaching overload The 1994 Accreditation Report made the classes. following recommendation to the Fine Arts Department: To address budgetary concerns, faculty in the department have agreed to limit travel, 1. The Fine Arts Department is missing particularly out of state. In all other areas, well-formed and articulated critical the department has managed to fund standards and student outcomes. The necessary instructional and office supplies prevailing pattern is to state how students and meet its most critical equipment needs. will be assessed or under what conditions, or in what setting, but not on what is ANALYSIS AND APPRAISAL standard. It is recommended that the fine arts staff work together to achieve common The department has made a concerted effort understanding of student outcomes and to to address the recommendations made by the establish agreed-upon specific critical last accreditation team. To address standards for performance and assessment. assessment issues, all programs have revised their missions, goals, objectives and means Over the past ten years, each program has of assessment. Programs have also made worked to address this issue. Degree changes to streamline program offerings and objectives have been updated for each to ensure transferability of classes. Many of program, and each program has targeted these changes are the result of student input. common outcomes and methods of assessing
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Further, programs are working to better Health Sciences and Human document student success. Services Resource allocations are determined by the yearly Unit Plan for Improvement. This Purpose instrument documents faculty goals and activities and addresses instructional, The Health Sciences and Human Services educational, personnel, equipment, travel, Department offers comprehensive courses and building needs, as well as exhibit and that enable graduates to enter health care performance goals. This procedure has professions. The department is committed resulted in a fair distribution of funds to all to serving students of diverse backgrounds faculty and all programs. A review of the and varying abilities. The department is Unit Plan for Improvement also documents committed to working with industry partners how faculty pursue their goals and how and national accrediting bodies in order to instructional and equipment budgets are offer programs that are of the highest determined. educational quality and that serve to meet the needs of the health care community. Fine Arts faculty members are student- centered and committed to student success, The goals and objectives of the Department which has led to growth in all programs. of Health Sciences and Human Services are: Department students continue to earn scholarships when transferring to four-year • To provide a program of education that institutions. Fine Arts faculty members incorporates the knowledge, skills, and possess a wide range of training and values needed by each individual in a education, travel extensively, perform and democratic society. exhibit regionally, and hold positions on • To provide university-parallel transfer regional boards. Several Fine Arts faculty curriculum. members have received major teaching • To provide a program of technical awards in the past three years. education through majors that prepare students for immediate gainful A major strength of the Fine Arts employment. Department is the work done during the past • To provide a continuing program of two years to refine program goals and adult education for lifelong learning for methods of assessment. This process those living in the community who are reinforces the fact that the faculty responded unable to or do not desire to pursue to student and administrative evaluations. studies on a full-time basis. To further improve this process, the faculty • To provide a program of guidance need to focus on documenting student through personalized services as an success by recording and photographing integrated factor in the successful performances and exhibits. achievement of goals. • To provide community services by making the department resources available for the education of health care providers. This includes both the physical facilities and the unique abilities of the faculty and staff.
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The mission statement of the Department of coordinated between and among the Health Sciences and Human Services is different educational programs. aligned with and congruent with the mission statement and strategic plan of the College The Health Sciences and Human Services of Southern Idaho. Additionally, each Department is housed in a building addition program within the department has its own which was completed in 2001. The Aspen mission statement and goals. Building contains adequate classroom space and modern laboratories similar to those in Description current health care facilities. There are two nursing education laboratories, one dental The Department of Health Sciences and assisting lab, a medical assisting lab, one Human Services is housed in the Aspen surgical operating room, a radiologic unit, Building and offers the following degrees and paramedic/EMT learning laboratories. and certificates: The labs contain manikins, models of the human body, multimedia equipment, and • Registered Nursing other resources necessary for the individual • Paramedic programs. • Radiologic Technology • Human Services Significant Changes • Allied Health Multi-Skilled Assistant • Dental Assisting At the time of the last accreditation visit, the department was referred to as the Nursing • Emergency Medical Technician Department, and had educational programs • Medical Assisting for Registered Nursing (RN) and Practical • Practical Nursing Nursing (PN). The RN Program admitted • Surgical Technology 35 to 40 students each year, while the PN • Nursing Assistant Program admitted 20 students per year. In • Phlebotomy 1995, the Medical Assisting program moved • LPN Management to the department. The name of the • LPN Intravenous Therapy department became Nursing and Allied • Advanced Cardiac Life Support Health. • Pre-Hospitalization Trauma Support • Pediatric Advanced Life Support The department has seen substantial growth • CPR and First Aid in both faculty and student numbers since • Developmental Disability Assistant the last full-scale accreditation visit. In • Mental Health Assistant 1996 the college undertook a needs • Medication Assistant assessment of its eight-county service area. Over 500 surveys were mailed; 80% of Each health career program has a select recipients responded to the survey. Industry admission process. Program requirements pointed to the need for more health career are similar, yet specific, for each program. programs, and a need for a greater number Standardized policies are used across the of graduates. Four new programs were department. Careful scheduling of initiated following the survey. These classrooms, laboratory experiences, and programs were Surgical Technology, Dental especially clinical assignments has been Assisting, Emergency Medical Technician, and Human Services. The name of the
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College of Southern Idaho Standard Two department was changed at that time to Assisting, and Surgical Technology Health Sciences and Human Services. At Programs. In fall 2003, the Radiologic this same time the Certified Nursing Technology learning laboratory became a Assistant Program was organized to offer reality. The learning laboratories mirror the education on a regular schedule rather than actual work environment. on an as needed basis, as had been done. The budgets for each program have In 2000, a second needs assessment was increased over the past ten years. Even with undertaken. The results of the data indicated holdbacks from the state, the programs are a greater need for nursing graduates. The enjoying adequate financial resources. number of students admitted to the Registered Nursing Program has ANALYSIS AND APPRAISAL progressively increased from admitting 40 students each fall in the 1990s to admitting The Department of Health Sciences and 70 students in the fall of 2003. The number Human Services exemplifies the mission of students admitted to the Practical Nursing and goals of the College of Southern Idaho. Program increased from 20 per year to 40 Graduates are sought by both by local per year during the same period. Additional employers and by employers across the state. sections of Certified Nursing Assistant Attrition in the health career programs is courses were offered on campus and at local low, with more than 85% of entering health care facilities. In addition, two new students completing the educational program. educational programs were initiated: Pass rates on national certification and Paramedic and Radiologic Technology. The license examinations exceed national norms. end result of the growth of the Department Graduates from all health career programs of Health Sciences and Human Services is are readily employed, and 100% of that there are a variety of educational graduates are employed six months after programs and more graduates are entering graduation. Follow-up surveys with health care employment. employers show a high degree of satisfaction with the graduates. License and The teaching faculty has increased from certification pass rates are enviable in all seven full-time and five part-time nursing programs. instructors in 1996 to nearly 100 Health Sciences and Human Service employees in Faculty members are involved in the annual 2003. Dual credit offerings at the high planning process. Each member submits a schools across the state have increased the Personal Plan for Improvement. The number of part-time faculty positions combined plans become a Unit Plan for substantially. Faculty in the department Improvement and are submitted to the have also undertaken offering Community executive vice president/chief academic Education for the health care community. officer. Requests for equipment and materials are prioritized and funding is In January 2000, the Department of Health allocated accordingly. Many faculty are Sciences and Human Services moved into members of their professional organizations. the Aspen Building expansion. This Faculty are also enrolled in formal education additional physical space allowed the programs to increase their own educational development of state-of-the-art learning degrees. All faculty in the HSHS laboratories for the Paramedic/EMT, Dental department are expected to advise any
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College of Southern Idaho Standard Two student seeking entry into the department. seven new faculty offices to the Aspen Advising templates have been developed to Building in 2004. help to advise new students about the admission process for and general education The department engages in continual components of each program. evaluation, and revision of programs and curriculum or reassignment of faculty is Students rate faculty overall as excellent or based not on single comments, but on outstanding. All faculty meet or exceed the trended data. Each program undergoes an requirements of state and national approval in-depth program review every five years. or of accreditation bodies. All professional- Additionally, programs must submit to an technical faculty hold PTE state certification. approval or accreditation process where Faculty are committed to maintaining appropriate. All programs meet the current clinical skills. Many faculty hold standards of the national accreditation body. outside clinical positions. This allows the faculty to remain current in the field. Due to growth in Health Sciences and Human Services, access to a computer lab Faculty are evaluated according to college for health sciences students is needed. The policy. New teachers are assigned to a only computer lab in the Aspen Building is mentor. This mentor is a master instructor. shared by health sciences students, Faculty submit a self-evaluation as part of education students, and by the Instructional the evaluation process. When data from Technology Center. Health sciences evaluations points to a need for students have many assignments that improvement, the faculty member submits a require the Internet or computer-assisted plan of action to correct the identified need. instruction. Students also require access to Comments from students and graduates are computers for intermittent testing, aggregated and analyzed. When appropriate, preparation for licensing exams, quizzes, action is taken to make a change in the and online research. Loading the necessary curriculum or in faculty assignments. software related to health sciences studies in all campus computer labs has not been Qualified faculty are difficult to recruit to successful due to the server space needed to teach in the HSHS department, and local, store video clips and to the cost of state, and national searches have been institutional use licenses versus site licenses. undertaken to attract faculty to the A dedicated computer lab would also allow department. Since all health career for the online administration of the educational programs have difficulty in Certified Nursing Assistant tests, which is recruiting and retaining qualified now not done due to security and access instructional staff, CSI has adopted the issues. strategy of “growing our own” faculty. Tuition waivers and scholarships are Clinical sites pose other issues. Some awarded to faculty who are pursuing higher clinical sites are far from the main campus, education. Flexible teaching assignments and one is over 400 miles away. These sites and team-teaching methods support the necessitate that students relocate for a period employee who is also a full- time graduate of time. This is an additional expense for student. The need for faculty office space is students. Many students have family also critical, and plans are in place to add obligations and separation for a six- to fifteen-week period of time is a burden.
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Clinical sites for practical learning are science degrees and technical certificates in crowded. Rural hospitals may not have the the following areas: census to support large numbers of students. In an attempt to resolve these issues, the • Computer Graphics Design department plans to purchase a Human • Network Support Technician Simulator to augment clinical and lab • Computer Support Technician learning opportunities. • Office Technology • Web/Database Application Development Information Technology The department also delivers Computer
Literacy/Basic Skills and Evening Purpose Computer/Professional Studies courses.
The College of Southern Idaho Information All full-time faculty members are well- Technology Department makes every effort educated and hold appropriate industry and to provide the training, knowledge, required state credentials. Part-time and experience, and inspiration necessary for its adjunct faculty are recruited from local students to achieve their educational and industry and educational institutions. professional goals.
The classrooms and labs are well-equipped. The department has the following goals: A dedicated instructional network, often
referred to as the Technosphere, allows for • Students shall achieve mastery of course program-specific instruction, and each content as defined by properly classroom includes multimedia capability. documented performance and
knowledge objectives. The programs in the department are divided • Students shall be treated as partners in into three areas: Digital Media (Computer the educational process. Graphics options), Technical Services • All Information Technology course (Network Support, Computer Support and content shall be continuously evaluated Web/Database Application Development), for relevance and appropriate application, and Office Technology. Each of these three according to current workplace standards. distinct areas of the department has its own • While maintaining academic freedom, advisory committee. These committees are instructors shall strive to achieve the best charged with directing program curricula. In practice of instructional delivery addition to these program areas, the appropriate for each topic instructed. department provides Computer Literacy • Students shall be encouraged to attain courses to help students satisfy the college’s their own desired educational goals and computer literacy graduation requirement. challenged to become effective employees and citizens. Significant Changes
Description The department has evolved dramatically over the past several years. Once an The Information Technology Department is offshoot of the Office Technology Program, housed in the Canyon Building and offers the former Business Computer Applications programs that grant associate of applied Program has blossomed into a full-fledged
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department with a particularly dynamic The administration has supported the curriculum. department well, particularly during its formative stages and explosive early growth. Reorganization several years ago placed the Recent funding challenges in Idaho have Computerized Bookkeeping program in the encouraged the department to actively seek Business Department, and the Office alternative internal and external funding. Technology program faculty diminished to 1.5 faculty FTE. Five years ago, new The faculty team is cooperative and adaptive programs were introduced and rapid with a visible commitment to student expansion occurred, particularly between success. The curriculum is dynamic, and 1999-2001. In 2002-2003, the Information faculty members have been flexible enough Technology Department emerged as a to commit to necessary changes. The separate department with its own chair. department displays a high percentage of Restructuring during that year generated the faculty with graduate degrees, along with current departmental curriculum. appropriate Idaho and industry credentials.
Another significant change for the The curriculum is highly regarded and department has been its entry into online serves as a model for local secondary education. Intro to Networking, HTML, E- programs and the Idaho Division of Commerce Fundamentals, and Visual Basic Professional-Technical Education. Great have all been offered online, and plans are in care is taken to nurture relationships with place to add other courses as appropriate. local secondary programs and foster Because of the technical nature and career numerous articulation agreements. The requirements for information technology Computer Graphics Design Program students, offering these courses online has curriculum also operates in concert with the made sense for the department. Most IT college’s Fine Arts Department. courses are "hybrids" that make significant use of online delivery as well as other The quality of CSI and its secondary IT instructional technologies, and creativity in programs were of great importance in methodology is much encouraged. attracting a Dell Computer Corporation Call Center to the community in 2001. The ANALYSIS AND APPRAISAL department’s response to the training needs of the call center is considered a national The department utilizes the plan for example for education-industry cooperation. improvement process (PFI), course and faculty evaluation, and the program review Despite the successes, there are challenges. process. The department currently has a After initial dramatic growth, department defined mission, ongoing goals, and enrollment has stabilized in all areas but the processes for appropriate evaluation. In Computer Graphics Design Program, which addition, the annual PFI activity is is currently having some problems integrated with institutional planning and accommodating growth. budgeting processes. The department is working to further refine and improve these The faculty team and chair continue to activities, in particular to address evaluate appropriate and balanced workload. appropriate responses to assessment and The department has seen much improvement evaluation data. in its attention to outcomes assessment
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College of Southern Idaho Standard Two processes, but there is still work to be done • Forestry in that area. • Marine Biology • Medical Science Life Science • Medical Technology • Microbiology
Purpose • Natural Science • Occupational Therapy General education in the life sciences • Optometry reveals universal principles governing the • Physical Therapy phenomenon of life. The Life Science • Physician Assistant Department provides students with the • Range Science opportunity to know what a biologist is, to • Resource Recreation and Tourism understand how biologists think, to see how • Respiratory Therapy discoveries are made, and to apply the • Speech and Audiology scientific process to the everyday experience. • Veterinary Science At the College of Southern Idaho, the study • Zoology of life science prepares students for responsible positions in society. The It is the goal of each of these programs to department also provides life science provide the appropriate coursework for the courses for students with majors in other first two years of a four-year degree. academic and technical departments. Articulation agreements at the state level and articulation agreements between the The department has two major goals: Life Science Department and the four-year schools assure transferability of coursework. • To provide a high-quality education that parallels university curriculum. Excluding the many cumulative years of • To provide students and faculty with part-time college teaching, the average teaching and research facilities that are college teaching experience for the 12 full- safe, adequately equipped, and up to date. time faculty members is 14 years. Two members have three decades of college Description teaching experience. Seven women and five men currently represent the department as The Life Science Department is housed in full-time faculty members. Three men and the Shields Building and offers academic one woman instruct on a part-time basis. transfer degrees in the following programs: All instructors have a master’s degree and/or a doctorate with extensive training in their • Biology biological disciplines. All full- and part- • Botany time faculty are housed on the second floor • Chiropractic of the Shields Building. • Dental Hygiene • Dental Science The department currently occupies five • Dietetics laboratories on the second floor of the • Ecology Shields Building and a shared • Environmental Science laboratory/classroom at the Mini-Cassia Center in Burley. The department has one • Fish and Wildlife Resources
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College of Southern Idaho Standard Two centralized preparation area that consists of and take-down time; a modification of shelving and cabinetry for storage and laboratory exams; and limited access to the dishwashing; one small room for cadaver lab prep area by faculty, staff, and work- storage; one small room for storage of slides, study students. It has also limited students’ zoological and botanical materials; and one abilities to review, monitor experiments, and small room for microbiological refrigerators, meet with classmates to work on projects. incubators, etc. Holding labs on Monday has proved difficult due to the number of Monday Significant Changes holidays during the year, and, without facility expansion, labs will have to be Growth has been the most significant change extended into nontraditional weekend times. to occur in the Life Science Department Rapid growth in the department has also led since the last full-scale accreditation visit. to uncertainty in department budget Because of new programs in the Health projections, although funding provided by Sciences and Human Services Department, the college has been adequate. and the increased demand in allied health professions, the department has seen Because field trips are a component of many tremendous growth in its general service life science courses, changes over the past courses. From fall of 1999 to fall of 2003, several years in the college’s policy the department has seen an 89.2% growth in concerning the use of fifteen passenger vans numbers of students taking life science have also been a challenge. New restrictions courses. During the last five years, numbers on the number of passengers allowed in vans, of life science majors have increased 36%, and on driver qualifications, have led to a and numbers of students in general lack of vehicle and driver availability. In education classes offered by the department some courses, transportation problems have have increased 57%. Even more significant reduced field trips to one per semester when is the 166% increase in student numbers in ideally there should be several. health-related service courses over the past Transportation issues have also led to two years. This growth has been a driving discussions about canceling courses in force for other changes within the which major field trips requiring ground department. transportation of students and gear are required. The recent purchase of a bus by Since 1998 staff numbers have increased the college may help to address this from nine full-time faculty, one full-time challenge. staff member and one part-time faculty, to 12 full-time faculty, one full-time staff ANALYSIS AND APPRAISAL member and four part-time faculty members. Even with these increases in faculty, it has The Life Science Department has many been challenging to keep class size and strengths. The department prides itself on faculty overload reasonable. Additionally, being professional, student-centered and the five life science laboratories are innovative. Collectively, the Life Science scheduled for classes virtually nonstop from faculty members are dedicated professionals 8:00 a.m. to 5:00 p.m. Tuesday through who are committed to their students, their Friday, and additional labs are held in the disciplines, and their careers. evening. This almost constant utilization for classes has led to a loss of laboratory set-up
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Tremendous progress has been made since Second, it would be advantageous to have the 1994 accreditation visit to develop even better institutional support in assessment strategies, document outcomes, developing effective ways of gathering and and make changes to curricula, programs, analyzing information and data. The Life and departmental objectives based on those Science Department could benefit from outcomes. All full-time faculty and staff assistance in designing more effective members in the department complete a outcomes assessment tools to collect Personal Plan for Improvement annually. meaningful data and to analyze and interpret this data. This assistance would expand the The department tracks student successes on scope of the outcomes assessment currently individual faculty member’s Personal Plans done at both the classroom and program for Improvement to demonstrate that level. students have successfully achieved their goals. The department chair keeps a Mathematics, Engineering cumulative record of these student successes. Further, faculty record changes and Computer Science they have made to their courses based on student, peer, or administrative Purpose recommendations. The Mathematics, Engineering and Computer The Unit Plan for Improvement (UPFI) has Science Department provides students with been an effective process for assessing the university-parallel curriculum in mathematics, need for and making program changes. The engineering, and computer science that transfers UPFI not only provides the administration to four-year institutions. The department also with information vital to planning and provides mathematics courses for students with procurement of state funding, but it also majors in other academic and technical provides them with yearly updates on departments. virtually every aspect of departmental The department’s goals are to: operation. In addition, the UPFI process has been a valuable tool for the department because it requires consistent evaluation of • Provide a high-quality education that the program’s strengths, weaknesses, and parallels university curriculum and conforms needs, and thereby reveals changes that need to the standards of the American to be made in order to maintain a strong Mathematical Association of Two Year program. Colleges (AMATYC). • Provide comprehensive student advising for The primary challenge of the department is mathematics, computer science, and to expand educational opportunities beyond engineering majors. the main campus. The department also • Provide mathematics courses for students needs to develop mechanisms to better with majors in other academic and technical monitor dual credit classes. This is departments. particularly critical in the life science • Serve as a community resource and a discipline since many of the objectives of representative for mathematics. the courses taught in the department are laboratory-based skills.
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Description laptop computers and a printer. The system provides a portable computer lab that can be The Mathematics, Engineering and Computer used in multiple classrooms throughout the Science Department is housed in the Shields and day. Canyon Buildings and offers the following transfer degrees: The department has provided graphing calculators to the CSI Library, the CSI • Mathematics Testing Center, and to the outreach centers • Computer Science for students to use. Extra graphing • Engineering, Agriculture calculators and scientific calculators are also • Engineering, Chemical available for check out to instructors and to students with financial need. • Engineering, Civil
• Engineering, Computer The department also facilitates a Math Lab • Engineering, Electrical that has math tutors on duty throughout each • Engineering, Mechanical day, and during evening hours four days a week, to assist students. The department has 11 full-time faculty members with more than 150 years of Significant Changes combined teaching experience. All full-time faculty have a minimum of a master’s The following recommendations were made degree. Additionally, the department has to the Mathematics, Engineering and nine part-time faculty members and several Computer Science Department during the instructors who teach dual credit courses. 1994 accreditation visit:
Every full-time faculty member completes a 1. Work on more comprehensive model of a Personal Plan for Improvement (PFI) each course syllabus, then re-write all syllabi to year. The department chair uses those PFIs provide more current, complete information as a basis for writing a Unit Plan for about each course. Improvement and a proposed budget. Funds 2. Work with faculty to continue to develop and are allocated to the department based on refine various approaches to student specific plans and requests outlined in the outcomes assessment in an effort to more Personal and Unit PFIs. clearly state outcomes and to demonstrate the regular use of data in planning and All mathematics courses are taught in program review. classrooms with appropriate equipment, 3. Work to ensure clear congruence of including a computer with needed software, departmental and college goal statements. a VCR, and a projection system. The CSI telecommunications system is used to In response to these recommendations, a broadcast classes to the each of the outreach comprehensive model syllabus was created and centers. distributed to all full-time, part-time/adjunct, and dual credit teachers. A review during the The department shares a Math and Science fall semester of 2003, however, showed that not Computer Lab in the Shields Building and all instructors have completely conformed to the an Engineering Lab in the Canyon Building. suggested format. All have been asked to adjust The department also has a portable wireless syllabi for spring semester 2004, and another network mounted on a cart that contains 30
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thorough review will be made by the department than five years. One full-time and three chair at that time. part-time faculty members have been added to the Micron Outreach Center, and the In an effort to address the outcomes number of offerings and instructors at the assessment recommendation, the department Mini-Cassia and Blaine County Centers developed a common final exam for Math have also been expanded. Finally, the 108, Intermediate Algebra. Data is now number of dual credit courses being offered gathered concerning the most frequently by the department has also increased. missed questions, and the class average for each section. Students who received a C or The curricula for Math 108, Intermediate better in the course but scored below 65 on Algebra; Math 143, College Algebra; Math the exam are tracked. In fall 1999, all 123, Math in Modern Society; Math 144, on-campus sections of the course first Trigonometry; and Math 147, Precalculus, administered the exam and gathered data. have been revised in order to ensure that the The department has continued this outcomes courses are up to date. assessment program each semester, and during the 2002-2003 academic year the During the past five years, the department has program was expanded to include the off- begun offering Math 108, Math 123, and Math campus sections of Math 108. In the spring 143 as Internet courses. The department has of 2002, all full-time faculty wrote reflective also added late-start classes in Math 108 and outcomes assessment reports that analyzed Math 123 to give students a chance to drop back each individual course with respect to and start over or to restart and jump ahead in retention rates, how well students met fulfilling math requirements. course objectives, student evaluations, etc. Efforts to record outcomes assessment Over the past five years, the department has information on a standardized template are become more involved in dual credit and currently being piloted for all courses in the enrichment opportunities for students. The department. department oversees dual credit math courses and mentors teachers at several area In response to the third recommendation, the high schools. Also, the CSI Math Club, CSI department revised its goals to align them Engineering Club, and a colloquia series of with the published goals of the American math-related programs for faculty and Mathematical Association of Two-Year students have all been added in the last few Colleges shortly after the last full-scale years. accreditation visit. The mission and goals of the department were once again revised and ANALYSIS AND APPRAISAL checked for consistency against the college mission in 2003 via a department-wide Collectively, the department has high review process. expectations for its members and for the students they serve, and it has made great strides There have been significant changes in toward creating a comprehensive and useful personnel in the department due to the outcomes assessment plan. The department retirement of several long-time faculty offers a variety of modes of instruction members and to increased enrollment. including traditional lecture classes, Internet Seven of the 11 full-time faculty members courses, and telecommunication courses. have been with the department for fewer
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The department is proactive in Physical Education communication with adjunct faculty and dual credit faculty. They are invited to attend activities, and minutes of department Purpose meetings are e-mailed to them. All adjuncts are contacted regularly and kept up to date The Physical Education Department on information pertinent to the courses they provides students and community members teach; their input is welcomed in the opportunities for university-parallel transfer decision-making process of the department. curriculum, wellness exploration and education, physical skill development, Course enrollment has steadily increased. athletic competition, and fitness enrichment Student enrollment numbers grew from in the pursuit of lifelong educational goals. 3,160 in 1998-1999 to 3,626 in 2002-2003. The FTE has also grown from 340.6 in The Physical Education Department seeks to 1998-1999 to 432.1 in 2002-2003. These meet the following goals: increases in enrollment have led to the increases in full-time faculty members • To provide a high-quality university- outlined above. parallel education for students seeking careers in elementary and secondary Department members strongly support student physical education. success by volunteering time in the Math Lab, • To provide a high-quality education in encouraging office visits, holding extra study personal fitness enhancement, health sessions, promoting good study habits and study education, first aid, and skill groups, offering extra recitation days with some development associated with courses, arranging for College Algebra tutorial intercollegiate athletics to serve the videotapes to be broadcast on television weekly, needs of degree and non-degree seeking and by having tutorial videotapes, CDs, and students. DVDs available for students to check out. • To provide a lifelong fitness and wellness education that fulfills the One recent challenge for the department has graduation components for students who been the increased use of the Math Lab by are pursuing an associate of arts degree students. The lab is staffed with part-time or associate of science degree. help and work-study students, in addition to • To provide effective fitness faculty who volunteer, but the lab never has enhancement, health education, and more than one tutor at any given time. opportunities for involvement for During peak times, the lab can be so community members. crowded or the tutor so busy that some • To provide fitness enhancement and students are not able to receive help. An wellness education for seniors. expansion of the physical space and the ability to have more than one tutor working Description at a time would enhance the educational benefits of the lab. The Physical Education Department is housed in the CSI gymnasium and offers the following transfer programs:
• Physical Education
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• Health Promotion one credit; this forces high school students either to take two collegiate classes on The department includes four full-time campus for one credit or to take the course faculty, one 2/3 time faculty, and one former offered at the high school twice to meet the full-time faculty member who now teaches 60 hours of classroom experience the state part-time; faculty are housed in the requires. gymnasium. Additionally, more than 30 part-time faculty, intercollegiate coaches, ANALYSIS AND APPRAISAL assistant coaches, and dual credit faculty work in the department. Finally, the All departmental teaching evaluations are department has two full-time staff members. conducted on full-time and part-time faculty in accordance with CSI policies. The Facilities include the gymnasium, a wellness department continually strives to use PFIs center, one classroom, two weight rooms, and UPFIs as a source for faculty and staff two large multipurpose balconies, two development opportunities related to budget racquetball courts, an aerobics classroom, issues. The faculty is encouraged to develop multiple offices, storage, four locker rooms not only new teaching strategies from their for athletics, two locker rooms for physical training and experience, but also to develop education, an audiovisual area, and an new classes in the department that relate to athletic training room. the changing curriculum in the area of physical education. The addition of online Significant Changes classes will also be the topic of future departmental consideration. The last few years have seen an expansion in the Physical Education curriculum, In a fall 2003 survey, students indicated a including the addition of Pilates, Yoga, and need for “shoeless” areas for the Judo Spinning, and an expansion of the Over 60 classes and for the dance and cheerleading and Getting Fit program throughout the activities. college’s service area. Program numbers are outlined in the Program Review recently The recently approved Student Recreation completed for 2004. Center will address space problems in the academic and activity areas. The Recreation A significant change for the department has Center plans will be finalized in 2004, and been the offering of dual credit courses in construction on the new 15,000-square-foot physical education. The department addition is scheduled to begin in 2005. currently offers a PHYE 155 Health and Wellness dual credit section at a local high school that is taught by a departmentally Physical Science approved instructor who uses the department syllabus and text book. The department also Purpose plans to offer dual credit aquatics classes in 2005. Offering the dual credit option in The mission of the Physical Science activity classes has been a challenge because Department is to provide university-parallel the state of Idaho requires high school curriculum, quality general education students to attend double the classroom courses, and service to the community and hours that the college requires, for the same
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College of Southern Idaho Standard Two college with well-qualified faculty and The Physical Science Department facilities technical resources. include a geology classroom/lab, a physics classroom/lab, two freshman chemistry labs, The goals of the Physical Science an organic chemistry lab, and an organic Department are to: chemistry instrument lab. There is a full chemistry stockroom complete with storage • Hire and retain qualified professionals for solid chemicals and separate storage for dedicated to superb undergraduate flammables, corrosives, and organics. There instruction. is also a prep room complete with a hood • Provide students with scientific concepts and distillation apparatus for use in in a manner that is understandable, that preparing the instructional laboratories. serves as a foundation upon which to Faculty are housed in offices adjacent to, or build further scientific principles, and in close proximity to, the laboratories and that allows students to make informed classrooms. Offices and storage areas decisions about scientific information support and enhance the effectiveness of and its relevance to society. instructors and staff. • Provide an up-to-date, safe environment that promotes learning. Significant Changes • Support the College of Southern Idaho’s mission and goals by fostering The following recommendations were made communication and collaboration with to the Physical Science Department during other departments to mutually enhance the 1994 accreditation visit. and compliment the college’s activities. • Acknowledge that service to the 1. Work to produce a more comprehensive community is an integral component of model of a course syllabus, then re-write the mission of a community college. all syllabi to provide more current complete information about each course Description for students, colleagues, and general public. The Physical Science Department is housed 2. Work with faculty to continue to develop in the Evergreen Building and offers and refine various approaches to student programs in the following transfer areas: outcomes assessment in an effort to more clearly state outcomes and to • Geology demonstrate regular use of planning and program review. • Physics 3. Work with departments to ensure clear • Chemistry congruence of departmental and college • Pharmacy goal statements.
The department includes seven full-time The department has taken the following faculty. Each of these faculty members steps to deal with these recommendations. possesses a master’s degree, and three members have Ph.D.s. Additionally, the The college developed a syllabus template department depends on four part-time for all departments. The Physical Science faculty members, who teach on campus or at Department follows that template in the outreach centers, and on several dual credit creation of its syllabi. The department has instructors.
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College of Southern Idaho Standard Two allowed flexibility about how topics can be Center has been remodeled to include one addressed in the syllabi as well as about the laboratory room for the physical sciences. order of presentation of material within the The Blaine County Center is currently being syllabi. The full-time faculty within the remodeled to include a chemistry lab. Plans department have followed the format, but are to equip the lab and to offer labs there in the part-time/adjunct and dual credit faculty the near future. have not been as successful in following the format. The department has begun offering one online course, CHEM 190, Math Skills for Teachers are evaluated by students every Chemistry, in an effort to provide a refresher semester. The evaluations are forwarded to course in basic algebra and calculator skills. the department chair, and the department The target audience for this course is secretary types up a composite of the students who find that their math skills are evaluations. This composite is given to each not adequate for the chemistry class they are faculty member after the semester is over, taking and who therefore need a quick and while the original evaluations are kept in the flexible way to refresh their skills. office of the department chair. The faculty use the information from the evaluations to Numbers of students majoring in physical modify their presentations the next semester science programs have, in general, increased as well as to seek equipment in their in the past few years. Numbers of pharmacy Personal Plans for Improvement and majors have increased the most, and this eventually in the Unit Plan for Improvement. increase has led to the need for an additional Laboratories are evaluated frequently, but lab section in organic chemistry. not necessarily every semester. ANALYSIS AND APPRAISAL The Physical Science Department revisited the department goals and objectives during A major strength of the department is the the Physical Science Department Program quality of teaching it provides and the Review completed May 2000. The commitment of faculty to the education of department again initiated a review of the students. New faculty in the department mission statement, goals, and objectives in have led to a renewed energy and an overall the fall 2003. increase in students served.
Two department members have retired in the The community outreach programs last five years. Both of the positions were administered by various individuals within filled by faculty with comparable the department are another major strength. educational backgrounds. Off-campus Physical Science Department Magic of staffing has changed significantly. The Chemistry Shows and Science Fairs, and College of Southern Idaho has added participation in the College for Kids significant numbers of dual credit high program, Science Trek, and summer Science school courses in the physical sciences Camp all contribute to CSI’s mission to which has led to the addition of several dual provide educational services to the credit instructors. community.
Changes at the outreach centers have also The department has been able to replace all affected the department. The Mini-Cassia retiring teachers, was able to equip the new
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lab at the Mini-Cassia Center, and was able • Use different perspectives from the to upgrade the physics lab equipment on social sciences and education to make campus. The chemical budget has remained better informed decisions. constant for the past several years. • Acquire an informed understanding of Chemical purchases several years ago have various cultures. helped the department to maintain • Prepare to transfer to a university. operations without replacing chemicals on a regular basis, since many of those chemicals Description were purchased in relatively large quantities (kilograms) and only portions of them are used each year. However, many chemicals The Social Science and Education are beginning to run low, and if the budget Department is housed in the Aspen Building situation does not improve soon, the and the department’s coursework provides chemical supply problem will become much classes in general education, university- more serious. parallel curriculum, technical education, and adult education.
Social Science and The department offers 12 diverse programs. Education The academic programs provide an AA or AS degree; the technical programs include a
Technical Certificate, Postsecondary Purpose Certificate, and an Associate of Applied
Science degree. The following programs are The mission of the Social Science and available: Education Department is to provide
educational, social, and cultural opportunities that encourage enriched, • Anthropology productive, and responsible lives primarily • Criminal Justice Administration by instructing students to understand, • Early Childhood Ed interpret, and apply coursework in the social • Ed Assistant, Bilingual Ed science and education disciplines. • Ed Assistant, Early Child Ed • Ed Assistant, Math The department seeks to help students • Ed Assistant, Math/Sci/Tech achieve the following goals: • Ed Assistant, Reading • Ed Assistant, Science • Understand important facts, concepts, • Ed Assistant, Special Needs and theories of social science and • Ed Assistant, Technology education subjects. • Education, Elem-Bilingual • Acquire the techniques and methods • Education, Elem-Gen Science used to gain new knowledge in those • Education, Elem-Humanities disciplines. • Education, Elem-Math • Develop the ability to distinguish • Education, Elem-Social Science between fact and opinion. • Education, Secondary • Use evaluation, analysis, and synthesis • Geography to interpret and solve problems. • History • Law (Pre) • Law Enforcement
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• Political Science form to provide, in graph form, valuable • Psychology information by instructor, program, and • Sociology department. Faculty members are asked to look at the results from their evaluation There are 16 full-time, 16 part-time, and forms and, in a few sentences, explain how three dual credit faculty in the Social they will respond to those results in the Science and Education Department. All 11 following semester. full-time faculty members who teach in the academic programs have at least a master's How the department meets its goals is degree; three have doctorates and two have assessed by giving department graduates a almost completed doctorates. Of the five student survey. The survey uses a five-point full-time faculty members teaching in the Likert-scaled questionnaire to gather student technical programs, all but one have at least perception of the degree to which programs a master’s degree and two have doctorates. meet department goals. Of the 16 part-time faculty members, all but one have master’s degrees. All three dual The Social Science and Education credit faculty members have a master’s Department has also addressed concerns degree. In addition there are three classified about crowded office space and privacy. In and professional employees in the January 2001, all members of the department. department were moved into the Aspen Building following the completion of a All members of the department have offices major expansion of that building. Every in the Aspen Building; the Law Enforcement department member except one moved into faculty member has another office in the a different office. In most cases a full-time Canyon Building where most law faculty member has been assigned a part- enforcement classes are taught. time faculty member as an office mate. Since part-time faculty are seldom here Significant Changes during the day, when most full-time faculty are, the ability to consult in privacy has During the 1994 accreditation visit, the team greatly improved. instructed the Social Science and Education Department to: In November 2000, the Social Science Department changed its name to the Social 1. Continue efforts to implement outcomes Science and Education Department. A grant assessment. from the J.A. and Kathryn Albertson 2. Address faculty concerns about crowded Foundation facilitated the expansion and office space and privacy for student- improvement of all education programs and faculty consultation. the addition of an Education Assistant Program. Department members have used multiple strategies to assess effectiveness. Beginning Over the last few years, department in August 2001, the department created an members have introduced several online Assessment Committee. Since fall 2001, a courses. During fall 2003, the department social science faculty member, who is an offered 18 online classes, most of which assessment specialist within the department, were offered through the Education has entered data from each class evaluation Assistant Program. Faculty members have
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found these classes to be an excellent Also in April 2001, the Law Enforcement alternative for students who cannot attend Program joined the Social Science and traditional classes. Motivated students are Education Department. This change allows more likely to receive individual attention students in the Law Enforcement Program to with the online classes, and the classes also more easily collaborate with the Criminal make it possible to target less motivated Justice Administration Program. students early in the semester. The classes, because of their convenience, can also allow ANALYSIS AND APPRAISAL students to complete their programs in a more timely manner. While completion The department is meeting its goals and rates in some online courses have been objectives. Resource allocation beyond equivalent to those in traditional classes, faculty salaries is determined by Personal some members of the department have Plans for Improvement, which are expressed concern that online classes do not synthesized into a Unit Plan for serve the needs of less-motivated students. Improvement. Needs have been articulated Student disappointment with poor results in in the Unit Plan for Improvement and they an online course can also be exacerbated by traditionally have been met. the impersonal nature of the course. Some concerns about adequately proctoring The department has begun doing a assessments of online classes are also being quantitative analysis of student evaluations explored. of each instructor. After evaluations are tabulated, instructors are asked to discuss Idaho State University now provides a four- how they will address students’ comments in year degree in elementary education on the future semesters. This process has led to an College of Southern Idaho campus, which overall increase in student satisfaction with makes it possible for Magic Valley residents instructors based upon these evaluation to complete a teaching degree without results. leaving the area. Students can also obtain a four-year degree in criminal justice Department advising has improved. administration without leaving CSI. Advisees majoring in the department’s largest major, education, are assigned to In December 2000, the Child Development individual faculty members. The Careers in Program moved from the Health Sciences Psychology class provides some advising for and Human Services Department to the majors. Online technology has facilitated Social Science and Education Department the advising and registration of students as and was renamed Early Childhood well. From their offices, faculty members Education. The Early Childhood Education can consult student transcripts and course Program was selected as Program of the schedules. Year for Professional-Technical Education in Idaho 2002. The program has recently The physical facilities and equipment are been reorganized to meet the needs of the adequate. Options for providing additional new Early Childhood Education/Early space for the early childhood education lab Childhood Special Education Blended and for the law enforcement programs are Certification established by the State of being examined. Discussion concerning the Idaho. advantages of creating a lab for all related classes within the department, and a social
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College of Southern Idaho Standard Two science lab for non-education classes, has highly technical trades in order to fulfill occurred. Library resources are continually their educational and professional goals and updated based on requests from faculty to become responsible and productive members. citizens. The instructional goals of the department reflect the goals of the In fall 1999, 820 students declared that they department’s individual programs. were majors in what are presently Social Science and Education Department Description Programs; by fall 2003, this number had increased to 1,069. The number of The Trade and Industry Department is elementary education majors has declined housed in the Canyon and Desert Buildings from 290 to 266, but the new Education and includes the following professional- Assistant Program has grown from zero to technical degrees and certificates: 163. Undoubtedly some who would earlier have become elementary education majors • Air Conditioning, Refrigeration, and have now become education assistant majors. Heating • Auto Body Technology Anecdotal evidence from former students • Automotive Technology who return to visit indicates that CSI • Cabinetmaking/Woodworking graduates do well in four-year schools. The • Diesel Technology Education Exit Seminar, EDUC 290, has • Drafting Technology prepared students well to transfer to Idaho • Electronics Technology universities. Careers in Psychology, PSYC • Welding Technology 120, and Research in Behavioral Sciences,
PSYC 218, have helped transfer students be All full-time faculty are highly qualified and more prepared for upper-division classes. hold appropriate industry and state-required Changes in early childhood education, credentials. Part-time and adjunct faculty education assistant, and education curricula are selected from local industries, which have made a more seamless transfer possible. enhances partnerships with those industries.
Although dual credit and part-time faculty The facilities at the college are adequate, members are invited to social events and especially with recent remodels and department minutes are sent to them, other expansion of several programs, including efforts need to be made to better integrate Drafting, Electronics, Cabinetmaking, and them into the department. A committee will Auto Body. A classroom was recently begin in fall 2005 to determine ways to added to complement the Drafting and better involve part-time and dual credit Electronics Programs, and space was made faculty. for the Engineering Department. The
Drafting and Engineering Program faculty Trade and Industry collaborate and cooperate admirably. Storage issues have been partially addressed Purpose by the addition of a department storage building. The Trade and Industry Department provides multiple educational opportunities Each program has a functioning advisory for individuals desiring employment in committee consisting of leaders from the
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College of Southern Idaho Standard Two industry for which the program provides The results of the recruiting effort have been career training. Each committee is excellent. Most programs have operated at supportive of the college program and each near-capacity enrollment for the past several committee is instrumental in establishing years. For example, the Welding, Auto and maintaining appropriate relationships Body, and Diesel Programs have had to cap with local industry. The committees meet enrollment. Each of the other programs has with the institution at a minimum of once maintained strong enrollment numbers. per year, and in most cases meet each semester. In response to the second recommendation, cabinetmaking has moved to a larger facility, Significant Changes and a new auto body facility was completed several years ago. The Law Enforcement The 1994 Accreditation Report provided the Program has been relocated to the Social following recommendations to the Trade Science and Education Department and Industry Department: alongside the Criminal Justice Program, and it has been allocated extra lab/classroom 1. Faculty should continue to promote space. This has become necessary because programs and recruit students to ensure the program enrollment has more than sufficient enrollment of qualified doubled in the past two years. students. 2. Dedicate more classroom and lab space The Air Conditioning, Refrigeration and to the Law Enforcement, Cabinetmaking Heating Program has made some major and Auto Body programs, if possible. changes after several turbulent years. A new 3. Study the possibility of updating the Air instructor was hired as of FY2004, and the Conditioning, Refrigeration and Heating new instructor and the advisory committee program to ensure commercial needs are scrutinizing the curriculum. The are being met. program has been relocated into a remodeled 4. Continue to strengthen the relationships lab area and enrollments have increased between vocational, academic and substantially. developmental programs to ensure the entire instructional program at the Finally, in response to the last college is cohesive. recommendation, all technical programs now require academic instruction in college In response to the first recommendation, general education core requirements. The faculty have worked to be active advocates shift to a consolidated general education for their own programs and have continued requirement has been the most significant to promote them by attending career fairs, change in the department in terms of speaking to visiting student groups on tours, curriculum. The magnitude of change in and visiting secondary programs. In moving from what was embedded addition, they have worked to create instruction into what are now stand-alone appropriate program brochures for academic courses has been a challenge, distribution, and they have developed especially in accommodating the academic prospective student packets. They also work courses within technical instructional closely with the Student Activities Office on schedules. Block schedules for technical student recruitment. instruction have had to make some adjustments to allow students to complete
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College of Southern Idaho Standard Two the general education requirements for and welding. In the case of the Welding certificates and degrees. Technology Program, storage and workspace are becoming limiting factors for The introduction of the Freightliner Program program success. Two groups of welding has been a significant change, primarily students, morning and afternoon, are now affecting the Diesel Technology Program. enrolled in an effort to meet the employment This program component has identified a needs of industry. This is one of the training niche in the commercial diesel college’s first attempts to increase efficiency shops, and provides industry training to by double-shifting the use of the teaching career mechanics in numerous locations lab. throughout the United States. The PFI and UPFI process are used in the Further changes of several kinds have Trade and Industry Department primarily to affected the programs in the Trade and delineate program equipment and supplies Industry Department. Department requests. Participation in the process is leadership has changed. Some programs universal, but there is a lack of moved to other departments temporarily, understanding of and appreciation for the and in the current catalog (2003-2004) these process among many in the department. programs are still listed in other areas. This is an issue that the current chair plans However, a recent consolidation has brought to alleviate by making the process more most of the programs back together in the purposeful and meaningful by linking it Trade and Industry Department. more directly to institutional, professional, and personal goals, and by adding periodic After several years of relative fiscal comfort, checks of and feedback about the process. the previous two years have been particularly challenging because of a sharp While the department and the institution decline in state funding that resulted in perform assessment in a variety of ways, major reductions in equipment budgets. In there is inconsistency in the procedures an effort to offset the funding limitations, across the programs within the department. growth in enrollment has been encouraged. For example, industry certifications are not The Welding Program has responded, and available or not required of all program now has an enrollment that requires double- graduates. shifting of students in order to accommodate all of them. Finding and recruiting qualified students is an issue for most programs. A significant ANALYSIS AND APPRAISAL number of students arrive on campus with inadequate academic skills to complete the In terms of qualifications, all department required general education coursework. faculty members are highly qualified. Each However, the success rate in the general of them has the requisite industry experience, education courses by program completers training, and certifications to qualify as a has been high. Over the past several years, “Master of the Trade.” the percentage of students who pass the general education courses with a grade of Program needs include space for storage and “C” or better has consistently exceeded 90%. workspace as certain program enrollments continue to swell, in particular auto body
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Administrative support for the Trade and Industry Department continues to be strong. The department now functions as a true college department, rather than a division with a division director. However, the department leadership has changed twice over the past three years and some continuity would be beneficial.
The reputation of the programs and their respective faculty are outstanding, and the department facilities are exceptional. Enrollment is consistently strong, but this has strained some programs. Classroom and project storage space in some areas is at a premium, despite the addition of a storage building. Supply budgets and equipment wear and tear are also a concern.
Reductions of state funding have resulted in the loss of some support personnel. Also, there are gaps in the department faculty members’ understanding of and appreciation for outcomes assessment.
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Part Three: Community business, language, finance, hobbies, sports, and travel. Education and Distance Education Since classes are not for credit, the department does not follow strict formats or
syllabus requirements. Course offerings that Overview may conflict, or appear to conflict, with credit-course offerings on campus are Community education and distance reviewed by the department offering the for- education at the College of Southern Idaho credit course. Faculty are involved in this have several components, including adult development process when necessary. enrichment courses, cultural programs, (2.G.3, 2.H.1) summer educational camps for kids, dual credit courses, online courses, The majority of the instructors employed telecommunication courses, and outreach through the CEC are part-time employees of center courses. the college. They have a breadth of educational backgrounds and experiences Purpose ranging from a high school diploma to a master’s degree. A small portion of The purpose of this section is to outline the instructors are full-time CSI instructors who various community education and distance have volunteered to teach a class outside of education activities in which the college is their regular teaching responsibilities. The involved and to demonstrate the college’s class content may be in their field of study compliance with Standards 2.G, 2.H, and or may be a hobby or a special interest. Policy 2.6. CEC instructors are required to establish their backgrounds and experiences in the Community Education fields in which they wish to teach by filling out the CSI employment application and by providing a resume. Overview Community education classes are held based The mission of the Community Education on the number of students enrolled. Tuition Center (CEC) is to enrich the personal and for classes is used to pay instructors and to professional lives of all people through cover instructional costs. A minimum of creative and innovative learning. nine students is normally required; however, Community education staff are customer- instructors can decide to hold a class with focused and possess the enthusiasm and lower enrollment for reduced pay. knowledge needed to train those seeking experience in a broad range of skills. A full-time coordinator, along with three other full-time employees, staff the Description department. Two work-study students play an extremely important role in the ongoing, Classes offered through the CEC are not for day-to-day operations of the department. credit and are designed for non-degree Occasionally a part-time employee is hired seeking students who wish to learn new to cover office responsibilities on a skills in a relaxed and convenient setting. temporary basis. Classes cover a range of subjects such as art,
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Community Education Center employees are Significant Changes responsible for taking approximately 95% of registrations over the phone and for The 1994 Accreditation Report made the registering students using the Teams Elite following suggestion in the area of program. community education:
Classes are marketed through the use of a The faculty evaluation system should be semester catalog, which is mailed to strengthened to meet college goals. students who have taken CEC classes within Relevant continuing education the past four semesters and is distributed administrators should be involved in the throughout community. (Exhibit 2.12) Class process, and self- and peer evaluation descriptions and information are also processes should be considered. included in the general College of Southern Idaho course schedule, which is published In response to this recommendation, the each semester in the local newspaper. CEC has implemented a student and (Exhibit 2.13) Classes are also marketed administrative evaluation process for through mass media outlets, public service determining how instructors are performing announcements, faxes, and e-mails. in non-credit courses. These evaluations are reviewed and stored on a spreadsheet for The CEC also facilitates the Arts on Tour easy referral. When an instructor receives Program. Arts on Tour is a six-event consistently poor evaluations, the performance arts series sponsored jointly by instructor’s employment status in the CEC is the CSI Community Education Center and reviewed. the Magic Valley Arts Council. Arts on Tour was created through CSI in 1988 to In the mid-1990s, supervision of the provide for the cultural education of the college’s outreach centers was moved from Magic Valley. It encourages and promotes continuing education to the executive vice an interest in the performing arts by president/chief academic officer, and control sponsoring exciting, dynamic performances of courses taught for credit at the outreach each year. The series is funded through centers was placed with the departments contributions from local businesses, ticket offering the courses. At that time, the sales, and grant monies. The CEC receives Continuing Education Center became the no funding from CSI for Arts on Tour. Community Education Center, and the title (Exhibit 2.14) of the head of the CEC was changed from director to coordinator. The CEC then The focus of Arts on Tour is to offer a became responsible for non-credit courses program that is wide in spectrum and flavor, offered by the college. coupled with an affordable price tag. The ultimate goal of Arts on Tour is to reach as Enrollment in CEC classes has increased many people in the Magic Valley as possible, dramatically in the last few years, from 263 thus ingraining the arts into everyday life. in spring of 2000 to 615 in spring of 2003. (Appendix 2.22)
The CEC added a new Science & Technology Expo program in 2003 in partnership with the Idaho National
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Environmental and Engineering Laboratory, Instructional facilities are a challenge for the the CSI Foundation Office, Magic Valley CEC. The gymnasium facility is Regional Medical Center, and the CSI continuously reserved by for-credit classes, Physical Science Department. A new clubs, and organizations, making it difficult College for Kids Computer Camp was also to offer community education activity established in 2003 in partnership with the classes such as yoga and T’ai Chi. The Fine Information Technology Center. Arts Auditorium has also proven to be a challenge for many Arts on Tour The Finally Home HomeBuyer Education productions. The venue’s technical Program curriculum hours were changed limitations, its lack of dressing room space from six to eight hours due to HUD for artists, and its poor sound quality have requirements. A 400-student cap on the all been issues in the past. Current and total number of students educated annually planned expansions of the gymnasium and through Finally Home has been Fine Arts Building may help to alleviate implemented due to increasing enrollment these problems. However, the Art Complex from online courses and classes offered at facility is almost completely reserved by for- high schools. credit classes, disallowing the possibility of offering more art classes on campus. ANALYSIS AND APPRAISAL Finding instructors for more art classes, such as water colors, oil painting, and charcoal, The CEC’s greatest strength lies in its ability has also proven to be a challenge. to offer diverse classes that meet a variety of community interests and needs. This range Although the goal of the center is to be self- of offerings provides a great opportunity for supporting, reaching this ambitious goal is a members of the community to become challenge for several reasons, including the familiar with CSI and for CSI to develop an current compensation model for instructors, alliance with the diverse population of the and competition within the community from Magic Valley. It also provides an other organizations and private businesses opportunity for members of the community that provide free enrichment classes to the to offer their expertise and experience by community. Historically, instructors have teaching a community education class. been offered pay based on a percentage of students enrolled in the course they were Convenience is another major strength of the teaching. Although this model can be CEC. Students are offered an accessible and advantageous to the college when simple method of registering and paying for enrollment is low, it has proven to be a classes by phone, fax, or in person. definite disadvantage to profitability when enrollment is high. A review of During the 2001-2002 and 2002-2003 compensation models is scheduled for the seasons, Arts on Tour attendance was up fall of 2004 and a recommendation will be dramatically. Seven of 12 shows sold out at made to the executive vice president/chief 970 patrons each. So far, attendance for the academic officer in the fall of 2005 2003-2004 season has been down. It is regarding the establishment of a more unclear whether this trend is due to artist appropriate compensation model. selection or economic downturn. Attendance at arts events and support for the arts has also waned nationally during the past year.
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Distance Education The mission of the dual credit program is to provide administrative and logistical support
to department chairs to provide services to Overview secondary schools in the college’s eight-
county service area, Region IV. (2.G.4) Distance education at CSI consists of the following: The dual credit program has the following
goals: • Dual credit courses • Online courses • Enhance and enable the post-secondary • Outreach center courses goals of high school students, including • Telecommunication courses providing opportunities to accumulate college-level credits while a student is Course content, curriculum, faculty selection, still in high school and providing and scheduling in each area of distance capable students with an opportunity to education at CSI are the purview of the take higher-level classes than are department offering the course. Moreover, currently available in the high school the same administrative structure that setting. applies to on-campus course offerings • Assist in providing an easy transition applies to all distance education offerings. between secondary and post-secondary (2.G.1, 2.G.3) education by requiring that students demonstrate the study skills that are Library access is provided for all students needed to attain a degree. enrolled in distance education courses at the • Assist in the development of more college. The library maintains an extensive focused and better-qualified employees Web site that allows students access to entering the workforce immediately after library services. Additionally, interoffice high school. mail is used to provide library services to • Reduce the overall cost of educational students at each of the college’s outreach services for secondary schools and the centers. A more detailed description of the College of Southern Idaho by pooling library and its relationship with the outreach resources. centers is explained in Standard Five. • Encourage student retention by reducing
the cost and the time necessary to obtain Dual Credit a degree.
Overview • Create an added potential revenue source for CSI. In 1997, the state of Idaho mandated the • Act as a recruitment tool. creation of an “Accelerated Learning • Offer a way for high schools to expand Program” for high school students in the curriculum not currently available in the state. (Appendix 2.23) The College of high school itself. Southern Idaho was the most proactive • Reduce unnecessary duplication of institution in the state in implementing this classes. mandate. The program, which is commonly • Provide a community service to the eight referred to as dual credit throughout the counties in the college’s service area. state, is a component of the Office of • Increase visibility within the service area. Instructional Administration.
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• Improve communication resulting from K-12 institution and various departments the collaboration with a college or within the CSI organization. university. The dual credit program arranges facilities Description use after consultation with the academic program faculty about the requirements The dual credit program at the College of necessary for appropriate course delivery. Southern Idaho offers no degrees or (2.G.4) certificates itself. Each CSI department manages its own dual credit course or Significant Changes program offerings. Therefore, all program outcomes and goals, coursework offered, At the time of the last full-scale syllabi, and faculty and personnel accreditation visit in 1994, there was no dual requirements are established within each credit program offered by the college and, program or discipline independently. (2.G.1, therefore, no references are included. 2.G.H) Since its creation, the dual credit program Dual credit courses are offered through has grown significantly. Currently, all several instructional modes. Some classes academic departments offer dual credit are offered in the high school, using courses. The number of students taking dual qualified high school instructors, while credit courses has grown from 125 in the others are offered by CSI instructors who first semester to 700 students in the fall of travel to area high schools; still others 2003. (Appendix 2.24) originate at CSI and are offered via telecommunication to schools that have ANALYSIS AND APPRAISAL telecommunication capability. The dual credit program is meeting its stated The role of the dual credit program is to do purposes and goals. Continually increasing the groundwork in locating and recruiting enrollments, broadened course offerings, secondary schools that want to participate in and an increase in the number of academic the various academic programs. departments offering dual credit courses Responsibilities of the dual credit program support this statement. include: Dual credit is contributing to the attainment • Coordinating the academic programs and of the college mission statement in a very courses offered by the college with the positive and significant way. It is typical needs of the schools. that at least three students per year graduate • Acting as liaison between CSI and the from high school with their diplomas and communities that CSI serves. concurrently complete an associate’s degree • Providing information to administrators, from the College of Southern Idaho. parents, students, and faculty of the Additionally, CSI continues to offer highly respective schools about the dual qualified high school students need-based enrollment program. financial assistance so that students may • Implementing new requests for delivery take advantage of the opportunity to enroll of services in consultation with both the in dual credit classes.
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Additional indicators of success are Online Courses unsolicited anecdotal comments from parents and patrons of the college district In 1996 the college began offering a limited who applaud the results of the partnership number of online courses. In the fall of between secondary and post-secondary 2003, 15 courses were offered in the institutions. The dual credit program has led following departments: to improved communication between CSI and high schools and has led to an increase • English in resources and program offerings for • Information Technology schools in the small rural districts of the area. • Instructional Support (Online New Student Orientation) Delivery of an increasing number of classes • Physical Science to high schools via the telecommunication • Mathematics system allows one high school to be • Social Science and Education connected to another to share dual credit • Study Skills courses and instructors. In the communities of Filer, Buhl, and Castleford, for example, The college has also received a major dual credit has made French and calculus federal grant for 2004 in the areas of classes available to students at all three paraprofessional education and early schools, even though only one out of the childhood development. (Exhibit 2.15) This three schools has qualified instructors for grant will fund personnel who will build these courses. platforms necessary for increased online course offerings by the college. At the Some challenges still confront the dual conclusion of the grant, the platforms will credit program. The college needs to remain in place and the personnel positions continue to work to ensure that dual will be evaluated and moved to the enrollment credits fully transfer to other appropriate areas of the college. colleges and universities with whom the Additionally, an evaluation process for college does not have articulation online classes was piloted in the fall of 2003 agreements. The college’s vast service area and is now moving toward the can also limit direct personal interaction implementation stage. between parties; this can lead to an excessive reliance on technology, such as For specific information about these courses, e-mail for communication, and can lead to please see the department description for the delays. These limitations are exacerbated by department that offers the course. the current fiscal conditions of state and local government due to a downturn in the Outreach Centers Idaho economy. Further, dual credit staff have been unable to attend national The College of Southern Idaho operates four conferences. Learning how others conduct outreach centers that aid the college in its dual credit programs provides a fresh mission to deliver educational resources to perspective and increases options for its diverse service area, and is in the process problem solving. The dual credit program is of establishing a fifth center. Each center is planning to take advantage of such an integral part of the college, and as such opportunities as soon as the economic has the same mission and goals as the larger climate improves. institution.
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Courses and services offered at the outreach The BCOC is staffed by a full-time centers are under the direct control and coordinator, a full-time office manager, and supervision of the same entities that provide a part-time office assistant. those courses and services on the main campus. The outreach centers are managed A major strength of the BCOC is the ability by coordinators who are housed at the to get to know students on a one-to-one outreach centers, but all policies, procedures, basis. This creates a special relationship and administrative structures that exist on between staff and students. Under the the main campus apply to the outreach guidance of the appropriate on-campus centers as well. Therefore, specific entities, the BCOC provides access to information regarding these courses and admissions, registration, cashier services, services can be found throughout this self- textbook sales, advising information, study. Moreover, self-study binders financial aid information, career counseling, describing and analyzing each outreach testing, tutoring, interoffice mail, and library center can be found in the accreditation team services. (Policy 2.5) room. (2.G.1) (2.G.5) Telecommunication courses are also a Blaine County Outreach Center strength as they allow for a class to be delivered in a cost-effective manner even if The Blaine County Outreach Center only one student enrolls for the course at the (BCOC) recently relocated to a newly BCOC. acquired space at the former Wood River High School. The 12,212 square foot space Enrollment trends indicate that both credit is located at 1050 Fox Acres Road in Hailey. and non-credit programs based at the BCOC The building and grounds are owned by the continue to reflect community needs. Blaine County School District. The facility (Appendix 2.26) The community’s is a collaborative effort that accommodates population is increasing. A large Hispanic several other community entities and is population has moved to the area and has viewed as a facility for the community. impacted the labor force. ESL and (Appendix 2.25) transitional language classes have been created to meet the Hispanic population’s The BCOC consists of 13 classrooms, a needs. The construction industry supports a technology lab, an office, a testing room, a large student count for apprenticeships in telecommunications classroom, an electrical and plumbing. The BCOC ABE/GED classroom, an ESL program, a continues to evaluate and meet the Head Start program, a computer lab, an art challenges of providing services to an ever- room, and a technology facility. The BCOC changing populace. also uses Wood River High School, Hailey Elementary/Middle School, Hemingway Jerome Outreach Center Elementary, the Community School, community facilities, libraries, chamber of The college, through economic development commerce facilities, churches, outdoor and workforce investment activities, has environments, and other appropriate spaces been exploring the possibility of opening a for classes for educational purposes. (2.A.1) center in Jerome that will focus primarily on workforce and economic development. The college may also provide one-stop services in this area. As of the writing of the self-
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College of Southern Idaho Standard Two study, the college houses an Economic on current jobs and less on educational Development Director in partnership with advancement. the Southern Idaho Economic Development Organization and one clerical person in a In order to better serve students at the rented facility in Jerome. Micron Center, student services functions were reviewed in 2003. A proposal was Micron Outreach Center submitted to the administration and all recommendations were addressed. These The Micron Outreach Center is located at included purchasing additional equipment the corporate offices of Micron and providing training to staff. Technologies in Boise. The physical facilities and electronics equipment at the Mini-Cassia Outreach Center Micron Center are owned and maintained by the Micron Corporation. One room at The Mini-Cassia Outreach Center (MCOC) Micron has been remodeled specifically for is the college’s oldest and largest outreach classes taught by the College of Southern center in terms of size and enrollment. The Idaho and is equipped with MCOC is located in the former Burley High telecommunication access to the college as School building at 1600 Parke Avenue in well as being designed for live on-site Burley. Facilities consist of three education. CSI also utilizes other telecommunication classrooms, an classrooms within the Micron plant when auditorium, computer lab, bookstore, necessary. (2.A.1) chemistry lab, pottery classroom, testing center, 13 general classrooms, and an office The center is staffed by two full-time faculty area. (Appendix 2.28) (2.A.1) members and one part-time office assistant and offers one-stop services. The center is staffed by one full-time coordinator, a full-time non-credit course Enrollment at the Micron Outreach Center developer, a full-time office specialist, and had grown continually from the inception of one full-time advisor for educational and the center in the fall of 1998 until the spring financial aid advising. The center also of 2003. (Appendix 2.27) Enrollment employs two-full time custodians, five dropped significantly in the fall of 2003 due work-study students, and several tutors. to major layoffs within Micron. This trend is expected to reverse, however, as Micron A major strength of the MCOC is its ability continues to add new staff. Students enrolled to bring education to a rural area where in classes at Micron have done slightly students might not otherwise have access to better than students on the CSI campus in higher education. The MCOC is able to specific courses. This can most likely be provide one-stop services and support to attributed to the motivation of these students students. Admission services, registration, and their need to enhance their education for cashier services, textbook sales, testing, future job placement. tutoring, library services, and interoffice mail are all available to students and faculty. Another challenge for the Micron Center has been a cultural change at Micron since the At the MCOC, the demand for classes often massive layoffs in 2002. These layoffs have exceeds the number of courses offered. forced remaining employees to focus more (Appendix 2.29) This demand very often results in a higher number of students per
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course at the MCOC than the number of interoffice mail, and library services. When students in similar courses on the main services are not directly available at the campus. Due to the fact that the MCOC NSC, staff members aid students in fulfills the educational needs of many accessing the services on the main campus. students who work during the day, class Telecommunications courses are also a offerings between 4:00 p.m. and 10:00 p.m. strength. Even if only one student is fill quickly and can lead to a lack of enrolled, the course is still delivered to the available space in the center and to NSC in a cost-effective manner. difficulties in scheduling. Flat enrollment is a continuing challenge for A lack of communication between part- the NSC. (Appendix 2.31) Although classes time/adjunct faculty at the center and their at the center are often allowed to run, even department chairs and full-time faculty when only small numbers of students are within their department can be a challenge. enrolled, courses are still cancelled each semester due to insufficient enrollment. North Side Outreach Center Students who experience these cancellations semester after semester tend to assume The CSI North Side Center (NSC) facility is classes will be cancelled and therefore do located on the campus of the Idaho School not sign up for classes at the NSC. This, of for the Deaf and the Blind (ISDB) at 202 th course, leads to more class cancellations. 14 Avenue East in Gooding. The building and grounds are owned and maintained by Another challenge is the fact that the NSC ISDB. The NSC consists of seven rooms telecommunication course schedule is driven including an office, a testing room, a by the needs of the Mini-Cassia Outreach telecommunications classroom, an Center, which serves a significantly larger ABE/GED classroom, and three general number of students who often have different classrooms. Other facilities used to offer needs than do NSC students. For example, courses include Gooding High School, North Side students have a need for more Gooding Elementary/Middle School, developmental and general education Wendell High School, Jerome High School, courses than are currently available on the Hagerman High School, ISDB, and the telecommunications system. Gooding County Extension Office. (Appendix 2.30) (2.A.1) Telecommunications System
The NSC is staffed by one full-time CSI produces over 150 hours of multi-point coordinator, a part-time non-credit course distance education courses a week between developer, a part-time office specialist, and a main and remote campuses, K-12 school work-study student. districts, and rural outreach programs. These courses are offered through the A major strength of the NSC is the ability to college’s interactive video systems and the provide one-stop service and support to college’s UHF television station. CSI students. Under the direction of the currently broadcasts eight courses for a total appropriate agency on campus, the NSC of 11 ½ hours per week of programming on provides access to admissions, registration, the UHF station. These broadcasts are a cashier services, textbook sales, advising mixture of locally produced material and information, financial aid information, rebroadcasts of professional productions. career counseling, testing, tutoring,
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As with other forms of distance education at • Students have access to one-stop CSI, all course material, outcomes, and services at outreach locations. content are established by the department offering the course, and those departments Challenges are ultimately responsible for those courses. A more detailed look at telecommunication • Facilities for CEC courses are not courses is presented in Standard Five. always available.
Workforce Development • The current compensation model for instructors in the CEC is inefficient. A Workforce Development Training Fund has been set up by the governor of the state • The college needs to work to ensure that of Idaho to train new employees so that dual credit courses transfer to companies can take full advantage of institutions with which the institution specific economic opportunities and does not have articulation agreements. industrial expansion initiatives in the marketplace. The fund also allows for skills • Geographic barriers can make it difficult upgrade training of current workers who are for dual credit instructors and at risk of being permanently laid off. administrators to meet face to face.
The College of Southern Idaho participates • Communication between faculty at as a full partner in the process to ensure outreach centers and the departments for delivery of customized training suited to the whom they teach can be limited. specific needs of a company. Funds are available for any size employer and projects • The MCOC drives many must emphasize job skill training. telecommunication course offerings; this can limit the courses offered at the NSC ANALYSIS AND APPRAISAL and BCOC.
Community Education and Distance Courses of Action Education • Current and planned additions to the Strengths Fine Arts Building and gymnasium should help to alleviate some of the • The CEC is able to provide a diverse CEC’s need for facilities. selection of courses. • A new compensation model for • The CEC offers convenient access to instructors at the CEC is currently being registration and information for students. researched.
• The college has proactively implemented dual credit.
• Enrollment has continued to increase in all distance education options.
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Appendices 2.21 Sample Transcript
2.22 Chart depicting CEC growth 2.1 Course Syllabus Guide 2.23 State Board Policy regarding 2.2 Basic Skills Volunteer Program Accelerated Learning Programs
2.3 Learning Assistance Services 2.24 Graph depicting dual credit growth
2.4 Graph of FTE and Headcount 2.25 Blaine County Outreach Center Map
2.5 Graph of Student per Faculty Increase 2.26 Blaine County Growth Chart
2.6 Section Size Graph 2.27 Micron Growth Chart
2.7 Full-Time to Part-Time Graph 2.28 Mini-Cassia Outreach Center Map
2.8 Campus Map showing Additions 2.29 Mini-Cassia Growth Chart
2.9 Financial Graphs 2.30 North Side Outreach Center Map
2.10 Personal Plan for Improvement 2.31 North Side Outreach Center Growth Form Chart
2.11 Unit Plan for Improvement Form Exhibits 2.12 List of Professional-Technical Advisory Committees 2.1 Program Review Booklet
2.13 Curriculum Committee Members 2.2 Curriculum Committee Summary of Activities 2.14 Inventory of Added and Deleted Programs from the past three years 2.3 Credit for Prior Learning Policy
2.15 Number of degrees granted in each 2.4 2003-2004 Catalog program for the past three years 2.5 Curriculum Committee Membership, 2.16 Rationale for General Education Core Minutes and Operating Procedures
2.17 Graph depicting 96.5% PTE Placement 2.6 Industry Skills Follow Up Data
2.18 List of Tech Prep Agreements 2.7 Professional-Technical Advisory Committee Minutes 2.19 Waiver of Advising Form 2.8 Articulation Agreements 2.20 CCSSE Survey Data
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2.9 Full-Time Faculty Handbook Marjorie Bernier, Office Specialist, 2.10 Advising Committee Members and Information Technology Education Minutes Annette Bragger, Coordinator, Mini- 2.11 Honors Program Self-Study Cassia Outreach Center
2.12 Community Education Catalogs Ken Campbell, Dean, Information Technology 2.13 Class Schedules Carole Carlile, Assistant Director, 2.14 Arts on Tour Information Admissions and Records
2.15 Congressional Appropriation to Kathy Clark, Associate Professor, Enhance Distance Learning Biology Programs Grant Ron Cresswell, Instructor, Math Standard Two Committee Joan Davies, Coordinator, Blaine County Outreach Center Chair: Bill Eberlein, Assistant Professor, Barbara Knudson, Dean, Human Engineering Resources Ann Ferrell, Advisor, Advising Vice-Chair: Center
Scott Scholes, Director, Advising Gary Haskell, Assistant Professor, Center; Center for New Directions Automotive Technology
Members: Sylvia Jensen, Coordinator, Community Education Alice Anderson, Professor/ Manager, Early Childhood Education Kevin Jones, Assistant Professor, Developmental Math Maria Anderson, Office Specialist, Student Activities Office Debra Matier, Associate Professor, English Deborah Banks, Assistant Professor, Web/Database Application Bryan Matsuoka, Co-Director, Idaho Development Small Business Development Center Incubation Manager Bob Beauregard, Supervisor, Telecommunications Operations Mike McClymonds, Professor/Manager, Marketing and Jerry Beck, Executive Vice Management President/Chief Academic Officer
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Connie Mead, Assistant Professor, Valerie Warner, Professor, Associate Math Degree Nursing
Justin Minden, Instructor/Fitness David Yopp, Associate Professor, Facilitator, Physical Education Math
Karyl Myers, Counselor, Center for New Directions
Jim Palmer, Professor, Health Sciences and Human Services
Tina Peer, Instructor, Allied Health/Nursing
Jason Rose, Assistant Professor, Math
Janet Sandy, Professor, Nursing
Ron Shopbell, Director, Adult Evening/Dual Credit/Summer School/Agriculture
Tina Standlee, Senior Account Technician, Business Office
Laine Steel, Professor, Communication/Theatre
Connie Stout, Office Specialist, Math/Science/English
Kathy Stover, Department Chair/Professor, Math
Mark Sugden, Professor, Biology
Judy Thom, Human Resource Specialist, Human Resources
Russ Tremayne, Associate Professor, History
Carol Vanhoozer, Counselor, Center for New Directions
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College of Southern Idaho Standard Three
Standard Three: Students
Overview
The College of Southern Idaho’s historic devotion to its students has been continued in the last decade. Programs and services have been attractions to students at the college for years, and they have recently been updated and improved.
Improvements in Student Services and its programs, long in the development stage, have come to fruition in just the last two years. Four departments—Records and Admissions, the Advising Center, New Student Services, and Financial Aid—have been relocated to the Matrix Center, which now offers “one-stop” services in the Taylor Administration Building. These same services are offered at other campus locations and have been offered at the outreach centers for several years. This one- stop model allows people to take all necessary steps to enroll at the college at a single point of delivery, thus reducing barriers to becoming a student. Concurrent
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with the inauguration of the Matrix, a new Additionally, core student services are also position of vice president of student services addressed. was created in early 2003 by the president and the board of trustees for the purpose of Description further developing the interdepartmental collaboration of Student Services. Organization The student-centered focus of the college was further enhanced by the Student Union Student Services has undergone several expansion of the Taylor Administration significant changes in the past few years. Building, which opened for business in January of 2004. In planning for years, the Regarding its organization, the most completion of the project brings a much- significant change was the creation of the needed crossroads into existence. Housing vice president of student services position. the Student Senate conference room, offices, This change resulted in a new organizational and reserved computer cubicles, the Student chart that has allowed for a more efficient Union is now the center of student organizational flow within Student Services. government activity. More than 65 college (Appendix 3.1) The Fall 2003 Accreditation clubs and organizations are located in the Survey revealed some inconsistency with new student facility. Facilities include space regard to communication about the for a multitude of organized student realignment of some departments within activities and for casual student gatherings student services to the broader campus and study. Additionally, food service is community and the inclusion of these available as are stationary and wireless changes in institutional publications. computers, all of which enhance the student While there is little evidence that these experience. A proposed addition to the inconsistencies have impacted students gymnasium is scheduled to be completed in negatively, efforts are being made to rectify the 2006 and will provide an increased this problem. availability of physical programs for students and the community. Student Services is organized into seven separate departments: Through these and other programs, services, and facilities, the personal, educational, and • Admissions and Records social development of students at the college • Advising is promoted by Student Services. • Center for New Directions • Student Disability Services Purpose • Financial Aid • Student Activities
• Student Success Students are the primary focus of the College of Southern Idaho, and the purpose Another major organizational change in of this Standard is to clearly demonstrate the Student Services came with the creation of institution’s commitment to student service. the Matrix. (Appendix 3.2) Admissions and This Standard will describe and analyze Records, Advising, New Student Services, Student Services by addressing the overall and Financial Aid are all housed in this new operation of Student Services and the unique area, and the impact of this move has been duties of its seven departments.
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College of Southern Idaho Standard Three significant on each department. This change The self-study revealed distribution of was made as a result of institutional institutional data, including the CCSSE assessment and student feedback about the survey, is not widespread. Plans are being convenience of, and access to, student formulated to ensure that employees are services on campus. The departments made aware of this data and of its within Student Services report increased availability. communication between themselves and increased efficiency for students as a result The creation and implementation of the of the new space. Student Services strategic plan is working to ensure that evaluation of Student Services Planning and its programs is on-going. The student survey, Institutional Profile, and CCSSE The Student Services strategic plan was results are formal methods of seeking created in the fall of 2003. (Exhibit 3.1) comment and criticism from students. This strategic plan is modeled on the Informal student discussions with College of Southern Idaho strategic plan and administrators, faculty, and staff occur often conforms to the mission and goals of the and also lead to adjustments to services and college. While the mission and goals of programs. (3.A.4) each department within Student Services are unique, they all are guided by the overall Resource Allocation Student Services strategic plan. (3.A.1) Each of the seven departments is responsible This Student Services mission statement and for assessing its own financial needs. The strategic plan were developed by the plan for improvement process is used to directors of each department and the vice determine resource allocation, in president of student services through a series conjunction with consultation with the vice of conferences in the fall of 2003 and were president of student services, the vice adopted in November of 2003. Information president of finance, and the president. from the college’s participation in the (Appendix 3.3) These plans are developed Community College Survey of Student by individuals within each department and Engagement (CCSSE), which provides data are then are combined by department on the demographic makeup of the student coordinators and directors into Unit Plans body, drives the strategic plan. The dean of for Improvement for each department within information technology publishes this Student Services. (Appendix 3.4) The seven information, together with additional data Unit Plans for Improvement are then extracted from the institution’s records, bi- incorporated into a Unit Plan for annually in the Institutional Profile. The Improvement for all of Student Services. Institutional Profile is distributed to and (Exhibit 3.3) Institutional research and used by Student Services to identify needs. CCSSE data provide annual feedback about When needs are identified in this profile, the the delivery of services sought by CSI college strives to meet those needs by students, and the survey information is creating classes, support services, and considered in the further development of programs that address the issues raised. Student Services. (Exhibit 3.2) (3.A.1) The use of a strategic plan and of the plan for improvement process within Student
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Services is quite recent. Once these receipt and processing of students’ components are fully developed within applications for admission and registration, Student Services, there will be a clearer link and through recording grades, producing between assessment of services and resource transcripts, and archiving student records. allocation. The department is responsible for upholding the policies established by both Student Services Staff governmental agencies and the college regarding these procedures. (Exhibit 3.5) Student Services is fortunate to have several department directors and coordinators who The staff realize the importance of customer are well-qualified and who have been with service, work well together, and have a good the college for many years. Moreover, rapport with students, with other many staff members within the department departments involved in registration are also long-time employees of the processes, and with the college staff. Many institution, and their knowledge and of the staff in the Admissions and Records experience is a true asset to the college. Department have been with the college for Staff members within each department have decades. With the increase in the number of clear job descriptions that delineate their students at CSI, and with the assumption of responsibilities, and many staff members are additional responsibilities that are the result able to step in to assume responsibilities of offering one-stop services in the Matrix, other than their own when necessary. staffing within the department has also (Exhibit 3.4) increased. Two employees whose responsibilities include admissions, The self-study revealed that not all registration, cashiering, and general departments have regularly evaluated the information were added in August of 2003. performance of personnel. In response, a two-part plan for evaluation is now in place. The college changed its institutional First, directors review Individual Plans for management software to the Jenzabar Improvement with the employee who system in 1999. When data was originally submitted the plan. Second, each of the converted from the former system to the directors participates in an evaluation Jenzabar system, summary data and term process that consists of a self-evaluation, a information were not converted accurately, peer evaluation, and a supervisor evaluation. and it became evident that a data conversion During the evaluation meeting, emphasis is problem existed. Thus, a half-time position placed on those areas where self-, peer, or was added to focus on corrections to supervisor evaluations vary significantly. converted student data. This position is (Appendix 3.5) (3.A.2, 3.A.4) primarily responsible for investigating and researching student transcripts. Each General Responsibilities transcript that is requested is investigated thoroughly to ensure accuracy.
Admissions and Records Admissions
The College of Southern Idaho has an open- The mission of the Admissions and Records door enrollment policy that is consistent Department is to uphold the mission of the with its mission and goals. This admission College of Southern Idaho through the
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College of Southern Idaho Standard Three policy is clearly outlined in the college local bank. Archive copies of transcripts are catalog and in the Student Planner and kept in fire-proof file cabinets. Currently, Handbook. (Exhibits 3.6, 3.7) When the Admissions and Records Department is specific programs have additional admission working to convert archived student files to requirements, those requirements are clearly images using document imaging. This articulated in the college catalog. (3.D.1) procedure will increase the security of files Degree and certificate requirements for all while also reducing the storage needs. CSI programs are also clearly stated in the also enforces the privacy regulations for college catalog. student records that are mandated by Federal Education Records Privacy Act (FERPA).
The College of Southern Idaho mandates (3.C.5) that all degree-seeking students take the Academic Credit COMPASS test upon application for admission. This test is used to properly CSI ensures that student performance and place students in courses and programs evaluation meet criteria that are appropriate based on their ability to succeed as indicated to degree levels though the college’s by their test scores. The college publishes a Curriculum Committee. The committee COMPASS/ACT/SAT score sheet that only approves college-level courses for articulates cutoff scores for student college credit. These courses then constitute placement into various courses. (Appendix the degrees granted by the college. All 3.6) When a student disagrees with the courses and programs are reviewed by the placement recommendation, he or she is executive vice president/chief academic encouraged to retest. If a student chooses to officer to ensure that they meet appropriate ignore placement advice, the student is criteria. required to sign a “Waiver of Advising for Placement Testing.” (Appendix 3.7) (3.D.3) Academic credit at CSI is awarded based on the national standard to establish credit Records value, the Carnegie Unit, which also meets with the Northwest Commission on Colleges The institution strives to ensure that student and Universities’ definition of credit. This records are accurate, comprehensive, and policy, along with alternate means of being secure. Records are recorded as provided by granted credit, is clearly outlined in the students, faculty, and transfer institutions, College of Southern Idaho catalog. Credit and are kept in the Records Department, hours granted for a course are stated clearly which is secured when office personnel are on instructors’ syllabi and are included in not present. All current students’ records course proposals that are passed through are kept both in printed files and on the Curriculum Committee. (Appendix 3.8) college’s computer database. All computer (3.C.1) records are backed up nightly. The CSI catalog clearly distinguishes The college maintains records for three between zero-level credit and credit that years after a student leaves the institution. applies toward graduation. No credit value After this time, records are archived and of less than 100-level is applicable toward imaged onto microfilm; then the originals graduation. At CSI, Community Education are destroyed. The microfilm is kept at CSI, does not provide courses for credit. All and an additional copy is kept secure in a credit-bearing courses are taught under the
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College of Southern Idaho Standard Three instructional areas of campus. Student responsible for their choice of courses if transcripts clearly note when any credit they choose to self-advise. Due to the need awarded is non-degree credit. (Appendix for first-time students to take the COMPASS 3.9) (3.C.3) placement test, they are not allowed to use the online registration system. Accreditation and the transfer of credit are clearly addressed in the college catalog. ANALYSIS AND APPRAISAL Courses from non-accredited institutions that are being considered for a transfer of Admissions and Records credit are submitted to the appropriate department chair; the specifics of the course Strengths are evaluated for comparability to one or more of CSI’s courses. (3.C.4) • A knowledgeable and experienced staff is a major asset to the department and CSI’s institutional and program graduation thus to the college community. requirements are stated clearly in appropriate publications and are consistently • The move to the Matrix has improved applied in both the certificate and degree communication, efficiency, and problem verification process. (3.D.5) Additionally, resolution. the college clearly articulates in the college catalog its policies concerning scholastic Challenges probation, suspension, and drop for nonpayment of fees. All policies clearly • None. explain how to initiate an appeal of any action taken. In the event of an appeal, the Courses of Action student submits an appeal or petition to the director of Admissions and Records. Upon • None. receipt, the director then communicates to the student any additional steps needed to complete the process. (3.D.4, 3.B.3) Advising
Online Registration The mission of the CSI Advising Department, in concert with faculty and In the spring of 2001, the college began to staff, is to provide information and guidance allow continuing students to register for to support students in their educational classes using an online system. This system planning as they work to achieve career and allows students to enroll in courses, drop life goals. (Exhibit 3.8) courses, and check on the availability of courses in a convenient, flexible manner. In The Advising Department has undergone a the fall of 2003, 2,522 students used the tremendous amount of change in the past system. (Appendix 3.10) Before students few years. In the spring of 2001, the can access the online registration system, director of eighteen years stepped down and they must read a statement that explains that was succeeded by a new director. In July of they are self-advising, that encourages them 2002, what was then the Counseling Center to seek input from an adviser, and that officially changed its mission to become the requires them to acknowledge that they are CSI Advising Department. This change
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College of Southern Idaho Standard Three reflected student and human resource workshops, and programs aimed at assisting management needs. students with their educational progress. Two recent examples include the Positive Staffing has also changed within the Action for Student Success (PASS) program department. Between 2001 and 2003, three and online registration workshops. The counselors retired, one moved into a faculty PASS program is an early-alert program position, and an office specialist was designed to identify early in the semester replaced. Each of these counselors had over students who are struggling with their twenty years of experience within the classes and to provide the necessary support department. Two academic advisors have to those students to ensure student success. since been hired, and two student recruiters The online registration workshops are aimed from the Student Activities Department also at educating students, faculty, and staff share advising duties as needed. about how to effectively navigate online registration software. (3.D.10) Over the past five years, the Advising Department has seen an average of 6,347 ANALYSIS AND APPRAISAL students annually and continues to see more students each year. (Appendix 3.11) This Advising number represents only students who actually sit down in an individual session Strengths with an adviser. However, the department serves many additional students who drop in, • The Advising Department has a in need of quick factual information or dedicated and proactive staff. procedural help with the registration process, and who are not counted in this total. • The move to the Matrix has improved communication, efficiency, and problem Advisers aid students in determining resolution. appropriate educational goals, in selecting appropriate coursework, and in completing • Innovations like the PASS program have the registration process. Students who are furthered the Advising Department’s seeking a liberal arts degree, are undeclared, commitment to student success. or are not seeking a degree are assigned to the Advising Department staff for advising. Challenges Students who declare a major are assigned to a faculty adviser within that major area. • Recent turnover within the department The department also provides advising to the has led to a lack of experienced advisers. majority of first-semester students at the college. During the summer months, when Courses of Action many faculty advisers are off campus, students of all majors may receive their • Provide ongoing training for advisers in academic advising in the Advising the department. Department. (3.D.10)
To supplement individual advising, the Center for New Directions Advising Department staff is increasingly involved with projects, presentations, The mission of the Center for New Directions (CND) is to provide the
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community with resources for career college. This has included a review of planning and lifelong learning. (Exhibit 3.9) student/client needs, administrative needs, (3.D.11) The CND was originally and grant obligations. established in 1982 as a single parent/displaced homemaker program for The CND has two major strengths. First, the the state of Idaho. A portion of the funding CND receives tremendous support from the for the program still comes from a filing fee college administration. This has allowed the that was placed on Idaho divorces in 1982. CND to contribute greatly to both the campus and community. The CND has The CND offers individual counseling, provided a conduit between community workshops, and classes. Programs are members and the college. The staff works offered on topics that explore career and closely with Job Service, Vocational education options, successful strategies for Rehabilitation, Magic Valley Youth and staying in school, and attaining the skills Adult Services, and other agencies to help needed to progress to the next step, whether provide people with career development that is to another college or to a new career. opportunities and to connect them with appropriate training and education options. The CND is currently staffed by two full- Additionally, programs and services are time counselors, two ¾-time counselors, a offered to help retain students who are full-time career development specialist, and attending CSI. The second major strength is clerical support staff. Students are served at the professionalism of the CND’s staff the CND both individually and in groups. members and their ability to maintain Individually, students may receive personal positive working relationships. counseling, educational planning assistance, and career counseling and planning. The While continuing with services to individual CND also offers group counseling, students, the CND hopes to expand offerings workshops, and non-credit coursework. within group settings such as classroom presentations, courses, and workshops. In addition to the services described above, Additionally, continuing involvement with the CND’s staff is involved in many other community service agencies to better individual projects. In 2003, the CND connect services to potential students will hosted the Third Annual Girls in remain a priority. Technology Conference. This project introduces young women to career ANALYSIS AND APPRAISAL opportunities in areas that involve technology and that are underrepresented by Center for New Directions women. The staff has also provided professional development in-services to Strengths other departments and to community agencies. • The CND has made use of its dedicated staff to serve the many needs of the In September of 2003, the CND came under students of the college. the leadership of the director of the Advising Center. This change has provided the opportunity for a reevaluation of the role of the CND in the community and at the
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Challenges learning, teaching, and working environment that meets the needs and abilities of students • Due to the broad nature of its mission, it with disabilities. (Exhibit 3.10) is difficult to measure the success of the Center for New Directions. In accordance with Section 504 of the Rehabilitation Act of 1973, as amended in • The realignment with the Advising 1992, and with the Americans with Center has led to a challenge in merging Disabilities Act (ADA) of 1990, SDS is the historically-divergent philosophies of proactive in developing specialized the two departments. accommodations to support the abilities of each individual eligible for such services. Courses of Action SDS serves CSI students who have a • The CND staff will hold a retreat physical, learning, sensory, or psychological designed to address its current disability that substantially affects a major functioning in regard to its funding life activity. SDS also works with many sources, administrative needs, students who have hidden disabilities, community needs, and student needs. including, but not limited to, diabetes, Achievement of grant expectations and arthritis, HIV/AIDS, and depression. outcome measures will be specifically addressed. A major goal of this retreat When a student wants specialized, will be the creation of an action plan to disability-related support, documentation of help guide the development of the office. the disability must accompany the request. The needed documentation is most often an • In the fall 2003 semester, members of evaluation by an appropriate professional both centers began attending collective that describes the diagnosis and the current staff meetings. This has led to an impact of the disability in a college setting. increase in communication, an enhanced Accommodations are made in concert with understanding of the functions of each the goals and essential standards of the office, and has resulted in more program or course to which the student is collaborative efforts and more effective requesting access. interoffice referral. Several challenges currently face SDS. Between the fall of 2002 and the fall of 2003, the total number of students served in the Student Disability Services SDS increased from 47 to 77. (Appendix 3.12) This increase has led to a need for The mission of Student Disability Services additional staff to manage intake of new (SDS) is to ensure that the College of students requesting services, appointments, Southern Idaho is sensitive to, and and referrals. Moreover, a need exists for a understanding of, its responsibilities to the full-time assistive technology specialist who equal access, accommodation, and support can provide orientation for students and staff of individuals with disabilities. The about technology used by students with knowledgeable and experienced SDS staff disabilities, and who can purchase, manage, build and maintain partnerships with and troubleshoot assistive technology students, faculty, staff, and administrators to hardware and software. promote an accessible, non-discriminatory
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Additionally, SDS and the college need to responsibility to assist, in a helpful and ensure appropriate processes are in place for knowledgeable manner, prospective and prompt response and resolution of requests, current students in obtaining the financial grievances, and inquiries regarding access to resources necessary to pay for the expense programs and facilities. of going to college. The SFA Department is staffed by friendly, informed personnel. ANALYSIS AND APPRAISAL They assist both students and parents of students with the financial aid process. Student Disability Services (3.D.6)
Strengths Staff from the SFA Department organize and participate in several face-to-face, large- • The staff is knowledgeable, experienced, group presentations in communities and able to make the campus aware of throughout southern Idaho. Presentations services. are given in middle school, high school and college classrooms so that information Challenges concerning college affordability and the process of applying for aid is widely • As student use of SDS continues to grow, distributed. Financial aid forms are sent additional staff are necessary to electronically, distributed through the mail, adequately meet student needs. and are delivered by hand so that prospective and current students have the • Policies need to be developed to ensure most up-to-date information and are aware that requests for access to programs and of the easiest methods of obtaining financial facilities are dealt with in a timely assistance. (3.D.7) manner. Along with a responsibility to the students at Courses of Action CSI, the SFA Department also has a responsibility to the people who supply the • Hire an assistive technology specialist. funds for the students. The federal government and state government require • Add staff to assist with intake of the generation of numerous reports to students. demonstrate that the college is effectively managing the money that is entrusted to it. Financial Aid The same concern for funds management is required for institutional and private monies. Personnel in the SFA Department have The mission of the Student Financial Aid developed systems to ensure that accurate (SFA) Department is to provide financial and timely reports are submitted. (Exhibit assistance to students so that they may 3.12) achieve their educational goals while attending the College of Southern Idaho. In an effort to ensure that financial aid funds (Exhibit 3.11) are being used responsibly, the college only allows a student to appeal a lack of The Student Financial Aid Department at the satisfactory progress denial of funds two College of Southern Idaho has the primary times through the Student Financial Aid
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Office. A third appeal must go through the Courses of Action executive vice president/chief academic officer, who analyzes total credits attempted • The department must continue to train versus credits earned; grade point average; staff on technological changes while still and the amount of all aid—federal, state, or being able to meet everyday obligations institutional, in aggregate and per credit to the college. hour earned—when deciding whether or not to grant the appeal. This same appeals process is followed for a student who has Student Activities changed majors more than twice while a student at the College of Southern Idaho, The mission of the Student Activities whether the student had obtained a degree or Department is to provide information, not. support, and guidance in a friendly, caring, and professional manner in order to promote If the executive vice president/chief a positive and rewarding college experience academic officer grants an appeal, a for all prospective and current students. The program plan for the student’s remaining Student Activities Department is responsible educational activity at the College of for student activities, housing, student Southern Idaho is developed and signed by assistance, new student services, and new the student and the appropriate student student orientation. (Exhibit 3.13) financial aid adviser. Progress within the plan is then monitored during the semester The Student Activities Department was and at the end of each semester. relocated to the new section of the Taylor Administration Building upon the Every student who receives federal financial completion of its remodeling in January of aid at the College of Southern Idaho is 2004. This new, expanded space includes required to complete an exit interview well-equipped office and meeting space for concerning loan repayment obligations prior the Associated Students of the College of to leaving the college, either online or with Southern Idaho (ASCSI), student the help of an adviser. If a student does not organizations, and Student Activities complete this process, a hold is placed on Department staff. This relocation has his or her records. (3.D.8) greatly enhanced student activities at the college. ANALYSIS AND APPRAISAL Student Activities coordinates the activities Financial Aid of campus clubs and organizations, oversees operation of the Student Union, assists and Strengths advises ASCSI, and monitors the operations of the Intramurals Program, the Outdoor • The move to the Matrix has improved Program, the Tower newspaper, the communication, efficiency, and problem Cheerleading and Dance Teams, and the CSI resolution. Challenge Course. (3.D.15)
Challenges The Student Senate is the governing body of ASCSI and is presided over by the ASCSI • Mastering the technological changes that vice president. Four councils of the Student occur almost daily.
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Senate address the needs of students: catalog, and Student Activities and student Ambassadors Council, Interclub Council, association goals and mission statements. Eagle Hall Council, and Diversity Council. (Exhibit 3.15, 3.16) (3.D.16) The purpose of the council system is to provide more students with the opportunity Due to the rapid growth of the student body to have input regarding the affairs of ASCSI. at the College of Southern Idaho, the Student representatives are also members of number of student organizations has the Strategic Planning Steering Committee. increased dramatically. With more than 65 (3.B.2, 3.D.16) clubs and organizations, the need for a clear set of procedures to regulate these entities The college supports more than 65 student has become evident. The creation of these organizations that encourage students to procedures will help guide and assist pursue cultural, recreational, religious, participants. service, and social interests. (Appendix 3.13) (3.D.2) Each student club and Recent evaluations completed by each of the organization is led by an adviser who is an ASCSI senators indicated that employee of the college. communication between various clubs needs to be improved. With the recent completion CSI offers co-curricular activities and co- of the Student Union addition to the Taylor curricular programs that foster the Administration Building, various clubs and intellectual and personal development of organizations now have a centralized students consistent with the institution's meeting place and are able to utilize mission. (Appendix 3.14) CSI adheres to technology in this area. The Student Senate the spirit and intent of equal opportunity for is working to encourage the various groups participation in on-campus programs. When to make use of this technology in order to isolated instances of inaccessibility to co- address this communication issue. The curricular activities and programs arise for Student Activities staff will continue to students with disabilities, they are addressed make adaptations to the configuration of this on an individual basis by the Student area to meet the various needs of students. Disabilities Department. Co-curricular activities and programs include adaptations The Student Activities Department provides for traditionally under-represented students, students with access to recreational such as physically disabled, older, evening, opportunities, such as intramural and part-time, and commuter students. While outdoor programs, and recreational facilities, some activities and services are offered on a both on and off campus. (3.D.17) limited basis at the outreach centers, students at outreach sites lack consistent Housing Services knowledge of and access to co-curricular activities. (3.D.15) CSI designs and operates student housing to enhance the learning environment. (Exhibit Policies and procedures that outline the 3.17) Eagle Hall, CSI’s on-campus relationship of the institution with co- dormitory, accommodates 242 residents in curricular programs are outlined in the five separate wings. (Appendix 3.15) The ASCSI Constitution and Bylaws (Exhibit facility, equipment, and furnishings are 3.14), Student Planner and Handbook, inspected annually and updated to meet Student Senate meeting minutes, the CSI student needs and recognized standards of
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College of Southern Idaho Standard Three health and safety. The facility is staffed reduced rate of $5 per visit. Students may be twenty-four hours a day by a supervisor and referred by the Student Health Center, or a five resident advisers. The staff are trained counselor at CSI, or they may contact annually and all are certified in first aid and Canyon View Hospital directly. In some CPR. The facility includes a wireless cases, students are referred to a therapist computer network, a computer lab, and outside of Canyon View Hospital and the study rooms. Policies, procedures, and Student Support Program pays an equal fee activities are reviewed and recommended to that provider with the student responsible annually by Eagle Hall Council, a group that for the balance. (3.D.12) consists of residents, resident advisers, and the residence hall supervisor. The majority of policies on students’ rights and responsibilities are delineated in the The college purchased the Northview Student Planner and Handbook, which is Apartments in 1998 in order to expand published annually and is distributed free of access to affordable student housing near charge to students at the start of each campus. Forty-three apartments are semester. Academic honesty is specifically available for rent and 85%-90% of those are covered under the terms “plagiarism” and rented by students. Approximately 80 “cheating.” (3.B.5, 3.D.2) Further, the students live at Northview Apartments each Student Planner and Handbook is updated semester. annually by Student Activities to ensure that it contains the latest and most accurate The Student Activities Department information possible. (3.B.3) administers the operations of Eagle Hall and the Northview Apartments, manages room A student has the right to initiate a hearing and board accounts, maintains housing after consultation with the Director of records and reservations, and provides Student Activities whenever the student referrals for off-campus housing. (3.D.13) believes a right may have been infringed or that an action may have been unfair. Student Assistance Appeals are heard by a committee consisting of two students recommended by the ASCSI Student Assistance provides information and Senate, two faculty, and two staff. resources to assist students who encounter Recommendations of the Appeals difficulties during their college experience. Committee are submitted to, and must be The department administers the college’s off approved by, the administration. campus counseling service, provides emergency loans, and monitors student New Student Services conduct. New Student Services is responsible for The college maintains a Student Support marketing the institution and its programs to Program that offers CSI students access to prospective students. This department counseling through a professional, actively recruits students at high school confidential service off-campus. Students presentations throughout southern, western, experiencing difficultly with depression, and eastern Idaho and northern Nevada. drugs, alcohol, relationships, or other personal issues have access to counseling New Student Services also coordinates the services through Canyon View Hospital at a Campus Tours Program and hosts a series of
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special events for prospective students on Challenges campus. (Exhibit 3.18) This department also responds to requests for information • Evaluate and improve publications and assists in the selection of scholarship including the development of procedural recipients. The New Student Services manuals for clubs and advisers. Department consists of two coordinators who report to the director of Student • Improve communication with staff and Activities. student organizations by utilization of the Web site and Blackboard. New Student Orientation • Improve knowledge of and access to co- CSI provides an optional orientation curricular activities for students at program for new students. (Exhibit 3.19) outreach centers. The program is designed and funded by the ASCSI Senate and provides students with Courses of Action information that will assist them in being successful in their studies. Activities • Review the CSI Student Planner and include a motivational speaker; workshops Handbook annually and make changes on study skills, time management, and as necessary. health issues; information on working with advisors; and several social events aimed at • Evaluate the ASCSI Constitution and helping students get acquainted. CSI also Bylaws and develop standard operating provides orientations for some specific procedures documents for clubs and programs, like Honors, and some specific advisors. student populations, like international students. (3.D.9) • Develop a handbook for clubs and organizations. ANALYSIS AND APPRAISAL • Train staff and students in the use of Student Activities Blackboard and revise the ASCSI Web site. Strengths • Purchase additional computers for use • The move to the new addition to the by clubs and organizations and for use Taylor Administration Building has by students in the Taylor Administration greatly enhanced Student Activities. Building.
• Excellent cooperation and collaboration • Purchase and install new master between departments is practiced. calendars, electronic marquees, bulletin boards, and brochure racks to aid in • Student access to and use of technology information dissemination. (such as the wireless network and laptop checkouts) has improved.
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Student Success Center Program. During the 2003-2004 academic year, the college hosted 68 students from 26
different countries, speaking 23 different The mission of the Student Success Center languages. (SSC) is to enhance the educational opportunities of the diverse student body of The college has experienced a 30% increase the College of Southern Idaho by providing in the total enrollment of international individualized support, referral to needed students in the past three years. However, services, opportunities for cultural visa denials and delays related to the events interaction, and a welcoming environment to of September 11, 2001, have had a all. (Exhibit 3.20) (3.D.2) deleterious effect on international student
enrollment throughout the United States and In the spring of 2000, the college began an have raised concerns that enrollment examination of the services and needs of numbers will not continue to increase. minority and international students. This study determined that the institution lacked In addition to international students, the appropriate, comprehensive resources to center also assists multicultural and minority recruit and retain this student population, students. The center works with and a recommendation was made to open an departments and organizations on campus to office and to hire personnel to develop and recruit minority students through programs administer an international and multicultural such as Hispanos Unidos Day, Multicultural services program. In fall 2002, the Student Student Day, Hispanic High School Senior Success Center was opened. Day, and the Hispanic Bridge Program.
Programs such as these have proved to be The SSC is currently staffed by one full- popular with multicultural students time coordinator, a full-time referral throughout the college’s service area. assistant, and two work-study students. The (Exhibit 3.21) coordinator also serves as the chair of the
Diversity Initiative Committee, an advisory Other important functions of the center group for diversity issues on campus. The include individualized advising, referral to SSC is located on the second floor of the other student services on campus, Taylor Administration Building and serves collaborative work with community as an office as well as a place for students to organizations, and the promotion of interact and study. (3.B.1, 3.D.2) diversity both on and off campus.
The role of the Student Success Center is to ANALYSIS AND APPRAISAL provide comprehensive services to international students by supplying information to prospective students; Student Success Center evaluating admission documentation; advising students on visa, immigration, Strengths personal, financial, housing, employment, and educational issues; and advising • The SSC provides valuable services for undeclared majors on academic issues. The international and multicultural students. SSC also develops materials to recruit students for academic study at CSI and for the Intensive English as a Second Language
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• The SSC plays an important role in The bookstore carries an adequate supply of promoting diversity both at the college the most popular computer programs, a full and throughout the college’s service area. line of office and school supplies, and a wide selection of high-quality collegiate Challenges insignia apparel and novelty gift items.
• As is the case throughout the United The CSI Bookstore maintains a good States since September 11, 2001, the working relationship with CSI faculty. As a number of international students who are result of this, the bookstore receives and able to come to CSI could potentially provides accurate and timely information decline. regarding text book ordering. This allows, with very few exceptions, all books for a Courses of Action given semester to arrive on time. The CSI Bookstore manages an online office supply • Increase participation in government- ordering system for all faculty and staff that sponsored exchange programs. provides them with the convenience of purchasing supplies from their own desks. • Explore the possibility of developing a study abroad program for the college. The CSI Bookstore is facing several challenges. It is difficult for the bookstore to compete effectively in sales of non- Additional Student Services academic software with other online and local software merchants. It is also difficult Bookstore for the bookstore to compete with superstore retailers that sell school supplies.
The CSI Bookstore is located on the ground The College of Southern Idaho Bookstore floor of the Taylor Administration Building. supports the educational program and The bookstore provides a full range of new contributes to the intellectual climate of the and used textbooks; other course materials campus community. However, students, such as CD-ROMs, DVDs, laboratory faculty, and staff have only limited packets, chemistry goggles, art and opportunity to participate in the photography supplies; and other materials development and monitoring of bookstore requested by instructors. policies and procedures. A committee is currently being developed to address these The Taylor Administration Building concerns. (3.D.18) expansion added 900 square feet of space to the bookstore, bringing the total space to 3,300 square feet. (Appendix 3.16) With the additional space, the bookstore is now large enough to provide a sufficient quantity of books for all courses on the sales floor rather than having to keep needed stock in storage. Textbooks are now organized alphabetically by course and spread out over several rows of shelving, which allows students to more easily find the books they need.
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ANALYSIS AND APPRAISAL 20 unclassified employees and volunteers. An assessment of each person Bookstore who participates in activities sponsored by the Outdoor Program is made regularly by Strengths the director. (3.D.15, 3.D.16)
• The bookstore maintains a good working The program currently offers opportunities relationship with faculty and staff. in three areas:
• The bookstore provides an array of 1. Prescribed activities are developed by merchandise and convenient services to the program director based on student the campus community. surveys. These are intended to build skills. Examples include basic climbing Challenges and introduction to kayaking.
• The purpose of the newly formed 2. Team building and recreational activities Bookstore Committee is not yet clear. are intended to develop interpersonal relationships between students and to Courses of Action offer them a nature-based environment in which to interact. Examples include • Establish a clear purpose and mission for rafting and caving expeditions. the Bookstore Committee. 3. The rental shop provides the equipment necessary for the prescriptive events and Outdoor Program for the team building and recreational events. This equipment may be rented The College of Southern Idaho Outdoor for student-initiated group adventures. Program is designed to serve student Additionally, the rental shop carries interests, needs, and expectations in equipment that is in high demand by experiential, nature-based activities. students. Examples include mountain bikes, cross-country skis, and sleeping bags. The intent of the rental shop is to The Outdoor Program offers training in and be a full-service rental outlet with equipment for climbing, rafting, kayaking, affordable prices that enables students to mountain biking, and many other outdoor take advantage of the activities available activities. The program is supported throughout the area. through student fees, minor fee charges for
organized activities, and rental income. Geographic location is a major asset to the (Exhibit 3.22) Outdoor Program. Twin Falls is located within a short drive of three major ski The CSI Outdoor Program director and resorts; opportunities for year-round rental shop manager is employed for kayaking; the Jarbidge Wilderness Area; and 22 ½ hours per week. The rental shop is the Sawtooth National Forest. Additionally, open from 10:00 a.m. to 3:00 p.m. Monday there is prime mountain biking, hiking, through Thursday, unless work-study BASE jumping, kayaking, whitewater students are available to extend the rafting, canoeing, fishing, hunting, and hours. Activities are lead by approximately
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climbing within a short distance from The Eagle’s Nest offers a variety of fast- campus. food menu options. Aramark also provides catering services for CSI groups and others It can be challenging to keep trained and utilizing CSI facilities. experienced instructors, to choose activities in which students will participate, and to The food service contract is competitively maintain current equipment. bid and offered for three years with two one- year renewals available by agreement of ANALYSIS AND APPRAISAL both parties. Rates for board service are negotiated annually. Prices, service, and Outdoor Program food quality are reviewed by the ASCSI Senate and Eagle Hall Council. The most Strengths recent review led to a request for the creation of a “dollar menu” for students, • The geographic location of the college which is currently being considered. provides access to a variety of Customers are also surveyed annually and recreational opportunities. results are presented to CSI Administration and students. (Exhibit 3.23) (3.D.14) • An experienced and talented group of instructors are available to assist ANALYSIS AND APPRAISAL students. Food Service Challenges Strengths • Maintaining trained and experienced instructors as well as current equipment. • An expanded facility with updated equipment. Courses of Action • Numerous food service options available. • None. Challenges
Food Service • Keeping retail and catering options affordable. Food services at the College of Southern Idaho are provided by Aramark. The Taylor • Being open as many hours as possible Cafeteria, located on the second floor of the while maintaining profitability. Taylor Administration Building, provides meal services and numerous meal plans for Courses of Action students, faculty, and staff who desire to eat on campus. • Increase the variety of food options and prices, such as the suggested dollar The Eagle's Nest Snack Bar is a retail menu. operation also operated by Aramark and is located on the first floor of the newly expanded Taylor Administration Building.
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Student Health Services of the students in their programs; currently that totals more than 500 students. The
Student Health Center offers physicals to The College of Southern Idaho Student students at a greatly reduced price. Health Services (SHS) offers health care to However, the explosive growth in HSHS all part-time and full-time CSI students. programs has placed a strain on the Student Student Health Services promotes physical Health Center. To accommodate the and mental well-being and positive lifestyle demand, the Student Health Center has choices. (Exhibit 3.24) increased its hours of operation from 11:00
p.m. to 4:00 p.m., Monday through Friday, Student Health Services provides medical to 8:00 a.m. to 5:00 p.m., Monday through services at the Student Health Center on Friday. campus, without an office charge.
Medications are offered at a reduced rate Services at the center are well-utilized. through a local pharmacy. When it is Appointment times fill quickly and drop-in necessary for students to have lab work done traffic is brisk. Funding is provided by or x-rays taken, the student is responsible for student fees, so, as enrollment increases, the those fees. Student Health Services budget increases.
Nontraditional hours of operation and SHS also offers birth control for women and services for students at the outreach centers men, testing and treatment for sexually are upcoming priorities. (3.D.12) transmitted diseases, pregnancy tests, pap smears, complete physicals for school ANALYSIS AND APPRAISAL programs, and treatment for depression.
Students are seen for any acute symptoms Student Health Services and are referred to local health care facilities as necessary. Strengths:
Mental health services are provided through • The Student Health Center is located in the Student Support Program as outlined an accessible, confidential setting. under the Student Assistance Section of this
Standard, although referrals to the program can be made through the Student Health • The staff is well-qualified, student- Center. (3.D.12) centered, and well-connected to the local health care community. The Student Health Center is staffed by a nurse practitioner and medical assistant. • Funding is tied to enrollment so that the The center is located on the west edge of SHS budget increases as enrollment campus in a separate building that provides grows. for easy access and treatment in a confidential setting. As enrollment has Challenges: grown, demands on the Student Health Center have increased. In 2003, 1,736 • There is a need for more conveniently appointments for services were made at the located services for students at outreach Student Health Center. The Health Sciences centers. and Human Services (HSHS) programs require annual physical examinations for all
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• Providing physical examinations for an “campus, outreach centers, and college- increasing number of students enrolled owned facilities are safe places for faculty, in HSHS programs. staff, and students.” (Appendix 3.18) (3.B.4)
Courses of Action: A Drug and Alcohol Policy has been implemented and support groups meet • Investigate the availability and cost of regularly. A Use of Force Policy was contracting for limited services at approved by the board of trustees in April of outreach centers. 2003 to ensure the safety of individuals on campus. The institution’s Safety Committee • Consider contracting for physical meets on a regular basis and produces flyers examinations of HSHS majors during that are distributed throughout campus. periods of high demand. Proactive measures are being taken to ensure the continued safety of CSI employees and Student Safety students. The issue is currently being addressed by the Safety and Security CSI strives to ensure the safety and security subcommittee, which is a part of the Vision of all of its students and their property. 2006 Strategic Planning Process. Campus Security is open 24 hours a day and Specifically, areas of concern that have been emergency phones are located in various addressed include training of security staff, buildings throughout the campus. helping faculty and staff recognize dangerous situations, campus lighting, Between 2000 and 2002, CSI averaged cameras, and phones. thirteen instances of burglary per year on campus and two instances per year off ANALYSIS AND APPRAISAL campus. No other category of incidents averaged more than one occurrence per year. Student Safety During the period from August 2002 to June 2003, the only security incidents reported on Strengths campus were twelve instances of theft and one instance of aggravated assault. • Low crime rates and high satisfaction (Appendix 3.17) rates indicate that CSI and its facilities are safe. Students can obtain a copy of the Student Right to Know and Campus Security Act Challenges from the director of Admissions and Records or from the college Web site. • None. Information concerning campus security is published in the Student Planner and Courses of Action Handbook and on the college Web page. (3.B.4, 3.D.5) • None.
Security measures at CSI are viewed by students as effective, with 76% of student respondents to the Fall 2003 Accreditation Survey responding that they agreed that the
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Newspaper Courses of Action
• Visit area high schools to recruit The College of Southern Idaho’s student students, emphasizing the quality and newspaper, The Tower, and journalism affordability of the journalism courses. classes provide students the opportunity to hone writing skills while developing critical thinking skills. The college offers both Child Care beginning and advanced news writing
courses. In these classes, students learn to The College of Southern Idaho Child Care communicate in writing in a clear and Center offers a high-quality early childhood concise style. They also learn to develop program. It provides a safe, nurturing good interviewing skills. They then apply environment, while promoting the physical, those skills in the production of the student social, emotional, and intellectual newspaper, which is published biweekly and development of young children. Program has a circulation of 3,000. (Exhibit 3.25) services are provided for children of
students attending classes at CSI. (Exhibit Students participate at all levels of the 3.26) (3.A.1, 3.B.1) newspaper’s development. Along with
writing stories and taking photos, they also The CSI Child Care Center is accredited by help lay out the pages and deliver the the National Association for the Education finished product around campus. of Young Children. In May 1999, the center (3.D.19) voluntarily underwent a comprehensive compliance study with the Criteria for High- ANALYSIS AND APPRAISAL Quality Early Childhood Programs and was found to be in compliance with those criteria. Newspaper The center is licensed by the state to provide services to 53 children at one time, ages six Strengths months to kindergarten. Certified teachers provide planned daily learning activities. • CSI journalism courses are intensive and comparable to those at a four-year Childcare supportive services funding is also institution. available for low-income and middle- income families. A list of funding sources is • Students have access to the latest in provided to parents. Limited scholarship computers and newspaper-oriented funds are also available for families enrolled software. in the program.
Challenges A total of 81 children received program services during 2003. A total of 60 families • Student recruitment is difficult given participated; in five of those families, both that CSI journalism courses are electives parents were in college. and do not count toward transfer requirements. The program is a model of quality early childhood education and services for the state and community. Staff provide
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technical assistance, training, tours, opportunities consistent with the educational observations, cooperative training, and objectives of the college. resources in many subjects related to early childhood. Intercollegiate competition opportunities are provided in baseball, basketball, and rodeo Fire licensure regulations limit the facility to for men, and in basketball, rodeo, and 53 children. Due to this limitation, 131 volleyball for women. Facilities include the children were on a waiting list for services Jim “Skip” Walker Baseball Field, an indoor in 2003, forcing student-parents to seek and outdoor rodeo area, and a gymnasium. child care services elsewhere within the community. The availability of safe, secure, Athletic competition at CSI is designed healthy early childhood environments in the primarily for those who participated in high community is limited, and infant and toddler school athletics, although other students may care is critically lacking. try out for the various teams. CSI is committed to the fair and equitable ANALYSIS AND APPRAISAL treatment of male and female student- athletes. CSI meets the standards set by the Child Care Equity in Athletics Disclosure Act and files an annual report to demonstrate compliance. Strengths CSI also meets the standards set by Title IX. (3.E.5) • The program is award-winning and nationally accredited. The college’s teams adhere to the rules and regulations of the National Junior College • The program provides a valuable service Athletic Association (NJCAA). The rodeo for students with children. team adheres to the rules and regulations of the National Intercollegiate Rodeo Challenges Association (NIRA).
• To provide childcare services to all CSI The college catalog clearly states eligibility students who request it. policies, which exceed NJCAA academic standards, for intercollegiate competition. Courses of Action All academic and financial aid policies that apply to athletes are vested in the same • Expansion of the facility and services is institutional agencies that handle these required to meet the needs of the matters for other students. (3.E.3, 3.E.5) college’s student-parents. The Athletic Department conducts a systematic process of grade checks Intercollegiate Athletics throughout the semester to ensure that student-athletes are making satisfactory The mission of the College of Southern academic progress. Athletic academic Idaho Athletic Department is to provide a advisers initiate progress reports and report nationally competitive and nationally monthly to the athletic director and the recognized program of athletic participation president. Following each semester, GPA in an environment that provides equitable
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reports for each athletic team are presented The college establishes competition to the board of trustees. (3.E.1) schedules in conjunction with the Scenic West Athletic Conference and abides by the Academic assistance, such as mandatory rules of the NJCAA. This predetermined study halls and tutors, are provided through conference schedule does, at times, conflict the college’s learning assistance coordinator. with end-of-year examinations. When this Efforts are also made to ensure that student- is the case, faculty are notified in advance athletes graduate on time in order to keep and accommodations are made accordingly. their educational and athletic goals Competition schedules for all athletic events commensurate with four-year institutions. at the college are published and are Each semester, the Athletic Department files distributed widely. (3.E.6) an eligibility report for each sport with the National Junior College Athletic Association. ANALYSIS AND APPRAISAL (3.E.1) Intercollegiate Athletics The job descriptions for the athletic director and head coaches were recently reviewed Strengths and updated. The athletic director and all head and assistant coaches review other • Programs are nationally competitive and policies and rules annually at the coaches’ nationally recognized. summer retreat. (Exhibit 3.27) (3.E.2) • Athletic facilities are excellent and After conducting the Fall 2003 provide an atmosphere conducive to Accreditation Survey, the college has successful intercollegiate athletic determined that it would be advantageous to programs. create a faculty and staff committee on athletics, and this committee is currently Challenges being formed. (3.E.2) • None. Athletics at CSI are funded through student fees, reserve seat revenue, corporate Course of Action sponsorships, fund-raising activities, gate revenue, and Booster Club donations. With • None. the exception of the Booster Club, which is audited by an external auditing firm, all revenues and expenditures for athletics at Policy 3.1 Institutional CSI are audited during the college’s annual Advertising, Student general audit process. (3.E.4) Recruitment, and
Each year, the athletic director rotates the Representation of practice schedules of the three teams that Accredited Status use the gymnasium. All practice schedules are published in the course catalog each The College of Southern Idaho is committed semester and also appear in the monthly to the fair and accurate use of campus facilities use report for the gymnasium. publications to reach college constituents. An initial review of publications in the fall
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College of Southern Idaho Standard Three of 2003 revealed a lack of consistency in the 3.13 List of Student Clubs and area of campus publications formatting. Organizations Several years of departments and programs publishing their own brochures and 3.14 List of Co-Curricular Activities and pamphlets have led to inconsistent use of Programs college logos and other information. Therefore, the president formed a Campus 3.15 Dorm Map Publication Committee in the fall of 2003 and charged them with reviewing all campus 3.16 Bookstore Map publications and establishing recommendations concerning the campus 3.17 Data on Crimes Committed at CSI publication process. They are expected to report their findings to the president in the 3.18 2003 Fall Accreditation Survey spring of 2004. (Exhibit 3.28) Question #59
Appendices 3.19 Table #1—Admissions Report
3.20 Table #2—Student Affairs Staff 3.1 Student Services Organizational Profile Chart
3.2 Matrix Map Exhibits
3.3 Personal Plan for Improvement Form 3.1 Student Services Strategic Plan
3.4 Unit Plan for Improvement Form 3.2 2003 Institutional Profile Report
3.5 Student Services Employee 3.3 Student Services Plans for Evaluation Form Improvement
3.6 COMPASS Academic Placement 3.4 Job Descriptions and Resumes for Cut-off Sheet Student Services
3.7 Waiver of Adviser Form 3.5 Admissions and Records Department Mission, Goals, and Evidence of 3.8 TEAMS-Elite Form Attainment
3.9 Sample Student Transcript 3.6 2003-2004 CSI Catalog
3.10 Graph depicting on-line registration 3.7 2003-2004 Student Planner and numbers Handbook
3.11 Graph depicting number of students 3.8 Advising Department Mission, Goals, served in Advising Department and Evidence of Attainment
3.12 Graph depicting number of students 3.9 Center for New Directions Mission, served by Student Disability Services Goals, and Evidence of Attainment
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3.10 Student Disabilities Services Mission, Standard Three Committee Goals, and Evidence of Attainment
Chair: 3.11 Financial Aid Department Mission,
Goals, and Evidence of Attainment • Jamie Shetler,
Instructor/Coordinator, Honors 3.12 Required Statistics on Financial Aid Program at CSI
3.13 Student Activities Mission, Goals, Vice-Chair: and Evidence of Attainment
• Jerry Beck, Executive Vice 3.14 ASCSI Constitution President/Chief Academic
Officer 3.15 Student Senate Meeting Minutes
Members: 3.16 ASCSI Mission Statement and Goals
• Karen Baumert, Director, Public 3.17 Housing Information Information Office and Sports
Information 3.18 Campus Tours Program
• Rosa Davila, Associate Professor, 3.19 New Student Orientation Chemistry
3.20 Student Success Center Mission, • Jeff Duggan, Assistant to the Goals, and Evidence of Attainment President; Athletic Director
3.21 Minority Recruitment Efforts • Curtis Eaton, Vice President of
Planning and Development; 3.22 CSI Outdoor Program Executive Director of the CSI
Foundation; Vice President of 3.23 Food Service Information Student Services
3.24 Student Health Services Information • Ann Flannery, Coordinator,
Student Disabilities Services 3.25 Copies of the Tower Student
Newspaper • Betty Giffin, Assistant
Professor/Coordinator, 3.26 CSI Childcare Information Hospitality Management
3.27 Job Descriptions for Athletic • Brian Hancock, Assistant Coaches Basketball Coach
3.28 Publication Committee Meeting • Mary Hopkins, Coordinator, Minutes and Recommendations Child Care Center
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• Karl Kleinkopf, Department Chair/Professor, Physical Education
• John Martin, Director, Admissions and Records Office
• Kat Powell, Career Development Specialist, Center for New Directions
• Kim Prestwich, Coordinator, International Student Services
• Colin Randolph, Director, Student Financial Aid
• Tiffany Seeley-Case, Associate Professor, Communication
• Graydon Stanley, Director, Student Activities
• Ned Vaughn, Counselor, Advising Center
• Student Body President
• Student Ambassador
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College of Southern Idaho Standard Four
Standard Four: Faculty
Overview
The College of Southern Idaho faculty play an integral role in fulfilling the mission and goals of the College of Southern Idaho. The college employed 148 full-time faculty and 201 part-time/adjunct instructors in the fall of 2003. While the primary duties of faculty at CSI are performed in the classroom, many faculty engage in other activities, including academic advising, developing curriculum and instructional programs, serving as leaders for student clubs and organizations, aiding in the development of institutional policies and procedures, and fostering student success outside the classroom.
The 1994 Accreditation Committee Report noted the following in General Recommendation #1:
It is imperative that the college initiate a collaborative process with faculty and staff to develop a comprehensive and uniform set of policy and procedural documents. areas of faculty participation, employment Current policy development processes and security, and academic freedom. The faculty materials are not in full compliance with and administration must be willing to Commission Standards VII and VIII in the demonstrate that they mutually recognize
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College of Southern Idaho Standard Four and accept their collective responsibility to Senate and the Office of Instructional work in full cooperation with each other in Administration. The board of trustees the development and adoption of these approves substantive changes, and official policies and procedures. copies of the handbooks are maintained on the college Web site. During the 2003 self- In light of this recommendation, a study process, an inconsistency was comprehensive Full-Time Faculty discovered between the Full-Time Faculty Handbook was created via a collaborative Handbook and the Part-Time/Adjunct effort between faculty and administration. Faculty Handbook. Each handbook contains Moreover, during the college’s interim a different section of the American accreditation visit in 1999, the evaluator Association of University Professors’ commended the college on its work on this statement on academic freedom. While this recommendation by pointing out that “The inconsistency has not caused any notable faculty and administration of the College of problems, steps are currently being taken by Southern Idaho is to be commended for the Office of Instructional Administration to creating policies and procedures in the ensure consistency between the handbooks. areas of faculty participation, employment security, and academic freedom; its methods The 1994 Accreditation Committee Report of doing so are outstanding examples of also noted the following in General shared governance.” Recommendation #3:
At present, three documents address general In order to effectively carry out its mission policies and procedures at the college: as the college continues in its steady growth pattern, the team recommends that attention • The CSI Employee Policies and be given to the anticipation and Procedures Manual, which applies to all management of the potentially negative members of the institution. (Exhibit 4.1) effects of high growth. The college should • The Full-Time Faculty Handbook, which specifically address the overloading of outlines policies particular to full-time personnel, the related stress on the faculty. (Exhibit 4.2) administrative structures, and the possible • The Part-Time/Adjunct Faculty eroding of quality. Such efforts will help Handbook, which outlines policies ensure continued compliance with particular to part-time and adjunct Commission Standards I and VIII. faculty. (Exhibit 4.3) Since the 1994 accreditation visit, The Employee Policies and Procedures enrollment at CSI has continued to increase Manual is updated regularly by the Human steadily, and the college has consistently Resource Office. Revisions are prompted been the fastest growing institution in the by the need to comply with changes in laws state. (Appendix 4.1) As budgets have and by the needs of institutional tightened over the past several years, some management; such revisions are reviewed faculty at the college have taken on widely. additional responsibilities. In the vast majority of cases, this has been done The Full-Time Faculty Handbook and Part- willingly, and the quality of services Time/Adjunct Faculty Handbook are provided at the institution has not collaboratively revised by the Faculty diminished. Many faculty also recognize
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the opportunity to provide valuable service Administration, and faculty input is to the college through work on committees, considered in the process when appropriate. projects, and grants, and therefore willingly Many of these department chairs are take on additional responsibilities. The longtime faculty members of the college, college has hired additional faculty as and the majority of them handle enrollment of students has increased. Both administrative responsibilities while also the issues of growth and of how to maintain teaching a reduced load of classes. the quality of the educational experience are being addressed in the institution’s strategic Qualifications of Faculty plan. The fall 2003 planning retreat gave rise to an institutional initiative on student Members numbers, growth, and quality of instruction, which will establish benchmarks to ensure Full-Time continuation of effective, efficient, quality instruction. The College of Southern Idaho has a committed core of well-qualified faculty. Instructional faculty at CSI are regular full- Purpose time personnel at the academic ranks of instructor, assistant professor, associate The purpose of this Standard is to professor, and full professor. Graduate demonstrate that faculty and their roles at assistants, part-time instructors, visiting CSI are of paramount importance to the lecturers, administrators, and other non- college. Within this standard, the selection, academic personnel are not eligible for development, and retention of competent participation in the faculty rank process. faculty are addressed. Moreover, the evaluation process for both full- and part- Of the 148 full-time faculty employed at the time/adjunct faculty is addressed, as are institution, 21 hold doctorate degrees and 86 policies on scholarship, research, and artistic hold master’s degrees; these degrees have creation. The terms adjunct and part-time been earned at more than 45 institutions are used interchangeably throughout this around the nation. (Appendix 4.3) (4.A.1) document; no distinction exists between All full-time academic faculty members part-time and adjunct faculty at the hold at least a master's degree in the fields in institution. which they teach, or a bachelor's degree in the fields in which they teach and documented experience in those disciplines Description that has been deemed equivalent to a master's degree by selection committees in Instructional units at the College of Southern those disciplines and/or by the Idaho are separated into departments. Each administration. Full-time faculty members of these departments is managed by a in the professional-technical area of the chairperson who oversees the operations of college hold technical degrees in their areas that instructional area along with the faculty of expertise and many also hold bachelor’s, in that area. (Appendix 4.2) Department master’s, and/or doctorate degrees. State of chairs are selected via a collaborative Idaho certification is also a driving force process between the Office of the President behind professional-technical expertise. and the Office of Instructional
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College of Southern Idaho Standard Four Additionally, many faculty at the college are Expectations of Faculty longtime members of the institution. For example, the median duration of experience Members of the 39 full professors at CSI is almost 25 years, with the maximum length of service Full-Time being 39 years. (Appendix 4.4) All CSI faculty members are expected to be Part-Time/Adjunct loyal to the ideals of the institution. Full- time faculty are generally contracted to Part-time/adjunct instructors are a valuable teach fourteen to sixteen credit hours or component of CSI's faculty. Course twenty-eight to thirty-two contact hours per offerings at CSI are determined by semester within a 37 ½-hour work week and departments based on community needs, are eligible for full benefits. Additionally, financial capabilities, and physical they are expected to spend at least thirty resources. When these needs surpass the hours per week on campus, to hold at least available resources of full-time faculty, one office hour each day of the week, to qualified part-time/adjunct instructors with participate in advising students, and to applicable knowledge, skill, and experience participate in committee work. A fuller are recruited and selected to present these description of these expectations is provided courses, and to represent the college. Part- in the “Faculty Workload and Duties” time/adjunct instructors are employed on a section of this Standard. (4.A.3) course-by-course basis. (4.A.1) Faculty are expected to hold a primary ANALYSIS AND APPRAISAL commitment to the college. Faculty may not use their regular work hours to earn Qualifications of Faculty Members compensation from sources other than the College of Southern Idaho. However, the Strengths: board of trustees permits additional instructional assignments at added • The college has a committed core of compensation, provided such additional well-qualified faculty. work does not in any way interfere with the individual's primary assignment and • The institution has maintained a provided that the employee obtains the commitment to staffing the college with necessary approval from the appropriate full-time faculty and has continued to supervisor. (4.A.1) hire faculty, even during difficult economic times. The college recognizes the value of faculty involvement in consulting and in other Challenges: external experiences to its students, its personnel, and the citizens of the state. Such • None. activities can contribute to the quality of instruction, enhance the professional Courses of Action: competency of an individual, and bring credit to the institution. These activities also • None. provide valuable services to businesses; to industrial and professional groups; to public and private organizations; and to local, state,
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College of Southern Idaho Standard Four and federal governments; they also provide Recruitment and important links between the college and the community. (4.A.3) Appointment
Part-Time/Adjunct The College of Southern Idaho is an equal opportunity employer. The college The college expects adjunct faculty to be subscribes to the policy of providing equal willing to support administrative and group educational and employment opportunities, decisions and to work toward common goals. services, and benefits to students and With a growing number of part-time and employees without regard to race, color, adjunct instructors, CSI's reputation as an religion, sex, age, national origin, or institution of quality rests more and more disability in accordance with Title VII of the upon them. Part-time and adjunct faculty Civil Rights Act of 1964 as amended, Title are expected to demonstrate their IX of the Educational Amendment of 1972, commitment to the institution by being Section 504 of the Rehabilitation Act of concerned for each student and for his or her 1973, and the Americans with Disabilities progress. Additionally, part-time and Act of 1990. adjunct faculty are expected to upgrade their knowledge and skills continually and to New and replacement positions are posted work to improve their teaching abilities. through the Human Resource Department. (4.A.8, 4.A.9) Position openings are announced by internal memo or e-mail. They are also posted on ANALYSIS AND APPRAISAL the employment bulletin board in the Taylor Administration Building and on the CSI Expectations of Faculty Members Web site. Exceptions are occasionally made to this policy if a search has been held in the Strengths recent past and qualified applicants are still available. • The institution supports faculty endeavors beyond the classroom, and External applications are accepted but first these endeavors enhance the reputation consideration is given to qualified CSI of the college. employees. When a decision is made to search beyond internal applications and Challenges those generated from the public postings, the Human Resource Department coordinates advertising and recruiting. Part-time/adjunct • None. and temporary positions being filled directly
by a department also require application Courses of Action forms to be completed and retained by that
department. The president approves all • None. hiring and appointment decisions. (4.A.6)
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department chairs, deans, and directors; ANALYSIS AND APPRAISAL determining factors also include evaluations. Care is taken to ensure salaries are Recruitment and Appointment competitive with comparison data taken from the Annual Faculty Salary Survey of Strengths: the Mountain States Association of Community Colleges. Moreover, the data in • The college is consistently able to attract Table #1 (Appendix 4.3), illustrates the qualified applicants. longevity of faculty at the college; this longevity results in part from the college’s Challenges: commitment to maintaining competitive salaries. (4.A.4) • None. Adjunct/Part-Time Salaries Courses of Action: The salary for part-time/adjunct faculty is • None. formulated in several ways: on an hourly rate determined by instructional contact hours, at a fixed rate per student determined Salaries and Benefits by the number of students in a class, by a percentage of the gate, or per credit. (4.A.4) Policies on salary and benefits are clearly outlined in CSI handbooks, and these Benefits handbooks are widely distributed and are available on the college’s Web site. Benefits for full-time faculty include participation in a retirement system; health, Full-Time Salaries dental, vision, disability, and life insurance; and an employee assistance program. Full- Most regular full-time faculty and staff at time faculty and their immediate family CSI receive an annual contract. All members are entitled to tuition-free courses contracted personnel normally receive a at CSI, and full-time faculty and their contract by mail on or before May spouses are entitled to reduced-fee courses 15. However, contracts for the 2003-2004 at other public colleges and universities academic year were delayed until June due within Idaho. All information concerning to the Idaho legislature’s unusually lengthy benefits is available on the college’s Web session. Faculty were kept informed by the site and is available in the Human Resource Office of the President about the reasons for Department. the contract delay. The contract explains the title and position to which the individual is The faculty are given the opportunity to appointed and makes clear the salary and the participate in the evaluation of the benefits term of the appointment. package at the college. In the mid-1990s, the faculty and administration worked to The college does not have a formal salary extend the various options in the retirement schedule for full-time faculty. Salary levels program offered by the college. More are established in the Office of the President recently, in the fall of 2003, a committee based upon recommendations from made up of faculty and staff and led by the
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vice president of finance conducted a Depending on the program, faculty instruct comprehensive review of possible students in various ways. The following alternatives to the college’s current health general guidelines clarify load: insurance plan. (4.A.4) • Credit hours are based on the Carnegie ANALYSIS AND APPRAISAL Unit: 1 credit = 15 hours lecture; 1 credit = 30 hours of instructor- Salaries and Benefits supervised lab; 1 credit = 45 hours of unsupervised lab, work experience, etc. Strengths: • Contact hours are the actual instructional hours an instructor is with • The college has been able to retain students, not including office hours. qualified faculty, partially as a result of its salary and benefit package, which is Overload competitive within the region. Credit hours taught over the normal load are Challenges: considered overload and require overload pay per-unit per-semester. Current policy • Maintaining faculty salaries at a states that no faculty member may teach competitive level has been difficult more than six units of overload in one during the latest economic downturn, semester. However, in reviewing this policy although it has been manageable. during the self-study process, it was determined that a policy of not allowing Courses of Action: instructors to teach more than two classes of, rather than six units of, overload is a more • None. accurate reflection of the intent of the institution’s overload policy. Therefore, the policy is being updated to reflect this intent. Faculty Workload and Duties As noted in the footnote to Table #1 (Appendix 4.3), the method by which All full-time faculty are expected to devote a information is entered into the computer minimum of 37 ½ hours weekly to the system currently being used by the college institution. Within the 37 ½ hours per week, leads to an inaccurate reflection of the total faculty are required to carry a full teaching credit hours being taught by individual load appropriate to the faculty member's faculty members. Therefore, some faculty department. A full-time teaching load will appear to have grossly over-inflated or normally equate to fourteen to sixteen credit under-inflated credit loads. Because of this hours or twenty-eight to thirty-two contact inaccuracy, the Office of Instructional hours per semester. The faculty member’s Administration reviews each faculty teaching schedule, preparation time, and member’s load each semester to determine office hours must total thirty hours a week the actual number of credits for which the on campus with at least one office hour per member is to be compensated. (4.A.4) day, five days a week. (4.A.3)
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ANALYSIS AND APPRAISAL "The teacher is entitled to freedom in the classroom in discussing his or her teaching Faculty Workload and Duties subject, but he or she should be careful not to introduce into his or her teaching Strengths: controversial matter which has no relation to his or her subject. Limitations of • The Office of Instructional academic freedom because of religious or Administration determines faculty other aims of the institution should be overload after a comprehensive review clearly stated in writing at the time of the of the actual credit load of each faculty appointment." member. The Fall 2003 Accreditation Survey Challenges: demonstrates that college employees feel that academic freedom is valued at the • The current reporting system of the college, with more than 85% of respondents college does not accurately reflect credit agreeing or strongly agreeing that “the load of individual faculty members. institution demonstrates its commitment to the free pursuit and dissemination of Course of Action: knowledge.” (Appendix 4.5) (4.A.7, 4.B.7)
• The college will continue to work to The inconsistency between the statements ensure that faculty load is correctly on academic freedom in the Full-Time reflected in computer printouts. Faculty Handbook and the Part- Time/Adjunct Faculty Handbook was discovered during the self-study process, Academic Freedom and work is underway to deal with this issue as is noted in the overview of this Standard. The College of Southern Idaho firmly More discussion on academic freedom at supports the philosophy of academic CSI is provided in Standard Nine. freedom expressed in the American Association of University Professor’s ANALYSIS AND APPRAISAL Statement of Principles on Academic Freedom and Tenure, and includes this Academic Freedom portion of that statement in the Full-Time Faculty Handbook: Strengths:
“Academic freedom is essential to fulfill the • Faculty report satisfaction with the level ultimate objectives of an educational of academic freedom provided by the institution—the free search for the college. exposition of truth—and applies to both teaching and research.” Challenges:
Further, the college includes a subsection of • The Full-Time Faculty Handbook and that same statement in the Part- the Part-Time/Adjunct Faculty Time/Adjunct Faculty Handbook: Handbook contain different portions of the American Association of University
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Professors’ Statement on Academic Student Grade Appeal Committee members Freedom. (one academic, one technical, plus one academic and one technical alternate). It Courses of Action: also establishes task-oriented committees to handle special issues. (4.A.2) • Revise the policies on academic freedom in the Full-Time Faculty Handbook and Additionally, faculty have the opportunity to, the Part-Time/Adjunct Faculty and are expected to, participate in a number Handbook to be consistent. of college-wide committees that drive institutional policy. At the strategic planning level, faculty are represented on Faculty Participation in the Steering, Coordinating, and Process Institutional Governance Committees. Standing committees also exist to deal with long-term institutional issues. While all CSI faculty have the opportunity These committees and their responsibilities to participate in and are actively involved in are outlined in Exhibit 4.4. (4.A.2) institutional governance at the college, the Faculty Senate acts as the official voice of ANALYSIS AND APPRAISAL the faculty at the College of Southern Idaho. The Faculty Senate initiates, considers, and Faculty Participation in Institutional recommends policy relating to the faculty Governance and college and provides a forum for faculty concerns. All full-time and Strengths: part-time/adjunct faculty hired under a faculty contract are members of the Faculty • Faculty are provided ample opportunity Senate. The Faculty Senate meets during fall to participate in institutional governance. and spring in-service and at least once a month during the semester. (4.A.2) Challenges: The Faculty Senate Executive Committee is the liaison between the faculty, the • Not all faculty fully participate in the administration, and the board of trustees, shared governance process. It can be providing input on policy and procedure challenging for faculty who do fully issues pertinent to instruction and on faculty participate, and who carry a full teaching personnel matters. Currently two members load, to effectively manage the flow of of the Executive Committee attend the information and the workload involved. monthly meetings of the CSI Board of Trustees. A term on the Executive Courses of Action: Committee lasts two years and there are no term limits. The Executive Committee • Continue the excellent shared consists of seven elected members (three governance systems that are in place, but academic, three technical, and one at-large consider some form of recognition for member). It selects from itself a chairperson, faculty who chair time-intensive key a secretary, administrative council members committees on campus such as the (one technical, one academic, and an Faculty Senate and the Rank Committee. executive committee chairperson), and
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College of Southern Idaho Standard Four Faculty Participation in committee analyzes and makes recommendations concerning curricular Curriculum Development matters relating to the articulation of courses and programs to the state colleges and The College of Southern Idaho Curriculum universities using State Board guidelines; it Committee is composed of department also periodically reviews curriculum, chairs and directors from the following areas revising or deleting when necessary. All of campus: proposed additions, deletions or revisions, are presented to the Curriculum Committee • Academic Development via a curriculum form. Recommendations • Agriculture come most commonly from the department • Business wherein the course or program is or will be • English based. (4.A.2) • Fine Arts • Information Technology In order to give the committee ample • Life Science opportunity to consider each proposal, a • Health Sciences & Human Services thirty-day waiting period is automatically • Mathematics imposed when a proposal is submitted. At • Physical Education the meeting following the waiting period, a • Physical Science vote by the committee is taken. A simple majority is necessary for the passing of • Social Science & Education Curriculum Committee business. • Trade & Industry
All recommendations of the Curriculum Ex officio non-voting members include the Committee are forwarded to the executive following: vice president/chief academic officer for
final approval. Minutes of all Curriculum • Executive Vice President/Chief Committee meetings are posted on the Academic Officer college’s Web site. (Exhibit 4.5; Exhibit 4.6) • Instructional Dean • Director of Student Activities ANALYSIS AND APPRAISAL • Director of Admissions/Registrar • One student nominated by the Student Faculty Participation in Curriculum Senate (one-year term only) Development • Director of the Advising Center • Director of Summer School, Dual Credit, Strengths: and Adult Evening Education • Parliamentarian (appointed by the Chair) • Faculty have a lead role in establishing and reviewing curriculum at the college. The Curriculum Committee meets monthly during the academic year to make Challenges: recommendations concerning new curriculum, resolve all inter-departmental • A review of Curriculum Committee curricular problems, and guard against information in the Full-Time Faculty undue proliferation and duplication of Handbook revealed that as job titles have course offerings. Additionally, the
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changed on campus, those titles have not Program Review changed in the handbook. The College of Southern Idaho’s program Courses of Action: review process is a cooperative procedure that employs the knowledge and expertise of • Update handbooks to reflect current instructors, administrators, current and titles on campus. former students, and other professionals with close ties to the program. (Exhibit 4.7) It calls for the review of three general Faculty Participation in domains of program effectiveness—the Academic Planning program’s mission and function, student preparation and instructional methods, and There are two basic areas of academic student performance and outcomes. planning in which faculty are directly engaged. The first, the plan for This review provides a structure through improvement process, is designed to which the program staff and administrators establish and evaluate the goals and can identify strengths and weaknesses and objectives of each faculty member. The make informed decisions about modifying second, the program review process, is an goals, curriculum, and instructional delivery. intensive look at each program. Each The primary purpose of program review is department is required to submit a Program to improve the quality of teaching and Review every five years. (4.A.2) learning by increasing the self-reflection of the faculty, staff, and administrators about Personal Plan for Improvement educational practices.
Regular full- and part-time employees and Upon completion of the review, the program adjunct faculty are offered an opportunity review team meets with the executive vice annually to develop a Personal Plan for president/chief academic officer, the Improvement (PFI). (Appendix 4.6) The president of the department chairs, the PFI is shared with the supervisor or instructional dean, and the president. The department head of the employee's purpose of this meeting is to provide the department. department with an administrative response to the contents of the program review. The goal of the PFI process is to encourage the communication of goals among The self-study did reveal an inconsistent individuals, and to assist, when possible, in understanding across campus of the purpose providing resources to help individuals meet of the program review process. While some professional and personal goals while programs characterized it as a useful process concurrently meeting the strategic and that encourages improvement, other operational goals of the college. Standard departments questioned the need for the One describes more completely the plan for review process and questioned how the improvement process. results of the process are used. While the process is working and is consistently used, a better understanding between the administration and programs concerning the purpose of the review process would strengthen it even more.
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A review of the program review process also Courses of Action revealed a lack of opportunity for input from the Office of Planning and Development • Include representatives from the Office into the procedure. In the future, this office of Planning and Development in the will be included in the administrative program review meetings. response meetings for program reviews. Additionally, it was discovered that titles • Update the Program Review Booklet to had not been changed in the Program reflect current titles on campus. Review Booklet as they had changed on campus. The Office of Instructional • Increase communication between Administration is currently addressing this administration and departments about issue. the purpose of the program review process. ANALYSIS AND APPRAISAL
Faculty Participation in Academic Faculty Participation in Planning Academic Advising
Strengths: Faculty act as advisers to students majoring in the fields in which they teach. Faculty are • The institution has had a program review expected to be available to assist advisees process in place for more than ten years. during registration. Faculty advisers are also expected to be knowledgeable about the • Participation in the process is campus- college's mission, general education wide. requirements and goals, academic programs and requirements, support services, and Challenges: policies and procedures. (4.A.2)
• Representatives from the Office of Advisers recommend appropriate courses for Planning and Development historically advisees, assist advisees in the mechanics of have not been included in program scheduling, review the educational progress review meetings. of advisees through their academic records, and make appropriate and timely referrals as • An appraisal of the Program Review needed. Booklet revealed that as job titles have changed on campus those titles have not The Fall 2003 Accreditation Survey changed in the booklet. indicated that some faculty have concerns about a lack of training for faculty in their • There is a lack of understanding between role as advisers. However, data from the some departments and the administration Community College Survey of Student about the purpose of the program review Engagement indicates 70.6% of students at process. CSI in 2003 were satisfied or very satisfied with academic advising and planning at the college, which is equal to the national average. (Appendix 4.7)
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College of Southern Idaho Standard Four Concerns with advising are addressed Faculty Evaluation through the College of Southern Idaho Advising Committee, which serves as a Faculty are subject to ongoing evaluation for liaison between the CSI faculty and the primary purpose of professional administration on matters concerning the improvement. The evaluation methods are proper advising of students. To that end, it intended to be used by faculty for seeks to recommend policies and procedures professional improvement in areas such as to administration aimed toward creating an student instruction, professional effective advising scheme that will benefit development, college service, and full- and part-time students both on and off community service. (Appendix 4.8) campus. In general, the first three years of a faculty In the fall of 2003, the Advising Committee member's employment are considered was working to improve the availability of introductory. All faculty are guaranteed due and quality of necessary information for process, and introductory faculty contracts faculty concerning advising, registration are renewed based upon performance software, and distance education classes. evaluation, review, and departmental or The committee was also seeking ways to division supervisor recommendation each better train faculty in their roles as advisers year for a three-year introductory period. through the faculty in-service process. After a successful introductory period, the college normally grants introductory full- ANALYSIS AND APPRAISAL time faculty Continued Employment. Once an employee is granted Continued Faculty Participation in Academic Employment, he or she is evaluated at least Advising once every three years based on the following process. (Exhibit 4.8) (4.A.5, Strengths: Policy 4.1)
• The institution is committed to ensuring Process that faculty take an active role in the student advising process. The process of faculty evaluation at the college consists of multiple elements: Challenges: • Student Evaluations: Student • The self-study revealed that the college evaluations are conducted using a form needs to do a better job of training determined by each department and are faculty in their advising responsibilities. conducted at least once a year. • Self-Evaluation: This is a faculty Courses of Action: member's evaluation of his or her own role at the college, written in narrative • The faculty Advising Committee has form. been charged with creating a training • Peer Evaluation: Peer evaluation process for faculty advisers. includes the review of course outlines and syllabi, of course texts and materials, of examinations, and of other measures of performance.
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• Supervisor Evaluation: A faculty Faculty Development member’s chairperson or immediate supervisor reviews that faculty member's When improvement and professional performance, adding any pertinent development needs are identified, the comments, including results of student, responsibility for improvement and/or self-, and peer evaluations. The change rests with the faculty member, chairperson writes a review of the although the institution may assist by faculty member, signs it, and returns it to providing development and improvement the faculty member. The faculty opportunities. (4.A.3) member reviews the report, signs it, and returns it to the chairperson, who then The college strongly encourages all faculty forwards a summary report to the to maximize their educational opportunities. appropriate dean or vice president. The college supports faculty in their • Appeals Process: If the faculty member educational pursuits to the maximum extent disputes the final report, he or she may possible. Specific policies regarding faculty follow the Grievance Procedure as development are contained in Policy 6.07 of outlined in the Affirmative Action Plan the Full-Time Faculty Handbook. These located in the Human Resource guidelines are intended to provide campus- Department. wide consistency and to ensure all faculty are treated equally concerning release time. If the evaluation process reveals some deficiency, the department chair or The college also strongly encourages all supervisor holds discussions with the faculty to maximize their professionalism by concerned faculty member. In the case of attending appropriate conferences and minor deficiencies, a written plan of action seminars in their fields. However, faculty is put in place to correct the deficiency and development is one area that has suffered the executive vice president/chief academic during the recent budget shortfall in the state officer handles the matter. In the event a of Idaho. Out-of-state travel for faculty major deficiency is revealed, the matter is development was greatly restricted, and all forwarded to the president. pending sabbatical requests were put on hold beginning in 2001, although some Part-Time/Adjunct Faculty exceptions were made in cases regarding travel for professional development. Part-time/adjunct faculty are evaluated using However, these opportunities were restored multiple indices, which include, but are not beginning in 2003. limited to, student evaluations and supervisor evaluations. (Appendix 4.9) The Faculty development is also encouraged consistency of these evaluations is through the CSI mini-grant program, dependent upon the amount of teaching the sponsored by the CSI Foundation, which instructor does and the frequency of that pays a stipend to faculty for various teaching. The self-study revealed some educational or research projects, and through confusion across the college concerning the an institutionally sponsored pioneering grant required evaluation process for program, which funds exceptional, visionary part-time/adjunct faculty and the additional projects that have a wide benefit to the optional evaluation opportunities. (4.A.10) college. The Foundation also eliminated out-of-state travel from its grants in 2001 in
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order to be consistent with the college; profession, in congruence with the college's currently, however, the Foundation is mission. exploring the possibility of renewing awards for out-of-state travel. The faculty member is responsible for initiating the process of promotion Rank Advancement consideration by submitting a performance portfolio to the Rank Committee. The Rank An additional method of faculty evaluation Committee consists of four voting members, is conducted through the use of the college’s two academic faculty and two professional- rank advancement process. Promotion in technical faculty, who serve for a period of academic rank is granted only to full-time three years. In addition, a non-voting faculty members who achieve certain levels advocate is selected by the applicant from of excellence. Since students are the among full-time faculty in his or her primary focus for faculty, the greatest department. The advocate represents the emphasis in performance expectations is put applicant during Rank Committee on bettering the teaching and learning discussions. environment and on improving the academic relationship between the student and teacher. ANALYSIS AND APPRAISAL
Quality and consistency of performance are Faculty Evaluation the basis upon which promotion decisions are made. Progressively higher ranks Strengths: require more distinguished performance than do lower ranks. Moreover, promotion to the • The college has a well-formulated policy two highest ranks requires outstanding for full-time faculty evaluation that is performance. The progression of academic implemented across the instructional ranks, from lowest to highest, in the departments. promotion system is as follows: Challenges: 1. Instructor 2. Assistant Professor • Understanding of the required and 3. Associate Professor optional elements of part-time/adjunct 4. Professor faculty evaluation is not uniform across campus. The predominant qualities of each rank are drawn from the “Rank Requirements” as Courses of Action: outlined in Policy 6.10 of the Full-Time Faculty Handbook. (4.A.5) • The Office of Instruction will work to better train department chairs regarding As a faculty member progresses in rank, the proper evaluation procedures for part- primary professional responsibilities remain time/adjunct faculty. his or her major concern, but the faculty member is also expected to expand the teaching and learning concept by sharing knowledge and exhibiting leadership in the department, college, community, and
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College of Southern Idaho Standard Four Scholarship, Research, and When an application for sabbatical is made, the president and executive vice Artistic Creation president/chief academic officer, in consultation with the requestor’s department The mission of the College of Southern chair or supervisor, make the decision to Idaho does not include a specific focus on grant, or deny, the request. scholarship, research, or artistic creation. Nevertheless, many faculty choose to During the self-study process, it was engage in one or more of these activities, discovered that Policy 6.14.02 regarding and, when deemed appropriate, their sabbatical leave in the Full-Time Faculty endeavors are supported by the institution in Handbook was out of date with current a variety of ways. (4.B.1) practices at the college. The policy is currently being updated. Sabbaticals Grants Sabbatical leave of absence is a privilege available to qualified members of the faculty Grants are another valuable source of and staff. Sabbaticals provide time for assistance that the college and the CSI intellectual refreshment and professional Foundation provide for scholarship, research, growth, which is normally obtained by study, and artistic creation. The CSI Foundation research, travel, work experience, or other awards mini-grants to faculty, staff, and creative activities. The objective of a administration for projects designed to sabbatical leave is to enhance the service of support the initiatives of the strategic the applicant to the college and to increase planning process. (4.B.6) These initiatives the distinction of the college. (4.B.2, 4.B.5) include:
Applications for sabbatical must be • Accommodating diverse teaching and accompanied by a statement detailing an learning styles. applicant’s goals and objectives and by a • Retaining high-risk students. program of study that the applicant proposes • Accommodating learning disabilities. to follow while on leave. Upon completion of the sabbatical, each employee must • Using instructional technology. submit a written report to the president that • Developing new courses or improving reviews the completion of his or her stated current course delivery. goals and objectives. If an application is • Ensuring computer literacy of graduates. denied for lack of a suitable plan, the • Promoting collaboration among faculty applicant is given an opportunity to improve and staff. the plan and to resubmit the application. • Fostering economic development in our communities. An applicant for sabbatical must have been • Seeking alternative funds for employed full-time at the college for a institutional priorities. minimum of six consecutive years • Increasing retention to graduation. immediately preceding the sabbatical leave. A sabbatical leave may be granted for a The maximum award for each mini-grant for period of one full academic year, one full an individual is $2,500. Funds may be used semester, one or two summer periods, or for for supplies, equipment, consultants, an equivalent period of time. technical assistance, and registration fees.
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College of Southern Idaho Standard Four The institution also offers pioneering grants, Appendices which are intended to fund exceptional, visionary projects that have a wide benefit to the college. Additionally, collaborative 4.1 Chart depicting growth compared to retreat grants are available to departments other institutions in the state from the Foundation and are used for planning coordinated projects. (4.B.4) 4.2 Instructional Branch Organizational Chart A summary of artistic creation, scholarly activity and research conducted by faculty as 4.3 Table #1 Institutional Faculty Profile a result of these opportunities can be found in Appendix 4.10. 4.4 Table #2 Number and Source of Terminal Degrees of Faculty ANALYSIS AND APPRAISAL 4.5 Fall 2003 Accreditation Survey Scholarship, Research, and Artistic Question #11 Creation 4.6 Personal Plan for Improvement Strengths: Worksheet
• The college offers a variety of 4.7 2003 CCSSE Survey Results opportunities for faculty to engage in scholarship, research, and artistic 4.8 Full-Time Evaluation Policy creation. 4.9 Part-Time Evaluation Policy • The Foundation and institution offer a variety of internal grants. 4.10 Summary of artistic creation, scholarly activity, and research conducted by faculty, as a result of Challenges: grant opportunities
• The policy concerning the granting of Exhibits sabbatical leave outlined in the Full-
Time Faculty Handbook is out of date 4.1 CSI Employee Policies and with current practices at the college. Procedures Manual
Courses of Action: 4.2 CSI Full-Time Faculty Handbook
• Update the sabbatical policy in the Full- 4.3 CSI Part-Time/Adjunct Faculty Time Faculty Handbook to accurately Handbook reflect current practices at the college. 4.4 Faculty Committees and Membership
4.5 Curriculum Committee Minutes
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College of Southern Idaho Standard Four
4.6 2003-2004 Curriculum Committee • Julie Heithecker, Assistant Summary Professor, Information Technology/2004 Faculty Senate 4.7 Program Review Booklet Chair
4.8 Full-Time Faculty Evaluation • Jim Irons, Associate Professor, Schedule English
Standard Four Committee • Lynn Irons, Professor, Developmental Math
Chair: • Tracy Meyerhoeffer, Assistant
Professor, Director • Curtis Eaton, Vice President of Paraeducation Training Center Planning & Development and Student Services/ • Dr. Jan Simpkin, Associate Executive Director CSI Professor, Biology Foundation
• Ken Tripplet, Professor, Members: Cabinetmaking/Woodworking
• Debra L. Annest,
Adjunct Instructor,
Allied Health
• John Boling, Adjunct Instructor, Life Sciences
• Jim Dawson, Professor, Study Skills/2003 Faculty Senate Chair
• Rosemary Fornshell, Associate Professor, Business
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College of Southern Idaho Standard Four
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College of Southern Idaho Standard Four
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College of Southern Idaho Standard Five
Standard Five, Part I: Library
Overview
The mission of the library is to provide information services to the students, faculty, and staff of the College of Southern Idaho. The library’s wide range of services includes Web-based access to the library catalog and to electronic databases, Internet access, interlibrary loan, reference, reserves, current content service, bibliographic orientation and instruction, photocopying, and audiocassette duplicating. Services are also provided to distance students including those at the CSI off campus centers and those enrolled in Boise State University (BSU), Idaho State University (ISU), University of Idaho (UI), and Northwest Nazarene University (NNU) courses held on the CSI campus.
The library’s collection includes books, reference works, journals and magazines, videos, music CDs, Books on Tape, maps and pamphlets. Currently registered students, College of Southern Idaho faculty, Magic Valley may purchase a one-year and college staff maintain borrowing courtesy card at the front desk. The library privileges at the library. Moreover, any is open to all visitors for reference use. adult who is a permanent resident of the More than 150,000 people visited the library
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College of Southern Idaho Standard Five in FY2003 and more than 16,000 items were equipment includes two black-and-white checked out of the library. (Appendix 5.1) printers, one color printer, three library catalog stations, copy machines, a The library is open seven days a week for a microfiche reader/printer, audiocassette total of 76 ½ hours during fall and spring players, CD players, VCR/TV combination semesters, 56 hours per week during units, and a DVD/TV combination unit. A summer semesters, and 42 ½ hours per week 4-track Telex audiocassette player and a during interim periods. (5.C.1) Merlin video magnifier system are available for students with disabilities. (5.A.1) The College of Southern Idaho Library is a member of OCLC Western Service Center, The following list provides a brief overview Idaho Library Association, and Pacific of the library’s collections, resources, and Northwest Library Association. equipment. (5.A.2)
Holdings and Equipment Circulation Collection
The circulating collection consists of more The library contains informational materials than 58,000 volumes, which circulate for a relevant to the studies of lower-division period of one month. Borrowers are allowed college students. The library houses almost to renew checkouts twice, if needed. 60,000 titles; about 350 magazines, journals, and newspapers; and almost 2,400 Reference Collection videos. (Appendix 5.2) A collection of pamphlets and maps is also kept, as is a The reference collection consists of more reserve collection composed of materials than 5,300 library-use-only volumes that placed on reserve by faculty for their may be referenced and photocopied as individual courses. (5.A.1) allowed by copyright laws and regulations during library business hours. Starting in 1995, the library converted its holdings to machine-readable format and Periodicals installed Dynix’s Horizon as the library’s automation system. The library uses the The library subscribes to 312 periodicals, circulation, cataloging, serial, reserve which are housed in the periodicals section bookroom, staff catalog, and inventory of the library. Current editions of many modules of the Horizon system. Web-based magazines, newspapers, and journals are access to the library catalog is also available displayed on a current periodicals rack near through the library Web site; therefore, the the library entrance for easy browsing. library catalog can be utilized from any computer with Internet access. The Horizon Reserves system is upgraded annually and has been found to be reliable and able to be adapted Instructors have placed more than 1,500 to the needs of the library. items on reserve in the library. This information is checked out to students for Since the opening of the new library library use or, in some cases, overnight use. building in 1996, 41 computers have been Instructors from other higher education added, and the total number of student computer stations is now 51. Additional
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College of Southern Idaho Standard Five institutions who are teaching courses on the campus, but the students can access them CSI campus can also place items on reserve. through the library’s computers. (5.B.5)
Audiovisual Internet Access
The collection of videos, DVDs, music CDs, Internet access is available on all 51 Books on Tape, and audio recordings totals computer stations. Software on these more than 3,600 items. Almost 2,000 of machines is updated every semester by these resources were checked out during Information Technology Services. A survey FY2003. (Appendix 5.3) of students, conducted in the library in April 2003, shows that virtually all students who Special Collections use the library make use of the computers. (Appendix 5.4) In order to further increase The library maintains a collection of computer accessibility in the library, two historical materials about CSI including wireless access points were installed in the catalogs, course schedules, news releases, fall of 2003. Laptop computer users can newspaper clippings, photographs, and purchase a suitable wireless adapter card in committee minutes. The library also houses the CSI Bookstore. (5.B.5) a collection of donated history books, pamphlets, newspapers, magazines, and Satisfaction with Holdings and photos whose subject matter is of local Equipment historical importance and interest. Results of the Fall 2003 Accreditation Web and CD-ROM Survey indicate that the holdings and equipment provided by the library are The library Web page improves access to sufficient to support the curriculum of the parts of the library’s collections and guides college. More than 75% of the respondents patrons to a variety of online information stated that they agreed or strongly agreed resources. It provides information about the that “the library collection was adequate to library and its services, lists the music CD meet their needs,” and more than 78% collection and new acquisitions, and reported that “library equipment was provides useful online links. The page is adequate to meet their needs.” (Appendix accessible via the Internet, and most of the 5.5) However, student comments from the online links are available on and off campus. same campus-wide survey did note that a A full description of the contents of the Web lack of computer workstations in the library page follows in the section on “Services.” was becoming a problem. This need has been acknowledged; more computers will be CD-ROMs are available to patrons in two added in the future as funds become ways. Those that come packaged with available. printed books are shelved separately at the checkout desk. These are available for use Additionally, in the fall of 2003, the in the library by anyone, and for checkout college’s former library director conducted by students, faculty, staff, and courtesy card an e-mail survey of department chairs holders. In addition, some faculty members regarding their feelings about the adequacy require their students to use CD-ROM of the library holdings with respect to their databases. These are stored elsewhere on specific areas. Responses to this survey
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College of Southern Idaho Standard Five were overwhelmingly supportive of the Services library and its ability to meet the needs of specific departments on campus. (Exhibit The CSI library offers a wide variety of 5.1) (5.A.2, 5.B.4) services to students, staff, faculty, and the
community. A description of the library’s ANALYSIS AND APPRAISAL services follows. (5.A.3)
Holdings and Equipment Circulation and Reserves
Strengths All college employees, students, and
courtesy card holders may check out books, • The library has up-to-date computers maps, pamphlets, pictures, videos, CDs, and and software. audiocassettes from the lending collection.
The length of time that items can be checked • The library has a computerized catalog out varies by the medium chosen, and no with Web access. more than two renewals are permitted.
• The depth and breadth of the collection supports curricula. Material Length of Time Limit
Five on one • Equipment allows students with Books 1 month disabilities to access library holdings. subject Overnight or over Videos Two • The computers, printers, and the weekend photocopiers are easily accessible. CDs 2 weeks Three
Pamphlets Five on one Challenges 1 week & Maps subject • Maintaining an adequate number of computers for student use as enrollment The library also maintains a special reserve continues to increase. collection of materials at the checkout desk. These materials are provided by instructors • Continually increasing demand for and and are held in reserve in order to allow a cost of online subscriptions. whole class or group to have access to them. Reserve items are lent to students for library Courses of Action use only, or for overnight checkout, and remain in the reserve collection for one • Pursuing grants and working closely semester. (5.A.3) Instructors from BSU, with the CSI Foundation to further ISU, NNU, and UI are also allowed to put increase funding and support for the items on reserve. (5.C.2) library. Information Services • Add more computers as budget allows. The staff at the checkout desk and the • Partnering with other libraries and reference librarian are available to answer institutions to share cost and expertise. informational requests from students,
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College of Southern Idaho Standard Five faculty, staff, and community members. Interlibrary Loan Staff members generally handle quick reference questions and refer in-depth The library participates in an interlibrary questions to the reference librarian. The loan network that allows it to borrow public services staff also assist patrons in holdings from other libraries that are not using the computers and locating materials available from its own collection. In around the library. FY2003, more than 500 books and articles were borrowed through this service at the The library invites new full-time faculty and college. Additionally, almost 400 books staff to come to the library soon after their from the college’s collection were lent to arrival on campus for a personal one-on-one other libraries in the network. (5.C.2) introduction to the services and collections that are most likely to be relevant to their Every month the library compiles a list of needs. All new full-time employees of the items borrowed from other libraries. From college receive a library welcome package that list, those items determined to be of of information describing the collections and wider interest are purchased and added to services of the library and are requested to the collection. Items that are of very make their informational needs known to the specialized interest and unlikely to have library, especially requests for new items broader value to the library’s clientele are that are required in their work with students. not purchased. The interlibrary loan service (Exhibit 5.2) (5.B.4) is the appropriate means for providing access to materials that are only rarely Instruction is an important part of needed. (5.B.1) information services. The reference librarian is responsible for bibliographic Current Awareness Services instruction to CSI classes and other groups. In FY2003, 65 groups, totaling more than At the request of faculty or staff, and with 1,000 persons, attended these presentations. copyright permission, a photocopy of the The reference librarian is also a certified table of contents page of journals is trainer for the LiLI databases from the Idaho regularly sent to the requester. This service State Library, and visits local schools to enables faculty and staff to more easily provide training sessions. The library’s maintain an awareness of progress and classroom is also used as a downlink site for developments in their fields of interest. six to ten teleconferences each year, which During the fall 2003 semester, over 50 users are offered free of charge to local school and took advantage of this service. public librarians. (5.B.2, 5.B.5) A monthly list of new books, videos, and The reference librarian is the adviser for the other materials added to the collection is Library Science Department, and teaches a also sent to individuals who request it, either Library Skills course. In the last year, the in a printed copy or by e-mail. Over a department has expanded its offerings to period of time, this enables faculty and staff include a course in copyright and intellectual to maintain an awareness of the general property, and will soon add a course in content of the library and of contents in information literacy. (5.B.2) particular areas of personal interest.
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College of Southern Idaho Standard Five
Finally, the reference librarian compiles • CQ Researcher – a database of full- select bibliographies of books, articles, and text articles on current affairs videos in the library relating to a given topic • Links to selected useful, high-quality when such a list is requested. This service Web sites proves useful to faculty and staff who are • OCLC WorldCat – an automated planning a new program or a new course. It catalog of libraries throughout the is also useful for departments, especially United States Health Sciences and Human Services, whose • College Catalogs Online programs are separately accredited. (5.B.2) • Two sites with criteria for evaluating the quality of Web resources (5.B.2, Library’s Web Page 5.B.5)
The library’s Web page serves as the Distance Education Support Services gateway to the library’s online catalog of collections, as well as to its indeces of The library’s information resources and journals and newspapers. The library’s Web services are adequate to meet the site also includes a national catalog of all the requirements of the distance education major libraries in the United States and a programs offered at the college and are database of all U.S. colleges and universities accessible from the main campus and from and the courses and curricula that are the outreach centers. The services offered to offered by them. (5.B.1) the students, instructors, and staff at outreach centers consist of e-mail and The library’s Web page is maintained by the telephone communication with the library reference librarian with the assistance of the staff, Web access to the library catalog and campus Webmaster. The page provides a online databases, and courier delivery of variety of information, including links to the materials. The library’s public services following library information: manager communicates regularly with the outreach center directors to ensure that • Automated catalog library service is operating well and to make • Monthly lists of new acquisitions any improvements that are needed. The • A database describing the contents of directors of the outreach centers have each the CD music collection reported much satisfaction with the library • Virtual suggestion box and e-mail services provided. (5.C.1) link to the reference desk • Collection development policy Online learners and students taking • Library Science program description individualized-study courses can search the catalog and the online databases from any Other links on the page guide patrons to computer with Internet access. these electronic information resources outside the library: The LIBS 260 course, Copyright and Intellectual Property, is offered online. A • Twenty-six indices of full-text new online course, LIBS 270 Information articles and abstracts of articles from Literacy, will be available beginning fall magazines, journals, and newspapers semester of 2004. • Electronic editions of 14 print journal subscriptions
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College of Southern Idaho Standard Five Employees of Micron Technology in Boise Facilities and Access can take CSI classes in math and electronics.
Those math students have access to the same The College of Southern Idaho Library was supplementary math videos that all other constructed as part of the Gerald R. CSI students use. The videos are housed in Meyerhoeffer Building in 1996. (Appendix Micron’s Corporate Training Center. 5.6) The spacious, custom-designed facility covers more than 24,000 square feet and ANALYSIS AND APPRAISAL includes:
Services • Five group study rooms • 51 student computer stations Strengths • Six index carrels • 60 study carrels • The positive and proactive attitude of • Seating for more than 60 students at staff. If a need arises, the staff is group study tables approachable, friendly, and happy to • An audiovisual room help. • A library classroom
• A library conference room • When a need is identified, adequate
resources are available so that the need Numbers of library patrons tallied in 2003 is addressed quickly. indicate that current space is sufficient to
meet the needs of those using the library. • The library is open seven days a week. Even at peak times, only 44% of the total seating area was occupied. (Appendix 5.7) • The library offers a breadth of services, However, comments on student surveys and patrons can access those services conducted by the library and by the easily. Accreditation Steering Committee indicate a concern among users about a lack of Challenges computers in the library. This concern is being addressed by the installation and • Despite the resources provided, reaching expansion of wireless capabilities. distance education students can still be a challenge. Additionally, a new special collections room was built into the existing library in the • The increasing cost of electronic summer of 2003 to accommodate donations subscription services. of local historical significance. However, there is limited space for expansion of the Courses of Action reserve, video, and CD collections. (5.E.2)
• Increase the number of library The library’s hours of operation were instruction sessions and make them extended in October 2002 at the request of accessible to off-campus students. the CSI Student Senate. (5.E.1) The library is now open seven days a week for 76 ½ • Join local library consortia to share costs hours during fall and spring semesters, 56 and expertise. hours per week during summer semesters,
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College of Southern Idaho Standard Five
and 42 ½ hours per week during interim Courses of Action periods. The campus-wide survey indicated that 73.3% of respondents agreed or strongly • Reconfigure space where reserve, CD, agreed that the library hours of operation and video collections are stored. were adequate. (Appendix 5.8) (5.C.1) Many library services are also accessible 24 • Move videos and CDs out on the floor hours a day via the library’s Web site. where patrons can browse them freely. These services were outlined above in the section titled “Library’s Web Page.” (5.C.1) • Explore the possibility of adding e-reserves. Other than the standard use of the interlibrary loan service via the OCLC • Explore the possibility of adding a network, services and information resources virtual reference service that would offered by the library for the students, make reference services accessible 24 faculty, and staff on campus and at the hours a day, seven days a week. outreach centers are self-contained and are not dependent on cooperative agreements • Continue to improve wireless with or support from other libraries. The capabilities in the library. Idaho State Library provides state-funded access to a variety of indexing and information databases to all libraries in the Personnel, Budget and state, but this access is not dependent on any signed agreement. (5.C.2) Management
ANALYSIS AND APPRAISAL Personnel
Facilities and Access The library is fortunate to have a strong group of long-time, qualified employees, as Strengths well as a group of recently added, skilled personnel. (Exhibit 5.3) Ten contracted staff • The library is located in an attractive, provide library services. Two of those staff spacious facility that is less than ten members, the library director, and the years old. reference librarian are professional librarians, while the remaining eight are • The library facility and its equipment paraprofessionals who have specific duties are easily accessible. and job descriptions within the library. (5.D.2) Eight to ten work-study students are Challenges hired to work in the library each semester. Each student works nine hours a week in the areas of circulation, public service, • There is limited space for reserve, CD, computer assistance, and stack management. and video collections. The long-time library director, who had
been at the college since 1977, retired at the • Some users expressed a concern about conclusion of the fall 2003 semester, and his a lack of computers in the library. position is currently being filled.
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College of Southern Idaho Standard Five Overall, staffing levels are adequate. Planning and Evaluation However, the library has one reference
librarian, and reference services are not Collection Development Procedures available during all hours of operation.
Currently, the library does not offer virtual CSI is a community college with a rapidly real-time reference services. Still, the growing body of lower-division students and campus-wide Fall 2003 Accreditation has a mission to encourage this population Survey reinforced that the staff is considered to lead enriched, productive, and responsible a strength of the CSI Library. More than lives. The library’s Collection Development 82% of respondents agreed or strongly Procedures focus on acquiring the agreed when asked if the library staff was informational materials that are needed by adequate to meet their needs. (Appendix 5.9) the students, faculty, and staff in order to (5.D.1) The staff of the library are support this mission. (Exhibit 5.5) (5.A.3, constantly working to develop their skills as 5.B.3) is evidenced through constant staff development activities. (Exhibit 5.3) (5.D.3) The instructional programs and courses
described in the college catalog are the Budget primary determinant of the areas and levels of information that need to be reflected in The operational budget for the library has the library collections. The faculty, who are been sufficient to meet its mission and goals. the primary instructional and (Exhibit 5.4) The library was able to add a self-developmental guides for the students, full-time library technician to the staff in are asked to maintain familiarity with the July 2003 to meet demands created by the sections of the library collections that relate extension of library hours in October 2002 to their students’ needs, and to regularly and the increase in library patrons that submit requests for new materials to keep followed. (5.D.6) the information in each section current and relevant to the students’ educational and ANALYSIS AND APPRAISAL self-developmental goals.
Personnel, Budget and Management The library director, who is a member of the Curriculum Committee, receives copies of Strengths monthly meeting minutes from the Curriculum Committee, department heads, • The library is staffed by a group of Faculty Senate, and board of trustees. knowledgeable, quality personnel. (5.E.1) This information provides advance notice of new courses, programs, and Challenges college interests that will need informational support from the library. This process • None. allows the library sufficient time to acquire essential library materials. Additionally, Courses of Action when new courses are proposed to the Curriculum Committee, the proposal is • None. required to contain an assessment of the impact the course would have on existing library resources and of any additional
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College of Southern Idaho Standard Five resources that would be needed for the to analyze which subjects within the library course. (Appendix 5.10) (5.B.1, 5.B.4, are most in demand. This process provides 5.D.5) a useful guideline for further library acquisitions. (5.E.3) Most of the online indices are provided to CSI by the Libraries Linking Idaho (LiLI) Finally, the library professional staff program at the Idaho State Library. annually review each of the library However, instructional departments have a collections and note when obsolete materials major impact on the selection of electronic should be removed, and when new materials resources in the library. The library and topics should be added. (5.E.3) subscribes to ERIC at the request of the education faculty and to CINAHL at the The library requests and welcomes feedback request of the Health Sciences and Human from all users of the library. Maintaining Services Department. The reference the collections at the optimum level of librarian selected CQ Researcher, but many usefulness for the students, faculty, and staff of the English and communication faculty of the college is a constant work in progress. have come to appreciate it. The Life The library invites its users to communicate Science Department included the all recommendations, requests, criticisms, subscription cost of Biological Abstracts in a praise, and complaints to one of the library recent grant proposal. The English staff so that the library can correct any Department has requested that the library problems that exist and can maintain its subscribe to the MLA Bibliography. The ongoing goal of constant improvement. library staff will continue to work with the (5.B.4) faculty to expand the collection of online journal indices and other electronic The informal nature of the current information resources. (5.E.1) Collection Development Process may not fully accomplish the goal of involving The CD music collection is meant primarily library patrons in the planning process. to support the survey courses in classical Results of the Fall 2003 Accreditation music and jazz. The reference librarian, in Survey indicate that only 45% of consultation with the music department respondents agreed that they had the faculty, makes selections. (5.E.1) opportunity to participate in the planning and development of library resources and The reference and public service staff who services. (Appendix 5.11) work directly with students note areas or topics for which new materials are needed, At the end of the 2002-2003 academic year, and these needs are translated into specific a survey of students using the library was acquisitions. carried out to ascertain the degree to which library resources and services are meeting Recommendations from individual students students’ needs. Several recommendations for improving the collections are also from this survey have already been welcomed and are actively solicited via implemented, including stricter noise control bulletins posted in the library and on the and the purchase of office chairs to library’s Web site. Additionally, the supplement the sled-based stools at the checkout and reference desks’ statistics are computer workstations. Additionally, at the examined annually, and this review is used
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College of Southern Idaho Standard Five request of the students, cell phones were banned in the library in May 2003. (5.E.3)
ANALYSIS AND APPRAISAL
Planning and Evaluation
Strengths
• The library has adequate breadth and depth of collections.
• The library invites input from all its users in its goal of constant improvement.
Challenges
• There is a weak formal process for campus-wide input into library planning.
Courses of Action
• Refine and formalize the Collection Development Process.
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College of Southern Idaho Standard Five Standard Five, Part IIA: Information Resources
Information Technology Services
Overview
The mission of Information Technology Services (ITS) is to provide the campus community with information technology tools and services that are user-friendly, reliable, and readily available. A stable and secure network infrastructure for data, video, and voice services for all campus constituents is critical to the college’s instructional and administrative operations. Specific components of the ITS department include campus computing and telephony, maintenance and development of two-way interactive distance learning systems, a UHF television station, an AM radio station, an audio and video production studio, audiovisual equipment services, and Building, the Canyon Building and the performance production services. All dormitory. High throughput switches and communication systems at the college are routers bridge the network segments managed and supervised by the dean of together. Three of the four CSI outreach Information Technology. centers are connected to the main campus via digital microwave radios; Mini-Cassia Equipment and North Side are connected at 45 Mbps and Blaine County is linked at 8 Mbps. In addition, the college has established digital Connectivity and analog network links to area high The main campus in Twin Falls is connected schools and health centers primarily for via a fiber optic cable system with network video distance education applications. speeds of 1000 megabits per second (Mbps) on the backbone and 100 Mbps to the Data Operations desktop. Internet access for the campus is The college computer resources are detailed currently maintained at 6 Mbps; a redundant in the following table. link at the CSI Mini-Cassia Center operates at 1.5 Mbps. Firewalls protect the internal network. Wireless network access is currently available in the Taylor
Administration Building, the Meyerhoeffer
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College of Southern Idaho Standard Five
Mini- North Blaine Table One Twin Falls Cassia Side County Campus Center Center Center TOTAL CSI Computers Network Application Servers 31 3 1 1 36 Student Lab Workstations 543 69 10 30 654 Student Lab Mobile Laptops 86 10 0 0 96 Teaching Workstations 57 6 0 2 65 Faculty/Staff Workstations 431 12 3 4 450 TOTAL 1,148 100 14 37 1,301
In addition to computers, the data network applications. The institution has also consists of a large number of printers purchased ongoing maintenance contracts (desktop and network), PDA devices, with software vendors specializing in higher scanners, CD-ROM servers, storage devices, education student information systems. etc. The 153 computers at the college’s (5.A.1) remote sites are linked to the data network via digital microwave radio links; these links Voice Operations provide high-speed connectivity for these remote computers to the CSI network, at In spring 2003, the college converted its speeds nearly equal to those connected in a traditional telephone system to a Cisco main campus building. Approximately 750 Internet Protocol based system (VoIP). This student computer lab workstations are system enables voice traffic to travel over distributed throughout seven open computer the main campus network, thus leveraging labs and 25 instructional labs. Instructional existing network and personnel resources; labs are used for scheduled classes, whereas reducing monthly costs, online charges, and the open labs are available for drop-in use maintenance; and providing the path for by students during all scheduled hours. future integration of voice and e-mail Open lab computers are replaced on a three- messaging. Cisco’s VoIP products, year cycle, which is the replacement goal for CallManager and Unity, serve as the PBX computers in most campus programs and and voice mail systems respectively, with departments. (5.D.6) Cisco 7940 and 7960 handsets. Currently, there are 394 of these Cisco handsets on The ITS department assists campus campus and 13 at the outreach centers. The computer users in the selection and Unity system provides voice mail services procurement of hardware and software. The for faculty and staff; currently, there are 489 college's software request process enables subscribers, which include all full-time faculty and staff to request software faculty and staff and many part-time faculty. applications for campus computer labs and In addition, the legacy telephone system classrooms. The campus software inventory remains in operation and provides basic is extensive, and site license agreements voice services at various locations around exist for key applications. The site licensing campus. agreements ensure up-to-date, proven software for critical networking and office
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some of BSU Radio’s operation in the Twin Video Operations Falls region by hosting equipment and staff, and this cooperative arrangement has The college has an extensive worked well for both parties. telecommunicated distance education program, which operates some 150 hours ITS video resources include an audiovisual per week during the school term and is able production and editing studio. These to deliver programming to 20 sites facilities allow for the production of new throughout the service region. These sites educational works as well as the editing and include the CSI outreach centers, regional duplication of existing materials. Portable high schools, and health care providers, all production equipment is also available, equipped with one or more fully featured which allows for the capture of new footage interactive classrooms. This system delivers at both indoor and outdoor locations. The two-way interactive video and audio that studio is connected to CSI's link sites on the network. The predominant telecommunication systems, permitting live transmission medium is microwave productions to be received at remote sites, (primarily digital with some analog) along including satellite uplink facilities. At with some local fiber links. In addition, an present, the production studio is a mixture of ISDN connection is maintained so that any older, tape-based equipment and newer, CSI network site can be linked to a remote computerized digital technology. site on the public, dial-up H.320 network. One-way satellite downlinks can also be AV Resources delivered anywhere on the system. ITS supports AV equipment utilized in KBGH, UHF Channel 19, is a broadcast campus classrooms. All classrooms are television station owned and licensed by the equipped with basic audiovisual equipment College of Southern Idaho. Both live and on a permanent basis; this equipment pre-taped educational programming is includes, at minimum, a television and VHS broadcast. The station’s broadcast signal video player and an overhead projector. can be picked up over the air, generally Approximately 60% of campus classrooms within a 30-mile radius of the transmission are multimedia classrooms with most, if not site east of Jerome, via a UHF antenna all, of the following components: LCD (which can be purchased at the CSI projector, amplified sound system, visual Bookstore or local electronics stores). In presenter, VHS video player, computer with selected service areas of the region, KBGH DVD player, and teaching station. programming can also be received over the (Appendix 5.12) Typically funding for Cableone and Teton Wireless cable systems. classroom AV resources originates in the instructional departments, but ITS designs, KEZJ-AM is a radio station owned and installs, and maintains this equipment. ITS licensed by the College of Southern Idaho. also has an inventory of equipment (slide Currently, CSI has a programming and projectors, filmstrip projectors, overhead maintenance agreement with Boise State projectors, tape and CD players, and University Radio to assist with the projection screens) available for checkout by operations of the station and to program faculty and staff. (5.B.1, 5.B.3) portions of the broadcast for the benefit of the Twin Falls community. CSI facilitates
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of classroom technology, and the user- Performance Production expressed satisfaction relative to the institution’s available information resources. The performance production services at CSI The development of a student laboratory provide sound and lighting support for network, referred to as the "Technosphere" internal and external events held at the is one example of how curriculum drives the college, primarily in the Fine Arts ITS environment at the college. The need to Auditorium, the Exposition Center, and the provide students with a hands-on gymnasium. Equipment available to support opportunity to actually maintain and manage these events includes a Peavey sound board, a functioning network was identified. amplifiers, equalizers, microphones, However, this sort of freedom and speakers, and an Oasis Stage Werks innovation is not compatible with the electronic theatre control lighting system operational stability required for the with dimmer panels and assorted lighting college’s production network. Thus, the instruments. “Technosphere” network was created to meet this need without negatively impacting Summary college operations. (5.A.2)
Measures of ITS resources, network services, ANALYSIS AND APPRAISAL and accessibility at CSI compare favorably to other public two-year institutions Equipment throughout the country, according to data from the Thirteenth National Survey of Strengths Computing and Information Technology in American Higher Education. The college • Diverse resources are available. has established a high-speed, regional network that provides services and • Equipment is well-maintained. applications to all its instructional centers. (5.A.3) Challenges
Administration, faculty, and staff are • Keeping installed technology base overwhelmingly positive about the CSI current. technology environment (hardware, software, and support). For example, the percentage Courses of Action of administrators, faculty, staff, and students who agree or strongly agree that the “overall • None. state of the campus software and hardware is adequate to meet [their] needs” is 83%, 78%, 84% and 81% respectively, with no more Services than 2% of any group indicating strong disagreement with the statement. (Appendix Connectivity 5.13) (5.A.1) The college’s network is linked to the region The campus information resources support and beyond. There is an established contract the curriculum, as evidenced by an extensive for WAN services that provides dependable software inventory, an extensive inventory access and the opportunity for future growth.
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Tools are used to monitor network traffic critical networking and office applications. and bandwidth utilization. The college has The institution has also purchased software invested resources to develop a regional from, and has ongoing maintenance network that links all of its branch locations, contracts with, software vendors regional high schools, medical centers, and specializing in higher education student other public agencies throughout its service information systems. (5.B.1) region. The college routinely utilizes its dial-up video services and satellite downlink Voice Operations capabilities. (5.B.5) ITS designs and maintains voice Data Operations applications on the CSI network and provides end-user support for telephony ITS designs and supports the campus operations. Cable installation and relocation, network and computing operations. Some problem resolution, and vendor relations are of the services provided include designing also handled within the ITS group. the network, providing security, and ensuring optimal performance. ITS Video Operations maintains network components, including cabling, routers, and switches, and provides CSI’s video operations allow distance server maintenance and upgrades. ITS education courses to be offered via manages computer policies; end-user videotape or interactive video through the support, including hardware and software common network the college has established selection; problem resolution; and vendor with its remote sites. (Appendix 5.14) The relations. interactive system is designed so that teachers and students using it have to make End-user support is primarily provided by minimal accommodations to their teaching the Help Desk, which tracks and manages and learning practices. Support personnel support calls from end users for all the are assigned to control cameras, manage college’s technology. (Exhibit 5.6) Besides audio levels, and monitor system operations. computer hardware and software problems, To the extent possible, the system has this group responds to AV needs or redundant components to enhance reliability. problems, multimedia classroom requests, However, in those cases where the system and questions about telephony functions. does fail, the assigned support person Help Desk staff install and troubleshoot contacts the operations supervisor and/or the software on staff computers, and on the support and development staff within video computers in classrooms, labs, and operations. If the problem cannot be instructional teaching stations. (5.B.2) resolved quickly, the support person records the class session on videotape, and copies The college's software request process are later distributed to the remote sites on enables faculty and staff to request that the network. In the rare case that a problem software applications be tested and installed persists beyond one class session, where needed. The campus software speakerphones are established at the remote inventory is extensive, and site license sites to enable audio communication with agreements exist for key applications. the instructor and host site. In general, These site licensing agreements help to students express positive reviews for the ensure up-to-date, proven software for classes offered over the college's interactive
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video system. Campus faculty and staff also that users are overwhelmingly positive about generally agree that students at a distance the CSI technology environment, including are supported with their technology needs, hardware, software, and support. Policies although responses indicate there is room for and processes are in place to purchase, improvement. (5.B.1) develop, and maintain the technology utilized. The systems, coupled with the user AV Resources satisfaction, provide evidence that information resources support the ITS staff designs, constructs, and supports curriculum. (Appendix 5.15) the campus multimedia classrooms, and maintains the college’s inventory of AV ANALYSIS AND APPRAISAL equipment. Services Performance Production Strengths Performance production services provide technical sound and lighting support for • Users are satisfied with ITS equipment events taking place in the Fine Arts and services. Auditorium, the Exposition Center, the gymnasium, and elsewhere on campus. • Campus technology is supported through a centralized support group. Institutional Research • Information services support the The ITS department provides institutional curriculum. research reporting for the institution. These reports include federally required reports Challenges such as IPEDS, performance reports requested by the state, and ad-hoc • None. institutional reports such as class size, student characteristics and placement Courses of Action outcomes. Every other year the office compiles and distributes an Institutional • None. Profile Report that provides an in-depth look at key measures for the institution such as transfer, retention, and graduation. (Exhibit 5.7) Facilities and Access
Summary Connectivity
The college has access to the global network The cable plant at CSI is well-provisioned. via the Internet, dial-up video conferencing, The Taylor Administration and Desert and satellite downlinks. A regional network Buildings house central server rooms. Other has helped bring about greater integration of major buildings have adequate space off-campus staff and students. Campus reserved and dedicated for wiring closets, technology is supported through a equipment racks, and cable trays. Outreach centralized support group. Surveys indicate centers also have space allocated for
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College of Southern Idaho Standard Five network equipment. The college’s college with some 750 student computer microwave system has a tower and control workstations. (Exhibit 5.8) Instructional room in the Canyon Building and leases labs are used for scheduled classes, whereas space on towers and equipment rooms at the open labs are available for drop-in use high elevation points throughout the region. and, to accommodate students, are open for Equipment storage areas are located in extended hours. Open labs are available for various buildings throughout the campus. general use by all currently registered students and are located in the Meyerhoeffer, Data Operations Taylor Administration, and Canyon Buildings, the dormitory, the Mini-Cassia ITS staff associated with data operations are Center, the North Side Center and the Blaine housed in the Taylor Administration County Center. Open lab computers are Building and in the Canyon Building. replaced on a three-year cycle. The Office space is generally more than adequate computers throughout these labs function in and offices are well-equipped. Work areas exactly the same fashion: a common desktop for equipment repair and testing are and software suite that includes MS Office available. and all instructional software requested by campus faculty. (5.A.1, 5.B.1, 5.C.1) Campus ITS resources are available to CSI is committed to ensuring that computer faculty and staff. Nearly all full-time faculty technology is accessible to all students. A and staff have a personal computer and variety of software for assisting students telephone. Telephones are equipped with with disabilities is available on open lab voice mail, and computers have network workstations. ITS staff members work with access including Internet and e-mail services the campus Student Disability Services and a suite of core software, including MS office to ensure needed hardware and Windows and MS Office. A number of software are available and functional. part-time faculty also have telephones and (5.C.1) computers as requested by their department chairs. Survey responses from college Voice Operations faculty and staff indicate they are generally satisfied with their office equipment, and The facilities supporting voice operations with the hardware and software available to are increasingly merged with those them. supporting data operations. The same cable infrastructure, wiring closets, server rooms, Computer network accounts for all students and other network devices support both are automatically created shortly following applications. students’ course registration; these accounts enable on-campus access to core Video Operations applications and to network drive space for file storage, and on- and off-campus access The support group for video operations is to an e-mail account and the Blackboard housed in the Canyon Building, in an area learning software. Statistics show that 38% with staff offices; a central equipment room of students have used their CSI network for the system’s radios, routers, and control accounts and 23% have used their CSI systems; the production studio; and control e-mail accounts. There are 25 instructional stations where cameras and microphones are labs and seven open computer labs at the controlled during interactive classes. An
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College of Southern Idaho Standard Five additional control station room is located in Building Fixed Mobile the Evergreen Building. Equipment and Aspen 13 2 space associated with video operations have Canyon 16 expanded through the years with the growth Desert 3 of the system and are more than adequate to Evergreen 11 1 meet the operational needs. Fine Arts 2 2 Gymnasium 1 Interactive classrooms are equipped with Meyerhoeffer 9 multiple cameras, large-screen televisions, Herrett Center 1 and microphones to link with other similarly Shields 24 1 equipped rooms in the system. Currently, Taylor 1 11 there are eight interactive classrooms at the CND 1 Twin Falls campus, two each at the Mini- Dormitory 1 Cassia and Blaine County Centers, one at Mini-Cassia Center 4 4 the North Side Center, one at the Boise Blaine County Center 2 1 Micron plant, and one each at ten regional North Side Center 1 Micron Boise 1 high schools. In addition, smaller, single- TOTAL 91 22 camera systems are located at various health care providers and governmental agencies in the region. Teachers enjoy continuous live Performance Production video and audio for all sites linked together The Performance Production staff is located during a class session. Faculty can use a in the Fine Arts Building adjacent to the guide to acquaint themselves with the auditorium. The auditorium accommodates equipment in these classrooms, and 910 people and is used for college and additional training is provided by the community events some 300 nights per year. Instructional Technology Center. (Policy Large events are also facilitated in the 2.6) gymnasium and the Exposition Center.
AV Resources Summary
Approximately 60% of the college’s classrooms are multimedia presentation The College has allocated appropriate space rooms designed to facilitate instruction. ITS to support the IT infrastructure. Offices and staff members attempt to maintain consistent classrooms have network access and are interfaces in these rooms so that faculty can equipped with current technology; campus travel between rooms and feel comfortable faculty and staff express satisfaction with operating the technologies. These rooms the technology available to them in their offer a range of presentation options and are offices and classrooms. Students’ use and in high demand by the faculty. The satisfaction with the campus technology as following table details by building the indicated through survey data is consistent location of these multimedia rooms and with that found in a national sample of mobile multimedia carts. students at similar-sized 2-year public institutions. Measures of IT resources, network services, and accessibility at the institution compare favorably to other public two-year institutions across the country.
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ANALYSIS AND APPRAISAL Personnel, Management
Facilities and Access and Budget
Strengths Personnel
• There is a strong commitment to ITS personnel are detailed in the table instructional technology. below:
ITS Department • Network infrastructure is owned and FTE Staff controlled by the institution and is not Full- Part- dependent on third party support. Time Time Management & Administrative • There is broad network access, including Support 2.00 wireless access and access for off- Data Services Director 1.00 campus students and staff. Network Support and Development 3.00 0.50 Challenges Data Operations 3.75 4.50 Video System Engineer 1.00 • None. Video System Support 2.00 Video System Operations 1.25 2.25 Courses of Action A/V Production Support 0.75 Communication Systems Support 1.25 0.50 • None. Performance Production Support 2.00 TOTAL 18.00 7.75
ITS managers and staff possess the knowledge and skills appropriate for their responsibilities, as evidenced by their educational degrees and certifications. Well-defined job descriptions exist for each position. (Exhibit 5.9) Responsibilities are clearly defined and reporting relationships are understood. Regular interdepartmental communication promotes a unified approach to the development and maintenance of campus technology. (5.D.2)
The college's support staff is sufficient to support the ITS resources, but the dynamic growth of these resources poses a challenge. A Help Desk system was established in 1999 to systemize the process for computer support requests. This system has been extended to include nearly all technology support requests. An institution-level
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software system assists in the identification, college's Web site. (Appendix 5.17) This resolution, and tracking of problems policy addresses issues regarding computer reported to the Help Desk. In addition to use, lab use, and printing. Students are full-time staff, student interns and work- presented with the policy upon their first study students provide a significant pool of attempts to log on the campus network. To labor to handle Help Desk support requests. successfully access the network, students Campus administrators, faculty, and staff must agree to follow the policy. express satisfaction with the knowledge and service provided by IT support staff. Budget (Appendix 5.16) The ITS budget provides adequate resources The ITS department recognizes the need for to accomplish its strategic and operational ongoing professional development. In objectives. The campus has made addition to departmentally sponsored significant investments in ITS resources and activities, the department also has a policy in services over the past several fiscal years. place to encourage and to help fund The college's ITS assets compare favorably employee-initiated requests for training and with those of other public two-year colleges. certifications. The departmental plan for (Exhibit 5.10) (5.D.6) improvement process provides a mechanism for the identification and prioritization of Summary training needs and potential opportunities. (5.D.3) ITS managers and staff have the necessary knowledge and skills to support the Management institution’s technology. Well-defined job descriptions exist for ITS staff, and The college recognized the need for the professional development policies and various technologies to be housed in a single practices are in place. The college has made department and thus reorganized the ITS significant investments in standards-based department in 1996. This structure technology and maintains the systems facilitates the communication of ITS needs through in-house expertise strengthened by and issues and the prioritization of ITS maintenance support contracts. Policies and resources across the institution. (5.D.4) The procedures are in place to support and ITS department maintains a comprehensive maintain classroom technology. operations manual for the management and development of the institution's ITS ANALYSIS AND APPRAISAL resources. (5.B.3) Personnel, Management, and Budget The ITS department helps campus departments identify technology options for Strengths teaching and computing tools. The college's software request process enables faculty and • ITS has a quality staff with a high level staff to request software applications to be of expertise. tested and installed where needed. (5.D.5) • Entry- and intermediate-level technology A Computer Systems Acceptable Use Policy training are readily available. has been adopted and published on the
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Challenges The institution monitors its ITS resources through various channels. These include • Keeping a pool of well-trained surveys, utilization measures, measures that employees, both full- and part-time. compare assets to like institutions, feedback through campus planning committees, input • High cost of specialized technology from the Student Senate, Help Desk logs, training. and feedback from the Instructional Council, the Faculty-Staff Development Committee, Courses of Action and the Professional and Classified Employees Organization Committee. • Bring consultants to campus to provide Examples of changes that have resulted from specialized technology training. this process include the development of the "Technosphere" network, implementation of wireless LAN technology, rapid expansion Planning and Evaluation of multimedia classrooms, and the creation of the Help Desk. (5.B.4, 5.E.3) Planning and evaluation of ITS resources and services is based on input from many Summary sources: The college involves a variety of people and • ITS departmental Plans for Improvement departments in its efforts to develop and • Instructional departments enhance technology. The ITS department • Student Senate supports all of the college’s technologies, • Campus committees which helps to promote an integrated and efficient infrastructure. • Help Desk support requests
The planning process involves technology ANALYSIS AND APPRAISAL users and staff responsible for ITS resources, including the dean of information Planning and Evaluation technology services; instructional administration; and faculty. To help guide Strengths technology initiatives, planning objectives and vision statements are developed. (5.E.1) • Cooperative involvement of key campus organizations in technology planning. Institutional planning processes help to establish strategic goals relative to the • Flexibility in allocating technology college's information resources. Technical resources to respond to new initiatives. implementation is then primarily the responsibility of the ITS department. The Challenges college created a unified ITS department to help coordinate resources and expertise in • None. the development and maintenance of the diverse campus technologies. These Courses of Action formerly distinct units work cooperatively with the goal of building an integrated, non- • None. redundant infrastructure. (5.E.2)
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Standard Five, Part IIB: Information Resources
Instructional Technology Center
Overview
The mission of the Instructional Technology Center (ITC) is to promote effective and efficient use of educational technology, to enhance teaching and learning, and to increase access to higher education. The ITC offers a learning and demonstration area to test new technologies that enhance instructional delivery in a multimedia environment. ITC staff members provide expertise and support for faculty and staff who use information technology. The center fosters innovation in the use of technology inside and outside of the classroom. The ITC also provides consulting and Faculty and staff can borrow laptops, professional development. projection unit, and digital cameras. Equipment borrowed is used mainly for ITC staff develop and maintain the CSI Web teaching and preparation of course materials, site and manage the Blackboard server. The as well as for presentations in the center also helps to promote distance community and at professional conferences. education at CSI and is involved in campus- Generally, equipment is borrowed for short wide marketing efforts, including the design periods of time, for example hours and days of Web-based and printed marketing instead of whole semesters. materials.
Hardware resources include: Equipment • Computer stations The Instructional Technology Center (ITC) • Servers provides facilities, equipment, hardware, • Laptops software, and training materials for faculty • Portable projection unit and staff for exploration and learning, as • A television well as for multimedia and Web-based • Scanners project development. (5.A.2) ITC also • A black-and-white printer houses the Web server and the Blackboard • Color printers server. • CD burners
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• A digital camera and digital ANALYSIS AND APPRAISAL camcorder • An external Zip drive Equipment • An external Jazz drive • Infrared pointers Strengths
ITC offers a wide variety of the latest • ITC ensures that the center has up-to- software available for multimedia and Web- date equipment, software, and materials based project development. The center also available to faculty and staff. has a variety of training materials, including books, CDs, videos, and magazines. • A wide variety of development tools are available. Responses from administration, faculty, and staff in an ITC survey administered during Challenges the spring of 2003 and in the Fall 2003 Accreditation Survey indicated an • None. overwhelmingly positive view of the technology environment, including hardware, Courses of Action software, and support, at the institution. (Appendix 5.18) • None.
The equipment, hardware, software, and Services training materials in the ITC support the curriculum by providing resources for curriculum development and delivery. Consulting, Training, and Educational Resources are kept up-to-date and are Services utilized to their fullest. ITC consistently provides innovative technologies that The ITC serves as a resource for expertise support teaching and learning. In order to and support and provides technology ensure that the needs of the users are met training for CSI faculty and staff. The and that resources are utilized in a fiscally center fosters innovation in the use of responsible manner, ITC staff carefully technology inside and outside of the research the equipment, hardware, software, classroom. (5.A.2) and training materials considered for purchase. Some equipment is mainly used The ITC offers consulting and professional in the center by faculty and staff, while development to support the college’s mobile technologies can be borrowed for educational programs. It also provides short-term use on or off campus for teaching, logistical, developmental, and design lectures, research, and presentations. support for multimedia and Web-related projects. ITC staff continually evaluate and implement new technologies that support teaching and learning at CSI and the college’s mission. The center fosters and supports collaboration among various departments on campus. The following services are available for staff and faculty:
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• Consulting The ITC provides copyright information for • Professional development faculty, staff, and students, and encourages • Assistance with multimedia and Web- compliance with copyright laws and based project development regulations through a copyright Web site, • Web design and development, which posters, seminars, and an online course. includes maintenance and continual This information supports the curriculum by update of the Web server, Web-based helping faculty judiciously use copyrighted information, tools, and services materials. (5.B.2, Policy 2.6) • Distance education support, which includes assistance with online course ITC staff contributed to the development, development and maintenance of the administration, and maintenance of an Blackboard server online course evaluation system that helps • Technical support faculty assess their courses. The purpose of the evaluation is to help faculty improve • Scanning their courses. (5.A.2) • Color printing
• CD/DVD burning The ITC offers a variety of resources and • Equipment lending services designed to permit the constituents • Designing printed and Web-based of the institution to independently use the marketing materials technologies needed to develop and deliver instruction. The ITC offers a variety of training opportunities for CSI faculty and staff, Technical Support and Project including classes for credit offered through Development the Information Technology Department. Faculty and staff are informed, primarily by ITC staff provide technical support for e-mail and through the Web site, about ITC faculty, staff, and students, including: classes, workshops, seminars, as well as about new services developed. ITC staff • Multimedia and Web-based project also offer training for small groups and one- support on-one training. TechTips, which are • Software applications e-mailed regularly to faculty and staff, cover • Multimedia equipment a wide range of topics, including how to find • Blackboard information using search engines, how to use online libraries, how to create and • Web-based services and tools deliver effective multimedia presentations, how to use formulas and functions in Excel, Distance Education Support (Policy etc. (Exhibit 5.11) The ITC also provides 2.6) training for and information about the use of multimedia equipment found in classrooms. ITC supports the development of online These training sessions have been offered in courses to accommodate students who the rooms where the equipment is located to cannot attend traditional courses. ITC staff ensure that faculty members are familiar manage the CSI Web site and the with the equipment setup. (5.B.2, Policy Blackboard server, both of which provide 2.6) information to faculty, staff, and current and prospective students twenty-four hours a day, seven days a week.
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The ITC assists in developing online courses CSI Web Site Development, to help the college identify and reach new Management, Maintenance, and markets. The ITC also maintains Update Blackboard, the college’s online course management system. Blackboard is used by ITC staff members continually develop and faculty who teach online courses, as well as maintain the college’s Web site to ensure by faculty who teach traditional face-to-face that all users have access to quality, current, courses and use it as a supplement. ITC and relevant information online. The ITC staff provide Blackboard training to faculty sends out at least one e-mail each semester and students. asking department heads, faculty, and staff to review their information and to report The ITC director developed an Online what needs to be updated. Learning Environments online course for participants who would like to learn how to The ITC helps to provide access to a variety become successful online students. The of important information, tools, and course also assists faculty embarking upon resources online for students, faculty, staff online teaching in becoming effective online and the community, including: facilitators. Participants are introduced to the theory and practice of online learning • Information about the college and its environments and online communication services processes, explore factors influencing online • Course and program information learning, and examine the requirements for • The CSI catalog effective online learning. • The current schedule of courses • A directory of CSI faculty and staff The ITC director also developed an online with office hours and full contact course on information literacy that will be information offered through the Library Science • Virtual tours of the campus and Department beginning the fall 2004 surrounding area semester. ITC staff also helped develop a • Forms new student orientation online course that • Handbooks, manuals and policies helps students become successful at CSI.
(5.B.2) • Tools to develop personal Web pages • A calendar of events ITC staff have developed several online tools and services that enable faculty and Summary staff to update some of their own online information. WebTools allows faculty and The ITC provides a wide range of services staff to create and upload personal pages, to faculty, staff, and students. These office hours, syllabi, course descriptions, etc. services support the curriculum by helping Other services provided include an online faculty develop and deliver technology- faculty and staff directory, a community and enhanced instruction. student calendar of events, access to Faculty Senate minutes, and access to online career In the ITC survey administered in the fall of services events. (5.A.2) 2003, 87% of faculty and staff indicated that the ITC helps them do their jobs more effectively and efficiently, and 98%
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indicated that ITC staff offers prompt The online information resources are also service. (Exhibit 5.12) accessible by users with disabilities. Blackboard is Section 508 compliant and ANALYSIS AND APPRAISAL several strategies are used by ITC staff to ensure Web site accessibility. (5.C.1) Services Administration, faculty, and staff are Strengths overwhelmingly positive about the technology environment at the institution • The breadth of services offered. according to both the ITC survey of spring 2003 and the Fall 2003 Accreditation Survey. • The emphasis on education and training that enables faculty and staff to use ANALYSIS AND APPRAISAL independently the technology, tools, and resources available to them. Facilities and Access
Challenges Strengths
• None. • The ITC is housed in a well-suited facility that provides a relaxed, Courses of Action comfortable environment.
• None. Challenges
• There is no separate office for the ITC Facilities and Access director, which creates a challenge when the director is dealing with issues The ITC occupies a well-designed facility requiring privacy. housed in the Aspen Building. The center is available and accessible to all faculty and Courses of Action staff. ITC staff members are housed in one open room. This provides for ease of • Create a private office for the ITC communication and collaboration but director. sometimes lack of privacy can be a problem; for example, conversations concerning personnel, performance evaluations, or Personnel, Management, students’ grades. and Budget
ITC information resources are readily Personnel accessible to faculty and staff, as well as to current and prospective students. ITC staff The ITC is staffed with qualified continually work on making services more professionals whose range of skills, accessible. More and more tools and expertise, and experiences allow the center services are made available online, twenty- to effectively and efficiently serve the four hours a day, seven days a week. college. (Exhibit 5.13) (5.D.2) The ITC has grown significantly over the past few years.
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The center was created in 1996 with a single address training needs. Ongoing informal staff member who served as the director. communication between staff and the ITC The staff has since grown to include an director provides additional feedback on instructional technology support specialist professional development needs. (5.D.3) and a Web technician. ITC also uses an independent contractor for Web and printed Management material design and multimedia projects. Additionally, the ITC director supervises (in The ITC director oversees the operations of conjunction with the chair of the Social the center. ITC staff members work Science and Education Department) the together as a cohesive team and are able to director of the Community of Learners fill in for one another when necessary. Center. (5.D.6) Many projects involve everyone in the ITC, and staff collaborate closely. Staff members The ITC staff handles a great number and are cross-trained in many areas so that they variety of projects and offers numerous can provide continuous service and support services to CSI faculty, staff, and students. to faculty, staff, and students. Occasionally, the number and complexity of requests exceeds the current capacity of the ITC staff work closely with Information center. In these cases, staff evaluate the Technology Services and the Information benefits and costs of each project, and select Technology Department. Collaboration and and prioritize the projects that provide the communication is ongoing and both formal most benefit to students, faculty, staff, and and informal. (5.D.4) the institution. ITC staff serve as a resource and support for While additional staff would allow ITC to curriculum development across campus. take on many more advanced projects, at (5.D.5) The ITC director and staff are active this time the center is able to provide the members of the following campus quantity and quality of services that meet the committees that contribute to improved current needs of the college, and the services teaching and learning at CSI: offered by the ITC often exceed the services offered by many similar centers at other • Faculty and Staff Development community colleges. As demand grows, the Committee center may need to add more staff, • Computer Committee especially in the Web services area. (5.D.6) • Web Committee • E-Learning Initiative Committee The instructional technology field requires • Multimedia Committee continuous learning and mastering of new • Diversity Committee skills. ITC staff have access to quality • Coordinating Committee for Strategic training materials. Staff are encouraged to Planning Council continually learn on their own, take classes, • Faculty Senate and to participate in other professional development opportunities to improve their ITC contributes to the creation of relevant skills and therefore be better able to serve policies and procedures for systematic faculty, staff, and students. Regular development and management of performance evaluations and self- information resources. (5.B.3) evaluations provide formal opportunities to
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Budget Planning and Evaluation The ITC is funded through the Office of Instructional Administration. The ITC has enjoyed the continued support of the The ITC’s planning process involves the institution through budget allocations for following: personnel, equipment, and other resources that are necessary to meet the needs of • The institutional strategic plan faculty, staff, and students. The ITC makes • The plan for improvement process purchase decisions based on faculty, staff, • Continuous research by ITC staff and student needs and replaces old • Formal and informal feedback from equipment based on life-cycle analysis. faculty, staff, students, and the community The ITC has benefited from a number of • Participation on and input from campus external and internal grants to maintain and committees develop software, hardware, equipment, • Input from focus groups and ad-hoc training materials, and professional committees development. Funds from the Title III grant, the Albertson Foundation Teacher Education Outcomes from this planning process are grant, and several institutional grants have utilized in the selection, design, greatly helped the center in providing development, and implementation of ITC quality resources and services to faculty, services and resources. (5.B.4) (5.E.3) staff, and students. (5.D.6) ANALYSIS AND APPRAISAL ANALYSIS AND APPRAISAL Planning and Evaluation Personnel, Management, and Budget Strengths Strengths • Two-way campus-wide involvement in • ITC personnel have ensured adequate the planning and evaluation process. funding even in tight budget years by supplementing the ITC budget with Challenges grant monies. • None. Challenges Courses of Action • Maintaining funding during difficult economic times. • None.
Courses of Action
• Continue to seek external funds.
• Develop partnerships with other entities in order to share cost and expertise.
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Appendices 5.18 Fall 2003 Accreditation Survey Questions #23, #24, #25 and #26
5.1 Graph depicting Number of Visitors to Library and Number of Checkouts Exhibits
5.2 Summary stats on collection 5.1 E-mail Survey of Department Chairs
5.3 Graph of AV Checkouts 5.2 Library Welcome Package
5.4 Survey of Computer Use in Library 5.3 Library Personnel Resumes and Staff Development Information 5.5 Fall 2003 Accreditation Survey Questions #18 and #19 5.4 Library Budget
5.6 Map of Library 5.5 Library Collection Development Policy 5.7 Facilities Use Data 5.6 Sample of Help Desk Log 5.8 Fall 2003 Accreditation Survey Question #22 5.7 2003 Institutional Profile Report
5.9 Fall 2003 Accreditation Survey 5.8 List of Campus Computer Labs and Question #20 Equipment
5.10 TEAMS-ELITE Form 5.9 ITS Job Descriptions
5.11 Fall 2003 Accreditation Survey 5.10 ITS Budget Question #21 5.11 Examples of TechTips 5.12 Multimedia Classroom List 5.12 ITC Fall 2003 Survey 5.13 Fall 2003 Accreditation Survey Question #24 5.13 ITC Job Descriptions and Resumes
5.14 Telecommunication System Additional Required 5.15 Telecommunication Satisfaction Documents Survey Organizational Charts for Library, ITS and 5.16 Fall 2003 Accreditation Survey ITC Question #25 Formal Written Agreements with Other 5.17 CSI Computer Systems Acceptable Libraries Use Policy Library Printed Materials for Students
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Printed Information Describing User • Paula Edmonds-Hollifield, Services Provided by the Computing Professor, Communication Facility • Jim Gentry, Department Standard Five Committee Chair/Professor, Social Science and Education
Chair: • Steve Poppino, Reference Librarian
• Elaine Bryant, Coordinator, North • Todd Schwarz, Department Side Center Chair/Professor, Information Technology Members: • Pat Selelyo, Professor, Biology • Bill Beale, Director, Library • Jay Sneddon, Director, Information • Ken Bingham, Associate Professor, Technology Services English • Edit Szanto, Director, Instructional • Ken Campbell, Dean, Information Technology Center Technology Services
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College of Southern Idaho Standard Six
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College of Southern Idaho Standard Six
Standard Six: Governance and Administration
Overview
The College of Southern Idaho has enjoyed experienced oversight and vision during the last ten years due to the stability of its board of trustees and administration. The newest board member was elected in 1988 while the chairman and vice-chairman have each been elected to five consecutive six-year terms.
CSI has a positive relationship with the Idaho State Board of Education (SBOE) and the State Division of Professional- Technical Education. Following SBOE guidelines, CSI makes initial budget requests to the SBOE that are then approved and forwarded to the Governor’s Division of Financial Management and eventually to the Idaho State Legislature. Institutional requests for state-financed capital facilities and approved and prioritized by the SBOE. new professional-technical programs and Members of CSI’s administration academic curricula are also submitted actively participate on SBOE according to SBOE guidelines, and are committees to address issues that relate
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to higher education. Funds for The administrative structure of the professional-technical programs are college is outlined in the college allocated on a formula basis and flow Administrative Organizational Chart. directly from the State Division of (Appendix 6.1) Duties of individual Professional-Technical Education to CSI. faculty and staff are outlined in employment contracts, employee job The administrative cabinet provides descriptions, the Full-Time Faculty sound leadership that has helped to bring Handbook, the Part-Time/Adjunct about positive student growth, an Faculty Handbook, and the Employee increase of physical facilities, a variety Policies and Procedures Manual. of new programs, and financial stability. (Exhibits 6.1; 6.2; 6.3) Job descriptions This has been accomplished despite a across campus were updated at the period of decreasing state revenues. In request of the Human Resource addition, there has been an effort to Department in the fall of 2003. involve faculty, students, and staff in the decision-making processes through Additionally, the Student Planner and groups such as the Faculty Senate, the Handbook outlines the role of students in Associated Students of the College of institutional governance. (Exhibit 6.4) Southern Idaho, and the recently These official documents help to ensure developed Professional and Classified that the governing board, administrators, Employees Committee. These efforts faculty, staff, and students understand have resulted in a feeling of collegiality and fulfill their respective roles. (6.A.2) across the CSI community. (6.B.7)
Board of Trustees Purpose The College of Southern Idaho Board of The purpose of Standard Six is to outline Trustees consists of five members the governance system at the college and elected from Jerome and Twin Falls to demonstrate how it works to fulfill the counties; they receive no financial mission and goals of the institution. compensation for their service to the college. The College of Southern Idaho Governance System has enjoyed a very stable board of trustees for many years. The members of the current board have been with CSI A five-member elected board of trustees for a minimum of 15 years, and the governs the College of Southern Idaho. senior board members have served for The college president reports to the the past 30 years. The current board has board at monthly meetings. Constituents served the college for a combined total of the college, including Faculty Senate, of 126 years, and the current board Professional and Classified Employees, chairman has held that position for the the Associated Students of the College past 29 years. (Appendix 6.2) The of Southern Idaho, and a number of number of trustees and the election other committees on campus have access procedure for trustees is outlined in to the board of trustees via the president. Idaho Code, Title 33, Chapter 21, 33- (6.A.1, 6.A.3). 2106, and ensures adequate
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College of Southern Idaho Standard Six representation and continuity of board The board is informed regularly about all membership. (Appendix 6.3) (6.B.1) major institutional changes at the college via oral reports, written statements, and The board of trustees acts collectively. documentation from appropriate State law requires at least three board administrative personnel at regular members be present in order to monthly or special board meetings constitute a quorum and conduct official throughout the year. (Exhibit 6.5) The business. Additionally, this policy is a board approves all major changes as generally accepted rule of Community outlined in Idaho Code, Title 33, Chapter College Boardsmanship as outlined in 21, 33-2102. (Appendix 6.6) (6.B.5) guidelines set forth by the Association of Community College Trustees (ACCT). The board of trustees reviews and (6.B.2) approves the annual budget each year during its August meeting. Moreover, The duties, responsibilities, ethical the board is presented with fiscal reports conduct requirements, organizational at each monthly board meeting and structure, and operating procedures of reviews the annual audit each fall. the board are outlined in Idaho Code, (6.B.8) Title 33, Chapter 21, 33-2106 and 33- 2107. (Appendix 6.4) The president of The board takes an active role in the the college is selected and appointed by accreditation process and is regularly the board of trustees as outlined in Idaho updated on the college’s accreditation Code, Title 33, Chapter 21, 33-2109. status and about changes made by the (Appendix 6.5) (6.B.3) Northwest Commission on Colleges and Universities. Additionally, one long- The board currently has no formal self- time board member served as an active evaluation process. However, the board member of the Standard Six is presently reviewing materials from subcommittee for accreditation. (6.B.9) both the ACCT and from other community colleges regarding the ANALYSIS AND APPRAISAL creation of a self-evaluation process and is considering adopting such a policy. Governance System (6.B.6, 6.B.9). Strengths: The board of trustees completes an annual informal evaluation of the • The greatest strength of the existing president. The board chairman, after board of trustees is its longevity. consultation with each board member, This board has grown with the meets with the president and discusses college. Four of the five board the feelings of the board with him. The members were involved with the outcomes of this meeting are then shared presidential search process and with each board member. This informal selected the current president more process has served the current college than 20 years ago. administration well. (6.B.4)
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• The board follows explicitly the Leadership and statutes of the State of Idaho regarding community colleges. Management
• The board’s philosophy is to hire President good administrators, establish policy, and let those administrators do their The current college president, Gerald R. jobs. Meyerhoeffer, has been employed at the College of Southern Idaho since 1966 • Members of the board are elected and has served as the college’s president every six years. The re-election and since 1983. President Meyerhoeffer longevity of current board members succeeded CSI’s founding president, Dr. indicates that voters in the college’s James L. Taylor, making him one of two service area believe the board of men to lead the college since its trustees is doing its job well. founding 40 years ago. The president’s full-time responsibility is to the college, • Although informal, the current and he is actively involved in all aspects systems of review for both the of the institution. (6.C.1) president and the board have been in place and effective for over 20 years. Ethical Conduct The administrative structure at this level has guided the college in The college has established many phenomenal growth and excellence. policies that encourage ethical behavior among administration, faculty, and staff. Challenges: The policies outlined in the Employee Policies and Procedures Manual apply • The college needs to continue to to all employees of the college, oversee the tremendous growth including administrators. (Exhibit 6.3) taking place and needs to strive to Specifically, the following policies are in continue to make good decisions place: regarding both financial and physical facilities challenges. • Non-Discrimination Policy, including Sexual Harassment • The college must strive to maintain • Problem Solving and Grievance an effective working relationship Procedure, including with the State Legislature while Discrimination Complaints maintaining local control to the • Drug-Free and Alcohol-Free greatest degree possible. Campus Policy • Consensual Relationships and Courses of Action: Nepotism Policy • Conflict of Interest and Use of • None. College Property • Outside Employment • Public Office Seeking (6.C.2)
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The results of the Fall 2003 by college administration ensures that all Accreditation Survey indicate that CSI institutional advancement activities are administrators are viewed as operating directly related to the mission and goals with integrity. More than 78% of of the institution. More information on respondents felt that the administration the planning process at CSI and the exemplified high ethical standards in the foundation fundraising processes are management and operation of the included in the appropriate sections of institution. Moreover, 85% of Standards One and Seven. (6.C.4) respondents felt that institutional policies and procedures encouraged high ethical Decision Making standards. (Appendix 6.7) (6.C.2) College of Southern Idaho policies and Administration Qualifications and procedures ensure that administrative Evaluation decisions are made in a timely manner. Specific timelines and polices have been The College of Southern Idaho is led by established for board procedures, a core group of well-qualified Curriculum Committee procedures, and administrators. As mentioned Rank Advancement procedures, among previously, each has a long tenure at the others. Furthermore, the plan for college and each holds the appropriate improvement process establishes a qualifications for his or her position. timely method for making budgetary (Exhibit 6.6; Exhibit 6.7) (6.C.3) decisions at the institution. (6.C.5)
Evaluation of the executive Administrative Relations administration is conducted informally by the president on a continuous basis The CSI administration has a very through his weekly Monday morning cordial relationship with all areas of the administrative meetings as well as college. This relationship begins with through daily interaction. The president the president’s open-door policy and is believes that, due to the small group of carried on throughout all levels of the executive administrators, this informal administration. process serves as a more effective evaluation tool than would an annual The administration conducts regular written evaluation. (6.A.2) (6.C.3) meetings with various faculty, staff, and student groups. Administrators are also Institutional Advancement involved in a variety of campus Activities committees. Each month, for instance, the Curriculum Committee prepares The College of Southern Idaho recommendations to the administration Foundation, Inc., coordinates concerning programs and courses. The institutional advancement activities. The executive vice president/chief academic president serves as the secretary for the officer, the instructional dean, the CSI Foundation. Additionally, the vice director of student activities, the director president of institutional planning and of admissions/registrar, the director of development also serves as the executive the advising department and the director director of the foundation and oversees of summer school, dual credit, and adult foundation activities. This participation
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evening education are all non-voting as measured by the Mountain States members of the Curriculum Committee. Salary Mean Survey. (Exhibit 6.11)
The Instructional Council, which is Retention at the administrative levels of chaired by the executive vice the college has not been an issue. Many president/chief academic officer, reviews administrators have served the college information from the State Board of for more than a dozen years with almost Education, other agencies outside half having served the college for 16 campus, and current and proposed years or more. policies. The monthly department chairs meeting reviews issues relating to ANALYSIS AND APPRAISAL departmental matters and includes administrative participation. Moreover, Leadership and Management the CSI Foundation conducts strategic planning meetings several times a Strengths: semester, involving faculty, staff, students, and community members in • The college has enjoyed long-term forums and workshops to assist in the leadership stability. ongoing development of the college’s future focus and direction. (6.C.6) • The college has demonstrated an ongoing commitment to vision and Institutional Research innovation in response to college and community requirements. The college publishes and distributes a number of reports, including the CSI Challenges: Institutional Profile, the CSI Foundation Report, monthly CSI board minutes, and • Developing effective responses over monthly strategic planning process time to growth and fluctuating minutes. (Exhibits 6.8; 6.9; 6.5; 6.10) resources. Additional reports are commissioned on demand from the Office of the President. Courses of Action: Such reports are available in print and on the college Web site. Ultimately, the • None. dean of information technology is responsible for institutional research and distribution of data. More information Faculty Role in on reports generated by the dean of Governance Information Technology can be found in the “Institutional Research” section of Faculty members have the opportunity to Standard Five. (6.C.7) be and are encouraged to be involved in institutional governance. The president Salaries, Benefits, and Retention meets each semester with the Faculty Senate Executive Committee to discuss The president annually reviews salaries concerns and to share information about and benefits in an ongoing effort to stay the state of the college. Faculty and staff competitive with regional counterparts are invited to attend all monthly board
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meetings, and the director of public • The president’s and executive vice information distributes a summary of president’s informal open-door board activities after each meeting via e- policies encourage faculty input. mail to all faculty and staff. Challenges: There are several campus-wide committees composed of a cross-section • Not all faculty fully participate in the of faculty, staff, and administration, shared governance process. It can be including the Diversity Initiative challenging for faculty who do fully Committee, the Advising Committee, participate, and who carry a full Faculty Senate, the Instructional Council, teaching load, to effectively manage and the Curriculum Committee. (Exhibit the flow of information and the 6.12) workload involved.
The chair of the Faculty Senate attends Courses of Action: monthly board meetings, and the president meets at least once each • Continue the excellent shared semester with the Faculty Senate in governance systems that are in place order to make presentations and to hold but consider some form of question-and-answer sessions. The recognition for faculty who chair executive vice president/chief academic time-intensive key committees on officer also holds a series of open campus such as the Faculty Senate luncheons during which faculty can and the Rank Committee. share ideas and concerns.
Additionally, faculty participate in the Student Role in strategic planning process and in Governance institutional planning through the plan for improvement process. This ensures Students play an integral role in that faculty are involved in the institutional governance at the college. institutional budgeting process. A more A student representative from the detailed discussion of faculty role in Associated Students of the College of governance is contained in Standard Southern Idaho (ASCSI) Student Senate Four. is invited to attend monthly board meetings, and students are welcome to ANALYSIS AND APPRAISAL attend sessions of the Faculty Senate. Student representatives also attend Faculty Role in Governance strategic planning retreats, ensuring them a role in future planning at the Strengths: college.
• Faculty members have the The Student Senate is regularly informed opportunity to participate in long- of campus activities, and its input is range and short-term strategic often solicited. The Student Senate planning, budgeting, and program meets with the president at least once a development. semester to discuss issues at the college.
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The Strategic Planning Committee ANALYSIS AND APPRAISAL regularly shares strategic planning information with the Student Senate. Student Role in Governance The Student Senate also meets once a year with the board of trustees to have Strengths: open discussions. • Communication between students Through the Student Senate, students are and administrative bodies formally asked to participate in many demonstrates active student important financial decisions made at the involvement in institutional decision college. As with many campuses around making. the nation, students at CSI have had to endure tuition increases over the past Challenges: few years in order to make up for decreased state funding. Each time the • None. issue of raising tuition has been considered, the president has gone to Courses of Action: ASCSI to outline the need for the tuition increase and to ask the students for their • None. support; each year he has received that support. The students also had a role in budgeting for the Student Union addition Policy 6.1 Affirmative to the Taylor Administration Building, Action and Non- which was completed in the spring of Discrimination 2004, and they have agreed to a self- imposed fee beginning in the fall of 2004 that will be used to help build a The College of Southern Idaho is an recreation center on campus. equal opportunity/affirmative action institution. The college seeks to ensure Students are continually involved in that all of its policies and procedures are establishing institutional policy. Some in conformity with, but not limited to, recent examples include naming the Title VII of the Civil Rights Act of 1964 Meyerhoeffer Building, establishing a as amended, Title IX of the Education smoking policy on campus, planning the Amendments of 1972, the Americans new Student Union Building, and with Disabilities Act of 1990, Section banning cell phones in the library. A 504 of the Rehabilitation Act of 1973 as more detailed explanation of student amended, and all other state and federal roles in governance can be found in non-discrimination statutes. Standard Three. The college is committed to providing leadership in extending equal opportunities to all individuals. Accordingly, the college continues to make every effort to provide those rights to all persons regardless of race, color, religion, sex, age, national origin, or disability. Decisions affecting the
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College of Southern Idaho Standard Six education of, employment of, and access 6.3 Idaho Code, Title 33, Chapter 21, to services and facilities for faculty, staff, 33-2106 and students are based solely on performance and legitimate occupational 6.4 Idaho Code, Title 33, Chapter 21, and educational criteria. 33-2107
This policy applies to all members of the 6.5 Idaho Code, Title 33, Chapter 21, college community including students, 33-2109 faculty, staff, administrators, vendors, and participants in college-sponsored 6.6 Idaho Code, Title 33, Chapter 21, activities. The policy also applies to all 33-2102 applicants for admission and to all applicants for employment. 6.7 Fall 2003 Accreditation Survey Questions #7, #8, and #9 The Human Resource Department reviews affirmative action and non- Exhibits discrimination policies annually, and a revised Equal Opportunity (EEO) and Affirmative Action Policy (AAP) was 6.1 CSI Full-Time Faculty completed and approved by the president Handbook and board in October of 2003. In response to changing federal and state 6.2 CSI Part-Time/Adjunct Faculty laws and guidelines concerning EEO and Handbook AAP, the college’s policies are updated in the handbooks, in its policy manual, 6.3 CSI Employee Policies and and on its Web site. All EEO and AAP Procedures Manual policies, including the dates they were last revised, can be found on the 6.4 2003-2004 Student Planner and college’s Web site. (6.1) Handbook
6.5 Board of Trustees Meeting Policy 6.2 Collective Agendas and Minutes for Past Bargaining Three Years
The College of Southern Idaho does not 6.6 Administration Resumes have unions or operate within a collective bargaining framework. (6.2) 6.7 Administrative Position Descriptions
Appendices 6.8 CSI Institutional Profile
6.1 College Organizational Chart 6.9 CSI Foundation Report
6.2 Board of Trustees 6.10 Strategic Planning Process Committee Minutes
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6.11 Administrative Salary • Maddy Hartwell, Professor, Comparison Sign Language
6.12 Committee List • Chuck Lehrman, Vice Chairman, Board of Trustees Additional Required • Jayson Lloyd, Instructor, Documents Biology
Faculty Senate Constitution and Minutes • Tony Mannen, Professor, Communication/Theatre Professional and Classified Employees Constitution and Minutes • Jerry Meyerhoeffer, President
Associated Students of the College of • Jan Mittleider, Professor, Southern Idaho Constitution Physical Education
Articles of Incorporation • Rick Parker, Division Director Staff Salary Data • Jan Pollard, Office Specialist, Standard Six Committee Language Resource Center
• Whitney Smith, Assistant Chair: Professor, English
• Jeff Fox, Department Chair,
Professor, English
Vice-Chair:
• Jody Rockett, Assistant Professor/Coordinator, Veterinary Technology
Members:
• Randy Berrichoa, Associate Professor, Mathematics/Computer Science
• George Halsell, Associate Professor, Music
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College of Southern Idaho Standard Seven
Standard Seven: Finance
Overview
The 1994 Accreditation Report noted that the College of Southern Idaho “enjoys a financial health and stability which is probably above average for community colleges in the Northwest.” Fortunately, this statement still holds true a decade later. Despite several years of economic downturn in the state of Idaho and throughout the country, CSI continues to stand on solid financial ground. Clean audits spanning over two decades speak to the financial health and integrity of the college.
Continuing financial viability is vital in allowing the college to fulfill its mission and goals and is therefore a primary focus of the institution. The Vision 2006 Strategic Planning Process, implemented in fall 2003, addresses the importance of financial stability by establishing the • Goal II, Action Area C: New following goals for financial planning Funding and management: Action Item 1: Maintain and establish cordial working
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relationships with supervisory nearly $50 million in FY2003. agencies and elected officials. (Appendix 7.1) Action Item 2: Foster acceptance of the expectation that employees The college has been through two major participate in seeking funding to software changes since its last supplement State general fund accreditation and is currently using the monies. Jenzabar enterprise management Action Item 3: Promote grant software, which was purchased in 1999. development and CSI Foundation The Jenzabar system is an integrated activities. software program that includes all Business Office functions, all • Goal IV, Action Area C: Financial registration functions, and a link to Resources PowerFaids, a specialized financial aid Action Item 1: Manage and software package. The system is run invest money resources prudently from one server with a single major on behalf of the public in the database, allowing staff to easily access, college’s service area. link to, and pass information between Action Item 2: Develop budgets modules. annually and provide budgetary responsibility and accountability. Jenzabar is working adequately, but as technology changes, the college will The College of Southern Idaho Business consider alternative technologies that Office, the College of Southern Idaho offer cost-effective solutions to problems Foundation, Inc., and the Office of that have been encountered with the use Grants Development carry forth the of the current software program. financial goals established in the Vision 2006 Strategic Plan in conjunction with In September of 2003, the institution the entire institution. established the Matrix. This centralized student services area, modeled on the Business Office one-stop service concept, is located in the Taylor Administration Building as The mission of the College of Southern well as at other on- and off-campus Idaho Business Office is to receive all locations. The Matrix allows students to revenue and to make all disbursements complete advising, registration, cashier, in a friendly and efficient manner that and financial aid procedures in a single compliments the overall mission of the location. institution. CSI Foundation Over the last ten years, the Business Office, along with most campus In the spring of 2004, the College of departments, has had to adapt to the near Southern Idaho Foundation, Inc., a doubling of student enrollment while 501(c)(3) non-profit corporation, holding staff increases to a minimum. celebrated Twenty Years of Investing in The Business Office has seen the amount Students. Created by a visionary group of funds for which it is responsible of community and college leaders in increase from $26 million in FY1994 to
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1984, the Foundation’s sole purpose is to context of the institution’s mission and support the College of Southern Idaho. goals.
The foundation has been instrumental in the college’s ability to attract, retain, and Financial Planning educate students. Thanks to generous donors, the foundation has been able to Financial planning at the College of fund over $6 million in projects and Southern Idaho is an ongoing process buildings for the CSI campus. that is directly tied to the mission and Furthermore, the foundation has funded goals of the institution. Due to the in excess of $6 million in scholarships funding structure of community colleges for CSI students. The foundation board in Idaho, the College of Southern Idaho consists of dedicated individuals, from enjoys appropriate autonomy in financial across the eight-county service area, who planning and budgetary matters. The work very diligently to support college is governed by a five-member excellence in education. elected board of trustees that approves all financial plans and budgets created Building a vital alliance between the by the college. The duties and autonomy community and the college is a major of this board are outlined in Idaho Code, purpose of the foundation. A further Title 33, Chapter 21, 33-2107. purpose of the organization is to solicit (Appendix 7.2) (7.A.1) The State Board and receive gifts, bequests, money, and of Education approves the budget property to be held and managed for the requests for community colleges in benefit of the College of Southern Idaho Idaho, and that appropriation appears as and its various professional, technical, a single line item in the State Budget and educational programs. The (Appropriations—Community Colleges foundation also promotes excellence and House Bill No. 470). This appropriation provides scholarships, grants, and loans. is divided equally between the two state- The foundation intends to broaden and funded community colleges, North Idaho nurture the presence and visibility of the College and the College of Southern college with the various communities in Idaho, as agreed on April 10, 1996. the area. For example, the newly (Appendix 7.3) inaugurated CSI Alumni Association, for which the foundation is the parent The college is required to submit a organization, is currently soliciting performance report and strategic plan to members throughout the service area of the State Division of Financial the college. Management to ensure that the twelve State Board of Education performance measures as well as the nine institutional Purpose performance reporting indicators guide the institution’s budget. These The purpose of this Standard is to performance indicators tie directly to the demonstrate the financial viability of the institution’s strategic plan and mission. College of Southern Idaho and to (Exhibit 7.1) Standard One contains a demonstrate how CSI plans for and more detailed discussion of the process. manages financial services within the
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As noted in the overview section above, the college’s Business Office and is financial planning at the institution is a approved annually at a public board process guided by the strategic goals of meeting. Due to the fluid nature of the the college. (7.A.2) Often this process budgeting process, the board of trustees originates at the department level, where traditionally passes a continuing budget budget requests are developed by resolution to allow the college to operate individuals through the use of Personal for July and August until the detailed Plans for Improvement (PFI) during the budget is solidified and presented at the fall semester of each year. (Appendix August board meeting. (7.A.3) Board 7.4) During the spring semester, these members oversee all major capital outlay budget requests are combined into a Unit and approve the institution’s annual Plan for Improvement (UPFI), which budget. Additionally, any purchase over represents the needs of the entire $25,000 must be bid on publicly and department. (Appendix 7.5) The approved by the board of trustees, as executive vice president/chief academic outlined in Idaho Code, Title 33, Chapter officer and the instructional dean 6, 33-601, #2. (Appendix 7.6) analyze instructional departments’ UPFIs for their correlation to the mission Departmental budgets are traditionally of the institution when establishing distributed at the beginning of each department budgets at the conclusion of academic year. The last two academic each spring semester. This timeframe years, however, the institution was allows the administration to set budgets forced to adjust to uncertainty in state shortly after budget allocations have funding, which led to a delay in the been announced at the end of each distribution of departmental budgets. legislative session. These budgets are However, department and program then sent to the vice president of finance. chairs received a continuing resolution This coordinated effort across campus that allowed for spending during these ensures that all capital outlay is reviewed, periods. Departments receive a Trial controlled, and justified based upon the Balance and Account Detail for their mission and goals of the institution. respective budgets each month, typically within five business days of closing the Despite the effective use of the plan for books. (Appendix 7.7) (7.A.3) improvement process, particularly within the instructional branch of campus, its When budget reallocation or revision is use is still uneven across campus. In necessary, the changes are handled in light of this, the Institutional Planning one of two ways. Simple reallocation of and Development Office is currently funds among departments does not working to ensure a stronger tie between require board of trustee approval. institutional planning and resource Therefore, the department heads and the allocation. A more detailed explanation executive vice president/chief academic of this process appears in Standard One. officer handle this reallocation. However, if the revision entails using The institution publishes an annual new funds or reallocating funds at the General Fund Budget in August of each institutional level, the board must year. (Exhibit 7.2) (7.A.3) This budget approve the reallocation, according to is made available to the general public in Idaho Code, Title 33, Chapter 7, 33-701
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#9. (Appendix 7.8) When budget institution maintains a 10% bond reserve revisions are necessary, those revisions and has in excess of 120% revenue are distributed to affected groups after stream of bond payment. (7.A.4) approval by the president and the board of trustees. (7.A.3) ANALYSIS AND APPRAISAL
Long-term financial planning at CSI has Financial Planning also been challenging for the past few years due to a decrease in state funding. Strengths: Annual budget shortfalls, holdbacks, and fluctuations over the past three years • The plan for improvement process is have made the process of producing effective in ensuring that budgetary three-year budget projections difficult. planning is directly tied to the Although state funding for FY2005 is mission and goals of the institution. still $600,000 less than it was in FY2002, financial planning is ongoing and • Innovation, flexibility, and teamwork consistently results in stable financial in financial planning at the performance. (Appendix 7.9) institution have allowed the college Projections for the college budget are to weather economic downturns and generally for the coming year only. The financial uncertainties while still Idaho State Division of Public Works meeting the mission and goals of the requires a six-year projection of funds institution. for capital construction. (Appendix 7.10) (7.A.2) Challenges:
The Framework Master Plan, which • Despite the effectiveness of the plan projects a vision of growth at CSI over for improvement process, it is the next twenty years, was developed in unevenly implemented across 1999 in conjunction with the college’s campus. Strategic Planning Committee. (Exhibit 7.3) The vice president of finance • The college must remain vigilant in maintains a working folder of capital planning for long-term budgetary projects outlined in the Framework needs due to financial uncertainties Master Plan. This working folder, at the state level. located in the Business Office, provides the institution with flexibility as it Courses of Action: attempts to meet its mission and goals during times of financial uncertainty. • The college must ensure a strong tie between institutional planning and CSI also has the luxury of flexibility in resource allocation. its budgeting process because, with the exception of the dormitory housing bond, the institution has not incurred any debt since 1985. The board of trustees must approve any debt incurred. As part of the legal bonding requirement, the
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Adequacy of Financial The primary sources of financial aid for students attending the College of Resources Southern Idaho are federal and state financial aid, foundation scholarships, As noted in the College of Southern and CSI institutional scholarships. The Idaho strategic plan, finding innovative college has identified internal sources methods of establishing new funding is a for student financial aid, and those goal of the institution. Currently, sources are made available to students. institutional funding consists of an Additionally, the college provides annual legislative appropriation, local brochures and links to online resources property tax, tuition and fees, and regarding the availability of external various grants. (Appendix 7.11) These sources of financial aid. (7.B.6) resources are committed based upon the annual plan for improvement process, The College of Southern Idaho which is tied directly to strategic goals Foundation has 130 funds that amount to and which plays a primary role in the approximately $6 million dollars development of the annual departmental available for scholarship awards. budgets. (7.B.1) Departmental control (Appendix 7.12) The interest income on ensures adequate financial resources to the corpus of these funds is awarded support instructional programs. (7.B.5) annually. (7.B.6) The Foundation Scholarship Program and the CSI The college has a proven track record of Financial Aid Office are in constant financial stability. CSI has been communication regarding funds received fortunate enough to avoid a deficit for by CSI for scholarship use and the many years. Given that there is no guidelines for the distribution of those accumulated debt, and given the history funds. The foundation reports activities of financial stability, there is no plan to to the CSI board of trustees and, upon eliminate an accumulated deficit. (7.B.3) request, provides information to donors. Additionally, due to the lack of debt Moreover, an annual review of the carried over by the institution, the strategic plan of the college gave rise to institution maintains adequate resources an “alternative funding” initiative that to meet debt service requirements. The emphasizes the enterprise opportunities only current debt is a dormitory bond, of grant development, external funding for which the institution does have an requests, and funds development by the eighteen-year plan for repayment. foundation and departments. (7.B.2) The college has the ability to review Currently, no written policies exist unfunded financial aid on an individual regarding transfers among major funds student basis as needed. Financial aid is and interfund borrowing because, included in the fiscal General College historically, this has not been a Audit according to the Single Audit Act, problematic issue. The board of trustees OMB Circular A-13. (7.C.10) Results approves any major transfers. Financial from this audit are matched with reports statements reflect prudent financial that the Financial Aid Office is required planning and control. (7.B.4) to furnish annually. (Exhibit 7.4) (7.B.6)
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While Idaho statute does not require a • The college has been able to reserve amount of capital to be held by maintain adequate financial the college, the college has a proven resources to meet the needs of the record of meeting financial obligations college. during periods of fluctuation. This is accomplished through continuous review • The sources of revenue that fund the and appropriate action to ensure that the college are diverse and demonstrate college is able to weather periods of innovation. financial uncertainty. Specifically, the institution can implement a reduction in Challenges: force policy as indicated in its Employee Policies and Procedures Manual, reduce • The institution must be vigilant in staff based on program need, or continuing to look for innovative eliminate a program. (Exhibit 7.5) sources of funding. During recent state holdbacks, the institution adjusted to external financial Courses of Action: uncertainty by not replacing personnel who retired or left the college, by • Continue to seek alternative funding limiting operational budgets, and by sources. increasing tuition and fees. As budgetary conditions have improved, • Continue to exceed student and however, those positions that were not industry expectations in order to filled as a result of holdbacks have now attract and retain quality students. been filled. (7.B.7)
Auxiliary enterprises at CSI include Financial Management athletics, student housing, and the bookstore; each of these is included in The vice president of finance reports to the annual audit. Auxiliary enterprises the board of trustees on a monthly basis exist in separate funds, and it is not regarding the financial adequacy and common practice at the institution to use stability of the institution. At this income from auxiliary enterprises to meeting, a monthly treasury report supplement educational and general detailing revenues and expenditures is operations, or to use funds from the reviewed and compared to the latter operations to supplement auxiliary corresponding monthly report from the enterprises. (Appendix 7.8) (7.B.8) previous year. (Exhibit 7.6) (7.C.1)
ANALYSIS AND APPRAISAL The College of Southern Idaho’s financial functions are centralized under Adequacy of Financial Resources the vice president of finance, who reports directly to the president. The Strengths: assistant vice president of finance manages institutional business functions. • With the exception of the dormitory Other personnel include an accountant, a bond, the college has no debt. payroll manager, a general ledger account technician, an administrative assistant, three accounts payable
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College of Southern Idaho Standard Seven technicians, and a half-time inventory noted above, all financial aid funds are technician. These staff members are included in the audit. (Exhibit 7.7; 7.8) well-organized, follow a clearly (7.C.10) understood chain of command, and are responsible for all Business Office While CSI does not utilize a formal functions. (Appendix 7.13) CSI is program of internal audit, the institution required to manage cash as outlined in does maintain internal control through Idaho Code, Title 67, Chapter 12, 67- everyday business procedures that 1210 and Title 33, Chapter 7, 33-701. follow generally accepted principles of (Appendix 7.14; 7.15) (7.C.4) accounting, as is evident in the audit report and in the Business Office The size and complexity of the business organizational chart. A review process organization is adequate for an also exists between the president and his institution the size of the College of administration. (7.C.11) Southern Idaho, and the annual audit report indicates that the financial ANALYSIS AND APPRAISAL functions are consistent with governmental auditing standards. The Financial Management Fall 2003 Accreditation Survey of administrators, faculty, staff, and Strengths: students indicates that 80% of the respondents agree that the Business • The Business Office enjoys Office “is well-organized and efficient.” tremendous support from the (Appendix 7.16) (7.C.2) administration and board of trustees to purchase software, implement The board approves the selection of the changes, and react to the needs of the auditing firm and can review this college. selection at any time. For the past 15 years, the auditing firm of Ware and • The college has an experienced Associates has conducted the audit, Business Office staff who which is provided annually to the board demonstrate a clear ability to work of trustees. (7.C.6) This audit, effectively in the current system. conducted according to generally accepted auditing standards, confirms Challenges: that all expenditures and income are fully controlled by the institution. (7.C.3, • A lack of a formal internal audit may 7.C.5) Ware and Associates has pose a challenge as the college and provided the vice president of finance its business functions continue to and the assistant vice president of expand. finance with an exit interview for each audit. A management letter is only • As technology changes, the included with the audit if an issue is institution will need to continually revealed in the audit; this has never been update its enterprise management the case. The latest audit is made public software and provide training in the office of the vice president of accordingly. finance. (7.C.7, 7.C.12, 7.C.13) As
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Courses of Action: who administers endowment and life income funds. (7.D.2) The foundation
has assets in excess of $16 million, has • Strengthen the internal audit process. raised contributions in excess of $1
million for each of the past three years, • Continually research management and has supported building projects, software on the market. equipment, and scholarships in excess of
$12 million. Fund-raising and Development Alumni Association
Most fund-raising activities for the The College of Southern Idaho's Alumni College of Southern Idaho and its units Association was founded on November are governed by the Office of 5, 2003. The association has 60 CSI Institutional Planning and Development, alumni members and is continually which includes the College of Southern working to increase membership. Fund- Idaho Foundation, Inc., the newly- raising activities involving members of formed CSI Alumni Association, and the the alumni association are planned for CSI Office of Grants Development. the next phase of the association, in early The CSI Golden Eagle Booster Club 2006. functions independently of the college. The mission of the CSI Alumni The members of the CSI Office of Association is to help generate and Institutional Planning and Development sustain institutional loyalty and pride for are members of the Council for Resource the mutual benefit of the alumni, college, Development and adhere to a national and community. The Alumni Advisory code of ethics. (7.D.1, 7.D.3) Board provides direction in its quest to foster life-long partnerships with former College of Southern Idaho students of CSI. Foundation, Inc. Grants The College of Southern Idaho Foundation, Inc., exists for the purpose The Office of Grants Development at of soliciting and obtaining charitable CSI is dedicated to encouraging contributions to provide financial innovation and developing partnerships support for educational and other both internally with college stakeholders programs of the College of Southern and externally with the community. The Idaho. It fully complies with the Office of Grants Development supports regulations set forth by the State Board the mission of the College of Southern of Education for the state of Idaho. The Idaho through grant research, grant CSI Foundation, Inc., undergoes an development, and grantsmanship annual audit at the end of each fiscal training for faculty and staff. year. The vice president of planning and development/executive director of the Since the establishment of the Office of College of Southern Idaho Foundation, Grants Development in 1997, over $8 Inc., has been designated as the officer million dollars in discretionary grant
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College of Southern Idaho Standard Seven funds have been awarded to CSI from sponsorship programs. Because of its private and corporate foundations and independent status, the booster club does state and federal funders. not receive any financial assistance from the CSI Foundation. However, a In these increasingly difficult fiscal working relationship is established times, it becomes even more critical to between the CSI Foundation and the purposefully plan and seek external booster club to coordinate development funding to support the college, its efforts. programs, its staff, and its students. Therefore, on an annual basis, three or ANALYSIS AND APPRAISAL four strategic areas for grant development are targeted. Fund-raising and Development
The Office of Grants Development also Strengths: recognizes that there are opportunities outside these targeted areas. These • The growth of resources within the opportunities are evaluated according to College of Southern Idaho a number of criteria that include the Foundation, Inc., has established a following: relevance to the college's solid fund-raising base for the strategic plan; availability of resources college for years to come. to plan, develop, and submit the grant; ability to effectively implement the • Focused attention on securing grants grant; and the likelihood of the grant for the college has resulted in these being funded. grants becoming a significant source of revenue. Direct Congressional Requests Challenges: Direct congressional funding requests were successful in 2003 and 2004, • None. reaping $600,000 for CSI programs. Additional requests identifying Courses of Action: infrastructure, equipment, and program development needs have been submitted • None. for the 2005 funding year.
Intercollegiate Athletics Appendices
The CSI Golden Eagle Booster Club, 7.1 Chart depicting Increase in Funds which is independent of the college and for which Business Office is a 501(c)(3) organization, raises money to Responsible provide scholarships to students involved in intercollegiate athletics. 7.2 Idaho Code, Title 33, Chapter 21, Funds from the booster club come from 21-2107 memberships, private donations, profits from sales in the concession stand and 7.3 State General Fund Allocation the booster store, and corporate Agreement Between the College
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of Southern Idaho and North 7.18 Table #2, Current Funds Idaho College Expenditures and Transfers
7.4 Personal Plan for Improvement 7.19 Table #4, Sources of Financial Form Aid
7.5 Unit Plan for Improvement Form 7.20 Table #9, Operating Gifts and Endowments 7.6 Idaho Code, Title 33, Chapter 6, 33-601 #2 7.21 Table #10, Capital Investments
7.7 Trial and Balance Department 7.22 Supplemental Table Sheet Example 7.23 Three year debt service schedule 7.8 Idaho Code, Title 33, Chapter 7, 33-701 #9 Exhibits
7.9 Graph depicting Loss of State Funding 7.1 Division of Financial Management Report 7.10 Idaho State Division of Public Works Six-Year Projection of 7.2 FY1993-FY2003 General Fund Funds for Capital Construction Budgets
7.11 Graph depicting Sources of 7.3 Framework Master Plan Revenue 7.4 Annual Financial Aid Reports 7.12 Graph depicting Foundation Funds 7.5 CSI Employee Policies and Procedures Manual 7.13 Business Office Organizational Chart 7.6 Financial Reports Regularly Provided to the Board 7.14 Idaho Code, Title 67, Chapter 12, 67-1210 7.7 FY2003 Audit
7.15 Idaho Code, Title 33, Chapter 7, 7.8 FY2004 Audit 33-701 Additional Required 7.16 Fall 2003 Accreditation Survey Question #36 Documents
7.17 Table #1, Current Funds IPEDS Financial Section for past three Revenues years
Default Rate for the Past Two Years
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College of Southern Idaho Standard Seven
Standard Seven Committee
Chair:
• Amber Simon-Power, Instructor, Business
Vice-Chair:
• John Hughes, Director, Academic Development Center
Members:
• Shelley Brulotte, Instructor, English
• Jeff Harmon, Assistant Vice President of Finance
• Jayson Lloyd, Assistant Professor, Biology
• Shonna Parsons, Administrative Assistant, Office of Instructional Administration
• Dennis Pettygrove, Associate Professor, Chemistry
• Nolan Rice, Assistant Professor, Mathematics
• Magan Ruffing, Accountant, Business Office
• Debbie Wilson, Associate Executive Director, CSI Foundation
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College of Southern Idaho Standard Eight
Standard Eight: Physical Resources
Overview
The 1994 Accreditation Visiting Team gave the college high praise for its physical resources, and over the last ten years, the campus has not only maintained this standard of excellence but has continuously improved the adequacy of these resources. For over 35 years, the board of trustees and administration have consistently allocated funds for the construction and maintenance of high-quality facilities at CSI.
The college has expanded buildings and property holdings significantly over the last ten years to meet growing needs. Through this expansion, care has been taken to preserve existing facilities as well as to construct quality new facilities. The Physical Plant Department is viewed as providing a vital function The College of Southern Idaho is widely directly related to the mission of the recognized as the best-maintained college. The department enjoys the college in Idaho. The continued support of the board of trustees, emphasis on maintenance and grounds administration, faculty, staff, and keeping and the high standards set by the students. board of trustees and president,
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College of Southern Idaho Standard Eight regardless of reductions in overall Highway 93 and Interstate 84 in 1998. funding, are reflected throughout the This property will increase in value as buildings and grounds of the campus. development of the surrounding area continues. Purpose Instructional Space
The purpose of Standard Eight is to The college has approximately 600,000 demonstrate the commitment of the square feet of space allocated for College of Southern Idaho to continue to educational programs. (Appendix 8.2) develop and maintain physical resources, In accordance with the college’s mission, both at the Twin Falls campus and at the facilities are assigned to meet both college’s outreach centers, that enable educational and community needs. the college to fulfill its mission and However, when these needs conflict, goals. educational needs take priority. (8.A.1)
Instructional and Support As evidenced by the Facilities Use Study, adequate spaces are available for Facilities—Twin Falls educational programs. (Exhibit 8.2) Campus The particular use of these spaces constantly changes as programs and Grounds curriculum changes occur. For example, additional science laboratories have been The campus encompasses over 300 acres developed to accommodate the large of land within the city of Twin Falls. numbers of students who are preparing (Appendix 8.1) Since the last for careers in health care; a new large accreditation visit in 1994, CSI has animal lab was constructed in 2001 in constructed or made additions to eight order to meet the needs of students major buildings on campus and has enrolled in the Veterinary Technology purchased the Northview apartment Program; and farm land adjacent to complex adjacent to campus. These campus has been utilized to conduct a additions have increased total square variety of outdoor labs by the footage on campus by more than Agriculture Department. (8.A.2) 261,000 square feet. With the completion of the Fine Arts addition in However, adequate spaces are not 2005, the square footage of campus always available at the time of day when buildings will total almost 845,000 students and faculty would prefer to be square feet. (Exhibit 8.1) (8.A.1) The in class. Spaces fill to approximately college also purchased six acres to the 80% of capacity between 9 a.m. and 1 east of the campus in 1995, and 70 acres p.m. Monday through Friday. In of adjacent farmland to the north of the response, the college has added more campus in 1998. While the 6.4 acres courses at non-traditional times of the may be sold for development, the 70 day. Facilities are well-utilized with a acres is dedicated to future growth. The remaining capacity for growth. college also received a donation of 128 (Appendix 8.3) acres of bare land at the intersection of
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Office Space ANALYSIS AND APPRAISAL
Rapid growth over the past ten years has Instructional and Support necessitated the addition of numerous Facilities—Twin Falls Campus full-time faculty. Since 1992, the college has increased from 126 full-time Strengths: faculty to 148 full-time faculty in 2003.
Since 1992, building additions and • Funding has been provided for new remodels have resulted in the addition of buildings and remodels based upon 69 offices for faculty, while only 22 new need. faculty positions were added. (Appendix
8.4) Prior to 1992, many faculty shared Challenges: offices or were not provided adequate spaces. While the office space situation • Providing adequate spaces for is not ideal and the college is faculty. continuously working to add faculty offices, current faculty and staff office areas are generally adequate. The Fall Courses of Action: 2003 Accreditation Survey shows that • Continue to work on addressing 73% of respondents agree that office faculty office needs. space is adequate for full-time faculty and 60% of respondents agree that it is adequate for part-time/adjunct faculty. Maintenance (Appendix 8.5) (8.A.2)
Furnishings The Physical Plant Department is located in the McManaman Building and In general, facilities are furnished is managed by the plant facilities adequately for student work, study, and director and the assistant plant facilities research. Student areas, including director. The staff consists of 66 full- classrooms, labs, and study areas, are time, year-around employees and ten spacious, well-furnished, and have up- part-time employees. The majority of to-date and, in most cases, state-of-the the part-time employees work in the art equipment. Student study areas, Security Department as relief and including computer labs, are also weekend help. A variety of seasonal provided in each instructional building student-workers augment the staff on campus. Additionally, many labs in throughout the year. Additional seasonal which computer classes are taught have summer grounds workers are employed been remodeled and many classrooms full-time during the growing season to have been equipped with multimedia help care for the 129 acres of lawn, capabilities. (Appendix 8.6) When new shrubs, and trees. buildings are constructed, new furnishings are provided. Faculty and The Physical Plant Department is staff are also provided with adequate responsible for properly maintaining the furnishings for the spaces in which they buildings and grounds, for campus conduct their work. (8.A.3) security and safety, and for the college motor pool. The staff members of the
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Physical Plant Department include Funding for these renovations generally electricians, carpenters, construction comes from the plant facility fund. specialists, mechanics, plumbers, HVAC (8.A.4) technicians, security officers, custodians, grounds people, office specialists, and a Under the leadership of the physical draftsman. The department is staffed by plant director, the campus has addressed a group of experienced, highly-skilled, or is in the process of addressing all journeyman-level craftspersons who deferred maintenance issues. For provide valuable input into the design, example, a new paint shop will be remodel, and maintenance of campus completed by the spring of 2005. This facilities and systems. No on-campus up-to-date facility will address an maintenance services are contracted out. outstanding issue with the Idaho Outreach centers are also maintained by Division of Building Safety. the CSI Maintenance Department, with the exception of the North Side Center, The college receives approximately whose custodial services are maintained $400,000 a year from the state of Idaho by the Idaho School for the Deaf and for specific maintenance projects, such Blind. as roofing, paving, and major HVAC retrofits. The college allocates The Physical Plant Department utilizes a approximately $500,000 per year from work order system. (Appendix 8.7) Any the general fund to the plant facility fund CSI employee can generate a work order. for maintenance and construction Routine work orders are sent to the projects, such as remodels and minor Physical Plant Department secretaries (under $30,000) repair projects. With who distribute them to the staff for the number of current staff members in resolution, while special requests are the Physical Plant Department, this reviewed and prioritized by the director. allocation provides funding for all of the The director continually reviews projects that can be managed in an completed work orders to ensure efficient, cost-effective manner. timeliness. Building custodians are (Exhibits 8.3, 8.4) responsible for ensuring their buildings are maintained and operational. Their The two sources of funding carry with contact and close cooperation with staff them restrictions on how their funds can are essential to keeping buildings be used. The larger more complex maintained. projects are generally funded through state allocations. Plant facility funds are Major projects and renovations are available for projects that need to be initiated by directors and department addressed quickly, and these projects are heads and are approved by the physical generally handled by college plant director, the executive vice maintenance staff. This allows the president/chief academic officer, the Physical Plant Department to address vice president of finance, and the projects in both the fastest and the most president. These projects are prioritized cost-effective manner. by the administrative team, and projects that have a direct impact on educational The campus community has a positive programs receive the highest priority. opinion of the Physical Plant
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Department and its ability to address significant impact on safety and security maintenance issues. In the Fall 2003 at the college. Specific examples Accreditation Survey, questions include an “Emergency Phone Runner concerning the adequacy of building Tree,” a quarterly safety newsletter, maintenance and cleanliness, snow and monthly e-mailed safety tips, and ice removal, and grounds maintenance emergency exit floor plans that have were asked. Approximately 95% of the been placed in each classroom. employees taking the survey agreed or (Appendix 8.9, Exhibit 8.5) This strongly agreed that the Physical Plant committee exists in addition to the Department did an adequate job in these committee currently examining campus areas. (Appendix 8.8) safety with regards to the strategic planning process. ANALYSIS AND APPRAISAL Building Safety
Maintenance A state of Idaho safety inspector
annually inspects each building for Strengths: unsafe conditions. Any potentially unsafe conditions identified and listed on • Significant funding has been the inspector’s report are promptly appropriated on a regular basis for resolved, and a report is sent back to the major and minor campus projects. state inspector. (Exhibit 8.6)
Challenges: The Twin Falls Fire Department annually inspects and documents each of • None. the buildings for fire hazards, exit obstructions, and emergency lighting
operation. The Security Department also Courses of Action: conducts monthly checks on fire
extinguishers. (Exhibit 8.7) (8.A.5) • None.
Fire alarm systems in most major Health and Safety buildings contain recently installed addressable devices and panels. The Campus Safety Committee 75,000-square-foot Canyon Building is scheduled to be upgraded to an In 2001, a Building Safety Committee addressable system in the summer of was organized. This committee meets 2004. monthly and its members include representatives selected from each Campus Security building on campus. Also, a coordinator from the Mini-Cassia Center was Fourteen security officers provide selected to represent, conduct site visits around-the-clock coverage of the of, and ensure safety concerns were campus. The Security Department is addressed at outreach centers. Since its staffed twenty-four hours a day, seven inception, this committee has had a days a week, and when additional
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College of Southern Idaho Standard Eight security is needed, additional officers are are responsible for ensuring that scheduled. buildings are safe, functional, clean, and in good repair. The custodians build At one time the college considered working relationships with staff in the contracting for services with the local buildings and cooperate with them to police force. A pilot project was maintain buildings. There is an obvious completed utilizing one full-time officer sense of pride in all staff concerning the in fiscal year 2000. However, the cost cleanliness and condition of college incurred outweighed the services facilities. provided and the benefits afforded the college, so the program was Parking Services discontinued. The major function of the college security force is to assist people Parking at CSI has only recently become and to provide a favorable presence on a problem, and that problem is being campus. Security is always available by managed. Ample room on campus phone. allowed for the construction of a new temporary lot on the north side of In 2003, a new security supervisor was campus to manage overflow parking at hired. The new supervisor has changed peak hours of the day. Parking is free to shift patterns to provide better coverage. employees, students and campus visitors. He has clarified the security force’s Currently, the college has approximately mission and has assisted personnel in 2,700 parking spaces on the Twin Falls developing pride in themselves and their campus. The security staff handles any mission. Through the support and parking problems that arise. direction of the physical plant director and security supervisor, the Security Department is functioning in accordance Disability Access with directives of the administration. The college philosophy is to make Additionally, lighting in remote areas is buildings accessible based upon the now being addressed as a safety issue as needs of the individual student, even if well as an aesthetic issue. The college these needs exceed the requirements of has also recently purchased a “blue the Americans with Disabilities Act light” emergency phone for the grounds (ADA). and may purchase more if it is deemed necessary. (8.C.3) Student Disability Services (SDS) performs accessibility audits on campus Custodial Services buildings and sidewalks, and reports back to the plant facilities director when necessary to request analysis and repair. The college employs 26 custodians, as a (Exhibit 8.8) Older buildings have been part of the Physical Plant Department, remodeled to accommodate disabled who are under the direction of a single students. As part of the planning process supervisor who reports directly to the for new building construction, the state plant facilities director. These of Idaho completes a compliance check custodians are assigned to specific regarding code issues before buildings and work various shifts. They construction starts. All new buildings
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College of Southern Idaho Standard Eight are constructed in accordance with which allows them to work published campus standards, current cooperatively in addressing issues. building codes, and the Americans with Disabilities Act. (8.A.5) Challenges:
Special constituencies receive due • The major challenge will be to consideration when physical resource maintain the sense of ownership that planning is performed at the College of staff have in college facilities. Southern Idaho. SDS provides specific Keeping safety and service as the direction to the Physical Plant highest priorities will require Department regarding individual clients continuous emphasis in these areas. who have special needs. The Physical
Plant Department then ensures the Courses of Action: delivery of that which is requested by SDS. Special events, such as graduation, call for extra attention to be given to • Evaluate the impact of the “blue those with disabilities and to their needs. light” phone and consider adding (8.A.5) more phones if warranted.
Hazardous Waste Disposal Equipment and Materials
The College of Southern Idaho is The college is committed to providing considered to be a conditionally exempt and maintaining adequate equipment to generator of hazardous waste. When facilitate the achievement of the hazardous waste materials are produced educational goals and objectives of the at the college, disposal is handled in institution. Replacement costs for accordance with state and federal law. equipment are incorporated into the (8.B.3) (Exhibit 8.9) instructional budgets to ensure that instructional, faculty, and lab equipment ANALYSIS AND APPRAISAL is replaced at regular intervals.
Health and Safety Computers in both open and dedicated labs are replaced every three to four Strengths: years to ensure that hardware will be compatible with new software upgrades.
Funding for computer replacements in • Safety is a cooperative effort among open labs is generated from a student all staff. Custodians and physical technology fee. Replacements for plant staff are very responsive to dedicated computer labs are funded from safety concerns and address issues departmental budgets and are upgraded immediately. as the curriculum requirements change.
Standard Five includes a fuller • The plant facilities director has an description of the computer replacement excellent relationship with the procedure on campus. disabilities services coordinator,
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The past five fiscal years have seen a comes from institutional and State of dramatic reduction of funds from the Idaho Division of Public Works funds. state of Idaho for capital outlay for the These projects are tracked through the professional-technical area of campus. Physical Plant Department. (8.A.2) (Appendix 8.10) ANALYSIS AND APPRAISAL The professional-technical division has survived through donations from Equipment and Materials industry and by obtaining grants for equipment. The college general fund Strengths: has also allocated funds to assist in the purchase of equipment. However, these • The college has been able to ensure are not consistent, reliable sources for equipment is upgraded and replaced year-to-year equipment replacement. as needed.
Grants are also utilized for start-up costs, Challenges: including equipment, for new programs. Donations through the CSI Foundation, industry contacts, and partnerships have • With state resources being reduced, provided valuable instructional especially in the professional- equipment to numerous programs. The technical area, it is difficult to Diesel Technology and Health Sciences maintain a consistent replacement and Human Services programs have schedule for educational equipment. been particularly aggressive in this area. Additionally, faculty plan for equipment Courses of Action: needs in their Personal Plans for Improvement (PFI), which are • On an annual basis, allocate completed annually. Administration additional capital outlay funds to uses these plans when establishing departments to build a larger budget budget needs for equipment. (8.B.1) base for replacement of equipment.
The Business Office maintains an Physical Resources inventory of major equipment items purchased in excess of $2,000, per state Planning of Idaho regulations. In addition to this, all computers are inventoried and Since its inception, the College of tracked for management purposes. Southern Idaho has had a Campus Inventory is tracked on a central Master Plan. The 1979 plan was database maintained by the Business updated in 1999. (Exhibit 8.11) The Office. (Exhibit 8.10) (8.B.2) plan was reviewed and approved by the CSI administration and board of trustees HVAC and plant equipment is replaced and has been integrated into many as recommended by the plant facilities discussions involving the future growth director. Major projects completed over of the campus and facilities. the last ten years are listed in Exhibits 8.3 and 8.4. Funding for these projects
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CSI uses the Campus Master Plan to Once funding is determined, architects fulfill the college mission, especially as are hired and a general concept is it relates to “providing educational, developed. Through the programming social, and cultural opportunities for a stage, architects meet with the primary diverse population,” in the form of users of the facility and to determine handicap access enhancements, new how to fit needs within the budget. As facilities for non-traditional and off- design development progresses, the campus students, outreach facilities, and board of trustees is updated on the distance education facilities. (8.C.1) project.
To accommodate future growth, the All major renovation and construction college purchased 70 acres of land project decisions arise from a adjacent to, and north of, the main consideration of one-time funds campus. This purchase and 40 adjacent available, competing needs of programs, acres, which currently comprise the projected future program needs, and Breckenridge Agricultural Endowment ongoing funding. The college prides property, give the college an area ¼-mile itself on its ability to react quickly to wide by ¾-mile long bordering the north educational needs. These projects are edge of campus to facilitate expansion. often done with in-house staff in a three- These properties are currently being to four-month time frame. Examples of farmed but have been incorporated into these projects include a remodel for the the Campus Master Plan. The college is Dell Corporation instructional currently seeking funding for the classrooms and a Canyon Building development of infrastructure on these remodel for the drafting and electronics properties. program. (8.C.4)
Funds are maintained in the plant facility ANALYSIS AND APPRAISAL fund to meet the needs of new or renovated buildings. This is evidenced Physical Resources Planning by a listing of plant facility fund balances for the last ten years and a Strengths: listing of major purchases from the plant facility fund. (Appendix 8.11, Exhibit 8.4). Projected budgets for the plant • The college has a history of planning facility fund are shown in Appendix 8.12. and working from a master plan. The CSI Foundation also participates in the purchase of furniture and equipment Challenges: for new and renovated spaces. (8.C.2)
• Funding for the infrastructure needed The initial planning for physical to expand facilities across North facilities originates with the College Road for planned administrative team and the strategic development needs to be secured. planning process of the college. This is done to determine and prioritize needs and to coordinate the project within the strategic plan.
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Courses of Action: and art. The center collects, preserves, interprets, and exhibits artifacts and
natural history specimens with an • Continue to seek funding for emphasis on the prehistoric American infrastructure expansion needs. continent.
Herrett Center for Arts The center supports the Jean King and Science Gallery of Contemporary Art, which, in cooperation with the CSI Fine Arts Department and the Associated Students A unique facet of the physical facilities of CSI, offers exhibitions and other at the College of Southern Idaho is the programs concerning contemporary art Herrett Center for Arts and Science, a and art issues. The center also supports non-profit support service of the College the Faulkner Planetarium, which of Southern Idaho. The center includes provides multimedia presentations the Jean King Gallery of Contemporary emphasizing space sciences. Art, the only public museum in the region; a research library; the Faulkner The center has received public and Planetarium; and Centennial professional recognition for its programs Observatory. (Appendix 8.13) The and collections. It was recently re- center is open on a regular, year-round accredited by the American Association basis and is staffed by a group of highly- of Museums, and just opened a $2- motivated professionals including million addition. A previous addition anthropologists, artists, astronomers, and costing $3.7 million opened in 1996. museologists. This group includes ten full-time professionals, six part-time One of the more significant challenges staff, and 20 volunteers. The Herrett facing the Herrett Center involves Center’s purpose is primarily funding, which is not an unusual educational, offering programs to situation for a cultural institution in a elementary and secondary school sparsely populated state. The most students, CSI students, and the adult significant operating expense is staff community of south-central Idaho. salaries, most of which is funded by the college. The center is open 61 hours per The center offers educational programs week during the school year and 73 ½ to approximately 25,000 elementary hours per week during the summer school students each year, and another months. The center also is open for 30,000 – 40,000 visitors come to the numerous special events at non- center for programs or to view exhibits traditional hours and some center staff annually. are required to be present at all functions inside the facility. This results in many The center possesses important overtime hours for staff especially anthropological, natural history, and art during peak times of the year. collections. Included are approximately 10,000 pre-Columbian artifacts, 5,000 The cost of preparing new exhibits, gems and minerals, 300 pieces of planetarium shows, and other public contemporary art, and several thousand programs is borne entirely from funds publications in anthropology, astronomy,
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generated by planetarium ticket sales, Courses of Action store revenue, and grants. Meeting these costs can also be a challenge, as can • Examine upcoming meeting the marketing costs for recommendations of focus groups. programs. • Pursue federal and state grant The Herrett Center is in the process of opportunities. formalizing a number of small focus groups consisting of staff members and Outreach Centers interested citizens from the local community. These groups will investigate ways to increase attendance Outreach sites for college programs and income, among other issues. The include the Blaine County Center, the center is also expanding its volunteer Mini-Cassia Center, the North Side program and initiating a “Center Center, and the Micron Center. Associate” program to encourage a few professionals from the community to The Blaine County Center was relocated assist in some of the technical areas of from a downtown location to the former the Herrett Center. Finally, the Rick Wood River High School in January of Allen Community Room was recently 2004. The center is 12,212 square feet, completed and is rented out for a variety and consists of 13 classrooms, a of community events, generating technology lab, an office, a testing room, additional income. The center must also a telecommunications classroom, an step forward and aggressively pursue ABE/GED classroom, an ESL program, federal and state grants to support public a Head Start program, a computer lab, an programs. art room, and a technology facility. (Appendix 8.14)
ANALYSIS AND APPRAISAL The Mini-Cassia Center was relocated
from downtown Burley to the former Herrett Center for Arts and Burley High School in 1998. The Science college leased the facility for a dollar
and will receive a clear title to it in 2018. Strengths The 60,000-square-foot facility is a
comprehensive one, with offices, • The Herrett Center is widely classrooms, an auditorium, and a gym. recognized as a high-quality cultural The auditorium is not used, and the local and scientific center for the school district schedules and controls the community. gym. In addition to CSI classes, the
center houses GED programs, a testing Challenges center, University of Idaho County
Extension Services, Vocational Revenues of the Herrett Center need • Rehabilitation Services, and the Cassia to be increased. County Economic Development Center. There are two fully equipped telecommunications classrooms; seven regular classrooms, two equipped with
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College of Southern Idaho Standard Eight computer workstations; a modern The College of Southern Idaho engages chemistry lab; a pottery lab; and one in ownership, leases, and partnerships in computer lab at the center. (Appendix securing its off-campus facilities, and 8.15) every effort is made to ensure that facilities and the services offered there The North Side Center in Gooding is are equitable at all locations. In addition, housed in facilities formerly occupied by the college has extended its courses and the Idaho School for the Deaf and the services into classrooms located in high Blind. The center has an office, a schools in the region. These classrooms telecommunications classroom, a testing are equipped for delivery of courses room, a GED classroom, four regular between the college and the high schools, classrooms, and one classroom/computer as well as between and among high lab available for use. The building is in schools. the process of having structural repairs completed on outside columns. State ANALYSIS AND APPRAISAL funds are also being provided to address the installation of a new HVAC system Outreach Centers in 2005. CSI does not pay rent for this building but does participate in some Strengths: building improvements. (Appendix 8.16)
• Significant resources are allocated to The Micron Center is housed at the outreach centers to allow them to Micron plant site in Boise, Idaho. The have facilities comparable to the facility consists of a telecommunications main campus. classroom, and other classrooms are available as needed. Classes are Challenges: telecommunicated both to and from the center. CSI has two full-time teaching staff at the center. Students at this • None. facility are primarily employed by Micron. This is the only educational Courses of Action: facility utilized by CSI that is owned by a private entity. (8.A.7) • None.
Each of these centers has been equipped with classrooms and laboratories that are Appendices equal in function and quality to those found on the main campus in Twin Falls. 8.1 Campus Map Labs are appropriately equipped for the subjects being taught in them. 8.2 Educational Building List Equipment replacement has been a priority at outreach centers. Additional 8.3 Graph depicting Room Usage at information about the outreach centers Different Times of Day can be found in Standard Two. (8.A.6)
8.4 List of Faculty Office Additions
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8.5 Fall 2003 Accreditation Survey 8.6 State of Idaho Building Safety Questions #57 and #58 Report
8.6 List of Equipment in Rooms 8.7 Twin Falls City Fire Department Reports 8.7 Example of Work Order 8.8 Disabilities Services E-Mails and 8.8 Fall 2003 Accreditation Survey Reports Questions #61-#64 8.9 Hazardous Waste Reports 8.9 Emergency Phone Runner Tree 8.10 CSI Equipment Inventory 8.10 Graph depicting Decrease in Sample Professional-Technical Capital Outlay 8.11 Campus Master Plan
8.11 Historical Plant Facility Fund Standard Eight Balances Committee 8.12 Plant Facility Fund Projections Chair: 8.13 Herrett Center Map and Information • Mike Mason, Vice President of Finance 8.14 Blaine County Outreach Center Map Vice Chair:
8.15 Mini-Cassia Outreach Center • DeVere Burton, Instructional Map Dean
8.16 North Side Outreach Center Map Members:
Exhibits • Don Buettner, Assistant Director, Physical Plant
8.1 CSI Complete Building List and Campus Building Maps • Randy Dill, Director, Physical Plant 8.2 Facilities Use Study • Penny Glenn, Professor, 8.3 State of Idaho Division of Public Medical Assistant Works Maintenance Projects • Jim Woods, Assistant 8.4 CSI Plant Facilities Fund Professor, Anthropology; Projects Director, Herrett Center
8.5 Quarterly Safety Newsletters
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College of Southern Idaho Standard Nine
Standard Nine: Institutional Integrity
Overview
The College of Southern Idaho is committed to promoting and upholding the highest ethical standards in all dealings with students, employees, and the community at large. The institutional mission statement, philosophy, purposes, and strategic plan exemplify these high standards of integrity and the commitment CSI has made to its constituents.
Purpose
The purpose of Standard Nine is to outline how integrity and ethical standards guide the college in its operations and how the college promotes these standards within the institutional community and throughout its eight- county service area. Specifically, this climate that allows the institution to Standard focuses on the policies and fulfill its mission and goals. procedures that guide CSI, the publications that represent CSI, how CSI ensures academic freedom, and how ethics and integrity create a campus
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Policies and Procedures The most current versions of these publications are located on the CSI Web
site. Employees are encouraged to use The College of Southern Idaho has these publications as a source of developed a variety of policies that information regarding employment, encourage ethical behavior among leave, benefits, college resources, administration, faculty, staff, and policies and procedures. These policies students. These policies are included in are clearly stated and are consistently appropriate handbooks, manuals, and and fairly implemented. catalogs. Additionally, the college
works to continually stay aware of all The Human Resource Department, changes in federal, state, and local laws which has been continually developed and is committed to obeying those laws. over the past decade, is responsible for
reviewing policies to ensure accuracy Handbooks and Policies and and consistency with state and federal Procedures Manuals regulations. The department works, in conjunction with other departments on The College of Southern Idaho campus, to ensure all issues pertinent to Employee Policies and Procedures personnel matters across campus are Manual, the Full-Time Faculty adequately addressed. (9.A.1) Handbook, the Part-Time/Adjunct Faculty Handbook, the CSI Emergency Faculty and staff are encouraged to Manual, and the Student Planner and participate in the policy-making process Handbook play an important role in as outlined in Standards One and Four of outlining and maintaining the operations this self-study. When policy changes are of the college. (Exhibits 9.1; 9.2; 9.3; made, they are reviewed by the president, 9.4; 9.5) administration, faculty, and staff prior to being submitted to the board of trustees All policies in the CSI Employee for approval. When a policy is revised, Policies and Procedures Manual apply its date of revision is noted in the to administration, faculty, and staff of handbooks and manuals. (9.A.2) the college. Policies outlined in the Full-Time Faculty Handbook and Part- To ensure continuing integrity Time/Adjunct Faculty Handbook address throughout the institution, the Human issues specific to faculty at the college. Resource Department strives to keep all employees aware of and informed about These handbooks and manuals have all new policies and revisions to current existed at the college for the last ten policies. Through new employee years. Following the 1994 accreditation orientation, all new employees are given visit, the college administration, faculty, information on how to access the and staff made a commitment to applicable handbooks on the CSI Web establishing a clear set of policies and site. Moreover, the Human Resource procedures that currently guide the Department frequently conducts institution. informational training sessions on changes in CSI polices and in state and federal regulations. (Appendix 9.1)
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Finally, policy changes are e-mailed to The director of student activities has the campus community for review, and been working with the Student Senate to input is encouraged. Once a policy or update the Code of Conduct Policy policy change is officially adopted, it is directed toward students. The revised once again e-mailed to the entire campus policy will be included in the 2004-2005 and added to or changed in the Student Planner and Handbook. handbooks and manuals. (9.A.1) Conflict of Interest Student-Related Policies The College of Southern Idaho has The Student Planner and Handbook established several policies relating to contains policies that work to provide a conflict of interest issues. These policies fair and supportive atmosphere for can be found in the CSI Employee learning. The director of student Polices and Procedures Manual, the activities is responsible for updating and Full-Time Faculty Handbook, and the implementing the policies in the Student Part-Time/Adjunct Faculty Handbook. Planner and Handbook. Students are The purpose of these policies is to give encouraged to participate in the policy- employees a better understanding of making process as outlined in Standard what might be considered to be a Three of this self-study. conflict of interest between their employment at CSI and their personal Specific policies regarding alcoholic and professional activities. Policies consumption, drug use and possession, concerning conflicts of interest among clothing, discipline appeals, firearms and members of the board of trustees are fireworks, gambling, harassment, outlined in Idaho Code, Title 33, Chapter honesty, cheating and plagiarism, 5, 33-507. (Appendix 9.2) (9.A.4) initiations and/or hazing, mandatory behavioral/medical withdrawal, smoking Publications and tobacco use, and soliciting are clearly spelled out in the Student The College of Southern Idaho strives to Planner and Handbook, in the CSI represent itself accurately and catalog, and on the CSI Web site. consistently to its constituencies in both Additionally, instructors are encouraged print and electronic publications. to include a statement on cheating and plagiarism similar to the statement Print Materials included in the CSI Student Planner and Handbook in each of their syllabi. The registrar oversees the yearly (9.A.1) revision of two of the major CSI print publications—the CSI catalog and the Code of Ethics CSI course schedule. (Exhibits 9.6; 9.7) He enlists the aid of department heads The college has established several and the Curriculum Committee, and they policies that outline the behavior work diligently to ensure that the college expected of employees and students, and catalog, schedule of courses, and these appear in handbooks, policy materials pertaining to departmental manuals, catalogs, and on the Web site. programs are updated and consistent.
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The Student Planner and Handbook style and quality of publication. It was offers students necessary information to also noted that several departments had assist them while they pursue their designed their own stationary instead of educational goals. As mentioned using the institutional stationary. previously, the director of student Therefore, the president formed a activities is responsible for the yearly Publications Committee in the fall of revision of the CSI Student Planner and 2003 to study this issue and to offer Handbook. Sections of the handbook suggestions about how to proceed in related to various departments are sent to order to ensure greater accuracy and those departments, who review them for consistency in the area of print materials accuracy and consistency. The Student in the future. The recommendations of Senate is included in and plays an this committee are due to be presented to important role in the yearly update of the the president in 2004. (9.A.3) Student Planner and Handbook. Web Site Materials The Public Information Office is involved in the production of the main As technology has advanced, so has the publications on campus. The office institution’s use of the Internet to publish takes photos for use in publications, information about the college. In 1994, writes most of the news releases, and, at the time of CSI’s last full-scale when requested, reviews information for accreditation visit, this technology was educational publications to ensure they still in its infancy. Although problems are accurate, consistent, and support the were encountered initially in drafting, mission and goals of the college. The quality control, and maintenance of Web athletic director and Sports Information materials, Web materials are now the Office are responsible for the accuracy strength of the college in terms of and consistency of all information and publication accuracy and consistency. publications released that pertain to CSI athletics. The Instructional Technology Center (ITC) is responsible for overseeing the Over 86% of respondents to the Fall updates to most areas of the CSI Web 2003 Accreditation Survey agreed or site. ITC strives to ensure that: strongly agreed that the institution represents itself accurately and 1. Online information is current, consistently to its constituents through accessible, and reliable. its catalogs, publications, and official 2. Online information is continually statements. (Appendix 9.3) However, re-assessed and the needs of the some concerns were raised that the institution’s stakeholders are being college felt needed to be addressed. met. Although materials are generally 3. Electronic information systems can accurate, some errors were discovered be updated efficiently. during the self-study review process. Across campus, some documents and Continually keeping the Web pamphlets were not consistent in their information accurate and consistent is a use of the CSI logo, in their use of the never-ending process that involves many ADA compliance statements, and in the hours of work and the cooperation of many employees across campus. New
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and revised materials are immediately The difference in policies between the posted and accuracy is checked as new Full-Time Faculty Handbook and the information replaces outdated materials. Part-Time/Adjunct Faculty Handbook Every two years ITC rethinks the was revealed during the self-study and structure and look of the college Web has been attributed to the fact that the site. This ensures that the home page Faculty Senate and the Office of remains easily navigable and user- Instructional Administration jointly friendly. The Publications Committee, maintain the Full-Time Faculty formed by the president in 2003, is also Handbook, while the Office of examining Web site materials to see if Instructional Administration solely any problems need to be addressed. maintains the Part-Time/Adjunct Faculty (9.A.3) Handbook. While this inconsistency has not caused any problems at CSI, this Academic Freedom issue has been taken to the executive vice president/chief academic officer and the dean of the Human Resource The College of Southern Idaho’s Full- Department. They are working to Time Faculty Handbook uses part of the develop a plan to eliminate these types American Association of University of discrepancies in the future. Professor’s Statement of Principles on Academic Freedom and Tenure and Faculty are allowed to exercise academic states that: freedom by choosing their own textbooks; by developing their own “Academic freedom is essential to fulfill course syllabi, according to guidelines the ultimate objectives of an educational established by the college; and by institution—the free search for the developing and implementing course exposition of truth—and applies to both curriculum within the bounds of course teaching and research.” descriptions. Moreover, CSI professional and student groups are The academic freedom policy in the CSI encouraged to bring speakers to campus Part-Time/Adjunct Faculty Handbook and have hosted lecturers addressing includes a subsection of that same political issues, sexuality issues, and AAUP statement: educational issues. (Appendix 9.4) CSI students are invited and encouraged to "The teacher is entitled to freedom in the join student organizations established on classroom in discussing his or her campus that deal with a wide variety of teaching subject, but he or she should be issues and concerns. These careful not to introduce into his or her organizations promote educational and teaching controversial matter which has professional development and encourage no relation to his or her cultural, recreational, religious, service, subject. Limitations of academic and social interests. freedom because of religious or other aims of the institution should be clearly The number of respondents to the Fall stated in writing at the time of the 2003 Accreditation Survey who felt the appointment." institution is unduly influenced by outside social, political, economic, or
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College of Southern Idaho Standard Nine religious influences was Broader Community disproportionately high when compared to the number of respondents who CSI plays a vital role in the development answered very positively to other of the community and its citizens. questions in the survey. An examination Community meeting reports clearly of written comments revealed that some indicate that CSI’s dealings with the members of the campus are still public are ethical, above board, and concerned about an issue that occurred produce a healthy and positive in fall 2001 where a guest speaker was environment between the institution and cancelled from a joint CSI/Twin Falls its public. (Exhibit 9.8) CSI personnel Chamber of Commerce event. Several have received numerous awards from the comments suggested that this community, indicative of the cancellation demonstrated a lack of community’s positive opinion of those academic freedom on campus. The people involved with the institution and decision to cancel the speaker was made evidence of CSI’s participation in due to the objections of community and important community events. college leaders who felt the subject Organizations and external agencies matter the speaker planned to cover was have continually indicated that their in conflict with community interests, dealings with CSI have been productive was not appropriate for the context of and in accordance with established the event, and was outside the procedures for mutual benefit. (9.A.1) contractual agreement between the speaker and the event planners. The College of Southern Idaho plays an (Appendix 9.5) (9.A.5) active role in economic development and job training activities in the region. CSI The College Climate works closely with the Southern Idaho Economic Development Organization to promote economic development through Campus Community the growth of existing businesses and to assist communities in attracting new An overwhelming majority of businesses to the region. (Appendix 9.7) respondents to the Fall 2003 Accreditation Survey agreed that the ANALYSIS AND APPRAISAL institution is operated with integrity. Moreover, the survey indicated that 90% Institutional Integrity of CSI employees are satisfied with their work environment and 97.5% are proud Strengths: to be employees of the college. It further indicated that employees work • Employees report that they are proud effectively with each other and with to work at CSI. students and that the work they do is meaningful and contributes to the • The development of policies and mission of the college. (Appendix 9.6) procedures manuals and handbooks (9.A.1) since the last accreditation review
has positively affected the campus
climate.
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• The college actively participates in Equal Opportunity economic development and job training programs in the region. The College of Southern Idaho is an equal opportunity/affirmative action • CSI has strong community relations. institution. The college has and will continue to recruit, hire, train, and Challenges: promote into all job levels the most qualified persons without regard to race, • Ensuring consistency in publications color, religion, age, sex, disability, or across campus. national origin.
• Ensuring that policies and The college is responsible for evaluating procedures for both adjunct and full- its employment practices to ensure time faculty are developed and against discrimination and takes implemented in a consistent manner. responsibility for disseminating information regarding its Equal Courses of Action: Opportunity/Affirmative Action Policy, which was last updated in October 2003. • Address the recommendations of the Additionally, the Human Resource Publication Committee when they Department is responsible for ensuring become available. that all policies and procedures are in compliance with state and federal regulations. • Merge the Full-Time Faculty Handbook and the Part- Discrimination and Harassment Time/Adjunct Faculty Handbook or establish consistent policies in both The College of Southern Idaho is handbooks. committed to giving students and employees an environment free from any Policy 9.1 Institutional kind of discrimination, sexual harassment, or intimidation. The college Integrity considers discrimination and harassment, including sexual harassment, to be a CSI complies with the requirements serious offense. Policies and procedures stated in Policy 9.1 relating to fair and have been established to inform students, equal treatment of students, faculty, and faculty, and staff about and protect them staff. The college is committed to equal from illegal discrimination and opportunity for education, employment, harassment and to educate them about and participation in college activities. the proper procedures for reporting and This commitment celebrates diversity, filing a grievance. creates a campus that is free from harassment, and ensures compliance with copyright laws and regulations. All are examples of the integrity of the institution.
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Meeting the Needs of a Diverse and challenges. It also works Population collaboratively to address diversity- related goals and objectives found in In the 1994 Accreditation Report, the CSI’s strategic plan. following recommendation was made: The Diversity Initiative Committee CSI has conducted a major review of its recommended the opening of a Student mission due in part to its concerns about Success Center to provide guidance and diversity. The college should advocacy for the recruitment, retention, demonstrate that it embraces diversity and transfer of international and through its hiring practices, recruitment multicultural students. A student efforts, and other operational ethnicity census of the last five years procedures. shows a 6.6% increase in Asian American students, an 80% increase in The mission statement of the College of Black/African American students, a Southern Idaho does reflect its 5.4% increase in American commitment to the diverse population of Indian/Alaskan Native students, and a the community it serves. A diverse 92.1% increase in population, as it applies to the mission Hispanic/Latino/Latina students. statement of the college, is defined as (Appendix 9.8) reflective of the constituents of the college’s service area. In addition to The Student Success Center (SSC) addressing applicable issues of ethnic develops programs that promote the diversity, the college strives to address understanding of diversity, both other issues of diversity, such as socio- internally and externally, in order to economic status, age, educational foster a climate of tolerance, respect, and background, as well as the needs of knowledge. The SSC achieves this by students with disabilities. working with student organizations such as Latinos Unidos, Beso, Accent Club, In the last five years, the college has and the Diversity Council of the Student taken great strides to support the diverse Senate. The Diversity Council also needs of college constituents. A works with other groups to address Diversity Initiative Committee was issues of diversity on campus. organized during the spring of 2000 to Additionally, the college encourages study the need for and implications of employees to participate in off-campus attracting more multicultural and conferences and training programs international students to the college. related to the Latino community, and is The committee considered the services actively pursuing federal funds and the institution should offer, how it grants to provide leadership, resource recruits, and what resources would be and training development, and enhanced needed to implement the plan. This campus support. committee, consisting of administration, faculty, staff, and students, is still active Maintaining students’ access to CSI, and meets regularly to provide direction regardless of socio-economic status, has on diversity issues and to share also been a focus of the college. As information regarding ongoing programs noted in Standard Seven, the College of
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Southern Idaho Foundation has awarded States and to make them aware of their approximately $6 million in scholarships rights and responsibilities. Currently, to students since its inception, and many compliance with copyright and of these scholarships are based on a intellectual property laws is being student’s demonstrated financial need. promoted through CSI handbooks, the CSI copyright Web site, online courses Students with diverse educational on copyright and intellectual property backgrounds are also supported at CSI. offered by the Instructional Technology Adult Basic Education and English as a Center, seminars for faculty and staff, Second Language programs are designed informational copyright posters and to improve the educational level of e-mails, and new employee orientation. adults, out-of-school youth, and non- English speaking persons in the eight- Appendices county service area. The Center for New Directions provides career development services for CSI students and community 9.1 List of Training Opportunities members through classes, workshops, Provided by Human Resources and individual counseling. The center has proven to be an excellent resource 9.2 Idaho Code, Title 33, Chapter 5, for traditional as well as adult students. 33-507
Finally, in conjunction with the CSI 9.3 2003 Fall Accreditation Survey Advising Department, the coordinator Question #31 and staff of Student Disability Services build and maintain partnerships with 9.4 List of Speakers students, faculty, staff, and administrators to promote an accessible, 9.5 2003 Fall Accreditation Survey non-discriminatory learning, teaching, Question #12 and working environment that accommodates the needs and abilities of 9.6 2003 Fall Accreditation Survey students with disabilities. Questions #71-#75
Copyright/Intellectual Property 9.7 New Businesses brought to Rights Valley with CSI Help
New laws offering protections from 9.8 Graph depicting Increase in liability have prompted the College of Minority Students Southern Idaho to draft a copyright policy for the institution. The policy is Exhibits currently being reviewed by administration and faculty members. The policy is intended to provide 9.1 CSI Employee Policies and informational materials to faculty, staff, Procedures Manual and students that accurately describe and promote compliance with copyright and 9.2 CSI Full-Time Faculty intellectual property laws of the United Handbook
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9.3 CSI Part-Time Faculty Handbook
9.4 CSI Emergency Manual
9.5 CSI Student Planner and Handbook
9.6 2003-2004 CSI Catalog
9.7 Fall 2003-Spring 2005 Course Schedule
9.8 Community Forum Data
Standard Nine Committee
Chair:
• Kathy Deahl, Administrative Assistant, Office of the President
Members:
• Joel Bate, Assistant Professor, English
• Chris Meyerhoeffer, Associate Professor, Criminal Justice
• Paul Morgan, Associate Professor, Mathematics
• Larrianne Rodriguez, Office Specialist, Office of Instructional Administration
• Randy Simonson, Assistant Professor, Psychology
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