1
CR 2.8-Number of Full-time faculty (Faculty) The number of full-time faculty members is adequate to support the mission of the institution and to ensure the quality and integrity of its academic programs. (Core Requirement 2.8)
Judgment Compliant Non-Compliant Not Applicable
Narrative
Texarkana College (TC) has made a conscious commitment to staff as many courses as possible with full- time faculty. While there are 106 full-time faculty compared to 116 part-time instructors, 72% of credit sections are taught by full-time faculty (defined as teaching 14 or more credit hours per semester), with only 28% taught by adjuncts. This compares to a Texas community college average of 61.4% of credit courses taught by full-time faculty (fall, 2010). Seventy-six full-time faculty members teach in academic areas and thirty teach in workforce education, with all meeting the SACS credentialing requirements for their respective disciplines and assignments. Brief faculty vitae are available in the Texarkana College Catalog 2011-2012, (pp.235-240). Both the strong commitment to instruction by full-time instructors, and careful assurances of appropriate credentialing demonstrate Texarkana College's support for its mission responsibility of ensuring the quality and integrity of academic and workforce programs.
While no policy exists at TC to require a specific percentage of full-time to part-time faculty, full-time and part-time faculty teaching ratios and teaching assignments are monitored by the Dean of Academic Affairs & Developmental Education and the Dean of Workforce Education along with the respective Division Chairs. Data for current Full-time to Part-time Ratios at the Program Level (Physical Sciences, Natural Sciences, Social Sciences, Humanities, Health Occupations ) are used in the decision-making process to meet enrollment trends within the programs of TC. Furthermore, within the Health Occupations Division, which has more stringent mandates for full-time and part-time faculty teaching loads, evaluation criterion are used to assure that the number and utilization of faculty assure that program outcomes are achieved, as noted in the Health Occupations-ADN-Systematic Plan for Program Evaluation, (p.13). A few programs at TC are taught primarily through part-time faculty - specifically art, drafting, engineering, philosophy, business and marketing/management courses. Upon retirement of the drafting and engineering faculty member and the business/marketing/management faculty member several years ago, it was determined that the demand for these courses did not support hiring a full-time faculty member. TC is fortunate to serve students in these areas through highly qualified part-time faculty who enjoy teaching each of these unique programs. An analysis of the Workforce Education programs and Dual Credit programs was not included due to the nature of these programs. Workforce Education programs have been taught on the quarter system at Texarkana College until September, 2011, and involve full day courses led by full-time faculty only. In some instances, part-time faculty do teach some evening sections of these programs but it is limited. Dual Credit offerings through TC to area public schools are taught exclusively by SACS qualified high school faculty members within the districts who are by default part-time employees to TC. Inclusion of this data in the general campus offerings analysis would bias core course distributions so as not to reflect the true nature of campus offerings. In regard to student-teacher ratios, Texarkana College maintains a low student to faculty ratio as exhibited in the table: FTE Student/FTE Faculty Ratio below.
FTE FTE FTE FTE FTE FTE Student/FTE Student/FTE Student/FTE Student/FTE Student/FTE Student/FTE Institution Faculty Faculty Faculty Faculty Faculty Faculty Ratio Ratio Ratio Ratio Ratio Ratio (Fall 2005) (Fall 2006) (Fall 2007) (Fall 2008) (Fall 2009) (Fall 2010) Texarkana 25:01 24:01 22:01 23:01 25:01 21:01 College
Texarkana College determines the number and type of full-time faculty positions needed through the strategic planning and budgeting processes. The hiring of full-time faculty is limited only by budget constraints. The hiring process for faculty, both full-time and part-time, is designed to recruit individuals with expertise in the subject matter and with appropriate background and experience to provide excellent instruction for students. Faculty job requirements appear in the Texarkana College Policies and Procedures Manual, (p.8). Faculty job descriptions are listed in the Texarkana College Policies and Procedures Manual, (p.67). Division Chairs make requests to the Deans for new full-time and part-time positions as needed. Job openings are advertised by and applications are submitted to the Department of Human Resources. A thorough review ensures that applicants, both full-time and part-time, hold the appropriate academic credentials, certifications, and licensures and have the professional experience to teach in their areas of instruction. For full-time faculty positions, a search committee within the Division (composed of select faculty members and the Division Chair) performs an initial screening of resumes and selects finalists for a position. The potential faculty members go through an interview process and perform a teaching demonstration for the search committee. The Division recommends the hiring of a particular applicant to the Dean, the Dean makes a recommendation to the President of Texarkana College, and the President makes a recommendation to the Texarkana College Board of Trustees; the Board formally hires the faculty. For part-time faculty positions, the Division Chair individually screens resumes, conducts interviews, and assumes responsibility for hiring within allowed budget constraints and with input from department faculty if needed.
Full-time faculty at Texarkana College teach a semester load of 14 to 16 hours and keep a minimum of 10 office hours per week. Division Chairs attempt to keep the number of course preparations for individual faculty as low as possible. Part-time faculty typically teach one or two courses; occasionally, a third course is allowed to meet high student demand. The average credit class size for full-time faculty in the 2010- 2011 academic year was 18.3 students (a figure derived by dividing enrollments by number of credit sections). Texarkana College has a seasoned faculty; over 26 percent of full-time faculty have 20 or more years of service to the institution. In addition to teaching, Texarkana College faculty serve on campus- wide committees, division committees, and sponsor student club and organizations.
FACULTY ROLE IN INTEGRITY OF ACADEMIC AND WORKFORCE PROGRAMS
Texarkana College faculty are essential to the integrity and quality of academic and workforce programs. They keep programs current and develop new programs to meet the needs of students. For example, faculty recently recommended and the TC Board approved the addition of a program in Bookkeeping. Each Division conducts textbook reviews as new material becomes available to ensure that students are provided with the most up-to-date information and technology in each academic area.
A Distance Education Coordinator was appointed in the 2010-2011 academic year to assist faculty with preparation and delivery of online/distance education courses. Faculty members are also offered professional development opportunities in a group setting or through individual faculty requests. A Professional Development Committee composed of faculty and the Deans conducts surveys of faculty and organizes group learning opportunities. Faculty members also serve on any number of college-wide committees, including:
Strategic Planning Committee Institutional Effectiveness Committee Professional Development Committee Technology Committee Achieving the Dream Committee
Texarkana College has designed a new faculty evaluation system (Faculty Evaluation Handbook) which was partially implemented in Spring, 2011. Previously, student evaluations of faculty were completed every third semester with a written instrument. Faculty were given a summary of those evaluations. In an attempt to upgrade that process and make it a more effective tool for instructional improvement, the new faculty evaluation system includes four components:
1. Self Review 2. Peer Review 3. Division Chair (Supervisor) Review 4. Student Review
The first and third components of this evaluation system were implemented during the Spring, 2011, semester. The second and fourth components are scheduled for implementation in Fall, 2011. In addition to this comprehensive campus-wide evaluation system, some Divisions have developed program specific instruments for faculty and course evaluations (Health Occupations-Student Course Evaluation Form Theory and Clinical) and conduct those evaluations each semester. An example of the process can be found in the Health Occupations-ADN-Systematic Plan for Program Evaluation, (p.16). An example of the tabulated results of evaluations can be found in Health Occupations-Sample Course Evaluations Second Year Fall Semester. Another program specific example of evaluation results,Psychology Online Student Evaluation, demonstrates that Distance Education students have the opportunity to complete an evaluation of faculty at the end of each online course. That instrument is provided in the Faculty Evaluation Handbook, (pp.7-8).
Sources
Faculty Evaluation Handbook Faculty Evaluation Handbook (Page 7) Health Occupations - ADN Systematic Plan for Program Evaluation Health Occupations - ADN Systematic Plan for Program Evaluation (Page 13) Health Occupations - ADN Systematic Plan for Program Evaluation (Page 16) Health Occupations - Sample Course Evaluations-2nd Year Fall Semester Health Occupations - Student Course Evaluation Form Theory and Clinical Health Occupations Faculty Load FT to PT Ratio by Program Humanities Faculty Load FT to PT Ratio by Program Natural Sciences Faculty Load FT to PT Ratio by Program Physical Sciences Faculty Load FT to PT Ratio by Program PSYCHOLOGY Online Student Evaluation Social Sciences Faculty Load FT to PT Ratio by Program Texarkana College Catalog 2011-2012 (Page 235) Texarkana College Policies and Procedures Manual (Page 14) Texarkana College Policies and Procedures Manual (Page 74)
2
CR 2.10-Student Support Services (Student Support Services) The institution provides student support programs, services, and activities consistent with its mission. (Core Requirement 2.10)
Judgment Compliant Non-Compliant Not Applicable
Narrative
Texarkana College provides a full array of student support programs and services that strengthen and compliment its mission objectives for students at all levels. Services begin with helping those who need developmental assistance or are in special needs populations. Support is available for all students through the processes of career planning, personal counseling, identifying financial and housing assistance, and seeking opportunities for recreation and personal growth while in college.
Student Support Services include the following: counseling, academic and career advisement, job placement, Freshman Orientation, financial aid, Special Populations, student housing, campus safety, Student Support Services (Trio programs), athletics, intramurals, student clubs and organizations, and special student events. These services directly correspond to TC Mission Objectives 4, 7, 9, and 10 as documented in the Texarkana College Catalog 2011-2012, (p.11).
COUNSELING
Counseling, a component of Student Services at Texarkana College, is available in the Counseling Center which is located on the first floor of the Administration Building. These services are free to all students. Counseling is offered to students on a walk-in or appointment basis. The Counseling Center is open from 8:00am until 7:00pm Monday through Thursday and from 8:00am until 4:00pm on Friday.
The Counselors assist students in the following: formulating workforce education and educational goals; clarifying feelings, attitudes, interests and abilities; identifying and resolving problems which may be interfering with their educational goals; and identifying appropriate resources for resolving personal problems. The Counselors are trained professionals with expertise in helping students deal with personal, career, and educational concerns. They are aware of college and community resources that might benefit students who need a referral to another professional or other agency. Responsibilities of the Counselors are listed in the Texarkana College Policies and Procedures Manual, (p.55) , Counseling Brochure and the Texarkana College Student Handbook 2009-2011, (p.7). Assessment of Counseling occurs on a voluntary basis upon completion of services for each individual student through the Counseling Center Evaluation Form. An example of a summary of the results can be found in the Counseling Center Services Evaluation Results Fall 2008. Additional evaluation of Counseling Services is gathered through the TEX-SIS Employer Survey administered to graduates annually. Item 5 on the survey asks graduates to rate the quality of several college services including b) Counseling Services, c) Job Placement Services, d) Course Advisement, and h) Student Activities. Completion and return of this survey to the college is voluntary; therefore, the Tex-Sis Evaluation of Services Results represent a limited sample size.
ADVISING
Texarkana College students receive both developmental academic planning assistance and career planning and scheduling assistance through the Counseling and Advising Center. Division Chairs assist the Counseling and Advising staff to meet the needs of the students during high volume registration periods. All beginning academic students must receive approval for their first schedule through the Counseling and Advising Center. Academic advisors provide assistance with course selection, transferability of courses, degree planning and compliance with the Texas Success Initiative (TSI) requirements. All students who are not exempt from or who have not passed all sections of the THEA or an approved alternate assessment must have their schedule approved by a counselor, advisor or division chairperson.
A Developmental Plan is maintained in the Counseling Center for each student who has not met the TSI requirements. When students have satisfied the TSI requirements by passing all three sections of an approved assessment or have completed the highest level of developmental course in all three areas, the Admission’s Office is notified and the TSI complete status is noted in their computer-based record in the Admission’s Office.
Career advising for Texarkana College students is provided by the Counselors, Advisors, Division Chairpersons and faculty. Career advising assists students in career decision-making and selection of a major. Workforce education interest assessment is available through the Counseling Center. The college uses multiple communication tools to ensure that students are aware of advising assistance, including student orientation presentations, the Texarkana College Catalog 2011-2012, (p.39), appropriate registration schedules (Spring 2011, Fall 2011) and the Texarkana College Student Handbook 2009-2011, (p.7). From September 1, 2010, to August 31, 2011, the Counseling and Advising Center served 13,790 students documented in daily sign-in reports along with countless more who were served in less formal ways that did not require sign-in. Assessment of this service is also gathered on a voluntary basis using the Counseling Center Evaluation Form and the TEX-SIS Employer Survey. (Counseling Center Services Evaluation Results Fall 2008, Tex-Sis Evaluation of Services Results)
SPECIAL POPULATIONS
Although by federal law, students with special needs must self-identify (Counseling Center Request for Student Accommodations Form) and must provide appropriate documentation of the disability, Texarkana College makes every effort to inform students of services available and to provide appropriate accommodations to those needing assistance. Special Population accommodations are provided in accordance with The Americans with Disabilities Act. After eligibility for services is determined, the Special Population Coordinator assists the student in developing a reasonable accommodation plan. Services are provided to students with hearing, learning, physical, medical, visual or psychological/psychiatric disabilities. Faculty and students are informed about the services that are available as well as the institutional policies of Texarkana College regarding students with disabilities in the Texarkana College Catalog 2011-2012, (p.40) and the Special Needs Students Brochure. Assessment of Special Populations Services is conducted by the Special Populations Survey. (Example: Special Populations Survey Results)
FRESHMAN ORIENTATION
To ensure that every full-time student entering Texarkana College understands our mission and is acquainted with the campus and the resources that enhance academic success and adjustment to college, all students enrolling for twelve or more semester hours are required to take PSYC 0011, typically known as Freshman Orientation. Orientation sessions are scheduled in August prior to the beginning of the Fall semester. In 2011 Freshman Orientation was renamed 'Bulldog Boot Camp' and was offered throughout the summer prior to the beginning of classes for Fall 2011. Topics of emphasis include study skills, time management, general campus information, library services, campus security, Financial Aid, Student Support Services, sexually transmitted diseases, occupational information, goals, classroom etiquette and GPA calculation.
In the past, orientation sessions were provided for all new students in clock-hour programs at the beginning of each quarter. These sessions focused on general campus information, campus security and financial aid. However, beginning Fall, 2011, all programs converted to semester hour length and all entering students attended the same Bulldog Boot Camp sessions regardless of entry into academic or workforce programs.
Freshman Orientation/New Student information is found in the Texarkana College Catalog 2011-2012, (p.42) and the appropriate registration schedules (Spring 2011, Fall 2011). Freshman Orientation Evaluation is assessed through the annual Freshman Orientation Survey. (Freshman Orientation Evaluation Results 2010) Evaluation of Bulldog Boot Camp in its new format was conducted throughout Summer, 2011, with very positive student feedback regarding the impact and value of the orientation. (Bulldog Boot Camp Survey, Bulldog Boot Camp Evaluation Results 2011)
JOB PLACEMENT
Texarkana College takes a three-pronged approach to assisting students with job placement: through the Counseling Center, through the Financial Aid Office, and through cooperation with the Texas A & M University at Texarkana Placement Center. As employers contact the Counseling Center to list job vacancies, the Counseling Center maintains a file containing part-time community job opportunities. These job opportunities are also posted on bulletin boards in each building on campus. Access to these resources is unrestricted and is available on a first-come, first-served basis.
In addition to the informal services available through the Counseling Center, the Financial Aid Office provides on-campus employment opportunities through the college Work Study Program for students who qualify for Federal Financial Aid. Furthermore, part-time on-campus employment is also provided through the Maintenance of Effort Program for students who do not qualify for Federal Financial Aid. Students working on-campus through these programs are afforded the opportunity to collaborate with faculty and staff to build academic and professional relationships that further promote student growth and development. The Texarkana College Counseling Department and Texas A&M University at Texarkana Placement Services hold an annual Job Fair each Spring. Local and area employers are invited to participate in the event and to recruit current and former students and graduates. The Health Occupations Division hosts an annual job fair for local and area health occupations’ employers. Offered each year, this is a service to TC students, community agencies, and health care agencies in the surrounding area. On the average, fifteen to twenty health care agencies/institutions participate. Graduate surveys conducted six months after graduation from the TC Health Occupations nursing program show that 90-100% of TC graduates are employed in nursing or seeking higher degrees in nursing.
Information regarding job placement is found in the Texarkana College Catalog 2011-2012, (p.19), the current Texarkana College Policies and Procedures Manual, (p.1,p.59), the Texarkana College Student Handbook 2009-2011, (p.7) , Job Fair Brochures, signs and flyers, and the Texarkana College website. Assessment of this service is gathered through the annual TEX-SIS Employer Survey. (Tex-Sis Evaluation of Services Results)
STUDENT HOUSING
The on-campus housing program is an integral part of the educational and academic support services of Texarkana College. Approximately 175 students are housed in the two residence halls on campus. Twenty- four baseball players reside in the Baseball Dorm and approximately 150 students including the women’s softball and golf teams reside in the co-ed dorm. An explanation of the policies and procedures relating to residence life is provided in the Texarkana College Student Housing Handbook 2009-2011. The staff in the office of the Dean of Enrollment Management provides the following services: housing application processing, meal plan set-up, Bacterial Meningitis Vaccination records processing, room assignments, and issuing of keys.
Security for students in the residence halls is a primary concern and is provided by a full-time Dorm Supervisor and the 24-hour-per- day TC Department of Public Safety (TCDPS) which has its offices in the same TC Annex building complex. Additionally, the dorms are monitored by a full-time surveillance system which digitally records activities in the halls and common areas as well as the entrances and exits. The cameras are monitored by the Dorm Supervisor, the TCDPS and the Dean of Enrollment Management. Dormitory information is available in the Texarkana College Catalog 2011-2012, (p.53), the Texarkana College Student Handbook 2009-2011, (p.7) , and the Texarkana College Student Housing Handbook 2009-2011.
COLLEGE POLICE DEPARTMENT
In an effort to enhance the safety and security of TC students, Texarkana College has recently made changes to the Campus Police Department. To fulfill our mission objective of providing "a healthful, safe, and secure physical environment conducive to learning and quality instruction for all students regardless of sex, race, religion, age, or disability," in 2010, Texarkana College approved and adopted the transition from a Campus Police Department to that of a Department of Public Safety. The traditional methods of a reactive police department were no longer adequate to meet the needs of the changing campus. The transition to the Department of Public Safety model allowed for increased efficiency and continuity of all aspects of safety without sacrificing service to the students, faculty, and staff. Texarkana College was able to bring campus security, fire management, haz-mat, physical security, safety education, and Police Services under the umbrella of Public Safety. In addition to these services that focus on providing a safe and secure environment, the TCDPS has the responsibility of enforcing, investigating and preventing violations of state laws, college policies and municipal and county ordinances. The TCPD enforces campus parking and traffic regulations including the Texas Traffic Code.
Under the guidance of the Executive Director of Public Safety and Police Services, Texarkana College employed five veteran commissioned Peace Officers. One officer is certified in both Sexual Assault investigation and Hostage Negotiations; a second officer has extensive training in the realm of tactical enforcement including qualification in rifle marksmanship with a sniper designation. Two officers have received training and certification in RAD (Rape Aggression Defense) and offer continuing education classes to TC students and community members. All officers received extensive training in a certified First Responder/EMS course in order to be able to provide immediate medical attention. To help ensure the safety of the officers, a joint collaboration was formed with local law enforcement agencies. These collaborations include mutual aid, communications, and training. These five highly trained Peace Officers, along with the regular TC Security Staff, conduct regular patrol of all campus properties and facilities to provide a safe and secure environment and ensure rapid response in the event of an emergency.
The TCDPS is located in the Texarkana College Annex on the north side of campus, adjacent to the co-ed Student Housing Dorm. The TCDPS may be contacted 24 hours a day, 365 days year. The following offices have dispatch capability: campus telephone operator, Dean of Enrollment Management, Continuing Education, and the TCDPS. After hours, the police may be contacted on any in-house phone extension or using any public phone. In March 2011, Texarkana College was certified by the National Weather Service as a Storm Ready Campus. This designation is granted to campuses that have exceeded standard qualifications for alerting students to the possiblity of inclement weather situations. This is done through our current immediate notification system RAVE Alert (implemented in January, 2011) which delivers information instantly to all registered users via text message, email, and RSS feeds. Information about the TC Police can be found in the Texarkana College Student Handbook 2009-2011, (p.6) , the Emergency Preparedness and Response Brochure, Emergency Preparedness Reference Guide, and the Texarkana College website. Assessment of this service is conducted by the Campus Safety and Security Report. The data in this report show that the TCDPS does an excellent job of providing a safe and secure environment for our students, staff and community.
STUDENT SUPPORT SERVICES
Student Support Services is a federally-funded program designed to provide academic support to Texarkana College students who show potential for success in college, but who need assistance in their efforts. Students can get help with a variety of needs including those related to economics, academics, and cultural diversity. The needs of students with disabilities can also be addressed through Student Support Services. Student Support helps by offering career information, tutoring, study skills, and college transfer information. Realizing that a successful college experience involves quality activities outside the classroom, Student Support Services offers year- round events on and off campus. Students considering transferring to area four-year institutions are provided transportation for campus visits. Student Support Services staff schedule appointments with advisors and instructors in the students' fields of interest as well as financial aid, housing, and admissions offices on these campuses.
Information concerning Student Support Services is found on Texarkana College Catalog 2011-2012, (p.43) and the Student Support Services Brochure. Assessment results of this service is conducted by the Student Support Survey and Faculty and Tutor Evaluations. More formal evaluation of this service is mandated by the Department of Education (DOE) for grant renewal. The Department of Education provides a list of Prior Experience Standard Objectives which receive evaluation points based upon DOE Procedures for Assessing Prior Experience Points. The Texarkana College Student Support Services program was awarded the maximum possible point value for Prior Experience points in the latest evaluation by the DOE as documented in the Prior Experiences 2010 Report.
FINANCIAL AID
It is a priority at Texarkana College to make a college education affordable for every student who qualifies for admission. For those who need assistance, the college provides a number of financial aid programs for qualifying students. To qualify for federal and state aid, students must complete the Free Application for Federal Student Aid (FAFSA) either by mailing in the paper application or applying online. Forms may be obtained from high school guidance counselors or in the Financial Aid, Counseling, or Student Support offices at Texarkana College. Student aid programs administered by Texarkana College include the Federal Pell Grant and the Federal Supplemental Educational Opportunity Grant, Federal Work Study Program, Texas Public Education Grant, and other State Grants and scholarships. Texarkana College awards a significant number of scholarships to deserving students who have demonstrated outstanding scholastic ability; in addition, a number of awards are presented by organizations in the Texarkana service area.
The college offers President's Scholarships, Dean's Scholarships, College Endowed Scholarships, GED Scholarships, Workforce Scholarships, and Sophomore Scholarships. In addition to these, Texarkana College awards two unique scholarships. For any freshman enrolling at Texarkana College in the fall semester following high school graduation, the Rising Star Scholarship provides payment of full tuition and fees for the freshman and sophomore years. This generous scholarship, funded in part by the Texarkana College Foundation, is provided to eligible students whose family taxable income is less than $75,000 per year but who do not qualify for Federal Financial Aid after applying through the FAFSA. Recipients of the Rising Star Scholarship must maintain at least a 2.25 cumulative GPA for second semester funding and a 2.75 GPA for second year funding. Another unique scholarship opportunity provided by Texarkana College demonstrates commitment to serving our completing students and fulfilling our mission objectives "to provide fully-accredited, transferable courses and to aid each student in realizing his or her individual capabilities to the fullest" is the Jake and Bessie Eldridge Memorial Scholarship. This scholarship is awarded each spring to one or more students who complete sixty or more hours of credit at Texarkana College, have a cumulative GPA of 3.0 or higher, and plan to transfer to a public senior institution of higher education in Texas. Recipients of this scholarship must be enrolled as full-time students during the award semester, demonstrate outstanding academic ability, possess exceptional character and have a documented financial need. Selection for this competitive award is determined by committee upon review of application packets and completion of interviews. This scholarship applies to the actual cost of tuition and fees and may also cover a portion of housing expenses at the senior transfer institution.
Information about financial aid and scholarships is found in the current Texarkana College Policies and Procedures Manual, (p.39), the Texarkana College Catalog 2011-2012, (pp. 54-64) , the Texarkana College Student Handbook 2009-2011, (p.7), appropriate class schedules and the College’s website. Students may apply for all scholarships available through a single application packet. (Texarkana College Scholarship Application AY 2011-2012) Data regarding Financial Support Services is provided in the Texarkana College Financial Aid Data Summary Table.
STUDENT LIFE SERVICES
The Student Affairs Division of Texarkana College supports the vision of TC in providing students with enriching activities outside of the classroom which will enhance the overall educational experience. Coupled with the classroom experience, student activities provide students with the opportunity to develop holistically as well as to engage in the fabric of Texarkana College. Information about student activities, clubs and organizations, and athletics can be found in the current Texarkana College Catalog 2011-2012, (pp. 45-53). In Spring, 2011, over four hundred students participated in several general student activities, including intramural sports. Furthermore, students active participation in the twenty clubs and organizations win awards annually at the state and national level. Examples of these award winning actitivities are listed below.
Phi Theta Kappa International Honor Society – Texarkana College Zeta Sigma Chapter
For the 2010-2011 school year, the Texarkana College Zeta Sigma Chapter of Phi Theta Kappa International Honor Society received a Texas Top Chapter Award (18 chapters are recognized out of 48), Five Star Chapter Award in the Five Star Chapter Development Plan, and recognition for participating in the College Project and Honors in Action Project. Bre’Enna Addison, chapter officer, and Mary Ellen Young, chapter advisor, were named to the Texas Region Hall of Honor and the Texas Region District III Hall of Honor. Sean Hurlburt and Caitlin Williams were also named to the Texas Region District III Hall of Honor. Caitlin Williams and Eugene Eremia were named to the All Texas Academic Team and were nominated to the ALL-USA/Coca-Cola Academic Team. Zeta Sigma chapter members and advisor served as presenters for the Texas Honors Institute at Schreiner University in Kerrville, Texas, for the Texas Regional Convention in Round Rock, Texas, and the Texas Region Leadership Conference in Corpus Christi, Texas.
TC 3 Club (Chemistry Club)
The TC 3 Club (Chemistry Club), an affiliate of the American Chemical Society (ACS), has been recognized by the ACS as “Outstanding Chapter” for ten or more years. Nationwide, approximately only thirty chapters out of seven hundred receive that special designation from the ACS. The TC Chemistry Club appears in the In Chemistry Magazine and the Chemical and Engineering News, and has received the “Green Chapter Award” for the last five years - one of only two two-year colleges that have received these awards in recent history. Due to the award winning efforts of the club and its student participation successes, one of its sponsors, Dr. Mike Buttram, was made a “Fellow” in the American Chemical Society.
Phi Beta Lambda
Phi Beta Lamda (PBL) is a state and national professional student organization that brings business and education together in a positive working relationship through innovative leadership and career development programs. Every fall for more than ten years, Texarkana College Phi Beta Lambda has collected coats for a local coat drive and collected toys for the Marine’s Toys for Tots program. Every spring, PBL attends the PBL State Leadership Conference, and students place in the state competition in addition to attending business workshops. In Summer, 2011, PBL students attended the National Leadership Conference in Orlando, Florida, where they also participated in the National Leadership Institute. The TC PBL President, Vanessa Portela, was elected to be the Texas State President for the 2011-2012 year. The PBL adviser, Dr. Theresa McDonald, is also the Texas State Adviser and a member of the National Awards Programs committee, serving a three year term for the national office of Future Business Leaders of America – Phi Beta Lambda, Inc.
The TC News
Texarkana College has one student publication, the TC News, a campus newspaper that is published five or six times each semester. News and opinions that appear in this publication provide a free and open outlet for students campus wide. In Spring, 2011, the TC News staff won 22 awards from the Texas Intercollegiate Press Association, including a first place finish for Feature Photo and a second place for In- Depth Reporting and Feature Page Design. In Fall, 2010, the TC News staff won 12 awards from the Texas Press Association, including first place in two categories. The staff won first in the InDepth/Investigative category for a Special Section titled “Building on the Past, Moving Into the Future,” which focused entirely on TC students and how the college meets their unique needs. In Spring, 2010, the TC News won 27 awards from the Texas Intercollegiate Press Association, both for previously published work and by competing in live contests. Staff members took first place in four categories. In Fall, 2009, TC News won 17 individual awards from the Texas Community College Journalism Association for previously published work. The college newspaper was awarded third place in Overall General Excellence, competing against community colleges statewide. Staff members took first place in three categories.
Earth Club
The TC Earth Club receives recognition annually for the Adopt-a-Highway Texas Department of Transportation project and also for the Texas Stream Team water quality monitoring group. In 2010-2011, they were honored for 20 years of service with an all-expenses-paid trip to Houston, Texas, with accommodations at the Hyatt-NASA, and were asked to present their research to all state monitors, representatives from the EPA and the TCEQ. Locally, the Ark-Tex Council of Governments honors the Earth Club’s efforts for environmental projects in the area by purchasing equipment each year for water testing and recycling. In addition, they have been recognized annually by the city of Texarkana, TX for volunteer work.
Texas Two-Year College Choral Directors Association (TTCCDA) All-State Choir
This professional organization is made up of twenty-four colleges in Texas. Each fall, auditions are held around the state to determine membership in the All-State Choir. Students must learn seven difficult choral pieces (often in several different languages) in order to audition. Students are then certified as members of the TTCCDA All-State Choir. During the past several years, TC has had more choral students qualify for this choir than any other two-year college in the state.
Athletics
The Texarkana College athletics program maintains the college mission through assisting student athletes in meeting their educational goals by making available quality programs which enhance student experience, including intercollegiate athletics. Texarkana College participates in the following intercollegiate sports: women's golf, women's softball, men's golf, and men's baseball. The College is a member of the National Junior College Athletic Association (NJCAA) and competes in the Region XIV Junior College Athletic Conference. Texarkana College adheres to NJCAA requirements in regard to all aspects of athletics including, but not limited to, recruitment, admission, financial aid and the contiuing eligibility of athletes. TC athletic programs are very competitive and receive awards for both team and individual levels of competition. A description of recent awards for each program is provided below.
Golf
The TC women's golf team won five consecutive tournaments in the 2010-2011 season, including the Fall, 2010, Region XIV Championship and the Spring, 2011, runner-up in the Region XIV Championship. They are currently ranked sixth in the nation by GolfStat, and finished seventh in the NJCAA National Tournament in Daytona Beach, Florida, in Spring, 2011. Several athletes received All Tournament and All Conference awards. The TC men's golf team won the Louisiana College Invitational and finished runner- up in four other tournaments throughout the 2010-2011 season, including the Fall, 2010, and Spring, 2011, Region XIV Championships. They are currently ranked twelfth in the nation by GolfStat and had several student athletes receive All Tournament awards with one individual title at the Louisiana College Invitational.
Softball
The TC women's softball team won the Region XIV East Conference titles in 2004, 2006, 2007, and 2008; and won the Region XIV Conference title in 2004 and 2007. The student athletes are very competitive and have won numerous individual awards and are actively recruited to further their intercollegiate athletic career at NCAA institutions. Descriptions of team and individual awards can be found in the 2010- 11 Bulldog Softball Handout.
Baseball
The TC men's baseball team holds Region XIV Championships for 2005, 2007, 2009, and 2010, with an appearance in the NJCAA World Series in 2005. Student athletes from the TC baseball program are frequently selected for All American and All Regional awards. In 2011, TC baseball player, Rich Sanguinetti, was named Conference Player of the Year, while Rob Tasin was named Conference Freshman of the Year for 2011. Baseball players from the TC Bulldogs are actively recruited for NCAA Division 1, with signees in the Big 12 Conference, Southeastern Conference, Pac 10 Conference, Mountain West Conference, Big East Conference, Big South Conference, Southland Conference, and Sunbelt Conference; NCAA Division 2 signees have transferred to the Lone Star Conference and the Gulf South Conference. Many former TC Bulldogs have been recruited into professional baseball with ten in the last five years. Notable TC Bulldog alumni include Hunter Pence of the Philadelphia Phillies (2009 and 2011 MLB All Star); Craig Monroe, outfielder for the Detroit Tigers 2005 World Series Team; Dustin Mosely, first-round pick for the Cincinnati Reds; and John Stilson, third round pick for the Toronto Blue Jays. The TC Bulldogs can boast alumni on other MLB teams including the Atlanta Braves, Milwaukee Brewers, Minnesota Twins, New York Mets, and the New York Yankees.
Sources
2010-11 Bulldog Softball Handout Bulldog Boot Camp Brochure Bulldog Boot Camp Fall 2011 Survey Results Bulldog Boot Camp Freshman Orientation Survey Bulldog Bootcamp Survey Campus Safety and Security Report Counseling Center Brochure 2 Counseling Center Evaluation Counseling Center Evaluation Results Fall 08 Counseling Center Request for Student Accommodations Form Emergency Preparedness and Response Brochure Emergency Preparedness Reference Guide Freshman Orientation Evaluation Results - Fall 2010 Special Needs Students Brochure Special Populations Student Survey 06-07 SPECIAL POPULATIONS SURVEY RESULTS 06 07 SSS Brochure Student Handbook revised 2009-2011 (Page 6) Student Handbook revised 2009-2011 (Page 7) Student Housing Student Support Services Prior Experience Standard Objectives Student Support Services Prior Experiences 2010 Report Student Support Services Procedures for Assessing Prior Experience Points TEC-SIS SURVEY RESULTS Texarkana College and Texas A&M University Job Fair 2010 Brochure Texarkana College Catalog 2011-2012 (Page 12) Texarkana College Catalog 2011-2012 (Page 19) Texarkana College Catalog 2011-2012 (Page 229) Texarkana College Catalog 2011-2012 (Page 39) Texarkana College Catalog 2011-2012 (Page 40) Texarkana College Catalog 2011-2012 (Page 41) Texarkana College Catalog 2011-2012 (Page 43) Texarkana College Catalog 2011-2012 (Page 44) Texarkana College Catalog 2011-2012 (Page 45) Texarkana College Catalog 2011-2012 (Page 46) Texarkana College Catalog 2011-2012 (Page 54) Texarkana College Catalog 2011-2012 (Page 55) Texarkana College Catalog 2011-2012 (Page 65) Texarkana College Financial Aid Data Summary Table Texarkana College Policies and Procedures Manual (Page 1) Texarkana College Policies and Procedures Manual (Page 42) Texarkana College Policies and Procedures Manual (Page 46) Texarkana College Policies and Procedures Manual (Page 55) Texarkana College Policies and Procedures Manual (Page 55) Texarkana College Policies and Procedures Manual (Page 60) Texarkana College Policies and Procedures Manual (Page 62) Texarkana College Policies and Procedures Manual (Page 66) Texarkana College Policies and Procedures Manual (Page 7) Texarkana College Schedule - Fall 2011 Texarkana College Schedule - Spring 2011 Texarkana College Scholarship Application AY 2011 2012 Texarkana College Scholarships page Texarkana College Website TEX-SIS Employer Survey Form TEX-SIS Evaluation of Services Results TEX-SIS Survey Data with % (Sect. A, # 5)
3
CS 3.2.8-Qualified Administrative & Academic officers (Governance and Administration: Qualified administrative/academic officers) The institution has qualified administrative and academic officers with the experience, competence, and capacity to lead the institution. (Comprehensive Standard 3.2.8)
Judgment Compliant Non-Compliant Not Applicable
Narrative
Texarkana College is an institution that has been a vital part of the Texarkana Community since 1927. During this almost century of service, Texarkana College has been the leader in post-secondary education in this area and has been the conduit for so many first time college students to break free from the straps of poverty and achieve something that truly opened doors that many thought would never be possible. The role of Texarkana College has been, and continues to be, to provide the path to educational opportunity for a recent high school graduate, laid off worker, or someone that simply wants a better life or a new skill. Texarkana College's motto for the last few years has been that it is, "A Great Place to Start or to Start Over." While providing students the opportunity to start over is an important part of our mission, Texarkana College has experienced in recent years several administrative changes and reorganizations which resulted in a degree of lost continuity and necessitated a "starting over" with several initiatives. Fortunately, we have been able to build on the great legacy of our past so that it has not been necessary to start over in our critical mission areas. While there has been some focus on the negative by some over the past few years, our committed new leadership has quickly re-established the positive and constructive focus on our students and community that has been so much a part of our history; and has moved quickly to create a new strategic plan for the future, and the unity to make it happen.
Texarkana College has been fortunate to be able to assemble an administrative and academic leadership team that combines appropriate credentials with a strong base of experience in educational development and innovation. Texarkana College demonstrates compliance by hiring qualified administrative and academic officers with the experience, competence, and capacity to lead the institution. A brief description of the academic background and work experience of each member of the college administration is included below. The collective experience of these eleven individuals totals over 174 years of experience in the field of education, with over 115 years of that experience at Texarkana College.
Texarkana College Employee Organizational Chart
PRESIDENT
President James Henry Russell maintains and fosters relationships with the community, alumni, media, state and national legislative bodies, other institutions of higher education and the general public. Mr. Russell evaluates and ensures compliance with federal, state and accrediting bodies; ensures proper fiscal management of all college funds and assets; ensures a strong human resource management by evaluating faculty and staff employment needs and benefit packages, and manages the executive leadership team by creating synergy toward data-driven decisions that build a climate of student success. Mr. Russell is responsible for coordinating the Board of Trustee’s meetings and activities by presenting recommendations and resolutions regarding programs, projects, budgets and policies. Mr. Russell provides visionary leadership that promotes the college’s mission and philosophy.
President James Henry Russell is a licensed CPA with a BBA degree in accounting from Texas A&M University, College Station and a Masters in Education Administration from Texas A&M University, Texarkana. Mr. Russell holds a Texas Principal Certification and a Texas Superintendent Certification. Mr. Russell worked for the Texarkana Independent School District for 17 years where he served as Food Service Comptroller, Director of Purchasing and Food Service Comptroller, Director of Purchasing and Support Operations, Assistant Superintendent for Business and Support Operations, Deputy Superintendent, and Superintendent. As Superintendent of TISD, Mr. Russell worked with the board of trustees to create and implement a strategic plan and managed 11 campuses that included 200 plus acres, over 7,000 students, over 1,000 employees, and 1.5 million square feet of facilities with an annual budget of $60 million.
Mr. Russell’s community leadership includes membership in many civic and professional organizations where, in part, he led the United Way of Texarkana’s 2007 campaign that raised $1 million in donations and still stands as the largest campaign ever in Texarkana’s history. He served as Chairman of the Texarkana Chamber of Commerce and president of the Oaklawn Rotary Club. Mr. Russell has been honored with the community’s Ida Lee Hawkins Leadership Award, the NAACP President’s Award, and Texas A&M University, Texarkana Distinguished Alumnus Award. Mr. Russell served on several state committees including his election to the Texas Education Agency Commissioner’s Cabinet of Superintendents.
In his new role as President of Texarkana College, Mr. Russell is firmly committed to successfully implementing a new vision and strategic plan that will lead Texarkana College well in to the future and develop systems that will serve this institution well past the leaders that implement them.
CHIEF FINANCIAL OFFICER
Kim Jones, CPA, began service as the Chief Financial Officer of Texarkana College on September 1, 2011. The Chief Financial Officer position requires a solid foundation in Generally Accepted Accounting Principles in conjunction with supervising and monitoring the financial condition of the higher education community in accordance with the local, state and federal requirements. Therefore, an extensive knowledge of Generally Accepted Accounting Principles along with experience in governmental accounting is crucial and essential to become a successful Chief Financial Officer. CFO Kim Jones' education, obtained at Stephen F. Austin University, was the foundation for preparing her to serve in this role. In addition, the experience that Mrs. Jones gained in the various positions for which she has served, have well prepared her to be a successful Chief Financial Officer for Texarkana College. Most recently, serving as Assistant Superintendent of Business Operations, Mrs. Jones was responsible for overseeing all aspects of a Business Office and Human Resource Department. Mrs. Jones has been responsible for the integrity of the financial information and overseeing all aspects of an organization’s accounting functions, including payroll, purchasing, accounts payable, cash flow and the general ledger. In addition, she has experience developing strong systems of internal controls to protect the organization's financial assets. Furthermore, Mrs. Jones has extensive experience dealing with federal and state grants for governmental agencies. Overseeing the Human Resources department in her previous roles has given Mrs. Jones an understanding of employment laws and regulations, which includes the Fair Labor Standards Act. Finally, years of experience as a public accountant with a local public accounting firm that audited governmental agencies, including a community college, helped to prepare Mrs. Jones to serve as Texarkana College’s Chief Financial Officer.
CHIEF INSTRUCTIONAL OFFICER
Dr. Mannie E. Hall, Jr. began serving as the Chief Instructional Officer on September 1, 2011 at Texarkana College, after initially serving as Dean of Workforce Education and Business Development from December 1, 2010 thru August 31, 2011. Dr. Hall’s credentials, qualifications, and educational experience, include five earned degrees (e.g., A.S., B.S., M.S., Ph. D., and completion of all degree course work requirements for a BAS); two workforce education certificates; and extensive military education, including health occupations academic course work at the Academy of Health Sciences. Dr. Hall has completed six Sigma Green/Black Belt education and certifications at Motorola University and the University of Notre Dame, while also completing the Phi Theta Kappa (PTK) Leadership Development Studies Instructor Certification course.
Dr. Hall earned his doctorate from the University of Southern Mississippi’s College of Health and Human Sciences; an applied research degree specializing in human physiological/biochemical performance and gross anatomy. During his time at the University of Southern Mississippi he assisted in the creation, establishment, and academic laboratory management of two gross anatomy labs specializing in human cadaver dissections.
A second career in higher education began after retiring from the military in 1998. From 1998 to 2004, Dr. Hall served at South Texas College in the capacity of faculty member, Department Chair, grant writer/manager, and faculty member on special assignment. From 2004 to November 2010, Dr. Hall served at Clayton State University (a laptop university and senior unit of the University System of Georgia) as the Director of Academic Outreach and Asst. Professor of Natural Sciences. During tenure at South Texas College and Clayton State University, Dr. Hall wrote, managed, and participated in a variety of educational technology grants for the Texas Collaborative for Teaching Excellence, the Virtual College of Texas (VCT), and the University System of Georgia. In addition, Dr. Hall received the prestigious ITC (Instructional Technology Council) Award for Excellence in Distance Education for Outstanding Online Faculty, which is an affiliated council of the American Association of Community Colleges (AACC).
In December 2010, Dr. Hall transitioned to Texarkana College, beginning an assignment as the Dean of Workforce Education and Business Development and recently earned the position of Chief Instructional Officer. Dr. Hall possesses diverse community college and university higher education expertise in grant writing/management, distance education, early college education, off-campus programs, academic outreach, military education, extended programs, curriculum/new program development, both academic and workforce education, articulation agreements, enrollment management, and collaborative partnerships with business and industry.
DEAN OF STUDENTS AND STUDENT LIFE
Dr. Raphael Turner currently serves as Dean of Students at Texarkana College and served as the Dean of Enrollment Management from August 2, 2010 to July 31, 2011. The diversity of experience in varying institutional settings within higher education has provided Dr. Turner with the background and experience to provide leadership for this position. Dr. Turner holds a Doctor of Philosophy Degree in Educational Administration with a specialization in Community College Leadership (CCLP) from The University of Texas at Austin.
Dr. Turner has twelve years of extensive higher education experience in the area of Student Development; both in the university and community college settings. He has had the opportunity to work with students, faculty, staff, parents and the general public in several key areas of Student Affairs such as Housing, Admissions and Records, Advising, New Student Orientation, Counseling, Financial Aid and Student Support Services (A TRIO Program) as well as serving as an adjunct faculty member for the past six years. He served as Coordinator of the Welcome Center and a Night Administrator at Northlake College for one year with responsibilities for coordinating “First Contact” for all new students, managed all incoming calls, supervisory responsibilities for Welcome Center staff including evaluating part-time staff, and provided direction for probation and suspension students. Dr. Turner served seven months as Interim Director of the TRIO STARS (Students Targeting and Reaching Success) Program at Tarrant County College, South Campus. His responsibilities included managing a budget of $195,000, compiling student data as required by the Department of Education, directing, and coordinating all activities of the program. Additionally, Dr. Turner served as Hall Director of West Halls (Texas A & M University- Commerce) for six months and Assistant Hall Director of West Halls for one year and six months as he completed his Masters Degree. Responsibilities in this position included budgeting, student discipline, evaluating staff, scheduling, strategic planning and supervisory responsibilities. He also served as the Assistant Dean Student Life (Internship) for six months supervising the Student Life Department encompassing Counseling, Career Services, Out Reach, Disability Services and Student Activities.
Immediately prior to his transition to leadership service at Texarkana College, Dr. Turner served as Assistant Dean Enrollment Services from July, 2004, to August, 2010, and was responsible for providing leadership to Lone Star College-Tomball’s Enrollment Services Department which encompassed Admissions, Advising, Graduation, Dual Credit, International Students, Transcripts and Records, and New Student Advising with progressive responsibilities in the areas of budgeting ($646,685). Additionally, he worked with the Student Support Services Program (TRIO Program) at The University of Texas at Arlington for a year and a half providing counseling services including personal, career, academic and financial aid counseling to First Generation, Low income, and Disabled students. Dr. Turner was also responsible for presenting seminars on personal growth and academic success. As Dean of Students and Student Life, Dr. Turner has worked to provide proactive service to TC students and develop processes which are beneficial to the attainment of their educational goals. Dr. Turner has been instrumental in the redesign of the TC Freshman Orientation with great success and the hopes of increasing engagement and retention among new students. Dr. Turner is committed to utilizing the strengths of current employees to provide efficient, student focused, and outstanding service to students, faculty and staff.
DIRECTOR OF INSTITUTIONAL ADVANCEMENT
Suzanne H. Irwin serves at the Director of Institutional Advancement. This position encompasses public relations, grants, as well as internal and external communication for all college stakeholders. In addition, in this position, she serves as the Director of the Texarkana College Foundation and is responsible for oversight of administrative duties and fundraising efforts conducted on behalf of the Foundation. Mrs. Irwin is qualified to serve in this role because of her professional experience as well as her educational background. Having worked in the non-profit sector for more than twenty years of combined service, Mrs. Irwin is familiar with Board of Trustee relationship management, event planning and budgeting, grant writing and community relations. She has worked as the Executive Director of the local YWCA (Texarkana) as well as in a leadership role in three Chambers of Commerce both in Texas and in Oklahoma. Irwin has managed budgets of over $1.5 million and has managed personnel at all levels. She has overseen grass-roots projects that have impacted entire communities through the management of more than 2,000 volunteers and has secured close to $1 million in state, local and foundation grant funds. Public relations duties throughout her career include serving as chairperson of the Armed Forces Day Parade for Fort Sill, Oklahoma; Taste of Texarkana; American Heart Association Heart Ball- Texarkana; Chamber of Commerce Grand Opening events for businesses and industries (Lubbock, TX; Wichita Falls, TX; and Lawton, OK); coordination of numerous trade shows and special events. In addition to her professional experience, Irwin holds a Bachelor’s Degree in Technical Communication from Texas Tech University and a Master’s Degree in Adult Education from Texas A & M University- Texarkana. Irwin has completed the Leadership Texarkana program and serves on several community-based boards.
DIRECTOR OF INSTITUTIONAL RESEARCH AND EFFECTIVENESS
Jamie W. Ashby holds a Master of Science in Mathematics Teaching and BS in Mathematics. Mrs. Ashby served Texarkana College as an Associate Professor of Mathematics for twenty-two years before joining the Leadership Team as Director of Institutional Research and Effectiveness in June, 2011. In her capacity as a faculty leader for TC, Mrs. Ashby has served as Institutional Effectiveness Committe Chair, SACS Hospitality Chair, Master Plan Committee- Educational Trends Chair, TC Planning Council- Instructional Technology Sub-Committe Chair, and QEP Chair, as well as providing service on many other planning and leadership committees. Mrs. Ashby has written and supervised many grants, served as a mathematics consultant to regional and state organizations, and is widely respected by her colleagues having been selected for the Texarkana College Endowed Chair for Teaching Excellence and the NISOD Excellence in Teaching Award. Mrs. Ashby holds numerous professional memberships and has actively pursued professional development throughout her career. Her mathematics background and experience as a faculty leader in effectiveness and planning have equipped her for service in her new role as Director of Institutional Research and Effectiveness, SACS Liaison, and Achieving the Dream Coordinator.
DIRECTOR OF FACILITIES SERVICES
Rick Boyette began his role as Director of Facilities Services in June, 2010, after serving as the TC Coordinator for Construction Technology since 2007. Mr. Boyette is an accomplished management professional with proven ability to lead teams and manage projects through his vast experience in project management, contract negotiations, operational and regulatory compliance, and team development. Mr. Boyette has led TC Facilities Services with responsibilities including management of all custodial and grounds operations, including management of the TC farm operations. He is responsible for oversight of an over two million dollar operating budget and currently oversees more than thirty employees.
DIRECTOR OF INFORMATION TECHNOLOGY
Mike Dumdei has been a member of the Computer Technology and Informations Systems (CTIS) department at Texarkana College for the past twenty years serving as an Associate Professor of CTIS and computer programmer. In August, 2011, Mr. Dumdei was named Director of Information Technology for Texarkana College and assumed committed internal leadership of this area (previously managed by an external source) critical to the future of TC. Mr. Dumdei holds a Master of Science in Business Administration, BAAS in Interdisciplinary Studies, and an Associate of Arts degree. In addition, Mr. Dumdei holds certifications as a Microsoft Certified IT Professional Server 2008 Enterprise Administrator (MCITP), a Microsoft Certified System Engineer Server 2003 (MCSE), a CompTIA Security+, and a Cisco Certified Network Associate (CCNA). Mr. Dumdei was instrumental in connecting Texarkana College to the Internet in the early 90's and for building the original network infrastructure on the TC campus. Mr. Dumdei has a broad range of experience with networking software and hardware, as well as server operating systems. Mr. Dumdei has long established positive working relationships with the dedicated IT staff serving under his leadership and has established a goal of working together to continually improve the educational experience of TC students through access to technology.
ENTERPRISE RESOURCE PROGRAMS (ERP) PROJECT MANAGER
Dr. Theresa McDonald has served Texarkana College in several capacities since 1994 including her original position as Personnel/Benefits Coordinator, followed by fourteen years as a professor and PC Support/Programmer in the Computer Technology and Information Systems department. For the past year, Dr. McDonald has served as ERP Planning Director and in September, 2011, she assumed full responsibility as ERP Project Manager for Texarkana College. Because of her numerous business and management courses, Dr. McDonald possesses the skills to enable her to manage, provide direction, and work with other employees to implement projects. With her many years of work at Texarkana College and understanding of the organization, Dr. McDonald can lead change, manage teams, and assist in understanding and documenting processes and requirements. Her many computer courses and computer experience has provided Dr. McDonald understanding of software and systems. Many years of working with a variety of people in supporting their computer and business needs have given Dr. McDonald the ability to implement collaboration and understand organizational needs.
DIRECTOR OF KTXK RADIO STATION
Steve Mitchell, Director of KTXK Radio Station for Texarkana College, has been in the broadcasting business for forty-one years making him one of the most qualified individuals in the Texarkana region for management of a Public Radio Operation. Mr. Mitchell holds a Bachelor of Science in Public Relations. Mr. Mitchell has been with KTXK since it went on the air in 1984 and is responsible for the growth of the station, including the advancement in programming from American Public Radio to National Public Radio and the grant that enabled the increase of the station's output to 100,000 watts. Mr. Mitchell serves as general manager, full-time air staff member, and as coordinator of all underwriting efforts. As general manager, he is responsible for all FCC filings and related legal issues, on-air programming, scheduling of staff, budgeting, and oversight of facilities. As an on-air staff member, Mr. Mitchell is on-air from 5:30 AM until mid-afternoon five day a week, in addition to announcing sports events, weekend programming, and recording underwriting announcements. In his capacity as underwriting coordinator, Mr. Mitchell is responsible for the relationships with all of the station's sixty-plus underwriting organizations, all billing, scheduling, and oversight of creation and recording of underwriting announcements.
COMMUNITY OUTREACH AND SPECIAL PROJECTS
For the past twenty years, Scotty Hayes has served as the Coordinator of Community Community Services and Associate Dean of the Continuing Education Division at Texarkana College. With this and other experiences outside of Texarkana College, Mr. Hayes is especially well suited for his new role over Community Outreach and Special Projects. In the past twenty-four years, Mr. Hayes has acquired Recruitment, Admissions Office, and Continuing Education experience at both Kilgore College and Texarkana College. His responsibilities have included planning, staffing, organizing and controlling the overall mission and goals for the Evening and Continuing Education (CE) Division at TC which serves over 10,000 CE students annually. This included reporting of instructional expenditures and enrollment data to the Texas Higher Education Coordinating Board. Additional responsibilities included the management and oversight of special projects and grants through the Continuing Education Office, such as the Skills Development Fund Grants and the Texas Military Preparedness Commission Grants. From the implementation of New Student Orientation Summer Programs at Kilgore College to the writing and submission of Texarkana College’s first successful Skills Development Fund Grant, he has a wide variety of management experiences and unique skills that span over twenty five years within the Junior College setting in the State of Texas.
Summary resumes for each of the TC Leadership Team members is provided below (complete resumes and transcripts are located in personnel files):
James Henry Russell, President Kimberly A Jones, Chief Financial Officer Dr. Mannie Hall, Chief Instructional Officer Dr. Raphael Turner, Dean of Students and Student Life Suzy Irwin, Director of Institutional Advancement Jamie Ashby, Director of Institutional Effectiveness and Research Rick Boyette, Director of Facilities Services Mike Dumdei, Director of Information Technology Dr. Theresa McDonald, Enterprise Resource Programs (ERP) Director Steve Mitchell, Director of KTXK Radio Station Scotty Hayes, Community Outreach & Special Projects
All administrators and academic officers are evaluated according to the Staff and Administrative Personnel Appraisal Process 2011-2012 utitlizing the Administrative and Supervisory Employee Appraisal form. This appraisal system is used to promote professional growth and to establish documentation of professional performance.
Sources
3-2-8 Documents
o Organization Chart
o Resume - Boyette
o Resume Cooper
o Resume Dobell
o Resume Dowdy
o Resume Dozier
o Resume Elder
o Resume Hall
o Resume Hayes
o Resume Hehmeyer
o Resume Hodgson
o Resume Irwin
o Resume JHR
o Resume Lieble
o Resume Mackey o Resume Turner
o Resume Wilder
Administrative And Supervisory Employee Appraisal
Jamie Ashby
Kimberly A Jones
Mannie Hall
Michael Dumdei
President James Henry Russell
Raphael Turner
Ricky Boyette
Scotty Hayes
Staff and Administrative Personnel Appraisal Instructions
Steve Mitchell
Suzanne Irwin
Texarkana College Employee Organizational Chart
Theresa McDonald
4
CS 3.3.1.1-IE-Acad. Programs (Institutional Effectiveness) The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in the following area: (part of Comprehensive Standard 3.3.1)
3.3.1.1 educational programs, to include student learning outcomes
Judgment
Compliant Non-Compliant Not Applicable
Narrative
In support of its mission objectives and recognizing the essential importance of data driven decision- making for ongoing improvement in student success, Texarkana College supports the identification of measurable student learning outcomes for the programs it provides. The College has systematic and interrelated formal assessment processes which include institutional, program, and student learning outcomes.
In the past, the College has defined Programs through its Organizational Chart, using Administration, the Deans’ Offices, and the Division Offices as the responsible units for the measurement of all Programs under their supervision. Each Program Unit prepared Cycle Reviews consisting of Purpose, Goals, Assessments, Results, and Use of Results (TC Institutional Effectiveness Guide, 1995).
In the 2005 Response Report to the Visiting Committee and the 2007 Monitoring Report, Dr. Van Miller described the plans that were created, noting that they “were in their infancy.” In that report, he was able to give solid examples of groups on campus that had designed and embraced measurement of Student Learning Outcomes, including the success of the 1995 Cycle Review five-step process. However, all groups did not evenly execute the plan because, after the writing of the 2007 report, Texarkana College underwent a series of administrative changes. During the transition period, there was no Institutional Research and Effectiveness Office to coordinate documentation of the cycle. As a result, although the majority of instructional areas consistently evaluated instruction and utilized the results for decision making, a few areas on campus did not fully implement or complete the process. One specific example was within the Business and Computer Technology Division. After the retirement of the long-time Division Chair the division underwent reorganization and all business programs were restructured as part of the Social Sciences Division which was renamed Social Sciences and Business Division; all computer technology programs were restructured as part of the Physical Sciences Division which was renamed Physical Sciences and Computer Technology Division. As the Division Chairs for each of these divisions initiated work with the programs newly under their supervision, the failure of these programs to fully implement the evaluation cycle was identified and steps were immediately taken to correct the problem. As a result, these programs now have established Student Learning Outcomes and have begun the process of collecting and analyzing data for continuous improvement.
The series of administrative changes and reorganizations was a result of the Texarkana College Board of Trustees decision to pursue a new direction for the college, one that fully embraced technology, measurement systems, and most of all, student success. They appointed a new administration which determined that the College needed significant reorganization in order to achieve its new goals. As is possible with any significant reorganization, some changes were successful and others resulted in further administrative changes and subsequent reorganizations. Ultimately as part of this process, a Director of Institutional Effectiveness and Research was hired to ensure campus commitment to the IE cycle and to lead TC to a new vision of continuous improvement. The Texarkana College Mission Statement and Texarkana College Strategic Plan 2010-1013 were re-written. Committees were put into place to ensure implementation and completion of the Institutional Effectiveness (IE) cycle. The College believes that these changes will result in a better IE plan, one that builds on the past IE structure and develops processes that will lead to careful oversight, thorough analysis, and continuous improvement. The re- design of this process and its current progress will be discussed for three different levels of measurement.
Texarkana College is committed to the measurement of Student Learning Outcomes (SLO) through the inclusion of
BASIC INTELLECTUAL COMPETENCIES IN THE CORE CURRICULUM
In 2005, the college adopted a form listing all six Basic Intellectual Competencies required by the State of Texas. Faculty involved with each individual Core Curriculum course identified the Competencies addressed in each course. For example, in 2006, English Composition and Rhetoric I and II developed an instrument, measured their success, and were satisfied with the outcomes.
However, the current IE Committee of Texarkana College, meeting in January 0f 2011, was dissatisfied with the limited scope of this evaluation. They were determined to design a much broader look at competencies--one that included measures of these competencies across the college curriculum. That fuller look at Competencies necessitated the design of a new process.
The new process included the formation of a Unified Evaluation Team (UET), whose composition is based upon the competency being measured. For example, the UET for writing consisted of two full-time writing instructors who developed a rubric to determine success, gathered samples from students who were at a minimum of a mid-point on their academic path (30 hours or more), from a variety of courses/disciplines, and determined if the college is indeed imparting basic competency in writing. The key difference between the old evaluation plan and the new is that the competency was examined over a variety of courses and disciplines. The findings will be reviewed by the Dean of Academic Affairs and Developmental Education along with relevant stakeholders in order to determine the use of those results (thus completing the IE cycle).
In Summer of 2011, the UET reviewed writing samples based upon a rubric (Writing Rubric) they developed. Papers from across the curriculum were graded, and they published their report. (IE Writing Report) The chair of the UET Committee agreed to assist the Dean of Academic Affairs and Developmental Education in calling together a team of both writing instructors and instructors in writing-heavy disciplines to discuss the findings and implement an action plan. This “closing of the loop” will take place in September 2011.
The same process will be applied to the Quantitative (mathematics) competency during the 2011-2012 school year.
TIMETABLE FOR EVALUATION OF STUDENT LEARNING OUTCOMES, BASIC INTELLECTUAL COMPETENCIES
2011-2012 2012-2013 2013-2014
Writing Teamwork Reading
A scale-up of the evaluation used in If adopted as proposed by the State,
2007 establish a baseline
Quantitative Personal Responsibility Social Responsibility
If adopted as proposed by the State, If adopted as proposed by the State,
establish a baseline establish a baseline
MEASUREMENT AT THE DISCIPLINE/DEGREE/CERTIFICATE LEVEL
The College is committed to evaluation of Student Success and Learning Outcomes at the discipline/degree/certificate level. In addition to the measurement of the Basic Intellectual Competencies (described in #1) the college used two methods of measurement:
1. Each Division monitored the success of its disciplines through the long established cycle of Purpose, Goals, Assessment and Results, and Use of Results (TC Institutional Effectiveness Guide, 1995).
In the Spring of 2011, although program evaluation was conducted across campus in varied forms, a formal process was established to allow for review of academic and workforce programs by the Dean of Academic Affairs and Developmental Education and the Dean of Workforce Development, respectively (Process of Program Review). The goals emphasized in the Program Review Process will be incorporated into the old system, using the five-cycle system, long established on campus. The most likely effect is that most programs will have more goals and those goals will be more uniform. Examples of program reviews for academic programs, workforce education programs, and the more comprehensive Health Occupations ADN program are provided below.
Program Review for Agricultural Sciences Program Review for Government Program Review for Management Program Review for Marketing
Consolidated Program Review for Workforce Education Division
Program Review Applied Sciences 2011 Outline
HEALTH OCCUPATIONS - ADN - Systematic Plan for Program Evaluation
HEALTH OCCUPATIONS - ADN Clinical Grading Process
HEALTH OCCUPATIONS - ADN Completion Statistics
HEALTH OCCUPATIONS - ADN End of Program Evaluation
HEALTH OCCUPATIONS - ADN Program Evaluation Spring 2010-Second year ADN
HEALTH OCCUPATIONS - ADN Program Test Blueprint
HEALTH OCCUPATIONS - Workforce Intellectual Competencies SCANS/GIPWE Guidelines
HEALTH OCCUPATIONS - Career-Technical Curriculum Evaluation for Scans HEALTH OCCUPATIONS - Curriculum Committee Meeting Sample Agenda and Minutes
HEALTH OCCUPATIONS - Institutional Effectiveness Plan for ADN Program
2. The TC Curriculum Committee took up the task of approving courses and programs, creating a process that assures that both courses and programs establish Student Learning Outcomes, include Basic Intellectual Competencies (SCANS competencies for workforce), and arrange for their measurement. Both the Course Request Form and the Academic Program Review Form include a requirement that all IE measures are implemented and completed for all new programs. (Responsibilities of the Curriculum Committee)
In addition, steps were taken to insure that online courses were included in the traditional five-step institutional effectiveness process. A Distance Education Faculty Handbook was created in early 2011 by a dedicated committee. Specific standards outlined in that document (Standard 4.4, 6.3 and 6.4) address Student Learning Outcomes and require their development in all online courses. (Distance Education Faculty Handbook)
MEASUREMENT AT THE COURSE LEVEL
Assessment at the course level is accomplished through a cyclical, five-step IE process established in 1992. That process includes Purpose, Goals, Assessment, Results, and Use of Results. The last step “Use of Results” closes the loop and ensures continuing improvement.
Texarkana College can provide numerous examples of the usefulness of this approach in both its academic and workforce programs. Samples at the course level were selected from each of the six divisions for two different years: 2007-2008 to reflect the maturity of the process and data; and 2009 - 2010 or 2010 - 2011 to provide the current status of the process and data depending upon the established timelines for completion of IE cycles within the divisions. Due to the administrative issues previously addressed within the narrative, samples for the business program and for the computer technology program reflect only the current cycle of evaluation. Although variations exist in the presentation of the information due to program differences and differences in leadership and writing styles, there is consistency throughout the samples of the implementation of the overall cycle adopted by the campus. Some of the samples represent the use of an electronic form for those who wish to streamline the input process and go paperless. Gradually, as the use of this electronic form is circulated on campus it is expected that other types of formats will be phased out. Overall, we believe the sampling process provides evidence that the implementation of the Institutional Effectiveness cycle at Texakana College is: comprehensive - representing all instructional divisions from the organization chart; thorough - representing multiple programs from within each division; and ongoing - representing consistent and uniform completion of the cycle for multiple years.
SOCIAL SCIENCES AND BUSINESS DIVISION BUSINESS IE REPORT 2010-2011 HISTORY IE 2007-2008 HISTORY IE 2009-2010 PSYCHOLOGY ONLINE STUDENT EVALUATION PSYCHOLOGY IE REPORT 2007-2008
NATURAL SCIENCES AND TECHNOLOGY DIVISION BIOLOGY IE RESULTS 2007-2008 BIOLOGY IE RESULTS 2010-2011 BIOLOGY DEPARTMENTAL COURSE EVALUATION CHEMISTRY IE RESULTS 2007-2008 CHEMISTRY IE RESULTS 2010-2011 CHEMISTRY DEPARTMENTAL COURSE EVALUATION
HUMANITIES DIVISION ENGLISH 1301 IE RESULTS 2007-2008 ENGLISH 1301 CYCLE REVIEW 2007-2008 ENGLISH 1301 IE RESULTS 2010-2011 ENGLISH 1301 IE CYCLE REVIEW 2010-2011 ENGLISH SURVEY JOURNALISM IE REPORT 2007-2008 JOURNALISM IE PLAN 2009-2010
HEALTH OCCUPATIONS DIVISION 2007-2008* HEALTH OCCUPATIONS ADN IE PLAN 2007-2008 HEALTH OCCUPATIONS ADN PROGRAM EVALUATION 2007-2008 HEALTH OCCUPATIONS ADN COURSE EVALUATION 2007-2008 *Due to the comprehensive nature of IE reporting requirements conducted by the Health Occupations Division for both SACS and National League for Nursing Accrediting Commission, only the data based evaluation documents for the 2007-2008 cycle was included in the sample. All documents for the selected course were included in the 2009-2010 cycle evidence below to allow the reader a more complete view of the intense evaluation process. 2009-2010
HEALTH OCCUPATIONS - ADN - Systematic Plan for Program Evaluation
HEALTH OCCUPATIONS - ADN Clinical Grading Process
HEALTH OCCUPATIONS - ADN Completion Statistics
HEALTH OCCUPATIONS - ADN End of Program Evaluation
HEALTH OCCUPATIONS - ADN Program Evaluation Spring 2010-Second year ADN
HEALTH OCCUPATIONS - ADN Program Test Blueprint
HEALTH OCCUPATIONS - Workforce Intellectual Competencies SCANS/GIPWE Guidelines
HEALTH OCCUPATIONS - Career-Technical Curriculum Evaluation for Scans
HEALTH OCCUPATIONS - Curriculum Committee Meeting Sample Agenda and Minutes
HEALTH OCCUPATIONS - Institutional Effectiveness Plan for ADN Program
HEALTH OCCUPATIONS - Retention by Course 2006-Present
HEALTH OCCUPATIONS - RN Exit Exam Summary Report
HEALTH OCCUPATIONS - Sample Clinical Syllabus-1st Semester-1st Year (part 1)
HEALTH OCCUPATIONS - Sample Clinical Syllabus-1st Year-1st Semester (part 2)
HEALTH OCCUPATIONS - Sample Clinical Syllabus-1st Year-1st Semester (part 3)
HEALTH OCCUPATIONS - Sample Clinical Syllabus-1st Year-1st Semester (part 4)
HEALTH OCCUPATIONS - Sample Clinical Syllabus-1st Year-1st Semester (part 5)
HEALTH OCCUPATIONS - Sample Course Evaluations-2nd Year Fall Semester
HEALTH OCCUPATIONS - Sample Syllabus - 1st Semester, 1st year
HEALTH OCCUPATIONS - Sample Writing-Example 1
HEALTH OCCUPATIONS - Sample Writing-Example 2
HEALTH OCCUPATIONS - Sample Writing-Example 3
HEALTH OCCUPATIONS - Student Course Evaluation Form Theory and Clinical
WORKFORCE DIVISION OCCUPATIONAL COURSE EVALUATION AND ACTION PLAN AUTO BODY IE GOAL ASSESSEMENT 2007-2008 AUTO BODY IE GOAL ASSESSEMENT 2009-2010 COSMETOLOGY IE PLAN 2007-2008
COSMETOLOGY IE PLAN 2009-2010
COSMETOLOGY STUDENT LEARNING OUTCOME MEASUREMENT TIME TABLE
COSMETOLOGY STUDENT LEARNING OUTCOMES
PHYSICAL SCIENCES AND COMPUTER TECHNOLOGY DIVISION COMPUTER TECHNOLOGY BCIS 1305 - BUSINESS COMPUTER APPLICATIONS STUDENT LEARNING OUTCOME REPORT FALL 2010 COMPUTER TECHNOLOGY ITMT 2301 - STUDENT LEARNING OUTCOME REPORT SPRING 2011 MATH 1350 FUNDAMENTALS OF MATHEMATICS FALL 2007 MATH 1350 FUNDAMENTALS OF MATHEMATICS FALL 2010 MATH 1350 FUNDAMENTALS OF MATHEMATICS UNIT STUDENT SURVEY STATISTICS STUDENT LEARNING OUTCOME REPORT 2009-2010 & 2010-2011
Texarkana College has recognized a weakness in its course evaluation process and taken steps to remedy this problem. In particular, the problem involves the inability to perform detailed item analysis of individual exam questions on course assessments. Although item analysis as to the number of students achieving succes on a particular question exists, the ability to analyze response choices for questions where success is not indicated to determine whether a trend exists in the selection of incorrect answers does not exist. Knowing which incorrect answers are most commonly chosen would allow for fine-tuning instruction to address common misconceptions and common errors in calculations, applications of strategies or procedures, etc. In other words, the ability to perform comprehensive error analysis would allow for the component in our IE cycle 'Assessment and Results' to be more specific, which would then drive Use of Results to be more specific and targeted, providing improved instruction in the classroom. Recognizing the validity of this argument and the importance of data-driven decision making for continuous improvement, the College has recently purchased new technology which includes item analysis software, making it easier in the future to more effectively “close the loop” on student learning outcomes.
Texarkana College also has made a commitment to establishing a culture of evidence for the entire campus by becoming an Achieving the Dream institution. As we move forward, knowldege gained and information and data shared through this nationwide network of community colleges will be a driving factor in insuring that Texarkana College remains focused on fulfilling its mission to prepare individuals for success in life by providing quality opportunities for workforce education and academic advancement. In May, 2011, Texarkana College was selected as one of the top 120 community colleges in the nation from over 1000 community colleges nationwide to compete in Round 2 of The Aspen Prize for Community College Excellence which seeks to accelerate efforts to improve community college student outcomes and shine a spotlight on community colleges that deliver exceptional student results through the development of high-quality measures and benchmarks for assessing student outcomes. Texarkana College is very proud to have been recognized and included in the Achieving the Dream and Aspen Prize community of institutions nationwide seeking to bring about transformation in community college student success.
Sources
Academic Program Review Form
Auto Body IE Goal Assessement 2007-2008
Auto Body IE Goal Assessement 2009-2010
Biology Departmental Course Evaluation
Biology IE Results 2007-2008
Biology IE Results 2010-2011
Business IE Report 2010-2011
Chemistry Departmental Course Evaluation
Chemistry IE Results 2007-2008
Chemistry IE Results 2010-2011
COMPUTER TECHNOLOGY BCIS 1305 - Business Computer Applications Student Learning Outcome Report Fall 2010
COMPUTER TECHNOLOGY ITMT2301 Student Learning Outcome Report 2010-2011
Consolidated Program Review for Workforce Education Division
Cosmetology - Institutional Effectiveness Plan for 2009-2010
Cosmetology - Student Learning Outcome Measurement Time Table
Cosmetology - Student Learning Outcomes
COSMETOLOGY IE PLAN 2007-2008
Course Request Form
Distance Education Faculty Handbook
English 1301 2007_2008 IE Results
English 1301 2010_2011 Cycle Review
English 1301 2010_2011 IE Results
English 2007-2008 Cycle Review
English Survey Health Occupations - ADN Clinical Grading Process
Health Occupations - ADN Completion Statistics
Health Occupations - ADN Course Evaluation RNSG 1447 2007 2008
Health Occupations - ADN End of Program Evaluation
Health Occupations - ADN Institutional Effectiveness Plan 2007 2008
Health Occupations - ADN Program Evaluation 2007 2008
Health Occupations - ADN Program Evaluation Spring 2010-Second year ADN
Health Occupations - ADN Program Test Blueprint
Health Occupations - ADN Systematic Plan for Program Evaluation
Health Occupations - Career-Technical Curriculum Evaluation for Scans
Health Occupations - Curriculum Committee Meeting Sample Agenda and Minutes
Health Occupations - Institutional Effectiveness Plan for ADN Program
Health Occupations - Retention by Course 2006-Present
Health Occupations - RN Exit Exam Summary Report
Health Occupations - Sample Clinical Syllabus-1st Semester-1st Year (part 1)
Health Occupations - Sample Clinical Syllabus-1st Year-1st Semester (part 2)
Health Occupations - Sample Clinical Syllabus-1st Year-1st Semester (part 3)
Health Occupations - Sample Clinical Syllabus-1st Year-1st Semester (part 4)
Health Occupations - Sample Clinical Syllabus-1st Year-1st Semester (part 5)
Health Occupations - Sample Course Evaluations-2nd Year Fall Semester
Health Occupations - Sample Syllabus - 1st Semester, 1st year
Health Occupations - Sample Writing-Example 1
Health Occupations - Sample Writing-Example 2
Health Occupations - Sample Writing-Example 3
Health Occupations - Student Course Evaluation Form Theory and Clinical
Health Occupations - Workforce Intellectual Compentencies SCANS/GIPWE Guidlines
HISTORY 2007_2008 IE Report HISTORY IE 2009-2010
IE Writing Report
JOURNALISM IE PLAN 2009-2010
Journalism IE Report 2007-2008
Math 1350 Fundamentals of Mathematics FALL 2007
Math 1350 Fundamentals of Mathematics FALL 2010
Math 1350 Fundamentals of Mathematics Unit Student Survey
Occupational Course Evaluation and Action Plan
Process of Program Review
Program Review Applied Sciences (May 24 2011)
Program Review for Agricultural Sciences
Program Review for Government
Program Review for Management
Program Review for Marketing
PSYCHOLOGY 2007_2008 IE Report
PSYCHOLOGY Online Student Evaluation
Responsibilities of the Curriculum Committee
STATISTICS Student Learning Outcomes REPORT 2009-2010 2010-2011
Texarkana College Catalog 2011-2012 (Page 12)
Texarkana College Strategic Plan 2010-13
Writing Rubric
5
CS 3.4.3-Admissions Policies (Educational Programs: All: Admission policies) The institution publishes admissions policies that are consistent with its mission. (Comprehensive Standard 3.4.3)
Judgment
Compliant Non-Compliant Not Applicable
Narrative
Texarkana College publishes admissions policies that are consistent with its mission: "Texarkana College prepares individuals for success in life by providing quality opportunities for workforce education preparation and academic advancement." The admissions process and procedures at Texarkana College are guided by policies under the Texas Administrative Code for Admissions Policies and Texarkana College Requirements for Admissions. Texarkana College is an open admissions institution and generally provides admissions opportunities to academic and workforce students who hold a high school diploma or General Educational Development (GED) Certificate or who have demonstrated Ability to Benefit. However, the College does admit other categories of students. The Director of Admissions may admit conditionally a student who is not a graduate of a state accredited high school, but who is 18 years of age or older. A high school student who has completed the tenth grade may be granted early admission (with permission of his parents and a recommendation from his high school principal). Students wishing to transfer to Texarkana College from other institutions are welcomed. A citizen of a nation other than the United States of America may be admitted to TC by submitting an application and all required documents at least two months prior to the desired enrollment date. Requirements for all categories of admissions are found in the Texarkana College Catalog 2011-2012, (p.16).
THE ADMISSIONS PROCESS AT TEXARKANA COLLEGE REQUIRES THREE BASIC STEPS:
1. Apply online at www.applytexas.org 2. Submit a final high school transcript or GED verification as well as transcripts from any other colleges attended 3. Furnish placement test results as required by the Texas Success Initiative (ACT, SAT, THEA, Accuplacer, or Compass)
Applications for admission are submitted online through ApplyTexas, the Texas Common Application. Each submitted application is reviewed for acceptance to the College by the Office of Admissions. Students who have begun college classes but who have not been enrolled for one year or more must submit a new application for the semester in which they intend to enroll. After admissions applications are processed, a Texarkana College Letter of Acceptance is postal mailed to the applicant. The Letter of Acceptance includes instructions about contacting the Academic Counseling Center for schedule advisement and information about Financial Aid.
Admission to Texarkana College does not guarantee admission to specific programs of study. Competitive entry programs have Special Admission Requirements, as noted in the Texarkana College Catalog 2011- 2012, (p.19). The requirements and application information for the following programs can be found on the specific program's page in the Catalog:
Associate Degree Nursing (ADN) Licensed Vocational Nursing (LVN) Emergency Medical Technology (EMT)
Sources
Ability To Benefit
Requirements for Admissions
Texarkana College Catalog 2011-2012 (Page 16)
Texarkana College Catalog 2011-2012 (Page 19)
Texas Administrative Code on Admissions Policies
6
CS 3.4.11-Qualified Academic Coordinators (Educational Programs: All: Academic program coordination) For each major in a degree program, the institution assigns responsibility for program coordination, as well as for curriculum development and review, to persons academically qualified in the field. In those degree programs for which the institution does not identify a major, this requirement applies to a curricular area or concentration. (Comprehensive Standard 3.4.11)
Judgment
Compliant Non-Compliant Not Applicable
Narrative
Texarkana College is organized into six instructional divisions with departmental programs comprising the divisions. Developmental Education is decentralized at the college and falls within the division that teaches the applicable subject. The college offers 32 associate degree programs and grants the Associate of Arts, Associate of Science, and Associate of Applied Science degrees Texarkana College Catalog 2011-2012, (p.23). The oversight for instructional programs within a division is coordinated by an academically qualified division chair from an instructional program within the division. The Texarkana College Policies and Procedures Manual delineates the responsibilities of the division chairs. This detailed job description is provided within the narrative below along with the additional unique job requirements associated with the Health Occupations Division Chair. Each Division Chair, along with lead faculty members designated as Program Coordinators, coordinates curriculum review and updating, textbook selection, class scheduling, and budget preparation with faculty within division programs. In addition to the associate degree programs, Texarkana College offers 24 workforce education programs in which students are awarded certificates of completion. The Division Chair and Program Coordinators in these programs meet the required instructional qualifications set forth by the Texas Higher Education Coordinating Board. A listing of Division Chairs and Program Coordinators is provided in a table at the end of this narrative. The professional credentials of each individual is included in attached documentation.
DIVISION CHAIR JOB DESCRIPTION
1. Oversees the process of hiring and evaluation of full- time and adjunct faculty.
2. Develops schedules of classes and assigns instructional assignments for full-time and adjunct faculty.
3. Responsible for pertinent reports and rosters for the division, including institutional effectiveness documentation, course syllabi, textbook requests, etc.
4. Represents the division at administrative meetings, events, etc. 5. Works collaboratively with the Deans of Academic Affairs /Developmental Education and Workforce Development, and division faculty in the design and modification of curriculum and instruction.
6. Works collaboratively with the Director of Admissions in assuring a smooth registration process.
7. Prepares division budget for submission to the V-P of Finance.
8. Works with students and faculty in the resolution of complaints and concerns.
9. Works collaboratively with the Director of Facility Services to assure a safe, attractive, and functional workplace.
10. Contributes to college planning through participation on committees.
11. Assists in the coordination of dual credit and distance learning courses in consultation with the Associate Dean of Evening and Continuing Education.
12. Assists in the advisement and counseling students in concert with the Counseling Center or through the division office.
13. Articulates the needs of the division to other units within the institution, i.e., Palmer Library, Instructional Technology, and Student Support Services.
14. Encourages and supports faculty in their professional development.
15. Periodically reviews and evaluates faculty within the division.
16. Assists in the development of recruitment and retention tools/systems relating to the division.
17. Teaches assigned classes and maintains office hours.
18. Coordinates the logistical support services for the division.
19. Approves purchases of supplies and equipment for the division’s instructional programs.
20. Recommends approval of professional leave and travel requests of division faculty.
21. Secures faculty input in all areas of division planning, class scheduling, budget preparation, professional development activities, and curriculum development and modification.
DIVISION CHAIR, HEALTH OCCUPATIONS DIVISION
In addition to functions and duties described for Division Chairs, the Chairperson of the Health Occupations Division is expected to:* 1. Maintain relationships with local, state, regional and national approval/accrediting agencies.
2. Ensure periodic review of clinical affiliation agreements and maintain a current file of clinical agencies used for students’ clinical experiences.
3. Assist faculty in the selection and evaluation of off-campus learning sites for submission for state approval.
4. Implement and document a comprehensive plan for total program evaluation of both the vocational nursing and associate degree nursing programs.
5. Maintain records that verify the continued credentials of Health Occupations Faculty.
6. Ensure that students and faculty are insured for professional liability.
7. Coordinate selective admissions processes.
8. Implement orientations for all new students in Health Occupations.
9. Verify program completion of graduates in readiness for taking the licensure exam.
10. Guest lecture as requested to nursing classes on selected topics.
11. Represent the Health Occupations Programs at local, state, and national meetings.
12. Coordinate annual reports to Texas Board of Nursing, National League for Nursing, and The National League for Nursing Accrediting Commission.
13. Comply with legislated guidelines for Nursing Peer Review.
14. Serve as ex-officio member of all teaching teams and all committees in the division.
*Because of these additional duties, the Division Chair of Health Occupations is not assigned a regular teaching load.
INSTRUCTIONAL DIVISION CHAIRS
Division Division Chair Credentials
Health Occupations Carol Hodgson Ph.D., R. N., Nursing
Humanities Michael Cooper M. F. A., Drama Natural Sciences and Royce Granberry Ed. D., Agricultural Technology Development; 18 grad. hrs. in Biology
Physical Sciences and Delbert Dowdy M. S., Physics Computer Technology
Social Sciences, Business, Vernon Wilder M. S. History/ Government and Distance Education
Bill Moss Workforce Education & FCI A. A. S. Programs
Texarkana College Employee Organizational Chart
The six Division Chairs represent one-hundred ninety-two years of collective experience in education with 157 of those in service to Texarkana College. These individuals exemplify excellence in their respective fields of study and are widely respected at TC for both their excellence in the classroom as well as their administrative leadership abilities. Each individual is uniquely qualified to lead the division for which they have oversight.
The Health Occupations Division includes programs for Associate Degree Nursing, Licensed Vocational Nursing, and Emergency Medical Technology/Paramedics. Dr. Carol Hodgson, Health Occupations Division Chair, began her career as a Registered Nurse in 1968. After four years exclusively in the field, she began work as an instructor for Texarkana College in 1972. In her 38 years of employment at TC, Dr. Hodgson continued her education, ultimately receiving her Ph.D in Nursing (2000) while simultaneously advancing in rank from faculty to ADN Coordinator, to VN Program Director, and finally to Health Occupations Division Chair. Experience in each of these leadership roles contributes to her unique understanding and expertise as the Health Occupations Division Chair. During her tenure at Texarkana College, Dr. Hodgson has participated in various leadership roles within the Health Occupations Division, leading to and maintaining accreditation by the National League for Nursing Accrediting Commission (NLNAC) as well as accreditation by the Texas Board of Nursing. Dr. Hodgson has served on accreditation review committees nationwide for the NLNAC. Dr. Hodgson is a leader within the Health Occupations community--locally, statewide and nationally.
The Humanities Division includes programs for English, literature, reading, public speaking, foreign languages, journalism, fine arts, and performing arts. Michael Cooper, Humanities Division Chair, received his Master of Fine Arts in Directing (1984) and Bachelor of Fine Arts in Acting (1979) and, subsequently, began his career in Creative and Performing Arts within higher education in Bakersfield, CA. Mr. Cooper joined the Humanities and Performing Arts Division at Texarkana College in 1988, serving progressively as faculty, Director of Drama, and Division Chair with the last ten of his twenty-three years at Texarkana College serving in all three capacities simultaneously. Mr. Cooper is active within the Performing Arts community of the greater Texarkana region, and his continued selection as Artistic Director of the Texarkana Repertory Company since 1990 demonstrates the high regard for his professional expertise. Mr. Cooper serves as sponsor for the Texarkana College Drama Club (the oldest student organization on campus - founded in 1927) and leads that student organization in state drama competitions very successfully each year. With his expertise, Mr. Cooper is uniquely qualified within the division to understand the essential components of all areas within his oversight.
The Natural Sciences and Technology Division includes programs of study for agriculture, biological sciences, and chemistry. Dr. Royce Granberry, Natural Sciences and Technology Division Chair, has served forty-five of his forty-six years in higher education at Texarkana College. He began as an instructor in 1966, then served as Chair of the Department of Agricultural Science before being named Chair of the Natural Sciences and Technology Division in 1978. He has continued in that leadership role for thirty-three years. In addition to being considered the "perfect gentleman," Dr. Granberry's educational background prepared him for his leadership position in natural sciences. He holds a B.S. in Agricultural Science, an M.S. in Agricultural Science and Biology, and an Ed.D in Agricultural Development. Dr. Granberry was one of the two initial recipients in 2000 of the Texarkana College Endowed Chair for Teaching Excellence.
The Social Sciences and Business Division includes programs for history, government, sociology, psychology, geography, child development, drug and alcohol abuse counseling, criminal justice administration, business administration, and office careers. Vernon Wilder became a full-time TC faculty member in 1996 and the Social Sciences and Business Division Chair in 2010. Previously, Mr. Wilder taught Social Studies in area high schools for twenty-three years and served as Social Studies Department Chair for seventeen of those years. He was also an adjunct Texarkana College faculty member throughout that time period. Mr. Wilder holds a B.S. in History and Government and an M.S. in Social Science; in addition, he is a self-taught computer guru. He offered U.S. History as one of the first Texarkana College online courses and has continued to stay on the cutting edge of distance education, focusing on how to improve quality and integrity in those courses. Mr. Wilder played an instrumental role in developing the initial Quality Enhancement Plan for Texarkana College.
The Physical Sciences and Computer Technology Division includes programs for mathematics, physics, physical science, and computer technology. Delbert Dowdy has served Texarkana College as a professor of physics for thirty-three years, and has served as Physical Sciences and Computer Technology Division Chair for the past ten years. Mr. Dowdy holds a MS in Physics and a BS in Physics and has devoted his entire career to Texarkana College. He has actively pursued ongoing professional development, collaborated on several grant projects, and is widely respected by his colleagues having been selected as a Texarkana College Endowed Chair for Teaching Excellence recipient. Mr. Dowdy serves on many TC committees and his leadership in the areas of professional development and pre-service teacher preparation demonstrate his commitment to instructional excellence for the students of TC.
The Workforce Education Division & FCI Programs includes programs for air conditioning and refrigeration technology, automotive technology, auto body technology, construction technology, cosmetolgy, diesel technology, drafting technology, electrician technology, electronics technology, and welding. William Moss has been with Texarkana College for the past two years serving as an Adjunct Instructor and a fulltime Instructor in Computer Technology. Mr. Moss was also the Program Coordinator for the offsite campus, FCI Texarkana. Mr. Moss holds an Associates in Arts degree from Texarkana College. In addition, Mr. Moss holds certifications in Microsoft Server 2000, Server NT Terminal Services, Windows 95, 98, 2000 and XP, XBase Reort Writer, and CompTia Web Development and Design. Prior to being employed by Texarkana College Mr. Moss was the Manager of Information Technology for the Ark-Tex Council of Governments for sixteen years. Mr. Moss has a broad range of experience with networking software and hardware, as well as server operating systems. As Interim Workforce Education Director and Chair, Mr. Moss has continued to serve Texarkana College working to improve the educational experience and success for students at Texarkana College.
It is important to note that a careful look at the Texarkana College Employee Organization Chart shows a slight adjustment to the existing divisions. Some changes reflect only a change in name, while other changes reflect reorganization of two divisions into one. The Physical Sciences Division and Natural Sciences Division were merged into one division on September 1, 2011, upon the retirement of senior faculty and Division Chair, Dr. Royce Granberry. The new division is now the Division of Math and Science. In addition, two new divisions are proposed to be created within the 2011-2012 academic year - the Business and Technology Management Division and the Division of Student Success, Teacher Education, and Library Services. With the creation of these new divisions, Texarkana College plans to move into the future with a focus on improved student services, outreach, and success.
In addition to the highly qualified Division Chairs described above, TC also designates faculty leaders as program coordinators for each discipline. Documentation of all program coordinators and their qualifications is provided in the Texarkana College Program Coordinators 2011.
Sources
Bill Moss
Carol Hodgson
Charles Vernon Wilder
Delbert Dowdy
Michael Cooper
Program Coordinators 2011
Royce Granberry
Texarkana College Catalog 2011-2012 (Page 24) Texarkana College Employee Organizational Chart
Texarkana College Policies and Procedures Manual (Page 71)
7
CS 3.11.3-Physical Facilities (Physical Resources: Physical facilities) The institution operates and maintains physical facilities, both on and off campus, that appropriately serve the needs of the institution's educational programs, support services, and other mission-related activities. (Comprehensive Standard 3.11.3)
Judgment
Compliant Non-Compliant Not Applicable
Narrative
Texarkana College maintains physical facilities sufficient to serve the needs of the institution for all educational programs, support services and mission-related activities. Currently the College occupies approximately 98 acres at the main campus and 360 acres at the college farm. There are 30 primary buildings on the main campus with an aggregate square footage of 468,964 square feet (Texarkana College Building List). A description of each building on the main campus is included in the Texarkana College Master Plan 2010, with these descriptions illustrating the appropriateness of the various facilities to the programs, services, and mission elements they serve. The original construction dates of these buildings range from 1960-2002. Texarkana College is fully staffed to carry out all maintenance, grounds and custodial functions according to procedures as detailed in the Texarkana College Facilities Procedural Manual.
Texarkana College has worked with an outside consulting firm to develop a comprehensive facilities master plan. The plan, a collaborative effort between the college board, administration, staff and the design team, places a clear emphasis on developing a student-centered campus environment. The plan also includes an analysis of the existing infrastructure and estimates of future deferred maintenance.
A comprehensive Texarkana College Five-year Capital Budget was developed which looks at the capital needs of Texarkana College and incorporates sound planning and allocation of resources. The Capital Budget was developed with the specific goal of furthering the College's progress toward achieving the goals outlined in the Texarkana College Strategic Plan 2010-2013. Several of these goals specifically relate to facilities such as "Expand health occupation and distance education programs," and "Improve the campus experience." More detailed objectives for these goals are explained in the Key Initiatives section of the Texarkana College Strategic Plan 2010-2013, (pp. 14-15).
FACILITIES UPGRADES
Texarkana College Facilities Services staff provides or supervises routine maintenance and upgrades for campus facilities. A brief outline of recent enhancements to facilities is provided in the Texarkana College Facilties Maintenance Upgrades 2009-2011. Many of the improvements focused on upgrading the facilities, classrooms, and laboratories, which while adequate to serve our mission, were outdated and not aesthetically pleasing.
In addition to enhancements of existing facilities, Texarkana College (in continuing efforts to fulfill our mission to serve the community by providing quality opportunities for workforce education and academic advancement) has acquired three off-campus sites: TC@TexAmericas, Texarkana College on Main, and the Texarkana College Regional Training Center for Automotive and Auto Body Technologies. Programs at the first two facilities (described below) are in their infancy and, as such, currently allow students to earn less than twenty-five percent of coursework towards a degree or certificate at Texarkana College. The Workforce Education programs for Automotive and Auto Body Technologies are long-standing existing programs through which students will continue to earn certificates and Associate of Applied Sciences degrees in a new, state-of-the-art facility.
TC@TexAmericas, located adjacent to Red River Army Depot (RRAD) near New Boston, TX, has a primary mission to educate and train employees at RRAD through continuing education hours. The site will also provide academic, workforce education, continuing education, and dual-credit courses/programs for the surrounding community. The RRAD off-campus facility (housing 19,259 square feet) was remodeled and equipment was purchased with the assistance of a $793,000 grant from funds appropriated by the Texas Legislature for the 2010-2011 biennium to be used as part of its Texas Defense Economic Adjustment Assistance Grant (DEAAG) Program.
Texarkana College on Main (housing 2,657 square feet), located in Atlanta, TX, has a mission to provide a variety of higher education courses/programs for the surrounding community, including academic, workforce, CE, professional education, and dual-credit. Atlanta is located 22 miles from Texarkana.
The existing Automotive and Auto Body Technology Workforce Education programs were relocated to a nearby off-campus facility, which has evolved to become the Texarkana College Regional Training Center (RTC) for Automotive/Auto Body Technologies. Although this property owned by Texarkana College is not contiguously connected to our main campus property, it is located only a few blocks from our constantly growing campus property. As part of our mission and strategic plan to improve services in Workforce Education, Texarkana College has actively pursued the acquisition of properties contiguous or very near our existing campus to provide for growth and expansion of facilities. A total of $119,877.01 was budgeted to renovate the existing facility (housing 22,573 square feet) to provide new accommodations for the two programs. The renovations for this state-of-the-art facility were completed and the programs relocated to the RTC in time for the fall 2011 semester.
SECURITY ENHANCEMENTS
Campus related crime and its relevance to the safety and security of our students have become a focal point for change at Texarkana College. Recognizing the need to increase not only our awareness but also our response to crime, Texarkana College set out to transform the security of our campus for the safety of our students and employees and the integrity of our physical facilities. In 2010, Texarkana College approved and adopted the transition from a Campus Police Department to that of a Department of Public Safety (DPS). The traditional methods of a reactive police department were no longer adequate to meet the needs of the changing campus. The transition to the Department of Public Safety model allowed for increased efficiency and continuity of all aspects of safety without sacrificing service to our students, faculty, and staff. Responsibility for campus security of all facilities and college property was transferred to the TCDPS for constant on-the-ground and video surveillance monitoring for both the interior and exterior of all facilities. The oversight and monitoring of fire management, haz-mat, and weather response plans and equipment for all college properties was also transferred to the TCDPS to ensure adherance to all necessary codes and a rapid response system for the safety and security of all TC students and employees as well as it's facilities.
This transition allowed Texarkana College to staff the newly formed Department of Public Safety with highly qualified law enforcement professionals and necessitated the relocation of the TCDPS to a newly remodeled, security-enhanced facility within the TC Annex Building. The strategic location of the TCDPS within the same complex as the Office of Information Technology provides additional security of valuable technology infrastructure and equipment for the college. The primary student housing facility is also within the same complex ensuring the security of college and student property and a greater level of safety for those students. Within the new offices of the TCDPS, TC implemented and maintains a standardized property and evidence room overseen by a certified property and evidence custodian. All of the property and evidence procedures follow those mandated by the State of Texas. In an effort to assure quality controls were in place, the Texarkana College Department of Public Safety upgraded our records management system to include the implementation of Report Exec. Report Exec is a software suite that allows for centralized reporting and records management while maintaining data for state and federal mandates.
Under the guidance of the Executive Director of Public Safety and Police Services, Texarkana College was able to employ five veteran commissioned Peace Officers, one of which is certified in both Sexual Assault investigation and Hostage Negotiations. Likewise, a second officer was added that has extensive training in the realm of tactical enforcement including but not limited to qualification in rifle marksmanship with a sniper designation. Two of the Officers have received training and certification in RAD (Rape Aggression Defense) and offer continuing education classes to our students and surrounding community. All officers received extensive training in a certified First Responder/EMS course in an effort to provide immediate medical attention if needed. To increase the safety of our officers, a joint collaboration was formed with local law enforcement agencies. These collaborations include mutual aid, communications, and training. These five highly trained Peace Officers, in addition to the regular TC Security staff, conduct regular patrol of all campus properties and facilities twenty-four hours a day, seven days a week, to provide a safe and secure environment and ensure rapid response in the event of an emergency involving either people or facilities.
In March 2011, Texarkana College was certified by the National Weather Service as a Storm Ready Campus. This designation is granted to campuses that have exceeded standard qualifications for alerting students to the possibility of inclement weather situations. This is done by maintaining a twenty-four hour/day monitoring station equipped with three or more methods of monitoring weather conditions. Likewise, a Storm Ready campus must have an approved weather emergency preparedness plan. The campus must have the ability to immediately notify students, staff, and faculty. This is done through our current immediate notification system RAVE Alert. Rave Alert, implemented in January, 2011 gives Texarkana College the ability to deliver information instantly to all registered users via text message, e- mail, and RSS feeds. (Texarkana College Emergency Preparedness Brocure)
There have been many changes in the area of Public Safety at Texarkana College and many more to come. Texarkana College looks forward to continuing on our current path of providing a safe and secure environment to our students, staff, and community.
Sources
3113 Physical Facilities
o Building List
o Capital Budget TOC and Intro
Emergency Preparedness and Response Brochure
Facilities Maintenance Upgrades 2009-2011
Facilities Master Plan
Texarkana College 5 year capitol budget
Texarkana College Building list
Texarkana College Facilities Procedural Manual
Texarkana College Master Plan 2011
Texarkana College Strategic Plan 2010-13
Texarkana College Strategic Plan 2010-13 (Page 14)
8
FR 4.1-Student Achievement (Student achievement) The institution evaluates success with respect to student achievement including, as appropriate, consideration of course completion, State licensing examination, and job placement rates. (Federal Requirement 4.1)
Judgment
Compliant Non-Compliant Not Applicable
Narrative
Texarkana College strives for student success and continuously evaluates student achievement to measure the quality of courses, programs and services. The College has identified increased success of students as a top priority in the Texarkana College Strategic Plan 2010-2013, (p.13). The College demonstrates compliance with Federal Requirement 4.1 by collecting and analyzing data from a variety of sources; the data includes course completion rates, graduate performance on state and national licensing/certifying exams, number of associate degrees and certificates awarded, and job placement rates. In conjunction with the Texas Higher Education Coordinating Board, Texarkana College publishes annually the Texas State Performance Measures Report that includes several measures of student achievement and variables that may impact student achievement. Data from the last five years from this report are shown in supporting document Performance Measure History. Included in the report are:
Percentage of students completing courses Percentage of contact hours taught by full-time faculty Number of students who transfer to a four-year college or university Percentage of minority students enrolled Percentage of students enrolled who are academically disadvantaged (defined as those students who were required to enroll in one or more remedial courses, as determined by their performance on state-mandated tests) Percentage of students enrolled who are economically disadvantaged (defined as those students whose family income qualifies them for federal grants) Percentage of students in remedial courses who satisfy the Texas Skills Initiative obligation in math, reading, and writing (Prior to 2008, students who were required to take remedial courses were also required to re-test in the area of remediation until they passed the state-mandated exam; this requirement ended in 2007.) Percentage of graduates who pass a licensure or certification exam Administrative cost as a percent of total expenditures Number of degrees or certificates awarded.
These variables are discussed in the narrative that follows. Student success is reflected in the percentage of students who successfully complete their courses, both academic transfer and workforce, and the rates of successful completion of developmental education courses by students who did not meet the Texas Success Initiative. Student success is further reflected in the number of degrees and certificates that are awarded. The extent to which student success is dependent upon having faculty available for advisement, mentoring, and assistance outside of regular class time is reflected in the ratio of full-time to adjunct instructors.
RATES OF SUCCESSFUL COURSE COMPLETION
Course completion rates for both academic transfer and workforce education courses were compared (Tables 1 & 2). The percentage of students in both groups who earned a grade of C or higher was used as a criterion for success. The percentages of both academic transfer and workforce education students who successfully completed their courses consistently remained above 80% for academic transfer courses and at 90% and higher for workforce education students.
TABLE 1
SUCCESSFUL COURSE COMPLETION IN ACADEMIC TRANSER COURSES (GRADES A, B, C)*
Reporting Fall Spring Period
N Successful % N Successful %
2005-06 7829 6772 85.4% 6980 6072 87.0%
2006-07 8180 6923 84.6% 7218 6250 86.6%
2007-08 8941 7435 83.2% 7716 6575 85.2%
2008-09 9275 7597 81.9% 8029 6706 83.5%
2009-10 10459 8529 81.5% 8640 7195 83.3%
*Withdrawals and Incompletes excluded Texas Performance Measures History Report
TABLE 2
SUCCESSFUL COURSE COMPLETION IN WORKFORCE EDUCATION COURSES (GRADES A, B, C)*
Reporting Fall Spring Period
N Successful % N Successful %
2005-06 722 661 91.6 763 720 94.4%
2006-07 749 703 93.9% 717 677 94.4%
2007-08 917 878 95.7% 854 774 90.6%
2008-09 1267 1162 91.7% 1183 1107 93.6%
2009-10 1528 1402 91.8% 1411 1319 93.5%
*Withdrawals and incompletes excluded Texas Performance Measures History Report
SUCCESSFUL COMPLETION OF DEVELOPMENTAL EDUCATION COURSES (STUDENTS WHO DID NOT MEET TEXAS SUCCESS INITIATIVE)
The Texas Success Initiative mandates that students who do not achieve minimum scores on placement tests in writing, reading, and math be enrolled in appropriate developmental classes for remediation. At Texarkana College, two levels of developmental writing and three levels of developmental math must be successfully completed with a grade of C or higher before a student can be enrolled in gateway (entry- level) college courses. In all of the courses (Table 3), the percentage of students who successfully completed the courses with a grade of C varied each year within a narrow range. A higher percentage of students were successful in the second developmental English course (Engl. 0032) than in the second developmental math course (Math 0032). Although these performance numbers are typical of success rates for developmental courses in community colleges, we are not satisfied with these levels for Texarkana College students. As a result, we have selected 'improvement in developmental course success' as an area of emaphasis for two of our intervention components for our Achieving the Dream (AtD) work. In particular, one intervention component will progressively bring to scale a College Success Strategies course originally piloted as part of the TC Quality Enhancement Plan for students placing into all three areas of developmental education. A second intervention component of our AtD plan addresses several strategies for improving success rates in the developmental math sequence through an accelerated, modular-based program, an intensive bootcamp program to improve proper placement within the sequence, and an integrated Intermediate and College Algebra course designed to facilitate completion of both the highest level of the developmental math sequence and the next subsequent gateway math course simultaneously.
TABLE 3
SUCCESSFUL COURSE COMPLETION IN DEVELOPMENTAL EDUCATION COURSES (GRADES A, B, C)
Reporting Engl. 0031 Engl. 0032 Math 0031 Math 0032 Math 0033 Period
N % N % N % N % N %
2007-08 126 48% 150 55% 371 49% 370 36% 303 50%
2008-09 175 45% 137 61% 388 47% 377 45% 315 43%
2009-10 251 52% 257 62% 479 46% 373 39% 358 47%
Texarkana College Office of Institutional Effectiveness and Research
SUCCESSFUL COMPLETION OF GATEWAY COLLEGE COURSES
The rates of success in gateway college courses (Engl. 1301 and Math 1314) were tracked for students who had completed the developmental sequence in satisfying the TSI requirement (Table 4). The percentage of students who successfully completed the college-level courses with a grade of C or higher, was comparable to the grade achievement in the highest level of developmental English (Engl. 0032) while the percentage for Math 1314 was several percentage points higher than for the highest level of developmental math (Math 0033).
TABLE 4
SUCCESSFUL COMPLETION RATES IN GATEWAY COLLEGE COURSES (GRADES A, B, C) FOLLOWING DEVELOPMENTAL STUDIES Reporting Engl. 1301 Math 1314 Period
N % N %
2007-08 574 57% 367 56%
2008-09 723 57% 416 55%
2009-10 636 56% 425 57%
Texarkana College Office of Institutional Effectiveness and Research
RETENTION/PERSISTENCE RATES OF FIRST TIME IN COLLEGE (FTIC) STUDENTS
The retention/persistence rates of FTIC students were tracked for college credit classes, developmental classes, Fall to Spring and Fall to Fall (Table 5). The percentage of persistence in college credit classes steadily improved over time from 84& to 90% in 2010; likewise, the percentage of persistence in developmental classes shows improvement over time from 76% to almost 84% in 2010. Similarly, the Fall to Spring Retention rates of FTIC students progressively improved over time by 6% - from 71.4% to 77.8% in 2010. Although Fall to Fall Retention rates have not improved as significantly over time, the data still indicate a progressive improvement.
TABLE 5
FIRST TIME IN COLLEGE (FTIC) STUDENTS
Credit Class Developmental Class Fall to Fall to Fall Persistence Persistence Rates Spring Retention Rates (Fall) (Fall) Retention
2006 84.40% 76.60% 71.40% 47.30%
2007 84.20% 76.20% 70.40% 46.30% 2008 84.90% 75.20% 70.90% 49.30%
2009 86.40% 77.20% 75.50% 50.10%
2010 90.40% 83.90% 77.80%
CONTACT HOURS TAUGHT BY FULL-TIME FACULTY
The percentage of contact hours taught by full-time faculty has steadily decreased in recent years though it has remained well above 50% (Table 6). The College has experienced increased enrollment which resulted in a higher percentage of additional sections in both day and evening classes being taught by adjunct faculty. Currently, there is no College policy that stipulates the percent of contact hours that are to be taught by full-time faculty, nor is there a policy regulating the ratio of full-time to part-time faculty.
TABLE 6
PERCENT CONTACT HOURS TAUGHT BY FULL-TIME FACULTY
Reporting Period %
2005-06 81.5%
2006-07 77.8%
2007-08 73.9%
2008-09 63.5%
2009-10 70.0%
Texas Performance Measures History Report
NUMBER OF STUDENTS WHO TRANSFER TO A FOUR-YEAR INSTITUTION The number of students who transfer to four-year institutions has ranged from 290 to 313 for the past four years (Table 7). These numbers reflect only those Texarkana College students who transferred to four-year institutions in Texas. The present system of tracking transfer students does not enable tracking in other states. Because of the proximity of Texarkana College to the states of Arkansas, Oklahoma, and Louisiana, numerous students transfer to colleges and universities in those states as well as others. Texarkana College had planned to join the National Student Clearinghouse (NSC), which allows colleges to follow students into any college or university that participates, two years ago. However, the institution purchased and began the full implementation of a new Enterprise Resource Program (ERP), Banner by Sungard. At that time the decision was made to postpone joining the NSC to prevent duplication of effort in formatting data from our antiquated locally developed database for NSC only to repeat the process within eighteen months with the newer and simpler Banner system. Texarkana College completed the transition of the student database to the Banner system in June, 2011. Representatives of the Office of Institutional Research and Effectiveness and Admissions/Registrar Office attended a workshop presented by the NSC in Texarkana, AR, in August, 2011, to gather the necessary information to facilitate Texarkana College becoming an official member of the NSC. Plans are underway to join in late 2011 or early 2012. Upon joining the National Student Clearinghouse, Texarkana College will be able to access transfer student information from any state.
TABLE 7
STUDENTS WHO TRANSFER TO A FOUR- YEAR INSTITUTION
FY 2007 FY 2008 FY 2009 FY 2010
313 313 290 298
Texarkana College Office of Institutional Effectiveness and Research
PERCENTAGE OF MINORITY STUDENTS ENROLLED
As reflected in Table 8, the percentage of enrolled students who are identified as minorities remained fairly constant, around 20%, until 2010, when the percentage increased to almost 23%. This increase could be a result of the College hiring two full-time recruiters and placing a greater emphasis on attracting minorities as students. The College will continue to track this variable to determine if a trend develops; the demographics of the service area are changing, with minority population increasing.
TABLE 8 PERCENT OF ENROLLED STUDENTS WHO ARE MINORITIES
Reporting Period %
2005-06 20.00%
2006-07 19.70%
2007-08 20.80%
2008-09 20.50%
2009-10 22.96%
Texas Performance Measures History Report
PERCENTAGE OF STUDENTS ENROLLED WHO ARE ACADEMICALLY DISADVANTAGED
Academically disadvantaged students are those students who are required to enroll in one or more remedial courses, based on their performance on state-mandated tests or failure to meet the requirements of the Texas Skills Initiative (TSI). The percentage of academically disadvantaged students has increased by over 13 % in five years (Table 9). This could be due to an increase in financial aid through the Rising Star Scholarship, enabling many students to attend college who might otherwise have been unable to because of economic circumstances and lack of qualifications for earning academic scholarships. The increase of over 12% from 21.00% in 2005-06 to 33.6% in 2006-07 coincided with the second year that the Rising Star Scholarship was offered.
TABLE 9
PERCENT OF ENROLLED STUDENTS WHO ARE ACADEMICALLY DISADVANTAGED
Reporting Period % 2005-06 21.00%
2006-07 33.60%
2007-08 29.62%
2008-09 31.50%
2009-10 34.60%
Texas Performance Measures History Report
PERCENTAGE OF STUDENTS ENROLLED WHO ARE ECONOMICALLY DISADVANTAGED
Economically disadvantaged students are defined as those students whose family income qualifies them for federal grants. As shown in Table 10, the percentage of enrolled students who are economically disadvantaged has varied over the past five years, ranging from a low of 22% in 2005-06 to a high of 29.50% in 2008-2009. Aggregating and trending this data is useful in describing the population that is served by the college and planning for the amount and type of financial aid that may be needed if the population is to be adequately served.
TABLE 10
PERCENT OF ENROLLED STUDENTS WHO ARE ECONOMICALLY DISADVANTAGED
Reporting Period %
2005-06 22.00%
2006-07 28.00%
2007-08 24.71% 2008-09 29.50%
2009-10 28.60%
Texas Performance Measures History Report
PERCENTAGE OF STUDENTS WHO PASS A LICENSURE OR CERTIFYING EXAM
The percentage of students who pass a licensure or certifying exam is one of the variables that indicate student achievement. It is reported in the Texas Performance Measures History Report but only in composite form. Currently, there is no central repository at Texarkana College for collection of pass-rate data. Data are collected by individual faculty or programs and kept in various offices on campus and supplied when requested for state reports. The Texas Performance Measures History Report shows that from FY 2006 to FY 2009, the percentage increased each year, from 91.4% to 96.6%. In 2010, the percentage decreased to 91.63%.
The College has six workforce programs whose graduates must pass either a licensing or certifying exam to be qualified to enter the workforce in their chosen field. These are:
1. Associate Degree Nursing 2. Cosmetology 3. Drug and Alcohol Abuse Counseling 4. Emergency Medical (Basic) 5. Emergency Medical (Paramedic) 6. Vocational Nursing
Although there is no campus benchmark for pass-rates, it is noted that for both nursing programs, the Texas Board of Nursing requires that at least 80% of graduates pass the licensing exam on the first attempt. The chart Passing Rates for Licensure/Certification Exams shows the pass-rates for the six programs whose graduates must pass a licensure or certifying exam for employment in the field. The report for the last five years for which data are available depicts the pass-rate for all candidates for the year, not only the pass-rate on the initial attempt.
ADMINISTRATIVE COST AS A PERCENT OF TOTAL EXPENDITURES
A variable that indirectly impacts student achievement and is tracked by Texarkana College is administrative cost as a percent of total expenditures. As noted in Table 11, excerpted from the College Business Office Annual Audits, the percentage increased slightly every year for the five year period from 2005-2009. A detailed summary of the Annual Financial Reports for the academic years: 2005-2006, 2007-2008, 2008-2009 are included in the document list of this report.
TABLE 11
ADMINISTRATIVE COST AS A PERCENT OF TOTAL EXPENDITURES
2005 2006 2007 2008 2009
Total Operating Expenses $21,835,983 $22,835,979 $23,975,653 $24,909,062 $27,875,035
Total Institutional Support (Administrative $1,702,206 $1,960,639 $2,075,800 $2,264,580 $2,788,637 Cost)
Percentage 7.8% 8.6% 8.7% 9.1% 10.0%
Texarkana College Business Office – Annual Audit
NUMBER OF DEGREES AND CERTIFICATES AWARDED
The number of associate degrees and certificates awarded has steadily increased over the past five years (Table 12). The increased numbers reflect a greater emphasis on having degree plans on file, resulting in more effective advisement and monitoring of the student’s progress through their educational programs. Although this upward trend exists, the data for 2009-2010 represent a deviation from that trend. The possible causes for this deviation are being studied with one possible reason involving a disruption in the reverse articulation agreement between TC and our local senior transfer institution, Texas A&M University-Texarkana, during their 2009-2010 downward expansion. Communication in this important partnership has been restored and it is anticipated that the increasing trend in TC graduates will continue in the future.
TABLE 12 NUMBER OF GRADUATES
Reporting Period Associate Degrees Certificates Total
2005-06 191 516 707
2006-07 281 628 909
2007-08 453 645 1098
2008-09 447 676 1123
2009-10 375 522 897
Texas Performance Measures History Report
JOB PLACEMENT RATES
For many years, the college has attempted to gather graduate job placement data by means of a graduate survey; however, lacking an office of institutional research and a clearly defined system for collecting, collating, and analyzing the data, the responsibility was primarily left to individual divisions or programs. Typically, the rate of returns has been very low. As a result, information on graduates, including job placement, has been sporadic and inconclusive. Faculty and administration recognized the need for a revised, comprehensive process for graduate follow-up. As a result, the SCANTRON Survey Solution Package has been purchased. A campus-wide committee has been formed to design a new graduate survey, to implement a plan to administer the instrument; to collect, collate, and analyze the data; and to distribute the findings. The plan will be implemented in the 2011-2012 academic year.
SUGGESTIONS FROM THE TC SACS SUBCOMMITTEE RE: 4.1
1. That some individual or committee set goals or benchmarks for the indicators of student achievement. 2. That a central office or repository be established on campus to monitor licensure/certification data. 3. That the process for collecting data from graduates be revised to increase returns of surveys, collate and analyze the data, and distribute the findings to appropriate entities for program improvement.
Sources
Student Achievement - Passing Rates for Licensure
Student Achievement - Performance Measures Report 2006-2010
Student Achievement - TC Annual Financial Report 2006- 2005 (Page 9)
Student Achievement - TC Annual Financial Report 2008-2007 (Page 9)
Student Achievement - TC Annual Financial Report 2009-2008 (Page 10)
Student Achievement Gateway-Remed 2007-09
Student Achievement Minorities - Developmental - Pell Vs Non Pell
Texarkana College Strategic Plan 2010-13 (Page 14)
9
FR 4.2-Program Curriculum (Program curriculum) The institution's curriculum is directly related and appropriate to the purpose and goals of the institution and the diplomas, certificates, or degrees awarded. (Federal Requirement 4.2)
Judgment
Compliant Non-Compliant Not Applicable
Narrative
Texarkana College has been meeting the educational needs of the local community as well as several counties in the four states area since 1927. All aspects of the educational curriculum are congruent with the mission, vision and goals of the College. The mission defines the College’s reason for being and primary functions, while the institutional goals delineate twelve specific college-wide goals that support the mission. All initiatives, outcomes, and strategic directives are directly linked to the mission through a related institutional goal. The College’s Mission Statement (Texarkana College Catalog 2011-2012, (p.11)) affirms
Texarkana College prepares individuals for success in life by providing quality opportunities for workforce education and academic advancement.
The mission is the cornerstone and first phase of the planning and assessment system. The second phase is the Vision Statement that describes what the college aspires to be and do for the community. The Vision Statement providing the outline for the three-year Strategic Plan, (pp.7-8) is as follows:
Texarkana College will be a catalyst for student success through:
Increased academic achievement Workforce education Effective use of technology Community enrichment
The key components of the mission and vision of Texarkana College show that the institution's curriculum is directly related and appropriate to the Institutional Goals (Objectives) of the institution. The goals included in the Texarkana College Catalog 2011-2012, (p.11) are as follows: 1. Provide fully-accredited, transferable courses that can be applied toward an associate or bachelor's degree. 2. Provide and develop technical and occupational programs that will enable the student to enter the job market with immediately marketable skils or enhance existing skills for occupational advancement. 3. Provide continuing education courses to meet the cultural, practical, and workforce development needs of the community. 4. Provide student development sevices to aid each student in realizing his or her individual capabilities. 5. Support the community by promoting aesthetic, cultural, and civic activities. 6. Provide support for faculty and staff growth and development. 7. To provide a healthful, safe and secure physical environment conducive to learning for all students regardless of sex, race, religion, age and disability. 8. To ensure that best practices in management principles are utilized in the operation of Texarkana College. 9. To provide developmental studies that will enable students to acquire the basic skills needed for successful completion of their college studies. 10. To enhance and support diversity of faculty, staff and students. 11. To provide articulation agreements and dual credit enrollment opportunities. 12. To provide and maintain an infrastructure of technnology to enhance instructional and administrative computing.
Texarkana College develops and publishes strategic goals as part of its Strategic Plan, (p.13). The goals for 2010-2013 are as follows:
Increase student persistence and success. Increase interest in and support for the College. Invest in TC people Improve delivery and use of student support services Improve the campus experience Expand health occupations and distance education programs. Enhance and maintain an information technology infrastructure
Key initiatives are in place to fulfill the above seven strategic goals over the next three years. The number one ranking goal is to increase student persistence and success.The mission, vision, and strategic goals provide evidence that the institution’s curriculum is directly related and appropriate to the overall purpose and goals of the institution.
EDUCATIONAL SERVICES
Texarkana College offers a variety of educational services designed to support the stated mission objectives;including:
Concurrent Enrollment-students are qualified high school students who enroll in regular college classes. Cooperative Education Programs-provide academic classes that integrate theory content with supervised work experience in business, industry and public agencies. Developmental programs and services-designed to help students achieve their maximum potential in the areas of academic, cultural, social, civic and physical development. Texarkana College offers 63 degrees, diplomas, and certificates: o Associate Degree of Applied Science---14 o Associate Degree of Arts---13 o Associate Degree of Science---6 o Certificates of Graduation---30 o Distance Education--- New programs added to Texarkana College’s curriculum portfolio and approved by SACS since the last Reaffirmation in 2005 include; Associate of Applied Science in Culinary Arts, one year certificate in Culinary Arts, Associate of Applied Science in Construction Technology, one year certificate in Construction Technology, and Associate of Applied Science in Cosmetology.
CORE CURRICULUM
In accordance with Texas Education Code, 61.821-61.831, each general academic institution,community college, and health-related institution shall design a core curriculum, including specific courses composing the curriculum, of no less than 42 lower-division semester credit hours. The core curriculum for Texarkana College consisting of 44 hours,is included in the Texarkana College Catalog 2011- 2012, (p.24). Course offerings in the core curriculum incorporate the basic intellectual competencies such as reading, writing, speaking, listening, critical thinking, and computer literacy, which are essential to the learning process in any discipline.
COMMUNITY OFFERINGS
Texarkana College is an active partner with the community in providing and promoting aesthetic,cultural, and civic acitivities that include the folowing:
Tex Rep Theatre productions Choirs performing with the Texarkana Symphony Orchestra Classical piano recitals Art exhibits Political forums
QUALITY
The College is committed to providing high quality programs that prepare students for first careers, career advancement or changing careers,thus the logo "a great place to start or start over." Curriculum related to the pre-professional fields of study and arts and sciences provide a strong foundation of the first two years of college for students who plan to transfer to a four-year institution.
COLLEGE CURRICULUM OVERSIGHT
A formal process for reviewing and approving new curriculum/programs was approved January 21, 2011. The functions and processes of the Curriculum Committee of Texarkana College are as follows: Meet as needed to respond to college issues as recommended by the Dean of Academic Affairs and the Dean of Workforce Education. Maintain and design adequate processes for the review of programs, degrees, and individual courses. Review new programs and courses to determine that they meet the Texas Higher Education Coordinating Board (THECB) guidelines for new Academic or Workforce programs and ensure compliance with Southern Association (SACS) requirements. In addition, new offerings should be evaluated for possible inmpact on coordination with other areas of the college, such as the library, counseling, tutoring,etc. Recommend new programs and courses to the Deans. Maintain oversight of the College's core curriculum and recommend changes to the Deans. Review the process for College acceptance of credit and ensure that it complies with State regulations, i.e. program length. Set an internal process to deactivate a program or degree. (Applications for Program Deactivation must be filed with the THECB, with a plan in place to "teach out currently enrolled students.")
Committee members include all Deans, Division Chairs, Director of Admissions, representatives from counseling, the librarian, and two faculty members from both workforce and academic areas.
Texas Administrative Code, Title 19 provides criteria for approval of new academic associate degree progrms and steps for implementation. The THECB monitors each community college to ensure quality and viability of its programs. An annual report is submitted to the THECB addressing areas such as retention, employment rates, etc.
The College requires all Associate in Applied Science programs to have advisory committees that meet at least once per academic year and should, if possible, have a quorum present. TC Advisory Committees are as follows: Auto Body Automotive and Diesel Technology Business Careers Child Development Computer Technology Information Systems Cosmetology Criminal Justice Culinary Arts Drug and Alcolhol Abuse Counseling HVAC Industrial Electricity & Electronics Technology Marketing Office Careers Small Engine Repair An advisory committee is composed of individuals who have expertise in their respective fields and who may employ graduates of the College. All meetings of the advisory committee are recorded in official minutes which are filed in Division Offices. Examples of Advisory Board minutes from the time period 2005-2010 are provided in the table below. Guidelines for advisory committees are found in ChapterThree of the Workforce Education Program Elements (GIPWE2008, p28).
Advisory Board Minutes (samples) Automotive and Diesel Technology 2005-2010 Culinary Arts 2006-2007 Office Careers 2010
SUPPORTIVE ENVIRONMENT
Texarkana College strives to maintain a supportive environment for its students. The faculty and staff are kind, caring, motivating individuals who desire for the students to achieve their goals and dreams. To that end the College provides the following services:
Admissions, Registration, Records, and Graduation Advisement and Counseling Disability Services Financial Aid and Veterans' Affairs New Student Orientation and College Sucess Course Outreach and Recruitment Student Life and Student Government
The campus library is staffed with professional librarians. Services within the library include:
Reference Interlibrary loan Computers for student use Instruction
Other services offered by the library are made available through reciprocal agreements with the Area Health Education Consortium and Texas A&M University-Texarkana.
Sources
Advisory Board Minutes - Automotive Technology 2005-2010
Advisory Board Minutes - Culinary Arts 2006-2007
Advisory Board Minutes - Diesel Technology 2005-2010 Advisory Board Minutes - OFC 2010
Texarkana College Catalog 2011-2012 (Page 11)
Texarkana College Catalog 2011-2012 (Page 12)
Texarkana College Catalog 2011-2012 (Page 24)
Texarkana College Strategic Plan 2010-13
Texarkana College Strategic Plan 2010-13 (Page 14)
Texarkana College Strategic Plan 2010-13 (Page 8)
Texas Administrative Code, Title 19
Texas Education Code, 61.821-61.831
Vision Statement
Workforce Education Program Elements (GIPWE2010) (Page 16)
Workforce Education Program Elements (GIPWE2010) (Page 34)
10
FR 4.3-Publication of Policies (Publication of policies) The institution makes available to students and the public current academic calendars, grading policies, and refund policies. (Federal Requirement 4.3)
Judgment
Compliant Non-Compliant Not Applicable
Narrative
Texarkana College (TC) is committed to making available all pertinent information, including academic calendars, grading policies, and refund policies to students, the public, faculty, and staff in easily accessible locations. Policies related to grading and refunding of tuition are included in online and printed versions of the Texarkana College 2011-2012 Catalog. The College publishes the policies of the institution which are voted on by the Board of Trustees for Texarkana College through the Texas Association of School Boards (TASB). Membership in TASB Policy Service provides services and resources that help trustees master their respective roles and reward the trust of students and employees with excellent local governance. In addition to providing policy services in compliance with Texas state mandates, the TASB Policy Service works with the college to incorporate local updates. The TASB Policy Service also provides access to Policy Online through the college website by clicking on About from the home page and then Board Policy Manual (Texarkana College Board Policy Manual).
Membership in TASB Policy Service provides services and resources that help trustees and superintendents master their respective roles and reward the trust of parents, students, and employees with excellent local governance.
ACADEMIC CALENDARS
The academic calendar is available in a variety of venues including the Texarkana College Catalog 2011- 2012, (p.3), the TC website and Registration Schedules(Spring 2011, Fall 2011). The Admissions and Financial Aid Link on the TC website includes the academic calendar, catalog and class schedules(registration schedules) and registration information. In addition to the TC Catalog and website,Texarkana College produces three supplementary editions called Registration Schedules relative to the specifics of registration for each academic semester in the year (fall, spring, and summer semesters) which are free to prospective students and the public. Fall and Spring Registration Schedules are mailed to each residence in the College's designated service area. These documents contain semester-specific information including, but not limited to, the academic calendar, registration and fee payment dates, policies and procedures for withdrawal or cancellation, student privacy rights under the Family Educational Rights and Privacy Act and refund of fees.
Grading Policies Grade Explanation Grade Points per Semester Credit Hour (SCH)
A Excellent 4 B Good 3 C Average 2 D Passing 1 F Failure 0 I Incomplete 0 W Withdrawn Passing 0 WF Withdrawn Failing 0 H Honors Designation 0 CR Credit 0 NC No Credit 0
This and additional institutional grading policies are made available in paper and online versions of the Texarkana College 2011-2012 Catalog under General Academic Regulations, (pp.34-36).
REFUND POLICIES
Texarkana College's refund policies are in adherence with the Texas Administrative Code on Refund Policies. Texarkana College publishes its refund policy related to tuition in the Texarkana College Catalog 2011-2012, (p.73). According to the Texas Administrative Code on Refund Policies, institutions may charge a nonrefundable $15.00 matriculation fee if the student withdraws from the institution before the first day of class. A summary of the primary refund policy in place for students is as follows.
Students officialy withdrawing during a regular 16-week schedule are eligible for a refund of tuition and fees according to the following schedule:
Prior to the first class day (less $15) matriculation fee...... 100% First through fifteenth class day...... 70% Sixteenth through twetieth class day...... 25% Thereafter...... None
Students officially withdrawing from a summer, mini or fast track semester are eligible for a refund of tuition and fees according to the following schedule:
Prior to the first class day (less $15) matriculation fee...... 100% First through fifth class day...... 70% Sixth class day...... 25% Thereafter...... None
Sources
Texarkana College Board Policy Manual
Texarkana College Catalog 2011-2012 (Page 33)
Texarkana College Catalog 2011-2012 (Page 35)
Texarkana College Catalog 2011-2012 (Page 4)
Texarkana College Catalog 2011-2012 (Page 73)
Texarkana College Schedule - Fall 2011
Texarkana College Schedule - Spring 2011
Texarkana College Website
Texas Administrative Code on Refund Policies
11
FR 4.4-Program Length (Program length) Program length is appropriate for each of the institution's educational programs. (Federal Requirement 4.4)
Judgment
Compliant Non-Compliant Not Applicable
Narrative
PROGRAM LENGTH (FEDERAL REQUIREMENT 4.4 AND CORE REQUIREMENT 2.7.1) IS APPROPRIATE FOR EACH OF TEXARKANA COLLEGE'S EDUCATIONAL PROGRAMS.
The program length is appropriate for each of the College's educational programs. Texarkana College considers both the number of classroom hours that equate to an hour of academic credit and the number of semester hours required for degree completion. The College clock-hour programs are currently under conversion to a semester system; this conversion will be complete in Fall, 2011. Programs are offered at the certificate and the associate degree levels.
Certificates range from 9 to 51 semester credit hours
Associate Degrees range from 60 to 72 semester credit hours
CERTIFICATE PROGRAMS
Thirty-one Certificate Programs have been approved through the State of Texas and are currently being offered to students. All of the Certificate Programs fall into appropriate length guidelines. The attached document, Certificate Program Length, details the programs.
DEGREE PROGRAMS
All Texarkana College Associate of Arts (AA) and Associate of Applied Science (AAS) Degrees fall within the Texas Administrative Code requirements for length (Title 19, Part 1, Chapter 9, Subchapter J, Rule 9.183). Two of the AAS degrees (Criminal Justice and Nursing) have more than the maximum of 66 Semester Credit Hours (SCH) as usually allowed because they include a Field of Study Curricula (FOSC). The State of Texas allows for degrees to exceed the 66 SCH if they contain a FOSC (see the document Standards for Academic Associate Degree Programs). AAS degrees in Electronics Technology and Emergency Medical Technology also exceed the standard SCH limit due to special circumstances. See the document Associate Program Length for a listing of all degrees at Texarkana College.
The information concerning degree requirements and program length is published in the Texarkana College Catalog 2011-2012, (p.80), which is available in both printed and on-line form. Students in both Certificate and Degree Programs undergo advisement and receive an Official Degree Evaluation from the Admissions Office.
All new Degree or Certificate Programs and changes to the requirements of these Programs are reviewed and approved by the Texarkana College Curriculum Committee with the following members: Dean of Academic Affairs and Developmental Education, Dean of Workforce Education, Dean of Enrollment Management, Division Chairs, Counseling Representative, Director of Admissions, Assistant Dean of Continuing Education and Librarian. Faculty and students are invited to attend meetings of the Curriculum Committee. Recommendations from the Curriculum Committee must also be approved by the President of Texarkana College before being submitted to the State of Texas.
Texarkana College has a traditional semester calendar, with summer and other special “mini” or “Fast Track" terms that have equivalent periods of class time. (Distance Education Faculty Handbook, (p.97) A traditional semester is sixteen weeks; each three credit hour course meets forty-eight class hours. For distance learning courses, curriculum is developed with an equivalent sixteen weeks of assignments/exams so that requirements are congruent with those for traditional, face-to-face classes. Before a distance learning course is approved, the "Standards for Certification" must be met, as outlined in the Distance Education Faculty Handbook, p.16. The process for ensuring equivalency is reinforced by the requirements of meeting "Standard Course Content" Distance Education Faculty Handbook, (p.31) and the "Course Equivalency Form" Distance Education Faculty Handbook, (p.97).
Sources
Associate Program Length
Certificate Program Length
Distance Education Faculty Handbook
Distance Education Faculty Handbook (Page 16)
Distance Education Faculty Handbook (Page 31)
Distance Education Faculty Handbook (Page 97)
Official Degree Evaluation
Standards for Academic Associate Degree Programs Texarkana College Catalog 2011-2012 (Page 80)
Texarkana College Catalog 2011-2012 (Page 81)
Texas Administrative Code Title 19, Part 1, Ch 9, Subch J, Rule 9.183
12
FR 4.5 Student Complaints (Student complaints) The institution has adequate procedures for addressing written student complaints and is responsible for demonstrating that it follows those procedures when resolving student complaints. (Federal Requirement 4.5)
Judgment
Compliant Non-Compliant Not Applicable
Narrative Texarkana College has adequate procedures in place for addressing written student complaints and follows those procedures when resolving student complaints. The College publishes procedures for student complaints in the Texarkana College 2011-2012 Catalog, the Texarkana College 2009-2011 Student Handbook and in various other locations and forms. In 1999, the state of Texas passed the Customer Service Standards Act (SB1563), which requires each state agency to establish a set of customer service standards and to gather information regarding the quality of services to its customers. As a result of this Act, in 2005, Texarkana College adopted the Compact with Texans, which establishes customer service standards and outlines general complaint procedures for state agencies. Texarkana College places great value on the quality of student life. Student complaints and the grievance process provide important information for the quality enhancement of the entire college.
GENERAL OVERSIGHT OF STUDENT COMPLAINTS The Office of the Dean of Enrollment Management is responsible for receiving, processing, and resolving student complaints. The policies and procedures for students complaints address both academic and non- academic grievances.
COMPLAINTS RELATED TO ACADEMICS:
GRADE APPEALS The appeals process for grades is published in the Texarkana College Student Handbook 2009-2011, (p.21). A student is entitled to a review and an explanation of the grading process. The course grade appeals process begins with the instructor who administered the grade and must be within ten(10) class days of the occurrence. The decision of the faculty member is final, unless within five (5) class days after the decision the grievant files a written complaint that is submitted to the Division Chair or the appropriate Dean. If necessary, the actions for appeal may extend to the President of the College. A decision of the President may be appealed to the College Board of Trustees.
ACADEMIC DISHONESTY The Academic Dishonesty Policy is published in the Texarkana College Catalog 2011-2012, (p.33) and in the Texarkana College Student Handbook 2009-2011, (pp.31-32). Scholastic dishonesty, involving but not limited to cheating on a test, plagiarism, collusion, or falsification of records will make the student liable for disciplinary action after being investigated by the Dean of Enrollment Management. Proven violations of this nature will result in the student being dropped from the class with an "F". The policy is strictly enforced with no exceptions or appeals process.
SCHOLASTIC PROBATION AND SUSPENSION A student must maintain a satisfactory level of academic achievement in order to remain enrolled in good standing at Texarkana College. This is determined on the basis of all academic course work completed. Criteria describing the classification of good standing is published in the Texarkana College Student Handbook 2009-2011, (pp.38-39) and the Texarkana College Catalog 2011-2012, (pp.27- 28) . Any student failing to maintain the minimum academic requirements will be placed on academic probation. Students on scholastic probation may remove their probationary status by taking six or more semester hours (credit and/or developmental) and earning a semester/term G.P.A. of 2.0 or above. If these minimum standards are not met while on probation, the student is placed on suspension. If extenuating circumstances exist, students may appeal their academic suspension in writing and submit their appeal to the Probation and Suspension Committee. If the suspension is upheld, the student is denied enrollment and must sit out for one semester before re-enrolling.
PROBATION SUSPENSION AND APPEALS RELATED TO STUDENT CONDUCT Students of Texarkana College are expected to obey the laws of the land, the regulations of the College, and to act in keeping with the accepted customs of society. Standards of Student Conduct are outlined in detail in the Texarkana College Student Handbook 2009-2011, (pp.15-20). The Standards of Conduct include student rights and responsibilities, breaches of conduct, disciplinary action, judicial procedures, appeals procedures and individuals/committees responsible for administration of student conduct.
Examples of documentation illustrating implementation and resolution of academic complaints are provided below. Student Complaint Sample Social Sciences Student Complaint Sample Health Occupations I Student Complaint Sample Health Occupations II
NON-ACADEMIC COMPLAINTS
FINANCIAL AID Students who do not meet satisfactory academic progress due to completion of hours or grade point average will be issued a Satisfactory Academic Progress (SAP) memo by the Financial Aid Office as soon as possible. However, notice of financial aid warning may be retroactively incurred based on an evaluation of the student's previous academic record. Any student who wishes to appeal the loss of financial aid for failure to meet Satisfactory Academic Progress may do so through the Financial Aid Office. Information related to the appeals process for financial aid is published in the Texarkana College Catalog 2011-2012, (p.65) . Mitigating circumstances that may qualify for appeal include such issues as death in family, illness of the student, or any undue hardship that prohibits the successful completion of course work. Federal regulations require each college to have a written policy for the refund and repayment of federal aid received by students who withdraw during a term for which payment has been received. The Policy for Students on Financial Aid Return to Title IV is presented to each student receiving federal aid and requires a signature of the student agreeing to abide by the policy.
RELIGIOUS HOLIDAYS As outlined by the Texas HIgher Coordinating Board, if a student and an instructor disagree about the nature of an absence in terms of whether or not it is for observance of a religious holy day, or if there is a disagreement about whether the student has been given a reasonable time to complete any assignment or examinations missed due to a religious holy day, either the student or the instructor may request a ruling from the Dean of Enrollment Management, the Dean of Academic Affairs and Development Studies and/or the Dean of Workforce Education. This information is published in the Texarkana College Student Handbook 2009-2011, (p.30) and the Texarkana College Catalog 2011-2012, (pp.7;31-32).
STUDENT FEES APPEALS If a student has unresolved financial obligations to the College, and if the student has neither filed bankruptcy nor had the debt discharged in bankruptcy, the College will follow appropriate procedures to resolve financial issues as outlined in the Standards of Student Conduct, Students' Financial Responsibilities. The student may appeal actions through the Director of the Office of Business Services.
TRANSFER ADMISSION DISPUTES Texarkana College works closely with colleges and univerisities to make the transfer process as smooth as possible for courses transferred to TC from other institutions and followis guideline to resolve transfer disputes.The Texas Higher Education Coordinating Board has established procedures to be followed when transfer credit for lower-division courses listed in the Academic Course Guide Manual (ACGM) is disputed. Resolution of Transfer Disputes is published in the Texarkana College Catalog 2011-2012, (pp.20-21).
SEXUAL HARASSMENT The Texas Legislature has recently amended the Texas Penal Code by adding a provision criminalizing sexual harassment. Sexual Harassment is classified as a CLass A misdemeanor. The Texarkana College Student Handbook 2009-2011, (p.23) outlines the conduct that constitutes sexual harassment. In addition to criminal charges, any member of the Texarkana College community who is guilty of sexual harassment will be subject to disciplinary action on the part of the College following a hearing. Complaints of sexual harassment involving students should be directed to the Dean of Enrollment Management. Complaints involving other members of the College community should be directed to the Dean of Academic Affairs and Development Studies and/or the Dean of Workforce Education. When a complaint is received by an administrator, that individual or his/her agent will instigate aninvestigation to determine the facts of the matter, and will call a hearing if deemed necessary.
STUDENTS RIGHT TO KNOW Information related to Civil Rights, Rights of Individuals with Disabilities Access to Programs and Family Educational Rights and Records are published in a section of the Texarkana College Catalog 2011-2012, (p.6), titled Students Right to Know. In compliance with Title VI of the Civil Rights Act of 1964 (P.L.88- 352), Title IX of the Education Amendments of 1972 (P.L. 92-318), and the Age Discrimination Act of 1978 (P.L. 92-256), Texarkana College does not discriminate on the basis of race, gender, religion, disability, age veteran status, nationality, sexual orientation, or ethnicity in provisions of educational opportunities or employment opportunities or benefits.
Texarkana College complies with Section 504 of the Rehabilitation Act of 1973 and with the Americans with Disabilities Act of 1990 and does not discriminate on the basis of a disability in the operation of its educational programs or in its admission and employment practices. Rights of individuals with disabilities are clearly published in the Texarkana College Catalog 2011-2012, (pp.6,40). A complaint may be filed with the ADA Compliance Officer should a student feels adequate accommodations are not being provided to facilitate learning. Due to the sensitive and confidential nature associated with disability complaints, especially as it related to students, it is difficult to provide documentation of how the policy is followed. Therefore, the ADA Compliance Officer in the Office of Counseling and Advising will be available to sit with a committee member during an on-site visit to review actual complaints.
The College publishes information related to the Family Education and Privacy Act (FERPA) in the Texarkana College Catalog 2011-2012, (pp.6,32). In compliance with the Family Educational Rights and Privacy Act of 1974, the College may release information classified as "directory information" to the general public without the written consent of the student. Directory information includes such demographic data as student name, address,telephone number and e-mail address. A student may request in writing to have the directory information withheld. The request must be made within the first 12 class days of spring and fall semesters and the first 4 days of summer semesters. No transcript of academic record is released without written consent from the student except as specified by law. Students also have the right to file complaints with The Family Education Rights and Privacy Act Office (FERPA) concerning alleged failure to institution to comply with the Act. Additional information can be provided through the Admissions and Records Office.
An example of documentation illustrating implementation and resolution of a non-academic complaint is provided below. Student Complaint Sample Disability
Sources
Policy for Students on Financial Aid Return to Title IV
Satisfactory Academic Progress Standards
Student Complaint Sample Disability
Student Complaint Sample Health Occupations I Student Complaint Sample Health Occupations II
Student Complaint Sample Social Sciences
Student Handbook revised 2009-2011 (Page 15)
Student Handbook revised 2009-2011 (Page 21)
Student Handbook revised 2009-2011 (Page 23)
Student Handbook revised 2009-2011 (Page 30)
Student Handbook revised 2009-2011 (Page 31)
Student Handbook revised 2009-2011 (Page 38)
Texarkana College Catalog 2011-2012 (Page 20)
Texarkana College Catalog 2011-2012 (Page 27)
Texarkana College Catalog 2011-2012 (Page 31)
Texarkana College Catalog 2011-2012 (Page 32)
Texarkana College Catalog 2011-2012 (Page 33)
Texarkana College Catalog 2011-2012 (Page 33)
Texarkana College Catalog 2011-2012 (Page 40)
Texarkana College Catalog 2011-2012 (Page 6)
Texarkana College Catalog 2011-2012 (Page 65)
Texarkana College Catalog 2011-2012 (Page 7)
13
FR 4.6-Recruitment Materials (Recruitment materials) Recruitment materials and presentations accurately represent the institution's practices and policies. (Federal Requirement 4.6)
Judgment
Compliant Non-Compliant Not Applicable
Narrative
The recruitment materials and presentations of Texarkana College accurately represent the practices and policies of the College.
STUDENT RECRUITMENT AND RETENTION COMMITTEE
The Student Recruitment and Retention Committee initiates ideas for recruitment and provides feedback about recruitment materials to ensure that they accurately represent the practices and policies of Texarkana College. Sample Student Recruitment and Retention Committee Minutes detail the topics addressed.The Student Recruitment and Retention Committee is composed of the following members:
Director of Student Outreach and Recruitment Services – Chair Dean of Enrollment Management Director of Admissions Student Recruiters Academic Counselors Retention Coordinator Director of Housing Scholarships Coordinator Director of Public Relations Director of Student Support Services Faculty members Member of the student body
STUDENT OUTREACH AND RECRUITMENT SERVICES
The goal of the Office of Student Outreach and Recruitment Services (SOARS) is to encourage a greater number of high school completers to continue their educations, and attract new students to Texarkana College. SOARS provides information to high school students, parents, and the community about the value of higher education and the role of Texarkana College in that process. Through high school visits and presentations, participation in college fairs, coordinated campus visits, and a system of regular printed mailings, SOARS supports individuals for the transition to college regardless of background, socioeconomic status, ethnicity, or age. This is accomplished through outreach to 42 high schools within the TC service areas in the states of Texas, Arkansas, and Oklahoma as well as non-traditional populations who are seeking educational or workforce opportunities.The SOARS webpage provides detailed information about goals and resources.
MEDIA ADVERTISING
Texarkana College has a radio station (KTXK) that produces informational programs about the college and advertises College offerings. KTXK, which is an NPR affiliate, has a weekly audience size of more than 10,500 distinct listeners. The morning and evening news shows average about 7,500 listeners per hour. The College also has a Facebook account with 1,593 friends and a Twitter account with 180 followers. These social media sites provide the College with the opportunity to connect directly with students and prospective students. The TC News is a student-produced newspaper that covers campus news, including registration and course information. The campus marquis and area billboards (Texarkana College Billboard Ad) also advertise the College.
ACCURACY AND CONSISTENCY
To ensure consistency and accuracy in communication and presentation, the Department of Institutional Advancement manages the images of Texarkana College and promotes and supports the mission of the College through marketing and advertising, design and creative services, public and media relations, internal and external communications, community involvement, and other special projects. The TC Marketing Plan details the goals and strategies for promoting the College. TC has adopted a Texarkana College Style Guide which outlines the design of all official College communication. The Design and Creative Services Department creates the majority of Texarkana College recruitment material, using standards outlined in the Design and Creative Services Basics publication.
EXAMPLES OF RECRUITMENT MATERIALS, INFORMATIONAL RESOURCES, AND PRESENTATIONS INCLUDE:
RECRUITMENT MATERIALS AND INFORMATIONAL RESOURCES
Academic Degree Rack Cards detail the academic programs offered by the College. A sample card is the Recruitment Rack Card-Engineering. Cards are available in the Administration Building and are also distributed during recruitment events.
1. Workforce Program Rack Cards detail the vocational programs offered by the College. A sample workforce card is the Recruitment Rack Card-Culinary Arts. They are available in the Administration Building and are also distributed during recruitment events. 2. Prospective Student Interest Cards 3. Recruitment Rack Cards-Residence Halls detail the on-campus student housing opportunities. They are available in the Administration Building and are also distributed during recruitment events. 4. Honors and Leadership Program Brochure explains the program and the requirements. They are available in the Administration Building and are also distributed during recruitment events. 5. Recruitment Scholarship Brochure outlines the TC scholarships available to students and the requirements. 6. Texarkana College Catalog provides a comprehensive overview of the College. Course offerings, calendars, graduation requirements, services, and resources are detailed. 7. Texarkana College Website is a comprehensive resource with a special section designated for prospective students. 8. Recruitment Prospect Viewbook with Student Testimonials provides student acclamations of the College. 9. TC Schedule of Classes (Spring 2011, Fall 2011) lists the courses offered each semester, time, faculty, and location of class. It provides an opportunity to register online. 10. A sample itinerary, Recruitment Fall 2010 Online Schedule shows how high school counselors, prospective students, parents, and community members have online access to the on-campus and off-campus itineraries of student recruiters. 11. Recruitment Counselor Newsletter is emailed to area high school counselors at least once per semester to provide information, notifications, and reminders for counselors to share with potential students.
PRESENTATIONS
1. Campus Tours - The Welcome Center, located in the lobby of the Carl M. Nelson Administration Building, schedules campus tours by appointment for prospective students to meet with a student recruiter. Student recruiters are trained by a recruiter and are provided a campus tour script to follow to ensure that accurate information is being presented. Following tours, prospective students are asked to respond to a Recruitment Campus Tour Survey. These surveys were implemented in March, 2011 by SOARS to document the accuracy and effectiveness of staff and student workers who conduct campus visits. The Recruitment Campus Tour Survey Tabulation are calculated monthly and used to improve campus tours. 2. Informative Sessions – The size and type of the group (Adult Education/GED groups, non- traditional students, high school students) determines the type of presentation or session provided. The Advising and Counseling Center collaborates with student recruiters to conduct on-campus presentations that provide accurate and current information regarding testing and enrollment procedures. On-campus sessions sometimes offer prospective students the opportunity to visit with faculty and staff. 3. Outreach – Throughout the year, TC recruiters make presentations at public and alternative high schools in Texas, Arkansas, and Oklahoma that include showing the Texarkana College Recruitment Video. A view of the Video is accessible on the TC homepage under the Spotlight section. Events such as college fairs, career fairs, and financial aid nights provide recruiters an opportunity to showcase the programs and services of the College. TC student recruiters also attend evening and weekend events with area churches, youth groups, housing authorities, social, and service organizations to promote Texarkana College.
Sources
Admissions Webpage
Design and Creative Services Basics
Honors and Leadership Program Brochure
Marketing Plan
Recruitment Campus Tour Survey
Recruitment Campus Tour Survey Tabulation
Recruitment Counselor Newsletter
Recruitment Online Schedule - Spring 2011
Recruitment Online Schedule - Fall 2010
Recruitment Prospect Interest Card
Recruitment Prospect Viewbook with Student Testimonials
Recruitment Rack Card - Culinary Arts
Recruitment Rack Card - Engineering
Recruitment Rack Card - Residence Halls
Recruitment Rising Star Scholarship Poster
Recruitment Scholarship Brochure
Recruitment Spotlight Video (TC Website Homepage)
Step By Step Process Checklist Student Outreach and Recruitment Services webpage
Student Recruitment and Retention Committee Minutes - April 2011
Texarkana College Billboard Ad
Texarkana College Catalog 2011-2012
Texarkana College Schedule - Fall 2011
Texarkana College Schedule - Spring 2011
Texarkana College Style Guide
Texarkana College Style Guide (Page 9)
14
FR 4.7-Title IV Programs/Fin. Aid Audits (Title IV program responsibilities) The institution is in compliance with its program responsibilities under Title IV of the 1998 Higher Education Amendments. (Federal Requirement 4.7) The institution audits financial aid programs as required by federal and state regulations. (Comprehensive Standard 3.10.3)
Judgment
Compliant Non-Compliant Not Applicable
Narrative It is a priority at Texarkana College to make a college education affordable for every student who qualifies for admission. For those students who need assistance, the college provides federal financial aid assistance and state grants in several forms along with many local scholarship opportunities. Regarding federal financial aid assistance, Texarkana College is in compliance with its program responsibilities under Title IV of the 1998 Higher Education Amendments, as is evidenced by the Program Participation Agreement. In November, 2010, Texarkana College was approved for recertification for eligibility to participate in Title IV Student Aid programs. The Eligibility and Certification Approval Report is effective through June, 2012.
The financial aid program at Texarkana College is audited on an annual basis, as shown in the 2009-2010 Audit Report. The auditors did notate recommendations for the Title IV programs, and Texarkana College administration is addressing the concerns. The College is in the process of implementing the Banner Financial Aid System and adjusting internal control procedures that will help alleviate problems identified in the audit. There is no impending litigation or unpaid dollar amounts due back to the U.S. Department of Education.
At the state level, the Texas State Auditor's Office issued a compliance statement, A Report on State of Texas Compliance with Federal Requirements for the Student Financial Assistance Clustor of Federal Programs for the Fiscal Year Ended August 31, 2010, which stated that the annual audit involved seventeen higher education institutions (Texarkana College was not among the institutions selected for audit in this report) and that the State of Texas complied in all material respects with the federal requirements for the Student Financial Assistance cluster of federal programs in fiscal year 2010. The full audit report is detailed in the Texas State Auditor Report on Student Financial Assistance 2010 Report #11-022.
TITLE IV
Texarkana College administers student aid from federal, state, and private funding sources. Current Title IV programs at TC include Pell Grants, Academic Competitiveness Grants, Supplemental Educational Opportunity Grants, and Leveraging Educational Assistance Partnership Programs. A brief description of these need-based awards appears in the Texarkana College Catalog 2011-2012, (pp.61-62).
Prior to awarding financial aid funds, TC verifies student eligibility to receive financial aid. The College also complies with other federal regulations: cost of attendance calculations, satisfactory academic progress monitoring, and return of Title IV refund calculations. If students fall below the standards established in the Satisfactory Academic Progress Policy as stated in the Texarkana College Catalog 2011-2012, (pp.63- 65) ,they are no longer eligible for financial aid.
STATE GRANTS
Texarkana College participates in the following State of Texas Grant Programs: Texas Public Education Grant; Toward Excellence, Access, and Success Grant; and the Texas Educational Opportunity Grant. Brief descriptions of these need-based state awards appear in the Texarkana College Catalog 2011-1012, (pp.62-63).
Sources
2009-2010 Audit Report
A Report on State of Texas Compliance with Federal Requirements for the Student Financial Assistance Cluster
Certification Approval Report
Participation Agreement
Policy and Procedure Manual
Texarkana College Catalog 2011-2012 (Page 61)
Texarkana College Catalog 2011-2012 (Page 62)
Texarkana College Catalog 2011-2012 (Page 63)
Texarkana College Catalog 2011-2012 (Page 64)
Texas State Auditor Report on Student Financial Assistance 2010 11-022