Daytona State College
Compliance Report
Southern Association of Colleges and Schools Commission on Colleges Daytona State College Compliance Report Page 2 of 400
On behalf of Daytona State College, I am pleased to submit this compliance report in support of the institution's reaffirmation of accreditation by the Southern Association of Colleges and Schools Commission on Colleges. This report provides clear documentation to establish the college’s compliance with each of the SACSCOC requirements and standards. It is with great pride that I present this information to the external review committees and all our stakeholders, knowing that it is the product of a faculty and staff I consider to be second to none in their service, dedication and commitment to the principles of higher education and the process of reaccreditation.
Since its founding in 1957 as Florida’s first comprehensive community college to present times as a four-year degree granting institution, Daytona State College has held as its core principle that the door to an affordable, quality college education is open to anyone who is willing to take that first step. We are a student-centered institution committed to providing a wide array of academic choices, open access, excellence in teaching and learning, and foremost, a successful college experience. Fulfilling such tenets is accomplished only through a system of continuous planning, assessment and quality improvement that embraces full engagement by the entire college community to ensure that our programs and services align with the institution’s mission and goals, as well as to the standards of the commission.
We welcome this reaffirmation process as an opportunity to have our accomplishments publically and formally evaluated, and to move forward in taking our history of progress to an even higher level.
Sincerely,
Dr. Carol W. Eaton, President
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Introduction
Daytona State College has conducted an honest assessment of compliance and has provided a complete and accurate disclosure of timely information regarding compliance with the Core Requirements, Comprehensive Standards, and Federal Requirements of the Commission on Colleges.
Daytona State College has attached a complete and accurate listing of all programs offered by the institution, the locations where they are offered, and the means by which they are offered as indicated on the updated “Institutional Summary Form Prepared for Commission Reviews,” and the comprehensive assessment of compliance reported on the Compliance Certification includes the review of all such programs.
Daytona State College has provided a complete and accurate listing of all substantive changes that have been reported and approved by the Commission since the institution’s last reaffirmation as well as the date of Commission approval.
Dr. Nancy B. Morgan, Accreditation Liaison
Dr. Carol W. Eaton, President
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SECTION 1 THE PRINCIPLE OF INTEGRITY 1.1 The institution operates with integrity in all matters. (Integrity)
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SECTION 2 CORE REQUIREMENTS 2.1 The institution has degree-granting authority from the appropriate government agency or agencies. (Degree-granting Authority)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College has degree-granting authority from the state of Florida as one of 28 institutions of higher education that comprise the Florida State College System (FS 1001.60(1), Florida College System [1]; FS 1000.21(3)(e), Systemwide Definitions [2]). It is authorized by the Florida Legislature and the State Board of Education to offer lower-level undergraduate instruction, award associate of arts degrees, provide career education consisting of career certificates and associate of science degrees, and provide upper-level instruction that leads to awarding of specifically-authorized baccalaureate degrees (FS 1004.65(5)(8), Florida College System Institutions, Governance, Mission and Responsibilities [3]; FS 1007.33(4), Site-Determined Baccalaureate Degree Access [4]; and FAC 6A-14.030, Instruction and Awards in Community Colleges [5]). Daytona State College does not offer degrees internationally or at campuses or instructional sites in other states. A brief history of the college’s authorization and naming follows:
1957 - Daytona Beach Junior College was established as a comprehensive public, two-year college.
1963 - The SACSCOC granted Level I accreditation.
1971 - The college was renamed Daytona Beach Community College.
2005 - State Board of Education authorized the college to offer a Bachelor of Applied Science degree in Supervision and Management (2005-04-19, State Board of Education Meeting Minutes, p.p. 2-3 [6]).
2005 - SACSCOC granted a substantive change to Level II status (2006-01-05, SACSCOC Letter - Level II Status [7]).
2007 - District Board of Trustees approved an institutional name change to Daytona Beach College (2007-09-20, Board of Trustees Meeting Agenda and Minutes [8]).
2008 - The college received SBOE approval for seven Bachelor of Science in Education degrees (2008-02-19, State Board of Education Meeting Minutes, p. 2 [9]).
2008 - Effective July 1, 2008, the state Legislature approved the name change to Daytona Beach College (Executive Summary SB 1716 [10]).
2008 - District Board of Trustees approved a name change to Daytona State College (2008-06-19, Board of Trustees Meeting Minutes, p. 5 [11]).
2009 - Effective July 1, 2009, the state Legislature approved the name change to Daytona State College (Executive Summary SB 2682 [12]).
2010 - The college received SBOE approval to offer a Bachelor of Science in Engineering Technology degree (2010-06-24, FDOE Letter - BSET Program Approval [13]).
Evidence
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 6 of 400 [1] FS 1001.60(1) Florida College System [2] FS 1000.21(3)(e) Systemwide Definitions [3] FS 1004.65(5)(8) Florida College System Institutions, Governance, Mission and Responsibilities [4] FS 1007.33(4) Site-Determined Baccalaureate Degree Access [5] FAC 6A-14.030 Instruction and Awards in Community Colleges [6] 2005-04-19 State Board of Education Meeting Minutes [7] 2006-01-05 SACSCOC Letter - Level II Status [8] 2007-09-20 Board of Trustees Meeting Agenda and Minutes Excerpt - Name Change [9] 2008-02-19 State Board of Education Meeting Minutes Excerpt - Baccalaureate Degree Proposals [10] Executive Summary SB1716 - Name Change [11] 2008-06-19 Board of Trustees Meeting Minutes Excerpt - Name Change [12] Executive Summary SB2682 - Name Change [13] 2010-06-24 FDOE letter - BSET Program Approval
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2.2 The institution has a governing board of at least five members that is the legal body with specific authority over the institution. The board is an active policy-making body for the institution and is ultimately responsible for ensuring that the financial resources of the institution are adequate to provide a sound educational program. The board is not controlled by a minority of board members or by organizations or interests separate from it. Both the presiding officer of the board and a majority of other voting members of the board are free of any contractual, employment or personal or familial financial interest in the institution. (Governing Board)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative The institution has a governing board. Daytona State College is one of the 28 institutions that comprise the Florida College System. Each college is governed by a local district board of trustees under the statutory authority and rules of the State Board of Education (FS 1004.65(1), Florida College System Institutions, Governance, Mission, and Responsibilities [1]). As written in the statute, the college has a commitment to be responsible to local educational needs and challenges but is legally accountable to the state. Daytona State College is governed by a District Board of Trustees that is an active policy-making body with specific authority over the institution. The size, composition, authority, responsibilities, and interests of the board are in compliance with Core Requirement 2.2.
The board has more than five members. The size of the District Board of Trustees is established by Florida Statute (FS 1001.61(1), Florida College System Boards of Trustees; Membership [2]) and by the Administrative Rules of the State Board of Education (FAC 6A-14.024, Composition of Boards of Trustees [3]). According to state statute, the size of a district board of trustees that represents a two-county service area cannot exceed nine members, with at least five of the members representing the county of location and no more than four members from the cooperating county. As of July 1, 2012, the Daytona State College District Board of Trustees had five members representing Volusia County, where the institution is located, and three from Flagler County. A list of board members indicates the location of residence and the beginning and end dates of each member’s term (DSC Website - Board of Trustees Members [4]).
Board members are selected and appointed by the governor of Florida and confirmed by the state Senate. College Policy 2.05, formally adopted by the board, addresses both the composition and appointment of the board (College Policy 2.05, Composition and Appointment of the Board of Trustees [5]), stating that the composition of the board will be no less than eight trustees who will serve in accordance with Florida statutes and administrative rules of the State Board of Education.
The board is the legal body with specific authority over the institution. The Daytona State College Board of Trustees is “a body corporate . . . with all the powers and duties of a body corporate” constituted by Florida Statute 1001.63, Florida College System Institution Board of Trustees; Board of Trustees to Constitute a Corporation [6]). The college organizational chart indicates that the responsibility for the governance of the institution rests with the board. Section 19 of College Policy 2.01, The District Board of Trustees Duties, Powers and Responsibilities [7], gives the board specific authority to "appoint, suspend, or remove the president" of the college and "conduct annual evaluations of the president". The relationship among the board, the president, and the primary functional areas of the institution is depicted in the college organizational chart [8].
The board is an active policy-making body for the institution. The board's responsibility for policy making is outlined in statute and includes the responsibility for policy decisions that support the institution’s mission, and ensure the quality of its education programs, the measurement of its performance, and the reporting of information (FS 1001.64, Florida College System Institution Boards of Trustees; Powers and Duties [9]). In accordance with FS 1001.64(4)(b), the board adopts rules, procedures, and policies related to “governance, personnel, budget and finance, administration, programs, curriculum and instruction, buildings and grounds, travel and purchasing, technology, students, contracts and grants, or college property.” College Policy 2.01, The District Board of
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 8 of 400 Trustees Duties, Powers and Responsibilities [10], reinforces the responsibility of the board to establish policies that impact the quality and direction of the development of the college, the effectiveness of its management, and the fulfillment of its mission. As written in Policy 2.01, the board has the power and responsibility to adopt policies for efficient operation and general improvement, and can supplement policies prescribed by the State Board of Education if it serves the needs of the college district.
The board meets monthly, except in July, to conduct its policy and fiduciary responsibilities (Board of Trustees Meeting Schedules - 2012, 2011, 2010 [11]). At each meeting, the board demonstrates its policy-making role. For example, at its April 2012 meeting, the board reviewed and approved policy changes, human resource recommendations, and agreements. Among other business items, the board approved the annual equity report, agreed to offer a new certificate program and several new courses, and heard a financial report that required a vote to approve fund transfers (2012-04-26, Board of Trustees Meeting Minutes [12]). Excerpts from minutes of several board meetings over a three-year period show actions similar to those taken in April 2012 and establish a history of policy-making responsibility (Board of Trustees Meeting Minutes Excerpts - Policy Actions [13]). Written policies resulting from board actions are maintained in the College Policy Manual. An index of the manual indicates the range of policies on which the board has exercised its authority (Policy Manual - Index of Policies [14]).
Board members receive an orientation and ongoing training on their duties, powers, and responsibilities, as well as the role of the board as a policy-making body. Each board member receives a resource manual with pertinent state statutes, administrative rules, and college policies (Board Resource Manual - Table of Contents [15]). Board members are members of the Association of Community College Trustees and periodically receive articles and updates regarding governance and the effective functioning of a board. Board members regularly participate in professional development activities sponsored by the Association of Community College Trustees, the Association of Florida Colleges, and SACSCOC that reinforce the expectations and responsibilities of a board member (Board Professional Development and Training [16]).
The board is ultimately responsible for ensuring that the financial resources of the institution are adequate to provide a sound education program. Florida Statute 1001.64 [9] identifies a number of board responsibilities related to financial resources: FS 1001.64(1) gives the board responsibility for making cost-effective policy decisions. FS 1001.64(4)(b) authorizes the board to adopt rules, procedures, and policies related to budget and finance. FS 1001.64(10) directs the board to establish fees. FS 1001.64(11) instructs the board to submit an annual budget request and operating budget to the State Board of Education for approval. FS 1001.64(12,13,16) requires the board to account for the expenditures of all funds.
As shown on the Annual Board Agenda Calendar [17], the board receives a financial update at each monthly board meeting and reviews and acts on the annual operating budget at the June meeting. Excerpts from Board of Trustees meeting minutes for 2012 [18], 2011 [19], and 2010 [20] are evidence that the operating budget is approved by the Board. Each year, the board also reviews the Annual Financial Report. Excerpts from Board of Trustees meeting minutes for August 2012 [21], August 2011 [22] and October 2010 [23] are provided as evidence of board review of the Annual Financial Report. A review of key financial documents indicates that the board ensures adequate financial resources to operate the college (Five Year Statement of Revenues [24]; Five Year Statement of Expenses [25]). The statement of net assets reveals an increase in unrestricted net assets as a percentage of total assets each year for the last three years (Statement of Net Assets, 2007-2008 through 2011-2012 [26]).
The board is not controlled by a minority of members, or by organizations or interests separate from it. The board operates with full transparency to ensure that it is both independent and accountable. Notice of all board meetings is provided in the local newspaper [27]. Both agenda and minutes are published for each regularly scheduled meeting of the board and any special meetings at
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The board of trustees conducts its meetings and proceedings in accordance with Florida Statutes (FS 286.011(1), Public Meetings and Records [29]; FS 286.012, Voting Requirement at Meetings of Governmental Bodies [30]). All votes and actions of the board are conducted in public meetings. Board agendas include consent and non-consent items requiring an affirmative vote of a majority of the members present (Examples of Board Meeting Agendas: April 26, 2012 [31]; May 24, 2012 [32]; June 21, 2012 [33]). Members are required to vote on all proposals unless a conflict of interest is disclosed. Excerpts from the minutes of board meetings over the last three years in which board members have recused themselves from voting is evidence that board members are aware of their obligation to avoid any possibility of a conflict of interest (Board of Trustees Meeting Minutes Excerpts - Conflict of Interest [34]).
Florida operates as a “Government in the Sunshine” state, with a number of safeguards to ensure that no minority or outside interests can control a board. For example, members of the board are not permitted to discuss matters that may come before the board outside of public meetings. A member cannot send private correspondence to other board members. The board can only act as a body at public meetings, and the chair has no individual authority unless delegated by the board. The Florida Commission on Ethics has published a guide for operating "in the sunshine" and for complying with the state's ethics laws [35]. The guide serves as a resource to the board for questions or concerns about conducting board business. Members of the board have attended a number of professional development training programs that have underscored the importance of operating independently as a board and ensuring the independent operation of the college. Among these trainings was one provided by the SACSCOC in April 2012 specifically for trustees.
The presiding officer of the board and all other voting members of the board are free of contractual, employment, and personal or familial financial interest in the institution. Board members abide by the standards outlined in College Policy 3.01, Code Standard of Ethics and Professionalism for Public Officers and Employees of Agencies [36], which applies to both employees and board members. The policy establishes the college's commitment to the "highest standards of excellence and professionalism as an institution that upholds the public trust." It outlines a code of conduct related to solicitation or acceptance of gifts, doing business with one's own agency, unauthorized compensation, misuse of public position, conflicting employment or contractual relationships, and disclosure of information. The policy was based on Florida ethics laws (FS 112.311, Legislative Intent and Declaration of Policy [37]; FS 112.313, Standards of Conduct for Public Officers, Employees of Agencies and Local Government Attorneys [38]).
Florida has established clear standards of conduct for public officials with regard to conflict of interest and disclosure requirements (FS 112.3143, Voting Conflicts [39]). Each year in accordance with FS 112.3145, Disclosure of Financial Interests and Clients Represented Before Agencies [40], Board members complete the Florida Commission on Ethics Statement of Financial Interests and file it with the county supervisor of elections (Form - Statement of Financial Interests [41]). Completed Financial Interests Forms are maintained in the Governor's Office. The chair and all voting board members of the Daytona State College District Board of Trustees are free of conflicts of interest.
Evidence [1] FS 1004.65(1) Florida College System Institutions, Governance, Mission, and Responsibilities [2] FS 1001.61(1) Florida College System Institution Boards of Trustees, Membership [3] FAC 6A-14.024 Composition of Boards of Trustees [4] DSC Website - Board of Trustees Members [5] College Policy 2.05 Composition and Appointment of the District Board of Trustees [6] FS 1001.63 Florida College System Institution Board of Trustees [7] College Policy 2.01 The District Board of Trustees Duties, Powers and Responsibilities
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 10 of 400 [8] Organizational Chart - Executive Staff [9] FS 1001.64(1, 4b, 10-13, 16) Florida College System Institution Boards of Trustees, Powers and Duties [10] College Policy 2.01 The District Board of Trustees Duties, Powers and Responsibilities [11] Board of Trustees Meeting Schedules - 2012, 2011, 2010 [12] 2012-04-26 Board of Trustees Meeting Minutes [13] Board of Trustees Meeting Minutes Excerpts - Policy Actions [14] College Policy Manual Index [15] Board of Trustees Resource Manual - Table of Contents [16] Board Professional Development and Training [17] Annual Board Agenda Calendar [18] 2012-06-21 Board of Trustees Meeting Minutes Excerpt - Budget Approval [19] 2011-06-16 Board of Trustees Meeting Minutes Excerpt - Budget Approval [20] 2010-06-17 Board of Trustees Meeting Minutes Excerpt - Budget Approval [21] 2012-08-23 Board of Trustees Meeting Minutes Excerpt - Annual Financial Report [22] 2011-08-25 District Board of Trustees Meeting Minutes Excerpt - Annual Financial Report [23] 2010-10-21 Board of Trustees Meeting Minutes Excerpt - Annual Financial Report [24] Statement of Revenue, 2007-2008 to 2011-2012 [25] Statement of Expenses, 2007-2008 to 2011-2012 [26] Statement of Unrestricted Net Assets, 2007-2008 to 2011-2012 [27] Legal Advertisement Board of Trustees Meeting [28] DSC Website - Access to District Board of Trustees Meeting Minutes [29] FS 286.011(1) Public Meetings and Records, Public Inspection, Criminal and Civil Penalties [30] FS 286.012 Voting Requirement at Meetings of Governmental Bodies [31] 2012-04-26 Board of Trustees Meeting Agenda [32] 2012-05-24 Board of Trustees Meeting Agenda [33] 2012-06-21 Board of Trustees Meeting Agenda [34] Board of Trustees Meeting Minutes Excerpts - Conflict of Interest [35] 2012 Florida Commission on Ethics Guidebook [36] College Policy 3.01 Code Standard of Ethics and Professionalism for Public Officers and Employees of Agencies [37] FS 112.311 Legislative Intent and Declaration of Policy [38] FS 112.313 Standards of Conduct for Public Officers [39] FS 112.3143 Voting Conflicts [40] FS 112.3145 Disclosure of Financial Interests [41] Form - Statement of Financial Interest
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2.3 The institution has a chief executive officer whose primary responsibility is to the institution and who is not the presiding officer of the board. (Chief Executive Officer)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College has a chief executive officer whose primary responsibility is to the institution. The president of Daytona State College serves as the institution's chief executive officer. The current chief executive officer and president of Daytona State College, Dr. Carol W. Eaton, is responsible for the operation and administration of the college (Biographical Summary - Dr. Carol Eaton [1]). She began her tenure as the institution's sixth president in August 2011. Her responsibilities, duties, and powers are outlined in College Policy 2.02 [2] and are based on Florida Statute 1001.65, Florida College System Institution Presidents; Powers and Duties [3]. In keeping with the president's position description, Dr. Eaton reports directly to the District Board of Trustees and is charged with "carrying out the policies of the board and with administering the college in the most efficient and effective manner possible" (Position Description: President [4]; Organizational Chart - Executive Level [5]). Dr. Eaton has no other employment responsibilities besides serving as CEO of the institution and is not responsible for a system of colleges.
The president is not the presiding officer of the board. In accordance with state statute and State Board of Education administrative rules, the president serves as corporate secretary for the board and is responsible for setting the board's agenda in consultation with the board chair (FS 1001.61(5), Florida College System, Institution Boards of Trustees Membership [6]; FAC 6A-14.0261, General Powers of the President [7]). The president is not a presiding officer of the board and as such is a non-voting participant at board meetings. During the annual organizational meeting of the District Board of Trustees, a chair is elected from the board membership, pursuant to Florida Statute 1001.61(4), Florida College System Institution Boards of Trustees, Membership [8]. As reflected in the August 23, 2012 minutes, the board elected Mr. Dwight Lewis to serve a second, one-year term as the chair (2012-08-23, Board of Trustees Meeting Minutes Excerpt, p.3 [9]). His first term as chair was August 2011 through July 2012 (2011-08-25, Board of Trustees Meeting Minutes Excerpt, p.3 [10]).
Evidence [1] Biographical Summary - Dr. Carol Eaton [2] College Policy 2.02 Duties, Powers and Responsibilities of the President [3] FS 1001.65 Florida College System Institution Presidents, Powers and Duties [4] Position Description - President [5] Organizational Chart - Executive Staff [6] FS 1001.61(5) Florida College System Institution Boards of Trustees, Membership [7] FAC 6A-14.0261 General Powers of the President [8] FS 1001.61(4) Florida College System Institution Boards of Trustees, Membership [9] 2012-08-23 Board of Trustees Meeting Minutes Excerpt - Election of Chair [10] 2011-08-25 Board of Trustees Meeting Minutes Excerpt - Election of Chair
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2.4 The institution has a clearly defined, comprehensive, and published mission statement that is specific to the institution and appropriate for higher education. The mission addresses teaching and learning and, where applicable, research and public service. (Institutional Mission)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative The institution has a clearly defined, comprehensive, and published mission statement. College Policy 1.02, Institutional Mission Statement [1], establishes the current mission statement for Daytona State College:
Daytona State College, a comprehensive public college, provides access to a range of flexible programs from community enrichment to the baccalaureate degree, emphasizing student success, embracing excellence and diversity, as well as fostering innovation to enhance teaching and learning.
College Policy 1.03, Institutional Goals [2], supports the achievement of the mission by directing the college to pursue the following goals: 1. Serve as an entry point for baccalaureate degrees and advanced levels of employment by offering a variety of two-year associate of arts and associate of science degree programs.
2. Offer baccalaureate degrees authorized by law.
3. Provide career education, preparation, and training for employment.
4. Offer a broad range of adult education courses and programs leading to improved literacy levels, proficiency in English, and a high school diploma/GED, as well as preparatory instruction to develop college-level success skills.
5. Provide a general education program that uses the context of humanities, social sciences, and natural sciences to develop academic knowledge and skills in reading, writing, critical thinking, and mathematics.
6. Provide a broad range of administrative, academic and support services that create an environment conducive to teaching, learning, and student success.
7. Offer enrichment and lifelong-learning opportunities for students and the community through cultural, social, civic, wellness, and athletic activities.
8. Establish partnerships with schools, higher education institutions, business, and the public sector designed to promote community and economic development.
The mission is specific to the institution and appropriate for higher education. The mission establishes the identity and comprehensive role of the college by addressing its commitment to access, student success, excellence, diversity, and innovation. Academic programs include adult high school and GED programs, vocational certificate programs, college-credit certificates, the associate of arts transfer degree and 34 associate of science degree programs, as well as selected baccalaureate degree programs (Academic Program Code Listing [3]). Daytona State College achieves its mission and pursues its goals by "responding to community needs for postsecondary academic education and career degree education" as outlined in statute for Florida College System institutions (FS 1004.65(3)(5), Florida College System Institutions; Governance, Mission, and Responsibilities [4]. The statute indicates that the mission of the college is to provide lower-division associate degree programs, college-credit certificate programs, and career education programs. The college is to offer baccalaureate programs to provide local access to degrees that help meet workforce needs of the area served by the college.
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The college publishes the mission in the online College Catalog [5], the Student Handbook [6], the Strategic Plan [7], and in other official publications. It also is printed on the back of employee business cards [8].
The mission addresses teaching and learning and public service. The mission statement reflects the full scope of educational programs offered "from community enrichment to the baccalaureate degree," and emphasizes that all activities, resources, and plans are focused on the enhancement of "teaching and learning." Daytona State College manifests its commitment to public service through community enrichment programs, customized training for local businesses, continuing education, a photography museum, and a public television station.
The mission statement has been revised twice in the last 10 years. The first revision was made by the District Board of Trustees in June 2005 (2005-06-15, Board of Trustees Meeting Minutes, p.p. 4-5 [9]) to reflect the expanded mission of the college to offer baccalaureate programs. In 2008, the mission statement was updated following a decision by the board to change the name of the college from Daytona Beach College to Daytona State College (2008-06-19, Board of Trustees Meeting Minutes, p. 5 [10]).
The mission statement is reviewed each year by the Strategic Planning and Assessment Committee to ensure that it remains current and comprehensive. Any changes recommended by the committee are subject to review by the Planning Council, the senior executive staff and the president, before going to the board for final approval. In 2011, the Strategic Planning and Assessment Committee asked the Planning Council to consider a minor revision to the current mission statement (Strategic Planning and Assessment Committee Report, 2010-2011 [11]). After considerable discussion, the Planning Council decided to defer making any changes in the mission statement at that time (Planning Council, October 19, 2011, Minutes, p. 3 [12]).
The board reaffirmed the current comprehensive mission statement on August 23, 2012, during a biennial review of all college policies (2012-08-23, Board of Trustees Meeting Minutes, p. 3 [13]).
Evidence [1] College Policy 1.02 Institutional Mission Statement [2] College Policy 1.03 Institutional Goals [3] Academic Program Code Listing [4] FS 1004.65(3, 5, 6) Florida College System Institutions, Governance, Mission and Responsibilities [5] DSC Catalog - Mission Statement [6] Student Handbook - Mission Statement [7] DSC Strategic Plan 2010-2013 [8] Business Cards with Mission Statement [9] 2005-06-15 Board of Trustees Meeting Minutes Excerpt - Mission Statement [10] 2008-06-19 Board of Trustees Meeting Minutes Excerpt - Name Change [11] 2010-2011 Strategic Planning and Assessment Committee Report [12] 2011-10-19 Planning Council Meeting Minutes [13] 2012-08-23 Board of Trustees Meeting Minutes Excerpt - Policy Approval
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2.5 The institution engages in ongoing, integrated, and institution-wide research-based planning and evaluation processes that (1) incorporate a systematic review of institutional mission, goals, and outcomes; (2) result in continuing improvement in institutional quality; and (3) demonstrate the institution is effectively accomplishing its mission. (Institutional Effectiveness)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College engages in ongoing, integrated, and institution-wide research-based planning and evaluation processes. Institutional effectiveness at Daytona State College is a systematic and documented process for planning, assessment, evaluation, and budgeting of outcomes at institution, unit, and program levels. Through the institutional effectiveness process, the college aligns organizational activities with the college mission, establishes performance targets, conducts assessments, and uses data to provide substantive information for both strategic and operational decision making.
Institutional effectiveness is a cyclical process and is directly impacted by key environmental factors (demographic, economic, political, cultural, and technological) and accreditation requirements (DSC Website - Institutional Effectiveness [1]).
Four integrated dimensions comprise the institutional effectiveness process:
Planning involves strategic and tactical planning to determine the priorities and initiatives that best support the college mission. A three-year strategic plan establishes the long-range strategic focus and direction of the college and is linked directly to the mission. An annual plan determines the operational activities the college engages in over a 12-month period to accomplish the priorities outlined in the strategic plan. Assessment is the regular and consistent formative review of academic and non-academic outcomes at program, course, and unit levels. Academic assessment collects data each semester on learning outcomes, and uses the data to make improvements in curriculum, instructional delivery, and/or teaching effectiveness. Non-academic assessment establishes annual performance targets for key outcomes in each non-academic planning unit, collects and analyzes data, and makes program and operational adjustments to improve results. Evaluation is a summative reporting of results and intended use of results across the institution. The Instructional Program Review process looks at three-year trends in core performance areas for each academic program and reviews the impact of changes made based on assessment results. The Administrative Program Review process looks at three-year trends in core performance areas for each non-academic planning unit and reviews the impact of changes made based on assessment results. Budgeting, as part of the institutional effectiveness process, ensures that financial and other resources are allocated appropriately to support continuous improvement. The annual budget is derived from the input of academic department chairs, academic administrators, planning unit managers, and non-academic administrators. The planning, assessment, and evaluation processes described above provide justification for budget requests.
A more detailed description for each element in the institutional effectiveness process, along with documented evidence that the college follows the process is given below. A diagram of the institutional effectiveness model used by the college to integrate these activities clearly shows the link between the mission, strategic goals, and outcomes of the institution; the ongoing evaluation and assessment components of an integrated system; and the feedback loops that promote continuous improvement
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 15 of 400 (Institutional Effectiveness Framework [2]). The model was adopted by the college after researching best practices of respected colleagues at SACSCOC accredited institutions and reviewing recent reports including The Degree Qualifications Profile from the Lumina Foundation and the Bologna Club report from the Global Performance Initiative of the Institute for Higher Education Policy.
The college wide Planning Council monitors the elements within the framework to ensure that they are ongoing, promotes the use of data to drive continuous improvement, and makes recommendations for budgetary allocations based on institutional research accomplished through an inclusive committee structure. A thorough explanation of the Planning Council, its membership, committee structure, and planning process is given below.
The institutional effectiveness process includes a systematic review of the college mission, goals, and outcomes. The college mission, goals, and outcomes (both learning outcomes and operational outcomes) provide the foundation for all the institution does and hopes to accomplish, and are continually used to inform planning, assessment, evaluation, and budgeting activities. The District Board of Trustees is responsible for developing and approving a mission statement that describes the purpose of the college. The mission of the college is established by College Policy 1.02, Institutional Mission Statement [3], in accordance with Florida Statute 1004.65, Florida College System Institutions; Governance, Mission, and Responsibilities [4]. The board established institutional goals in College Policy 1.03 [5] to expand on and reinforce the mission by articulating foundational programs and activities to be pursued by the college. The mission statement is reviewed by the board during its biennial review of college policies and is reviewed and updated more frequently if needed. The mission statement was revised in June 2005 to reflect the addition of baccalaureate degrees and was updated in 2008 when the name of the college was changed (2005-06-15 Board of Trustees Meeting Minutes Excerpt [6]).
Mission Statement: Daytona State College, a comprehensive public college, provides access to a range of flexible programs from community enrichment to the baccalaureate degree, emphasizing student success, embracing excellence and diversity, as well as fostering innovation to enhance teaching and learning.
The college is guided by a three-year strategic plan that identifies goals and strategic priorities to support the mission (2010-2013 Strategic Plan [7]). The strategic plan is the college’s long-range, strategically targeted plan for growth, improvement, and change; it provides the vision or direction for the annual planning process and is supplemented by the long-range capital project plan [8] and the full-time equivalent enrollment plan [9]. The strategic plan is developed by anticipating key external trends, opportunities and threats that may be driving forces that shape the future of the college.
The current strategic plan, Building a Better Future, 2010-2013, is organized around seven key concepts embedded in the mission statement: access, student success, excellence, diversity, innovation, teaching and learning and community. Development of the plan was facilitated by the Planning Council’s Strategic Planning and Assessment Committee, with support from the college’s Institutional Effectiveness and Institutional Research Departments, according to a carefully designed process and timeline (Strategic Planning Process [10]; Strategic Planning Timeline [11]). The committee conducted a SWOT analysis (strengths, weaknesses, opportunities and threats) using an online and paper survey instrument that gathered input from 273 students and 101 faculty and staff (Strategic Plan SWOT Survey Results [12]). The committee also identified demographic, economic, energy/ environmental, learning, political, and technological trends and issues. This information, along with data on core performance indicators and other institutional research and survey results, was used to draft strategic priorities that linked directly to the mission. A cross-representation of more than 60 employees of the college was invited by the president to attend a Strategic Planning Summit facilitated by the Institutional Effectiveness Department (Letter of Invitation [13]; Overview and List of Attendees [14]). The purpose of the summit was to:
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affirm the college mission, vision, values, and strategic priorities; identify strategic goals to support each strategic priority; prioritize the strategic goals.
The survey results, SWOT analysis, and environmental scan were summarized in a PowerPoint presentation for the summit (Strategic Planning Summit PowerPoint [15]). Strategic goals were identified, prioritized, and incorporated into a draft strategic plan. The strategic plan was reviewed and endorsed by the Planning Council and the executive staff before it was submitted to the District Board of Trustees for approval in fall 2010 (2010-10-21, Board of Trustees Meeting Minutes [16]).
The college assesses the achievement of the strategic plan as part of its annual assessment process. Each administrative, academic and student support service, and community/public service planning unit aligns its outcomes to one or more of the strategic priorities listed in the strategic plan. At the end of an assessment cycle, the outcomes that are linked to each strategic priority are aggregated as a measure of achievement. The Strategic Planning and Assessment Committee reviews the aggregated achievements of the planning units for each strategic priority and uses the information for the next planning cycle. A table indicating the planning units that linked outcomes to strategic priorities in 2011-2012 is attached along with a report of the status of each outcome at the end of the assessment cycle (2011-2012 Strategic Plan Alignment [17]; IE Plan - 2011-2012 Unit Outcomes by Strategic Objective [18]). Unit outcomes that are linked to strategic priorities in the 2012-2013 planning cycle also are attached (2012-2013 Strategic Plan Alignment [19]; IE Plan - 2012-2013 Unit Outcomes by Strategic Objective [20]).
The annual plan serves as a one-year operational element of the strategic plan (Annual Institutional Plan, 2012-2013 [21]). It includes institutional operational outcomes to be achieved by the college through its administrative, academic and student support service units, and community/public service units. The 2012-2013 Annual Plan was developed by the Strategic Planning and Assessment Committee based on information from the previous year’s planning and assessment cycle, institutional measures of performance, and environmental factors. The annual plan was endorsed by the Planning Council, reviewed by the president and the senior executive staff, and approved by the District Board of Trustees (2012-04-25, Planning Council Meeting Minutes, p. 2 [22]; 2012-06-21, Board of Trustees Meeting Minutes, p.p. 5-6 [23]). The operational outcomes in the annual plan set the foundation for planning at the unit level.
Achievement of the operational outcomes written in the annual plan is assessed in the same way that the achievement of strategic priorities in the strategic plan is assessed. Planning units align or link their unit outcomes to one or more institutional operational outcomes. At the end of each assessment cycle, the outcomes that are linked to the annual plan are aggregated as a measure of achievement. The Strategic Planning and Assessment Committee reviews the aggregated achievements of the planning units for each institutional outcome and uses the information for the next planning cycle. A table showing the planning units that linked outcomes to institutional outcomes in 2011-2012 are attached along with a report of the status of each outcome at the end of the assessment cycle (2011-2012 Annual Plan Alignment [24]; IE Plan - 2011-2012 Unit Outcomes by Annual Objective [25]). Unit outcomes that are linked to institutional outcomes in the 2012-2013 planning cycle also are attached (2012-2013 Annual Plan Alignment [26]; IE Plan - 2012-2013 Unit Outcomes by Annual Objective [27]).
Unit plans are one-year strategies and activities for the non-academic operating units. Each of the college’s planning units [28] develops an annual unit plan that supports the achievement of the outcomes in the college annual plan. Each unit plan includes operational outcomes, assessment measures, and performance targets, and is used to justify budget requests. Data are collected throughout the year. A mid-year review in January allows planning units to analyze data and make mid-course corrections in implementation of strategies if it appears that outcomes are not going to be achieved. An end-of-year review in July uses data to establish the extent to which the outcomes are achieved and identifies strategies to be implemented to improve results in the future.
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 17 of 400 A three-year history of activity in the planning unit process indicates a high level of participation by administrative support planning units, academic and student support units, and community/public service units (Assessment Audit - Non-academic Planning Units [29]). The results of these assessments and the impact of changes based on these results are detailed in Comprehensive Standards 3.3.1.2 (Administrative Support Services), 3.3.1.3 (Academic and Student Support Services) and 3.3.1.5 (Community/Public Service).
Academic assessments mirror the unit planning process and are conducted annually. Within each academic department, faculty review program outcomes and institutional learning outcomes to ensure that students are attaining the skills and knowledge expected of program graduates. In the summer of 2011, a group of faculty, academic program chairs, and academic administrators was asked by the Planning Council to review, and possibly revise, the institutional outcomes that could be expected of all DSC graduates. After much discussion and debate, four institutional outcomes were established and defined (Institutional Outcomes [30]):
Critical/Creative Thinking - Students will use systematic and creative thinking skills to analyze and evaluate issues and arguments, solve problems, and/or make decisions. Communication - Students will be able to read, write, and exchange information, ideas, and concepts effectively. Cultural Literacy - Students will understand the impact of the variations among and within cultures. Information and Technical Literacy - Students will use appropriate technology to locate, evaluate, and effectively process information.
Each academic program has mapped its curriculum to these outcomes to ensure that its students attain the knowledge, skills, and abilities the college expects of its graduates (Examples of Curriculum Maps: Vocational Certificate [31], A.S. Certificate [32], A.A. Degree/General Education Program [33], A.S. Degree [34], B.S.E.T. Degree [35]). The revised institutional learning outcomes were incorporated into the academic assessment process in fall 2011.
A three-year history of activity in the academic assessment process indicates a high level of participation by academic programs (Assessment Audit - Academic Programs [36]). The fall 2012 assessment results were being compiled and were not all available at the time this report was being finalized. The academic assessment process, results, and use of results are described in more detail in Comprehensive Standard 3.3.1.1, Institutional Effectiveness of Educational Programs.
A three-year extensive review of each program and unit provides an evaluative look at trends in performance on core outcomes. Instructional Program Reviews and Administrative Unit Reviews are conducted as summative evaluations of academic programs and non-academic planning units (IPR Schedule of Reviews [37]; AUR Schedule of Reviews [38]). These reviews are more encompassing than unit plans, and analysis is based on outcomes data and information gathered over a three-year period. Academic programs look at enrollment, graduation, student success, and achievement of learning outcomes, as well as external factors such as state licensing exam pass rates, job placements, performance of transfer students, reports of auditors or program accrediting agencies, and community or employer surveys. Administrative unit reviews focus on administrative, educational support, student services, and community/public service units of the college and evaluate their budgetary and staff resources, use of technology, and attainment of outcomes.
Instructional Program Reviews and Administrative Unit Reviews are conducted by standing committees of the Planning Council. The forms and processes for the reviews are disseminated each fall to those units scheduled for review. An example of the guidelines and report form for Instructional Program Reviews of associate of science programs are provided along with the form used for the Administrative Unit Reviews (IPR Guidelines [39]; IPR Form [40]; AUR Letter of Notification and Form [41]). The process is interactive and supportive, with the focus on evaluating strengths and challenges, identifying opportunities, and providing recommendations for improving results and use of results as it relates to the college mission, strategic plan, and outcomes of the program being reviewed. Examples of IPR reports are provided for the Accounting Technology A.S. Program [42], Biological and Physical
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 18 of 400 Sciences Department [43], the Medical Coder Biller Certificate Program [44], and the Bachelor of Applied Science Program [45]. Examples of AUR reports are provided for Assessment Services [46], the Benefits Department [47], and Institutional Effectiveness [48]. The IPR reports for all academic units and the AUR reports for all nonacademic planning units are included as evidence in the narrative responses for Comprehensive Standards 3.3.1. The IPR and AUR committees report results of the reviews and any recommendations that result from the reviews to the Planning Council. 2011-2012 IPR [49] and AUR [50] summary reports are provided.
The budget is a one-year fiscal plan detailing the resource requirements necessary to achieve the annual and unit plans. The budget is tied to the college’s annual plan, which is derived from the strategic plan and supported by the unit plans. The budget planning process follows a timeline that coincides with the state legislative session held each spring and culminates in approval of the operational budget by the District Board of Trustees at its June meeting.
Planning for the annual budgeting process begins in February and is coordinated with development of the annual institutional plan and unit planning process (2012-2013 Budget Calendar [51]; E-mail - 2013-2014 Budget Training and Budget Entry [52]). Unit managers are instructed to develop unit plans and budgets to support the annual plan. The units are provided a “cost to continue” base budget and are asked to justify to their vice president any changes or increases by showing the contribution of their proposed strategy to the annual plan (Steps in Building Your Budgets [53]). At the same time, the Planning Council prioritizes committee recommendations and prepares a master list of ranked priorities with estimated budget impact that is forwarded to the president and her executive staff for consideration in the budgeting process (2011-2012 Planning Council Recommendations [54]).
The Planning Council is an integral part of the institutional effectiveness process at Daytona State College. It provides oversight, guidance, and resources for planning, assessment, and evaluation activities for both academic and non-academic programs, and makes recommendations for budgeting priorities and resource allocations (DSC Website - Planning Council Overview [55]). The Planning Council has been in operation since 2000 and each year involves between 150 and 200 college faculty and staff in the institutional effectiveness process. Its continued operation is evidence of the college’s commitment to an ongoing and integrated system.
The Planning Council serves as the point of consensus in a participatory process that identifies and analyzes issues of significance to the college community and develops recommended solutions or actions. The Planning Council evaluates the use of planning and assessment results to improve the processes of teaching and learning, operations, and student services. In keeping with the mission of the college to embrace excellence, the Planning Council emphasizes quality as it builds a culture of continuous improvement and informed decision-making. The council meets monthly during the academic year and is responsible for developing the strategic plan and the annual plan. The Planning Council structure ensures that outcomes are measured, results are communicated and discussed, and recommendations for improving or enhancing the results are forwarded to the president and executive staff for approval and action.
The planning process follows a well-established annual timeline that synchronizes with the budget cycle of the college (2010-2011 Planning Calendar [56]; 2011-2012 Planning Calendar [57]; 2012-2013 Planning Calendar [58]). The timeline for college wide planning activities is set each year by the Planning Council with deadlines for strategic and annual planning, unit planning, mid-year and end-of year assessment reports.
To support the teaching and learning mission of the college, the membership of the Planning Council is 50 percent or more faculty. Faculty members provide a diverse representation of all campuses and academic areas. The rest of the membership is comprised of career service (hourly) employees, professional (salaried) employees, administrators, and at least one student representative. The head of each employee constituent group serves on the council and the president of the Student Government Association participates as the student representative. The number of members has varied slightly from year to year but over the last three years has averaged 30 members. The 2010-2011 Planning Council had 26 members (2010-2011 Planning Council Membership [59]), there were 30 members in
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The Planning Council operates with an extensive standing committee structure (2010-2011 Planning Council Committees [62]; 2011-2012 Planning Council Committees [63]; 2012-2013 Planning Council Committees [64]). Planning Council committees provide accountability for the planning, assessment, and evaluation processes. The committees:
provide support and guidance for developing and implementing the strategic plan, the annual plan, and program/unit assessments and reviews; ensure that program and unit activities link to the institutional mission, strategic plan, and/or the annual plan; provide a forum for institution-wide discussion of assessment findings; make recommendations for resource allocations to support improvement initiatives; provide assessment and evaluation reports to the Planning Council and senior executive staff; ensure that achievements, results, and use of results are documented and communicated; serve as an opportunity for employee leadership, participation, and involvement.
The purpose of each of the standing committees that supported the work of the Planning Council in 2011-2012 was clearly defined. Members were appointed to ensure broad-based participation and diverse representation (2011-2012 Planning Council Committee Charges and Membership [65]). Standing committees identified and analyzed issues of significance to the college community and developed recommended solutions or actions. Ad hoc committees were convened to accomplish a specific task or to explore a general topic, such as retention, to see what opportunities the college had to enhance student learning or improve operational effectiveness.
The results of the committees’ work were presented to the Planning Council for review and approval through a consensus process. The Planning Council prioritized committee recommendations and prepared a master list of ranked priorities with estimated budget impact. The rankings were forwarded to the president and senior executive staff for approval [66]. The senior executive staff either accepted the recommendations in whole or in part, modified the recommendations, or sent an issue back to the Planning Council for further work.
Once funding levels were known from the state and enrollment projections were developed, available resources were applied to the priorities recommended by the council and approved by the senior executive staff to the extent possible. Priorities that were ranked but not funded continue to be considered as the college seeks grants, contracts, and private funding. Unfunded priorities can be brought forward the next year for consideration.
Daytona State College's institutional effectiveness processes result in continuous improvement in institutional quality. Recent changes to the institutional effectiveness process are evidence that the college engages in continuous process improvement. At the conclusion of each year, the Planning Council has evaluated the planning process by sending a survey to employees who participated in council activities or served on any of its committees. In addition, focus groups were held with Planning Council committee co-chairs and other administrators to review the process and the results, and identify improvement strategies. Suggestions for improvements or modifications to the structure or the process were reviewed by the chair and the senior executive staff for implementation in the following year (2011-2012 Planning Council Evaluation Results [67]). Based on feedback received, the committee structure for the 2012-2013 Planning Council was streamlined from 11 committees to 7, and committees were given more focused responsibilities (2012-2013 Planning Council Committees - Purpose and Membership [68]).
Based on input from unit planning managers and administrators, the unit planning calendar was revised to coincide more effectively with the budgeting cycle. Beginning with the 2013-2014 planning cycle, unit managers will establish unit outcomes and performance targets in February and submit budget requests in March. This change will allow unit managers to provide more timely input into the budget
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The Institutional Research Office supports planning and assessment activities by administering college wide surveys and guiding academic and non-academic administrators in analyzing and using survey data to improve programs and services. The Community College Survey of Student Engagement, the ACT Student Opinion Survey, the Noel Levitz Employee Satisfaction Survey, and other surveys are coordinated through the IR Office (Survey Administration Schedule [70]).
Daytona State College demonstrates that it is effectively accomplishing its mission. Each educational program, administrative support service, academic, student support service, and community/public service unit within the college contributes to the institutional effectiveness process by aligning its mission and outcomes with the institutional mission and outcomes. The college strategic plan and annual plan are organized around the seven key tenets of the college mission statement: provide access, emphasize student success, embrace excellence, embrace diversity, foster innovation, enhance teaching and learning, and promote community enrichment. Academic and non-academic planning units identify annual outcomes that align with the priorities and objectives of the strategic and annual plans. Unit plans are used to assess the effectiveness of the unit and the extent to which it is achieving its purpose, supporting student learning and contributing to the success of the institution. The process requires programs and units to annually assess achievements, evaluate progress, and identify emerging issues. For the non-academic support units (administrative services, academic and student support services, and community/public service) assessments take the form of mid-year and end-of-year reports on the outcomes of their unit plans. For the academic programs, assessments take the form of twice-a-year reviews and analyses of instructional program outcomes that are tied to specific learning outcomes within academic courses. Learning outcomes at the academic program level tie directly into the four institutional learning outcomes.
The college uses two models to support and provide evidence of institutional effectiveness. The models guide academic departments, educational and student support units, community service programs, and administrative units in developing assessment plans, establishing performance targets, documenting results, and making decisions based on outcomes. Each academic program and non-academic unit uses the Eight Stages of Outcome Assessment model to develop an assessment plan (DSC Website - Eight Stages of Outcomes Assessment [71]). The programs and units then use a five-step model for documenting the assessment plan, assessment of outcomes and evidence of improvement. Both assessment models are outlined in significant detail in the Daytona State College Institutional Effectiveness Manual for Academic and Non-Academic Planning Units (IE Manual - Table of Contents [72]; IE Manual - Content [73]).
The process is a continuous reiteration of the Eight Stages of Outcome Assessment at the unit and program level. The first five stages of the outcomes assessment model are formative. Formative assessment occurs at the beginning of the fiscal year when desired outcomes, assessment activities, levels of achievement and strategies are defined. The last three stages of the outcomes assessment model are summative. Summative assessment determines if actual outcomes have been achieved and provides statistics for accountability purposes. A calendar of assessment activity is incorporated into the manual to reinforce the ongoing nature of assessment and continuous improvement (2012-2013 Calendar for Assessing Non Academic Programs [74]; 2012-2013 Calendar for Assessing Academic Programs [75]).
The college provides appropriate administrative and budgetary support for planning and assessment activities. The Institutional Effectiveness Department coordinates and facilitates the planning and assessment functions of the college, as well as the activities of the Planning Council, and directly supervises the Institutional Research Office (Organizational Chart - Institutional Effectiveness [76]). The IE Department includes the associate vice president for institutional effectiveness, the dean of assessment and planning, and an administrative assistant, and operates under the guidance and leadership of the senior vice president for student development and institutional effectiveness. Funding is provided for professional development including attendance at an annual statewide assessment
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 21 of 400 meeting, the SACSCOC Annual Meeting, and the Summer Institute. In 2011 the college transitioned from an internally created online planning system to a more robust software program called Strategic Planning On-Line (SPOL) to allow for better alignment between strategic, annual and unit planning processes and to enhance reporting capabilities.
Evidence [1] DSC Website - Institutional Effectiveness [2] Institutional Effectiveness Framework [3] College Policy 1.02 Institutional Mission Statement [4] FS 1004.65(5)(8) Florida College System Institutions, Governance, Mission and Responsibilities [5] College Policy 1.03 Institutional Goals [6] 2005-06-15 Board of Trustees Meeting Minutes Excerpt - Mission Statement [7] DSC Strategic Plan 2010-2013 [8] Capital Improvement Plan [9] FTE Enrollment Projections [10] Strategic Planning Process [11] Strategic Planning Timeline [12] 2010-2013 Strategic Plan SWOT Survey Results [13] Letter of Invitation - Strategic Planning Summit 2010-04-01 [14] Building a Future - Strategic Planning Summit [15] Strategic Planning Summit PowerPoint [16] 2010-10-21 Board of Trustees Meeting Minutes Excerpt - Strategic Plan Approval [17] 2011-2012 Strategic Plan Alignment [18] IE Plan - 2011-2012 Unit Outcomes vs. Strategic Priorities [19] 2012-2013 Strategic Plan Alignment [20] IE Plan - 2012-2013 Unit Outcomes vs. Strategic Priorities [21] DSC Annual Plan 2012-2013 [22] 2012-04-25 Planning Council Meeting Minutes Excerpt - Annual Plan Approval [23] 2012-06-21 Board of Trustees Meeting Minutes Excerpt - Annual Plan Approval [24] 2011-2012 Annual Plan Alignment [25] IE Plan - 2011-2012 Unit Outcomes vs. Annual Objectives [26] 2012-2013 Annual Plan Alignment [27] IE Plan - 2012-2013 Unit Outcomes vs. Annual Objectives [28] 2012-2013 Planning Unit Managers [29] Assessment Audit - Non-Academic Planning Units [30] Institutional Outcomes [31] Curriculum Map - Vocational Certificate Automotive Technology - Program vs Institutional Outcomes [32] Curriculum Map - Certificate Accounting Applications - Program vs Institutional Outcomes [33] Curriculum Map - General Education [34] Curriculum Map - AS Occupational Therapy Assistant - Program vs Institutional Outcomes [35] Curriculum Map - BS Engineering Technology - Program vs Institutional Outcomes [36] Academic Assessment Audit - All Programs
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 22 of 400 [37] IPR Schedule of Reviews [38] AUR Schedule of Reviews [39] IPR AS Degree Guidelines [40] IPR AS Degree Report [41] AUR Letter of Notification and Form [42] IPR Report & Eval Accounting Technology 2011-2012 [43] IPR Report & Eval Biological and Physical Sciences 2011-2012 [44] IPR Report & Eval Medical Information Coder Biller 2011-2012 [45] IPR Report & Eval BAS - Supervision and Management 2009-2010 [46] AUR - Assessment 2011-2012 [47] AUR - Benefits 2010-2011 [48] AUR - Institutional Effectiveness 2010-2011 [49] Instructional Program Review - Final Report 2011-2012 [50] Administrative Unit Review - Final Report 2011-2012 [51] 2012-2013 Budget Calendar [52] E-mail - 2013-2014 Budget Training and Budget Entry [53] Steps in Building Your Budgets [54] Planning Council Proposals for FY2013-2014 [55] DSC Website - Planning Council Overview [56] 2010-2011 Planning Calendar [57] 2011-2012 Planning Calendar [58] 2012-2013 Planning Calendar [59] 2010-2011 Planning Council Membership [60] 2011-2012 Planning Council Membership [61] 2012-2013 Planning Council Membership [62] 2010-2011 Planning Council Committees - Diagram [63] 2011-2012 Planning Council Committees - Diagram [64] 2012-2013 Planning Council Committees [65] 2011-2012 Planning Council Committees - Purpose and Membership [66] 2011-2012 Planning Council End of Year Report to Executive Staff [67] 2011-2012 Planning Council Evaluation Survey Results [68] 2012-2013 Planning Council Committees - Purpose and Membership [69] 2012-2013 Planning and Assessment Calendar [70] Survey Administration Schedule [71] DSC Website - Eight Stages of Outcome Assessment [72] Institutional Effectiveness Manual - Table of Contents [73] Institutional Effectiveness Manual [74] 2012-2013 Calendar for Assessing Non Academic Units [75] 2012-2013 Calendar for Assessing Academic Programs [76] Organizational Chart - Institutional Effectiveness
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2.6 The institution is in operation and has students enrolled in degree programs. (Continuous Operation)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College has been in continuous operation since 1957. Over the past 55 years, Daytona State College has evolved from a small campus into a multi-campus institution providing educational and cultural programs for the citizens of Volusia and Flagler counties. The college began when the Florida Legislature authorized Daytona Beach Junior College as one of the state's first comprehensive community colleges. The college received its initial accreditation from the Southern Association of Colleges and Schools in 1963 and was most recently reaffirmed in 2003 (2006-09-07 SACSCOC Letter - DSC Accreditation [1]).
In 1971, the official name of the college was changed from Daytona Beach Junior College to Daytona Beach Community College. In 2007, the District Board of Trustees approved the college's request for another name change, to Daytona Beach College, to reflect the institution’s transition to a four-year college offering workforce baccalaureate degrees; and with the formation of the Florida College System in 2008, the current name, Daytona State College, was approved by the trustees (2008-06-19, Board of Trustees Meeting Minutes Excerpt [2]).
Daytona State’s status as a four-year college began in 2006, when it offered its first baccalaureate degree - the Bachelor of Applied Science in Supervision and Management. In spring 2009, the college began offering Bachelor of Science in Education degrees, and in fall 2010, the Bachelor of Science in Engineering Technology degree. SACSCOC Level II status was approved for Daytona State College in 2006 (2006-01-05 SACSCOC Letter - Level II Status [3]).
Daytona State College has students enrolled in baccalaureate, associate of arts, associate of applied science, and associate of science degree programs; college-credit certificate and vocational certificate programs; and the Educator Prep Institute. The Office of Institutional Research reports data regarding the annual unduplicated student headcount enrollment and full-time equivalency student enrollment and publishes it in the Daytona State College Fast Facts report (Fast Facts 2011-2012 [4]). According to enrollment data from the 2011-2012 academic year, the annual full-time equivalent headcount for 2011-2012 was 13,845; the annual unduplicated headcount was 31,000.
The table below, Headcount by Degree, shows a 10-year history of college enrollment in lower-division and upper-division degree and certificate programs. The associate of arts degree has enrolled the largest number of students, followed by the associate of science degree. It also notes the institution’s expansion of degree offerings starting in Academic Year 2005-2006 with the introduction of the Bachelor of Applied Science degree and the Educator Preparation Institute program, the B.S. in Education in academic year 2008-2009, and the B.S. in Engineering Technology in 2010. Associate of applied science degree programs began the teach-out process in the 2011-2012 academic year and are no longer accepting new students.
DAYTONA STATE COLLEGE - HEADCOUNT BY DEGREE Associate Bachelor Associate Bachelor College Educator Associate of of Vocational of of Credit Prep. of Arts Applied Applied Certificate Science Science Certificate Institute Science Science 2002-2003 7,174 1,295 4,549 0 0 301 0 1,902 2003-2004 7,276 1,716 4,806 0 0 382 0 1,906 2004-2005 7,167 1,817 4,328 0 0 462 0 1,953 2005-2006 7,239 1,787 4,134 12 0 498 28 1,788
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Evidence [1] 2006-09-07 SACSCOC Letter - DSC Accreditation [2] 2008-06-19 Board of Trustees Meeting Minutes Excerpt - Name Change [3] 2006-01-05 SACSCOC Letter - Level II Status [4] Fast Facts Brochure 2011-2012
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2.7.1 The institution offers one or more degree programs based on at least 60 semester credit hours or the equivalent at the associate level; at least 120 semester credit hours or the equivalent at the baccalaureate level; or at least 30 semester credit hours or the equivalent at the post-baccalaureate, graduate, or professional level. If an institution uses a unit other than semester credit hours, it provides an explanation for the equivalency. The institution also provides a justification for all degrees that include fewer than the required number of semester credit hours or its equivalent unit. (Program Length)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College offers associate-level degree programs based on 60 or more semester credit hours. The college offers the associate of arts degree and 34 associate of science degree programs. For each degree program, the college bases the required number of semester credit hours on standards established by SACSCOC and adhered to by the Florida Department of Education. None of the degree programs offered include fewer than the number of semester credit hours listed in the standards established by SACSCOC or the FDOE. No other program equivalency is used; only semester credit hours. Program length is consistent across all delivery modes whether face-to-face, hybrid (partially online), or fully online, and is the same regardless of the location of instruction (Daytona State College, Degree Program Length, 2012-2013 [1]).
An associate of arts degree requires 60 semester hours of transferable college credit with 36 semester hours of general education and 24 semester hours of electives (Program Guide - Associate of Arts [2]). The number of semester hours required for an associate of science degree varies from 60 to 88 in accordance with postsecondary program length set by FS 1007.25(7-8), General Education Courses; Common Prerequisites; Other Degree Requirements [3], and FAC 6A-10.024(4)(a), Articulation Between and Among Universities, Community Colleges, and School Districts [4]. FAC 6A-14.030, Instruction and Awards in Community Colleges [5], prescribes program length for associate of science degree programs, while the Florida Department of Education Division of Colleges publication, Community College Programs with Standard Program Length 2012-2013 [6], specifies standard program credit hour lengths for each program.
All A.S. degree programs offered at Daytona State College are in compliance with the prescribed SACSCOC mandates and are based on curriculum frameworks approved by the FDOE (DSC Catalog - Associate of Science Degree Programs [7]; FDOE Website - Curriculum Frameworks [8]). Faculty from the college participate on committees that review and approve the curriculum frameworks in state curriculum framework meetings (DSC Faculty Serving on Curriculum Committees [9]). If a new program is proposed for which there is no existing curriculum framework, the college proposing the new program provides the information needed to establish one. For example, the first A.S. Simulation Robotics program in the state was initiated by DSC. Computer science faculty members developed the curriculum framework that was approved by the state-wide curriculum committee for that discipline (New Program Submittal to FDOE [10]).
The institution offers seven baccalaureate-level programs that require at least 120 semester credit hours (DSC Catalog - Bachelor's Degrees [11]). The Bachelor of Applied Science in Supervision and Management and the five degree programs offered for the Bachelor of Science in Education require 120 semester hours. The Bachelor of Science in Engineering Technology program received approval from the State Board of Education to require 128 semester hours (FDOE, Letter of Approval [12]; Executive Summary of BSET Proposal [13]). Baccalaureate program length is in accordance with FS 1007.25(8) [3] which states that, "A baccalaureate degree shall require no more than 120 hours of college credit, including 36 semester hours of general education coursework, unless prior approval has been granted by . . . the State Board of Education for baccalaureate degree programs offered by community colleges."
The institution publishes approved degree requirements at all levels. Program guides, which
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 26 of 400 describe the course requirements for each program of study, the program length, and the requirements for the awarding of degrees, are listed in the College Catalog and published on the Daytona State College website for all associate and baccalaureate level programs. Examples of program guides are provided: Associate of Arts [2], A.S. in Nursing [14], A.S. in Computer Programming [15], Bachelor of Applied Science [16], B.S. in Engineering Technology [17], and B.S. in Elementary Education [18].
At Daytona State College, faculty determine the length of each program based upon SACSCOC and other program accreditation requirements, state standards, community needs, best practices of the discipline and higher education, program outcomes, and general education requirements. Programs offered in different delivery formats (i.e., hybrid, online or accelerated/compressed delivery) were agreed upon by faculty to have the same length as those in traditional formats (i.e., face-to-face classroom and non-accelerated delivery). Program learning outcomes and course learning outcomes are the same for all delivery formats. Prior to the inception of a program, the faculty diligently reviews all program components to ensure that the depth and breadth of knowledge is appropriate for successful completion of the degree and mastery of student learning outcomes. Once approved by the department, the new program is reviewed by the college's Curriculum Committee which is comprised of faculty members across disciplines.
When new programs are established or changes are made to existing programs, the Curriculum Committee reviews the proposed changes and recommends action to the senior vice president for academic affairs (Curriculum Committee Bylaws [19]). The Curriculum Committee approves the program length, program outcomes as they relate to institutional outcomes, course learning outcomes, a coherent sequence of courses, and other curriculum components prior to the start of a new program. A prescribed review and approval process includes a careful review of the proposed program guide and major learning outcomes to ensure that the amount and level of credit assigned to courses and programs are equitable across delivery modes and programs. The committee also determines if a proposed program is in compliance with SACSCOC and aligns with state curricular frameworks, state rules and statutes. If the proposed program does not meet the standards, the committee makes a recommendation for revising and resubmitting the proposal. The process is described in Procedure 402(a), Curriculum Development [20] and in Curriculum Development - Steps in the Process [21]. According to these documents, major course revisions also are reviewed and approved by the Curriculum Committee. Any changes to credit hours or contact hours constitute a major course revision.
Daytona State College, a Level II institution, does not offer any post-baccalaureate, graduate or professional level academic programs.
Evidence [1] 2012-2013 DSC Degree Programs [2] Program Guide - Associate of Arts [3] FS 1007.25(7-8) General Education Courses, Common Prerequisites, Other Degree Requirements [4] FAC 6A-10.024(3,4,5) Articulation Between and Among Universities, Community Colleges and School Districts [5] FAC 6A-14.030 Instruction and Awards in Community Colleges [6] 2012-2013 Community College Program Length [7] DSC Catalog - AS Degree Programs [8] FDOE Website - Curriculum Frameworks [9] Faculty Serving on State Curriculum Committees [10] Approval of New Program and Curriculum Framework - Simulation Technology [11] DSC Catalog - Bachelor's Degrees
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 27 of 400 [12] 2010-06-24 FDOE letter - BSET Program Approval [13] Application for Approval to Offer BSET, Executive Summary [14] Program Guide - AS Nursing [15] Program Guide - AS Computer Programming [16] Program Guide - BAS Supervision and Management [17] Program Guide - BS Engineering Technology [18] Program Guide - BS Elementary Education [19] Curriculum Committee Bylaws [20] College Procedure 402(a) Curriculum Development [21] Curriculum Development - Steps in the Process
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2.7.2 The institution offers degree programs that embody a coherent course of study that is compatible with its stated mission and is based upon fields of study appropriate to higher education. (Program Content)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College offers degree programs that are compatible with the college mission. The Daytona State College curriculum of academic program offerings reflects its locally established mission and mission-related goals. To achieve its mission, the college provides "access to a range of flexible programs, from community enrichment to the baccalaureate degree . . ." (College Policy 1.02, Institutional Mission Statement [1]). College Policy 1.03, Institutional Goals [2], addresses the goals of the college for academic programming in relation to the college mission. In keeping with its goals and mission, the range of degree programs offered by the college includes: An associate of arts degree that is intended as a transfer degree to prepare students for continued education at the baccalaureate level; 34 associate of science degree programs that prepare students for advanced levels of employment and transition to selected workforce baccalaureate programs; Seven baccalaureate degree options.
A list of the programs offered during the 2012-2013 academic year is included in the College Catalog (Academic Program Code Listing [3]) . Program guides for each program outline the general education course requirements, identify prerequisite or co-requisite courses, and provide a recommended sequence of courses that will lead a student to successful completion of a degree. Program guides, showing the sequencing of courses in the associate of arts, and in each associate of science and baccalaureate program, are posted online as part of the College Catalog (Examples of program guides: A.A [4]., A.S. Computer Engineering Technology [5], A.S. Environmental Science Technology [6], A.S. Hospitality Management [7], A.S. Nursing [8], B.S. in Elementary Education [9], B.S. in Engineering Technology [10], and B.A.S. in Supervision and Management [11]). The course sequences listed in the program guides represent coherent programs of study and follow a statewide common course numbering system that facilitates transfer of credit among all public post-secondary institutions and many non-public institutions (FS1007.24, Statewide Course Numbering System [12]). The course of study for an academic program is the same regardless of the delivery format of the courses a student takes. In other words, the same program guide is in effect whether a student takes courses in a fully online format, takes courses in a traditional face-to-face format, takes courses that are partially online, or enrolls in any combination of the three.
Daytona State College offers degree programs that embody a coherent course of study. Each degree program is based on an established curriculum, providing a framework of basic knowledge and skills appropriate to the field of study and level of degree. Programs are designed to progress in complexity from one semester to the next. Many courses are designed to be taken in a particular sequence, using prerequisites to promote continuity (Example of Course Sequencing [13]). For example, ENC 1101, College Composition, is the first college level writing course for all degree programs. In Florida, A.A. students are required to complete six semester hours of English coursework and six semester hours of additional coursework in which the student demonstrates college-level writing skills through multiple assignments (FAC 6A-10.030, Assessment Procedures for Communication and Computation Skills [14]). FAC 6A-10.030 is commonly referred to as the Gordon Rule. ENC 1101 is the gateway course for all other courses that satisfy the Gordon Rule requirement for writing and a prerequisite for most of the courses in the general education core (DSC Catalog - Gordon Rule Courses [15]).
In each course, student learning outcomes are defined, tracked, and monitored for student mastery of basic skills and competencies. The student learning outcomes for each course were developed using Bloom’s Taxonomy and are listed in the Master Course Description, in the course syllabi provided to students at the beginning of each semester, and on the college’s online learning management system (Master Course Description - ENC 1101 [16]; ENC 1102 [17]; ENC 2210 [18]; ARH 1000 [19]; BSC
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 29 of 400 1005 [20]; ECO 2013 [21]; GEO 2420 [22]; PSY 1012 [23]). The learning outcomes are drivers for organizing instruction and designing the learning activities for each program and course. The levels of Bloom’s Taxonomy of Learning demonstrate a hierarchical process of learning, from simple to complex.
Course sequencing and coherency also are evident in associate of science degree programs which are designed to prepare students to enter the workforce or transfer into selected baccalaureate degree programs. Curricula for college-credit certificate programs represent career pathways or ladders that link degree program components in an articulated course of study and allow students to apply credits earned for a short-term certificate toward an appropriate A.S. degree (Academic Program Code Listing - A.S. Programs and Occupational Certificates [24]). Credit earned for the A.S. degree, in turn, can be applied toward an appropriate baccalaureate degree. For example, a student who earns a Wireless Communication Certificate can apply 18 hours of credit toward an A.S. in Computer Engineering Technology degree, which will articulate directly into the B.S. in Engineering Technology degree program (Technology Programs Curriculum Pathways [25]). In another example, 12 credit hours earned in the Office Support Technical Certificate program can be applied toward an Office Management Certificate which can be applied toward an A.S. degree in Office Administration (Office Administration Career Ladder [26]). Students who complete the Accounting Operations certificate can apply credits toward the Accounting Applications certificate and the A.S. degree in Accounting Technology (Applied Business Career Ladder [27]).
The associate of arts degree is a transfer program designed to articulate to a four-year degree program offered at a state college or university. The A.A. includes a general education core curriculum of 36 semester hours in communication, mathematics, social sciences, humanities, and natural science, with the remaining 24 semester hours consisting of appropriate prerequisite courses and electives (DSC Catalog - Requirements for A.A. Degree [28]). The curriculum for each A.S. program includes a minimum of 15 semester hours in the general education core curriculum with at least one course from each of the following areas: humanities/fine arts, social/behavioral sciences and natural science/mathematics (DSC Catalog - Requirements for A.S. Degree [29]). The general education component of both A.A. and A.S. degree programs is prescribed by the Florida Department of Education and incorporated into state statute. Florida Statute 1007.25, General Education Courses, Common Prerequisites, Other Degree Requirements [30], and FAC 6A-10.024, Articulation Between and Among Universities, Community Colleges and School Districts [31], established general education criteria, common course prerequisites and course substitution requirements.
The college offers seven of the nine baccalaureate programs for which it is authorized. The curriculum content and sequence for each baccalaureate program offered at DSC is similar to programs at higher education institutions across Florida and was subject to the rigorous review and approval process required by the Florida State Board of Education. DSC followed the review process outlined in both statute and administrative rule (FS 1007.33, Site-determined Baccalaureate Program Access [32]; FAC 6A-14.095, Site-determined Baccalaureate Program Access [33]). The process began with research to determine the workforce demand and unmet need for graduates of the program to be implemented. Once the institution had local district board of trustee approval, it submitted a Letter of Intent to the Florida College System and after 100 days submitted a full proposal. During the 100 day period, other institutions had the opportunity to propose objections or submit alternative proposals. The proposal submitted by the college to the SBOE included a description of the planning process, timeline for implementation, analysis of workforce demand and unmet need, identification of resources needed to deliver the program, cost analysis, academic content, curriculum, credentials of faculty, and accreditation plan. FDOE staff reviewed the proposal and made a recommendation for approval to the SBOE which made its determination at its next meeting. The full proposal and approval process [34] took nearly a year to complete and required the institution to have Level II accreditation status from SACSCOC. The process ensured that baccalaureate programs embodied a coherent course of study and provided a smooth articulation flow between and among Florida's post-secondary institutions.
The college's degree programs are based upon fields of study appropriate to higher education. Postsecondary career education programs offered by the 28 post-secondary institutions that comprise the Florida College System are vetted by the Florida Department of Education. A representative committee consisting of faculty and administrators from institutions across the state college system,
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 30 of 400 including DSC, reviews and comes to consensus on carefully formulated courses of study, referred to as curriculum frameworks, for associate of science degree, college credit certificate and postsecondary adult vocational education programs (Faculty Serving on State Curriculum Committees [35]). Curriculum frameworks establish the minimum general education requirements and determine occupational completion points for all workforce development areas [36] and are approved annually by the State Board of Education (Examples of curriculum frameworks: A.S. Computer Engineering Technology [37], A.S. Culinary Management [38], A.S. Environmental Science Technology [39], A.S. Hospitality Management [40], A.S. Nursing [41]).
Daytona State College internal procedures ensure that new programs are consistent with state articulation guidelines and curriculum frameworks and promote progression from one academic level to another. The curriculum development process is driven by the faculty through a committee structure and a review and approval process that is defined in College Procedure 402(a), Curriculum Development [42] and in the guidelines for the Curriculum Development Process [43]. The college Curriculum Committee reviews and approves each new program and course, as well as proposed revisions to existing programs and courses (Curriculum Committee Bylaws [44]). The committee review ensures that the curriculum meets outcomes listed in the relevant state framework as determined by the FDOE Division of Career and Adult Education. Minutes from Curriculum Committee meetings demonstrate the committee's review of programs and courses (2011-04-14 Curriculum Committee Meeting Minutes - Review of New Program [45]; 2010-05-06 Curriculum Committee Meeting Minutes - Major Course Revision [46]). A summary of the work completed by the Curriculum Committee demonstrates the oversight given to program and course development to ensure that programs of study are coherent, appropriate to higher education, and support the college mission (Curriculum Development - 2011-2012 Summary [47]).
As part of the college's institutional effectiveness process, each academic program undergoes a program review every three years to determine whether expected outcomes are achieved. The review process addresses the compatibility of the program with the college mission, the appropriateness of its curriculum, and the quality of its program. The Instructional Program Review Committee facilitates the process and reports the results of each year's reviews to the college-wide Planning Council. Guidelines [48] and forms [49] are developed by the IPR Committee along with a schedule for reviews [50]. Additional information and evidence of program reviews conducted by the IPR Committee are contained in the narrative for Comprehensive Standard 3.3.1.1.
Evidence [1] College Policy 1.02 Institutional Mission Statement [2] College Policy 1.03 Institutional Goals [3] Academic Program Code Listing [4] Program Guide - Associate of Arts [5] Program Guide - AS Computer Engineering Technology [6] Program Guide - AS Environmental Science Technology [7] Program Guide - AS Hospitality Management [8] Program Guide - AS Nursing [9] Program Guide - BS Elementary Education [10] Program Guide - BS Engineering Technology [11] Program Guide - BAS Supervision and Management [12] FS 1007.24 Statewide Course Numbering System [13] Example - Course Sequencing [14] FAC 6A-10.030 Assessment Procedures for Communication and Computation Skills [15] DSC Catalog - Gordon Rule Courses [16] Master Course Description - ENC 1101 College Composition
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[17] Master Course Description - ENC 1102 Literature and Composition [18] Master Course Description - ENC 2210 Report Writing [19] Master Course Description - ARH 1000 Art Appreciation [20] Master Course Description - BSC 1005 Survey of Biological Science [21] Master Course Description - ECO 2013 Principles of Macro Economics [22] Master Course Description - GEO 2420 Cultural Geography [23] Master Course Description - PSY 1012 General Psychology [24] Academic Program Code Listing [25] Technology Programs - Curriculum Pathways [26] Office Administration Career Ladder [27] Applied Business Career Ladder [28] DSC Catalog - General Education Requirements for AA Degrees [29] DSC Catalog - General Education Requirements for AS Degrees [30] FS 1007.25(7-8) General Education Courses, Common Prerequisites, Other Degree Requirements [31] FAC 6A-10.024(3,4,5) Articulation Between and Among Universities, Community Colleges and School Districts [32] FS 1007.33(4) Site-Determined Baccalaureate Degree Access [33] FAC 6A-14.095 Site Determined Baccalaureate Access [34] FCS Baccalaureate Approval Process [35] Faculty Serving on State Curriculum Committees [36] FDOE Website - Curriculum Frameworks [37] Curriculum Framework - AS Computer Engineering Technology [38] Curriculum Framework - AS Culinary Management [39] Curriculum Framework - AS Environmental Science Technology [40] Curriculum Framework - AS Hospitality Management [41] Curriculum Framework - AS Nursing [42] College Procedure 402(a) Curriculum Development [43] Curriculum Development - Steps in the Process [44] Curriculum Committee Bylaws [45] 2011-04-14 Curriculum Committee Meeting Minutes - Review of New Program [46] 2010-05-06 Curriculum Committee Meeting Minutes - Major Course Revisions [47] Curriculum Development - AY 2011-2012 Summary [48] IPR AS Degree Guidelines [49] IPR AS Degree Report [50] IPR Schedule of Reviews
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2.7.3 In each undergraduate degree program, the institution requires the successful completion of a general education component at the collegiate level that (1) is a substantial component of each undergraduate degree, (2) ensures breadth of knowledge, and (3) is based on a coherent rationale. For degree completion in associate programs, the component constitutes a minimum of 15 semester hours or the equivalent; for baccalaureate programs, a minimum of 30 semester hours or the equivalent. These credit hours are to be drawn from and include at least one course from each of the following areas: humanities/fine arts, social/behavioral sciences, and natural science/ mathematics. The courses do not narrowly focus on those skills, techniques, and procedures specific to a particular occupation or profession. If an institution uses a unit other than semester credit hours, it provides an explanation for the equivalency. The institution also provides a justification if it allows for fewer than the required number of semester credit hours or its equivalent unit of general education courses. (General Education)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative In each undergraduate degree program, Daytona State College requires the successful completion of a general education component at the collegiate level. General education at Daytona State College constitutes the academic preparation for participation in a diverse society and is the basis for lifelong learning. It is a framework for the acquisition and use of broad bodies of knowledge, with an emphasis on critical/creative thinking, communication, cultural literacy, and information and technical literacy. An institutional goal has been set by the college to "provide a general education program that uses the context of humanities, social sciences, and natural sciences to develop academic knowledge and skills in reading, writing, critical thinking, and mathematics" (College Policy 1.03, Institutional Goals [1]).
Each academic program at the college has a coherent course of study, with the general education program at the core. Information about the mission of the general education program and the core competencies that students attain in the general education component of their education are included in the College Catalog [2].
Daytona State College offers a general education program at the collegiate level that is a substantial component of each undergraduate degree. General education requirements comprise an important part of the hours necessary for the associate of arts, associate of science, bachelor of applied science, and bachelor of science degrees. The college follows the standards for general education courses and requirements set forth in FS 1007.25, General Education Courses, Common Prerequisites and Other Degree Requirements [3], and FAC 6A-10.024, Articulation Between and Among Universities, Community Colleges and School Districts [4]. Sections (3-5) of FAC 6A-10.024 indicate that a student must complete 36 semester hours of general education coursework to attain an associate of arts degree or a baccalaureate degree. For an associate of science degree, a two-year degree intended to prepare students for the workforce and selected workforce baccalaureate programs, a minimum of 15 semester hours must be completed in the general education core curriculum. Courses taken as part of the associate of arts or associate of science degree to meet general education requirements transfer and apply toward the 36 credit hours required for the baccalaureate degree. In accordance with the FAC 6A-10.024(3a), each of the Daytona State College baccalaureate degrees requires 36 credit hours of general education. General education coursework requirements can be found in the program guides, College Catalog, and on the college website for A.A., A.S., B.A.S., B.S.ED., and B.S.E.T. degree programs. The attached documents include the general education requirements posted on the website for each degree area and samples of program guides that delineate the general education requirements for specific degree programs in each area to demonstrate that the general education component is a substantial program element (A.A. [5], A.S. [6], B.A.S. [7], B.S.E.D. [8] and B.S.E.T [9]).
Daytona State College offers a general education program at the collegiate level that ensures breadth of knowledge. For associate of arts and baccalaureate degree students, a minimum of 36
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SACCOC DAYTONA STATE COLLEGE HOURS GEN ED CATEGORIES GEN ED CATEGORIES REQUIRED Humanities/Fine Arts Communications (English) 9 Humanities, Cultural, and Aesthetic 3 Historical and Global 3 Social/Behavioral Sciences Behavioral and Social Sciences 3 Political, Economic, and Business 3 National Science/Mathematics Mathematics 6 Sciences (Biological and Physical) 6 Health and Wellness 3 Total Hours Required 36
These requirements are consistent with the number of credit hours and required subject areas designated by the Florida Department of Education for the general education curriculum. General education courses for DSC are designated as such in the statewide course numbering system [10] that is used by all public postsecondary institutions in Florida and some non-public institutions. General education requirements, along with a list of general education courses, are in the associate of arts program guide [11]. General education courses are offered in a traditional classroom delivery format, fully online, and partially online. Students can complete their general education course requirements by taking any combination of formats and can enroll in courses offered on the following campuses: Daytona Beach, DeLand, Deltona, Flagler/Palm Coast, and/or New Smyrna Beach. The college uses a degree audit to ensure that each student completes the required number of credits in each category. Advisory tracks were created to ensure that students take the correct general education courses for a specific focus of study (Examples: General Education Audit - AA Track [12]; General Education Audit - AA Psychology Track [13]; General Education Audit - BAS Track [14]).
Students seeking the associate of science degree must complete at least 15 semester credits in specific general education courses. Requirements for the amount of general education credit required for A.S. degree programs and the courses that can be used to satisfy the requirement varies for each program (A.S. Degree Programs - General Education Course Requirements [15]). The amount of credit required ranges from 15 to 29 credits. All A.S. programs require at least one communications course, one math course and one behavioral/social science course.
The general education curriculum at DSC exposes all degree-seeking students to a diversity of disciplines. All degree programs require at least one course from the three required areas of study. The curriculum provides students with a foundation of broad knowledge and skills, and does not focus on the skills, techniques, or procedures that a specific occupation or profession might require. To be suitable for all students, course content is presented in an inclusive manner. A review of master course descriptions shows the broad applicability of course content (Examples of General Education Course Descriptions: ARH 1000 [16], BSC 1005 [17], CPO 2001 [18], ENC 1101 [19], GEO 2420 [20], MAC 1105 [21], MGF 2107 [22], PSY 1012 [23]). Course content is the same whether a course is offered online, partially online, or face-to-face.
Daytona State College offers a general education program at the collegiate level that is based on a coherent rationale. The general education component provides a foundation upon which a student's learning experience is built and, to ensure a coherent rationale, is based on core competencies associated with student learning outcomes.
General Education Student Learning Outcomes: Critical/Creative Thinking - Students will use systematic and creative thinking skills to analyze and evaluate issues and arguments, solve problems, and/or make decisions.
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Cultural Literacy - Students will understand the impact of the variations among and within cultures.
Information and Technical Literacy - Students will use appropriate technology to locate, evaluate, and effectively process information.
The general education curriculum map demonstrates that all courses within the general education core curriculum contribute to one or more of the major student learning outcomes of the program (General Education Curriculum Map [24]). Any major changes in the curriculum and any new courses are reviewed and recommended by the college's General Education Committee. This committee evaluates the appropriateness of general education courses, ensures that the courses contribute to the student outcomes, continually monitors the effectiveness of the program and makes recommendations on improvement. In the fall of 2011, the General Education Committee became a standing college committee after functioning for several years as an ad hoc committee that met when needed. All of the schools in the College of Arts and Sciences are represented on the committee along with one member representing the A.S. programs and one member representing the baccalaureate degree programs (General Education Committee - Mission and Representation [25]). The committee began to meet regularly in January 2012 and continued to meet monthly during the academic year (General Education Committee Minutes [26]). The General Education Committee reports to the college wide Curriculum Committee. The primary responsibilities of this committee are to review proposals for new courses and revisions to the curriculum that impact the general education program; make recommendations to the Curriculum Committee [27] on new general education course proposals as part of the curriculum development process [28]; on a three-year cycle, evaluate general education courses for rigor, relevancy, and appropriateness to ensure the courses contribute to the student outcomes of the general education program; monitor the effectiveness of the general education program and make recommendations on improvement based on outcomes and assessment data as indicated in Procedure 402(g), Evaluation and Process for Continuous Improvement of the General Education Core [29]; review courses with Gordon Rule designation for compliance (FAC 6A-10.030, Assessment Procedures for Communication and Computation Skills [30]).
During the 2011-2012 legislative session, House Bill 7135 was passed to amend Florida Statute 1007.25 [3], establishing new general education requirements that will affect the 2014-2015 academic year, impacting undergraduate students entering any Florida College System institution or state university. The revised requirements reduce the number of credit hours in the general education core from 36 to 30 hours and create general education core course options for 15 hours of the total 30 general education hours required for an associate of arts or baccalaureate degree. Statewide faculty committees will identify up to five postsecondary courses in each of the general education subject areas of communication, mathematics, social sciences, humanities, and natural sciences to make up the general education core. The general education core course options will be adopted in State Board of Education Rule. The other 15 hours to complete the general education requirement are at the discretion of the institution. The DSC General Education Committee is monitoring the developments associated with the legislation and will lead the effort to determine the 15 optional hours for DSC students. Once the courses are identified, a substantive change notification will be submitted to SACSCOC.
Evidence [1] College Policy 1.03 Institutional Goals [2] DSC Catalog - General Education Mission Statement [3] FS 1007.25 General Education Courses, Common Prerequisites, Other Degree Requirements
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 35 of 400 [4] FAC 6A-10.024(3,4,5) Articulation Between and Among Universities, Community Colleges and School Districts [5] DSC Catalog - General Education Requirements for AA and AA Program Guide [6] DSC Catalog - General Education Requirements for AS and AS Program Guide Examples [7] DSC Catalog - BAS Admission Requirements and BAS Program Guide [8] DSC Catalog - BSED Admission Requirements and BSED Program Guide Examples [9] DSC Catalog - BSET Admission Requirements and BSET Program Guide [10] FDOE Website - Statewide Course Numbering System [11] Program Guide - Associate of Arts [12] General Education Audit - AA Track [13] General Education Audit - AA Psychology Track [14] General Education Audit - BAS Track [15] AS Degree Programs - General Education Course Requirements [16] Master Course Description - ARH 1000 Art Appreciation [17] Master Course Description - BSC 1005 Survey of Biological Science [18] Master Course Description - CPO 2001 Comparative Government [19] Master Course Description - ENC 1101 College Composition [20] Master Course Description - GEO 2420 Cultural Geography [21] Master Course Description - MAC 1105 College Algebra [22] Master Course Description - MGF 2107 Mathematics for Liberal Arts [23] Master Course Description - PSY 1012 General Psychology [24] Curriculum Map - General Education [25] General Education Committee - Mission and Representation [26] General Education Committee Minutes January - April 2012 [27] Curriculum Committee Bylaws [28] Curriculum Development - Steps in the Process [29] College Procedure 402(g) Evaluation and Process for Continuous Improvement of the General Education Core [30] FAC 6A-10.030 Assessment Procedures for Communication and Computation Skills
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2.7.4 The institution provides instruction for all course work required for at least one degree program at each level at which it awards degrees. If the institution does not provide instruction for all such course work and (1) makes arrangements for some instruction to be provided by other accredited institutions or entities through contracts or consortia or (2) uses some other alternative approach to meeting this requirement, the alternative approach must be approved by the Commission on Colleges. In both cases, the institution demonstrates that it controls all aspects of its educational program. (Course work for Degrees)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College provides instruction for all course work required for its degree programs at every level of which it awards degrees. The college provides instruction for degrees at the associate and baccalaureate levels. At each level, the college provides instruction for all course work for at least one, if not all, degree programs.
The College Catalog, available electronically on the college website, includes detailed academic program guides (Examples of Program Guides: A.S. in Nursing [1]; A.A. Degree [2]; B.S. in Elementary Education [3]). The program guides list course requirements and recommended course sequencing by semester and are evidence that the college provides instruction for all course work for its degree programs. As students progress through their programs of study, student transcripts indicate the courses completed during each semester of enrollment. Transcripts for students who have been awarded degrees at the associate of science, associate of arts, and baccalaureate levels are evidence that a student can take all coursework needed to complete a degree at Daytona State College at each academic level offered. Examples of student transcripts are provided for the A.S. degree in Nursing [4]; the A.A. degree [5]; and the B.S. in Elementary Education [6].
Evidence [1] Program Guide - AS Nursing [2] Program Guide - Associate of Arts [3] Program Guide - BS Elementary Education [4] Student Transcript - AS Nursing [5] Student Transcript - Associate of Arts [6] Student Transcript - BS Elementary Education
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2.8 The number of full-time faculty members is adequate to support the mission of the institution and to ensure the quality and integrity of each of its academic programs. (Faculty)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College remains steadfast in its commitment to maintain a sufficient number of full-time faculty to support its mission and ensure the quality and integrity of its academic programs. The college’s mission as a comprehensive public college is to provide “access to a range of flexible programs emphasizing student success, embracing excellence and diversity, as well as fostering innovation to enhance teaching and learning.” A strong, effective faculty is critical to the college mission and its emphasis on excellence in teaching and learning. Analysis of full-time and part-time faculty ratios, faculty teaching loads, average class sizes, and positive student feedback indicate that Daytona State has an adequate number of full-time faculty.
Faculty job functions and workload emphasize excellence in teaching. Essential job functions of full-time faculty are direct instruction, professional development, and service to the college. A job description for full-time faculty [1], included in the Faculty Handbook, outlines the qualifications, education and experience required for full-time faculty positions as well as the job duties and responsibilities. Generally, faculty spend their time teaching, identifying and assessing student learning outcomes, advising students, designing and developing curriculum, and participating in activities that advance professional competencies and serve the institution. According to College Policy 6.02, Responsibilities of Faculty, Career, Professional and Administrative Personnel [2], the duties and responsibilities of full-time faculty include: Teaching assigned classes Assisting, evaluating and advising students Supervising learning activities Planning for classes Keeping current with discipline content and methodology within the area of responsibility Committee or other service to the college
The faculty rank assigned to a newly hired faculty member is based on his/her experience and credentials. Minimum criteria for credentialing are set by the District Board of Trustees in College Policy 6.15, Credentialing of Faculty and Administrators [3]. To ensure quality of instruction at all program levels, faculty credentials for both part-time and full-time instructional personnel are consistent with the credentials recommended by the Southern Association of Colleges and Schools Commission on Colleges.
Instructional personnel are defined in College Policy 6.16, Employment Contracts [4], as "employees whose designated duties involve teaching, library and learning resources support services, guidance or counseling." As full-time faculty, they may be considered tenure track, which makes them eligible for continuing contract if they meet the following criteria outlined in State Board of Education Rule (FAC 6A-14.0411, Issuance of Continuing Contracts [5]): Fully credentialed in his/her teaching field (according to recommendations of SACSCOC) Has completed three continuous years of satisfactory service while on tenure track status Has met the requirements of the faculty rank and promotion plan Has been recommended for re-appointment
A full-time instructional employee may be on an annual employment contract if the position is funded 50 percent or more by sources other than the college's general revenue fund, if the position is short-term or temporary in nature, or if the individual is certified by exception.
Of the 331 full-time faculty employed during Fall Semester 2011, 319 (96.4 percent) were either on a continuing contract or on track for continuing contract status and 12 (3.6 percent) were on a non-continuing contract. During that semester, the college also employed 445 adjunct faculty. Both
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 38 of 400 full-time and part-time instructional personnel served 16,951 students (headcount), generating more than 62,060 class enrollments and 5,667.2 full time equivalents (FTEs) for the term. This provided an overall ratio of 52.8 students per faculty member and 17.7 full-time student equivalents per full-time faculty member. The college employs no graduate teaching assistants.
Faculty course loads are based on a 50-minute "classroom contact hour." Full-time faculty who teach college-credit courses are required to teach 15 hours per semester. For vocational certificate program instructors, course load is based on weekly instructional contact hours, with the requirement being 24 hours each week. These requirements are clearly communicated in College Procedure 606(a), Workweek/Teaching Load - Full-time Teaching Faculty [6], and in the Faculty Handbook (Load and Office Hours for Full-time Faculty [7]). The college's policy and practice are based on Florida Statute 1012.82, Teaching Faculty; Minimum Teaching Hours Per Week [8], which establishes course load requirements for faculty hired to teach within the Florida College System. Based on a 40-hour workweek, the distribution of work time for full-time instructors is as follows:
Full-Time Faculty Teaching Load - College Credit Instructors Teaching 15 or 20 load credit hours Office Hours 10 or 5 scheduled hours Preparation or Other College Activities 15 hours 40 hours total Full-Time Faculty Teaching Load - Vocational Certificate Program Instructors Teaching 24 load credit hours Office Hours 6 scheduled hours Preparation or Other College Activities 10 hours 40 hours total
Faculty course assignments and load credits are determined by the chair and academic administrator of the department and are calculated using a faculty load report (Faculty Load Reports - Examples [9]). The time set aside each week for office hours and preparation or other college activities allows faculty to engage in tasks such as developing master course outlines, course syllabi, instructional materials, and student assessment strategies and procedures; attending department, division, and college-wide meetings and academic functions; serving on department and other college committees; and participating in academic advising. Full-time faculty members are involved in curriculum review, program design, development, and evaluation. Daytona State College is a teaching institution; its faculty members do not engage in research other than classroom-based research to enhance and improve teaching and learning.
The distribution of workweek hours allows time for full-time faculty to participate in professional development and service to the college, yet assures that time is set aside during which faculty are available to students. Full-time instructors at Daytona State College are scheduled at least 15 hours a week for classroom contact hours and at most 10 hours a week for office hours in accordance with State Board of Education rule in FAC 6A-14.0491, Instructional Personnel - Availability to Students [10]. To meet enrollment demands, an instructor may accept a course assignment that increases the teaching load credit to greater than 15 contact hours in a semester. When this occurs, the instructor is compensated on an overload basis (College Procedure 606(d), Faculty Overload, Substitution and Compensation [11]). Faculty who teach overload assignments are expected to perform all regular instructional and non-instructional duties, serve on college committees, and maintain the minimum number of office hours. Guidelines for overload assignments are found in the Faculty Handbook [12].
The same workload standards apply to faculty regardless of course delivery mode. Distance learning courses are a vital component of educational offerings at Daytona State and are treated the
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 39 of 400 same as on-campus courses for faculty credentialing requirements and load calculations.
To ensure a consistent and equitable basis for comparison across instructors, disciplines, departments, and instructional sites, full-time/part-time faculty ratios are calculated on the basis of student semester hours. Student semester hours equal the number of student enrollments multiplied by the number of credit hours. For example, 20 students enrolled in a 3-credit hour course generate 60 student semester hours. In Spring 2012, the average full-time faculty member at Daytona State College had a faculty workload of 394 student semester hours.
The most recent data from the Florida College System Fact Book indicated that the faculty work load at Daytona State College compared favorably to schools of comparable size and program mix within the Florida College System, as well as to the average of the 28 institutions in the state system. Although slightly higher than the FCS system average for student semester hours per full-time faculty, the Daytona State College average was within range when compared to benchmark institutions. The average of 394 student semester hours per full-time faculty was equivalent to a teaching load of 26 students for five 3-credit hour courses (15 credit hours) for a semester.
Student Semester Hours (SSHs) per Full-time Faculty Member Spring Spring Spring Spring Spring 2008 2009 2010 2011 2012 Daytona State College 369 413 440 419 394 Seminole State College 334 355 373 372 383 Indian River State College 444 447 459 452 439 Tallahassee Community College 385 418 396 385 341 Florida College System Average 387 392 398 395 383
Full-time/part-time faculty ratios are appropriate to the college and the discipline. The institution determines the appropriate number of full-time faculty it needs based on enrollment numbers, class size, and the percentage of course sections taught by full-time instructors. The measure used to track and assess full-time/part-time ratios is the number of student semester hours taught by full-time faculty divided by the total number of student semester hours taught. This calculation provides the percentage of student semester hours taught by full-time faculty. In Spring 2012, Daytona State’s 313 full-time instructional faculty taught 73.3 percent of the college’s total student semester hours.
Average Number of Faculty Members per Campus and Average Load (Spring 2012) Number Number of FT of PT Percent Faculty Faculty Number SSHs Number of Student Number Average Student of Average Taught Students Semester of FT SSH/FT Semester Part-Time SSH/PT by FT Campus (Head-count) Hours Faculty Faculty Hours Faculty Faculty Faculty Daytona 8,248 53,849 210 256 17,387 213 82 75.6% Beach Advanced 851 4,026 28 144 1,890 53 36 68.1% Technology College DeLand 2,426 12,418 43 289 4,518 45 100 73.3% Deltona 980 3,341 17 197 4,573 34 135 42.2%
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 40 of 400 Flagler/Palm 1,441 7,267 24 303 3,520 26 135 42.2% Coast New 817 2,711 16 169 2,038 19 107 57.1% Smyrna Distance 8,117 49,859 166 300 5,776 36 160 88.1% Learning Offsite* 2,145 4,832 71 68 8,115 138 59 37.3% College 16,186 131,303 313 419 47,818 439 109 73.3% Wide
Note: Sum of headcounts by campus exceeds college wide totals because some students and faculty have classes at multiple campuses. Note: Student semester hours may be duplicated across campuses. * Offsite includes clinical, internships, co-ops, directed independent study, field trips, OJTs, and other course sections offered at sites not located on any DSC campus.
The standard set by the college is to maintain a college wide full-time faculty ratio of 50 percent and/or exceed the average for all 28 institutions in the Florida College System. The table below indicates that, for the last two years for which comparative data are available (2009-2010 and 2010-2011), the percentage of course sections taught by full-time faculty across all academic areas at Daytona State College was higher than the state average and consistently above the college's 50-percent standard. The percentage of course sections taught by full-time faculty varies by department, campus, and program, depending on enrollment demand, department goals, and ratios appropriate for the discipline. In both associate-level and postsecondary vocational courses, the college exceeded the average of the 28 institutions in the Florida College System and met the 50-percent benchmark.
Percentage of Course Sections Taught by Full-time Faculty Daytona State College Florida College System Average 2009-2010 2010-2011 2011-2012 2009-2010 2010-2011 2011-2012 All Academic 72% 72% 74% 53% 52% 52% Areas Associate of Arts 77% 74% 77% 54% 52% 53% Postsecondary 79% 81% 82% 59% 57% 58% Vocational
Student semester hours taught by full-time faculty for Fall Semester 2011 and Spring Semester 2012, disaggregated by campus and by academic program, are provided in two attachments (Full-time Faculty - Fall 2011 [13]; Full-time Faculty - Spring 2012 [14]). The data provide evidence that Daytona State College had a sufficient number of full-time faculty teaching in each academic program or instructional discipline and had a sufficient number of full-time faculty assigned to each campus. For the purposes of presenting data on student semester hours by full-time faculty, distance learning is represented as DSC - Online.
The full-time faculty ratio achieved by the college was affected by enrollment, demand, and instructional site. The college monitored the full-time to part-time ratio to ensure that the adjunct faculty were receiving appropriate training and the resources they needed to provide instruction. For a few programs the ratio of courses taught by full-time faculty members was below 50 percent for one or more locations for either Fall 2011, Spring 2012 or both. This may have been the result of low enrollment at a specific site, a program being phased out, or an unexpected delay in filling full-time positions. When this occurred, oversight was provided by qualified full-time faculty, and part-time instructors were given
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 41 of 400 opportunities for training and faculty mentoring. The academic administrators for programs, locations or instructional modes not meeting the predefined 50 percent threshold for Fall 2011 and Spring 2012 have provided explanations [15].
A low student-to-faculty ratio allows the college to meet its mission of "emphasizing student success" and "enhancing teaching and learning." Small classes enable faculty members to give attention to the needs of individual students, facilitating student engagement and promoting student success. The average class size varies across disciplines and programs, but is generally consistent across the college. In 2011-2012, the college maintained an average class size of 24 students.
Average Class Size by Academic College Academic College 2007/08 2008/09 2009/10 2010/11 2011/12 All DSC Academic Areas 22.1 23.9 26.9 25.6 24 College of Arts & Sciences 23.9 25.4 28.5 26.9 25.1 College of Business Administration 20.4 23.2 27.7 27.7 26.2 College of Education 20.6 22.7 19.3 19.3 18.7 College of Health, Human and 19.7 21.3 24.4 23.6 22 Public Services College of Technology 18.1 21.2 22.8 20.1 18.5 College of Workforce Education 15.6 16.4 17.6 15.6 14.9
For the three years for which comparative data are available, class size at Daytona State College compared favorably with the average of all the institutions in the Florida College System and with institutions that are similar in size and academic offerings to DSC.
Average Class Size Fall 2008 Fall 2009 Fall 2010 Daytona State College 26.9 30.6 30.7 Seminole State College 24.6 26.6 26.8 Indian River State College 25.5 28.4 29.0 Tallahassee Community College 34.9 35.6 33.1 Florida College System Average 25.5 26.6 26.4
Daytona State College ensures that faculty resources support academic quality. To support enrollment growth, maintain a favorable ratio and demonstrate continued commitment to its teaching and learning mission, the college increased the number of full-time college-credit faculty from 238 in 2004-2005 to 325 in 2011-2012, a 36 percent increase. Overall enrollment increased during the same time period by 46 percent. By increasing the number of full-time faculty, the college was able to reduce the number of adjunct instructors by nearly 11 percent.
To ensure the number of full-time faculty was adequate to achieve the educational mission and goals of the college and meet the demands associated with significant growth in enrollment, department chairs, academic associate vice presidents, and the senior vice president for academic affairs monitored the adequacy of the number of full-time faculty members each semester. The college also assessed the need for new full-time faculty positions as part of the annual budgeting process. The senior vice president for academic affairs met with the academic administrators to review key information, including
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 42 of 400 the number of class sections offered, historical and projected course enrollments, the percentage of sections taught by full-time faculty, percentage of student semester hours taught by full-time faculty, and average class size by program and course. Other factors that were considered included special accreditation requirements, availability of adjuncts, opportunities for realigning other resources or reassigning current full-time faculty. If it was determined that additional full-time faculty positions were needed, funding was provided.
The two tables below show student FTE over a seven-year period and the changes in instructional staff that were made as a result.
Highly-qualified part-time instructors may be used to support the college mission of providing access to education. Although Daytona State College relies primarily on full-time faculty for instructional delivery, part-time instructors can supplement and enhance learning opportunities for students and broaden and enrich the curriculum (Adjunct Faculty Job Description [16]). Part-time faculty members are engaged to involve current practitioners in occupational courses, when specialized skills or training is needed, or to add course sections in response to changes in enrollment. They are
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 43 of 400 hired on a semester-to-semester basis to teach courses for which they are credentialed. The Faculty Handbook describes the hiring process [17] and course load [18] for adjuncts that ensure the quality and integrity of academic instruction. In addition to an in-depth orientation [19], adjuncts receive mentoring and oversight by the lead instructor [20] designated for each course assigned.
To ensure consistency in instruction and curriculum, the lead teacher acquaints the adjunct faculty with master course outlines and helps him/her develop a syllabus that is consistent with the master outline and major learning outcomes for the course. The lead teacher is available to the adjunct instructor throughout the semester for questions and assistance. Resources are provided to adjunct faculty to enable them to effectively support their students and deliver quality instruction. The college provides designated departmental adjunct offices equipped with a computer and telephone [21]. Each adjunct faculty member has a college email address to promote consistent contact with students. Professional development and training opportunities are available to adjuncts, including training in online teaching and use of Desire2Learn, the college’s online course management system and delivery platform.
Students are satisfied with the quality of instruction. The college is strongly committed to providing student access to experts in each discipline. Faculty are expected to demonstrate a thorough and accurate knowledge of their discipline subject matter. ACT Student Opinion Surveys administered in 2009 [22] and 2011 [23] indicated that students’ satisfaction levels with academic services at Daytona State College were comparable to national averages. Students were asked to rate their satisfaction on a scale of one to five, with one being “not at all satisfied” and five being “very satisfied.” In 2011, student satisfaction at Daytona State College met or exceeded national averages on six out of 10 items that related to quality of instructional services.
ACT Student Opinion Survey Results 2009 2011 * Satisfaction Level * Satisfaction Level College Services DSC National DSC National Average Average Average Average Testing/grading system 3.83 3.82 3.8 3.82 Course content in your major field 3.84 3.95 3.86 3.94 Instruction in your major field 3.79 3.99 3.87 3.96 Out-of-class availability of your instructor 3.81 3.96 3.85 3.89 Attitude of the faculty toward the students 3.99 4.05 4.05 3.95 Variety of courses offered by this college 3.79 3.63 3.87 3.74 Class size relative to the type of course 4.05 4.16 4.09 4.09 Flexibility to design your own program of 3.78 3.61 3.85 3.59 study Preparation received for future 3.68 3.79 3.75 3.75 occupation Availability of courses you want at times 3.31 3.22 3.56 3.14 you can take them
Outcome measures from the Community College Survey of Student Engagement, administered in 2009 [24] and 2011 [25], also demonstrated that Daytona State College students were satisfied with the quality of their educational experience and the degree of faculty-student interaction. Comparisons to the national CCSSE cohort and a cohort comprised of colleges with similar sized enrollments are provided in the table below.
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2009 2011 Large Daytona Daytona Benchmark CCSSE Colleges CCSSE Large State State Cohort (8K - Cohort Colleges College College 14.9K) Student-Faculty 51.1 50 49.2 51.5 50 48.3 Interaction In your experience at this college during the current school year, how often have you done each of the following? (Students who answered 'Often or 'Very Often') Used email to communicate with an 49.9 51.4 51.3 49.9 58.4 57.2 instructor Discussed grades or an assignment with an 50.2 46.3 45.0 50.5 48.4 46.0 instructor Talked about career plans with an instructor 27.9 25.3 23.8 28.3 26.4 23.7 or advisor Discussed ideas from your readings or classes 17.2 15.9 15.4 17.0 16.5 15.5 with instructors outside of class Received prompt feedback (written or 58.8 56.5 55.7 62.9 57.4 55.9 oral) from instructors on your performance Worked with instructors on activities other than 8.0 8.9 8.5 9.5 9.3 8.6 coursework
Evidence [1] Faculty Handbook - Full Time Faculty Job Description [2] College Policy 6.02 Responsibilities of Faculty, Career, Professional, and Administrative Personnel [3] College Policy 6.15 Credentialing of Faculty and Administrators [4] College Policy 6.16 Employment Contracts [5] FAC 6A-14.0411 Issuance of Contracts [6] College Procedure 606(a) Workweek Teaching Load - Full-Time Teaching Faculty [7] Faculty Handbook - Load and Office Hours for Full-Time Faculty [8] FS 1012.82 Teaching Faculty, Minimum Teaching Hours Per Week [9] Examples - Faculty Load Report [10] FAC 6A-14.0491 Instructional Personnel - Availability to Students [11] College Procedure 606(d) Faculty Overload, Substitution and Compensation [12] Faculty Handbook - Overload [13] Full-Time Faculty - Fall 2011
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[14] Full-Time Faculty - Spring 2012 [15] Programs with Less than 50 Percent Full-time Faculty [16] Faculty Handbook - Adjunct Faculty Job Description [17] Faculty Handbook - Recruiting and Application Process for Adjunct Faculty Positions [18] Faculty Handbook - Course Loads for Adjunct Instructors [19] New Adjuncts Orientation [20] Faculty Handbook - Lead Instructors [21] Faculty Handbook - Adjunct Offices [22] 2009 Student Opinion Survey Results [23] 2011 Student Opinion Survey Results [24] 2009 CCSSE Results [25] 2011 CCSSE Results
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2.9 The institution, through ownership or formal arrangements or agreements, provides and supports student and faculty access and user privileges to adequate library collections and services and to other learning/information resources consistent with the degrees offered. Collections, resources, and services are sufficient to support all its educational, research, and public service programs. (Learning Resources and Services)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative The institution, through ownership or formal arrangements or agreements, provides and supports student and faculty access and user privileges to adequate library collections. The mission of Daytona State College Library Services is to provide the resources, instruction, and encouragement to help the college community question, discover and learn. Through extensive resources such as a traditional print collection of books and periodicals, audio/visual media, an online catalog and electronic databases, face-to-face and virtual reference services, intercampus and interlibrary loan, and acquisitions and collections guidelines, the library provides learning and information resources to support students in career education, associate degree, and baccalaureate degree programs.
The 45,000-square-foot Learning Resource Center on the Daytona Beach Campus is a shared facility that houses Library Services, the Computing Commons, and the Academic Support Center (Floor Plan 1 [1]; Floor Plan 2 [2]). The College Writing Center is in an adjoining building and can be entered through the library. The DeLand Campus library also uses the "Under One Roof" model, housing a Computing Commons, the Academic Support Center, and access to writing center services (DeLand Campus LRC Floor Plan [3]). During fall and spring semesters, the library is open six days a week, providing 74.5 hours of service at the Daytona Beach site and 63.5 hours of service at the DeLand campus location. Professional reference and instructional services are provided during all hours of operation at the Daytona Beach and DeLand campuses. Students at other instructional sites and those who take courses online have remote access to all of the library's learning/information resources. Web access connects students 24/7 to the online library catalog and library databases, virtual reference services, intercampus and interlibrary loan, online support tools, and links to selected free Web resources.
A traditional collection of 87,034 paper volumes, which includes circulating books and reference materials, 334 print serial subscriptions, and 5,950 media resources, makes up the backbone of the library. The library's e-resource collection [4] offers remote access to more than 100 online databases of periodical literature and 35,000 e-books. Library patrons may request materials across Daytona State College campuses or from other Florida colleges and universities via interlibrary loan.
To further enhance access and user privileges, the college is a member of Florida's College Center for Library Automation, one of four entities that comprise the Florida Virtual Campus. CCLA administers a library catalog that combines the resources of 28 Level I and Level II institutions of higher education in Florida. The combined catalog contains almost 3 million item records that can be searched from any institution's catalog. A statewide courier system provides rapid delivery of materials between institutions. CCLA provides access to shared information resources; ensures effective use of technology through training, support and consultation; promotes research and implementation of new technologies; and encourages library advocacy for issues of concern to state college libraries.
Library facilities and resources are provided primarily for the use of Daytona State College students, faculty, and staff who have priority access at all times. The Daytona State College library serves as a joint-use facility for the University of Central Florida/Daytona Center and supports university students enrolled in 27 upper-division and graduate programs (UCF Website - Joint Use Library [5]). Through a joint-use agreement, DSC students have access to all UCF physical materials that are housed and cataloged in the library (DSC-UCF Library Services Agreement [6]). Students of other educational institutions and the general public are welcome to use certain facilities, services, and resources. The
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 47 of 400 head librarian and the administration of Daytona State College approve use of library facilities and resources by other groups or organizations (Library Services - Circulation [7]).
Access to Services. Library services focus on reference, instructional, and research services. Reference librarians at the Daytona Beach and DeLand campuses assist patrons in person. Students at other campuses receive assistance over the telephone, and online through email or the statewide Ask-a-Librarian service (Library Services - Reference [8]). This service is available to all students and provides live virtual reference chat / co-browsing and an e-mail reference service. On the Daytona Beach and DeLand campuses, patrons may use dedicated workstations for library research and one-on-one library skills instruction or reference support. These workstations are provided for library catalog searching, article and information database searching, and general Internet searching that directly relates to the academic research needs of DSC and UCF students, faculty, and staff. Students at other campuses can use the Academic Support Center computer labs to access library services. Online students have virtual access to all learning/information resources through the electronic catalog, interlibrary loan, embedded librarians in online courses, the statewide Ask-a-Librarian service, and the Falcon Aid Student Help Desk.
The library provides quality library skills instruction for the DSC community (Library Services – Instruction [9]). The library recognizes the importance of information literacy and provides a variety of library skills workshops for students, faculty, and staff. These workshops range from a basic introduction to library resources for adult education and developmental students to targeted research project preparation for baccalaureate students, which may include librarians who are “embedded” in the course (Embedded Librarian [10]). Learning outcomes are established for the workshops by librarians based on the research skill levels of the students being taught (Workshop Outlines: Level 0 [11], Level 1 [12], Level 2 [13], Level 3 [14]). Workshops for ENC 1101 are fairly generic, but workshops for discipline-specific research such as nursing courses are developed in close collaboration with faculty and tailored to specific projects. The library also offers open workshops to faculty and staff on topics such as database searching (Library Services Workshop: Researching in the Virtual World [15]).
The library evaluates the effectiveness of instruction through post-instruction surveys [16]. Survey results indicated that students were pleased with face-to-face library instruction and found it extremely useful [17]. The issue that students cited most often as a problem was the usability of the Primo interface for the library catalog and database search. Feedback on this issue was provided to the College Center for Library Automation, and improvements were made to the system. A new position, emerging technology librarian, was added to address these issues and ensure that technology is used to the fullest extent possible to meet users' needs.
LIS 2004, Introduction to Internet Research, is an online college credit course taught by librarians. This course teaches the basics of effective Internet research and is offered every semester (LIS 2004 Master Course Description [18]).
Access to other learning/information resources. The Daytona Beach and DeLand Campus library facilities also offer patrons access and privileges to learning/information resources through a co-located Computing Commons. The mission of the Computing Commons is to provide technological tools and services to help students achieve academic success (DSC Website - Computing Commons [19]). This computer lab is designed to supplement classroom teaching and learning, and provide computer access to those students who do not have Internet or computer access at home. The Daytona Beach Campus commons, located in the library mezzanine, offers more than 30 computer workstations for students and faculty and four classroom labs with 75 seats. The Computing Commons provides educational support via a wide variety of available software; computers are connected to the institution's network and institutional websites, and allow access to external resources such as the Internet. Academic and technological assistance is available to all Daytona State College students, whether on campus or online. This support can be anything from the use of the Computing Commons computers to the use of the college learning management system or how to open Microsoft Word. In
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 48 of 400 addition to desktop computers, printers, and photocopiers in the Computing Commons, Daytona State College offers students, faculty, and staff free Wi-Fi anywhere on campus. This provides students with the technology they need to complete and engage in classroom activities and assignments.
Collections, resources, and services are sufficient to support the college's educational and public service programs.The library provides a full range of services, including selection, acquisition, and cataloging of materials; circulation of materials; instructor reserves; intra-campus and interlibrary loan; professional reference service; course and subject-specific research guides [20]; and library skills instruction. Nearly all of these services can be accessed through the library website [21]. Students who attend classes on campuses that do not have a physical library facility, and those who are enrolled in online courses, have the same user access, library privileges, and learning resource support as any other student.
Library Services abides by Collection Development Guidelines [22] that ensure collections, resources, and services directly support the curriculum of the college. Faculty and librarians work collaboratively on both collection development and maintenance to ensure that the learning outcomes for all programs are fully supported. Faculty members are considered subject specialists within their disciplines and high priority is given to their recommendations. The librarians function in the role of generalists, setting broad guidelines and direction for collection development and endeavoring to strengthen the collection as a whole, particularly in the areas of reference sources and database selection. Certain departments, programs, or disciplines may be designated as collection development priorities for a number of reasons such as program startup, feedback from program reviews, upcoming program accreditation, and major curriculum changes.
To ensure that library collections are current and adequate to meet the needs of the academic programs offered, the operating budget for the library has increased nearly 17 percent over the last three years, from $141,422 in 2009-2010 to $165,139 in 2011-2012. When the college added new academic programs that were not supported by existing library resources, start-up costs included funding for books, references, and subscriptions to ensure that students and faculty have access to the information they need. For example, when the college implemented the Baccalaureate of Applied Science in Supervision and Management degree program, $50,000 was included in the implementation budget for library acquisitions. The funds were used to expand both general and e-book collections and to purchase subscriptions to additional business databases.
Above average levels of student satisfaction are another indicator that collections, resources, and services are sufficient. Student responses to the ACT Student Opinion Survey, administered in 2009 [23] and 2011 [24], reflected levels of satisfaction with library facilities and services that exceeded the national average.
2009 2011 ACT Student Opinion Survey Results: * Satisfaction Level * Satisfaction Level Library and Learning Resources DSC National DSC National Average Average Average Average Library Facilities & Services 4.17 4.13 4.25 4.1 Computer Services 4.11 3.91 4.12 3.93 Study Areas 3.84 3.77 3.9 3.78
*Satisfaction scale: 5=very satisfied, 4=satisfied, 3=neutral, 2=dissatisfied, 1=very dissatisfied
Additional information about library and other learning resources at Daytona State College is provided in the narrative response to Comprehensive Standard 3.8.1, Learning/Information Resources; 3.8.2, Instruction of Library Use; and 3.8.3, Qualified Staff.
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Evidence [1] Learning Resource Center, Daytona Beach - Floor 1 [2] Learning Resource Center, Daytona Beach - Floor 2 [3] Learning Resource Center, DeLand Campus [4] Library Services - E-Resource Collections [5] Website - DSC-UCF Joint-Use Library Daytona Beach Homepage [6] DSC-UCF Joint-Use Library Agreement [7] Library Services - Circulation [8] Library Services - Reference [9] Library Services - Instruction [10] Embedded Librarian [11] Level 0000 - Developmental [12] Level 1000 - Freshman Intro [13] Level 2000 - General Research [14] Level 3000+ - Baccalaureate [15] Library Services Workshop - Researching In The Virtual World [16] Library Services - Research Classes - Evaluation Survey [17] Library Services - Research Classes - Evaluation Survey Results June 2012 [18] Master Course Description - LIS 2004 Introduction to Internet Research [19] DSC Website - Computing Commons [20] DSC Website - Library Research Guides [21] DSC Website - Library Services [22] Library Services - Collection Development Guidelines [23] 2009 Student Opinion Survey Results [24] 2011 Student Opinion Survey Results
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2.10 The institution provides student support programs, services, and activities consistent with its mission that are intended to promote student learning and enhance the development of its students. (Student Support Services)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College provides student support programs, services, and activities consistent with its mission. The college attains its mission as stated in College Policy 2.01, Institutional Mission Statement [1], by offering a full spectrum of student support programs that provide access, emphasize student success, and embrace diversity. Student support programs, services, and activities are designed to enhance the educational process and are administered primarily from the Division of Student Development and Institutional Effectiveness. Under this division are the Offices of Admissions and Recruitment, Academic Advising, Assessment, Campus Safety, Co-curricular/Student Activities, Financial Aid Services, Global Education and Affairs, Records and Registration, and the Office of Student Development, which includes Student Disability Services and Counseling, Career Services, Judicial Affairs, and Student Equity (Organizational Chart - Student Development [2]). Supplemental support and services to enhance the student experience are provided by the Division of Academic Affairs through the Alternative Student Services and the Inter-collegiate Athletics departments, as well as through the Business Services Department, which administers the bookstore and food services. Student support services and programs address the needs of a diverse student body and embody the holistic concept of student development. Students are informed of the services available to them through the college website, social media, the College Catalog, Student Handbook, during online orientation, and in person. Information is easily accessed by students from any computer or instructional site.
Student support services are provided by the Student Development Division. The following narrative provides an overview of the services, activities and programs to assist students and promote student success at all levels. The table below identifies the services that are available on each campus and center as well as those that can be accessed online.
Student Support Services Provided by the Student Development Division Student Daytona DeLand Deltona Flagler/Palm New Online Development Beach Campus Center Coast Center Smyrna/ Access Division Campus Edgewater Center Academic Advising x x x x x x Admissions x x x x x x Assessment x x x x x Campus Safety x x x x x Career Services x x x x x x Co-curricular/Student x x x x x Activities Financial Aid x x x x x x Global Education and x Affairs Judicial Affairs x x Project SPEAK x Records and x x x x x x
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 51 of 400 Registration Office Student Disability x x x x x x Services and Counseling Student Equity x x
Academic Advising The Academic Advising Department (DSC Website - Academic Advising [3]) supports the college mission of student success by providing students with information that helps them make informed educational decisions, encourages them to be proactive in planning their education, and ensures their academic success. The department has an office on the Daytona Beach campus and on all regional campuses. Advisors see students on a walk-in basis; distance learning students can access advising services online using email (Advising for Online Students [4]). In 2011-2012, the department had 74,910 contacts with students across all instructional sites; 42.5 percent of the contacts were conducted on the Daytona Beach Campus; 47.5 percent were conducted at other instructional sites; and 10 percent of the contacts were by phone or email. These percentages are typical of the service delivery statistics of the last three years (Advising Contacts, 2009-2010 to 2011-2012 [5]).
To encourage students to access advising services before registration opens each semester, Advising Week is held each fall and spring. Banners are posted on campus, emails are sent to students, and the event is posted on the college's social media sites and in the academic calendar in the catalog. For new students, academic advisors interpret test scores, make course recommendations, describe academic program options, explain college policies and procedures, and demonstrate the use of FalconNet, the student online records system, and how to search the online course schedule. Academic advisors review the Guidebook for Enrollment and Registration (Academic Advising Guidebook [6]) with each new student. For continuing students, academic advisors review the student record and provide a degree audit, make recommendations for classes, refer students to appropriate resources and services, and discuss transfer requirements for baccalaureate degree programs. An online New Student Orientation, managed by the Academic Advising Department, is required for all new and readmitted students before they can register for courses (DSC Website - Orientation Requirements [7]; New Student Orientation [8]). After completing the orientation, students are aware of the various academic and student support services offered by the college and know where to go for more information or to access services. During the 2011-2012 academic year, the orientation was completed by 7,659 students.
Academic Advising serves students at all levels and offers specialized services for identified target populations. First-time-in-college students who are required to take college preparatory courses based on placement test scores are flagged for intrusive advising. They are required to meet with an assigned advisor to discuss educational plans and support service options before they can register for classes. Intrusive advising was provided to 1,779 FTIC-prep students in fall 2011 and 722 students in spring 2012. Dual enrollment students also receive specialized services. Students in 10th through 12th grade in public, private and home schools can earn both college credit and high school credit for courses successfully completed at the college. The number of dual enrolled students increased 14 percent in the last two academic years: from 1,255 in fall 2009 to 1,395 in fall 2011. Academic advisors met with each student to provide the information needed to be successful (Dual Enrollment Checklist [9]; Dual Enrollment - Important Information [10]). Another targeted population is students who are military veterans. In fall 2012, the college opened a Veterans Center to reach out to military veterans enrolled at the college and provide them with assistance in VA verification, financial aid, service referrals, and academic advising. To promote student success among veterans, workshops are offered to support their transition to civilian life (Veterans Brochure [11]; DSC Website – Veterans Center [12]).
Admissions and Recruitment The Admissions and Recruitment Office is dedicated to providing exceptional student service to all levels of learners: adult education, non-degree seeking, certificate, associate degree, and baccalaureate degree-seeking students. The department assists both domestic and international
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 52 of 400 students of diverse educational interest and background. Regardless of physical location, both traditional and distance learners can access services on a face-to-face basis, through telephone, email, fax, or mail. Admissions staff, who are located on the Daytona Beach and DeLand campuses and at the Deltona, New Smyrna Beach, and Flagler/Palm Coast centers, provide prospective and current students with information about the application process, academic programs and requirements, and the overall enrollment process (Enrollment Process Checklist [13]). On the Daytona Beach Campus, more than 18,000 walk-in students were served during the 2011-2012 academic year (Admissions Traffic Summary - Daytona Beach Campus [14]). The Admissions Office ensures that distance education students have access to the same range of quality support as campus-based students. Information is available on the Admissions website (DSC Website - Admissions [15]), where students can apply online or download an application to be submitted by mail, email or fax.
Admissions and recruitment staff represent the department at on-campus open houses and onsite admission days, as well as at off-campus events organized by community partners, such as the Port Orange Family Day and Edgewater Benefits Fair. Diversity in Education Opportunity Day (Diversity Day Poster [16]) is a recruitment effort that supports the college mission to embrace diversity by reaching out to statistically underserved populations in the community.
To promote student success, the Admissions Office uses a communications plan to provide relevant and timely information to both prospective and newly-admitted students (Communications Plan [17]). Prospective students receive targeted information about the college and its programs of study, with a focus on urging them to visit and apply to the college. Students who have been admitted to the college receive detailed information about the enrollment process, their desired program, financial aid, student life, and special programs. Once admitted to the college, students can log on to the MyDaytonaState portal to monitor their admission status and determine which required documents, such as transcripts, have been received and which are still outstanding (Admissions Applicants Portal [18]). Students can access the portal and download relevant forms at any time from any computer. As the initial point of contact for all students, the Admissions Office lays the foundation for a successful student experience.
Assessment Assessment Services (DSC Website - Assessment Services [19]) provides information, registration, and administration of a wide range of tests that promote student learning and enhance the development and retention of students throughout their college experience. Assessment Services supports student access to educational programs by administering required placement exams, entrance exams, exams to earn college credit and GED diplomas. Certification exams are administered by trained and certified proctors. Assessment services are available at all instructional locations and are open for testing Monday through Friday. For students enrolled in online courses or who cannot get to campus, alternative arrangements can be made for taking placement tests at more convenient locations. Exams are administered at local high schools, correctional facilities, businesses, and community locations. Assessment Services also oversees the process that enables students to earn credit for prior learning through exams and portfolios.
Campus Safety The Campus Safety Department is committed to providing quality security and safety services to all students, faculty, staff, and visitors. In addition to issuing students their identification cards and parking decals (DSC Website – Student IDs [20]; DSC Website – Parking Decals [21]), Campus Safety enforces general safety policies, assists with student disciplinary hearings, and conducts classes and seminars designed to increase student and employee safety awareness and security. The Student Activities and the Campus Safety departments coordinate extra-curricular educational workshops in the following areas: drug and alcohol abuse, HIV/AIDS, campus safety, rape awareness, other sex offenses, and victim awareness. Located at all Daytona State College sites, campus safety officers trained in conflict resolution, emergency response, CPR, first aid, and the protection of campus personnel and property, are available for information, assistance, and service. In the event of a significant emergency or situation threatening to endanger the health or safety of students or employees, Campus Safety will issue a warning using mass notification systems that include outdoor
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 53 of 400 and indoor loudspeakers, telephone announcements, LED messaging signs, television and radio broadcasts, and text, voice, Web, email and social media. The department distributes the Annual Security Report to students and employees (Annual Security Report [22]).
Career Services Career Services (DSC Website - Career Services [23]) offers services related to career exploration, development and planning, and employment searches, with offices located on all Daytona State College instructional sites. Using resources from the Florida Department of Education’s Florida CHOICES website, a career advisor guides students in creating a portfolio and exploring career and educational options (Florida Choices Worksheet [24]). Career Services leads resume building workshops and provides assistance in preparing for job interviews. The Web-based Career Services Online allows students to find and apply for job opportunities. In addition, students can meet employers seeking to hire at one of the two annual job expos hosted by the college. During 2011, 603 job seekers attended these expos, with 1,059 resumes submitted to 51 local employers (2011 Jobs Expo [25]).
Co-curricular/Student Activities Co-curricular Activities, also referred to as Student Activities, “promotes student leadership development and education through formal and informal learning experiences." (DSC Website - Student Activities [26]; Student Activities Handbook [27]). Through a variety of co-curricular and extracurricular activities, students are given the opportunity to enhance their leadership skills, establish networks, and develop lasting friendships. More than 50 major events, attended by 20 to 1,200 students, are hosted by the department for enrolled college-credit students (2012-2013 Student Activities Schedule [28]; 2011-2012 Event Attendance [29]). Events are free and offered at times that reflect student preferences based on event surveys (Event Survey [30]). The department oversees more than 50 student clubs and organizations (Club Lists [31]) that represent a range of academic, cultural and social interests. Club members are encouraged to engage in service learning projects and in 2011-2012 logged more than 800 hours of volunteer service to the college and community (2011-2012 Community Service Log [32]).
The Co-curricular Student Activities Department provides intramural and recreational sports opportunities (Intramural Sports Schedule [33]) and student leadership workshops and activities. More than 1,600 students participated in daily and weekly recreational activities, team and individual sports in 2010-2011 (Intramural Sports Participation Log [34]). The department coordinates the publication of two student publications: InMotion, a monthly newspaper (InMotion [35]), and Aeolus, an annual literary magazine that features student literary and artistic works. InMotion has earned first place in Division A competition of the Florida College System Student Press Association for the past four years. The Student Government Association promotes leadership and civic responsibility. SGA meetings are conducted online to encourage participation by students who are enrolled in distance learning courses or attend classes at other campuses. SGA representatives participate in college wide decision making by serving on the Planning Council, the President’s Cabinet, and by attending District Board of Trustees meetings. They also participate in statewide legislative issue development through the Florida College System SGA.
Financial Aid The Financial Aid Department (DSC Website - Financial Aid [36]) strives to provide financial assistance in an accurate, efficient, and timely manner. Financial aid is provided through the federal government, state government, directly from the college, or through private sources, and may consist of grants, scholarships, loans, or student work. The Financial Aid Department provides financial aid counseling to students and their families, and oversees the student employment and scholarship opportunities at the college (Scholarship List [37]). Financial Aid supports the mission of the college by providing access and promoting student success. Financial aid counselors help students apply for and access the financial assistance they need to register for courses. Eliminating financial barriers affords Daytona State College students the opportunity to attend college, continue their education, and achieve their academic goals. Improving the financial aid literacy of students, faculty, and staff helps students successfully complete their educational goals. Financial Awareness Week workshops, seminars, and information posters alert students to key dates, highlight the responsibilities of student loans, and stress the importance of financial planning (Financial Aid Awareness Week Poster [38]). A default
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 54 of 400 management plan is used to limit the amount of loans that are initially provided to students and requires them to demonstrate basic financial literacy before awarding additional loans.
The Financial Aid office is available on the Daytona Beach Campus and all other campuses and centers (Financial Aid Locations and Office Hours [39]). Students can view financial aid award letters online through the MyDaytonaState portal and communicate with financial aid counselors in face-to-face interactions, through email, by telephone, or mail service. During the Spring 2012 semester, 6,544 students made 18,047 visits to the Financial Aid office on the Daytona Beach Campus.
Global Education and Affairs The Office of Global Education and Affairs (DSC Website - Global Education and Affairs [40]) supports the college mission by preparing students to successfully compete in the global job market and by increasing campus wide awareness of and appreciation for cultural diversity. The office provides an international student orientation each semester, assists international students in obtaining health insurance, identifying housing options, accessing banking services, and adjusting to life in Central Florida. GEA helps students identify available opportunities to study abroad and works with college faculty to develop new study abroad programs (DSC Website - Study Abroad [41]). GEA coordinated the Community College Initiative program, a grant funded by the U.S. Department of State's Bureau of Educational and Cultural Affairs, which gave DSC the opportunity to host 84 fully-sponsored students from 15 countries over a five-year period, 2007-2012. GEA coordinated the students' arrival and departure, developed and implemented a summer bridge program, coordinated housing, and assisted students in transitioning to independent living. GEA staff serve as sponsors of the Global Friends Club that coordinates social and service activities intended to promote cultural understanding among international and domestic students.
Judicial Affairs The Judicial Affairs Office (DSC Website - Judicial Affairs [42]) promotes student success by providing due process for students accused of violating the college code of conduct rules (Student Handbook - Code of Conduct [43]). The college is committed to providing a learning environment for its students which is safe, secure and respectful. All students are expected to abide by and are held accountable for violations of the college student code of conduct rules. Students who are accused of violating these rules are provided an opportunity to respond to an allegation during an administrative meeting (Procedure for an Administrative Meeting [44]). Students also may plead their case before a student disciplinary hearing committee comprised of college faculty, staff and administrators. The judicial affairs officer is authorized to place administrative holds on student records or request a police trespass to ensure public safety and compliance with the college’s code of conduct rules (Administrative Change Form [45]; Official Warning and Probation Agreement [46]). The judicial affairs officer may also issue an immediate restriction from a specific classroom, building, campus site or the entire college until an incident is resolved (Notice of Campus Restriction [47]).
Reasonable accommodations are made for distance learning students who are not able to attend meetings on one of the college campus locations. Judicial Affairs provides workshops to faculty on how to handle difficult situations and how to provide information regarding the protocol for resolving complaints against students, and provides workshops and presentations to students on how to avoid disciplinary problems.
Project SPEAK (Suicide Prevention Education and Knowledge). The goal of Project SPEAK is to raise awareness about suicide prevention, normalize discussions about mental health issues, and reduce the stigma associated with seeking mental health services. Since it was originally funded in 2009 through a federal Garrett Lee Smith College Campus Suicide Prevention Grant, Project SPEAK has trained more than 2,200 students in “The Truth about Suicide: Campus Suicide Prevention Training” (DSC Website – Project SPEAK [48]). Through suicide prevention and mental health awareness festivals and on-campus events such as Welcome Back, Safe Spring Break, What’s in Your Red Cup?, Celebrate Your Body Festival, Depression Screening, Alcohol Screening, and Eating Disorder Screening, Project SPEAK has impacted more than 8,600 students (Project SPEAK Activity Log [49]). Printed information and Web-based promotional items about
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 55 of 400 available resources and hotline numbers are posted in high-traffic areas both on campus and online. Distance learning students can access online suicide prevention training by contacting the Counseling Services Department. Any student can contact Counseling Services in person, by telephone or email for crisis counseling and referral services.
Project SPEAK provided faculty and staff with training that described warning signs, risk factors, campus protocol for students in distress, and available resources. A qualitative survey process ensured that the outcomes and benefits of the training were measured and the program was adjusted to increase effectiveness (Project SPEAK Core Survey Sample [50]). An online multimedia training module was created to allow faculty and staff on all instructional sites to access the training. A video, Belonging in Your Own Skin, was produced with grant funds for broadcasting on WDSC-TV. Other outcomes of Project SPEAK included increased awareness and knowledge of suicide and its prevention, and decreased misconceptions about mental health (Project SPEAK Evaluation Report [51]). When the grant ended on September 30, 2012, the college had already institutionalized a number of key strategies and activities. For example, in fall 2011, suicide prevention training was incorporated into the curriculum of Student Life Skills classes.
Records and Registration Office Records. The Records Office maintains permanent educational records for all students who have ever enrolled at Daytona State College and ensures that records are secure and protected (Records Procedure Manual - Retention and Disposal of Student Records [52]). Students can request and obtain copies of their records and transcripts through this office. When a student submits an Application to Graduate, the Records Office completes a final review to confirm that all requirements have been met, confers the degree, posts it on the student’s transcript and mails a diploma to the student.
The Records Office provides access to a number of online tools for registration [53], graduation [54] , and consumer information [55]. Students can view their schedule, grades, degree audit, unofficial transcripts, and transfer evaluation. They can view and edit personal information, as well as request official transcripts and verification of enrollment. The Records Portal on FalconNet allows them to apply for graduation. These tools are available to students online, any time, from any computer with Internet access.
Registration. The Registration Office (DSC Website - Records and Registration [56]) includes the Question and Answer Center [57] on the Daytona Beach Campus and Falcon Centers on all campuses. Knowledgeable staff in these centers is available to help students use the FalconNet online system to search for courses and register [58]. During registration, students are provided consumer report and student privacy information in printed and electronic formats, and they are notified of the last date to drop and the last date to withdraw from each course registered. In addition to answering questions, the Q&A Center receives and processes appeal forms and routes them to the appropriate office or department for resolution [59]. The Q&A Center receives and processes all Florida transient forms, continuing education registrations, and first time adult education student registrations.
Student Disability Services and Counseling Student Disability Services. Daytona State College provides an environment that fosters independence and autonomy for students with disabilities. The Student Disability Services Office (DSC Website - Student Disability Services [60]) supports student success by advocating for students with disabilities and providing them with auxiliary aides, assistive technology, and other reasonable accommodations to participate in the programs, services, and activities of the college (SDS Student Information [61]). Qualified students with physical, psychological, and learning disabilities are provided equality of services in compliance with the Americans with Disabilities Act of 1990, Section 504, as it relates to higher education. An SDS office is located on the Daytona Beach Campus and all other campuses to arrange for priority seating, interpreters, taped class materials, readers, tutors, and note-takers, and to provide adaptive equipment. In 2011, more than 2,800 students were provided reasonable accommodations. Distance education students can email or call a student disability advisor to register for services and receive reasonable accommodations. A Request for Services Form and an Agreement to Receive SDS Services is sent electronically, and can be returned by the student using fax or email. Online instructors receive letters of accommodation for their students through e-mail. SDS serves as an
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 56 of 400 advocate for students experiencing academic difficulties and works closely with faculty to follow up on students' academic status (SDS Faculty Information [62]). SDS hosts events throughout the year to raise awareness for individuals with disabilities (Abilities Awareness Day [63]).
Counseling Services. The Counseling Services Department (DSC Catalog - Counseling [64]) provides confidential short-term counseling services to students and links them to local community mental health professionals for long-term counseling, treatment, or therapeutic intervention. Services are focused on helping students cope with the demands of student life and include assessments, crisis stabilization, and community referral. Free crisis intervention and counseling services are available to students on the Daytona Beach campus and at all other instructional sites (Counseling Brochure [65]). Distance education students can call or email Counseling Services to arrange to receive personal counseling services online using Skype and a webcam.
Student Equity The dean of student development (DSC Website - Student Development [66]) seeks to resolve student equity concerns and allegations of violations regarding sexual harassment and discrimination. Students may submit a formal complaint to the Question and Answer Center on any college campus. Equity complaints can be submitted in writing or in person to either the dean of student development or the college equity director [67]. Reasonable arrangements are made for distance learning students who are unable to attend meetings on the Daytona Beach Campus. Information is provided on the DSC website.
Student support services are provided by the Academic Affairs Division of the college. In addition to the services listed above, Academic Affairs offers student support in three key areas: Alternative Student Services focuses on non-traditional students, Intercollegiate Athletics supports student athletes, and TRiO programs assist both low-income and academically at-risk students. Each of the departments or programs described below aligns with the mission of the college by promoting student success and embracing diversity.
Student Support Services Provided by the Academic Affairs Division Academic Affairs Daytona DeLand Deltona Flagler/Palm New Online Division Beach Campus Center Coast Center Smyrna/ Access Campus Edgewater Center Alternative Student x x x x Services TRiO Programs x Intercollegiate x Athletics and Fitness Center
Alternative Student Services The mission of Alternative Student Services (DSC Website - Alternative Student Services [68]) is “to promote the achievement of educational, professional and personal goals of a diverse student population.” A variety of programs, available through the Center for Women and Men, are offered for students and individuals in transition to increase success and decrease barriers to achieving academic and career goals (The Center for Women and Men Brochure [69]). Services include career/education counseling; workshops; textbook loans; childcare assistance; financial assistance for tuition, uniforms, and supplies; and a career-focused clothing closet. Participants build self-esteem, manage stress, establish goals, explore career opportunities, interview and apply for jobs, research educational options, and prepare personal development plans. Each program serves a targeted population. The 2011-2012 client profile is provided below: Fresh Start for Women [70] – Served 153 displaced homemakers over the age of 35; nearly 90 percent (14 students) completed the course with 29 percent (45 students) placed in jobs.
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 57 of 400 Fresh Start for Men - Since its first class in April 2012, the program has enrolled 234 students. Nearly 43 percent (100 students) have enrolled in college while 16 percent (34 students) obtained job placement. New Directions [71] – Assisted 45 students enrolled in non-traditional programs (e.g. females in law enforcement, males in nursing), single, and/or low-income students; 38 percent of participants were minorities. Child Care Access Means Parents in School [72] – Provided child care vouchers to 99 students with children under the age of 5.
TRiO Programs Alternative Student Services administers three TRiO programs (DSC Website - TRiO Student Support Services [73]; TRiO Programs Brochure [74]): Educational Talent Search, Upward Bound and Student Support Services. These federally-funded programs identify and provide services for low-income individuals, first-generation college students, and individuals with disabilities. TRiO programs help students progress through the academic pipeline from middle school to baccalaureate programs. Educational Talent Search and Upward Bound programs motivate middle and high school students to set their educational sights on a college degree. The TRiO Student Support Services program concentrates on currently enrolled and qualified Daytona State students. In 2010-2011, SSS reported 129 participants and provided academic advising, tutoring, financial aid workshops, financial literacy seminars, goal setting, scholarship resources, educational and cultural field trips, special summer programs, and career and personal counseling (2010-2011 TRiO Student Support Services Annual Report [75]).
Intercollegiate Athletics and Fitness The intercollegiate athletic program (DSC Website - Intercollegiate Athletics [76]) is a member of the National Junior College Athletic Association and the Florida Community College Activities Association. Daytona State College men’s athletics is comprised of swimming, baseball, and basketball teams; women’s teams compete in swimming, softball, golf, and basketball. Scholarships are available for student athletes. The program emphasizes success as a student first, and success as an athlete second. For academic year 2010-2011, Daytona State’s athletic program and its student athletes were recognized for their academic success, with 46 student athletes receiving Academic All-State honors (3.3+ GPA), NJCAA Academic All-American honors (3.6+ GPA), and NJCAA Distinguished Academic All-American honors.
Fitness facilities are available to all students, faculty, and staff. The L. Gale Lemerand Health, Wellness and Community Education Center houses a 1,000-seat gymnasium, 5,500-square-foot fitness center, and an aquatic center (DSC Website - Fitness Center [77]). Daytona State’s playing fields and courts are among some of the best in the state college system.
Student support services are provided by the Business Services Department of the college. The campus bookstore and food services support the mission of the college by enhancing teaching and learning.
Student Support Services Provided by the Business Services Department Business Services Daytona DeLand Deltona Flagler/Palm New Online Department Beach Campus Center Coast Center Smyrna/ Access Campus Edgewater Center Bookstore x x x x x x Food Services x x
Bookstore Daytona State College, in partnership with the Follett Higher Education Group, operates the Daytona State College bookstores (DSC Catalog - Bookstore [78]). The bookstores are the authorized source
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 58 of 400 for required course materials, recommended study aids, school supplies, educationally-discounted software, nursing and medical reference books, Daytona State apparel, gifts and more. Store hours and services vary by campus. As part of the enrollment process, students receive a link to a Web page from which they have the option to order all relevant course materials online. For the convenience of distance learning students and students on campuses with limited bookstore hours, students can order through the bookstore website any time and materials can be shipped to their home or received on campus (Website - Follett [79]).
Food Services Food Services serves breakfast and lunch, Monday through Friday, on the Daytona Beach and DeLand campuses. Places to eat on the Daytona Beach Campus, where more than 74 percent of the student body attends one or more classes, include The Smart Market Café, with Pizza Hut Express & Wing Street in its food court, Café 101, The Bean coffee shop in the library, and the Baker Hall Snack Shop (DSC Website – Dining on Campus [80]). Vending machines offer a variety of snack and drink options at the Deltona, Flagler/Palm Coast, and New Smyrna - Edgewater centers.
Café 101 is a teaching café and kitchen operated by Daytona State College students under the supervision of chef instructors. Café 101 is open to the general public for lunch Monday through Friday and dinner on Wednesday evenings. A fixed-price menu offers an appetizer, entree, dessert, and beverage. Gratuities help fund student scholarships.
The college strives for continuous improvement in student support services, activities, and programs. A number of surveys and assessments are used to ensure the quality and effectiveness of services that help the college attain its mission to provide access, promote student success and embrace diversity: ACT Student Opinion Survey, the Community College Survey of Student Engagement, the Community College Faculty Survey of Student Engagement, an Alumni Survey, and an online Enrollment Services Customer Survey (Survey Administration Schedule [81]). As part of the annual planning cycle, each student support planning unit reviews these and other means of assessment and uses them to develop objectives and outcomes for the coming year. Annual plans for each office are reviewed at mid-year and end-of-year to assess and document achievement and use of results to make improvements. Each student support office also completes an administrative unit review every three years that evaluates budget and staff resources, as well as achievement of objectives and outcomes. Information and documentation of assessment are included in the response to Comprehensive Standard 3.3.1.3.
To promote an environment that places students first, the 2011-2012 college wide Planning Council had two student-oriented committees: Enrollment Development and College Life. These committees identified and analyzed issues of significance to student development and made recommendations to the Planning Council for new initiatives and enhancements to existing programs and services. The Planning Council process ensures that any new initiatives or enhancements support the college mission and align with strategic and annual planning priorities. The 2011-2012 Planning Council received two proposals that directly supported continuous improvement of student support services. The first proposal was to purchase and deploy software that would increase electronic communication capabilities with students and allow messages and information to be sent to targeted groups of students (Grades First Proposal [82]). The proposal was approved by the Planning Council and was included on the list of recommendations sent to the president and executive staff for resource allocation in 2012-2013 (Planning Council recommendations [83]).
The second student support initiative reviewed and approved by the 2011-2012 Planning Council was to establish a Veterans Resource Center to provide additional support to students who have served in the military (Veteran Student Brochure [11]). Staff in the student development area had noted an increase in the number of veterans enrolling as students and recognized that this population had specialized needs for information and support. A proposal was developed to establish a resource center with dedicated enrollment services staff that would offer workshops, computer access, career information, referrals to other services, and connections to veterans organizations in the community. The Veterans Resource Center opened in fall 2012 (DSC Website – Veterans Center [12]).
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 59 of 400 Quality of Service Daytona State College ensures the quality and effectiveness of its programs in both qualitative and quantitative methods. One method is through the ACT Student Opinion Survey given to students every other year. Results are reviewed by college administrators and staff members and used to develop strategies incorporated into departmental planning. The 2011 [84] survey revealed the following results about student satisfaction. A score of 1.00 indicates the least satisfied and 5.00 the most satisfied.
Survey Measure Mean Score College-sponsored social activities 4.06 Recreation/intramural programs and services 4.05 Financial aid services 3.38 Job placement services 3.53 Student employment services 3.53 Credit-by-examination program 3.69 Career planning services 3.72 Flexibility to design your own program of study 3.85 Availability of your advisor 3.79 Value of the information provided by your advisor 3.77 Preparation you are receiving for your future occupation 3.75 General admissions procedures 3.72 Accuracy of college information you received before enrolling 3.67 College catalog/ admissions publications 3.67 Availability of financial aid information prior to enrolling 3.42 Academic probation and suspension policies 3.40 Athletic facilities 3.60 Academic calendar for the college 3.85 General registration procedures 3.72 Concern for you as an individual 3.51 Opportunities for student employment 3.27
Additional information regarding Daytona State College student support services, activities, and programs. Information about the qualifications of Daytona State College's student development personnel and the effectiveness of its services can be found in the narrative responses to Comprehensive Standard 3.9.3, Student Affairs and Services: Qualified Staff; Comprehensive Standard, 3.3.1.3, Institutional Effectiveness: Academic and Student Support Services. Academic support services and programs are discussed extensively in Comprehensive Standard 3.4.9.
Evidence [1] College Policy 1.02 Institutional Mission Statement [2] Organizational Chart - Student Development [3] DSC Website - Academic Advising [4] Advising for Online Students [5] Advising Contacts
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 60 of 400 [6] Academic Advising Guidebook [7] DSC Website - Orientation Requirements [8] New Student Orientation [9] Dual Enrollment - Checklist [10] Dual Enrollment - Important Information [11] Veteran Student Brochure [12] DSC Website - Veterans Center [13] Enrollment Process Checklist [14] Admissions Traffic Summary 2011-2012 - Daytona Beach Campus [15] DSC Website - Admissions [16] Diversity Day Poster [17] Admissions Communications Plan [18] Admissions Applicants Portal [19] DSC Website - Assessment Services [20] DSC Catalog - Student Identification Cards [21] DSC Website - Parking Regulations [22] Annual Security Report and Campus Safety Guide [23] DSC Website - Career Services [24] DSC Website - Florida Choices [25] 2011 Career Expo [26] DSC Website - Student Activities [27] Student Activities Handbook [28] 2012-2013 Student Activities Schedule [29] 2011-2012 Student Activities Event Attendance [30] Example - Event Survey [31] DSC Student Clubs and Organizations [32] 2011-2012 Student Activities Community Service Log [33] Intramural Sports Schedule Poster [34] 2010-2011 Intramural Sports Participation [35] InMotion Student Newspaper [36] DSC Website - Financial Aid [37] Scholarship List [38] Financial Aid Week Flyer 2011 [39] Financial Aid - Locations and Office Hours [40] DSC Website - Global Education & Affairs [41] DSC Website - Study Abroad [42] DSC Website - Judicial Affairs [43] Student Handbook - Code of Conduct [44] Judicial Affairs - Procedure for Administrative Meeting [45] Judicial Affairs - Administrative Change Form [46] Judicial Affairs - Official Warning and Probation Agreement [47] Judicial Affairs - Notice of Campus Restriction
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 61 of 400 [48] DSC Website - Project SPEAK [49] Project SPEAK Activity Log 2011-2012 [50] Project SPEAK Core Survey Sample [51] Project SPEAK Evaluation Report [52] Records Procedure Manual - Records Inventory [53] DSC Website - How to Register (Drop-Add-Withdraw) for Classes Online [54] DSC Website - Graduation [55] DSC Catalog - Student Consumer Information [56] DSC Website - Registration and Records [57] DSC Catalog - Question and Answer Center [58] FalconNet - Welcome Portal [59] DSC Website - Student Appeals [60] DSC Website - Student Disability Services [61] SDS Brochure - Student Information [62] SDS Brochure - Faculty Guidelines [63] Abilities Awareness Day Flyer [64] DSC Catalog - Counseling Services [65] Counseling Brochure [66] DSC Website - Student Development [67] DSC Website - Office of Equity and Inclusion [68] DSC Website - Alternative Student Services [69] Alternative Student Services - The Center for Women and Men - Brochure [70] DSC Website - Fresh Start Life Skills Classes [71] DSC Website - New Directions [72] DSC Website - CCAMPIS Program [73] DSC Website - TRiO Student Support Services [74] Alternative Student Services - TRiO Programs - Brochure [75] 2010-2011 TRiO Student Support Services Annual Report [76] DSC Website - Athletics [77] DSC Website - Fitness Center [78] DSC Catalog - College Bookstore [79] Website - Follett [80] DSC Website - Dining on Campus [81] Survey Administration Schedule [82] Enrollment Development Committee Proposal - Grades First [83] Planning Council Recommendations 2011-2012 [84] 2011 Student Opinion Survey Results
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2.11.1 The institution has a sound financial base and demonstrated financial stability to support the mission of the institution and the scope of its programs and services. (Financial Resources)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College has a sound financial base to support its mission and the scope of its programs and services. Funds received from the state of Florida, student tuition and fees, and other sources are used to support the mission and scope of the programs and services the college offers (Budgeted Revenue and Expenses: 2012-2013 [1], 2011-2012 [2], 2010-2011 [3], 2009-2010 [4]). Even in economically stressful times, careful planning and fiscal prudence have enabled the college to maintain a financial base that is adequate to achieve its mission.
The college has consistent and reliable revenue sources. As one of 28 colleges in the Florida College System that receives general appropriations to operate, provide academic programs, and offer essential services, its apportionment of funds is based on a method of determination established in Florida Statute 1011.84, Procedure for Determining State Financial Support and Annual Apportionment of State Funds [5]. The amount of funds to be included in the Florida College System Program Fund for current operations of each of the 28 institutions is based on an analysis of current operating costs, the costs per full time equivalent student served, and the programs being offered. In addition to state general revenue appropriations, the college receives funding supplements from state lottery proceeds and categorical funds for specific special issues or projects. The remainder of the college’s operating revenue is generated through student tuition, fees, and other sources, including local, state, and federal grants, and auxiliary services such as the bookstore and food services. A schedule of revenue sources and the amounts received over the last five years is evidence of a sound financial base (Statement of Revenue, 2007-2008 to 2011-2012 [6]).
While Daytona State College has experienced a decrease in state revenue support for operations during the past five years as a result of a decrease in available state funding, the college has maintained its sound financial base with no major cutbacks, layoffs or other dramatic changes in operations. This was largely due to enrollment growth during that same period, as well as legislatively-approved tuition increases that allowed the college to offset reductions in state appropriations with increased student revenue.
Each year the Florida Legislature approves a standard student fee per credit hour and the District Board of Trustees is authorized to set fees at the institution within a range of 10 percent below to 15 percent above the standard. Authorization to charge tuition and fees, is established in Florida Statute 1009.23, Florida College System Institution Student Fees [7]. Fees collected for special purpose categories including activity, technology, financial aid and capital improvement fees, can only be expended for the purposes stated. For example, financial aid fees are to be placed in a student loan or endowment or scholarship fund. A distance learning fee is used to provide funding for technological infrastructure to ensure adequate instructional technology resources for students and faculty. During fiscal year 2012-2013, the board voted not to increase tuition to enable more students to continue their educational pursuit despite the economy (2012-2013 Tuition and Fees [8]; 2012-2013 Explanation of Charges [9]). The college is able to maintain fiscal stability in overall operations without an increase in fees and tuition for this period.
The college lives within its financial means. Daytona State College’s financial stability is evidenced by financial audits, a stable net asset position, and a healthy fund balance.
As a component unit of the state of Florida, and as stipulated in state statute FS 11.45(2)(c), Definitions, Duties, Authorities, Report, Rules [10], the college is audited by the Office of the Auditor General on an annual basis. The audit is conducted in accordance with generally accepted governmental auditing standards issued by the comptroller general of the United States. The board receives a copy of all audit reports, and the board chair, president and senior executive staff are
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 63 of 400 present at all audit entrance and exit conferences. All audits have rendered unqualified opinions, and the financial statements have been presented fairly in all material respects. The audit report on Internal Control over Financial Reporting and Compliance supports that the college actively demonstrates financial behaviors that ensure stability. Financial statements prepared by management and audited by the auditor general of the state of Florida for fiscal years ending June 30, 2012 [11], 2011 [12], 2010 [13], 2009 [14] and 2008 [15] show a financially sound institution. Management letters connected to each year's financial statements are provided confirming the fair presentation of net assets, revenue, expenses, changes in net assets and cash flows; the establishment and implementation of adequate internal controls and assurances; and compliance with applicable laws, rules, regulations, contracts, grant agreements, and other guidelines (Management Letters: 2012 [16], 2011 [17], 2010 [18], 2009 [19], 2008 [20]).
The financial position of an institution can be measured by its net assets,the difference between assets and liabilities. Increases or decreases in net assets over time are an indicator of the financial position of the institution. The college planning and budgeting process indicates fiscal prudence in the management of institutional resources as reflected by the availability of net assets (Statement of Unrestricted Net Assets [21]). In the attached Statement of Net Assets, the percentage of unrestricted net assets to total available assets was 40 percent in 2009-2010, 42 percent in 2010-2011, and 43 percent in 2011-2012, indicating an increase in unrestricted net assets over the past three years.
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 64 of 400 A healthy current ratio during the last five years also indicates that the College's current assets are more than adequate to cover current liabilities (Current Ratio, 2007-2008 through 2011-2012 [22]). The college has consistently achieved the state of Florida planning and budgetary guidelines for maintaining an unrestricted fund balance in the general fund of at least five percent of the operating budget (Florida Statute 1011.84(3) [5]).
The annual budgeting process provides evidence of sound financial planning. College Policy 5.03, Budget [23], outlines the responsibility of the college for developing an annual budget of estimated income and expenditures in accordance with regulations, forms, and instructions of the State Board of Education. Budgeting, as part of the planning process, ensures that financial and other resources are allocated appropriately to support continuous improvement. The college develops an annual budget that serves as a one-year fiscal plan detailing the resources needed to achieve the college’s operational responsibilities, accomplish the outcomes identified in the annual unit planning process, and implement the strategic priorities and initiatives identified in the strategic plan.
The college employs a deliberate and comprehensive budget development process involving all units of the college. The budget process uses historical costs, known cost increases, state funding level projections, enrollment projections, tuition increases and other input to establish the operational cost-to-continue budget, which is comprised of current personnel costs, identifiable on-going expenses, and other obligations. The underlying principles of the budget process ensure that the allocation of resources considers the impact on students and student success.
The process begins in February each year with an orientation meeting that includes a review of the budget calendar, budget components, the general development process, and anticipated financial issues. The departments and functional units are provided budget information regarding spending patterns in their areas, as well as guidelines for reviewing and submitting their budget requests for the upcoming year (Steps in Building Your Budgets [24]; Budget Entry Process Training [25]). The development process assumes the previous year’s budget as a base from which to make adjustments that reflect changing revenues and expense items. As the executive staff tracks state-level funding issues and considers enrollment, fee projections, and fixed-cost operating issues such as utilities and insurance, the Office of Finance and Accounting develops various draft budgets, assuming several revenue and expense scenarios, to help guide the process.
The budget process, largely driven by funding and enrollment projections, is a participatory process that engages the senior executive staff, cost center managers and the college's Planning Council (a cross-section of faculty, constituent group heads, professional, career, and administrative staff). As described in College Procedure 503, Budgetary Process [26], cost center managers generate budget requests based on program and department needs. Proposals for new programs and initiatives, or significant enhancements to existing programs, are developed by the Planning Council. The council ensures that the proposals are aligned with the college’s strategic plan and/or annual plan before including them in a prioritized list that is submitted to the president and executive staff (Planning Council Proposals for FY 2013-2014 [27]). If resources allow, these proposals are incorporated into the operational budget.
The District Board of Trustees is given the responsibility by Florida Statute (FS 1001.64(11-12), Florida College System Institution Board of Trustees Powers and Duties [28]) and by State Board of Education rules (FAC 6A-14.0716, Community College Budgets [29]) to develop a budget that provides adequate resources to fulfill the college mission. The Budget Office prepares the annual budget document, a culmination of weeks of budget workshops, meetings and calculations (Budget Calendar [30]; Budget Process [31]). The budget document is presented to the executive staff and president for review and revision in May, and goes to the board in June for final approval (2012-06-21 Board of Trustees Budget Presentation [32]; 2012-06-21 Board of Trustees Meeting Minutes Excerpt [33]). Once approved by the board, the budget document is submitted to the Florida Department of Education in compliance with College Policy 5.03, Budget [34], FAC 6A-14.0716(1) [29], and Florida Statute 1011.30, Budgets for Florida College System Institutions [35].
Throughout the year, the vice president for finance and administration, who serves as the chief
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 65 of 400 financial officer, examines revenue and expenditure activity to ensure that targeted levels can be achieved, and prepares a monthly comparison of the college’s actual financial activity to budgeted activity for all funds. A detailed budget report is provided to the board at regular monthly meetings. Examples of recent agendas for board meetings demonstrate the range of reports presented on a monthly basis (Board of Trustees Meeting Agenda: April 26, 2012 [36]; May 24, 2012 [37]; June 21, 2012 [38]). Variances are explained and budget amendments are listed, explained and approved. The budget is amended throughout the year so the approved amended budget parallels the actual college financial activity for the year (Form - Budget Amendment [39]).
The 2010-2011 [40], 2011-2012 [41] and 2012-2013 [42] annual budgets in summary form and excerpts from the meeting minutes in which the board approved the budgets (Board of Trustees Meeting Minutes: June 21, 2012 [33]; June 16, 2011 [43]; June 17, 2010 [44]) are provided as documentation that the college undertakes sound planning, employs sound fiscal procedures, and obtains board approvals as required to maintain fiscal stability.
Evidence [1] Budgeted Revenue and Expenses 2012-2013 [2] Budgeted Revenue and Expenses 2011-2012 [3] Budgeted Revenue and Expenses 2010-2011 [4] Budgeted Revenue and Expenses 2009-2010 [5] FS 1011.84 Procedure for Determining State Financial Support [6] Statement of Revenue, 2007-2008 to 2011-2012 [7] FS 1009.23 Florida College System Institution Student Fees [8] 2012-2013 Tuition and Fees [9] 2012-2013 Explanation of Charges [10] FS 11.45(2)(c) Definitions, Duties, Authorities, Reports, Rules [11] 2011-2012 Financial Audit [12] 2010-2011 Financial Audit [13] 2009-2010 Financial Audit [14] 2008-2009 Financial Audit [15] 2007-2008 Financial Audit [16] Management Letter - 2011-2012 Financial Audit [17] Management Letter - 2010-2011 Financial Audit [18] Management Letter - 2009-2010 Financial Audit [19] Management Letter - 2008-2009 Financial Audit [20] Management Letter - 2007-2008 Financial Audit [21] Statement of Unrestricted Net Assets, 2007-2008 to 2011-2012 [22] Current Ratio, 2007-2008 through 2011-2012 [23] College Policy 5.03 Budget [24] Steps in Building Your Budgets [25] Budget Entry Process - Training Document [26] College Procedure 503 Budgetary Process [27] Planning Council Proposals for FY2013-2014 [28] FS 1001.64(11-12) Florida College System Institution Boards of Trustees, Powers and Duties [29] FAC 6A-14.0716 Community College Budgets [30] 2012-2013 Budget Calendar
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[31] DSC Budgeting Process [32] 2012-06-21 Board of Trustees Meeting Workshop - Budget Presentation [33] 2012-06-21 Board of Trustees Meeting Minutes Excerpt - Budget Approval [34] College Policy 5.03 Budget [35] FS 1011.30 Budgets for Florida College System Institutions [36] 2012-04-26 Board of Trustees Meeting Agenda Excerpt - Finance [37] 2012-05-24 Board of Trustees Meeting Agenda - Financial Report Attachment [38] 2012-06-21 Board of Trustees Meeting Agenda - Financial Report Attachment [39] Form - Budget Amendment [40] 2010-2011 Operating Budget Summary Form [41] 2011-2012 Operating Budget Summary Form [42] 2012-2013 Operating Budget Summary Form [43] 2011-06-16 Board of Trustees Meeting Minutes Excerpt - Budget Approval [44] 2010-06-17 Board of Trustees Meeting Minutes Excerpt - Budget Approval
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2.11.2 The institution has adequate physical resources to support the mission of the institution and the scope of its programs and services. (Physical Resources)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College has adequate physical facilities to support its mission and programs. The college serves Volusia and Flagler counties with facilities located in Daytona Beach, DeLand, Deltona, Flagler/Palm Coast, and New Smyrna/Edgewater. The Florida Department of Education differentiates among four types of instructional sites based on ownership, the range of instructional programs and services offered, and size of the enrollment of full-time equivalent students. The four types of facilities are campus, center, special purpose center, and instructional site [1].
A campus is owned by the college, houses a full range of instructional services and accommodates more than 1,000 FTE students. A center may be owned or un-owned by the college and does not offer a full range of instructional programs or courses. A special purpose center may be owned or un-owned by the college and provides a limited number of special, clearly defined programs or services. An instructional site offers students a very limited range of instructional programs or courses in un-owned facilities with no support services.
Based on these definitions and associated criteria established in the State Requirements for Educational Facilities, Daytona State College has two campuses (Daytona Beach and DeLand), three centers (Deltona, Flagler/Palm Coast, and New Smyrna Beach) and one special purpose center (the Advanced Technology College located in Daytona Beach) (Map - DSC Campus Locations [2]). For marketing purposes, all locations owned by the college are referred to as campuses. Instructional sites not owned by the college include advanced and specialized training facilities for fire services, emergency services, and criminal justice programs at the Tiger Bay Training Facility; and two private high schools that provide classroom space for associate of arts general education courses offered to secondary students as a dual enrollment option. Each campus, center and instructional site is within 30 miles of Daytona Beach.
Daytona Beach Campus [3] The Daytona Beach campus is the largest campus and is located in a tourist city that attracts more than 10 million visitors each year, including snowbirds, students on spring break, families on vacation, NASCAR race fans, and 500,000 bikers who come on motorcycles each spring and fall for Daytona’s famous Bike Weeks. The Daytona Beach campus houses the college's primary administrative offices and instructional space. Special features include the Mori Hosseini College of Hospitality and Culinary Management, home to the student-run Cafe 101 and the Southeast Museum of Photography; a full-service Learning Resource Center that houses the library and College Writing Center; two locations for the Academic Support Center; and a Performing Arts Center. Also located on this campus are the Lemerand Center, an outstanding athletic multiplex with a fitness center, pool, gymnasium, and classrooms; Daytona State's WDSC TV-15 television broadcasting station; and a joint-use facility shared with the University of Central Florida. Adequate classroom and laboratory space is available for academic offerings that range from baccalaureate programs to associate of arts, associate of science, and certificate programs; adult high school, general education development, and adult basic education; and customized training for business and industry. In Spring 2012, the student headcount at the Daytona Beach Campus was 12,567.
Advanced Technology College [4] The Advanced Technology College, a special purpose center, offers a wide variety of technological training in engineering, computer science, robotics and simulation, automotive, heating and air conditioning, emergency medical services, paramedic training, and criminal justice programs. The state-of-the-art facility includes occupational classrooms and laboratory areas that
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 68 of 400 feature industry-designed, program-specific equipment. It offers science labs, a multi-purpose room, a media center, and open computer labs. The two-story classroom area surrounds an enclosed atrium that is the site of numerous public events. The facility is located five miles from the Daytona Beach Campus where students enrolled in courses at the ATC can access the full range of student enrollment and development services. In Spring 2012, the student headcount at the ATC was 1,077.
DeLand Campus [5] The DeLand Campus offers a full-service library and Academic Support Center, classroom space for college-credit courses that meet the general education requirements for the associate of arts degree, some associate of science degree programs, various certificate programs and adult high school classes. The Bert Fish Building houses up-to-date facilities for dental assisting, dental hygiene, nursing, science labs, and a multi-media learning center. Comprehensive student and academic support services include Student Disability Services, the Center for Women and Men, career advisement, individual tutoring, a computerized learning/tutoring center, and a foreign language laboratory. In Spring 2012, the student headcount at the DeLand Campus was 2,619.
Deltona Center [6] The college's newest site, the Deltona Center, was the answer to a recognized need to offer access to postsecondary education and training in a rapidly growing area of western Volusia County. The first building on the 100-acre site was a 42,000-square-foot facility that houses classrooms, computer labs, and administrative offices. Temporary classroom space has been added to meet the demand for the associate of arts and nursing degrees, cosmetology certificates, and adult education classes. In Spring 2012, the student headcount at the Deltona Center was 994.
New Smyrna/Edgewater Center [7] The New Smyrna/Edgewater Center offers college credit, college preparatory, adult basic education, and general education courses. All general education requirements for the associate of arts degree and many requirements for associate of science degree programs in nursing, health occupations, science, computer, public service and occupational programs may be completed there. It has two science laboratories, a nursing laboratory, a learning center, and classrooms. In Spring 2012, the student headcount at the New Smyrna Beach Center was 924.
Flagler/Palm Coast Center [8] The Flagler/Palm Coast Center had the largest percentage growth in enrollment during fall 2012-2013. FPC offers college credit, college preparatory, and the first year of the two-year Associate Degree Nursing program. All general education requirements for the associate of arts degree may be completed there. Facilities include a nursing laboratory, two science laboratories, an Academic Support Center, two computer laboratories, an amphitheater, and classrooms. In Spring 2012, the student headcount at the Flagler/Palm Coast Center was 1,494.
Physical resources Physical resources owned by Daytona State College include 50 permanent buildings and 37 temporary buildings totaling more than 1.7 million gross square feet on 610 acres. Each facility houses educational programs and services that meet the needs of the population it serves. From largest to smallest, the table below summarizes information about the college's locations, land, buildings, gross square footage, classrooms and labs.
A list of the buildings on each of Daytona State College's campuses and centers is further evidence that facilities support the mission of the college and the programs and services offered (DSC Campuses, Sites, Facilities [9]). Classrooms, labs, and equipment are provided at each location to support the educational programs and services, and to accommodate the size of the enrollment. An inventory of floor plans, sites, buildings, and rooms is updated every three months to help ensure that facilities are adequate for teaching and learning, and that space is allocated based on the best use of that space.
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Location Land in Buildings Portables Gross Sq. Classrooms Labs Acres Ft. Daytona Beach 113.79 36 -- 1,267,171 94 104 Campus Advanced 100 1 -- 160,234 10 33 Technology College DeLand Campus 103.5 8 11 142,506 30 22 Deltona Center 100 1 11 52,030 16 16 New 93 2 11 50,739 11 9 Smyrna/Edgewater Center Flagler/Palm Coast 100 2 4 46,992 14 10 Center TOTALS 610.29 50 37 1,723,128 175 194
Source: Florida Department of Education, Office of Educational Facilities, Inventory Report
Across all campuses, 92 percent of classrooms and labs have a Smart Station set-up that includes multimedia podiums, video projectors with DVD/CD/TV capabilities, and Internet access. The college has a 300-megabyte Internet connection, which rarely exceeds 50-percent bandwidth at peak hours, and more than 200 wireless hotspots.
Classrooms by Instructional Site with Smart Station Technology Instructional Site Number of Number with a Percent of Classrooms and Smart Station Classrooms with Labs Smart Station ATC 47 47 100% Daytona Beach 213 198 92.9% DeLand 52 44 84.6% Deltona 28 25 89.3% Flagler/Palm Coast 20 20 100% New Smyrna Beach 24 21 87.5% Total 384 355 92%
Distance Education Resources To support distance learning, the college assesses a technology fee that can only be used to enhance instructional technology resources (i.e., software, hardware, connectivity) for students and faculty. In 2011-2012 the technology fee generated more than $1.3 million to assist in instructional technology funding. The college used these funds and funds from previous years to establish a robust network infrastructure for online content delivery with a strong Internet backbone, media server, SAN, learning management system (Desire2Learn), learning object repository, and a variety of instructional tools. The staff consistently research and implement new technologies and network and system upgrades to improve access, integrity and capabilities.
The college recognizes the influence of environment on learning. Its 2010-2013 Strategic Plan included a strategic priority to “advance teaching and learning” by maximizing “the utility and function of land, facilities, information technology, and instructional systems to provide a positive and safe environment for effective learning at all college campuses.” The college takes considerable pride in its
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 70 of 400 physical resources, and employs a sufficient number of maintenance staff to maintain all spaces in the best condition for teaching and learning to occur. All facilities of the college are in good operating condition. The Facilities Services Department has established routines for the maintenance and operation of facilities, grounds, and equipment. College facilities are well-maintained, continually renovated or remodeled to meet program needs, and consistently rated high on student opinion surveys. Student responses to questions about physical resources on the ACT Student Opinion Survey, administered to students in 2009 [10] and 2011 [11], indicated a level of satisfaction with the buildings, grounds, and other physical facilities of the college that was consistently higher than the national average.
2009 2011 ACT Student Opinion Survey Results: * Satisfaction Level * Satisfaction Level Facilities DSC National DSC National Average Average Average Average Classroom Facilities 4.06 3.8 4.06 3.73 Laboratory Facilities 4 3.7 3.99 3.66 General Condition of Buildings and Grounds 3.96 3.65 3.93 3.61
*Satisfaction scale: 5=very satisfied, 4=satisfied, 3=neutral, 2=dissatisfied, 1=very dissatisfied
Daytona State College's facilities planning process is systematic and standards-based. The college's facilities planning process provides the data and rationale to address facility needs in a timely manner and support funding requests to the state for facilities, equipment, and technology. As a public entity, the college follows the facilities planning process defined in FAC 6A-2.0010 [12], which implements the State Uniform Building Code for Public Educational Facilities Construction and the State Requirements for Educational Facilities. The college, through its Facilities Planning Department and the Office of Institutional Research, is responsible for the maintenance and submission of an accurate database to the Florida Department of Education, Office of Educational Facilities. The database for all reports relating to the physical facilities of the college is based on the Facilities Inventory, which along with personnel and student data submitted to FDOE after each term, is integral in the preparation of capital outlay requests to the state. The Facilities Inventory is too large to attach as evidence to this document but can be available to the onsite team upon request.
The components of the college's facilities planning process include a 2010 Educational Plant Survey, Campus Master Plans, the Capital Improvement Program, and a Project Priority List. The college conducts an Educational Plant Survey [13] at least once every five years pursuant to Florida Statute (FS 1013.31(1), Educational Plant Survey [14]) and the State Requirements for Educational Facilities (SREF 2012 Table of Contents [15]). The EPS is the foundation for planning for the housing of academic programs, the needs of the student population, faculty, administration, and ancillary services. The determination of space needs for the college is based on the approved FDOE annual five-year capital outlay of full-time equivalents and any new college programs and/or changes in academic and vocational programs.
The most recent Educational Plant Survey was conducted in 2010 when the DSC Facilities Planning Department collaborated with campus administration to undertake a thorough evaluation of the current facilities inventory and the academic needs of the institution. The EPS was based on enrollment projections provided by the FDOE and included an inventory of existing educational and ancillary facilities, requests for new educational or ancillary facilities, and campus master plans. Recommendations included in the EPS for site improvements, renovation, remodeling, and new construction on each campus provided data that assisted the FDOE in planning, policy development, and capital outlay allocations. The current EPS will be revised in 2015 to reflect changes in student population and demand for academic programs.
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To ensure adequate physical resources for future generations, Daytona State College developed a master plan for each campus in 2012 (Master Site Plans: Advanced Technology College [16], Daytona Beach Campus [17], DeLand Campus [18], Deltona Center [19], Flagler-Palm Coast Center [20], New Smyrna Beach Center [21]). The master plans attempted to look 20 years into the future to predict the educational needs of the community. They identified urban growth patterns, population growth rates, and educational attainment demographics for the two-county service area, as well as economic development trends, workforce needs, and other demographic trends that shape the district's future. The goal of master planning is to provide maximum access to traditional and non-traditional students while responding to the needs of business and industry. It is reviewed periodically to adjust to the changing needs of the district.
The Capital Improvement Plan [22] five-year legislative budget request was approved by the DSC District Board of Trustees on June 21, 2012, and submitted to the Florida Department of Education (2012-06-21, Board of Trustees Meeting Agenda Excerpt, p.p. 405-408 [23]; 2012-06-21, Board of Trustees Meeting Minutes Excerpt, p.11 [24]). The updated CIP reflects the college's projected need for $148,543,896 in capital funding for renovation, remodeling, and new construction projects previously identified in its Educational Plant Survey. Capital funding needs also may be addressed, all or in part, with Capital Outlay and Debt Service funds; although, the use of these funds is limited to items on the Project Priority List [25] based on the Educational Plant Survey.
In addition, the college developed its own small-projects planning process that identifies maintenance projects required to operate facilities at their optimal performance level. The results of this process are compiled in a prioritized Small Projects List [26] that is updated on an as-needed basis.
As a result of the college's capital budget planning and development process, projects and funding have been approved and/or authorized for the college to undertake approximately $27.1 million in capital construction, renovation, and remodeling projects for the 2013-2014 fiscal year. The college has several capital projects in various stages of planning, including a classroom building on the Flagler/Palm Coast Center; a thermal-energy storage unit expected to save the college about $200,000 a year in utility expenses, and a classroom/student center building on the Daytona Beach campus.
A new classroom and laboratory building slated for the Flagler/Palm Coast Center will double the capacity of the college’s northernmost instructional site and be constructed according to the needs of the Flagler community. The $7,606,381 in state appropriated special project funding for the proposed 23,436-square-foot building was approved by Governor Rick Scott in April 2012. In May, the college submitted requests for proposals for the design phase of the project; construction is expected to be completed in fall 2014. Doubling the capacity of the Flagler center will provide adequate space for up to 10 years of projected population growth.
The following table contains a summary of state PECO, Lottery Bond Capital Outlay, and other special appropriation funding for the college's various capital projects. The first four columns of funding amounts represent actual funding allocations based on the July 1, 2012 appropriations.
Daytona State College Funding for Capital Projects Capital Project 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 General Remodel/ Renovation $900,000 $1,869,739 $1,032,459 $1,821,938 $2,100,000 $2,100,000 Remodel Building 810 (NJC) $137,886 -- -- $2,032,845 Renovate
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 72 of 400 Building 5 DeLand Campus(1) ------$4,017,442 Flagler Palm Coast New Building 3 ------$7,606,381 $532,678 -- Remodel Building 220 Daytona Campus(2) ------$2,400,000 $24,008,017 $3,947,904 Thermal Storage Tank Daytona Campus ------$3,012,000 -- -- Maintenance Sum-of-Digits (3) $554,086 $1,239,878 $375,031 $249,348 Unknown Unknown Total $1,591,972 $3,109,617 $1,407,490 $17,122,512 $26,640,695 $10,065,346 Source: FLDOE Capital Projects Plan (1) Total funding for this project is $4,017,442. (2) 2012-2013 funding is for planning only. Additional appropriations are expected in the 2014-2015 and 2015-2016 fiscal years. Total approved funding for this project is $30,355,921. (3) Amount calculated annually based on available funds and changes in the depreciation formula.
In addition to state funding, the college is authorized by state statute to assess certain student fees specifically intended to support the capital needs of the college (FS1009.23, Florida College System Institution Student Fees [27]). For the 2011-2012 fiscal year, the college collected a capital improvement fee of 10 percent of tuition. The fee generated more than $3.1 million in capital improvement revenue. Capital Improvement Fees may be used for any approved capital project, or may be accumulated to support a major project.
Daytona State College's facilities are deemed adequate and safe, and support an environment conducive to learning. Additional information regarding Daytona State facilities is contained in the college's narratives for Comprehensive Standard 3.11.2, Institutional Environment and Comprehensive Standard 3.11.3, Physical Facilities.
Evidence [1] FCS Database Definitions - Facilities [2] DSC Map - Campus Locations [3] Site Plan - Daytona Beach [4] Site Plan - Advanced Technology College [5] Site Plan - DeLand [6] Site Plan - Deltona [7] Site Plan - New Smyrna Beach [8] Site Plan - Flagler Palm Coast [9] DSC Campuses, Sites, Facilities [10] 2009 Student Opinion Survey Results [11] 2011 Student Opinion Survey Results [12] FAC 6A-2.0010 Educational Facilities
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 73 of 400 [13] 2010 DSC Plant Survey [14] FS 1013.31 Educational Plant Survey, Localized Need Assessment, PECO Project Funding [15] State Requirements for Educational Facilities (SREF) - Table of Contents [16] Master Site Plan - ATC [17] Master Site Plan - Daytona Beach [18] Master Site Plan - DeLand [19] Master Site Plan - Deltona [20] Master Site Plan - FPC [21] Master Site Plan - NSB [22] Capital Improvement Plan [23] 2012-06-21 Board of Trustees Meeting Agenda - CIP Approval Attachment [24] 2012-06-21 Board of Trustees Meeting Minutes Excerpt - CIP Approval [25] Project Priority List (PPL) [26] Small Projects List - Updated October 2012 [27] FS 1009.23 Florida College System Institution Student Fees
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2.12 The institution has developed an acceptable Quality Enhancement Plan (QEP) that includes an institutional process for identifying key issues emerging from institutional assessment and focuses on learning outcomes and/or the environment supporting student learning and accomplishing the mission. (Quality Enhancement Plan)
Narrative (Not applicable for the Compliance Certification submitted by institutions.)
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SECTION 3 COMPREHENSIVE STANDARDS INSTITUTIONAL MISSION, GOVERNANCE AND EFFECTIVENESS 3.1 Institutional Mission 3.1.1 The mission statement is current and comprehensive, accurately guides the institution's operations, is periodically reviewed and updated, is approved by the governing board, and is communicated to the institution's constituencies. (Mission)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College has a mission statement that describes the function and purpose of the college and guides its operations. The mission statement has been revised twice in the last 10 years to keep it comprehensive and current. The first revision was made by the District Board of Trustees in June 2005 (2005-06-15, Board of Trustees Meeting Minutes Excerpt [1]) to reflect the expanded mission of the college to offer baccalaureate programs. In 2008, the college changed its name to Daytona State College and updated college policies and official documents to reflect the new name (2008-06-19, Board of Trustees Meeting Minutes Excerpt [2]). The Board of Trustees reaffirmed the current comprehensive mission statement on August 23, 2012, when it reviewed and approved College Policy 1.02, Institutional Mission Statement [3], as part of a biennial review of all college policies required by Florida Statute 120.74, Agency Review, Revision, and Report [4].
Mission Statement: Daytona State College, a comprehensive public college, provides access to a range of flexible programs from community enrichment to the baccalaureate degree, emphasizing student success, embracing excellence and diversity, as well as fostering innovation to enhance teaching and learning.
The mission statement reflects the college's focus on meeting the post-secondary education and training needs of the community it serves by providing an array of programs and services. For example, the range of programs includes non-credit seminars and workshops for the community offered through the WISE program (Wisdom in Senior Education); continuing education courses for health care and law enforcement professionals; short-term vocational programs focusing on workforce trades; college credit certificate programs for computer science, business, and health careers; the associate of arts transfer degree; 34 associate of science programs in health careers, technology, business, arts and science; and baccalaureate degrees in education, engineering technology, and supervision and management. Over the years, the college has fostered a tradition of excellence in academics and service to the community and has never lost sight of its core mission of teaching and learning. The college is guided in accomplishing its mission by institutional goals that define operational responsibilities (College Policy 1.03, Institutional Goals [5]). The institutional goals expand the mission statement by defining the practical application of its intent. To achieve its mission, the college pursues the following goals:
1. Serve as an entry point for baccalaureate degrees and advanced levels of employment by offering a variety of two-year associate of arts and associate of science degree programs.
2. Offer baccalaureate degrees authorized by law.
3. Provide career education, preparation, and training for employment.
4. Offer a broad range of adult education courses and programs leading to improved literacy levels, proficiency in English, and a high school diploma/GED, as well as preparatory instruction to develop college-level success skills.
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6. Provide a broad range of administrative, academic, and support services that create an environment conducive to teaching, learning, and student success.
7. Offer enrichment and lifelong learning opportunities for students and the community through cultural, social, civic, wellness, and athletic activities.
8. Establish partnerships with schools, higher education institutions, business, and the public that are designed to promote community and economic development.
The mission statement established by the board is unique to the institution. It is in alignment with the statutory mission of Florida College System institutions that is described in Florida Statute 1004.65(3, 5-6) Florida College System Institutions; Governance, Mission, and Responsibilities [6], as "responding to community needs for postsecondary academic education and career degree education" and, because it is based on local workforce and community needs, provides for a range of programs including bachelor degree programs in select fields.
The college mission is the starting point and determining factor for all planning and institutional effectiveness activities (Institutional Effectiveness Framework [7]). For example, the mission statement is reviewed each year at the first meeting of the College Planning Council. Through the Planning Council, the president obtains recommendations for planning goals and objectives and budget allocations based on the mission, goals and strategic priorities of the college. The Planning Council reviews recommended solutions to issues of significance to the college community in light of their potential to support the mission of the college [8]. For example, a spring 2012 proposal to establish a Veteran's Center indicated that, in support of the mission of the college, "the center would provide access to this unique group of students and embrace diversity" (Proposal to Planning Council: Veteran's Center [9]). A proposal to review and revise the Faculty Sabbatical Procedure, submitted to the Planning Council in fall 2011, indicated that it would support the college mission by fostering student success and enhancing teaching and learning (Proposal to Planning Council: Revision of Faculty Sabbatical Procedure [10]).
Each year, the Strategic Planning and Assessment Committee, a subcommittee of the Planning Council, reviews the mission statement as part of the process for developing an annual plan (2011-2012 Strategic Planning Committee Report [11]). If changes are recommended, they are submitted to the Planning Council for review and comment and then forwarded to the President’s Cabinet (2011-10-19, Planning Council Minutes - Review of Mission Statement [12]). If approved by the cabinet, the revised mission statement is forwarded to the District Board of Trustees for review and formal adoption. With the exception of a modification in 2008 to reflect the name change to Daytona State College, no substantive changes have been made to the mission statement since 2005.
The District Board of Trustees reviews and reaffirms the mission statement when it formally adopts a new strategic plan (2010-10-21, Board of Trustees Meeting Minutes Excerpt [13]) and during its biennial review of college policies. Policy 1.02, Institutional Mission Statement [3], was reviewed and re-affirmed at the June 2012 meeting of the board (2012-06-21, Board of Trustees Meeting Minutes Excerpt [14]).
The mission statement is communicated to the institution's constituencies. The mission statement is communicated to students on the Web [15], in the College Catalog [16] and the Student Handbook [17]. It is communicated to faculty and staff by including it in key documents such as the College Policy Manual and the Strategic Plan [18], and by posting it in visible traffic areas such as hallways and office entry ways. It is communicated to the community and other external constituents through the Web pages of the college and by printing it on the back of employee business cards [19].
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Evidence [1] 2005-06-15 Board of Trustees Meeting Minutes Excerpt - Mission Statement [2] 2008-06-19 Board of Trustees Meeting Minutes Excerpt - Name Change [3] College Policy 1.02 Institutional Mission Statement [4] FS 120.74 Agency Review, Revision, and Report [5] College Policy 1.03 Institutional Goals [6] FS 1004.65(3, 5, 6) Florida College System Institutions, Governance, Mission and Responsibilities [7] Institutional Effectiveness Framework [8] 2012-2013 Planning Council Diagram [9] Planning Council Proposal - Veteran's Center [10] Planning Council Proposal - Revision of Faculty Sabbatical Procedure [11] 2010-2011 Strategic Planning and Assessment Committee Report [12] 2011-10-19 Planning Council Meeting Minutes [13] 2010-10-21 Board of Trustees Meeting Minutes Excerpt - Strategic Plan Approval [14] 2012-06-21 Board of Trustees Meeting Minutes Excerpt - Policy Approval [15] DSC Website - Mission and Values [16] DSC Catalog - Mission Statement [17] Student Handbook - Mission Statement [18] DSC Strategic Plan 2010-2013 [19] Business Cards with Mission Statement
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3.2 Governance and Administration 3.2.1 The governing board of the institution is responsible for the selection and the periodic evaluation of the chief executive officer. (CEO evaluation/selection)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative The Daytona State College District Board of Trustees is responsible for selecting the president of the college. According to Section 19 of College Policy 2.01, The District Board of Trustees Duties, Powers and Responsibilities [1], the president serves as chief executive officer at the pleasure and direction of the District Board of Trustees. The policy states that the board "shall appoint, suspend, or remove the president." The board also determines the contract, terms of employment, salary, and benefits of the president. The policy is based on Section 19 of FS 1001.64, Florida College System Institution Boards of Trustees; Powers and Duties [2].
On August 3, 2011, Dr. Carol Eaton became the chief executive officer and president of Daytona State College (Position Description - President [3]). Her appointment was made in compliance with College Policy 2.01 [1] and was the culmination of a nationwide search [4]. The Board voted in December 2010 [5] to hire a professional search firm and met with a representative of the firm in January 2011 [6] to establish the desired presidential characteristics and qualifications [7]. The search firm initiated the process of advertising the position and screening applicants. At the board's request, a committee comprised of faculty, staff, and community members convened to review applications and conduct two rounds of interviews that generated a list of finalists. The board interviewed four finalists in open-door sessions and, based on the previously determined list of characteristics and qualifications, voted on the candidate of choice (2011-06-22, Board of Trustees Meeting Minutes [8]). At a specially called meeting of the board, details of an employment agreement with the new president were finalized and approved (2011-07-07, Board of Trustees Meeting Minutes [9]).
Dr. Eaton is Daytona State’s eighth president and brings to the institution an extensive background in higher education administration in the public community college sector (Biographical Summary [10]). Her particular areas of expertise include policy formulation, budget management, business partnerships, personnel administration, strategic planning, organizational structuring, and collaborative shared governance. Prior to joining Daytona State, Dr. Eaton was president of Frederick Community College in Frederick, MD. Dr. Eaton also has served as chancellor for the Office of Community Colleges at the State University of New York and as president of Clinton Community College in Plattsburgh, NY. She is a past board member of the American Association of Community Colleges and, until joining Daytona State College, was president of the Maryland Association of Community Colleges.
The Daytona State College District Board of Trustees is responsible for periodically evaluating the president of the college. As prescribed in Section 19 of College Policy 2.01, which states that "The board shall conduct annual evaluations of the president in accordance with rules of the State Board of Education," the board conducts a written evaluation of the president once a year at a regularly scheduled board meeting. A calendar [11] of board agenda items indicates that this generally occurs between April and June. Prior to the board meeting, each board member is provided an evaluation form for the fiscal year being evaluated. The board member brings the completed evaluation form to the meeting; the results are tallied and discussed. The evaluation form assesses presidential performance on human relations, resource management, responsibility and initiative, the quantity and quality of work, decision making, support of the institution's mission and goals, board relations, and relations with community and other external stakeholders. Once completed, the evaluation is submitted to the Florida Department of Education, Division of Florida State Colleges, and the State Board of Education. Board minutes reflect the results of performance evaluations conducted on the previous president of Daytona State College, Dr. D. Kent Sharples, who served from July 1999 to December 2010 (Board of Trustees Meeting Minutes: 2008-04-18 [12]; 2009-05-29 [13]; 2010-04-09 [14]). Dr. Carol W. Eaton, president of the college since August 2011, has had one evaluation. The evaluation
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Evaluation of the president is done in accordance with FS 1001.64(19) [2]: "The board of trustees shall conduct annual evaluations of the president in accordance with rules of the State Board of Education and submit such evaluations to the State Board of Education for review.” The evaluation includes the achievement of performance goals as stated in FS 1008.45(3), Florida College System Institution Accountability Process [18]. Board responsibility for evaluating the president also is addressed in administrative rule in FAC 6A-14.026, Employment of a President [19] and FAC 6A-0261 General Powers of the President [20].
Evidence [1] College Policy 2.01 The District Board of Trustees Duties, Powers and Responsibilities [2] FS 1001.64(19) Florida College System Institution Boards of Trustees, Powers and Duties [3] Position Description - President [4] Daytona Beach News Journal - Dr. Eaton - It's official - 2011-07-11 [5] 2010-12-07 Board of Trustees Meeting Minutes Excerpt - Presidential Search [6] 2011-01-20 Board of Trustees Meeting Minutes [7] Presidential Search Profile [8] 2011-06-22 Board of Trustees Meeting Minutes [9] 2011-07-07 Board of Trustees Meeting Minutes [10] Biographical Summary - Dr. Carol Eaton [11] Annual Board Agenda Calendar - President's Evaluation [12] 2008-04-18 Board of Trustees Meeting Minutes [13] 2009-05-29 Board of Trustees Meeting Minutes [14] 2010-04-09 Board of Trustees Retreat Minutes - President's Evaluation [15] Evaluation Form - President [16] 2012-05-24 Board of Trustees Meeting Minutes - President's Evaluation [17] Daytona Beach News Journal - President's Evaluation - 2012-05-25 [18] FS 1008.45 Florida College System Institution Accountability Process [19] FAC 6A-14.026 Employment of a President [20] FAC 6A-14.0261 General Powers of the President
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3.2.2.1 The legal authority and operating control of the institution are clearly defined for the following areas within the institution's governance structure: institution's mission. (Governing board control)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative The Daytona State College District Board of Trustees has legal authority for and operating control of the institution. This is clearly defined within Florida statutes. The Florida College System was established by FS 1001.60, Florida College System [1], to maximize open access for students, respond to community needs for postsecondary academic education and career degree education, and provide associate and baccalaureate degrees that will best meet the state's employment needs. Each institution in the FCS is governed by a district board of trustees that is "under statutory authority and rules of the State Board of Education" (FS 1004.65(1), Florida College System Institutions; Governance, Mission and Responsibilities [2]).
The primary mission of the institutions that comprise the FCS is described in detail in FS 1004.65(5)(a-f) [3]: Providing lower-level undergraduate instruction and awarding associate degrees; Providing career education programs and degrees; Providing student development services; Promoting economic development; Providing upper-level instruction and awarding baccalaureate degrees authorized by law.
FS 1004.65(6) [3] indicates that a separate and secondary role for Florida College System institutions is to offer programs in: Community services; Adult education services; Recreational and leisure services.
Legal authority for the institutional mission is delegated by the state to local boards of trustees by deeming them "a body corporate" in FS 1001.63, Florida College System Institution Board of Trustees; Board of Trustees to Constitute a Corporation [4]. Operating control is delegated to the boards of trustees by FS 1001.64(1-2) Florida College System Institution Board of Trustees; Powers and Duties [5] which authorizes them to adopt rules, procedures, and policies related to the college mission, responsibilities, and governance.
The Daytona State College District Board of Trustees acts on its legal authority by enacting policies, including Policy 1.02, Institutional Mission Statement [6], which clearly defines and articulates the college mission. Policy 1.03, Institutional Goals [7], was approved by the board to further delineate the mission and responsibilities of the college. The current mission statement was established by the board in June 2005 (2005-06-15, Board of Trustees Meeting Minutes Excerpt, p.5 [8]). The board reviews the mission and goals of the college as part of the strategic planning process and during each biennial review of college policies. The Strategic Plan, and by extension the mission statement, was reviewed and approved by the board in October 2010 (2010-10-21, Board of Trustees Meeting Minutes Excerpt [9]). TThe board reaffirmed the current comprehensive mission statement, as written in College Policy 1.02, and the institutional goals, as written in College Policy 1.03, on August 23, 2012, during its biennial review of all college policies (2012-08-23, Board of Trustees Meeting Minutes Excerpt [10]).
Evidence [1] FS 1001.60(1) Florida College System [2] FS 1004.65(1) Florida College System Institutions, Governance, Mission, and Responsibilities [3] FS 1004.65(5-6) Florida College System Institutions, Governance, Mission and Responsibilities [4] FS 1001.63 Florida College System Institution Board of Trustees
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[5] FS 1001.64(1-2) Florida College System Institution Boards of Trustees, Powers and Duties [6] College Policy 1.02 Institutional Mission Statement [7] College Policy 1.03 Institutional Goals [8] 2005-06-15 Board of Trustees Meeting Minutes Excerpt - Mission Statement [9] 2010-10-21 Board of Trustees Meeting Minutes Excerpt - Strategic Plan Approval [10] 2012-08-23 Board of Trustees Meeting Minutes Excerpt - Policy Approval
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3.2.2.2 The legal authority and operating control of the institution are clearly defined for the following areas within the institution's governance structure: fiscal stability of the institution. (Governing board control)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative The legal authority and operating control of Daytona State College's fiscal stability lies with the District Board of Trustees. The duties, powers, and responsibilities of the Daytona State College District Board of Trustees, outlined in College Policy 2.01, The District Board of Trustees Duties, Powers and Responsibilities [1], include the responsibility for cost-effective policy decisions; the obligation to submit an annual budget request to the state including a capital outlay request; the authority to adopt policies related to budget and finance; the ability to act as a contracting agent for the college and enter into lease-purchase arrangements; purchase, lease, own, and manage real property; expend performance funds; and enforce the collection and settlement of delinquent accounts. The board has adopted other policies and procedures related to budget and finance to aid in carrying out its fiduciary responsibilities. For example, College Policy 5.03, Budget [2], requires board approval of the institution's budget prior to submission to the state, and Procedure 503, Budgetary Process [3], delineates the sequence of approvals for the budget in Section D. Procedure 505(a), Purchasing - Bid Items [4], is based on FS 287.017, Purchasing Categories, Threshold Amounts [5], and requires board approval of purchasing contracts that exceed $195,000.
As an active policy-making body, the board examines the financial stability of the institution monthly and takes actions appropriately. Throughout the year the board takes fiduciary actions relative to approving the budget; reviewing monthly financial statements and budget amendments; transferring funds; approving audited financial statements and reports; assigning, repurposing, and releasing funds from board-designated accounts; adjusting salaries and executive and administrative contracts; approving fee increases; and removing college property from inventory. Excerpts from the meeting minutes of the District Board of Trustees over the last three years reflect typical financial reports and decisions under the control of the board (Excerpts from Board Meeting Minutes 2010-2012 - Fiscal Stability [6]). At its June meeting, the board reviews and approves the annual operational budget (2012-06-21 Board of Trustees Meeting Agenda - Budget Approval Attachment [7]; Board of Trustees Workshop - Budget Presentation [8]; Board of Trustees Meeting Excerpts: 2012-06-21 [9]; 2011-06-16 [10]; 2010-06-17 [11]).
As part of the Florida College System, Daytona State College is audited by the State of Florida Auditor General, which conducts audits of the accounts and records of all state agencies, state universities, state colleges, district school boards, and some local governments. Reports of operational, financial, and federal audits are reviewed by the District Board of Trustees (Board of Trustees Meeting Minutes Excerpts - Audit Review [12]).
Fiscal responsibility is given to the board by the Florida Legislature in FS 1001.64, Florida College System Institution Boards of Trustees; Powers and Duties [13]. The law specifically authorizes the board to adopt rules, procedures, and policies related to its budget and finance, and directs the board to submit an institutional budget request, capital outlay request, and an operating budget each year to the State Board of Education. Accountability for the institution's fiscal stability is delegated to the board by the SBOE through Section 6 of FAC 6A-14.060, Accountability Standards [14], which states that each college shall "establish adequate and sound control of expenditures, efficient operations including energy conservation, and a budget process producing the greatest benefits to the service area." The board is responsible for "the operation of an effective program at a reasonable cost."
Florida Administrative Code operationalizes the authority and responsibility given to the board for fiscal stability. FAC 6A-14.0716 [15] requires community college budgets to be approved by their boards before being submitted to the SBOE and to include a capital outlay budget. Boards also are authorized to amend the budgets as long as the amendment is in compliance with laws, rules, and accepted
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Evidence [1] College Policy 2.01 The District Board of Trustees Duties, Powers and Responsibilities [2] College Policy 5.03 Budget [3] College Procedure 503 Budgetary Process [4] College Procedure 505(a) Purchasing - Bid Items [5] FS 287.017 Purchasing Categories, Threshold Amounts [6] Board of Trustees Meeting Minutes Excerpts - Fiscal Stability [7] 2012-06-21 Board of Trustees Meeting Agenda - Budget Approval Attachment [8] 2012-06-21 Board of Trustees Meeting Workshop - Budget Presentation [9] 2012-06-21 Board of Trustees Meeting Minutes Excerpt - Budget Approval [10] 2011-06-16 Board of Trustees Meeting Minutes Excerpt - Budget Approval [11] 2010-06-17 Board of Trustees Meeting Minutes Excerpt - Budget Approval [12] Board of Trustees Meeting Minutes Excerpts - Audit Review [13] FS 1001.64(1-2) Florida College System Institution Boards of Trustees, Powers and Duties [14] FAC 6A-14.060 Accountability Standards [15] FAC 6A-14.0716 Community College Budgets [16] FAC 6A-14.0734 Procurement Requirements [17] FAC 6A-14.075 Receipt, Deposit, and Withdrawal of Funds [18] FAC 6A-14.0765 Investment of Funds [19] FAC 6A-14.077 Auxiliary Services and Enterprises and Undesignated Gifts
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3.2.2.3 The legal authority and operating control of the institution are clearly defined for the following areas within the institution's governance structure: institutional policy. (Governing board control)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative The legal authority and operating control of institutional policy for Daytona State College is vested in the District Board of Trustees by college policy and state statute. College Policy 2.01, The District Board of Trustees Duties, Powers and Responsibilities [1], establishes operating control for institutional policy. According to Policy 2.01, the board is responsible for establishing the policies that determine the quality and direction of the college's development, establish an effective management system, and assist the institution in carrying out its approved mission, objectives, and philosophy. FS 1001.64, Florida College System Institution Board of Trustees; Powers and Duties [2], legally authorizes the board to adopt rules, procedures, and policies for the orderly and efficient operation of the college that relate to its mission, responsibilities, governance, personnel, budget and finance, administration, programs, curriculum and instruction, building and grounds, travel, purchasing, technology, student development, contracts and grants, and property.
Every two years the board of trustees conducts a formal review of its policies to correct deficiencies, delete unnecessary rules, and improve efficiency. To accomplish the review, the president and administrative staff examine the policies and make recommendations to the board for revisions, additions or deletions in accordance with College Procedure 202(a), Development and Adoption of a Rule [3]; College Procedure 202(b), Policy and Procedure Approval Process [4]; and College Procedure 302, Legal Notices for Adoption of Rules [5]. Each policy change undergoes a first and second reading before a vote is taken for approval. Excerpts from board meeting minutes over the last three years provide evidence that the board reviews and approves policies (Excerpts of Board Minutes - Policy Review and Approval [6]). The board's review is in keeping with Florida Statute 120.74, Agency Review, Revision, and Report [7], which requires the board to perform a formal review of its policies every two years to ensure that they are correct and comply with statutory requirements. A report of the review is submitted to the Florida Legislature Joint Administrative Procedures Committee (2011-10-31 Report Submitted to the Joint Administrative Procedures Committee [8]).
Evidence [1] College Policy 2.01 The District Board of Trustees Duties, Powers and Responsibilities [2] FS 1001.64 Florida College System Institution Boards of Trustees, Powers and Duties [3] College Procedure 202(a) Development and Adoption of a Rule [4] College Procedure 202(b) Policy and Procedure Approval Process [5] College Procedure 302 Legal Notices for Adoption of Rules [6] Board of Trustees Meeting Minutes Excerpts - Policy Review and Approval [7] FS 120.74 Agency Review, Revision, and Report [8] 2011-10-31 Report to Joint Administrative Procedures Committee
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3.2.3 The governing board has a policy addressing conflict of interest for its members. (Board conflict of interest)
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Narrative The Daytona State College District Board of Trustees has a policy that addresses conflict of interest of its members. College Policy 3.01, Code Standard of Ethics and Professionalism for Public Officers and Employees of Agencies [1], requires board members to maintain integrity, confidentiality, and high ethical standards and publicly disclose any personal interests that relate to matters brought before the board. Board members and employees are expected to understand and comply with the code of ethics established for public officers in the state of Florida. This is reinforced in Board Policy 2.01, District Board of Trustees Duties, Powers and Responsibilities [2], which describes the duties of the board.
Board members are advised of the policies that address conflict of interest as part of the orientation provided to newly appointed board members and are given a resource manual with information about the statutes, code of ethics, and standards that apply to public officials in Florida (Board of Trustees Resource Manual, Table of Contents [3]).
All trustees are free of any contractual, employment, or personal or familial financial interest in the institution. When a conflict of interest occurs or could be perceived to occur, board members acknowledge the conflict, or potential conflict, and recuse themselves from any vote. When board members recuse themselves from voting, they also abstain from participating in any discussion or decision making. This is in accordance with FS 112.3143, Voting Conflicts [4], which prevents a board member from voting on “any measure that would inure to his or her special private gain or loss." Adherence to these regulations ensures the integrity of the college. Excerpts from board meeting minutes provide evidence that board members recuse themselves when there is a real or perceived potential for conflict of interest (Excerpts from Board Minutes - Conflict of Interest [5]). For example, a trustee asked to pull an item from the consent agenda and recused herself from voting to approve submission of a grant application because she had a tie to the organization funding the grant. In another instance, a trustee asked to pull an item from the consent agenda and recused himself from voting to approve an agreement with a community-based organization for which he served as a board member. One trustee recused herself from voting on a non-consent agenda item, because the agreement to be approved involved her employer.
Members of the District Board of Trustees adhere to Florida statutes that set forth standards of conduct regarding conflicts of interest for public officers. The fundamental intent of Florida Statute 112.311, Legislative Intent and Declaration of Policy [6], is that “public officials be independent and impartial and that public office not be used for private gain.” The law defines a public officer as any person elected or appointed to hold office in any agency, including those appointed to serve on an advisory board, and clearly establishes that members of the board and employees of the college are subject to Florida's Code of Ethics. FS 112.313, Standards of Conduct for Public Officers, Employees of Agencies, and Local Government Attorneys [7], defines conflict of interest and outlines the actions to be taken by a board and its members to avoid any conflict or perception of conflict.
Evidence [1] College Policy 3.01 Code Standard of Ethics and Professionalism for Public Officers and Employees of Agencies [2] College Policy 2.01 The District Board of Trustees Duties, Powers and Responsibilities [3] Board of Trustees Resource Manual - Table of Contents [4] FS 112.3143 Voting Conflicts [5] Board of Trustees Meeting Minutes Excerpts - Conflict of Interest
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3.2.4 The governing board is free from undue influence from political, religious, or other external bodies, and protects the institution from such influence. (External influence)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative The Daytona State College District Board of Trustees is free from undue influence from political, religious or other external bodies and protects the institution from such influence. A number of safeguards exist to protect the board and the college from undue external influence.
Board member selection. Each DSC board member was appointed by the governor of Florida and confirmed by the Florida Senate in accordance with Florida Statute 1001.61(2), Florida College System Institution Boards of Trustees, Membership [1]. The extensive screening and approval process gave consideration to the individual's county of residence, affiliations, business or occupation, and experience. Board members serve four-year terms and are eligible for reappointment. A list of board members indicates the term of office and city of residence for each member (District Board of Trustees Roster [2]).
Training and education provided to board members. Board members are given an extensive orientation when they are appointed to the board and receive a comprehensive resource manual with information about ethical expectations and requirements. The board manual includes relevant Florida statutes and board policies, as well as resources provided by the Association of Community College Trustees and the Association of Governing Boards to assist the board members in fulfilling their duties and responsibilities (Board of Trustees Resource Manual, Table of Contents [3]). The orientation for new members of the board ensures their understanding of the codes and policies that promote integrity and the ethical conduct of business. Board member roles and responsibilities, board communication, and goal setting were topics of discussion at a board retreat in January 2012 attended by all current board members and facilitated by a consultant from ACCT (2012-01-20 Board of Trustees Retreat Agenda [4]). Throughout the year, articles about ethics in higher education were provided to the board from the ACCT and additional workshops were attended. Each month, board members were provided a list of upcoming professional development opportunities and encouraged to attend (Excerpts from Board Agendas - Upcoming Professional Development Opportunities [5]; Board Professional Development and Training [6]).
Board actions. The board is aware of its obligation to protect and preserve the college’s independence from the influences of external bodies. For example, at its March 10, 2011, meeting, the board voted to approve the renewal of an agreement with MHz Networks for programming for WDSC Channel 15, a public broadcasting television station owned and operated by the college, despite negative public comments regarding a specific weekly program that is aired by the station. Based on a discussion of academic freedom and undue influence, the motion to continue the contract and not interfere in the administrative and academic decisions of the college carried unanimously and is documented in the minutes (2011-03-10, Board of Trustees Meeting Minutes Excerpt, p. 8 [7]).
Institutional safeguards. Several college policies have been established to ensure that the board and the college are free from undue influence from political, religious or other entities. According to Policy 4.07, Academic Freedom and Responsibility [8], the college is committed to “an environment united in the pursuit of knowledge and wisdom in an atmosphere of tolerance and freedom.” Policy 6.04, Political Activities of Employees [9], prohibits the solicitation of support for political candidates while on college property. Policy 6.14, Equal Opportunity [10], ensures “equal educational opportunity, equal employment opportunity, and equal access to all qualified persons, including students, employees, applicants for admission, and applicants for employment, regardless of race, ethnicity, religion, national origin, age, gender, genetic information, disability, marital status, veteran status, or political affiliation."
In January 2011, the board approved the hiring of an internal auditor to ensure compliance with policies, procedures, and regulations (Position Description - Internal Auditor [11]). The position reports
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 88 of 400 directly to the board chairperson (Organization chart - Executive Staff [12]). The internal auditor plans and conducts operational, financial and compliance audits to evaluate the effectiveness of internal controls, and makes recommendations for improved internal controls and accounting procedures. Special audits have been conducted on surplus property and cash management, and reports have been given to the board (Special Audit Reports: Surplus Property [13]; Cash Management [14]). The auditor keeps abreast of new and updated regulations, and researches and adopts best practices where appropriate. The internal auditor regularly presents information to the board to both educate and inform them about types of audits and audit opinions (Internal Audit Presentation - May 2011 [15]), auditing standards (Internal Audit Presentation - February 2012 [16]), the successful resolution of federal award audit findings (Internal Audit Presentation - March 2012 [17]), and operational audit findings and corrective actions taken (Internal Audit Presentation - May 2012 [18]).
State of Florida policies addressing undue influence. Board members are subject to the state’s Code of Ethics for Public Officers (FS 112.311 Legislative Intent and Declaration of Policy [19]; FS112.313, Standards of Conduct for Public Officers, Employees of Agencies, and Local Government Attorneys [20]). The policies described in Florida Statute 112.311 are intended to protect the integrity of government “by prescribing restrictions against conflicts of interest without creating unnecessary barriers to public service.” The code of ethics prescribed by the state prohibits board members from employment or contractual relationships with any business entity or agency that is doing business with the college. To ensure that board members clearly identify potential conflicting contractual, employment, personal or familial interests, each board member annually files a financial interest form that discloses primary sources of income, business interests, and other asset holdings (FS 112.3145 Disclosure of Financial Interests and Clients Represented Before Agencies [21]). Integrity is added to the process through the Florida Sunshine Amendment (FS 286.011, Public Meetings and Records; Public Inspection; Criminal and Civil Penalties [22]). Under these rules, board meetings are conducted in the open and announced to the public. Board members are prohibited from discussing board business with each other except at duly noticed public meetings. Florida Statute 119.01, General State Policy on Public Records [23], gives the public the right to access records related to the official business of the board.
Evidence [1] FS 1001.61(2) Florida College System Institution Boards of Trustees, Membership [2] DSC Website - Board of Trustees Members [3] Board of Trustees Resource Manual - Table of Contents [4] 2012-01-20 Board of Trustees Retreat Agenda [5] Board of Trustees Meeting Agenda Excerpts - Upcoming Professional Development Opportunities [6] Board Professional Development and Training [7] 2011-03-10 Board of Trustees Meeting Minutes Excerpt - MHz Networks Agreement [8] College Policy 4.07 Academic Freedom and Responsibility [9] College Policy 6.04 Political Activities of Employees [10] College Policy 6.14 Equal Opportunity [11] Position Description - Internal Auditor [12] Organizational Chart - Executive Staff [13] Special Audit - Surplus Property Report [14] Special Audit - Cash Management Report [15] Internal Audit Presentation - May 2011 [16] Internal Audit Presentation - February 2012 [17] Internal Audit Presentation - March 2012 [18] Internal Audit Presentation - May 2012
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 89 of 400 [19] FS 112.311 Legislative Intent and Declaration of Policy [20] FS 112.313 Standards of Conduct for Public Officers [21] FS 112.3145 Disclosure of Financial Interests [22] FS 286.011 Public Meetings and Records, Public Inspection, Criminal and Civil Penalties [23] FS 119.01 General State Policy on Public Records
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3.2.5 The governing board has a policy whereby members can be dismissed only for appropriate reasons and by a fair process. (Board dismissal)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative The District Board of Trustees of Daytona State College has a policy that clearly establishes the appropriate reasons for dismissal of a board member. College Policy 2.05, Composition and Appointment of the District Board of Trustees [1], describes the circumstances that are grounds for suspension or dismissal from the board and describes the dismissal process. According to college policy, trustees are public officers who may be disciplined, suspended or removed from office based on standards established in the Florida Constitution and state statute. Absenteeism is considered grounds for the dismissal of a board member and is described by college policy as a board members' absence from three consecutive regular board meetings. The policy states that it is the duty of the chair to notify the governor in writing whenever a board member fails to attend three consecutive regular board meetings in a fiscal year, which may be grounds for removal.
Members of the board are appointed by the governor of Florida and confirmed by the Florida Senate to serve on the governing board for the college (FS 1001.61(2), Florida College System Institution Boards of Trustees, Membership [2]). According to the Florida Constitution (Article IV, Section 7(a)) [3], the circumstances for which a board member may be suspended or dismissed include absenteeism, malfeasance, misfeasance, neglect of duty, drunkenness, incompetence, permanent inability to perform official duties, or commission of a felony. Florida Statute 112.52, Removal of a Public Official When a Method is Not Otherwise Provided [4], gives the governor the authority to suspend and dismiss a public official who fails to responsibly carry out his or her assigned duties.
The college has not had to apply the dismissal process outlined in College Policy 2.05, and no member of the board has ever been suspended or dismissed.
Evidence [1] College Policy 2.05 Composition and Appointment of the District Board of Trustees [2] FS 1001.61(2) Florida College System Institution Boards of Trustees, Membership [3] Florida Constitution Article IV Section 7(a) [4] FS 112.52 Removal of a Public Official
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3.2.6 There is a clear and appropriate distinction, in writing and practice, between the policy-making functions of the governing board and the responsibility of the administration and faculty to administer and implement policy. (Board/administration distinction)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College has established college policies that clearly distinguish the responsibilities of the governing board, the administration, and the faculty. The District Board of Trustees makes policy but delegates the responsibility for administering and implementing policy to the administration and faculty. College Policy 2.01, The District Board of Trustees Duties, Powers, and Responsibilities [1], clearly communicates the board’s responsibility for "establishing the policies which determine the quality and direction of the development of the College, which establish an effective management for the College, and which assist the institution in carrying out the approved mission, objectives and philosophy." The board is responsible for policy decisions appropriate to the mission of the institution and is specifically authorized to adopt policies related to governance, personnel, budget and finance, administration, programs, curriculum and instruction, buildings and grounds, travel and purchasing, technology, students, contracts and grants, and college property. These duties and responsibilities are in accordance with Florida Statute 1004.65, Florida College System Institution; Governance, Mission and Responsibilities [2], which establishes the governance, mission, and responsibilities of Florida colleges, giving statutory authority to district boards of trustees to govern Florida colleges while maintaining local authority and flexibility and being legally accountable to the state.
The board has written policies that explain the role of the president. College Policy 2.01 explains that the board-appointed president is responsible for "administration of the College in accordance with its established policies." More details regarding the responsibilities of the president and administration are provided in College Policy 2.02, Duties, Powers, and Responsibilities of the President [3], which states that the president is responsible for implementing and administering the rules, standards, and policies established by the board and for the efficient operation of the college. College Policy 6.11, Authority for All Personnel Matters [4], establishes the president's "authority and accountability for the administration of all employment decisions." The president's job description is further evidence of the distinction in duties (Position Description - President [5]). The responsibilities of faculty, career, professional, and administrative personnel are described in Policy 6.02, Responsibilities of Faculty, Career, Professional, and Administrative Personnel [6]. The board approves the responsibilities of each administrative position, but the president or designee approves responsibilities for professional and career employees. These policies were developed in accordance with Florida Administrative Code 6A-14.060(7), Accountability Standards [7], which states that each college shall "differentiate between the policy-making responsibility of the board of trustees and the management responsibility of the president."
The distinction between the functions of the governing board and the administration is further defined in the College Procedure Manual. Procedure 202(b), Policy and Procedure Approval Process [8], was created to standardize the process for developing and implementing policies and procedures. The procedure clarifies that policies are approved by the board and procedures are approved by the senior executive staff. A diagram shows the flow of a policy or procedure through the approval process (Policy and Procedure Approval Process Diagram [9]). The procedure clearly distinguishes between the administrative role of implementation and the board role of policymaking.
The board, the president, and the college's administrative staff have carefully studied all policies and procedures to ensure that there is a clear written distinction of their roles and responsibilities. An index of the Daytona State College Policy Manual notes those policies that relate to the board’s role, those that relate to the president’s role, and those that address roles and responsibilities of both (Index of Policy Manual [10]). The same is done in an index of the Daytona State College Procedures Manual (Index of Procedures Manual [11]).
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There is a clear and appropriate distinction between the policy-making functions of the board and the administrative actions of the president. The distinction between the policy-making actions of the District Board of Trustees and the implementation of those policies by the president is evident in the meeting agenda of the board. The president and her staff routinely bring policy issues, course and program revisions, personnel and facility decisions, budget issues, strategic planning and accountability measures to the board for approval. Evidence of this is provided in the District Board of Trustees Meeting Agenda (Board of Trustees Meeting Agenda: 2012-03-22 [12]; 2012-04-26 [13]; 2012-05-24 [14]). An example of a board decision that reflected a clear distinction between policy and administrative actions occurred at the March 10, 2011 meeting. The board voted to approve the renewal of an agreement to air a specific weekly program on WDSC Channel 15, a public broadcasting television station owned and operated by the college, despite negative public comments. The motion to continue the contract and not interfere in the administrative and academic decisions of the college carried unanimously and is documented in the minutes (2011-03-10, Board of Trustees Meeting Minutes Excerpt [15]).
Excerpts from the minutes of board meetings over the last three years demonstrate a pattern of policy-making action on the part of the board (Excerpts from Board Meeting Minutes - Policy Actions [16]). In the examples cited from 2012, the board revised the academic freedom policy; deleted a policy; approved a plan to convert contract employees to college positions; approved tuition exemptions, new academic programs, and the addition of a women's volleyball team to the roster of intercollegiate sports; approved a student loan service charge; and approved the board meeting schedule for the following year.
To fulfill its policy-making role, the board systematically reviews, updates, and revises college policies every two years to ensure relevance and accuracy. In compliance with Florida Statute 120.74, Agency Review, Revision and Report [17], a report of the most recent review was submitted to the Florida Legislature Joint Administrative Procedures Committee on October 31, 2011 (Report to the Joint Administrative Procedures Committee, October 31, 2011 [18]). To accomplish the review, the president and administrative staff examined the policies and made recommendations to the board for revisions, additions or deletions. Whenever a new policy is created, an existing policy is revised, or a policy is deleted, it undergoes a first and second reading before being voted on by the trustees (Board of Trustees Meeting Minutes Excerpts - Policy Review and Approval [19]).
The organizational structure of the college distinguishes the relationship between the board and the administration. The organizational structure of the college establishes lines of authority and defines the relationship between the board and the president. The board has ultimate authority for the fulfillment of the college mission. The president reports to the board as does the internal auditor, a position that helps ensure that the governing board, administration, and faculty adhere to their appropriate roles and responsibilities (Position Description - Internal Auditor [20]). Vice presidents are considered senior administrators and report directly to the president. They assist in the implementation and administration of rules, standards and policies adopted by the board (Organizational Chart - Executive Staff [21]).
Policies and procedures are clearly communicated. Policies regarding governance, roles, and responsibilities are communicated through the college intranet, in the Policy Manual (Policy Manual, Table of Contents [22]), Procedures Manual (Procedures Manual, Table of Contents [23]), the Board of Trustees Resource Manual (Board of Trustees Resource Manual, Table of Contents [24]) and the Faculty Handbook (Faculty Handbook, Table of Contents [25]). New board members receive an orientation regarding their roles and responsibilities along with a copy of the Board of Trustees Resource Manual.
Board members and administrative staff participate in training and development opportunities led by external facilitators. A list of specific training and development opportunities attended by board members between June 2011 and October 2012 includes the date of each event, the training provider, the topics that were addressed, and the names of trustees who attended (Board Professional Development and Training [26]).
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In January 2012, the board contracted with the Association of Community College Trustees for board consulting services. Dr. Narcisa Polonio, Vice President for ACCT, provided a full-day board retreat that was attended by all trustees and the president. The agenda focused on the roles and responsibilities of the board, board/president relationships, and board communication with media, employees and the public (2012-01-20 Board of Trustees Retreat Agenda [27]).
The clear distinction in roles ensures compliance with state laws, rules, regulations and requirements. In accordance with Florida Statute 1001.64, Florida College System Institution Boards of Trustees; Powers and Duties [28], the District Board of Trustees makes policy but delegates the responsibility for administering and implementing policy to the administration and faculty. The duties and responsibilities of the president described in college policy are in accordance with Florida Statute 1001.65, Florida College System Institution Presidents; Powers and Duties [29], and State Board of Education Rule FAC 6A-14.0261, General Powers of the President [30]. To comply with state statute, the president is designated as the chief executive officer of the college and the corporate secretary of the board. The duties and powers of the president outlined in policy include recommending the adoption of rules to the board of trustees; reviewing the operation of the college; organizing the college to efficiently and effectively achieve its goals; preparing a budget request and an operating budget for approval by the board; recommending to the board a schedule of tuition and fees; and approving, executing, and administering contracts on behalf of the board. According to State Board of Education rules, the general duties of the president are oversight of the college; advising and counseling the board; recommending and enforcing rules of the board; recommending and enforcing operational and instructional standards; and delegating authority to execute laws and rules.
Evidence [1] College Policy 2.01 The District Board of Trustees Duties, Powers and Responsibilities [2] FS 1004.65(1) Florida College System Institutions, Governance, Mission, and Responsibilities [3] College Policy 2.02 Duties, Powers and Responsibilities of the President [4] College Policy 6.11 Authority for All Personnel Matters [5] Position Description - President [6] College Policy 6.02 Responsibilities of Faculty, Career, Professional, and Administrative Personnel [7] FAC 6A-14.060(7) Accountability Standards [8] College Procedure 202(b) Policy and Procedure Approval Process [9] Policy and Procedure Development Process Diagram [10] Index of Policies [11] Index of Procedures [12] 2012-03-22 Board of Trustees Meeting Agenda [13] 2012-04-26 Board of Trustees Meeting Agenda Excerpt - Finance [14] 2012-05-24 Board of Trustees Meeting Agenda [15] 2011-03-10 Board of Trustees Meeting Minutes Excerpt - MHz Networks Agreement [16] Board of Trustees Meeting Minutes Excerpts - Policy Actions [17] FS 120.74 Agency Review, Revision, and Report [18] 2011-10-31 Report to Joint Administrative Procedures Committee [19] Board of Trustees Meeting Minutes Excerpts - Policy Review and Approval [20] Position Description - Internal Auditor [21] Organizational Chart - Executive Staff [22] College Policy Manual Index
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 94 of 400 [23] College Procedures Manual Index [24] Board of Trustees Resource Manual - Table of Contents [25] Faculty Handbook - Table of Contents [26] Board Professional Development and Training [27] 2012-01-20 Board of Trustees Retreat Agenda [28] FS 1001.64(1, 11, 12, 34, 37, 44) Florida College System Institution Boards of Trustees, Powers and Duties [29] FS 1001.65 Florida College System Institution Presidents, Powers and Duties [30] FAC 6A-14.0261 General Powers of the President
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3.2.7 The institution has a clearly defined and published organizational structure that delineates responsibility for the administration of policies. (Organizational structure)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College has a clearly defined and published organizational structure. Daytona State College defines its organizational structure through organizational charts, position descriptions, and job titles. An organizational chart on the college website shows that the president of the college reports directly to the District Board of Trustees and that all major functions of the college report to the president (DSC Website - Organizational Chart [1]). More detail is provided in a set of college wide organizational charts that include personnel from all instructional sites. The charts are maintained and updated by the Human Resources Office and posted on the Daytona State College Intranet (DSC Intranet - Organizational Charts [2]). They are available in hard copy in the Human Resources Office.
For each position at the college, a position description indicates duties and responsibilities and lists the title of the supervisor to whom the individual holding that position reports. At the administrative level, an individual’s area of responsibility at the college is indicated within his/her title (Position Description Examples - Senior Vice President [3], Dean (non-academic) [4], Director [5]). In the academic area, broad subject areas are included in the titles (Position Description Examples - Dean [6], Academic Chair [7], Assistant Chair [8]). The administrative organization of the college is published in the College Catalog along with an alphabetical list of names, titles, and educational credentials of Daytona State faculty and administrative employees (DSC Catalog: Administrative Organization [9]; Faculty and Administration [10]).
The organizational structure of the college clearly delineates responsibility for the administration of policies. The policies of the District Board of Trustees and the president's position description clearly establish that the responsibility for the implementation of policies and procedures rests with the administration (Policy 2.01, District Board of Trustees Duties, Powers, and Responsibilities [11]; Policy 2.02, Duties, Powers, and Responsibilities of the President [12]; Policy 6.02, Responsibilities of Faculty, Career, Professional, and Administrative Personnel [13], and the President's Position Description [14]). A functional organization chart graphically shows the relationship between the board and the president, and between the president, senior administrators, and the functional areas of the college (Organizational Chart - Daytona State College [15]).
The president works with faculty and administrative staff to implement policies. The president and her senior executive staff, which includes the executive vice president/general counsel, senior vice president for finance and administration, senior vice president for academic affairs, senior vice president for student development and institutional effectiveness, senior vice president for information technology, and the senior vice president for governmental relations, are responsible for the implementation of college policy that is consistent with Florida statutes, State Board of Education rules, and the policies of the board. The executive director of the Daytona State College Foundation and the Director of Equity and Inclusion also report directly to the president. A functional organizational chart shows the relationship between the president and the senior executive staff [16].
The President's Cabinet, comprised of the senior executive staff, other key administrators, and leaders of employee and student constituent groups, has a significant role in a clearly delineated governance structure (President's Cabinet [17]). The Cabinet makes recommendations to the president regarding administrative policies and procedures, supports the president in the implementation of policies and procedures, and disseminates information about the organizational structure and operation of the college.
Evidence [1] DSC Website - Organizational Chart
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 96 of 400 [2] DSC Intranet - Organizational Charts [3] Position Description - Sr VP Academic Affairs [4] Position Description - Dean Academic Assessment and Planning [5] Position Description - Director of Equity and Inclusion [6] Position Description - Dean of Health Wellness and Intercollegiate Athletics [7] Position Description - Academic Chair [8] Position Description - Assistant Chair [9] DSC Catalog - Administrative Organization of the College [10] DSC Catalog - Faculty and Administration [11] College Policy 2.01 The District Board of Trustees Duties, Powers and Responsibilities [12] College Policy 2.02 Duties, Powers and Responsibilities of the President [13] College Policy 6.02 Responsibilities of Faculty, Career, Professional, and Administrative Personnel [14] Position Description - President [15] Organizational Chart - Daytona State College [16] Organizational Chart - Executive Staff [17] President's Cabinet
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3.2.8 The institution has qualified administrative and academic officers with the experience and competence to lead the institution. (Qualified administrative/academic officers)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Administrative and academic officers at Daytona State College have the experience and competence to lead the institution. The college's excellent academic performance and reputation among institutions of higher education lend evidence to the quality of leadership at the college. For example, Daytona State was named as one of the nation's top institutions eligible to compete for the Aspen Institute Prize for Community College Excellence in 2011 [1]. In January 2013, it was ranked by U.S. News and World as number two in the nation for best online baccalaureate programs [2].
The administrative and academic officers employed by the college are highly qualified; each has the education and professional experience to meet or exceed the established minimum qualifications of his or her position. The college includes information about its organization in the College Catalog where it lists each administrative and academic officer's name and title [3]. The catalog also includes a list of current faculty and administrators, including each person's academic qualifications [4]. The members of the senior executive staff are the key administrative and academic officers of the college. A position description, resume, and brief biographical summary are provided for each individual.
Executive Vice President and General Counsel, Brian Babb, J.D. (Position Description – EVP/GC [5]; Resume - Babb [6]) The executive vice president is also the general counsel of the college. The EVP acts as the chief advisor and liaison to the president, with responsibilities that encompass the overall day-to-day operational management of the college. The EVP works in concert with the senior executive staff to maximize effectiveness and ensure organizational efficiency. Mr. Brian Babb serves as executive vice president of human resources, oversees contract compliance, and serves as general counsel for the District Board of Trustees and the Daytona State College Foundation. More than 30 years of experience in private and public legal practice and human resources attests to his competency to lead the Human Resources, Employee Benefits, Payroll, and Business Services departments. Before coming to the college, he served as legal counsel for a Florida State College, a K-12 school district, and a large urban city. He has extensive experience in employment law, labor relations, and contracts.
Senior Vice President, Governmental Relations, Sharon Crow (Position Description – SVP, Governmental Relations [7]; Resume - Crow [8]) Ms. Crow represents the college in the state legislative and state agency environment, and serves as an information liaison on matters related to degree programs, including funding, facilities, and policy. She monitors federal relations and participates in senior staff strategic and institutional planning, budgeting, and human resources decision making. She has 20 years' experience in the governmental arena and, on behalf of the college, successfully secures annual operational and lottery funding, capital appropriations, and special projects funding from the Legislature. She has served as the state president of the Association of Florida Colleges, formerly the Florida Association of Community Colleges, and served two terms as chair of the Florida College System lobbyists’ group that provides leadership in developing, coordinating and advocating for the Council of Presidents’ legislative agenda. She has a bachelor's degree in administrative services and has completed post-baccalaureate coursework in statistics and marketing.
Senior Vice President, Student Development and Institutional Effectiveness, Thomas LoBasso, Ed.D. (Position Description – SVP, Student Development and Institutional Effectiveness [9]; Resume - LoBasso [10]) Dr. LoBasso has 22 years' experience in higher education administration in enrollment management, student development, and institutional effectiveness. His leadership has enabled the college to successfully manage during a time of unprecedented growth in enrollment. To provide access and
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 98 of 400 promote student success, Dr. LoBasso streamlined and automated student service processes; reorganized the student enrollment functions; implemented new communication strategies to encourage early enrollment; initiated targeted recruitment events; and established new retention strategies. To support the institutional effectiveness of the college, Dr. LoBasso has implemented strategies to strengthen both academic and non-academic assessment and has realigned the assessment cycle to improve coordination between planning and budgeting. Since completing his doctoral degree in 2005, Dr. LoBasso has published two articles on enrollment management in the College and University Journal and has presented and facilitated workshops at state and national conferences. Dr. LoBasso also has served as an on-site evaluator for the Southern Association of Colleges and Schools Commission on Colleges.
Senior Vice President, CIO, Information Technology, Roberto Lombardo (Position Description – SVP, Information Technology [11]; Resume - Lombardo [12]) As chief strategist for the college’s information technology needs, Mr. Lombardo provides leadership in networking, software development, systems engineering, and academic and administrative support. He supervises the college's resources for academic technology support and distance learning, as well as the Center for Interactive Media, which includes Daytona State’s broadcast television station. In addition to a master's degree in educational leadership, he has 20 years' experience in the IT field. He began at the college in 1997 as a senior systems analys, and served as director, associate vice president then vice president before being named to his current position. He ensures technology support for more than 5000 desk top computers and more than 50 servers. During his time at the college he has successfully initiated and implemented a college wide e-mail conversion, a paperless technology inventory tracking system, and a streamlined process for requesting technology. He is a certified Project Manager and has integrated project management methodologies throughout the IT Department.
Senior Vice President, Finance and Administration, Vacant as of 12/31/12 (Position Description – SVP, Finance and Administration [13]) Mr. Dennis Micare retired from the college effective December 31, 2012. The college is actively seeking his replacement through a national search process. Upon his retirement, his financial duties were assumed by Ms. Isalene Montgomery, vice president and internal auditor. Her credentials and qualifications are described in the paragraph below. Facilities services and campus safety were reassigned to Dr. LoBasso, senior vice president for student development and institutional effectiveness. Business services (purchasing, auxiliary services, the copy center and mail services) were reassigned to Mr. Babb, executive vice president/general counsel. The shift in responsibilities is temporary and will revert back to this position once a new CFO is hired.
Vice President and Internal Auditor, Isalene Montgomery (Position Description – VP, Internal Auditor [14]; Resume - Montgomery [15]) Ms. Montgomery has bachelor's and master's degrees in business administration and more than 30 years of experience in auditing at public entities. Since joining Daytona State College in 2001, she has served as associate vice president for alternative services and grants accountant. Before coming to Daytona State, she was senior auditor for the South Carolina employment security commission, auditor for the South Carolina Commission on Higher Education, and auditor for the South Carolina Governor’s Office. Ms. Montgomery is serving as vice president of finance on an interim basis to fill the administrative gap left by the retirement of the senior vice president for finance and administration. Until she resumes her role as Internal Auditor, the board is contracting with an external auditing firm as needed.
Senior Vice President, Academic Affairs, Michael Vitale, Ph.D. (Position Description – SVP, Academic Affairs [16]; Resume - Vitale [17]) The senior vice president and chief academic officer is responsible for academic leadership and management. He supervises the faculty, oversees course scheduling, and ensures the quality and efficient management of all academic programs. He oversees athletics, the library, and all academic support services. Dr. Vitale began his tenure at Daytona State College 22 years ago as a faculty
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The senior executive staff is supported by other experienced and competent leaders in key academic and administrative positions. As members of the President’s Cabinet, they collectively review, evaluate, and propose college policies and procedures to ensure operational effectiveness and efficiency. Members of the Cabinet include senior vice presidents, vice presidents, constituent heads, associate vice presidents, and deans of regional campuses. The administrators listed on the table below serve on the Cabinet along with the senior executive staff. Their educational qualifications and professional experience are evidence of a qualified and competent leadership team and are described in detail on the attached document (Staff Qualifications - Administrative Staff [18]).
NAME TITLE DEPARTMENT Antillon, Susan Dean Institutional Research Barr, Robin Associate Vice President Human Resources Brown, Rhodella Associate Vice President Academic Affairs Bruno, Mary College of Workforce & Continuing Associate Vice President Ed. Burke, Mike Chief Technology Security Information Technology Officer Burniston, Kay Executive Director Foundation Cameron, Suzette Director of Campus Services Deltona Center Eaglin, Ronald Associate Vice President College of Technology Fowler, Mary Associate Vice President Accounting Greene, James Col. of Health, Human, Public Associate Vice President Services Grimm, Robert Federal Government Liaison Governmental Relations Hamby, Eileen Associate Vice President College Of Business Admin. James, Buck Associate Vice President Enrollment Development Service McCarthy, Peter Associate Vice President Facilities Services McCloud, Clarence Director of Campus Services New Smyrna Center McCraney, Michelle Associate Vice President Div. of Library & Academic Support Morgan, Nancy Associate Vice President Institutional Effectiveness Parish, Janet Associate Vice President Business Services Pate, Susan Associate Vice President College of Arts & Sciences Presswood, Kristy Associate Vice President College of Education Ryan, Kent Dean Flagler/Palm Coast Center Saum, Rob Executive Director, Instructional Information Technology Resources Thompson, Lonnie Director, Equity/Inclusion President's Office Urff, Eric Associate Vice President Information Technology Wetherell, William Dean of Campus Services DeLand Campus White, Laurie Director/PIO Marketing and Communications
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The District Board of Trustees has conferred to the president the responsibility for all personnel matters, including hiring qualified academic and administrative officers (Policy 6.11, Authority for All Personnel Matters [19]). The Office of Human Resources facilitates a competitive selection process that ensures that credentials and expertise of college administrators are appropriate to the duties and responsibilities of their positions (Procedure 611, Recruitment and Hiring [20]). Position descriptions and job announcements identify the minimum required credentials, experience and competencies for each position. The selection process includes a careful review of each candidate’s education background and industry experience. The board approves all administrative positions, position descriptions, and personnel employed at the college. Personnel files contain position descriptions, resumes, and other documentation of experience and credentials that indicate the competence and capacity of each employee. College administrators are evaluated annually. Further information regarding the evaluation process is included in Comprehensive Standard 3.2.10.
Evidence [1] Aspen Institute - Top 10 Percent [2] DSC Website - U.S. News Ranks Daytona State No. 2 for Best Online [3] DSC Catalog - Administrative Organization of the College [4] DSC Catalog - Faculty and Administration [5] Position Description - Executive VP and General Counsel [6] Resume - Babb [7] Position Description - Sr VP Governmental Relations [8] Resume - Crow [9] Position Description - Sr VP Student Development and Institutional Effectiveness [10] Resume - LoBasso [11] Position Description - Sr VP Information Technology [12] Resume - Lombardo [13] Position Description - Sr VP Finance and Administration [14] Position Description - Internal Auditor [15] Resume - Montgomery [16] Position Description - Sr VP Academic Affairs [17] Resume - Vitale [18] Staff Qualifications - Administrative Staff [19] College Policy 6.11 Authority for All Personnel Matters [20] College Procedure 611 Recruitment and Hiring
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3.2.9 The institution publishes policies regarding the appointment, employment, and evaluation of all personnel. (Personnel appointment)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College publishes policies regarding appointment, employment, and evaluation of all personnel. In College Policy 6.11, Authority for All Personnel Matters [1], the District Board of Trustees delegated the authority and responsibility for all personnel matters, including the appointment and employment of personnel, to the president of the college. The college's personnel program encompasses compensation, conditions of employment, recruitment and selection, performance and conduct standards, as well as benefits, work hours, and leave policies. It also includes recognition, inventions and work products, travel, learning opportunities, exchange programs, academic freedom and responsibility, promotion, assignment, demotion, transfer, ethical obligations and conflict of interest, as well as restrictive covenants, disciplinary actions, complaints, appeals and grievance procedures, and separation and termination from employment.
At the recommendation of the president, the board has established the following policies that relate to the appointment, employment and evaluation of personnel. The appointment, employment, and evaluation practices for part-time employees are the same as for full-time employees.
6.01 Compliance with Policies [2] 6.02 Responsibilities of Faculty, Career, Professional, and Administrative Personnel [3] 6.04 Political Activities of Employees [4] 6.06 Work Schedules [5] 6.07 College-Sponsored Courses for Employees [6] 6.08 Fringe Benefits and Insurance Program [7] 6.10 Employment Dispute Resolution [8] 6.11 Authority for All Personnel Matters [1] 6.12 Evaluations [9] 6.14 Equal Opportunity [10] 6.15 Credentialing of Faculty and Administrators [11] 6.16 Employment Contracts [12] 6.19 President to Adopt Procedures on Leaves of Absence [13] 6.21 Leave [14] 6.22 Payroll Deductions [15] 6.24 Holidays and Non-Duty Days [16] 6.25 Overtime Pay and Compensatory Time [17] 6.27 Employment and Activities [18] 6.28 Worker’s Compensation [19] 6.30 Demotion/Promotion [20] 6.31 Probation [21] 6.32 Professional Services [22] 6.33 Reassignment from Teaching Duties [23] 6.34 Criteria for Staff Reduction [24] 6.35 Staff and Program Development [25] 6.36 Employment and Supervision of Relatives [26] 6.37 Employee Wellness Program [27] 6.40 Personnel Records [28] 6.42 Job Skill Development Incentive Plan [29] 6.43 Optional Retirement Program [30] 6.44 Fingerprinting [31] 6.45 Workplace Violence [32] 6.46 Employee Suggestion Program [33]
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 102 of 400 Daytona State College has a clear process for developing and approving policies and procedures. All policies, including employment and personnel appointment policies, are established by the college’s local District Board of Trustees and are in accordance with state statute and administrative code. The President's Cabinet, which serves as the college governance committee, collectively reviews, evaluates and proposes college policies and procedures to ensure operational effectiveness and efficiency. Cabinet members comprise a diverse representation of academic and non-academic areas of the college, including senior executive staff, associate vice presidents, deans, directors of key areas not otherwise represented, and employee constituent group representatives (President's Cabinet - Membership [34]). When reviewing, amending, or recommending any policy or procedure, the Cabinet adheres to College Procedure 202(b), Policy and Procedure Approval Process [35]. The procedure clearly defines the policy and procedure development process [36]. A proposed new or revised policy or procedure is placed on the Cabinet meeting agenda for a first reading. Cabinet members then take the proposed policy or procedure to their respective departments or constituents for review and feedback. At the next Cabinet meeting, the proposed policy or procedure is presented for further review and/or approval. Once approved the proposed policy or procedure is reviewed and approved by the Senior Executive Staff. If it is a policy it is placed on the next board of trustees meeting agenda for approval. If it is a procedure it is incorporated into the College Procedure Manual and implemented. Procedures related to the appointment, employment, and evaluation of personnel were reviewed and revised in fall 2012 with final approval given at the December 6, 2012, President's Cabinet meeting (2012-12-06 - Cabinet Meeting Minutes [37]).
The board of trustees performs a formal review of its policies every two years to ensure that they are correct and comply with statutory requirements. To accomplish the review, the president and administrative staff examine the policies and make recommendations to the board for revisions, additions or deletions. Each policy goes through a first and second reading before final approval. Policies related to the appointment, employment, and evaluation of personnel were last reviewed, revised, and approved at the October 18, 2012, board of trustees meeting (2012-10-18, District Board of Trustees Meeting Minutes Excerpt [38]) in accordance with Florida Statute 120.74, Agency Review, Revision, and Report [39].
Daytona State College disseminates policies to ensure that all personnel are informed. The Daytona State College policies and procedures manuals outline a standard and equitable process for hiring staff and faculty. All college policies and procedures are accessible through the college’s intranet portal (DSC Intranet - Policies and Procedures [40]). All employees have the ability to log on and view all documents, or they may print them for future reference. Print versions of the policies and procedures manuals are available in the President's Office.
The college is an equal opportunity institution and prohibits discrimination and ensures equal employment opportunity to all persons [41]. The Office of Equity and Inclusion ensures the college’s compliance with federal, state and institutional equal access and equal opportunity laws, policies, procedures and practices. Anyone interested in obtaining copies of equity policies and procedures or who has any questions or concerns regarding equity or equal access can contact Mr. Lonnie Thompson, the director of equity and inclusion [42].
Under the direction of the president, and in accordance with College Procedure 611, Recruitment and Hiring [43], the Office of Human Resources coordinates and facilitates the employee appointment, employment, and evaluation processes. Details about these processes, including position descriptions, salary schedules and provisions, hiring procedures, the health plan and other benefits information, are accessible through the college intranet (DSC Intranet – HR Items Related to Employment [44]). The Salary Administration Plan [45] is updated each year, approved by the District Board of Trustees, and posted to the intranet to ensure easy access to valuable employment information by all employees.
Templates of evaluation forms for each class of employee (administrator, professional, career, and faculty) are published on the intranet and accessible to all employees. Procedures for faculty evaluations are explained in further detail in the Faculty Handbook, which can be accessed on the
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Employee appointment, employment, and evaluation practices are consistent with policy. All positions are reviewed and approved by the senior executive staff before the recruitment and hiring process begins. Vacancies for existing positions are approved by the president. New positions (positions not previously budgeted) require approval from the District Board of Trustees. The Office of Human Resources advertises positions and recruits candidates through print and/or online media, and posts a notice of available positions [47], a summary description of each open position [48], and application [49] for employment on its Web page.
A Human Resources representative is designated for each position and works with a hiring committee to ensure the published process is followed (College Procedure 611, Recruitment and Hiring [43]; College Procedure 629, Classification of Positions [50]; HR – Recruitment Checklist [51]). Once the hiring committee has interviewed qualified candidates and selected the individual for the job, the hiring supervisor forwards the hiring committee's recommendation through the established chain of approval. Before an official offer is made to the candidate, the president makes a recommendation for hire to the board of trustees and it is approved as part of the consent agenda. Once the board has approved the new hire, the college officially offers the position to the candidate. Documentation of the process is provided for three positions, from the initial staffing/recruitment request to the employment offer (Examples of New Hires: Career Service [52], Professional [53], and Administrator [54]).
New employees are sent a written offer of employment and are asked to complete and sign an employment agreement form [55]. This form documents that each employee received information, completed forms, and provided documentation required by federal and state laws. An official employee record is established in a secure file and maintained by the Office of Human Resources. Newly hired employees attend an orientation where employment and evaluation policies are reviewed along with information about benefits, safety, and security (New Employee Orientation [56]; New Employee Checklist [57]).
Evaluation of employees is an annual process that is facilitated by the Office of Human Resources (HR Memo - Performance Evaluations: 2012 [58], 2013 [59]). Evaluations are conducted by each supervisor in accordance with College Policy 6.12, Evaluations [9]; College Procedure 612, Evaluation of Non-instructional Employees [60]; and College Procedure 612(a), Evaluation of Full-time Faculty [61]. Completed evaluation forms are reviewed and signed by the next higher level supervisor, up to and including the appropriate vice president, prior to sending to the Office of Human Resources for secure storage in individual personnel files. Examples of employee evaluations conducted over the last three years for employees at the administrative, professional and career service levels are provided as evidence of consistent application of policies and procedures related to employee evaluation:
Examples of Administrative Employee Evaluations: 2009-2010 [62], 2010-2011 [63], 2011-2012 [64] Examples of Professional Employee Evaluations: 2009-2010 [65], 2010-2011 [66], 2011-2012 [67] Examples of Career Service Employee Evaluations: 2009-2010 [68], 2010-2011 [69], 2011-2012 [70]
Employees are encouraged to participate in training and professional development activities to update skills, learn and implement new practices and enhance professional achievements (College Policy 6.35, Staff and Program Development [25]). Support is offered to employees through onsite training and leadership development programs, funding to attend conferences and seminars, and tuition reimbursement programs. The Staff and Program Development Handbook [71] outlines the opportunities available to employees and explains eligibility criteria and application procedures. The Leadership Development Institute [72] is a three-year leadership program that focuses on individual development in year one, the team dynamic and quality improvement of the organization in year two, and communication and presentation skills in year three. Participants, who represent all constituencies and functional areas, may also participate in mentoring and shadowing programs as part of LDI. Over the last 10 years, nearly 400 employees have participated in the program. A summary of activities for
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 104 of 400 each of the last three years of LDI programming shows that a range of leadership development topics are addressed including leadership theories and applications, diversity, communication, public speaking, team building, problem solving and process mapping (LDI: 2009-2010 [73], 2010-2011 [74], 2011-2012 [75]).
The responsibility of the board for establishing a personnel program for all employees of the college is in accordance with FS 1001.64(18), Florida College System Institution Board of Trustees Powers, and Duties [76]. To assist the board in carrying out its responsibilities, the president of Daytona State College is authorized to "establish and implement policies and procedures to recruit, appoint, transfer, promote, compensate, evaluate, reward, demote, discipline, and remove personnel, within law and rules of the State Board of Education and in accordance with rules or policies approved by the state college board of trustees" (FS 1001.65(3), Florida College System Institution Presidents; Powers, and Duties [77]).
Evidence [1] College Policy 6.11 Authority for All Personnel Matters [2] College Policy 6.01 Compliance With Policies [3] College Policy 6.02 Responsibilities of Faculty, Career, Professional, and Administrative Personnel [4] College Policy 6.04 Political Activities of Employees [5] College Policy 6.06 Work Schedules [6] College Policy 6.07 College-Sponsored Courses for Employees [7] College Policy 6.08 Fringe Benefits and Insurance Program [8] College Policy 6.10 Employment Dispute Resolution [9] College Policy 6.12 Evaluations [10] College Policy 6.14 Equal Opportunity [11] College Policy 6.15 Credentialing of Faculty and Administrators [12] College Policy 6.16 Employment Contracts [13] College Policy 6.19 President to Adopt Procedures on Leaves of Absence [14] College Policy 6.21 Leave [15] College Policy 6.22 Payroll Deductions [16] College Policy 6.24 Holidays and Non-Duty Days [17] College Policy 6.25 Overtime Pay and Compensatory Time [18] College Policy 6.27 Employment and Activities [19] College Policy 6.28 Worker's Compensation [20] College Policy 6.30 Demotion-Promotion [21] College Policy 6.31 Probation [22] College Policy 6.32 Professional Services [23] College Policy 6.33 Reassignment from Teaching Duties [24] College Policy 6.34 Criteria for Staff Reduction [25] College Policy 6.35 Staff and Program Development [26] College Policy 6.36 Employment and Supervision of Relatives [27] College Policy 6.37 Employee Wellness Program [28] College Policy 6.40 Personnel Records [29] College Policy 6.42 Job Skill Development Incentive Plan [30] College Policy 6.43 Optional Retirement Program
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[31] College Policy 6.44 Fingerprinting [32] College Policy 6.45 Workplace Violence [33] College Policy 6.46 Employee Suggestion Program [34] President's Cabinet [35] College Procedure 202(b) Policy and Procedure Approval Process [36] Policy and Procedure Development Process Diagram [37] 2012-12-06 - Cabinet Meeting Minutes [38] 2012-10-18 Board of Trustees Meeting Minutes Excerpt - Policy Approval [39] FS 120.74 Agency Review, Revision, and Report [40] DSC Intranet - Policies and Procedures [41] DSC Website - Equal Opportunity Institution [42] DSC Website - Office of Equity and Inclusion [43] College Procedure 611 Recruitment and Hiring [44] DSC Intranet - HR Items Related to Employment [45] 2012-2013 Salary Administration Plan [46] DSC Website - Faculty & Staff Resources [47] DSC Website - HR Current Job Opportunities [48] Position Opening - Electrical Engineering Faculty [49] Form - Employment Application [50] College Procedure 629 Classification of Positions [51] HR Checklist - Recruitment [52] New Hire Career [53] New Hire Professional [54] New Hire Administrator [55] HR Letter - Employment Offer [56] New Employee Orientation Schedule [57] New Employee Checklist [58] HR Memo - Performance Evaluations 2012 [59] HR Memo - Performance Evaluations 2013 [60] College Procedure 612 Evaluation of Non-Instructional Personnel [61] College Procedure 612(a) Evaluation of Full-Time Faculty [62] Administrative Employees Evaluation 2009-2010 [63] Administrative Employees Evaluation 2010-2011 [64] Administrative Employees Evaluation 2011-2012 [65] Professional Employees Evaluation - 2009-2010 [66] Professional Employees Evaluation - 2010-2011 [67] Professional Employees Evaluation - 2011-2012 [68] Career Service Employees Evaluation - 2009-2010 [69] Career Service Employees Evaluation - 2010-2011 [70] Career Service Employees Evaluation - 2011-2012 [71] Staff and Program Development Handbook 2012-2013 [72] What is LDI? - Information Flyer
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3.2.10 The institution periodically evaluates the effectiveness of its administrators. (Administrator staff evaluations)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College periodically evaluates the effectiveness of its administrators. The District Board of Trustees delegates authority for all personnel matters to the president in Policy 6.11, Authority for All Personnel Matters [1], and specifically addresses the need for a periodic evaluation of performance of all employees in Policy 6.12, Evaluations [2]. The purpose of the evaluation process is to inform employees of strong and weak points in performance, identify training needs, and recognize the potential for promotion. Evaluations may be used as a basis for taking disciplinary action.
The Office of Human Resources supports the president in carrying out the directives of the board by facilitating an annual process that evaluates the competence and capacity of each administrator. The employee classification of administrator includes the following positions: executive vice president, senior vice president, vice president, executive director, associate vice president, dean, assistant dean, and director. Evaluation provides an opportunity for supervisors to review and align job duties and written position descriptions. An evaluation form [3], specific to administrative staff, has been used to document levels of performance with regard to the following factors: human relations management of resources responsibility quantity of work quality of work decision-making skills contribution to the mission and goals of the college leadership supervisory skills
In January each year, the Office of Human Resources sends a reminder to college supervisors, notifying them that performance evaluations should be completed for non-instructional personnel no later than February 15 (HR Memo re Performance Evaluations - 2012 [4], 2013 [5]). Instructions are provided for accessing the evaluation form on the college intranet. Supervisors are instructed to complete an evaluation form for each employee under their supervision. Evaluation forms are routed to the next higher level of supervision for review and approval before the evaluation is discussed with the employee. Completed written evaluation forms are a permanent record in each employee's confidential personnel file. Examples of administrative performance evaluations are provided:
2011-2012 Senior vice president [6] Associate vice president [7] Executive director [8]
2010-2011 Vice president [9] Associate vice president [10] Dean [11]
2009-2010 Vice president [12] Associate vice president [13] Dean [14]
The president is evaluated annually by a different process. See Comprehensive Standard 3.2.1 for
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Evidence [1] College Policy 6.11 Authority for All Personnel Matters [2] College Policy 6.12 Evaluations [3] Administrative Evaluation Form [4] HR Memo - Performance Evaluations 2012 [5] HR Memo - Performance Evaluations 2013 [6] Administrative Evaluation - Vice President 2011-2012 [7] Administrative Evaluation - Associate Vice President 2011-2012 [8] Administrative Evaluation - Executive Director 2011-2012 [9] Administrative Evaluation - Vice President 2010-2011 [10] Administrative Evaluation - Associate Vice President 2010-2011 [11] Administrative Evaluation - Dean 2010-2011 [12] Administrative Evaluation - Vice President 2009-2010 [13] Administrative Evaluation - Associate Vice President 2009-2010 [14] Administrative Evaluation - Dean 2009-2010
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3.2.11 The institution's chief executive officer has ultimate responsibility for, and exercises appropriate administrative and fiscal control over, the institution's intercollegiate athletics program. (Control of intercollegiate athletics)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative At Daytona State College, the president has authority over the intercollegiate athletics program. The president's assigned authority and responsibility for the intercollegiate athletics program is described in College Policy 2.02, Duties, Powers and Responsibilities of the President [1]. In paragraph 8, the District Board of Trustees established the president's authority by stating that general powers of the president shall include the power to "administer the college's program of intercollegiate athletics." This policy is in accordance with Section 8 of Florida Statute 1001.65, Florida College System Institution Presidents; Powers and Duties [2], which states that each Florida College System president shall "administer the Florida College System institution's program of intercollegiate athletics."
Daytona State College is a member of the National Junior College Athletic Association and the Florida Community College Athletics Association Mid-Florida Conference. The Falcons currently compete in seven Division I NJCAA sports, including men's and women's basketball, baseball, fast-pitch softball, women's golf, and men’s and women’s swimming. The main focus of the Daytona State Falcons athletic program is to prepare student-athletes for success in life. This is accomplished through strong academic programs and support services coupled with quality coaching and athletic facilities.
The president approves the college's participation in the Florida College System Activities Association, as required by the FCSAA bylaws, and has final approval and signing authority for the Intercollegiate Athletic Financial Aid and Participation Report and the State of Florida Council on Athletic Affairs Academic Report in accordance with the FCSAA Council on Athletic Affairs Policies Handbook (2010-2011 FCSAA Financial Aid and Participation Report [3]). The president also has signature authority on all National Junior and Community College Athletic Association forms in accordance with the NJCAA Handbook and Casebook (NJCAA Divisional Commitment Form [4]).
The president exercises appropriate administrative control over the institution's intercollegiate athletics program. The president delegates day-to-day operations of the program to Mr. Will Dunne, athletic director and dean of the School of Health and Wellness. Mr. Dunne reports to the senior vice president for academic affairs who reports to the president (Organization Chart - Intercollegiate Athletics [5]). The senior vice president for academic affairs meets with the president on a weekly basis and provides regular reports on intercollegiate program activities. The duties of the athletic director include program oversight, budget preparation, equity compliance, coordination of reports, and supervision of coaches, faculty and other staff (Position Description - Dean, School of Health and Wellness and Intercollegiate Athletics [6]). Intercollegiate athletic issues and concerns that require a decision by the president are brought to her attention by the senior vice president of academic affairs after consulting with and discussing the issue with the athletic director (Example: Memo from the Sr. VP of Academic Affairs to the President [7]).
In 2011-2012, 126 student athletes (44 percent male, 56 percent female) participated in intercollegiate sports teams. The college has consistently maintained compliance with Title IX, Gender Equity in Athletics standards, but continually reviews its options to ensure that it stays in compliance. Men’s and women’s swimming and diving were added in the 2009-2010 academic year. To provide more opportunities for female athletes to participate in sports at the college, the president made a recommendation to the District Board of Trustees to add women’s volleyball in the 2013-2014 academic year. The board approved the president’s recommendation (2012-04-26, Board of Trustees Meeting Minutes, p.9-10 [8]).
The president, the senior vice president for academic affairs, and the athletic director provide oversight for the intercollegiate athletic program within the framework of the National Junior and Community
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 110 of 400 College Athletic Association; Florida Council on Athletic Affairs; the college mission, policies and procedures; and regulations of federal law concerning Title IX and gender equity. For example, the president and the athletic director co-signed a letter of notification to the NJCAA about the decision to add a women's volleyball team (2012-10-16 Letter from President to NJCAA [9]).
The president exercises appropriate fiscal control over the institution's intercollegiate athletics program. The athletic program is funded primarily through general college operating funds and student activity funds. The intercollegiate athletics budget is developed through a hierarchical process that begins with the athletic director and proceeds to the president and board of trustees for final approval. The intercollegiate athletics department follows the college budgetary process and adheres to the same timeline and procedure for developing its budget as does every other department at the college. The intercollegiate athletics budget, like those of other college units, is recommended to the board by the president for review and action. The athletic director is the major cost center manager for all cost centers associated with the intercollegiate athletics budget. The senior vice president for academic affairs is the secondary approver for all purchases and budget amendments. The intercollegiate athletics department does not engage in fundraising activities and there is no stand-alone sports “booster” club related to the program.
Internal processes, including selected actions that require presidential approval, ensure the president’s ongoing involvement in the program. For example, the annual contract involving athletic housing is reviewed, approved and signed by the president (Whisper Oaks Residential Housing Agreement [10]).
The president exercises control over the academic standards for athletes. The president exercises control over the recruiting standards of the intercollegiate athletics program. The intercollegiate athletics program has adopted a multi-dimensional approach that puts academics first, followed by athletic opportunity and excellence, and demonstrated leadership through community service. Under the leadership of the president, a procedure was established for the allocation and administration of athletic scholarships that require student athletes to be registered full-time in an associate degree program and to maintain a minimum grade point average (College Procedure 703(a), Student Financial Aid - Fee-Based Scholarships [11]). Through this procedure, the president gives the athletic director the authority to determine the number and distribution of scholarships for each sport. Scholarship offerings for both men’s and women’s intercollegiate sports are equitable, with more than $1 million in athletically-related student aid provided to Daytona State student athletes each year.
The college adheres to the academic standards established by the Florida College System Activities Association. Student athletes are enrolled for a minimum of 12 semester credit hours each term. Prior to the second full-time term, a student-athlete must have passed 12 semester credit hours with a 1.75 grade point average or higher. In all other terms, a student-athlete must pass a minimum of 12 semester credit hours with at least a 2.00 cumulative grade point average. Eligibility for athletes to participate in a sport is determined on a semester-by-semester basis and academic success is monitored closely by the athletic director.
The college’s commitment to help athletes achieve academically involves strong collaboration between the athletic department, the faculty, and academic support services such as tutoring and supplemental instruction. This collaborative commitment has resulted in a number of academic awards and accomplishments. During the 2011-2012 academic year, the combined student-athlete cohort achieved a 3.09 grade point average. Other academic highlights of the Falcon athletic program include: Seven students earned cumulative 4.0 GPA totals for the year; Forty-one students earned 3.5 – 3.99 cumulative GPA totals for the year; Twenty-seven students earned 3.0 – 3.49 cumulative GPA totals for the year; Seventy-five of 118 student-athletes (63.5 percent) earned 3.0+ cumulative GPA totals for the year; Four of the seven teams (baseball, softball, women’s golf and women’s swimming) earned 3.0+ cumulative team GPA totals for the year; Women’s Golf earned a team cumulative 3.49 GPA for the year.
For the sixth consecutive year, the men’s baseball team has earned the FCSAA Men’s Academic Team
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 111 of 400 of the Year honors, posting a cumulative grade point average of 3.73. The team has won the national award four of the last five years. In the Mid-Florida Conference, the Falcons also brought home the top individual academic honors with a sophomore ballplayer named Mid-Florida Conference Male Scholar of the Year, and a sophomore swimmer named Mid-Florida Conference Female Scholar of the Year. Each also earned the NJCAA Pinnacle Award for Academic Excellence.
Evidence [1] College Policy 2.02 Duties, Powers and Responsibilities of the President [2] FS 1001.65 Florida College System Institution Presidents, Powers and Duties [3] 2010-2011 FCCAA Financial Aid and Participation Report [4] NJCAA 2012-2014 Divisional Commitment [5] Organizational Chart - Intercollegiate Athletics [6] Position Description - Dean of Health Wellness and Intercollegiate Athletics [7] 2013-01-04 Memo from SrVP of Academic Affairs to President re Athletics [8] 2012-04-26 Board of Trustees Meeting Minutes Excerpt - Women's Volleyball [9] 2012-10-16 Letter from President to NJCAA re Volleyball Team [10] Whisper Oaks Contract [11] College Procedure 703(a) Student Financial Aid - Fee-Based Scholarships
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3.2.12 The institution demonstrates that its chief executive officer controls the institution’s fund-raising activities. (Fund-raising activities)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative The president of Daytona State College controls the institution's fundraising activities. College Policy 2.02(7)(d), Duties, Powers and Responsibilities of the President [1], designates the president of Daytona State College as the custodian of all college property, including financial resources. More specifically, the president is to "recommend plans for holding in trust and administering real and personal property, money, and other things of value, granted, conveyed, devised, or bequeathed for the benefit of the college."
According to College Policy 2.03, Direct Support Organizations [2], and in accordance with Florida Statute 1004.70, Florida College System Institution Direct Support Organizations [3], all funds raised are used in direct support of the mission of the college. Examples of fundraising activities include efforts to generate pledges, cash, property, donated services, and grant proposals. Procedure 203, Fundraising Activities [4], specifies that all fundraising events and activities require the approval of the president or designated vice president and, as a general rule, should be included in the annual unit plan of the organizational unit that is undertaking the activity.
Fundraising activities are identified, planned, and implemented by the Office of Resource Development, the Center for Women and Men, WDSC TV Channel 15, the Student Government Association and the Daytona State College Foundation, Inc. Fundraising activities of the Foundation, a not-for-profit corporation, are addressed in Comprehensive Standard 3.2.13, Institution-related Foundations.
The Office of Resource Development facilitates the grant development and submission process to generate external funding to support college initiatives and priorities, and to enhance teaching and learning. Over the last four years, the college has averaged 56 grant application submissions each year that resulted in an average of $6.8 million in grant awards each year (Funding Report 2008-2009 [5], 2009-2010 [6], 2010-2011 [7], 2011-2012 [8]). Grant applications to the federal government or its agencies, the state government or its agencies, and local and private sources are reviewed and approved by each major administrative office of the college before obtaining a required approval from the president and board (Form - Grant Final Approval [9]). The process is outlined in Policy 5.14, Grants and Contracts [10], with additional detail provided in Procedure 514, Grants and Contracts [11]. After a grant proposal is reviewed by human resources, finance and accounting, information technology, and the responsible department administrator, it is forwarded to the president for review and approval. Once the president has signed the approval form, the proposal can be submitted to the funding agency. Examples of signed grant approval forms are attached [12].
The Advisory Board for the Center for Women and Men engages in fundraising activities to provide support for student scholarships. Members of the Advisory Board are appointed by the president with the express mission to raise funds, create community awareness and establish a network of support for the center (Center for Women and Men Advisory Board Bylaws [13]; Advisory Board Organizational Guidelines [14]). For example, the Women's History Month Luncheon is an annual "sold-out" event organized and hosted by the advisory board (Luncheon program: 2012 [15], 2011 [16], 2010 [17]). The luncheon raises between $2,000 and $3,000 each year to support scholarships and creates a high level of awareness across the college and the community for the programs and services offered by the Center. Other monetary contributions and clothing donations are used as local match for the Displaced Homemaker Program, funded by the Florida Department of Economic Opportunity. The Center for Women and Men reports to the senior vice president for academic affairs who reports directly to the president.
WDSC TV 15 supports the community and public service mission of the college by producing and airing local television programming. Fundraising efforts include televised pledge programs, annual
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 113 of 400 giving and membership renewals, outreach initiatives, employee payroll deductions, an online store, and donations. In 2011-2012, $66,273 was raised to support programming and operations (WDSC Membership Performance Analysis, 2010-2012 [18]). The television station airs multiple monthly pledge programs, with donor incentive gifts, on-air pleas that reach out to genre-specific groups, and donor recognition on air, in the WDSC TV guide and on the station website. WDSC is part of the Center for Interactive Media, which reports to the senior vice president for information technology who reports directly to the president.
The Student Government Association raises funds to support student activities and encourage student engagement. College Policy 7.04, Student Activities [19], authorizes the president to establish procedures and the budget to support student activities. This includes approving fundraising activities of student organizations and clubs not funded from student activity fees or college funds. College Procedure 704(g), Student Government Association, Non-College Funds Control [20], directs revenues generated by the SGA-sponsored, non-college funded activities to be deposited with the college's Student Accounts Office. To ensure that student-led fundraising efforts adhere to college procedures and align to the college mission, the president has designated review and approval of SGA activities to the assistant dean of co-curricular/student activities.
Evidence [1] College Policy 2.02 Duties, Powers and Responsibilities of the President [2] College Policy 2.03 Daytona State College Direct Support Organizations [3] FS 1004.70 Florida College System Institution Direct-Support Organizations [4] College Procedure 203 Fund Raising Activities [5] 2008-2009 Resource Development Funding Report [6] 2009-2010 Resource Development Funding Report [7] 2010-2011 Resource Development Funding Report [8] 2011-2012 Resource Development Funding Report [9] Form - Grant Final Approval [10] College Policy 5.14 Grants and Contracts [11] College Procedure 514 Grants and Contracts [12] Resource Development Grant Application - Final Approval Form [13] Center for Women and Men - Advisory Board By-Laws [14] Center for Women and Men - Advisory Board Organizational Guidelines [15] Women's History Month Luncheon Program 2012 [16] Women's History Month Luncheon Program 2011 [17] Women's History Month Luncheon Program 2010 [18] WDSC Membership Performance Analysis 2010-2012 [19] College Policy 7.04 Student Activities [20] College Procedure 704(g) Student Government Association - Non-College Funds Control
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3.2.13 For any entity organized separately from the institution and formed primarily for the purpose of supporting the institution or its programs,(1) the legal authority and operating control of the institution is clearly defined with respect to that entity; (2) the relationship of that entity to the institution and the extent of any liability arising out of that relationship is clearly described in a formal, written manner; and (3) the institution demonstrates that (a) the chief executive officer controls any fund-raising activities of that entity or (b) the fund-raising activities of that entity are defined in a formal, written manner which assures that those activities further the mission of the institution. (Institution-related entities)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative The Daytona State College Foundation was organized separately from the college to support the institution and its programs. Established in 1974, the Daytona State College Foundation, Inc. is a separately incorporated 501(c)(3) organization operated exclusively to receive, hold, invest, and administer property and to make expenditures to, or for the benefit of, Daytona State College (DSC Foundation - Articles of Incorporation [1]). The foundation embraces the concept of the college mission.
The Daytona State College Foundation Mission Statement The foundation’s mission is to provide financial assistance to students and funding for critical needs that are beyond the scope of the college’s budget.
The legal authority and operating control of the Daytona State College Foundation is clearly defined. The District Board of Trustees has certified the foundation as a direct-support organization through Policy 2.03, Daytona State College Direct Support Organizations [2], and pursuant to FS 1001.64(39), Florida College System Institutions, Boards of Trustees; Powers, and Duties [3], which states that a community college board of trustees “shall prescribe conditions for direct-support organizations to be certified and to use community college property and services.” This authorization is further affirmed in FS 1004.70(1a)(3), Florida College System Institutions Direct-support Organizations [4]. The conditions related to certification specifically require oversight and audit review by the board. The statute states that a supporting organization is “organized and operated exclusively to receive, hold, invest, and administer property and to make expenditures to, or for the benefit of, a community college in this state."
The relationship of the foundation to the college and the extent of any liability arising out of that relationship is clearly described in a formal written manner. The foundation is governed by the District Board of Trustees of the college but has a board of directors to conduct its affairs. Directors are elected for a term of three years and may be recommended for one additional three-year term. The president of the college, or the president's designee, serves as a director for the term of the president's tenure. The chair of the District Board of Trustees, or the chair's designee, also serves as a director for the term of his or her tenure. Members of the Foundation Board of Directors represent the community that the college serves [5].
The foundation bylaws clearly articulate the relationship between the foundation, its board and the college [6]. As stated in the bylaws, the mission and purpose of the foundation is in direct support of the college mission. Article III of the bylaws addresses financial affairs and provides for an annual audit of its books by an independent CPA (Foundation Financial Statements: 2008-2009 [7], 2009-2010 [8], and 2010-2011 [9]). The college provides bookkeeping services and the president of the college is authorized to sign checks on foundation accounts. As stated in Article III of the bylaws, the foundation purchases a surety bond covering the executive director, members of the board of directors, the designated accounting officer, and the chief financial officer, which provides protection against liability to the college for foundation operations or contractual relationships. An investment policy guides the foundation in the stewardship of its resources [10].
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 115 of 400 The president of Daytona State College controls the fundraising activities of the foundation and assures that those activities further the mission of the institution. According to Section 4.C., p. 2, of the Foundation bylaws [6], the President of Daytona State College, serves as a member of the Foundation Board of Directors and all its committees and has full voting rights. As defined in Policy 2.03 [2], all fundraising events and activities are conducted in accordance with college policy and procedures, state statutes and Florida Board of Education rules whether the request is for pledges, cash, items of property, donated services or grants. Any events sponsored by the college that are intended primarily for fundraising require prior approval of the president.
The objectives of the foundation are to provide financial assistance in the following ways: To Daytona State College students in the form of grants, under specific donor-funded scholarship plans; To student and faculty organizations for Daytona State College-approved functions; To Daytona State College graduates pursuing four-year degrees under specific donor-funded scholarship plans; To obtain gifts of equipment and supplies for use in various college programs; and To support student needs and college programs.
Over the last three years, the foundation provided more than $2.7 million to Daytona State College students in the form of 3,515 scholarships and $1.8 million to support campus growth initiatives. The foundation director and the president provide the District Board of Trustees with monthly status reports of fundraising activities (Board of Trustees Meeting Minutes Excerpts - Foundation Updates [11]). For example, in April 2012, the foundation announced its annual campaign goals and shared marketing information with the board (2012-04-26, Board of Trustees Meeting Minutes Excerpt [12]).
The foundation hosts special events to raise awareness about the college, as well as to raise funds. The events range from the friend-raising Wisdom in Senior Education Program [13] to the fundraising annual gala dinner [14]. WISE promotes and shares the college’s academic resources with senior members of the community, providing learning opportunities in an enjoyable format. Fourteen WISE programs were held during the 2011-2012 academic year, with an average attendance of 120 people. The annual gala in 2011 generated approximately $100,000 in donations.
Evidence [1] DSC Foundation Articles of Incorporation [2] College Policy 2.03 Daytona State College Direct Support Organizations [3] FS 1001.64(39) Florida College System Institution Boards of Trustees, Powers and Duties [4] FS 1004.70 Florida College System Institution Direct-Support Organizations [5] 2012 Foundation Board of Directors [6] DSC Foundation Bylaws [7] 2008-2009 Foundation Financial Statements [8] 2009-2010 Foundation Financial Statements [9] 2010-2011 Foundation Financial Statements [10] DSC Foundation Investment Policy [11] Board of Trustees Meeting Minutes Excerpts - Foundation Updates [12] 2012-04-26 Board of Trustees Meeting Minutes Excerpt - Foundation Campaign Goal [13] WISE 2012 Spring Calendar of Events [14] 2012 Foundation Gala
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3.2.14 The institution's policies are clear concerning ownership of materials, compensation, copyright issues, and the use of revenue derived from the creation and production of all intellectual property. These policies apply to students, faculty, and staff. (Intellectual property rights)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College has clear policies and procedures regarding ownership of materials, compensation, copyright issues, and the use of revenue derived from intellectual property. The District Board of Trustees established Policy 3.10, Copyright [1], to clarify the ownership of intellectual property and authorize the board to enter into an agreement with a faculty or staff member that stipulates the proportion of royalties that will accrue to the college and the proportion that will accrue to the individual when the work product is generated in association with the college. According to the policy, the college considers the relative contribution by the personnel employed in the development of the work products in establishing the percentage of ownership of copyrights. College Procedure 310, Copyright and Trademark Ownership [2], encourages the production of instructional materials and clarifies the ownership of materials produced during duty hours as opposed to materials produced during off-duty hours, provides for equitable distribution of monetary or other benefits resulting from the creation of such property, and sets forth the rights and obligations of all involved parties.
According to Procedure 310, which is applicable to mediated courseware in any form and format, the author of a work is generally the owner of the copyright if the work was created on an individual's own initiative outside of the time, place and scope of his or her employment. If a work is created within the scope of an individual's employment, the owner of the copyright is the college. "Works created by College faculty members in the course of their teaching and research and by other personnel in the course of their employment (including students working in conjunction with faculty), are the property of the College." However, if a faculty member is using his or her own resources or resources generally available to college faculty, the college may under some circumstances cede copyright ownership to the faculty. The procedure also describes the distribution formula of any net revenue received as 90% to the developer/creator and 10% to the college. The creator has royalty-free, non-exclusive license to reproduce or use the work for his or her own noncommercial academic or scholarly purposes as long as there is not a conflict of interest or use of name.
When a student creates works independently, using only resources available in common to all students, the work is owned by the student. College Procedure 310 describes an instance where student work would be owned by the college as when a work is created by a student when working for pay or academic credit or when working voluntarily on faculty or college projects.
Policies related to ownership of materials and copyright issues apply to students, faculty, and staff. Policies related to copyright law are incorporated into the College Policy Manual, the Faculty Handbook, the Guidelines for Faculty Teaching Online, and the Student Handbook. College Policy 3.12, Network and Internet Use [3], provides information on the definition of privileges, responsibilities and penalties regarding network and Internet usage. Network users must adhere strictly to all software license agreements and no software may be installed, copied, or used on the Daytona State College network except as permitted by the copyright owner of the software.
In the Faculty Handbook, the section on copyright law [4] discusses limited rights afforded to faculty through “fair use” standards and provides links to guidelines about using open source and copyrighted information for purposes of teaching, scholarship, or research. According to the Faculty Handbook, materials created by faculty for use in online courses are the property of the college and faculty are encouraged to review College Procedure 310 to better understand their rights.
The Student Handbook informs students of their rights and responsibilities with respect to copyright and trademark infringement. Information on copyright and trademark infringement is addressed as part of the Computer Network and Internet Acceptable Use Policy for students [5]. According to the Student
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 117 of 400 Handbook, "Use of the Daytona State College network or Internet or other online services in violation of local, state, or federal law or regulations, or Daytona State College policies and procedures is prohibited. This use includes, but is not limited to, copyright and trademark infringement, fraud, forgery, harassment, libel or slander." Students who use the college network are expected to adhere to software license agreements and are not to install, copy or use software except as permitted by the copyright owner of the software. Faculty include a link to this policy and a reminder regarding copyright issues in their course syllabi (Syllabus Template, p.p. 3-4 [6]). The policy also is referenced on the Computing Commons [7] webpage.
The College Policy Manual is easily accessed by faculty and staff through the intranet portal or in hard copy in the President’s Office. The Faculty Handbook and the Student Handbook are accessible to students and the general public through the college website.
Both policy and procedure are based on Florida statutes. FS 1001.64(33), Florida College System Institution Board of Trustees Powers and Duties [8], authorizes the District Board of Trustees "to develop and produce work products relating to educational endeavors that are subject to trademark, copyright, or patent statutes." FS 1004.726, Trademarks, copyrights, or patents [9], directs the college to “consider the relative contribution by the personnel employed in the development of such work products” and “enter into binding agreements with such personnel, organizations, corporations, or government entities, which agreements shall establish the percentage of ownership of such trademarks, copyrights, or patents.”
Evidence [1] College Policy 3.10 Copyright [2] College Procedure 310 Copyright and Trademark Ownership [3] College Policy 3.12 Network and Internet Use [4] Faculty Handbook - Copyright Law [5] Student Handbook - Computer Network and Internet Acceptable Use Policy [6] Syllabus Template [7] DSC Website - Computing Commons - Institutional Rights and Responsibilities [8] FS 1001.64(33) Florida College System Institution Boards of Trustees, Powers and Duties [9] FS 1004.726 Trademarks, Copyrights, or Patents
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3.3 Institutional Effectiveness 3.3.1.1 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: educational programs, to include student learning outcomes. (Institutional Effectiveness)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College has identified expected outcomes for educational programs, assessed the extent to which it has achieved the outcomes, and provided evidence of improvement based on analysis of the results. The college’s institutional effectiveness process enhances student learning by systematically measuring academic performance and programs against institutional learning outcomes and using the information as a basis for sound decision making.
Types of Learning Outcomes: 1. Institutional - Result of overall student experience 2. Program - Result of finishing a program 3. Course - Result of completing a course
Through the institutional effectiveness process, as outlined in Core Requirement 2.5, each academic department and each nonacademic unit aligns its activities with the college mission and its outcomes with institutional outcomes (DSC Website - Institutional Effectiveness Framework [1]). Academic departments and planning units continuously collect and review evidence to measure their performance on each outcome including student learning outcomes. The college uses the results to evaluate how well students are learning, how well faculty are teaching, and whether the college is fulfilling its mission. The process provides evidence on which to base changes intended to improve student learning, teaching excellence, and efficiency or effectiveness of programs, courses and units.
Academic departments establish outcomes for each program and course to assess the extent to which students are learning and attaining competencies. Within each academic department, faculty review program outcomes and course outcomes to ensure that students are attaining the skills and knowledge expected of program graduates. The outcomes are clear and speak to both content and level for attainment. Each semester, faculty members gather data on student attainment of learning outcomes for the individual courses they teach. Annually, faculty members assess and evaluate the data across all course sections, locations and delivery modes, and use the results to change or improve the courses. Faculty members also meet to evaluate student attainment of program learning outcomes and end of program benchmarks. Aggregated evaluation findings inform program decision makers and are used to maintain or improve student learning and/or teaching methodologies. Course and program learning outcomes may be added or modified based on the evidence. Evidence of outcome assessment at the course, program and institutional level is provided below for associate of arts, associate of science, certificate, and baccalaureate programs. The assessment of online programs also is addressed below.
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 119 of 400 Daytona State College is able to demonstrate institutional effectiveness for all of its certificate and degree programs. All academic programs measure outcomes at the institutional, program, and course levels. The college's mission statement is as follows:
Daytona State College, a comprehensive public college, provides access to a range of flexible programs from community enrichment to the baccalaureate degree, emphasizing student success, embracing excellence and diversity, as well as fostering innovation to enhance teaching and learning.
Ongoing identification of outcomes, assessment of outcomes, analysis of results, and continuous improvement efforts support the institutional mission in the range of programs being assessed, the emphasis on student success, and the enhancement of teaching and learning. The sample size used in this document to demonstrate institutional effectiveness is the entire population of academic programs. This includes associate degree programs, college credit certificate programs, vocational certificate programs, applied technology programs, apprenticeship programs, and baccalaureate programs.
The institutional learning outcomes represent the skills and knowledge that all students should possess upon degree completion. In the 2005-2006 academic year, in preparation for a substantive change to Level II baccalaureate-degree granting status, the college institutionalized the student learning outcomes process and began widespread efforts to transition from broad program goals to institutional learning outcomes that would allow the college to demonstrate a coherent course of study and measure the extent that each academic program was contributing to the overall achievement of students. This was accomplished by aligning the general education competencies and the institutional learning outcomes and linking them to program and course level learning outcomes at all degree levels. College wide training was provided on program and course learning outcomes, using the cognitive level of Bloom's Taxonomy, and using a matrix to document learning outcomes, results and use of results (2006 Spring Planning [2]). Each program focused on the use of results to close the loop. The academic deans presented their program outcomes and use of results at a joint meeting of the Teaching and Learning Committee and the Curriculum Committee (2006-06-22, Teaching and Learning Committee and Curriculum Committee Meeting Minutes [3]).
Additional workshops were conducted in the 2006-2007 academic year to facilitate the continued implementation of student learning outcomes (2006 Fall Planning [4]; STAR Master Faculty Learning Outcomes Presentation [5]). The college introduced the affective and psychomotor levels of Bloom's Taxonomy. Program guides were reviewed by the faculty to ensure that program level outcomes used appropriate verbs. Faculty then focused on linking course learning activities to learning outcomes, and incorporated course student learning outcomes into their syllabi. Several examples, representing a cross section of courses and programs, are provided to demonstrate that faculty clearly articulate to students the learning outcomes for a course by incorporating them into the syllabus (Course Syllabi: AER 0110 Engine Mechanical Service Repair [6]; ARR 0383C Unibody and Frame III [7]; MCB 1010C Microbiology [8]; PHY 2048 University Physics I [9]; PMT 0106 Welding I [10]; PSY 1012 General Psychology [11]).
During the 2007-2008 academic year, a number of workshops were offered to faculty that were based on a workshop presented at a SACSCOC meeting, with permission by Dr. Barbara Jones, the author. Workshops on writing student learning outcomes included an explanation of measuring cognitive, affective, and psychosocial domains. Other workshops explained the use of a college wide uniform matrix to link course learning outcomes to program learning outcomes. Curriculum maps were introduced and the process of using the matrix to collect and analyze data for the purpose of improving student learning outcomes also was presented. Examples of the workshops presented and the audience in attendance are provided (Presentation - Program and Course Outcome Development [12]; 2007 Fall Planning [13]; Master Faculty II Schedule of Workshops [14]; Presentation - Developing and Assessing SLOs [15]).
In the 2008-2009 academic year it was determined that a more systematic approach was needed to ensure continuous improvement and the closing of the loop on institutional effectiveness. The Instructional Program Review Committee, a subcommittee of the college wide Planning Council,
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 120 of 400 revised its forms and processes to include a review of the learning outcomes for each academic program (IPR Manual for Non-Occupational Programs 2007-2008 [16]; IPR Manual for Occupational Programs 2007-2008 [17]; Revised IPR Manual for Non-Occupational Programs 2008-2009 [18]; Revised IPR Manual for Occupation Programs 2008-2009 [19]). The work of the IPR committee and the full range of topics covered in an IPR review are described fully in a subsequent paragraph. Training and professional development opportunities continued to be provided to faculty to enhance the outcomes assessment process at the college (Master Faculty I Schedule of Workshops [20]; Master Faculty III Schedule of Workshops [21]).
In the 2009-2010 academic year, academic divisions received additional formal training on curriculum mapping and the process for assessing and analyzing student learning outcomes (Presentation - Developing and Assessing SLOs [22]; Presentation - QEP and SLOs [23]; Presentation - Building SLOs into Your Syllabus [24]). At the same time, the IPR Committee researched best practices on institutional outcomes to determine what other colleges and universities were doing. Based on the review of best practices, the college adopted four institutional learning outcomes in spring 2010 and used them as a pilot for the program outcome assessment process. Valuable information was gleaned from the pilot project and was used as a basis to review and revise the institutional student learning outcomes and extend them to all instructional areas. The four outcomes were
Communication skills Critical thinking and problem solving skills Collaborative skills Quantitative and scientific reasoning skills
In the 2010-2011 academic year, a Student Learning Outcome Guide [25] was developed along with a Program Assessment Map Guide [26] and a Student Learning Outcome Style Guide [27] to better communicate the expectations and requirements among all stakeholders. Templates were created and incorporated into the guides to standardize documentation of results and use of results for course, program, and institutional student learning outcomes. Workshops were presented to faculty, academic department chairs and assistant chairs (Presentation - Institutional Learning Outcomes [28]; Presentation - Student Learning Outcomes [29]).
Spearheaded by the college Planning Council and Teaching and Learning Committee, groups of faculty, academic program chairs, and academic administrators worked over several semesters to define, test, and refine the institutional learning outcomes. Faculty attended workshops and presentations conducted by SACSCOC and other professional organizations, participated in statewide assessment meetings [30], and sought advice from experts in the field to ensure that the outcomes at DSC were appropriate for college-level competencies, consistent with good educational practice, and comparable to other post-secondary institutions. In the summer of 2011, a group of faculty, academic program chairs, and academic administrators was convened by the Planning Council to review and revise the institutional learning outcomes that could be expected of all DSC graduates. After much discussion and debate, four institutional learning outcomes were developed and defined (Institutional Learning Outcomes [31]). The revised institutional learning outcomes were incorporated into the academic assessment process in fall 2011. A workshop on outcomes assessment during Fall Planning Week that addressed the institutional outcomes, curriculum maps, program and course outcome and evaluation, and direct and indirect measures, was well attended by faculty (Presentation - Outcomes Assessment [32]; Attendees - Outcomes Assessment Workshop [33]).
Dr. Gloria Rogers, consultant and managing director of professional services at ABET, the international accrediting agency for academic programs in engineering, technology, applied science, and computing, and a keynote speaker at the 2011 SACSCOC Summer Institute, was engaged by the college to review the institutional learning outcomes and the learning outcomes assessment process. She conducted faculty and staff workshops at Daytona State in December 2011 and was instrumental in reinforcing a culture of outcomes assessment at the institution (Dr. Rogers - Workshop Announcement [34]).
A summary list of workshops and presentations, presented to faculty, academic administrators, and the college at large over the last six years, is provided as evidence that the college's institutional
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 121 of 400 effectiveness processes and its focus on student learning outcomes are institution-wide, ongoing, and systematic (2007-2013 Faculty Workshops - Outcomes [35]Assessment [35]).
The college developed institutional learning outcomes that all students should possess regardless of degree completion:
INSTITUTIONAL LEARNING OUTCOMES 1. Critical/Creative Thinking Students will use systematic and creative thinking skills to analyze and evaluate issues and arguments, to solve problems, and/or to make decisions. 2. Communication Students will be able to read, write, and exchange information, ideas, and concepts effectively. 3. Cultural Literacy Students will understand the impact of the variations among and with cultures. 4. Information and Technical Literacy Students will use appropriate technology to locate, evaluate, and effectively process information.
The desired level of attainment of each institutional learning outcome varies depending on the level of the degree. Using The Degree Qualifications Profile developed by the Lumina Foundation as a model, the faculty at Daytona State College identified expected competencies for each learning outcome within each degree level, indicating what students should be able to demonstrate if they are awarded a vocational certificate, an associate of arts degree, an associate of science degree, or a baccalaureate degree (Academic Degree Profile [36]). Faculty agreed that these outcomes will be met at different levels depending on the degree.
The academic degree profile provided the framework for aligning program outcomes with the institutional learning outcomes. The document provided reference points that indicated the incremental and cumulative nature of learning for vocational, associate of arts, associate of science and bachelor degree graduates. The outcomes emphasized the integration and application of learning. They were cumulative in nature, so it could be assumed that students advancing to a higher degree had achieved outcomes identified for lower-level degree programs. Using the Lumina Foundation’s academic degree qualifications profile model required the faculty to define what it took for a student to earn a degree at each level. The result was a better alignment of institutional outcomes with program outcomes, reference points for accountability, and benchmarks for improving the quality of learning.
As faculty developed the academic degree profiles for each academic level, and discussed the inter-relationship of institutional, program and course learning outcomes, they developed a deeper understanding of institutional learning outcomes as the collective expression of the learning environment the college offers to any enrolled student and began to recognize the extent each academic program contributes to the overall achievement of students. With this in mind, faculty made sure that program and course learning outcomes focused on the more particular skills, knowledge, and attitudes that students learn in programs and courses.
Using the Academic Degree Profile [36] as a guide, each academic program mapped its program and course outcomes to the institutional learning outcomes to ensure that its students attain the knowledge, skills, and abilities the college expects of its graduates. Examples of curriculum maps that visually relate program outcomes to institutional learning outcomes are provided:
AA Degree General Education [37] AS Degree Programs
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 122 of 400 AS Radiography [38] AS Nursing [39] AS Occupational Therapy Assistant [40] AS Certificate Programs Accounting Applications [41] Audio Recording Technology [42] Business Operations Entrepreneurship [43] Vocational Certificate Programs Advanced Automotive [44] Air Conditioning, Heating and Refrigeration Technology [45] Applied Welding Technology [46] Baccalaureate Degree Programs Bachelor of Science - Engineering Technology [47] Bachelor of Applied Science - Supervision and Management [48] Bachelor of Science - Education [49]
Student attainment of institutional learning outcomes is evaluated at the course and program level. In each academic program, learning outcomes are defined, tracked, and monitored for student mastery of basic skills and competencies. Learning outcomes for each course were developed using Bloom’s Taxonomy of Learning and were listed in the Master Course Description, in the course syllabi provided to students at the beginning of each semester and on the college’s online learning management system. Examples of Master Course Descriptions are provided:
A.A. courses ENC1101 College Composition [50] MAC1105 College Algebra [51] PSC1121 Physical Science [52] A.S. Courses ACG 2022 Principles of Financial Accounting [53] ECO 2013 Principles of Macro Economics [54] EDF 2060 History of Education in the USA [55] TAX 2000 Personal Income Tax [56] A.S. Certificate Courses CGS 2100 Microcomputer Applications [57] FIN 1100 Personal Financial Planning [58] OST 1141 Keyboarding [59] Vocational Certificate Courses COS 0080L Cosmetology Lab [60] HSC 0005 Healthcare Concepts for the Massage Therapist [61] HMV 0104 Advanced Pastry [62] Baccalaureate Courses EGN 3343 Thermodynamics [63] ESE 4943 Student Internship [64] GEB 4891 Strategic Management and Decision Making [65]
The learning outcomes were drivers for organizing instruction and designing the learning activities for each program and course. Educational sessions were provided at the college for faculty to gain a better understanding of the hierarchical process of learning - from simple to complex, Bloom’s Taxonomy, and how to apply it to the development of student learning outcomes.
All sections of a course, regardless of the delivery format, incorporate the same learning outcomes. Each course is correlated to one or more program outcomes so that each course contributes to the assessment of student attainment at the program level. A curriculum map provides evidence that all student outcomes are assessed within the course, and that each course is used to assess one or more program outcomes. Examples of curriculum maps that relate program outcomes to course outcomes are provided:
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 123 of 400 AA Degree General Education Program [37] AS Degree Programs AS Business Administration [66] AS Hospitality Management [67] AS Music Production Technology [68] AS Certificate Programs Accounting Applications/Computerized [69] Audio Recording Technology [70] Medical Record Transcribing [71] Vocational Certificate Programs Air Conditioning, Heating, and Refrigeration Technology [72] Applied Welding Technology [73] Cosmetology [74] Baccalaureate Degree Programs Bachelor of Science - Engineering Technology [75] Bachelor of Applied Science - Supervision and Management [76] Bachelor of Science - Education [77]
The college assesses its educational programs using a multi-measures approach. The institutional effectiveness model is designed to apply triangulation to the assessment process, using at least three different types of data to address potential validity problems that may arise from using singular assessment methods. Using multiple sources of data generated by multiple methods of analysis, strengthens the reliability of the assessment results. The four dimensions of assessment that provide data to inform decision making are described in detail below. Generally, the assessment of an academic program is based on three of the four dimensions. An example of three-way triangulation of assessment data is to use direct assessment of learning outcomes in combination with student course evaluations and student success rates in a course or program.
Direct Outcomes Assessment. Direct assessment of student mastery of course outcomes is completed for the general education program, the A.A. degree program, A.S. degree programs, college credit certificate programs, vocational certificate programs, and baccalaureate programs. Direct
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 124 of 400 outcomes assessment is based on embedded assignments in core courses. These assignments are evaluated through pre-tests/posttests [78], case studies [79], essays [80], portfolios, rubrics [81], student projects, videotapes, examinations [82], journals, role-playing, debates, and capstone courses. Faculty work collaboratively to develop rubrics, pre-post tests and case studies, serving as subject matter experts and using well-known and accepted practices of testing, research, and educational measurement to assess the validity of the assessment measures. Outcomes for each program are assessed by multiple direct measures.
Comparative Assessment Data. In addition to program-specific, direct assessment measures, the college engages in continuous monitoring of Florida’s State Accountability Measures. Statewide standards of accountability provide annual performance data for the 28 Florida state colleges (FCS Lower Division Accountability, 2012 [83]). The following accountability measures, used by the Florida College System to assess outcomes for lower division programs, are monitored closely by the college and used in program assessments for A.A., A.S. and college-credit certificate programs:
Enrollment of students entering college in relation to the previous year's high school graduates. Retention, success, and graduation rates for associate of arts, associate of science, and college-credit certificate students. Performance of associate of arts degree transfer students in the Florida State University System. Job placement rates of career and technical program completers. Success rates of students who take college preparatory courses. Retention success and graduation rates for college preparatory students in associate of arts programs.
Accountability for baccalaureate programs offered by Florida’s two-year institutions also is tracked by the Division of Florida Colleges. System-wide accountability measures for bachelor’s programs fall into four broad categories: enrollment, completion, retention, and success rates (Baccalaureate Accountability, 2012 [84]). These data are reviewed and used to assess outcomes for the Bachelor of Applied Science, Bachelor of Science in Education, and Bachelor of Science in Engineering Technology programs.
A complementary set of tools for the improvement of institutional effectiveness has been provided by the reports of the Integrated Postsecondary Education Data System. IPEDS is a system of interrelated surveys conducted annually by the U.S. Department of Education National Center for Education Statistics, which gathers information from every college, university, and technical and vocational institution that participates in the federal student financial aid programs (Website - NCES IPEDS Data Center [85]). The information provided by IPEDS compares selected institutional data with the same measures for peer institutions. This information, which contains comparison data such as student-to-faculty ratios and graduation rates, helps identify improvement opportunities for the college.
Student Perceptions. Multi-dimensional measures of student perceptions concerning the college’s instructional environment are useful for better understanding the student experience. The Office of Institutional Research administers a number of surveys on a routine basis designed to solicit information directly from students that can be used as an indirect assessment measures (Survey Administration Schedule [86]). Repeated administrations of the Community College Survey of Student Engagement have provided valuable information about the students’ perceived value of programs and services and their satisfaction with those programs and services. This information has been used by academic programs to identify and learn good educational practice and to identify areas for improvement.
The CCSSE survey was administered to a random sample of students enrolled in on-campus, college credit courses. The results of 987 student responses were grouped into five conceptually related areas with a standardized benchmark mean score of 50. The results were compared to the results of similar sized institutions, institutions in Florida, and all institutions participating in the assessment as summarized in the chart below. The results also were compared to previous administrations of the survey conducted in 2006, 2007, and 2009.
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CCSSE: Key Areas of DSC Score Large Florida All CCSSE Student Engagement Colleges Colleges Colleges (8,000 – 14,999 FTE) Active and 53.9 49.3 52.1 50 collaborative learning Student effort 56.7 49.3 51.4 50 Academic challenge 51.2 49.9 52.6 50 Student-faculty 51.5 48.3 52.2 50 interaction Support for learners 49.7 49.1 52.5 50
The college solicits information from faculty about their teaching practices, the ways they spend their professional time both in and out of class and their perceptions regarding students’ educational experiences through the Community College Faculty Survey of Student Engagement. Results are used to contrast student and faculty perceptions and provide a comprehensive picture of student and faculty perceptions of the College’s instruction environment. For example, faculty perceive that they refer students to college services more than students report that they use them. Faculty also report students using more critical thinking skills (i.e., analyzing basic elements of an idea, experience or theory; synthesizing and organizing ideas, information, or experiences in new ways; and making judgments about the value or soundness of information, arguments, or methods) than students recognize that they do. A report prepared by the Office of Institutional Research is attached that summarizes the data of both the CCSSE and the CCFSSE [87].
The ACT Student Opinion Survey was administered in 2011 to gauge student perceptions regarding college services and environment. The results were compared to a national normative sample and used to inform faculty, staff and administrators for evaluation and assessment. The results are summarized in the attached report [88].
ACT Student Opinion Survey DSC Average National College Environment: Norms Satisfaction level with Academic Aspects of the College Average Class size relative to the type of course 4.09 4.09 Attitude of the faculty toward students 4.05 3.94 Variety of courses offered at this college 3.87 3.72 Instruction in your major field 3.87 3.96 Course content in your major field 3.86 3.94 Flexibility to design your own program of study 3.85 3.61 Out-of-class availability of your instructors 3.85 3.90 Testing/grading system 3.80 3.82 Availability of your advisor 3.79 3.82 Value of the information provided by your advisor 3.77 3.79 Preparation you are receiving for your future occupation 3.75 3.76 (Satisfaction Scale: 5=very satisfied, 4=satisfied, 3=neutral, 2=dissatisfied, 1=very dissatisfied)
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To complement these measures, the college conducts a variety of additional systematic and ad-hoc measures. For example, the Alumni Survey is administered annually to the prior year’s graduates. Through the Alumni Survey the college gathers information related to graduates’ continuing education, subsequent employment and how DSC prepared them for either. The results of surveys like this are used to further inform and support student success (Alumni Survey Results [89]).
Assessment Support Measures. To assist with institutional decision making, data reports are routinely compiled and disseminated by the Office of Institutional Research. Core Performance Indicators serve as a performance dashboard of key indicators that are annually prepared for the college showing comparisons over time and comparisons to state averages (Core Performance Indicators Report 2012 [90]). This report includes data on FTE by year across disciplines, dual enrollment, high school capture rate, distance education enrollment, college prep success rate, course success rates, degrees awarded, graduation, retention and success rates, licensure/certification exam pass rates, associate of arts graduate outcomes, associate of arts graduates enrolled in the Florida State University System, and vocational program graduate outcomes.
To assist academic programs in completing program and course assessments, the Office of Institutional Research posts semester and annual reports containing assessment support measures to the college Intranet, accessible to all faculty, administrators and staff. These reports include, for example, enrollment by major and by department, graduates by degree and by major, and course success and retention rates, and are useful for determining program or course specific trends and long-term viability of a program or course. IR also posts student survey results and links to state data bases that can be used for benchmarking (Examples - Florida College Workforce Education Summary [91], Florida College System CCSSE Highlights [92], FYI 2011-03 Commonly Dropped Courses [93]).
Assessment Process. The college uses the Eight Stages of Outcome Assessment model to support and provide evidence of institutional effectiveness and accountability (DSC Website - Eight Stages of Outcome Assessment [94]). The model guides academic departments and nonacademic planning units in developing assessment plans, establishing performance targets, documenting results, and making decisions based on outcomes. Each academic program and nonacademic unit follows the eight stages model to develop its assessment plan.
The Institutional Effectiveness Manual [95] describes in detail the assessment process for both academic programs and nonacademic planning units, along with step-by-step instructions, templates, and timelines. The college uses the same process for all educational program assessments, including learning outcomes. The process is a continuous reiteration of the Eight Stages of Outcome Assessment at the program level. A calendar of assessment activity is incorporated into the manual to reinforce the ongoing nature of assessment and continuous improvement (2012-2013 Calendar for Assessing Academic Programs [96]). The first five stages of the outcomes assessment model are formative. Formative assessment occurs at the beginning of the course or program where desired outcomes, assessment activities, levels of achievement and strategies are defined. The last three stages of the outcomes assessment model are summative. Summative assessment occurs at the end of a course or program where it is determined if actual outcomes have been achieved and to provide statistics for internal or external accountability purposes. The eight stages are described below.
Formative Stages Stage 1: Mission. At the beginning of each assessment cycle, faculty members discuss the mission and overall intent of the program as the foundation for planning. The mission statement describes the purpose of the program, details what the program seeks to accomplish and reflects the mission and outcomes of the college (Examples - Academic Program Mission Statements [97]).
Stage 2: Outcomes. Measurable learning outcomes for each program and course are reviewed and affirmed to ensure that they are consistent with the mission and purpose of the program. The outcomes reflect levels of the cognitive, psychomotor, and affective learning domains in Bloom’s Taxonomy. They
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 127 of 400 focus on student learning rather than instructional or administrative processes and are defined in terms of the knowledge, skills, values and abilities that students are to attain as a result of their involvement in a particular set of educational experiences.
Each academic program develops curriculum maps to show the alignment of program outcomes with course outcomes, and the alignment of program outcomes with institutional outcomes. Some programs take this further and develop curriculum maps that align program outcomes with specific embedded course activities or identify the level at which a program outcome is addressed in each course (i.e., whether it is introduced, reinforced or mastered) (Examples of Curriculum Maps: A.S. Paralegal Studies [98]; B.A.S. Supervision and Management [99]; Certificate Office Management [100]; Vocational Certificate Machining [101]).
Stage 3: Assessment Measures. For each outcome, faculty members review the methods of measurement that are used to assess progress on the outcome. Multiple methods of measurement assure reliability and validity and direct methods are preferred. They ascertain whether the assessment measures are providing meaningful, actionable data that the program or course can use to base decisions.
Each program establishes a cycle for assessing institutional learning outcomes, program learning outcomes, and course learning outcomes. Academic programs are not expected to assess every outcome in every assessment cycle but there is an expectation that every outcome will be assessed at least once during a three-year period.
Stage 4: Levels of Achievement. A level of achievement provides a target for determining the minimum expectation for success of an outcome. Levels of achievement are adjusted for the coming year. They are expressed in terms of the learning component and are specific and measurable.
Stage 5: Strategies. Strategies that will be implemented to reinforce the concepts, skills, and values being taught are identified. The strategies consider how learning is measured and what measures or scoring rubrics are needed to quantify learning. They also address who will be involved in the measurement process, the timeline for collecting measurements and how the measures will be evaluated.
Summative Stages Stage 6: Analysis. After assessment information is collected, faculty aggregate, analyze and communicate the results in useful ways to determine whether expected levels of achievement have been met.
Stage 7: Use of Results. Once assessment results have been collected and analyzed, faculty members discuss the results of the assessment and verify whether program or course expectations were met. Based on assessment findings, an action plan is developed for those areas where outcome assessments were below the expected levels of achievement. Assessment results also are used to inform decision making concerning teaching or resource allocation. Some of the changes programs or courses have taken have included: modifying existing course curriculum revamping course, unit, or instructional sequencing adding new courses to the program technological updates altering instructional techniques and strategies faculty development modifying teaching methodologies active learning strategies additional resources
Stage 8: Evidence of Improvement. Whenever changes are made to a program or course as a result of the action plan, a process is identified that assesses the impact of the changes and indicates
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 128 of 400 whether the changes have the desired impact. The timeline for this process varies depending on the changes, but often is completed in the next assessment cycle. Thus, the assessment process is cyclical and ongoing in nature as programs move through the eight stages of the outcomes assessment model.
Academic programs have recognized that, as benefits or outcomes of the planning process they have data on which to base decision-making; a process to measure performance; the means for addressing gaps or weaknesses in unit operations; an action plan to improve unit operations; a process to assess the effect of changes to a unit; a way to enhance or improve efficiency in the daily functions of the unit; a documented process of measuring performance against the college mission.
Assessment Cycles. The Daytona State College faculty and academic administrators have developed institutional learning outcomes, program-level learning outcomes, and course-level learning outcomes for general education and for each baccalaureate and associate degree, certificate, and applied technology diploma offered by the college. Course and program learning outcomes are assessed and analyzed by the faculty once a year, or after two cycles of assessment, and results are reviewed (Academic Assessment Audit - All Programs [102]). All academic programs at the college engage in ongoing assessment activities. As evidenced below, many academic programs have multiple years of assessment documentation to show that they have conducted complete assessment cycles at the course and program level. Outcomes were assessed, the results were analyzed, improvement strategies were identified, and evidence of improvement was noted. Some programs are new to the college or for other reasons have been phased into the assessment system within the last two years. They have complete documentation for 2011-2012 and are in the process of assessing the 2012-2013 academic year. Assessment results for 2012-2013 will be available at the time of the on-site review. Program outcome assessments demonstrate the type of strategies that were identified and implemented based on assessment results.
Assessing General Education and the Associate of Arts degree program. In August 2011, the associate of arts faculty adopted the institutional outcomes as the general education program outcomes. The faculty agreed to mirror the institutional outcomes after investigating other institutions’ general education outcomes and gaining consensus from the faculty (2011-06-22, A.A. General Education Chair Meeting Minutes [103]; 2011-08-11, A.A. General Education Chair Meeting Minutes [104]). This decision was based on the rationale that the institutional outcomes reflected an integration and synthesis of knowledge and skills that were important competencies for all graduates regardless of their ultimate educational or career goals. Since all degree-seeking students are required to complete a general education component as part of their academic program, they will acquire the basic college-level competencies needed through any program of study. The General Education Curriculum Map shows the alignment of institutional outcomes with general education core courses (Curriculum Map - General Education [37]).
The college’s approach to assessing general education learning outcomes is a multiple-measures strategy that includes both direct and indirect measures. The assessment of student mastery of general education outcomes is based on embedded assignments in core courses. These assignments are evaluated through pre-tests/posttests [105], case studies [79], essays [80], portfolios, and rubrics which provide multiple measures for each program outcome (Examples of Rubrics: Communication - Speech [106]; Communication - Writing [107]; Humanities [108]; Information Digital Literacy [109]; Information Literacy [110]; Creativity [111]). Faculty worked collaboratively to develop the assignments and rubrics, and established a minimum benchmark of 70 percent achievement for each outcome for at least 70 percent of the student population based on the college grading scale and graduation requirements.
To help demonstrate program effectiveness in the general education program, the college administers a standardized nationally-normed exam constructed and scored by the Educational Testing Service. Previously called the MAPP – Measure of Academic Proficiency and Progress, it is now called the
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 129 of 400 Proficiency Profile. The Proficiency Profile is administered to students at more than 400 institutions nationwide to assess student proficiency in core academic skill areas including critical thinking, reading, writing, mathematics, humanities, social sciences and natural sciences. A comparison of mean scores of Daytona State College students to a similar group of students has been used to identify strengths, weaknesses and opportunities to improve curriculum and instruction [112]. Norm-referenced scores were used for benchmarking and criterion-referenced scores were used for curriculum improvement. The Proficiency Profile was administered at Daytona State College in 2012 [113], 2010 [114], 2008 [115], and 2006 [116].
The embedded assignments and Proficiency Profile results were blended with national, state and college statistical data to provide a rich and varied assessment model for general education and the A.A. degree program. The statistical data included, for example, the performance of college graduates in their first year in the State University System, Community College Survey of Student Engagement ratings, passing rates on professional licensing exams, and results from the college’s alumni survey.
Assessment data were collected and reviewed by the department chairs and discussed with the faculty. Assessment results for learning outcomes at the course level are attached for mathematics [117], health and nutrition [118], psychology [119], history [120] and sociology [121] courses. Examples of assessment results for program outcomes as they relate to institutional outcomes are provided by the science [122], music/entertainment/arts [123], and humanities/ communication [124] departments. Based on their review of the results, outcomes were targeted for improvement and recommendations were submitted to the associate vice president for the College of Arts and Sciences. A summary of each assessment review was submitted to the dean of assessment for additional feedback and quality assurance (Examples of Assessment Reports - Health and Nutrition [125], Speech [126]). In the spring semester of 2013, the General Education Committee will conduct a cycle of in-depth reviews of assessment results for each department that will supplement the reviews currently done by the associate vice president, department chairs, and dean of assessment. The General Education Committee recently transitioned from an ad hoc to a standing committee charged with monitoring the general education curriculum, analyzing recommendations from the A.A. course assessment data, and reviewing student learning outcomes to determine consistency across all departments (General Education Committee - Mission and Representation [127]). This additional layer of review, evaluation and feedback will involve nine faculty who comprise the General Education Committee and represent all academic areas of the college.
The general education learning outcomes also served as the learning outcomes for the Associate of Arts degree which was assessed as described above (Assessment Report - Associate of Arts 2011-2012 [128], 2010-2011 [129]). In addition to the general education learning outcomes, the A.A. degree program assessment included institutional performance measures on graduation, retention and success rates; placement of A.A. graduates; and the performance of A.A. graduates in their first year in the State University System (Core Performance Indicators [90]).
The examples below indicate the changes that have been made based on assessment results to improve student learning outcomes for core courses in associate of arts discipline areas.
ASSOCIATE OF ARTS/GENERAL EDUCATION ASSESSMENT EXAMPLES Discipline/Course(s): Humanities & Communication (ENC1101, ENC 1102) Types of Change: Altering instructional techniques and strategies Use of Results: In 2010-2012 the department assessment committee developed MLA-specific, multiple choice tests for both ENC1101 and ENC1102, which were administered to all students as a means of determining whether they could demonstrate a command of the concept and use of documentation. Future anxiety assessment surveys may include a revision of survey questions/responses, a more consistent time for pre & post testing and further analysis of speech anxiety factors with a focus on innovative approaches to reducing anxiety.
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 130 of 400 Discipline/Course(s): Mathematics (MAC1105 and STA2023) Types of Change: Revamping instructional strategies Use of Results: For online courses, detailed tutorial and instructions were added in the middle of the semester to enhance student understanding of the course outcome for MAC1105.
Discipline/Course(s): Biological & Physical Sciences (BSC1005,BSC1020, PSC1121, AST1002, PHY2048) Types of Change: Active learning strategies Use of Results: Science articles were introduced in Fall 2012 classes for discussion analyses to increase students’ critical thinking skills. After these exercises, students were assessed their ability to reason scientifically within their courses.
Discipline/Course(s): Humanities, Cultural & Aesthetic (ARH1000) Types of Change: Revising instructional techniques and strategies Use of Results: A more uniform delivery of content was implemented for each competency/outcome. Objectives were correlated with textbook materials and taught in a uniform/agreed upon format.
Discipline/Course(s): Behavioral & Social Sciences (AMH2010) Types of Change: Revised course curriculum; Additional resources Use of Results: A more detailed timeline stressing the overall history of the United States during the period in question was used to improve the results of this outcome. Faculty explored the content associated with course outcomes #1, and incorporated augmentations which included the following: revised study guides, modified reviews, additional class discussion, and supplemental materials such as video clips and examples.
Discipline/Course(s): Health and Wellness (HUN1201) Types of Change: Active learning strategies; Additional resources; Altering instructional techniques and strategies Use of Results: Emphasized the concepts covered in the most missed questions through the use of a practice case study activity in class. Connected activities questions for online students, and the incorporation of educational materials provided by the DSC Health Fitness Center’s No Butts grant for all students. Specific concepts that were emphasized were “oxidized LDL”, “long term versus short term” results, and smoking as a major risk factor for coronary artery disease. Created a list of tips for students to help them be more successful on the case study. Used the visual graphic of the Mediterranean Diet Pyramid as a basis for discussion in face-to-face classes. Added more questions about the Mediterranean diet to the Connect Activities and the midterm exam for online students.
Assessing Career-Oriented Programs. The college offers nearly 100 career-oriented degrees and certificates. Below are the lists of associate of science, college credit certificate, and vocational certificate programs with links to assessment reports for each program offered. Program learning outcomes are assessed annually. The number of years for which reports are available varies by program based on the length of time the program has been offered and the evolution of outcome assessment at the college. The reports provide evidence that the assessment process is college wide, systematic and ongoing.
To promote consistency and completeness, a common template was updated to record assessment data for 2011-2012 and was used by most programs. For each program assessed, the program supplied
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 131 of 400 a description of the program mission a list of the program-level learning outcomes a list of the learning outcomes for each course in the program a matrix of the courses that were used to assess each program learning outcome a matrix that aligned the program learning outcomes with the institutional learning outcomes a matrix that aligned the course learning outcomes with the institutional learning outcomes
For each program learning outcome assessed and for each institutional learning outcome assessed, the program supplied level of achievement assessment measures(s), both direct and indirect strategies and results use of results
In addition to direct measures of assessment that were embedded in course assignments, academic programs reviewed quantitative assessment support measures that reflected program viability such as graduation rates, retention and success rates. To complete the triangulation of assessment data, career oriented programs used either state accountability measures or student perceptions documented through cohort-specific student surveys (Survey Administration Schedule [86]). The information is reviewed annually in a scheduled assessment meeting generally held during fall or spring planning (2009-2013 Planning Week Schedules - Fall and Spring [130]). Faculty members meet with department chairs to review program assessment reports and identify programs and/or courses for improvement. Improvement strategies are developed along with improvement targets and assessment timelines. These are added to the program assessment report. The report is reviewed and approved by the appropriate associate vice president, the dean of assessment, and the chief academic officer.
Assessment reports for 2011-2012 are provided for each of the college's 34 associate of science degree programs, along with previous years' reports which may vary in format. An assessment audit indicates the years for which reports are available and summarizes the use of assessment results for each program, for each year (Assessment Audit - Associate Degree Programs [131]). The number of years varies by program based on length of time the program has been in existence and the evolution of assessment at the college. Three associate of science degree programs were initiated within the last two academic years and have completed one full assessment cycle; they are indicated on the list below as new programs.
Accounting Technology (2010-2011 [132])(2011-2012 [133]) Architectural and Building Technology (2011-2012 [134]) Business Administration (2010-2011 [135])(2011-2012 [136]) Computer Engineering Technology (2010-2011 [137])(2011-2012 [138]) Computer Information Technology (2010-2011 [139])(2011-2012 [140]) Computer Programming and Analysis (2010-2011 [141])(2011-2012 [142]) Criminal Justice Technology Bridge (2010-2011 [143])(2011-2012 [144]) Culinary Management (2010-2011 [145])(2011-2012 [146]) Dental Hygiene (2010-2011 [147])(2011-2012 [148]) Drafting and Design Technology (CAD) (2011-2012 [149]) Early Childhood Education (2010-2011 [150])(2011-2012 [151]) Electronics Engineering Technology (2009-2010 [152])(2010-2011 [153])(2011-2012 [154]) Emergency Medical Services (2010-2011 [155])(2011-2012 [156]) Fire Science Technology (2010-2011 [157])(2011-2012 [158]) Health Information Management (2010-2011 [159])(2011-2012 [160]) Hospitality Management (2010-2011 [161])(2011-2012 [162]) Human Services (Addictions Specialization) (2010-2011 [163])(2011-2012 [164]) Industrial Management Technology (2011-2012 and 2012-2013 [165]) Interior Design Technology (2009-2010 [166])(2011-2012 [167]) Internet Services Technology (2010-2011 [168]) (2011-2012 [169]) Music Production Technology (New Program) (2011-2012 [170]) Networking Services Technology (2010-2011 [171])(2011-2012 [172])
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 132 of 400 Nursing (Associate) and Nursing (Transition into the Profession)(2009-2010 [173])(2010-2011 [174])(2011-2012 [175]) Occupational Therapy Assistant (2010-2011 [176])(2011-2012 [177]) Office Administration (New Program) (2011-2012 [178]) Office Administration (Medical Transcription Option)(New Program) (2011-2012 [179]) Paralegal Studies (Legal Assisting) (2010-2011 [180])(2011-2012 [181]) Photographic Technology (2011-2012 [182])(2012-2013 [183]) Physical Therapist Assistant (2009-2010 [184])(2010-2011 [185])(2011-2012 [186]) Radiography (2010-2011 [187])(2011-2012 [188]) Respiratory Care (2009-2010 [189])(2010-2011 [190])(2011-2012 [191]) Simulation and Robotics Technology (2010-2011 [192])(2011-2012 [193])
The examples below illustrate some of the changes that have been made based on assessment results to improve learning outcomes for associate of science programs in each college: Arts and Sciences; Business Administration; Health, Human and Public Service; Technology.
ASSOCIATE OF SCIENCE PROGRAM ASSESSMENT EXAMPLES College of Arts and Sciences: Music Production Technology (Audio/Recording) Types of Change: Active learning strategies; Modifying existing course curriculum; Altering instructional techniques and strategies; Additional resources Use of Results: Projects evolved in their complexity and were continually updated to advance the skill level of each student upon completion. Projects were made a part of each student’s portfolio. The team aspect of the recording project became a feature of other graded projects throughout the semester. Although students regularly worked in teams during class and lab time, these activities were not always evaluated for grading purposes. Team skills will be developed with more focus on intra-team communication. Instructor provided additional in-class reminders regarding written assignments and their due dates. Additional hands-on time was used to help increase retention for those who have a kinesthetic learning style. Special sessions with industry professionals were added to better retain student interest and attendance. Additional shorter quizzes were added to allow students the opportunity to retain new material in smaller increments leading up to the final. Additional review time was added.
College of Business Administration: Accounting Technology Types of Change: Altering instructional techniques and strategies; Additional resources; Technological updates; Faculty development Use of Results: Faculty spent more time in dedicated “business lab” to help students with software and coursework for APA1111. Review/help sessions were offered on the Daytona and Deland Campuses. Accounting tutor spent one day on the Deland campus to help students from the west side of the county. A new textbook was adopted for 2012-2013 which incorporated a tutorial for the accounting software along with the theory of accounting. Included in the book is the software required for the course and instructions for problems in the homework portfolio. Adopting a text that integrated QuickBooks software in portfolio assignments provided students with exposure on a smaller scale before attempting this major project. Faculty teaching this course received training in and offered virtual office hours. Continued efforts to contact students who have stopped participating in the course. Retention coordinator contacted students who had not completed the first assignment on time in an effort to increase the number of students completing courses.
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 133 of 400 College of Business Administration: Business Administration Types of Change: Additional resources; Altering instructional techniques and strategies Use of Results: A new text edition was adopted to help those students who have not had accounting prior to this course. Also, software was made available to help students construct the financials. Ensured that students understood what was expected with discussion one as they seemed to improve with the second discussion. After feedback and collaboration with students and faculty, the GEB2430 course will be further improved beginning Spring 2013 with a new textbook and course design. Case studies will replace the research paper/portfolio which will allow students to gain greater understanding of the course learning outcomes. One of the biggest challenges in FIN2000 has been to find a textbook that presents the material in a manner consistent with a 2000-level course. Most corporate finance textbooks are written for upper-level courses. An appropriate text was found in August 2012. A meeting is scheduled with the publisher to explore the learning resources associated with that text. Offered more review sessions throughout the semester and published a schedule of these sessions in online classrooms. Students were encouraged to attend review sessions. Review sessions were offered online.
College of Business Administration: Culinary Management Types of Change: Additional resources; Revamping instructional sequencing; Altering instructional techniques and strategies; Technological updates Use of Results: Implemented skills checklists to monitor and verify completion of required skills sets based upon standards set by the American Culinary Federation. Stressed the importance and value of participation in professional organizations such as the American Culinary Federation. The decision was made to close the café during the first week of classes to provide more instructional time and hands-on training to the students registered in classes that provide service to the café. Increased the number of opportunities for students to prepare standardized recipes and recipe costing. Based on results of the project work in the practicum classes, a comprehensive, computer based restaurant simulation will be introduced into the Practicum III class so students will experience a more broad-based application of the design techniques.
College of Human, Health and Public Service: Criminal Justice Technology Types of Change: Altering instructional techniques and strategies; Additional resources Use of Results: Based on feedback from students and supervisor, evaluation forms were revised. Group discussion allowed students to identify criminal justice issues that were pertinent to their lives which were then incorporated into lesson plans. Subject matter on violent crime (DVD/CD) will be updated every semester to give students current information on the most recent crimes and crime trends.
College of Human, Health and Public Service: Nursing Types of Change: Additional resources; Altering instructional techniques and strategies; Technological updates; Modifying existing curriculum Use of Results: Campus labs incorporated new content (tracheotomy care, mechanical ventilation, and ARDS), exams, and lectures. Changed final exam weight of mental health to 40 questions. Incorporated cultural and spiritual aspects throughout course level activities. Encouraged students to utilize ATI website and required students to complete practice exams prior to taking the proctored exams.
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 134 of 400 The faculty agreed to review and possibly replace the current textbook. The book contains false information and repeated dialogue with the publishers has gone unheeded. Campus laboratory skills were expanded to include across the lifespan competencies. A checklist was created to ensure each student completes the campus lab practices and meets their competencies.
College of Human, Health and Public Service: Physical Therapist Assistant Types of Change: Modifying existing course curriculum; Altering instructional techniques and strategies Use of Results: More emphasis was placed on student review of concepts in Anatomy & Physiology I. The quick turnaround still poses problems for the students. They enter this difficult course mentally fatigued from the Spring. There has been some discussion among the faculty about going to 4.5 semesters and offering this course with PHT 1300 – Pathology for PTA in Summer B. Retake policy was revised. Students are only allowed a certain number of retakes throughout a given course in order to receive a passing grade (1 + the total number of skill checks). The policy improved preparation and performance on the manual muscle testing skill checks.
College of Technology: Computer Engineering Technology Types of Change: Modifying teaching methodologies; Technological updates; Altering instructional techniques and strategies Use of Results: Created online tutorials for students to revisit key concepts to increase student learning and comprehension. Visual tool (Elluminate) introduced in the curriculum to increase student participation. Implemented more hands-on class projects to enhance application of concepts and syntax error resolutions. Periodic quizzes on individual modules were used to reinforce the reading assignments and included them in the grading. Enhanced communications and created virtual calendars in online classrooms to help students manage time and set priorities.
College of Technology: Computer Information Technology Types of Change: Additional resources; Altering instructional techniques and strategies; Technological updates Use of Results: Increased out of class tutoring. The CTS1851 course was reorganized into separate modules. Required students to watch video lessons and created tutorials to explain problem areas. Used virtual web capturing tools (Elluminate and Adobe Connect) to increase student participation and allowed more flexibility for students.
College of Technology: Networking Service Technology Types of Change: Altering instructional techniques and strategies; Technological update; Modifying teaching methodologies; Additional resources Use of Results: More time was spent reviewing homework questions. Stronger labs were devised to emphasize how protocols work together. WireShark was used in class to illustrate how multiple communication protocols work together to carry data across a network. A new PowerPoint was developed to teach sub-netting and new labs were devised to give the student more practice in this area. More class time was used in explaining the purpose of using different servers in different roles in the network and how those roles worked in the greater network environment.
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 135 of 400 Spent more time in class ensuring that students understood why SANs are becoming more common in the enterprise network. At the time of the previous CTS2328 class, a full set of Windows Server 2008 books covering all the Microsoft Exams related to Server 2008 were not available. Since then a set of books has become available and we have switched to a book set that covers all the available Microsoft Exams.
Assessing College Credit Certificate Programs. College credit certificates are fully embedded in associate of science degree programs, but are intended to provide the student with a credential should the student wish to complete only part of a program. They are assessed independently of the degree program in which they are embedded. Links are provided in the table below that lead to evidence of outcome assessment and use of results in college credit certificate programs and applied technology certificate programs. Again, a common assessment template was modified for 2011-2012, but some programs continued to use other formats or formats from previous years. An assessment audit of the programs provides an explanation for the variation in number of years for which assessment results are available and summarizes the use of results for each program for each year (Assessment Audit - College Credit Certificate Programs [194]). Certificate programs that were initiated within the last two academic years may have only one assessment cycle completed and are indicated in the list below as a new program.
Accounting Applications/Computerized (2010-2011 [195])(2011-2012 [196]) Accounting Technology Operations (Tax Prep)(2009-2010 [197])(2010-2011 [198])(2011-2012 [199]) Addictions Studies Specialization (2010-2011 [200])(2011-2012 [201]) Audio/Recording Technology (New Program) (2011-2012 [202]) AutoCAD Foundations (Architectural) (2010-2011 [203])(2011-2012 [204]) AutoCAD Foundations (Engineering) (2010-2011 [205])(2011-2012 [206]) Business Management (2010-2011 [207])(2011-2012 [208]) Business Operations - Entrepreneurship (2010-2011 [209])(2011-2012 [210]) Cable Installation (2009-2010 [211])(2011-2012 [212]) Computer Engineering Technology Cisco (CCNA) (2009-2010 [213])(2011-2012 [214]) Computer Programming (2009-2010 [215])(2011-2012 [216]) Computer Specialist (2009-2010 [217]) (2011-2012 [218]) Drafting and Design Technology (2010-2011 [219])(2011-2012 [220]) Human Services Assistant Specialization (2010-2011 [221])(2011-2012 [222]) Information Technology Administration (2009-2010 [223])(2011-2012 [224]) Information Technology Analysis (2009-2010 [225]) (2011-2012 [226]) Information Technology Management (2009-2010 [227])(2011-2012 [228]) Information Technology Support Specialist (2009-2010 [229])(2011-2012 [230]) Information Technology Technician (2009-2010 [231]) (2011-2012 [232]) Interior Design Technology - Kitchen and Bath Specialization (New Program) (2011-2012 [233]) Medical Information Coder/Biller (2010-2011 [234])(2011-2012 [235]) Microcomputer Repairer/Installer (2009-2010 [236])(2011-2012 [237]) Network Communications (LAN) (2009-2010 [238])(2011-2012 [239]) Network Communications (WAN) (2009-2010 [240])(2011-2012 [241]) Network Systems Developer (2009-2010 [242])(2011-2012 [243]) Office Management (2010-2011 [244])(2011-2012 [245]) Office Management (Medical Option) (2010-2011 [246])(2011-2012 [247]) Office Support (Technical Certificate) (2010-2011 [248])(2011-2012 [249]) Paramedic (2010-2011 [250])(2011-2012 [251]) Web Development Specialist (2009-2010 [252])(2011-2012 [253]) Wireless Communications (2009-2010 [254])(2011-2012 [255])
Applied Technology Programs Medical Record Transcribing (2010-2011 [256])(2011-2012 [257]) Emergency Medical Technician (2010-2011 [258])(2011-2012 [259])
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 136 of 400 Excerpts from assessment reports are provided below as examples of changes that have been made based on assessment results to improve student learning outcomes for college credit certificate programs in each college: Arts and Sciences; Business Administration; Health, Human and Public Service; Technology. Examples also are provided for applied technology certificate programs.
COLLEGE CREDIT CERTIFICATE PROGRAM ASSESSMENT EXAMPLES College of Arts and Sciences: Audio/Recording Technology Types of Change: Active learning strategies; Altering instructional techniques and strategies; Additional resources Use of Results: Projects evolved in their complexity and are continually updated to advance the skill level of each student upon completion. Projects became part of each student’s portfolio. The team aspect of the recording project became a feature of other graded projects throughout the semester. Although students regularly worked in teams during class and lab time, these activities were not always evaluated for grading purposes. Team skills will develop with more focus on intra-team communication. Special sessions with industry professionals have been added to better retain student interest and attendance. Additional shorter quizzes have been added to allow students the opportunity to retain new material in smaller increments leading up to the final exam. Additional review time was added.
College of Business Administration: Accounting Applications/Computerized Types of Change: Altering instructional techniques and strategies; Additional resources; Technological updates Use of Results: Allowed students already familiar with tax preparation to use the software of their choice in preparing the return. This strategy was a result of last year’s course evaluation and feedback from students. Students became frustrated with the software packaged with the textbook and we decided not to force them to use any particular tax preparation software as the industry uses a variety of tax software. Retention coordinator contacted students who had not completed the first assignment on time to increase the number of students completing all courses. Instructors offered more review sessions on several campuses throughout the semester. Accounting tutor spent one day on the Deland Campus and three days in a dedicated business lab on the Daytona Campus. She had access to all software used in the courses. A text was adopted for 2012-2013 that integrated QuickBooks software in portfolio assignments, provided students with additional exposure on a smaller scale before attempting this major project.
College of Business Administration: Accounting Technology Operations, Tax Preparation Types of Change: Additional resources; Technological updates; Faculty development Use of Results: Faculty spent time in dedicated “business lab” to help students with software and coursework for APA1111. Review/help sessions were offered on the Daytona and Deland Campuses. Accounting tutor spent one day on the Deland campus to help students from the west side of the county. A new textbook was adopted for 2012-2013 which incorporated a tutorial for the accounting software along with the theory of accounting. Included in the book was the software required for the course and instructions for problems in the homework portfolio. Adopting a text that integrates QuickBooks software in portfolio assignments provided students with exposure on a smaller scale before attempting this major project. Faculty teaching this course were trained in and offered virtual office hours. Continued efforts to contact students who had stopped participating in the course.
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 137 of 400 College of Business Administration: Business Management Types of Change: Additional resources; Revised course curriculum Use of Results: A new text edition was adopted to help those students who have not had accounting prior to this course. Also, software was made available to help students construct the financials. Lecture notes will be added to expand the content of the MAN2021 course to aid students in mastering learning objectives. Faculty met regularly to monitor and improve the ISM2000 course that began Fall 2011. Based on feedback from students, learning materials were added to increase application skills.
College of Human, Health and Public Service: Human Services Addictions Studies Specialization Types of Change: Modifying existing curriculum Use of Results: A full day orientation was added before the co-op placement to reinforce abilities as well as decrease stress of expectations during work experience. Faculty added portfolio and supervisor evaluation piece to enhance proper documentation of field experience.
College of Human, Health and Public Service: Human Services Assistant Specialization Types of Change: Adding new courses to the program; Additional resources; Active learning strategies Use of Results: Compiled employment projections for community needs. Created a course for clinical diagnosis. Reviewed externship forms and requirements. Evaluated agency evaluation processes and reviewed agency contacts with college. Built a resource data bank for students. Increased community involvement.
College of Human, Health and Public Service: Medical Information Coder/Biller Types of Change: Altering instructional techniques and strategies Use of Results: Quizzes were developed to assist students with examinations.
College of Technology: AutoCAD Foundations (Architectural) Types of Change: Altering instructional techniques and strategies; Additional resources; Modifying teaching methodologies Use of Results: Additional materials were provided to students for review of point entry systems and additional lab time. Provided each student with materials for construction of a physical model of the User Coordinate System. Students now use calipers to measure manufactured parts and create isometric drawings of the parts to experience real world examples rather than simplistic textbook work.
College of Technology: AutoCAD Foundations (Engineering) Types of Change: Technological updates; Altering instructional techniques and strategies Use of Results: Provided students with 3D printer for creating 3D physical models of computer generated 3D models so they could visualize 3D objects created in Inventor. Photographs taken of students hands while holding product. Photos inserted into AutoCAD and traced over using various line types to produce drawings of human hands for illustrating the assembly of a product.
College of Technology: Drafting and Design
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 138 of 400 Types of Change: Additional resources; Technological updates; Active learning strategies Use of Results: Provided each student with materials for construction of a physical model of the User Coordinate System. Provided students with 3D printer for creating 3D physical models of computer generated 3D models so they could visualize 3D objects created in Inventor. Provided students with 3D physical models of manufactured parts to gain more experience working with 3D physical objects and manufactured objects.
APPLIED TECHNOLOGY CERTIFICATE PROGRAM ASSESSMENT EXAMPLES College of Human, Health and Public Service: Emergency Medical Technician Types of Change: Additional resources Use of Results: Standardized assessment of the domains of learning for each student was compared to national standards. Students who fall below these standards are remediated as required. College of Human, Health and Public Service: Medical Record Transcribing Types of Change: Modifying techniques methodologies Use of Results: Developed additional review materials for examinations.
Assessing Vocational Certificate Programs. Vocational certificates, applied technology programs, and apprenticeship programs also are independent programs and engage in ongoing assessment of learning outcomes. Links are provided in the list below that lead to evidence of outcome assessment and use of results in vocational certificate programs. An assessment audit provides a summary of assessment activities for each program listed below (Assessment Audit - Vocational Certificate Programs [260]).
Vocational Certificate Programs Advanced Automotive Technology (Performance Engine Special.)(2011-2012 [261]) (2012-2013 [262]) Air Conditioning, Refrigeration, and Heating Mechanic (2011-2012 [263]) (2012-2013 [264]) Air Conditioning, Refrigeration, and Heating Technician (2010-2011 [265]) (2011-2012 [266]) (2012-2013 [267]) Automotive Collision Repair and Refinishing (2010-2011 [268]) (2011-2012 [269]) (2012-2013 [270]) Automotive Service Technology (2011-2012 [271])(2012-2013 [272]) Correctional Officer Recruit Training (2010-2011 [273])(2011-2012 [274]) Cosmetology (2011-2012 [275]) (2012-2013 [276]) Culinary Operations - Baking and Pastry Specialization (2010-2011 [277])(2011-2012 [278]) Dental Assisting (2010-2011 [279])(2011-2012 [280]) Fire Fighter (2010-2011 [281])(2011-2012 [282]) Law Enforcement Recruit Training (2010-2011 [283])(2011-2012 [284]) Machining (2011-2012 [285])(2012-2013 [286]) Massage Therapy (2010-2011 [287])(2011-2012 [288]) Medical Assisting (2010-2011 [289])(2011-2012 [290]) Patient Care Assistant (2009-2010 [291])(2010-2011 [292])(2011-2012 [293]) Practical Nursing (2009-2010 [294])(2010-2011 [295])(2011-2012 [296]) Surgical Technology (2010-2011 [297])(2011-2012 [298]) Welding Technology (Applied) (2011-2012 [299]) (2012-2013 [300])
Apprenticeship Early Childhood Education Apprentice (2011-2012 [301]) (2012-2013 [302]) Electrical Apprentice - Non-Union (2011-2012 [303]) (2012-2013 [304]) Electrical Apprentice - Union (2011-2012 [305]) (2012-2013 [306])
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 139 of 400 Examples of changes that have been made based on assessment results to improve student learning outcomes for courses in vocational certificate programs are listed below.
VOCATIONAL CERTIFICATE PROGRAM ASSESSMENT EXAMPLES College of Business Administration: Culinary Operations, Baking and Pastry Specialization Types of Change: Altering instructional techniques and strategies; Active learning; Additional resources Use of Results: More emphasis was placed on skills, teamwork and professionalism to increase student marketability. Demonstrated industry related skills – more emphasis was placed on time management to improve sense of urgency and organizational skills. Allowed students more creativity in choosing topics – to foster more interest and engagement in the completion of the project. Continued the practice of providing restaurant-plated desserts – with more emphasis on teamwork. Continued the practice of providing students the opportunity to properly scale their recipes by providing more daily recipe conversion assignments. Reorganized the kitchen to current industry standards to promote teamwork. Continued to seek out industry relationships and partners for students/graduates. Implemented a Graduate Survey to ascertain feedback related to satisfaction and the areas of the program that required continuous improvement.
College of Human, Health and Public Service: Correctional Officer Recruit Training Types of Change: Additional resources Use of Results: Analyzed state wide State Officer Certification Exam results to determine if academic methods needed to be changed or modified. Students who passed an end of course exam with a low passing grade were counseled in study habits, classroom habits and other academic abilities to ensure that their performance on other tests and the State Officer Certification Exam will yield successful results.
College of Human, Health and Public Service: Dental Assisting Types of Change: Additional resources Use of Results: Offered students remedial help with dental assisting skills to increase proficiency. Encouraged students to find patients earlier in the semester to reduce stress and last minute effort. Referred students to College Writing Center to improve writing skills.
College of Human, Health and Public Service: Patient Care Assistant Types of Change: Altering instructional techniques and strategies; Additional resources Use of Results: Completed evaluation of test questions and adjusted as needed to provide enhanced learning. Refined and adjusted lecture to enhance student learning according to learning styles in an attempt to develop knowledge. Shared faculty evaluation, both positive and negative, to expand teaching styles to facilitate enhancement of learning and retention of students. Worked with community partners in obtaining educational experiences. Utilized video on skills within the courses and encouraged students to practice while waiting to sit for state exam.
College of Workforce & Continuing Education: Air Conditioning, Refrigeration and Heating Technology
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 140 of 400 Types of Change: Altering instructional techniques and strategies Use of Results: Focused on time management with students who did not complete lab assignments. Students received a notice from instructor on first missed assignment to keep them alerted to projects and grades.
College of Workforce & Continuing Education: Automotive Collision Repair and Refinishing Types of Change: Additional resources Use of Results: The data obtained from online services were used to verify reliability and validity of assessment items. Areas that had a poor learner success rate were reviewed to determine if and what type of changes to instruction are required.
College of Workforce & Continuing Education: Cosmetology Types of Change: Faculty development Use of Results: Faculty trained in project management skills to improve classroom results.
APPRENTICESHIP PROGRAM ASSESSMENT EXAMPLES College of Workforce and Continuing Education: Early Childhood Education Types of Change: Faculty development Use of Results: Program manager and instructors received more training on project and time management.
College of Workforce and Continuing Education: Electrical Apprentice – Non-Union Types of Change: Active learning strategies; Additional resources Use of Results: Course reviewed and practice tests used to assist students in increasing the pass rate. Safety procedures and rules must be followed to avoid accidents in shop situations. A practice safety exam will be prepared to allow students another source for safety information. Employers will be asked for more feedback in the safety area. More time and instruction and practical exams will be given to better prepare students to understand and troubleshoot electrical issues. More time and instruction will be given to better prepare students to understand troubleshooting real world situations.
Assessing Baccalaureate Programs. The college assesses each of its seven baccalaureate programs and two baccalaureate concentration areas using the same process as described above. The Bachelor of Applied Science, the college's inaugural baccalaureate program, enrolled its first students in 2006. Three complete assessment cycles are provided below as documentation of ongoing and systematic processes for assessing learning outcomes. The Bachelor of Science in Education programs were phased in between 2009 and 2010. Two of the education programs were started first and have two full years of assessment results. The Secondary Biology Education, Secondary Earth/Space Science and Secondary Math Education programs, as well as the Bachelor of Science in Engineering Technology had their first full academic year at the college in 2010-2011 with a first full assessment cycle completed in 2011-2012.
The baccalaureate programs follow the same assessment process, timeline, and format as all other programs at the college and as described above. At the end of each assessment cycle, department chairs review and discuss the results with their faculty to determine if outcomes have been successfully attained and/or if they can be improved, and whether the measures are valid and the targets appropriate. Findings and recommendations are submitted to the appropriate academic administrator, who confers with the department chair regarding the use of the results to improve outcomes. A summary of the review is submitted to the dean of assessment for additional feedback and quality
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 141 of 400 assurance. An assessment audit summarizes the assessment activities and results for each baccalaureate program (Assessment Audit - Baccalaureate Programs [307]). Program assessment reports are provided in the links below as evidence that assessment is ongoing and systematic.
Bachelor of Applied Science - Supervision and Management (2009-2010 [308]; 2010-2011 [309]; 2011-2012 [310]) Bachelor of Science in Education - Elementary Education (2010-2011 [311])(2011-2012 [312]) Bachelor of Science in Education - Exceptional Education (2010-2011 [313]; 2011- 2012 [314]) Bachelor of Science in Education - Secondary Biology Education (2011-2012 [315]) Bachelor of Science in Education - Secondary Earth/Space Science (2011-2012 [316]) Bachelor of Science in Education - Secondary Mathematics (2011-2012 [317]) Bachelor of Science in Engineering Technology (2011-2012 [318]) Bachelor of Science in Engineering Technology - Electrical Engineering Technology Concentration (2011-2012 [319]) Bachelor of Science in Engineering Technology - Information Systems Technology Concentration (2011-2012 [320])
Examples are provided below of changes that have been made based on assessment results to improve student learning outcomes for courses in each baccalaureate program.
BACCALAUREATE PROGRAM ASSESSMENT EXAMPLES College of Business Administration: Bachelor of Applied Science in Supervision and Management Types of Change: Modifying existing course curriculum; Additional resources; Altering instructional techniques and strategies; Active learning strategies Use of Results: A linchpin biography will be used to narrow the scope of the MAN4120 assignment to improve the integration of the course concepts into the assignment and alignment with the outcome. In addition, the course will introduce a new textbook which will provide more uniformity in the content. Students requested more information about the job search process, so additional supplements regarding resumes/letters/interviewing in relation to the job search process were added to the “Content” section of the GEB3213 course. Clearer lists of instructions of exactly what content is expected on the resume/letter are needed. It is required to ensure that students send in their own information based on current, pertinent information. A reflections memo has now been requested of students during the final week to explain what can be improved in the course and what concepts they will implement immediately at their workplace. Discussions among faculty suggested additional videos and experiential learning activities to help students enrich their understanding of the applied concepts and encourage transferability. These activities will be incorporated into the MAN4504 course, and evaluated for their impact on student learning outcomes.
College of Education: Bachelor of Science in Education, Elementary Education Types of Change: Active learning strategies; Altering instructional techniques and strategies; Modifying existing course curriculum; Additional Resources Use of Results: Updated Senior Internship Portfolio process for an overall FEAP reflection to be implemented in 2012-13. Implemented FEAP checks at the “I, R, P” level to ensure mastery and completion of all 12 FEAPs. The Employer and Graduate satisfaction survey was modified to include language aligned with the FEAPs. Based on student survey feedback and faculty discussion during Student Learning Outcomes Spring 2012 meeting, it was decided that presentations in both TSL3080 and TSL4081 would evolve into more of a collaborative effort among pre-service teachers
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 142 of 400 instead of individual presentations. Established RED4844 Reading Practicum as part of the After School Reading Tutoring program at the Holly Hill School K-8. Faculty have offered individual tutoring for pre-service teachers struggling to pass FTCEs. Referred pre-service teachers to the Academic Support Center and College Writing Center to improve their writing and speaking and had guest speakers from the ASC.
College of Education: Bachelor of Science in Education, Exceptional Education Types of Change: Altering instructional techniques and strategies; Modifying existing curriculum; Revamping course, unit or instructional sequencing Use of Results: Updated Senior Internship Portfolio process for an overall FEAP reflection to be implemented in 2012-13. Based on results of pre-service teacher feedback on surveys and faculty discussion during Student Learning Outcome Spring 2012 meeting, it was decided that Elementary and Exceptional Education majors would take the same reading (RED3309, RED4519, RED4844, RED4511) and language arts (LAE 4314) courses. This meant that ESE Majors would no longer be required to take LAE3414 and RED3012. Moreover, it was decided to have RED3309 Early and Emergent Reading K-2 as a required pre-requisite for LAE4314 Teaching Language Arts instead of LAE3414 Children’s Literature. This change will begin in the catalog year of 2012-13. To align with Florida Department of Education collection of P-12 learning data during field/clinical experiences, subject area courses requiring pre and post-tests began using a standardized pre/post assessment Excel spreadsheet.
College of Education: Bachelor of Science in Education, Secondary Earth/Space Science Types of Change: Additional resources Use of Results: Updated the Employer and Graduate satisfaction survey to include language aligned with the FEAPs. Based on the SAE and Professional Teacher Exam, pre-service teachers have been offered free test preparation sessions by faculty members incorporating technology (Turning Point Software and Clickers), FTCE study guides, and testing simulations every semester. Student Tracking Coordinator assigned to assist placing pre-service teachers in diverse setting during their field placement including charter schools.
College of Technology: Bachelor of Science in Engineering Technology Types of Change: Altering instructional techniques and strategies; Additional resources; Active learning strategies; Technological updates Use of Results: Need to spend more time in problem solving in topics for EET3086. Feedback from students’ evaluation indicated the majority of them would like to see more problem solving. Spend more time in AC part of the course. Work out more problems and discuss real time applications of AC circuits and frequency response. Introduced a help session in the discussion board of D2L to identify the difficult areas and provide extra lectures and problem solving to address them. Contact companies in the Volusia County area to see the possibility of partnering to provide students with real life experience projects. Record a lecture dedicated to project for the ETM4220 course with more information and more calculations.
College of Technology: Bachelor of Science in Engineering Technology - Electrical Engineering Technology Concentration Types of Change: Additional resources; Modifying existing course curriculum Use of Results: Need to emphasize PLC programming fundamentals.
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 143 of 400 Reached out to neighboring industries and to the Volusia Manufacturing Association to look for opportunities for possible senior design funding. Change and add some assignments to cover the implementation of risk management, change management, and quality management concepts in project management. Acquire new edition of textbook for ETI3671.
College of Technology: Bachelor of Science in Engineering Technology - Information Systems Technology Concentration Types of Change: Altering instructional techniques and strategies; Modifying existing course curriculum; Revamping course, unit or instructional sequencing Use of Results: Incorporated a more thorough and comprehensive review of the assignments that require the use of the basic mathematical tools in question to help the student review relevant concepts required as prerequisite. Instead of directly requiring the installation and use of the tool to complete a particular project, the students should be exposed to the real scope and benefits of CAD tools and the technological trend in this area. An extra lab activity, that involves a review of programmable devices as well as the tools to program and debug them, is required before working with the ALTERA tool. Therefore a Laboratory 1 is a group project aimed to provide the students with the background and context of modern digital design technologies. Also more examples with the installation and use of the tool are given. Additional lecture was added to explain course objective and the need to develop an understanding of existing technology with current business models and organization structure.
In addition to the above assessment reports, the college submits an annual state accountability report that includes information on each of the baccalaureate programs including enrollment, completions and placements, evidence of fiscal responsibility, and results of surveys of graduates and employers (State Accountability Report 2011-2012 [321]; 2010-2011 [322]; 2009-2010 [321]). The Bachelor of Applied Science in Supervision and Management and the Bachelor of Education programs annually conduct surveys of graduates and employers and use the information to improve curriculum and instructional delivery (Employer Survey Form [323]) . A summary report of the survey data and an explanation of how the information was used by the Bachelor of Education programs is provided as an example [324]. The Bachelor of Engineering Technology, which began accepting students in fall 2010, will begin graduate and employer surveys in the 2013-2014 academic year.
Assessing Distance Learning Courses and Programs. Daytona State College ranks No. 2 in the nation among hundreds of colleges and universities offering online bachelor degree programs according to rankings released by U.S. News & World Report in January 2013 [325]. The evaluations were based on student engagement, faculty credentials and training, student services, and technology. At Daytona State College, distance learning is not viewed as a program in itself, but rather as one of several delivery options. Instruction provided in face-to-face, hybrid, and online formats, including both program- and course-level outcomes, is developed, evaluated, and analyzed by the appropriate academic department. Regardless of the format in which instruction is delivered, expected learning outcomes for the course are identical. In assessing the course learning outcomes, faculty systematically conduct assessments in both regular, hybrid, and distance learning classes, and compare the results (Success Rates by Instructional Delivery Method [326]).
There is no separate academic department or organizational unit charged with responsibility for the outcomes associated with courses offered in the distance learning format. However, faculty and students receive technical support services from the Instructional Services administrative planning unit, previously known as Florida Online. All distance learning courses were developed in conjunction with the Instructional Services department using a standard design that divides course content into lessons. Each of the lessons has interactivity and assessments that support course learning outcomes (Guidelines for Faculty Teaching Online [327]).
It is the philosophy and practice at DSC that students enrolled in classes offered in distance-learning
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 144 of 400 format should encounter learning experiences that are the same as or equivalent to those in the traditional class setting. This approach encourages consistency across all sections of a course and helps ensure students attain comparable mastery of learning objectives, regardless of the delivery method. The program and course approval process requires learning outcomes for all formats of a given course to be the same (Steps in the Curriculum Development Process [328]). Accordingly, data regarding learning outcomes for face-to-face, hybrid, and fully online formats of a given course are collected, monitored, and targeted for improvement by the subject area experts in the appropriate instructional department. Assessment data are collected and reviewed each year as part of the normal assessment cycle and reported every three years as part of the instructional program review process.
In a few programs, it is possible for a student to obtain a degree enrolling in only distance-learning courses (Distance Learning Programs [329]). However, it is important to note that nearly all students who take distance learning classes at the college also take classes in regular classrooms; that is, the college has a very small number of students who only enroll in online courses. For example, of the associate of arts students among the Spring 2012 graduates, less than one percent had earned their degree entirely through distance learning.
The continuously evolving assessment process at the college is aimed at ensuring equitable learning for all students regardless of the method of delivery. When consistent discrepancies are found in course success/withdrawal rates or in the attainment of learning outcomes, strategies are devised and implemented to reduce or eliminate the discrepancy.
Role of the Planning Council. The Planning Council serves as the overall coordinating body for institutional effectiveness as an ongoing, comprehensive, broad-based and institutionally integrated system for assessment and evaluation. To ensure the effectiveness of the college’s educational programs, the Planning Council oversees the instructional program review process and the academic assessment process.
Instructional Program Review. The IPR is an extensive review of each program, its assessment activities and outcome results over a three-year span of time. The IPR starts with the mission and purpose of the program or department, its relationship to other programs offered by the college, and how it contributes to the institutional learning outcomes. The report provided by the program or department makes a case for whether the number of qualified, full-time faculty is sufficient by providing information about faculty qualifications, faculty to student ratios, faculty load reports, and professional development and community service activities of the faculty. The IPR reports the use of technology in the curriculum and reviews enrollment trends and average class size. The review process is facilitated by the Instructional Program Review Committee and the results are reported to the Planning Council. The reviews are conducted on a three-year cycle and are the basis for continuous improvement in the quality and effectiveness of the college’s academic programs (IPR Calendar of Reviews [330]).The results of the reviews are to inform strategic planning, program development, and budgeting decisions at the institutional level.
Each instructional program looks at student demographics and compares course-by-course success and retention rates to state benchmark data. At the discretion of the senior vice president of academic affairs, selected program reviews include a cost analysis. External factors also may be reviewed including appropriate state licensing exam pass rates, placement in jobs, reports of auditors or program accrediting agencies, feedback from advisory and constituent groups, and community or employer surveys.
Detailed information is provided about course and program outcomes, the involvement of faculty in the assessment process, results attained (including a comparison of results for distance learning and face-to-face courses). Changes made in response to assessment data and improvements in outcomes that have been achieved as a result of those changes are described.
In its IPR report, the program or department responds to the following questions about distance education, whether the courses offered in the program are fully online or partially online: What percent of course sections is distance learning?
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 145 of 400 How many full-time faculty and part-time faculty teach distance learning course sections? How does the program ensure that the student learning outcomes for online courses are comparable to those in the traditional face-to-face courses? How does the program ensure that the same academic support is available for those students who are online versus those students who are face-to-face?
Program coordinators and department chairs are notified in the fall if a program for which they are responsible is scheduled for an IPR. The notification includes a copy of the report form to be completed and submitted to the IPR Committee (IPR Form [331]) and guidelines for completing the form (IPR Guidelines [332]). The form is completed by the chair, academic coordinator, and one or more lead faculty members and is reviewed and approved by the academic associate vice president before being submitted to the IPR committee. The review itself is conducted by two members of the committee who evaluate the report then meet with the individuals who prepared and approved the report for a dialogue in which the evaluators provide comments, ask questions and make recommendations. The evaluators complete an Evaluator Report Form that becomes part of the IPR documentation.
Once all the reviews are completed for a given year and reports have been submitted by the evaluators, the IPR committee compiles the information into a summary report that is presented to the Planning Council. The summary report will include any follow up activities that may have been done on previous IPR recommendations. The IPR Committee is faculty-led and faculty driven, with 23 of 30 members (77 percent) from the faculty ranks (2011-2012 Instructional Program Review Committee – Purpose and Membership [333]). End-of-year reports for the IPR Committee demonstrate the breadth of the review process and provide examples of curriculum recommendations that are made as a result of the review (IPR Final Report - 2011-2012 [334], 2010-2011 [335], 2009-2010 [336]).
IPR reports, documentation and evaluation reports from the committee are attached below. Programs that have had recent reviews as part of external accreditation submit accrediting agency summary reports in lieu of the standard IPR form. Academic programs that provide this type of documentation are noted with an asterisk (*). New programs are not reviewed until they have three years of enrollment history. For example, the bachelor of science in education programs for exceptional education, secondary biology, secondary earth/space science, and secondary math will be reviewed in 2012-2013. The bachelor of science in engineering technology programs and its two concentrations will undergo an instructional program review in 2013-2014.
INSTRUCTIONAL PROGRAM REVIEW REPORT EXAMPLES Associate of Arts Associate of Arts [337] AA - Behavioral and Social Sciences [338] AA - Biological and Physical Sciences [339] AA - Health and Wellness [340] AA - Humanities and Communication [341] AA - Mathematics [342] AA - Modern Languages [343] AA - Music, Entertainment, Art [344] Honors College [345]
Associate of Science Accounting Technology [346] Architectural and Building Technology [347] Business Administration [348] Computer Engineering Technology [349] Computer Information Technology [350] Computer Programming and Analysis (Software Engineering Technology) [351] Criminal Justice Technology Bridge [352] Culinary Management [353] Dental Hygiene [354]*
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 146 of 400 Drafting and Design Technology (CAD) [355] Early Childhood Education [356] Electronics Engineering Technology [357] Emergency Medical Services [358]* Fire Science Technology [359] Health Information Management [360] Hospitality Management [361] Human Services (Addictions Spec.) [362] Interior Design Technology [363] Internet Services Technology [364] Networking Services Technology [365] Nursing (Associate Degree) and Nursing (Transition Into Profession) [366] Occupational Therapy Assistant [367]* Paralegal Studies (Legal Assisting) [368] Photographic Technology [369] Physical Therapist Assistant [370] Radiography [371] Respiratory Care [372] Simulation and Robotics Technology [373]
College Credit Certificate Accounting Applications/Computerized [374] Accounting Technology Operations - Tax Preparation [375] Addictions Studies Specialization [362] AutoCAD Foundations (Architectural) [376] AutoCAD Foundations (Engineering) [377] Business Management [378] Cable Installation [379] Computer Engineering Technology Cisco (CCNA) [380] Computer Programming [381] Computer Specialist [382] Drafting and Design Technology [383] Human Services Assistant Specialization [362] Information Technology Administration [384] Information Technology Analysis [385] Information Technology Management [386] Information Technology Support Spec [387]. Information Technology Technician [388] Medical Information Coder/Biller [389] Microcomputer Repairer/Installer [390] Network Communications (LAN) [391] Network Communications (WAN) [392] Network Systems Developer [393] Office Management [394] Office Management (Medical Option) [395] Office Support (Technical Certificate) [396] Paramedic [397]* Web Development Specialist [398] Wireless Communications [399]
Applied Technology Emergency Medical Technician* [400] Medical Record Transcribing [401]
Vocational Certificate Advanced Automotive Technology (Performance Engine Specialization) [402] Air Conditioning, Refrigeration and Heating Mechanic [403]
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 147 of 400 Air Conditioning, Refrigeration and Heating Technology [403] Automotive Collision Repair and Refinishing [404] Dental Assisting [405]* Fire Fighter [359] Massage Therapy [406] Medical Assisting [407] Patient Care Assistant [408] Practical Nursing [409] Surgical Technology [410]* Welding Technology (Applied) [411]
Apprenticeship Electrical Apprentice - Non-Union [412] Electrical Apprentice - Union [413]
Baccalaureate Bachelor of Applied Science - Supervision and Management [414]
Academic Success Committee. Whereas the Instructional Program Review Committee provides a summative evaluation of the results of academic assessments that covers a three-year period, the Academic Success Committee offers a short-range, formative assessment opportunity to academic programs that looks at current assessment activities and strategies. The committee was established in fall 2012, reports to the Planning Council and is charged with identifying opportunities and providing recommendations for improving the assessment of learning outcomes at the course, program and institution level. The committee analyzes program information provided to it by four academic assessment teams (vocational, associate of science, associate of arts, and baccalaureate). The academic assessment teams are comprised of faculty members who review learning outcomes and assessment plans for academic programs using a rubric that rates the quality of the assessment plan as developing, competent or exemplary (Assessment Rubric [415]). The programs to be reviewed are those that have not had a formal IPR within the past two years or have been identified by the IPR committee as needing to improve their assessment process. The assessment teams submit the results of their review to the Academic Success Committee which validates the recommendations and reports to the Planning Council. Membership of the Academic Success Committee is comprised of the chairs and co-chairs of the vocational, associate of arts, associate of science, and baccalaureate assessment teams, and at least one representative from Faculty Senate (Academic Success Committee - Purpose and Membership [416]).
Each program that is reviewed is asked to complete a template that provides the following information: 1. Mission Statement for each program 2. Program outcomes 3. The measurements used for program outcomes: (e.g., rubrics based on coursework, tests) 4. The level of achievement (target, benchmark) for each program outcome (e.g., 70% on all critical assignments) 5. The strategies for achieving benchmarks (e.g., test preparation, online discussions, study groups, projects, fieldwork) 6. The results of Spring 2012 program outcomes (based on compiled SLOs) 7. Evidence of continuous improvement in the Fall 2012 semester based on results of Spring 2012 8. In Spring 2013, the cycle will continue with a review of the results from Fall 2012
The committee will provide a summative report of its reviews to the Planning Council each semester. Its first report was submitted in December 2012 (2012-12-12 Academic Success Committee Report [417]).
Summary. As described above, the college has a well-developed system to ensure broad-based attention to institutional effectiveness and continuous improvement. Its main purpose is to improve institutional and student success, and to demonstrate to what degree the institution has been effective in fulfilling or achieving its stated mission and goals. The continuous improvement approach involves a
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 148 of 400 process of continually reviewing and articulating the mission and goals for the college, defining and assessing intended outcomes, analyzing assessment data, and using the results for improving educational programs and services. The college embraces institution-wide planning and outcomes assessment and has created a culture in which student learning is the major focus of the college. The environment is centered on the student to ensure that he or she develops the knowledge, skills, and abilities that are needed to be successful and provide value to the community.
The college's commitment to the importance of the assessment process was demonstrated by creating the position of dean of assessment in February 2012. This position, as part of the Institutional Effectiveness office, is dedicated to working with faculty, administrators, and planning managers to develop and measure outcomes and to apply the assessment results to the continuous improvement of teaching and learning (Position Description – Dean of Assessment [418]). The dean works with the associate vice president of institutional effectiveness to improve and evaluate the college's instructional and administrative efficiency and effectiveness based on Florida Statute 1008.45, Florida College System Institution Accountability Process [419]. The Office of Institutional Effectiveness facilitates both academic and non-academic planning and assessment, oversees the instructional program review process and the administrative review process, and coordinates the activities of the Planning Council and its assessment committees. The coordinated implementation of a college wide assessment and accountability plan ensures compliance with Section 13 of Florida Statute 1001.03, Specific Powers of the State Board of Education [420], and Section 5 of Florida Administrative Code 6A-14.060, Accountability Standards [421], which require the college to conduct periodic evaluations of academic programs to determine whether student learning outcomes and program objectives are achieved.
The college has developed institutional learning outcomes that define the knowledge, skills, abilities, and attitudes that students are expected to have as a result of their overall experience at the college regardless of the degree program. Four institutional learning outcomes are used to measure the extent each academic program is contributing to the overall achievement of students and the institution as a whole. A degree profile provides reference points or competencies for each of the four institutional learning outcomes specific to each degree level offered at the college. The profile is designed to articulate and align institutional learning outcomes with program learning outcomes. Academic courses and programs document student progress in attainment of institutional learning outcomes, program outcomes and course outcomes. Master course descriptions and course syllabi identify the learning outcomes students are expected to demonstrate upon completion of the program and/or course.
Academic assessment is designed to determine what is trying to be accomplished, how well it is being accomplished, what can be done to improve the level of accomplishment and how the student learning experience can be improved. All programs assess at least one institutional learning outcome and two program learning outcomes each academic year. Courses assess at least two course outcomes per year. All institutional, program, and course outcomes are assessed within a three-year timeframe. The process provides information that is used to determine whether or not desired outcomes are being achieved and how programs can be improved.
Evidence [1] DSC Website - Institutional Effectiveness Framework [2] 2006 Spring Planning [3] 2006-06-22 Teaching & Learning and Curriculum Committee Meeting Minutes [4] 2006 Fall Planning [5] Presentation - STAR Master Faculty Learning Outcomes 3-30-07 [6] Syllabus - AER 0110 Engine Mechanical Service Repair [7] Syllabus - ARR 0383C Unibody And Frame III [8] Syllabus - MCB 1010C Online [9] Syllabus - PHY 2048 University Physics I
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 149 of 400 [10] Syllabus - PMT 0106 Welding I [11] Syllabus - PSY 1012 General Psychology [12] Presentation - Program & Course Outcome Development 11-12-07 [13] 2007 Fall Planning [14] Master Faculty II Calendar 2007-2008 [15] Presentation - Developing & Assessing SLOs 11-20-07 [16] IPR Manual Non-Occupational 2007-2008 [17] IPR Manual Occupational 2007-2008 [18] IPR Manual Non-Occupational 2008-2009 [19] IPR Manual Occupational 2008-2009 [20] Master Faculty I Calendar 2008-2009 [21] Master Faculty III Calendar 2008-2009 [22] Presentation - Developing & Assessing SLOs 11-12-09 [23] Presentation - QEP and SLOs 11-30-09 [24] Presentation - Building SLOs into Your Syllabus [25] Student Learning Outcomes Guide [26] Program Assessment Map Guide [27] Student Learning Outcomes Style Guide [28] Presentation - Institutional Learning Outcomes 8-20-10 [29] Presentation - SLO Workshop 8-24-10 [30] State Assessment Meeting Agenda 2011 [31] Institutional Outcomes [32] Presentation - Outcomes Assessment Workshop 8-19-11 [33] Attendees - Outcomes Assessment Workshop 8-19-11 [34] Learning Outcomes Workshop December 2011 [35] 2007-2013 Faculty Workshops - Outcomes Assessment [36] Academic Degree Profiles for General Education Learning Outcomes [37] Curriculum Map - General Education [38] Curriculum Map - AS Radiography - Program vs Institutional Outcomes [39] Curriculum Map - AS Nursing - Program vs Institutional Outcomes [40] Curriculum Map - AS Occupational Therapy Assistant - Program vs Institutional Outcomes [41] Curriculum Map - Certificate Accounting Applications - Program vs Institutional Outcomes [42] Curriculum Map - Certificate Audio-Recording Technology - Program vs Institutional Outcomes [43] Curriculum Map - Certificate Business Operations Entrepreneurship - Program vs Institutional Outcomes [44] Curriculum Map - Vocational Certificate Advanced Automotive - Program vs Institutional Outcomes [45] Curriculum Map - Vocational Certificate Air Conditioning, Heating and Refrigeration - Program vs Institutional Outcomes [46] Curriculum Map - Vocational Certificate Applied Welding Technology - Program vs Institutional Outcomes [47] Curriculum Map - BS Engineering Technology - Program vs Institutional Outcomes [48] Curriculum Map - BAS Supervision and Management - Program vs Institutional Outcomes
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 150 of 400 [49] Curriculum Map - BS Education - Program vs Institutional Outcomes [50] Master Course Description - ENC 1101 College Composition [51] Master Course Description - MAC 1105 College Algebra [52] Master Course Description - PSC 1121 Physical Science [53] Master Course Description - ACG 2022 Principles of Financial Accounting [54] Master Course Description - ECO 2013 Principles of Macro Economics [55] Master Course Description - EDF 2060 History of Education in the USA [56] Master Course Description - TAX 2000 Personal Income Tax [57] Master Course Description - CGS 2100 Microcomputer Applications [58] Master Course Description - FIN 1100 Personal Financial Planning [59] Master Course Description - OST 1141 Keyboarding [60] Master Course Description - COS 0080l Cosmetology I Lab [61] Master Course Description - HSC 0005 Healthcare Concepts for the Massage Therapist [62] Master Course Description - HMV 0104 Advanced Pastry [63] Master Course Description - EGN 3343 Thermodynamics [64] Master Course Description - ESE 4943 Student Internship [65] Master Course Description - GEB 4891 Strategic Management and Decision Making [66] Curriculum Map - AS Business Administration - Program vs Course Outcomes [67] Curriculum Map - AS Hospitality Management - Program vs Course Outcomes [68] Curriculum Map - AS Music Production Technology - Program vs Course Outcomes [69] Curriculum Map - Certificate Accounting Applications - Program vs Course Outcomes [70] Curriculum Map - Certificate Audio Recording Technology - Program vs Courses [71] Curriculum Map - Certificate Medical Record Transcribing - Program vs Courses [72] Curriculum Map - Vocational Certificate Air Conditioning, Heating and Refrigeration - Program vs Courses [73] Curriculum Map - Vocational Certificate Applied Welding Technology - Program vs Course Outcomes [74] Curriculum Map - Vocational Certificate Cosmetology - Program vs Course Outcomes [75] Curriculum Map - BSET - Program vs Course Outcomes [76] Curriculum Map - BAS Supervision and Management - Program vs Course Outcomes [77] Curriculum Map - BS Education - Program vs Course Outcomes [78] Pretest - Posttest [79] Case Study - The Hubble [80] Essay - MLA [81] Rubric - Modern Languages Written Communication [82] Test - Biomimetics [83] FCS Lower Division Accountability - 5 Year Summary [84] FCS Baccalaureate Accountability - 2012 [85] Website - National Center for Education Statistics IPEDS Data Center [86] Survey Administration Schedule [87] 2011 CCSSE and CCFSSE Results [88] 2011 Student Opinion Survey Results [89] 2009-2010 Alumni Survey Report
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 151 of 400
[90] Core Performance Indicators 2011-2012 [91] Florida College Workforce Education State Summary [92] Florida College System - Zoom 2010-05 CCSSE Highlights [93] Florida College System - FYI 2011-03 Commonly Dropped Courses [94] DSC Website - Eight Stages of Outcome Assessment [95] Institutional Effectiveness Manual [96] 2012-2013 Calendar for Assessing Academic Programs [97] Mission Statement - Examples - Academic Programs [98] Curriculum Map - AS Paralegal Studies (Legal Assisting) [99] Curriculum Map - BAS Supervision and Management [100] Curriculum Map - Certificate Office Management [101] Curriculum Map - Vocational Certificate Machining [102] Academic Assessment Audit - All Programs [103] 2011-06-22 AA General Education Chairs Meeting Minutes [104] 2011-08-11 AA General Education Chairs Meeting Minutes [105] PreTest - ARH 1000 [106] Rubric - Communication-Speech [107] Rubric - Communication-Writing [108] Rubric - Humanities [109] Rubric - Information Digital Literacy [110] Rubric - Information Literacy [111] Rubric - Creativity [112] Comparison of DSC ETS Scores to National Scores [113] 2012 Proficiency Profile [114] 2010 Proficiency Profile [115] 2008 Proficiency Profile [116] 2006 Proficiency Profile [117] Assessment Results - Mathematics [118] Assessment Results - HUN 1201 [119] Assessment Results - PSY 1012 [120] Assessment Results - AMH 2010 [121] Assessment Results - SYG 2000 [122] Assessment Results - Science [123] Assessment Results - School of Music, Arts and Entertainment [124] Assessment Results - Humanities and Communication [125] Assessment Report - HUN 1201 [126] Assessment Report - SPC 2608 [127] General Education Committee - Mission and Representation [128] Associate of Arts 2011-2012 [129] Associate of Arts 2010-2011 [130] 2009-2013 Planning Week Schedules - Fall and Spring [131] Academic Assessment Audit - Associate Degree Programs
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 152 of 400 [132] AS Accounting Technology 2010-2011 [133] AS Accounting Technology 2011-2012 [134] AS Architectural and Building Technology 2011-2012 [135] AS Business Administration 2010-2011 [136] AS Business Administration 2011-2012 [137] AS Computer Engineering Technology 2010-2011 [138] AS Computer Engineering Technology 2011-2012 [139] AS Computer Information Technology 2010-2011 [140] AS Computer Information Technology 2011-2012 [141] AS Computer Programming and Analysis 2010-2011 [142] AS Computer Programming and Analysis 2011-2012 [143] AS Criminal Justice Technology Bridge 2010-2011 [144] AS Criminal Justice Technology Bridge 2011-2012 [145] AS Culinary Management 2010-2011 [146] AS Culinary Management 2011-2012 [147] AS Dental Hygiene 2010-2011 [148] AS Dental Hygiene 2011-2012 [149] AS Drafting and Design Technology 2011-2012 [150] AS Early Childhood Education 2010-2011 [151] AS Early Childhood Education 2011-2012 [152] AS Electronics Engineering Technology 2009-2010 [153] AS Electronics Engineering Technology 2010-2011 [154] AS Electronics Engineering Technology 2011-2012 [155] AS Emergency Medical Services 2010-2011 [156] AS Emergency Medical Services 2011-2012 [157] AS Fire Science Technology 2010-2011 [158] AS Fire Science Technology 2011-2012 [159] AS Health Information Management 2010-2011 [160] AS Health Information Management 2011-2012 [161] AS Hospitality Management 2010-2011 [162] AS Hospitality Management 2011-2012 [163] AS Human Services - Addictions Specialization 2010-2011 [164] AS Human Services - Addictions Specialization 2011-2012 [165] AS Industrial Management Technology 2011-2012 and 2012-2013 [166] AS Interior Design Technology 2009-2010 [167] AS Interior Design Technology 2011-2012 [168] AS Internet Services Technology 2010-2011 [169] AS Internet Services Technology 2011-2012 [170] AS Music Production Technology 2011- 2012 [171] AS Network Services Technology 2010-2011 [172] AS Networking Services Technology 2011-2012 [173] AS Nursing 2009-2010
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 153 of 400 [174] AS Nursing 2010-2011 [175] AS Nursing 2011-2012 [176] AS Occupational Therapy Assistant 2010-2011 [177] AS Occupational Therapy Assistant 2011-2012 [178] AS Office Administration 2011-2012 [179] AS Office Administration - Medical Transcription Option 2011-2012 [180] AS Paralegal Studies - Legal Assisting 2010-2011 [181] AS Paralegal Studies - Legal Assisting 2011-2012 [182] AS Photographic Technology 2011-2012 [183] AS Photographic Technology 2012-2013 [184] AS Physical Therapist Assistant 2009-2010 [185] AS Physical Therapist Assistant 2010-2011 [186] AS Physical Therapist Assistant 2011-2012 [187] AS Radiography 2010-2011 [188] AS Radiography 2011-2012 [189] AS Respiratory Care 2009-2010 [190] AS Respiratory Care 2010-2011 [191] AS Respiratory Care 2011-2012 [192] AS Simulation and Robotics Technology 2010-2011 [193] AS Simulation and Robotics Technology 2011-2012 [194] Academic Assessment Audit - College Credit Certificate Programs [195] Certificate Accounting Applications - Computerized 2010-2011 [196] Certificate Accounting Applications - Computerized 2011-2012 [197] Certificate Accounting Technology Operations - Tax Preparation 2009-2010 [198] Certificate Accounting Technology Operations - Tax Preparation 2010-2011 [199] Certificate Accounting Technology Operations-Tax Preparation 2011-2012 [200] Certificate Addictions Studies Specialization 2010-2011 [201] Certificate Addictions Studies Specialization 2011-2012 [202] Certificate Audio-Recording Technology 2011-2012 [203] Certificate AutoCAD Foundations - Architectural 2010-2011 [204] Certificate AutoCAD Foundations - Architectural 2011-2012 [205] Certificate AutoCAD Foundations - Engineering 2010-2011 [206] Certificate AutoCAD Foundations - Engineering 2011-2012 [207] Certificate Business Management 2010-2011 [208] Certificate Business Management 2011-2012 [209] Certificate Business Operations - Entrepreneurship 2010-2011 [210] Certificate Business Operations - Entrepreneurship 2011-2012 [211] Certificate Cable Installation 2009-2010 [212] Certificate Cable Installation 2011-2012 [213] Certificate Computer Engineering Technology Cisco (CCNA) 2009-2010 [214] Certificate Computer Engineering Technology Cisco (CCNA) 2011-2012 [215] Certificate Computer Programming 2009-2010
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 154 of 400 [216] Certificate Computer Programming 2011-2012 [217] Certificate Computer Specialist 2009-2010 [218] Certificate Computer Specialist 2011-2012 [219] Certificate Drafting and Design 2010-2011 [220] Certificate Drafting and Design 2011-2012 [221] Certificate Human Services Assistant Specialization 2010-2011 [222] Certificate Human Services Assistant Specialization 2011-2012 [223] Certificate Information Technology Administration 2009-2010 [224] Certificate Information Technology Administration 2011-2012 [225] Certificate Information Technology Analysis 2009-2010 [226] Certificate Information Technology Analysis 2011-2012 [227] Certificate Information Technology Management 2009-2010 [228] Certificate Information Technology Management 2011-2012 [229] Certificate Information Technology Support Specialist 2009-2010 [230] Certificate Information Technology Support Specialist [231] Certificate Information Technology Technician 2009-2010 [232] Certificate Information Technology Technician 2011-2012 [233] Certificate Interior Design - Kitchen and Bath Specialization 2011-2012 [234] Certificate Medical Information Coder-Biller 2010-2011 [235] Certificate Medical Information Coder-Biller 2011-2012 [236] Certificate Microcomputer Repair-Installer 2009-2010 [237] Certificate Microcomputer Repair-Installer 2011-2012 [238] Certificate Network Communications - LAN 2009-2010 [239] Certificate Network Communications - LAN 2011-2012 [240] Certificate Network Communications - WAN 2009-2010 [241] Certificate Network Communications - WAN 2011-2012 [242] Certificate Network Systems Developer 2009-2010 [243] Certificate Network Systems Developer 2011-2012 [244] Certificate Office Management 2010-2011 [245] Certificate Office Management 2011-2012 [246] Certificate Office Management Medical Option 2010-2011 [247] Certificate Office Management Medical Option 2011-2012 [248] Certificate Office Support 2010-2011 [249] Certificate Office Support 2011-2012 [250] Certificate Paramedic 2010-2011 [251] Certificate Paramedic 2011-2012 [252] Certificate Web Development Specialist 2009-2010 [253] Certificate Web Development Specialist 2011-2012 [254] Certificate Wireless Communications 2009-2010 [255] Certificate Wireless Communications 2011-2012 [256] Certificate Medical Record Transcription 2010-2011 [257] Certificate Medical Record Transcription 2011-2012
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 155 of 400 [258] Certificate Emergency Medical Technician 2010-2011 [259] Certificate Emergency Medical Technician 2011-2012 [260] Academic Assessment Audit - Vocational Certificate Programs [261] Vocational Certificate Advanced Automotive Performance 2011-2012 [262] Vocational Certificate Advanced Automotive Performance 2012-2013 [263] Vocational Certificate Air Conditioning Refrigeration and Heating Mechanic 2011-2012 [264] Vocational Certificate Air Conditioning Refrigeration and Heating Mechanic 2012-2013 [265] Vocational Certificate Air Conditioning Refrigeration and Heating Technician 2010-2011 [266] Vocational Certificate Air Conditioning Refrigeration and Heating Technician 2011-2012 [267] Vocational Certificate Air Conditioning Refrigeration and Heating Technician 2012-2013 [268] Vocational Certificate Automotive Collision Repair and Refinishing 2010-2011 [269] Vocational Certificate Automotive Collision Repair and Refinishing 2011-2012 [270] Vocational Certificate Automotive Collision Repair and Refinishing 2012-2013 [271] Vocational Certificate Automotive Service Technology 2011-2012 [272] Vocational Certificate Automotive Service Technology 2012-2013 [273] Vocational Certificate Correctional Officer Recruit Training 2010-2011 [274] Vocational Certificate Correctional Officer Recruit Training 2011-2012 [275] Vocational Certificate Cosmetology 2011-2012 [276] Vocational Certificate Cosmetology 2012-2013 [277] Vocational Certificate Culinary Operations - Baking and Pastry Specialization 2010-2011 [278] Vocational Certificate Culinary Operations - Baking and Pastry Specialization 2011-2012 [279] Vocational Certificate Dental Assisting 2010-2011 [280] Vocational Certificate Dental Assisting 2011-2012 [281] Vocational Certificate Fire Fighter 2010-2011 [282] Vocational Certificate Fire Fighter 2011-2012 [283] Vocational Certificate Law Enforcement Recruit Training 2010-2011 [284] Vocational Certificate Law Enforcement Recruit Training 2011-2012 [285] Vocational Certificate Machining 2011-2012 [286] Vocational Certificate Machining 2012-2013 [287] Vocational Certificate Massage Therapy 2010-2011 [288] Vocational Certificate Massage Therapy 2011-2012 [289] Vocational Certificate Medical Assistant 2010-2011 [290] Vocational Certificate Medical Assisting 2011-2012 [291] Vocational Certificate Patient Care Assistant 2009-2010 [292] Vocational Certificate Patient Care Assistant 2010-2011 [293] Vocational Certificate Patient Care Assistant 2011-2012 [294] Vocational Certificate Practical Nursing 2009-2010 [295] Vocational Certificate Practical Nursing 2010-2011 [296] Vocational Certificate Practical Nursing 2011-2012 [297] Vocational Certificate Surgical Technology 2010-2011 [298] Vocational Certificate Surgical Technology 2011-2012 [299] Vocational Certificate Welding 2011-2012
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 156 of 400 [300] Vocational Certificate Welding 2012-2013 [301] Apprenticeship Child Care 2011-2012 [302] Apprenticeship Child Care 2012-2013 [303] Apprenticeship Electrical Non-Union 2011-2012 [304] Apprenticeship Electrical Non-Union 2012-2013 [305] Apprenticeship Electrical Union 2011-2012 [306] Apprenticeship Electrical Union 2012-2013 [307] Academic Assessment Audit - Baccalaureate Programs [308] BAS Supervision and Management 2009-2010 [309] BAS Supervision and Management 2010-2011 [310] BAS Supervision and Management 2011-2012 [311] BS Elementary Education 2010-2011 [312] BS Elementary Education 2011-2012 [313] BS Exceptional Education 2010-2011 [314] BS Exceptional Education 2011-2012 [315] BS Biology Education 2011-2012 [316] BS Earth-Space Science Education 2011-2012 [317] BS Mathematics Education 2011-2012 [318] BS Engineering Technology 2011-2012 [319] BS Engineering Technology Electrical Systems 2011-2012 [320] BS Engineering Technology Information Systems 2011-2012 [321] 2009-2010 Annual Baccalaureate Performance Accountability Report [322] 2010-2011 Annual Baccalaureate Performance Accountability Report [323] BAS Employer Survey [324] BS ED Employer Survey Report [325] DSC Website - U.S. News Ranks Daytona State No. 2 for Best Online [326] Success Rates by Instructional Delivery Method [327] Faculty Guidelines for Teaching Online [328] Curriculum Development - Steps in the Process [329] Distance Learning Programs - Fall 2012 [330] IPR Schedule of Reviews [331] IPR AS Degree Report [332] IPR AS Degree Guidelines [333] 2011-2012 Instructional Program Review Committee - Purpose and Membership [334] Final IPR Report 2011-2012 [335] Final IPR Report 2010-2011 [336] Final IPR Report 2009-2010 [337] IPR Report & Eval College of Arts and Sciences AA 2011-2012 [338] IPR Report & Eval Behavior and Social Sciences 2011-2012 [339] IPR Report & Eval Biological and Physical Sciences 2011-2012 [340] IPR Report & Eval Health and Wellness 2011-2012 [341] IPR Report & Eval Humanities and Communication 2011-2012
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 157 of 400 [342] IPR Report & Eval Mathematics 2011-2012 [343] IPR Report & Eval Modern Languages 2011-2012 [344] IPR Report & Eval Music, Entertainment and Art 2011-2012 [345] IPR Report & Eval Honors College 2011-2012 [346] IPR Report & Eval Accounting Technology 2011-2012 [347] IPR Report & Eval Architectural and Building Technology 2011-2012 [348] IPR Report & Eval Business Administration 2011-2012 [349] IPR Report & Eval Computer Engineering Technology 2011-2012 [350] IPR Report & Eval Computer Information Technology 2011-2012 [351] IPR Report & Eval Computer Programming and Analysis 2011-2012 [352] IPR Report & Eval Criminal Justice Technology 2009-2010 [353] IPR Report & Eval Culinary Management 2009-2010 [354] IPR-Summary Dental Hygiene AS 2010-2011 [355] IPR Report & Eval Drafting and Design 2011-2012 [356] IPR Report & Eval Early Childhood Education 2011-2012 [357] IPR Report & Eval Electronics Engineering Technology 2009-2010 [358] IPR-Summary Emergency Medical Services AS 2010-2011 [359] IPR Report & Eval Fire Science Technology 2009-2010 [360] IPR Report & Eval Health Information Management 2009-2010 [361] IPR Report & Eval Hospitality Management 2009-2010 [362] IPR Report & Eval Human Services Addiction Specialist 2011-2012 [363] IPR Report & Eval Interior Design Technology 2009-2010 [364] IPR Evaluation Internet Services Technology AS 2011-2012 [365] IPR Report & Eval Networking Services Technology 2011-2012 [366] IPR Report & Eval Nursing AS 2009-2010 [367] IPR-Summary Occupational Therapy Assistant AS 2011-2012 [368] IPR Report & Eval Paralegal Studies 2009-2010 [369] IPR Report & Eval Photographic Technology 2011-2012 [370] IPR Report & Eval Physical Therapist Assistant 2011-2012 [371] IPR Report & Eval Radiography 2011-2012 [372] IPR Report & Eval Respiratory Care 2009-2010 [373] IPR Report & Eval Simulation and Robotics Technology 2009-2010 [374] IPR Report & Eval Accounting Applications Computerized 2010-2011 [375] IPR Report & Eval Accounting Techology Tax Preparation 2010-2011 [376] IPR Report & Eval AutoCAD Architectural 2010-2011 [377] IPR Report & Eval AutoCAD Engineering 2010-2011 [378] IPR Report & Eval Business Management 2010-2011 [379] IPR Report & Eval Cable Installation 2010-2011 [380] IPR Report & Eval Computer Engineering CISCO CCNA 2010-2011 [381] IPR Report & Eval Computer Programming 2010-2011 [382] IPR Report & Eval Computer Specialist 2010-2011 [383] IPR Report & Eval Drafting and Design Technology 2010-2011
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 158 of 400 [384] IPR Report & Eval Information Technology Administration 2010-2011 [385] IPR Report & Eval Information Technology Analysis 2010-2011 [386] IPR Report & Eval Information Technology Management 2010-2011 [387] IPR Report & Eval Information Technology Support Specialist 2010-11 [388] IPR Report & Eval Information Technology Technician 2010-2011 [389] IPR Report & Eval Medical Information Coder Biller 2011-2012 [390] IPR Report & Eval Microcomputer Repairer 2010-2011 [391] IPR Report & Eval Network Communication LAN 2010-2011 [392] IPR Report & Eval Network Communication WAN 2010-2011 [393] IPR Report & Eval Network System Developer 2010-2011 [394] IPR Report & Eval Office Management 2010-2011 [395] IPR Report & Eval Office Management-Medical Option 0919 2010-2011 [396] IPR Report & Eval Office Support Technical 2010-2011 [397] IPR-Summary Paramedic Certificate 2010-2011 [398] IPR Report & Eval Web Development Specialist 2010-2011 [399] IPR Report & Eval Wireless Communication 2010-2011 [400] IPR-Summary Emergency Medical Technology Certificate 2010-2011 [401] IPR Report & Eval Medical Record Transcribing 2011-2012 [402] IPR Report & Eval Advanced Automotive Technology 2011-2012 [403] IPR Report & Eval AC Refrigeration and Heating 2009-2010 [404] IPR Report & Eval Automotive Collision Repair and Refinishing Technology 2009-2010 [405] IPR Summary Dental Sciences 2011-2012 [406] IPR Report & Eval Massage Therapy 2011-2012 [407] IPR Report & Eval Medical Assisting 2010-2011 [408] IPR Report & Eval Nurse Aide-Orderly and Patient Care Assistant 2010-2011 [409] IPR Report & Eval Licensed Practical Nurse 2009-2010 [410] IPR-Summary Surgical Technology Vocational Certificate 2010-2011 [411] IPR Report & Eval Welding Technology 2011-2012 [412] IPR Report & Eval Electrical Apprenticeship Non-Union 2010-2011 [413] IPR Report & Eval Electrical Apprenticeship Union 2010-2011 [414] IPR Report & Eval BAS - Supervision and Management 2009-2010 [415] IE Plan - Assessment Rubric [416] 2012-2013 Academic Success Committee - Purpose and Membership [417] 2012-12-12 Academic Success Committee Report [418] Position Description - Dean Academic Assessment and Planning [419] FS 1008.45 Florida College System Institution Accountability Process [420] FS 1001.03(13) Specific Powers of State Board of Education [421] FAC 6A-14.060 Accountability Standards
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 159 of 400
3.3.1.2 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: administrative support services. (Institutional Effectiveness)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College identifies expected outcomes, assesses achievement of the outcomes, and provides evidence of improvement for its administrative support services. According to College Policy 1.02, Institutional Mission Statement [1], the Daytona State College mission is to “provide a range of flexible programs from community enrichment to the baccalaureate degree, emphasizing student success, embracing excellence and diversity, as well as fostering innovation to enhance teaching and learning.” To achieve its mission, the college has articulated a number of institutional goals (College Policy 1.03, Institutional Goals [2]), including the goal to “Provide a broad range of administrative, academic, and support services that create an environment conducive to teaching, learning, and student success.”
The college’s commitment to administrative effectiveness is clearly defined in the 2010-2013 Strategic Plan [3]. In this plan, on page 5, the college establishes underlying Operational Responsibilities, including one for administrative support: “The college will provide high-quality administrative services in the areas of fiscal affairs, facilities management, information services, enrollment development and public relations, comprehensive planning, research, institutional effectiveness and assessment, fundraising and grants, investment in people, academic management, faculty/staff development, and executive leadership.”
The operational responsibility for high-quality administrative services is reinforced by the college’s 2012-2013 Annual Plan [4], Outcome #4 on page 2, which states that, “The college demonstrates the effective use of resources through its administrative, fiscal, and facilities management practices.” The overall aim of administrative support units is to operate effectively and efficiently to maximize the use of college resources, achieve the mission of the college and meet the needs of the students and community.
Daytona State College uses a well-defined planning and assessment process to provide substantive information for both strategic and operational decision making. In 2011-2012, 26 planning units at the college provided administrative support services designed to promote the achievement of the college mission, strategic priorities, and annual outcomes. For 2012-2013, one large administrative unit (Information Technology) split into four smaller administrative units and one academic/student support unit. These changes are reflected in the attached table that lists the 2012-2013 administrative support planning units and traces the history of assessment activities for each unit over the past three years (Assessment Audit - Administrative Planning Units [5]).
An Institutional Effectiveness Manual [6] describes in detail the assessment process for both academic programs and nonacademic planning units, along with step-by-step instructions, templates, and timelines. A calendar of assessment activity is incorporated into the manual to reinforce the ongoing nature of assessment and continuous improvement (2012-2013 Calendar for Assessing Non Academic Programs [7]). The process is a continuous reiteration of the Eight Stages of Outcome Assessment at the unit level. The first five stages of the outcomes assessment model are formative. Formative assessment occurs at the beginning of the fiscal year when desired outcomes, assessment activities, levels of achievement and strategies are defined. The last three stages of the outcomes assessment model are summative. Summative assessment determines if actual outcomes have been achieved and provides statistics for accountability purposes.
Assessment at Daytona State College follows eight steps in a closed-loop process (Eight Stages of Outcome Assessment [8]):
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 160 of 400 Step 1) Affirm linkage of the unit mission to the college mission Step 2) Establish unit outcomes Step 3) Identify assessment measures Step 4) Establish levels of achievement (performance or target measures) Step 5) Identify strategies for meeting the targets Step 6) Collect data and analyze Step 7) Determine use of results to make improvements Step 8) Collect evidence of improvement
The assessment process ensures that organizational activities are aligned with the college mission. Each administrative support unit contributes to the process by aligning its outcomes with the Annual Plan and Strategic Plan, and has an established mission that is congruent with the college mission and outcomes. As a foundation for planning, the mission statement describes the functions of the unit, its primary activities and stakeholders.
Evidence that the administrative planning units of the college identify expected outcomes, assess the extent to which they achieve those outcomes, and provide evidence of improvement based on analysis of the results is provided in the attached unit plans for 2009-2010, 2010-2011, and 2011-2012.
IE Plan - Benefits [9] IE Plan - Business Services [10] IE Plan - College of Arts and Sciences [11] IE Plan - College of Business Administration [12] IE Plan - College of Education [13] IE Plan - College of Health, Human and Public Services [14] IE Plan - College of Technology [15] IE Plan - College of Workforce and Continuing Ed [16] IE Plan - DeLand Campus [17] IE Plan - Deltona Campus [18] IE Plan - Facilities Planning [19] IE Plan - Facilities Services [20] IE Plan - Finance and Accounting [21] IE Plan - Flagler/Palm Coast Campus [22] IE Plan - Foundation [23] IE Plan - Governmental Relations [24] IE Plan - Human Resources [25] IE Plan - Information Technology [26] IE Plan - Institutional Effectiveness [27] IE Plan - Institutional Research [28] IE Plan - Internal Audit and Contracts [29] IE Plan - Marketing and Communications [30] IE Plan - New Smyrna Beach Campus [31] IE Plan - Office of the Executive VP [32] IE Plan - Payroll [33] IE Plan - Resource Development [34]
During the last three planning cycles, each unit identified outcomes that were consistent with the mission and purpose of the unit and represented the most important services, processes, or functions that the unit performs. During that time, a number of units were re-named or reorganized under different administrative divisions due to organizational realignments. The dean of assessment in the Office of Institutional Effectiveness met with each unit planning manager to review outcomes, measures, and performance targets, and assisted planning managers in creating SMART outcomes (Specific, Measureable, Achievable, Results-oriented, and Time-bound). A list of administrative unit planning outcomes for all units for 2012-2013 is attached (2012-2013 Administrative Unit Plans [35]).
As part of the institutional effectiveness process, each unit identifies one or more methods of measurement to provide meaningful, actionable data that the unit can use to assess each outcome. At
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 161 of 400 least one measure for each outcome is a direct measure. Examples of assessment measures used by administrative planning units have included the following:
Assessment Measures for Administrative Support Units MEASURE UNIT(S) Satisfaction surveys College of Technology, Business Services Number of complaints Facilities Services, Business Services, Human Resources, Payroll Count of program participants College of Education, Resource Development, Institutional Effectiveness, Finance and Accounting, Business Services, Human Resources, Benefits Growth in participation College of Workforce and Continuing Ed., Benefits Statistical reports Institutional Research, College Equity, Benefits Staff training hours College of Education, Resource Development, Institutional Effectiveness, Finance and Accounting, Business Services, Human Resources, Benefits Number of applications Human Resources Focus groups Marketing and Communication Opinion surveys College of Technology, Business Services, Marketing and Communication External review Finance and Accounting Number of staff trained College of Education, Resource Development, Institutional Effectiveness, Finance and Accounting, Business Services, Human Resources, Benefits Dollars raised Foundation Attendance at events Foundation, Benefits
After assessment information is collected, the results are aggregated, analyzed, and communicated in useful ways to the unit staff, who decide whether expected levels of achievement are met for the outcome. Each unit assesses the extent to which it is achieving its purpose and contributing to the success of the institution. Based on this assessment, the unit develops a plan to improve its results or enhance its effectiveness. Examples of some of the changes administrative support units have made as part of the continuous improvement process are listed below:
EXAMPLES OF USE OF RESULTS FOR ADMINISTRATIVE SUPPORT UNITS
UNIT: Campus Dean – Flagler Palm Coast (2010-2011 [36]) TYPE OF CHANGE: Revised services - Modified way service is offered or frequency of service DESCRIPTION: Revised services and workflow to decrease wait time for students: financial aid decreased wait time by 19 minutes from a high of 63 minutes per student in July 2010 to 44 minutes per student in May 2011; academic advising reduced wait time by 30 seconds from a high of 6.69 minutes per student in July 2010 to 6.31 minutes per student in May 2011.
UNIT: Business Services (2011-2012 [37]) TYPE OF CHANGE: Revised process - Modified forms, changed reporting process, changed tabulation process
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 162 of 400 DESCRIPTION: Enhanced current fixed assets records maintenance to include digital media, allowing the College to better track, identify, and control assets. It also helped Campus Safety identify missing or stolen items.
UNIT: College of Education (2011-2012 [38]) TYPE OF CHANGE: Revised process - Modified forms, changed reporting process, changed tabulation process DESCRIPTION: The Adult Education fee process was updated to allow for implementation of fee waivers and to correct residency issues identified throughout the term.
UNIT: Enrollment Management (2011-2012 [39]) TYPE OF CHANGE: Revised process - Modified forms, changed reporting process, changed tabulation process DESCRIPTION: The implementation of the online admissions software module and Candidate Customer Relations Management software module enabled students to self-manage the admissions process and enhanced the admissions office’s ability to communicate electronically with students. The online student CRM enhanced the student’s ability to self-manage the financial aid process in an electronic environment. Other departments benefitted from enhanced electronic communication with students throughout the enrollment process.
UNIT: Internal Audit and Contracts (2011-2012 [40]) TYPE OF CHANGE: Implemented new policy - Developed and implemented new policy DESCRIPTION: New unit policies and procedures were created to comply with professional auditing standards with clearly defined goals and objectives.
UNIT: Finance and Accounting (2009-2010 [41]) TYPE OF CHANGE: Implemented new process: Developed and implemented new process DESCRIPTION: A new approval process for check amounts and projects over $5,000 was created and implemented to ensure the restructuring and review process for financial reporting, control approval, authority for payment, and matching and reporting to the state.
UNIT: College of Business Administration (2009-2010 [42]) TYPE OF CHANGE: Informed budget - Requested fiscal or human resources DESCRIPTION: College of Business Administration: A recommendation was made by the Instructional Program Review Committee to hire three full-time faculty members during the 2010-2011 academic year.
UNIT: Campus Dean - Deltona (2009-2010 [43]) TYPE OF CHANGE: Informed budget - Requested fiscal or human resources DESCRIPTION: A position was approved for a three day per week financial aid specialist for the campus. Positive feedback from students was received; they felt they were better served with these extra hours.
UNIT: College of Arts and Sciences (2011-2012 [44]) TYPE OF CHANGE: Changed assessment - Developed and implemented new assessment method or modified current assessment method DESCRIPTION: Common rubrics were developed for program outcomes. Each school developed strategies to measure at least one or two of the program outcomes. For example, science faculty developed critical thinking questions to be imbedded in exams given in BSC1005.
UNIT: Marketing and Communication (2010-2011 [45]) TYPE OF CHANGE: Changed assessment - Developed and implemented new assessment method or modified current assessment method DESCRIPTION: Created a College page in Facebook. The number of Facebook Likes (Fans) was 4333. In addition, an Admissions page was created to converse with students about the enrollment process.
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UNIT: College of Technology (2010-2011 [46]) TYPE OF CHANGE: Changed assessment - Developed and implemented new assessment method or modified current assessment method DESCRIPTION: Developed initial rubrics and analysis tools for the pilot of the Desire2Learn online assessment software.
UNIT: College of Health/ Human/ Public Services (2010-2011 [47]) TYPE OF CHANGE: Changed assessment - Developed and implemented new assessment method or modified current assessment method DESCRIPTION: An examination of the Student Learning Outcomes matrix led to changes in course delivery and adoption of a new textbook.
UNIT: Colleges of Arts and Sciences (2011-2012 [48]) TYPE OF CHANGE: Development/training - Provided staff development or training DESCRIPTION: In June 2012 a group of faculty and the associate vice president attended a state wide assessment workshop at Valencia College.
UNIT: Health/ Human/ Public Services (2010-2011 [47]) TYPE OF CHANGE: Development/training - Provided staff development or training DESCRIPTION: Most of the faculty attended FATE conference. Full-time faculty participated in conferences, workshops and developed new grant proposals.
UNIT: Facilities Services (2010-2011 [49]) TYPE OF CHANGE: Development/training - Provided staff development or training DESCRIPTION: Provided education to the college community regarding Facilities Services limitations. Erroneous phone calls were significantly reduced. Requestors were more educated on the functions of the support departments listed.
UNIT: Business Services (2009-2010 [50]) TYPE OF CHANGE: Development/training - Provided staff development or training DESCRIPTION: Offered five, 2-hour training sessions to college employees. The Institute of Supply Management (ISM) webinar training was presented to Purchasing staff members on a monthly basis. This allowed Procurement staff to stay current and take advantage of shared resources. Weekly staff meetings were conducted with staff to train and advise on state, federal and college rules and regulations.
UNIT: Business Services (2010-2011 [51]) TYPE OF CHANGE: Other - Reduced costs, reduced pressure on other functions, set benchmarks, increased advertising, enhanced technology, added services for the community DESCRIPTION: Reduced pressure on other functions: Met goal to expand the use and efficiency of the P-card program. Customers became more familiar and comfortable using procurement cards to obtain small dollar items. Office supply orders were routed to P-cards with college contracted vendor allowing for more volume dollar credit towards rebates and savings for the college. In July 2010 the college expanded the use of P-cards throughout the college and established a tracking log by name, date, and department.
UNIT: Campus Deans –New Smyrna Beach (2011-2012 [52]) TYPE OF CHANGE: Other - Reduced costs, reduced pressure on other functions, set benchmarks, increased advertising, enhanced technology, added services for the community DESCRIPTION: Increased advertising: Met with the New Smyrna Beach Rotary Club and with the New Smyrna Beach Lions Club. Became a Rotary Club member and future presentations were set. Invited the New Smyrna Beach Lions Club to campus Open House Showcase and recruited students for volunteering at their special events.
UNIT: Facilities Services (2011-2012 [53])
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 164 of 400 TYPE OF CHANGE: Other - Reduced costs, reduced pressure on other functions, set benchmarks, increased advertising, enhanced technology, added services for the community DESCRIPTION: Reduce cost: Identified a large project to reduce energy costs, a thermo-storage unit. Implemented another alternative to reduce utilities expenses and the total amount for this year was $2,776,292 representing an 8.5% reduction, exceeding the 5% target.
The annual planning cycle begins in the spring, when planning units establish their outcomes, performance targets for the following fiscal year, and strategies for meeting those targets (2012-2013 Planning Calendar [54]). The unit plan provides input to the budgeting process, which occurs in late spring. Two assessment periods are built into the planning calendar: one in January for a mid-year formative review and another in late June for an end-of-year summative assessment that documents results. Assessment provides evidence on which to base changes needed to improve efficiency or effectiveness of programs, courses and units. The planning calendar allows administrative unit managers more time to prepare a budget request that reflects their proposed strategies and reinforces the link between the planning and budgeting processes.
Administrative support units have recognized that, as benefits or outcomes of the planning process, they have: data on which to base decision-making; a process to measure performance; the means for addressing gaps or weaknesses in unit operations; an action plan to improve unit operations; a process to assess the effect of changes to a unit; a way to enhance or improve efficiency in the daily functions of the unit; a documented process of measuring performance against the college mission.
In addition to the annual planning and assessment process, administrative planning units complete an Administrative Unit Review once every three years (AUR Schedule of Reviews [55]). This review identifies strengths and weaknesses of the unit and reviews goals and performance over a three-year period. AUR reports for 19 of the 30 administrative units are provided as evidence that outcomes are being assessed and the results are used for continuous improvement. Five of the six administrative offices for the academic colleges are scheduled for an AUR in 2012-2013 along with Finance and Accounting. The administrative unit for the College of Arts and Sciences completed an Instructional Program Review in 2011-2012 for the general education program and is not required to do an AUR. Four new administrative units were created in the 2012-2013 planning year ( IT Security, Resources Support, Software Development, and Technology Support) and will undergo their first AUR in 2015-2016.
AUR - Benefits [56] AUR - Business Services [57] AUR - College Equity [58] AUR - DeLand Campus [59] AUR - Deltona Campus [60] AUR - Facilities Planning [61] AUR - Facilities Services [62] AUR - Flagler/Palm Coast Campus [63] AUR - Foundation [64] AUR - Governmental Relations [65] AUR - Human Resources [66] AUR - Information Technology [67] AUR - Institutional Effectiveness [68] AUR - Institutional Research [69] AUR - Marketing and Communications [70] AUR - New Smyrna Beach Campus [71] AUR - Office of the Executive VP [72] AUR - Payroll [73] AUR - Resource Development [74]
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Additional oversight and support for the assessment process is provided by the Operational Effectiveness Committee [75]. This committee reports to the Planning Council and is tasked with making recommendations for improvement in efficiency and accountability of college operations and the advancement of the College’s mission. Analysis is based on outcomes data and assessment information provided to the committee by the administrative and community/public service planning units through the unit planning process. The committee uses a rubric (IE Plan - Assessment Rubric [76]) to review assessment reports, provides feedback to the planning units to improve the assessment process and, if assessment results indicate a need for additional resources or college wide support for a new initiative, the committee will make a formal recommendation to the Planning Council (2012-12-12 Operational Effectiveness Committee Report [77]).
The college recognizes the value in documenting identified outcomes, objectives and use of results. From 2005-2006 through 2010-2011, an internally developed online planning and assessment system was used to document and track non-academic planning activities, including objectives, assessment measures, and use of results. A new system, Strategic Planning Online or SPOL, was purchased and implemented for the 2011-2012 planning year adding more robust capabilities for appending documentation and producing managerial reports. SPOL is an integrated planning management solution that allows planning units to track the progress of their initiatives and report the results as part of their annual planning assessment (SPOL Screenshot - Finance [78]). As the college transitioned to SPOL, a series of departmental workshops and individual/small group training sessions were held. Workshops continued throughout the planning cycle.
Through college policies, the Strategic Plan, Annual Plan, planning units, the Administrative Unit Review process, and the work of the Operational Effectiveness Committee, the college identifies, assesses, and provides evidence of improvement as required for Comprehensive Standard 3.3.1.2.
Evidence [1] College Policy 1.02 Institutional Mission Statement [2] College Policy 1.03 Institutional Goals [3] DSC Strategic Plan 2010-2013 [4] DSC Annual Plan 2012-2013 [5] Assessment Audit - Administrative Units [6] Institutional Effectiveness Manual [7] 2012-2013 Calendar for Assessing Non Academic Units [8] DSC Website - Eight Stages of Outcome Assessment [9] IE Plan - Benefits 2009-2012 [10] IE Plan - Business Services 2009-2012 [11] IE Plan - College of Arts and Science 2009-2012 [12] IE Plan - College of Business Administration 2009-2012 [13] IE Plan - College of Education 2009-2012 [14] IE Plan - College of Health, Human and Public Services 2009-2012 [15] IE Plan - College of Technology 2009-2012 [16] IE Plan - College of Workforce and Continuing Education 2009-2012 [17] IE Plan - DeLand Campus 2009-2012 [18] IE Plan - Deltona Campus 2009-2012 [19] IE Plan - Facilities Planning 2009-2012 [20] IE Plan - Facilities Services 2009-2012 [21] IE Plan - Finance and Accounting 2009-2012
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 166 of 400 [22] IE Plan - Flagler-Palm Coast Campus 2009-2012 [23] IE Plan - Foundation 2009-2012 [24] IE Plan - Governmental Relations 2009-2012 [25] IE Plan - Human Resources 2009-2012 [26] IE Plan - Information Technology 2009-2012 [27] IE Plan - Institutional Effectiveness 2009-2012 [28] IE Plan - Institutional Research 2009-2012 [29] IE Plan - Internal Audit and Contract Compliance 2009-2012 [30] IE Plan - Marketing and Communications 2009-2012 [31] IE Plan - New Smyrna Beach Campus 2009-2012 [32] IE Plan - Office of the Executive VP 2009-2012 [33] IE Plan - Payroll 2009-2012 [34] IE Plan - Resource Development 2009-2012 [35] 2012-2013 Administrative Unit Plans [36] IE Plan - Flagler-Palm Coast Campus 2010-2011 [37] IE Plan - Business Services 2011-2012 [38] IE Plan - College of Education 2011-2012 [39] IE Plan - Enrollment Management 2011-2012 [40] IE Plan - Internal Audit and Contract Compliance 2011-2012 [41] IE Plan - Finance and Accounting 2009-2010 [42] IE Plan - College of Business Administration 2009-2010 [43] IE Plan - Deltona Campus 2009-2010 [44] IE Plan - College of Arts and Sciences 2011-2012 [45] IE Plan - Marketing and Communications 2010-2011 [46] IE Plan - College of Technology 2010-2011 [47] IE Plan - College of Health, Human and Public Services 2010-2011 [48] IE Plan - College of Arts and Sciences 2011-2012 TRAINING [49] IE Plan - Facilities Services 2010-2011 [50] IE Plan - Business Services 2009-2010 [51] IE Plan - Business Services 2010-2011 [52] IE Plan - New Smyrna Beach Campus 2011-2012 [53] IE Plan - Facilities Services 2011-2012 [54] 2012-2013 Planning Calendar [55] AUR Schedule of Reviews - Administrative Planning Units [56] AUR - Benefits 2010-2011 [57] AUR - Business Services 2010-2011 [58] AUR - College Equity 2008-2009 [59] AUR - DeLand Campus 2009-2010 [60] AUR - Deltona Campus 2009-2010 [61] AUR - Facilities Planning 2010-2011 [62] AUR - Facilities Services 2011-2012 [63] AUR - Flagler-Palm Coast Campus 2009-2010
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 167 of 400 [64] AUR - Foundation 2011-2012 [65] AUR - Governmental Relations 2009-2010 [66] AUR - Human Resources 2011-2012 [67] AUR - Information Technology 2011-2012 [68] AUR - Institutional Effectiveness 2010-2011 [69] AUR - Institutional Research 2010-2011 [70] AUR - Marketing 2009-2010 [71] AUR - New Smyrna Beach Campus 2009-2010 [72] AUR - Office of Executive VP 2011-2012 [73] AUR - Payroll 2011-2012 [74] AUR - Resource Development 2010-2011 [75] 3012-2013 Operational Effectiveness Committee - Purpose and Membership [76] IE Plan - Assessment Rubric [77] 2012-12-12 Operational Effectiveness Committee Report [78] SPOL Screenshot - Finance
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3.3.1.3 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: academic and student support services. (Institutional Effectiveness)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College identifies expected outcomes, assesses achievement of the outcomes, and provides evidence of improvement for its academic and student support services. According to College Policy 1.02, Institutional Mission Statement [1], the Daytona State College mission is to “provide a range of flexible programs from community enrichment to the baccalaureate degree, emphasizing student success, embracing excellence and diversity, as well as fostering innovation to enhance teaching and learning.”
The college’s commitment to academic and student support is clearly defined in the 2010-2013 Strategic Plan [2]. On page 4 of the plan, the college established the following as strategic priorities: Foster a sense of community and connection among students, faculty, and staff. Explore emerging technologies and adopt those that enhance teaching and learning, promote access, and foster student success. Develop virtual resources that provide students access to all services and programs through an online environment.
These strategic priorities are reinforced by the college’s Annual Plan [3], in which Outcome #1 states that “The college provides a positive student experience that promotes student development and academic success.”
Daytona State College uses the same planning and assessment process to provide substantive information for both strategic and operational decision making for academic and student support services as it does for administrative support services. Eighteen planning units at the college provide programs and services designed to promote academic and student success. These programs assist students in navigating the admissions and enrollment processes; establishing educational and career goals; obtaining financial assistance; increasing study skills; accessing tutoring, supplemental instruction, and other academic resources; and engaging in co-curricular activities. The attached table identifies the planning units that provide academic and student support services and traces the history of assessment activities for each unit over the past three years (Assessment Audit - Academic and Student Support Planning Units [4]).
An Institutional Effectiveness Manual [5] describes in detail the assessment process for both academic programs and nonacademic planning units, along with step-by-step instructions, templates, and timelines. A calendar of assessment activity is incorporated into the manual to reinforce the ongoing nature of assessment and continuous improvement (2012-2013 Calendar for Assessing Non Academic Programs [6]). The process is a continuous reiteration of the Eight Stages of Outcome Assessment at the unit level. The first five stages of the outcomes assessment model are formative. Formative assessment occurs at the beginning of the fiscal year when desired outcomes, assessment activities, levels of achievement and strategies are defined. The last three stages of the outcomes assessment model are summative. Summative assessment determines if actual outcomes have been achieved and provides statistics for accountability purposes.
The assessment process ensures that organizational activities are aligned with the college mission. Each academic and student support program contributes to the process by aligning its outcomes with the Annual Plan and Strategic Plan, and has an established mission that is congruent with the college mission and outcomes. As a foundation for planning, the mission statement describes the functions of the unit, its primary activities, and stakeholders.
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 169 of 400 Assessment at Daytona State is based on an eight-step closed-loop process (Eight Stages of Outcome Assessment [7]): Step 1) Affirm linkage of the unit mission to the college mission; Step 2) Establish unit outcomes or student learning outcomes; Step 3) Identify assessment measures; Step 4) Establish levels of achievement (performance or target measures); Step 5) Identify strategies for meeting the targets; Step 6) Collect data and analyze; Step 7) Determine use of results to make improvements; Step 8) Collect evidence of improvement.
Evidence that the 18 academic and student support units of the college identify expected outcomes, assess the extent to which they achieve those outcomes, and provide evidence of improvement based on analysis of the results is provided in the attached unit plans for 2009-2010, 2010-2011, and 2011-2012.
IE Plan - Academic Advising [8] IE Plan - Academic Support Center [9] IE Plan - Admissions and Recruitment [10] IE Plan - Alternative and Student Services [11] IE Plan - Assessment Services [12] IE Plan - Campus Safety [13] IE Plan - Career Services [14] IE Plan - College Writing Center [15] IE Plan - Enrollment Management [16] IE Plan - Financial Aid [17] IE Plan - Global Education and Affairs [18] IE Plan - Instructional Resources [19] (formerly Florida Online) IE Plan - Judicial Affairs [20] IE Plan - Library Services [21] IE Plan - Records and Registration [22] IE Plan - Co-curricular/Student Activities [23] IE Plan - Student Development [24] IE Plan - Student Disability and Counseling Services [25]
During the last three planning cycles, each unit identified outcomes that were consistent with the mission and purpose of the unit and represented the most important services, processes or functions that the unit performs. During that time, a number of units were re-named or reorganized under different administrative divisions due to organizational realignments. The dean of assessment in the Office of Institutional Effectiveness met with each unit planning manager to review outcomes, measures, and performance targets, and assisted planning managers in creating SMART outcomes (Specific, Measureable, Achievable, Results-oriented, and Time-bound). The academic and student support services unit assessment plans for 2012-2013 are attached (2012-2013 Academic and Student Support Services Unit Plans [26]).
One or more methods of measurement are identified to provide meaningful, actionable data that the unit uses to assess each outcome. At least one measure for each outcome is a direct measure. Examples of measures used by education/student support units are listed below:
Examples of Assessment Measures for Academic and Student Support Units
Measure: Attendance at events Units: Student Activities, Student Disability/ Counseling, Records and Registration, Global Education and Affairs
Measure: Average wait-time
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 170 of 400 Units: Financial Aid, Records and Registration, Assessment
Measure: Comparisons to professional organizations’ best practices Units: Global Education and Affairs, Instructional Resources
Measure: Count of program participants Units: Student Activities, College Writing Center, Assessment, Student Disability/ Counseling, Global Education and Affairs, Library Services, Academic Advising
Measure: External review Units: Assessment, Financial Aid
Measure: Focus groups Units: Instructional Resources
Measure: Growth in participation Units: Student Activities, Global Education and Affairs
Measure: Number of applications Units: Records and Registration, Global Education and Affairs, Instructional Resources
Measure: Number of complaints Units: Judicial Affairs
Measure: Number of staff trained Units: Student Development, Student Disability/ Counseling, Academic Advising, Academic Support Center, Assessment, Campus Safety, College Writing Center, Financial Aid, Student Activities
Measure: Number of users Units: Instructional Resources, Library Services
Measure: Opinion surveys Units: Instructional Resources
Measure: Processing time for requests Units: Records and Registration, Instructional Resources
Measure: Staff training hours Units: Student Development, Student Disability/ Counseling, Academic Advising, Academic Support Center, Assessment, Campus Safety, College Writing Center, Financial Aid, Student Activities, Instructional Resources
Measure: Statistical reports Units: Instructional Resources, Campus Safety. Alternative Student Services
Measure: Student participation in clubs and activities Units: Student Activities
Measure: Student satisfaction surveys Units: College Writing Center, Academic Support Center
In addition to direct measures of assessment, academic and student support planning units monitor multi-dimensional indirect measures of student perceptions concerning the college environment. Repeated administrations of the Community College Survey of Student Engagement (2011 CCSSE Report [27]; 2009 CCSSE Report [28]) and the ACT Student Opinion Survey (2011 SOS
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 171 of 400 Report [29]; 2009 SOS Report [30]) have been useful for better understanding the student experience and provide valuable information about the students’ perceived value of programs and services and their satisfaction with those programs and services. For example, the 2011 survey responses indicated that students were most satisfied with the following college services:
DSC National Norm Library facilities and services 4.25 4.16 Computer services 4.12 3.98 Day care services 4.08 3.69 College-sponsored social activities 4.06 3.92 Recreational/intramural programs and services 4.05 4.12
Student respondents indicated that they were least satisfied with the five services listed below:
DSC National Norm Parking facilities and services 3.02 2.53 Financial aid services 3.38 3.75 Job placement services 3.53 3.64 Student employment services 3.53 3.89 Student health insurance program 3.64 3.43
After survey responses were received, the results were aggregated, analyzed, and communicated in useful ways to administrators and staff of key planning units. Along with the results of direct measures, each unit assessed the extent to which it was achieving its purpose and contributing to the success of the institution. Each unit outcome was analyzed and the staff determined whether expected levels of achievement were met. If appropriate the unit developed a plan to improve its results or enhance its effectiveness. Examples of some of the changes noted in the unit plans and made by the academic and student support units to improve outcomes are listed below:
EXAMPLES OF USE OF RESULTS FOR EDUCATIONAL AND STUDENT SUPPORT UNITS
UNIT: Academic Advising 2011-2012 [31] TYPE OF CHANGE: Revised services - Modified way service is offered or frequency of service DESCRIPTION: Advising holds were placed on student records to keep students in developmental classes from making changes to their schedule without meeting with an academic advisor. Also, emails were sent to students to let them know there was a hold on their records and encourage them to meet with an advisor.
UNIT: Alternative and Student Services 2011-2012 [32] TYPE OF CHANGE: Revised services - Modified way service is offered or frequency of service DESCRIPTION: Two Upward Bound grant proposals, one for east Volusia and one for west Volusia County were submitted to the U.S. Department of Education. The TRiO Upward Bound proposal for West Volusia was awarded; however, the one for East Volusia was not awarded. Students in the east Volusia County program were notified that the program would end and were made aware of other options for them at the college.
UNIT: College Writing Center 2011-2012 [33] TYPE OF CHANGE: Revised services - Modified way service is offered or frequency of service DESCRIPTION: It was determined that there was interest in having a Writing Center at the regional campuses. Added part time hours: ATC - 8 hours a week, Deland - 32 hours a week, Deltona - 8 hours a week, FPC - 16 hours a week, NSB - 8 hours a week.
UNIT: Career Services 2011-2012 [34] TYPE OF CHANGE: Revised process - Modified forms, changed reporting process, changed tabulation process DESCRIPTION: Adjustments were made to the Career Placement Office online job search system
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 172 of 400 for immediate access to local employers with current job openings. Students signed onto the career online system and were able to view job openings and the requirements of the jobs posted in a user-friendly format.
UNIT: Financial Aid 2011-2012 [35] TYPE OF CHANGE: Revised process - Modified forms, changed reporting process, changed tabulation process DESCRIPTION: Changed the display of the student's financial aid award on the website. Students now can view on the web their financial aid awards in an easy-to-understand format: by type of aid, term, and amount awarded. Students can view on the web the status code for each type of aid received and a description of that status code. Students are able to determine on the web if paperwork is still required for their financial aid to be processed. The improvement of the web display resulted in fewer questions from students about financial aid awards.
UNIT: Records and Registration 2011-2012 [36] TYPE OF CHANGE: Revised process - Modified forms, changed reporting process, changed tabulation process DESCRIPTION: Revised the online graduation application process. Determined that the payment status needed to be refreshed on a daily basis to ensure accuracy and facilitate the processing of online applications. Added a refresh code to the online graduation application payment in the application that allowed refreshing at any time to update all student payment statuses. A total of 332 auto graduates benefited from the revised process.
UNIT: Campus Safety 2011-2012 [37] TYPE OF CHANGE: Implemented new process - Developed and implemented new process DESCRIPTION: Implemented a Group Text process for the senior executive staff for emergency response to a threat.
UNIT: Academic Advising 2011-2012 [38] TYPE OF CHANGE: Informed budget - Requested fiscal or human resources DESCRIPTION: Added the cost of handbooks to the 2012-2013 budget. Printer agreed to reduce the cost based on a higher printing volume.
UNIT: Student Disabilities/Counseling 2011-2012 [39] TYPE OF CHANGE: Informed budget - Requested fiscal or human resources DESCRIPTION: A feasibility study was completed to expand the facility space for testing, but due to budget constraints the implementation of the recommendations were delayed until further notice.
UNIT: Admissions and Recruitment 2011-2012 [40] TYPE OF CHANGE: Changed assessment - Developed and implemented new assessment method or modified current assessment method DESCRIPTION: A formal student notification approach was put in place in 2011-2012. Notified students about college events such as open houses, information sessions, and enrollment days for all campuses. Received positive verbal feedback from students.
UNIT: Financial Aid 2009-2010 [41] TYPE OF CHANGE: Changed assessment - Developed and implemented new assessment method or modified current assessment method DESCRIPTION: Developed and implemented a formal student feedback approach for Financial Aid processes.
UNIT: Admissions and Recruitment 2011-2012 [40] TYPE OF CHANGE: Consultant/contract labor - Engaged a consultant to further study and recommend changes; engaged contract labor to do a job DESCRIPTION: Key staff members were trained on the implementation of the Candidate
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 173 of 400 Customer Relations Management software module, but implementation was delayed due to troubleshooting on the Admissions module, discrepancy reports, and error messages. Working with consultants to correct the CRM issues with the Admission module and implement the system and train staff in 2012-2013.
UNIT: Academic Support Center 2010-2011 [42] TYPE OF CHANGE: Development/training - Provided staff development or training DESCRIPTION: All full-time staff participated in workshops, trainings, activities, and meetings to increase their understanding of college procedures, policies, and operations. Specific training sessions on Campus Safety and Judicial Affairs, such as Identity Theft and Lab Monitoring, were provided for ASC staff.
UNIT: Admissions and Recruitment 2009-2010 [43] TYPE OF CHANGE: Development/training - Provided staff development or training DESCRIPTION: Improved the sign-in process in the Admission lobby. Staff was trained. Electronic sign-in improved student customer service and queuing. It also allowed for analysis and research on advising process and efficiencies. Between November 10, 2009 and June 30, 2010, 7062 students visited the Admissions Office.
UNIT: Instructional Resources 2009-2010 [44] TYPE OF CHANGE: Development/training - Provided staff development or training DESCRIPTION: Cross-trained staff on various learning management system applications. Created FAQs and additional LMS academy modules. Completed all the cross-training modules that were identified. Identified a series of beneficial materials for faculty. The training provided included: Learning Management System (LMS) 100- 9 workshops with 27 attendees. Learning Management System (LMS) 101- 10 workshops with 29 attendees. Learning Management System (LMS) 102- 10 workshops with 31 attendees. Learning Management System (LMS) 103- 11 workshops with 37 attendees.
UNIT: Campus Safety 2009-2010 [45] TYPE OF CHANGE: Other - Increased marketing and communications, reduced costs, enhanced technology, improved customer service DESCRIPTION: Reduced cost: Patrols were conducted on golf cart, foot and bike which reduced fuel usage. Vehicles were primarily used for checks of the News-Journal Center and special checks. The DeLand campus vehicle was used to accomplish periodic visitations of other instructional sites.
UNIT: Library Services 2011-2012 [46] TYPE OF CHANGE: Other - Increased marketing and communications, reduced costs, enhanced technology, improved customer service DESCRIPTION: Enhanced technology: Developed and implemented 10 online guidelines. These guidelines were uploaded to the library website and generated positive feedback.
UNIT: Admissions and Recruitment 2010-2011 [47] TYPE OF CHANGE: Other - Increased marketing and communications, reduced costs, enhanced technology, improved customer service DESCRIPTION: Increased marketing and communication: Used the Constant Contact Marketing subscription to test the event management component of online electronic registrations. Notified students about events such as open houses, information sessions, and enrollment days for all instructional sites.
The annual planning cycle begins in the spring, when planning units establish their outcomes, performance targets for the following fiscal year, and strategies for meeting those targets (2012-2013 Planning Calendar [48]). The unit plan provides input to the budgeting process, which occurs in late spring. Two assessment periods are built into the planning calendar: one in January for a mid-year formative review and another in late June for an end-of-year summative assessment that documents
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 174 of 400 results. Assessment provides evidence on which to base changes intended to improve efficiency or effectiveness of programs, courses and units. The calendar allows planning unit managers more time to prepare a budget request that reflects their proposed strategies and reinforces the link between the planning and budgeting processes.
Academic and student support units have recognized that, as benefits or outcomes of the planning process, they have: data on which to base decision-making; a process to measure performance; the means for addressing gaps or weaknesses in unit operations; an action plan to improve unit operations; a process to assess the effect of changes to a unit; a way to enhance or improve efficiency in the daily functions of the unit; a documented process of measuring performance against the college mission.
In addition to the annual planning and assessment process, each of the academic and student support planning units completes an Administrative Unit Review once every three years (AUR Schedule of Reviews [49]). This review identifies strengths and weaknesses of the unit and reviews goals and performance. The most recent AUR reports for the academic and student support planning units provide evidence that outcomes are being assessed and the results are used for continuous improvement. AURs are not available for recently established units including Career Services, the College Writing Center, and Instructional Resources.
AUR - Academic Advising [50] AUR - Academic Support Center [51] AUR - Admissions and Recruitment [52] AUR - Alternative and Student Services [53] AUR - Assessment Services [54] AUR - Campus Safety [55] AUR - Enrollment Management [56] AUR - Financial Aid [57] AUR - Global Education and Affairs [58] AUR - Judicial Affairs/Student Conduct [59] AUR - Library Services [60] AUR - Records and Registration [61] AUR - Student Activities/Co-curricular Activities [62] AUR - Student Development [63] AUR - Student Disability and Counseling Services [64]
Additional oversight and support for the assessment process is provided by the Student Success Committee [65]. This committee reports to the Planning Council and is tasked with making recommendations for improvement in efficiency and accountability of academic and student support services for the advancement of the college mission. Analysis is based on outcomes data and assessment information provided to the committee by the educational support and student services planning units through the unit planning process. The committee uses a rubric (IE Plan - Assessment Rubric [66]) to review assessment reports, provides feedback to the planning units to improve the assessment process and, if assessment results indicate a need for additional resources or college wide support for a new initiative, the committee will make a formal recommendation to the Planning Council ( 2012-12-12 Student Success Committee Report [67]).
The college recognizes the value in documenting identified outcomes, objectives and use of results. From 2005-2006 through 2010-2011, an internally developed online planning and assessment system was used to document and track non-academic planning activities, including objectives, assessment measures, and use of results. A new system, Strategic Planning Online, was purchased and implemented for the 2011-2012 planning year that had more robust capacity for document storage and reporting. SPOL is an integrated planning management solution that allows planning units to track the progress of their initiatives and report the results as part of their annual planning assessment (SPOL
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 175 of 400 Screenshot - College Writing Center [68]). As the college transitioned to SPOL, a series of departmental workshops and individual/small group training sessions were held to facilitate the transition. Workshops continue throughout the planning cycle.
Through college policies, the Strategic Plan, Annual Plan, planning units, the Administrative Unit Review process, and the work of the Student Success Committee, the college identifies, assesses, and provides evidence of improvement as required for Comprehensive Standard 3.3.1.3.
Evidence [1] College Policy 1.02 Institutional Mission Statement [2] DSC Strategic Plan 2010-2013 [3] DSC Annual Plan 2012-2013 [4] Assessment Audit - Educational and Student Support Units [5] Institutional Effectiveness Manual [6] 2012-2013 Calendar for Assessing Non Academic Units [7] DSC Website - Eight Stages of Outcome Assessment [8] IE Plan - Academic Advising 2009-2012 [9] IE Plan - Academic Support Center 2009-2012 [10] IE Plan - Admissions and Recruitment 2009-2012 [11] IE Plan - Alternative and Student Services 2009-2012 [12] IE Plan - Assessment Services 2009-2012 [13] IE Plan - Campus Safety 2009-2012 [14] IE Plan - Career Services 2009-2012 [15] IE Plan - College Writing Center 2009-2010 [16] IE Plan - Enrollment Management 2009-2012 [17] IE Plan - Financial Aid 2009-2012 [18] IE Plan - Global Education and Affairs 2009-2012 [19] IE Plan - Instructional Resources 2009-2012 [20] IE Plan - Judicial Affairs 2009-2012 [21] IE Plan - Library Services 2009-2012 [22] IE Plan - Records and Registration 2009-2012 [23] IE Plan - Student Activities 2009-2012 [24] IE Plan - Student Development 2009-2012 [25] IE Plan - Student Disabilities Services and Counseling 2009-2012 [26] 2012-2013 Academic and Student Support Unit Plans [27] 2011 CCSSE and CCFSSE Results [28] 2009 CCSSE Results [29] 2011 Student Opinion Survey Results [30] 2009 Student Opinion Survey Results [31] IE Plan - Academic Advising 2011-2012 [32] IE Plan - Alternative and Student Services 2011-2012 [33] IE Plan - College Writing Center 2011-2012 [34] IE Plan - Career Services 2011-2012 [35] IE Plan - Financial Aid 2011-2012
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 176 of 400 [36] IE Plan - Records and Registration 2011-2012 [37] IE Plan - Campus Safety 2011-2012 [38] IE Plan - Academic Advising 2011-2012 BUDGET [39] IE Plan - Student Disabilities Services and Counseling 2011-2012 [40] IE Plan - Admissions and Recruitment 2011-2012 [41] IE Plan - Financial Aid 2009-2010 [42] IE Plan - Academic Support Center 2010-2011 [43] IE Plan - Admissions and Recruitment 2009-2010 [44] IE Plan - Instructional Resources 2009-2010 [45] IE Plan - Campus Safety 2009-2010 [46] IE Plan - Library Services 2011-2012 [47] IE Plan - Admissions and Recruitment 2010-2011 [48] 2012-2013 Planning Calendar [49] AUR Schedule of Reviews - Educational and Student Support Planning Units [50] AUR - Academic Advising 2010-2011 [51] AUR - Academic Support Center 2009-2010 [52] AUR - Admissions and Recruitment 2011-2012 [53] AUR - Alternative Student Services 2009-2010 [54] AUR - Assessment 2011-2012 [55] AUR - Campus Safety 2010-2011 [56] AUR - Enrollment Management 2011-2012 [57] AUR - Financial Aid 2011-2012 [58] AUR - Global Education & Affairs 2010-2011 [59] AUR - Judicial Affairs 2008-2009 [60] AUR - Library Services 2008-2009 [61] AUR - Records and Registration 2009-2010 [62] AUR - Student Activities 2010-2011 [63] AUR - Student Development 2011-2012 [64] AUR - Student Disability Services 2011-2012 [65] 2012-2013 Student Success Committee - Purpose and Membership [66] IE Plan - Assessment Rubric [67] 2012-12-12 Student Success Committee Report [68] SPOL Screenshot - College Writing Center
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3.3.1.4 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: research within its mission, if appropriate. (Institutional Effectiveness)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative The institutional mission, adopted by the Daytona State College District Board of Trustees in June 2005 and incorporated into College Policy 1.02 [1], Institutional Mission Statement, does not include research. Furthermore, the mission prescribed for Florida State Colleges by the state Legislature in FS 1001.60 [2], Florida College System, and FS 1004.65 [3], Governance, Mission and Responsibilities, does not include research.
Evidence [1] College Policy 1.02 Institutional Mission Statement [2] FS 1001.60(1) Florida College System [3] FS 1004.65(3, 5, 6) Florida College System Institutions, Governance, Mission and Responsibilities
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3.3.1.5 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: community/public service within its mission, if appropriate. (Institutional Effectiveness)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College identifies expected outcomes, assesses achievement of the outcomes, and provides evidence of improvement for its community/public service programs. The Daytona State College mission to “provide a range of flexible programs from community enrichment to the baccalaureate degree” is achieved by offering programs, services, and activities that focus on identified community needs and provide an outreach function (Policy 1.02, Institutional Mission Statement [1]). This includes community services not directly related to academic or occupational advancement, and adult education services, as described in Florida Statute 1004.65(6)(a-c), Florida College System Institution; Governance, Mission, and Responsibilities [2]). According to the statute, community service is a separate and secondary role for Daytona State College.
The community and public service mission of the college is clearly defined in the 2010-2013 Strategic Plan [3]. Community Connections, one of seven strategic priorities, is defined on pages 4-5 as: activities and programs that meet the needs of the community for cultural enrichment, community engagement, and lifelong learning; economic development, education, and training that strengthen the region’s economy and workforce competitiveness.
The Community Connections strategic priority is echoed in the college’s Annual Plan [4], which states on page 2 that a key outcome for 2012-2013 is that “the college provides opportunities for college and community stakeholders to engage in continuing education, community enrichment, public service, economic development, and community partnership.”
Daytona State College uses the same well-defined planning and assessment process to provide substantive information for both strategic and operational decision making within the community/public service planning units as it does for the administrative planning units and the academic and student support planning units. An Institutional Effectiveness Manual [5] describes in detail the assessment process for both academic programs and nonacademic planning units, along with step-by-step instructions, templates, and timelines. A calendar of assessment activity is incorporated into the manual to reinforce the ongoing nature of assessment and continuous improvement (2012-2013 Calendar for Assessing Non Academic Programs [6]). The process is a continuous reiteration of the Eight Stages of Outcome Assessment at the unit level. The first five stages of the outcomes assessment model are formative. Formative assessment occurs at the beginning of the fiscal year when desired outcomes, assessment activities, levels of achievement and strategies are defined. The last three stages of the outcomes assessment model are summative. Summative assessment determines if actual outcomes have been achieved and provides statistics for accountability purposes.
The planning and assessment process ensures that organizational activities are aligned with the college mission. Each community and public service program contributes to the process by aligning its outcomes with the annual plan and strategic plan, and has an established mission that is congruent with the college mission and outcomes. As a foundation for planning, the mission statement describes the functions of the unit, its primary activities and stakeholders.
Assessment at Daytona State is based on an eight-step closed-loop process (Eight Stages of Outcome Assessment [7]): Step 1) Affirm linkage of the unit mission to the college mission Step 2) Establish unit outcomes or student learning outcomes Step 3) Identify assessment measures
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 179 of 400 Step 4) Establish levels of achievement (performance or target measures) Step 5) Identify strategies for meeting the targets Step 6) Collect data and analyze Step 7) Determine use of results to make improvements Step 8) Collect evidence of improvement
Six planning units at the college provide the majority of community and public service programs. These programs are intended to increase workforce knowledge and skills, contribute to personal and career growth of individuals, facilitate civic engagement and responsibility, and provide awareness and sensitivity to cultural, economic, and social differences. Other planning units provide similar activities and functions but are not primarily focused on community and public service, and are included in Comprehensive Standard 3.3.1.2 or Comprehensive Standard 3.3.1.3. Assessment of academic programs that incorporate service learning into the curriculum is included in Comprehensive Standard 3.3.1.1.
Planning Unit: Athletics and Fitness [8] Programs/Services: Fitness Center and Aquatics (swimming classes/camps, community use of pool) Link to Strategic Plan: Community engagement and lifelong learning
Planning Unit: Center for Business and Industry [9] Programs/Services: Continuing education courses and customized business training Link to Strategic Plan: Lifelong learning and economic development
Planning Unit: Center for Interactive Media [10] Programs/Services: WDSC public television station Link to Strategic Plan: Cultural enrichment and community engagement
Planning Unit: Mike Curb College of Music, Entertainment and Arts [11] Programs/Services: Dance, music and drama performances, studio art exhibits [12] Link to Strategic Plan: Cultural enrichment and community engagement
Planning Unit: Southeast Museum of Photography [13] Programs/Services: Photographic exhibitions, artists lectures, film series Link to Strategic Plan: Cultural enrichment and community engagement
Planning Unit: Small Business Development Center [14] Programs/Services: Counseling, seminars and workshops Link to Strategic Plan: Economic development
The table below traces the history of assessment activities for the community/public service units. Each unit has at least three years' of assessment results and use of results except for the Mike Curb College of Music, Entertainment and Arts, which was established as a separate planning unit in the 2010-2011 planning cycle.
2012-2013 2011-2012 2010-2011 2009-2010 Use of Use of Use of Unit Name Unit Plan Results Results Results Results Results Results Athletics & X X NA X NA X L, E Fitness Center Center for Business & X X K X A, K X L Industry Center for
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 180 of 400 Interactive X X F, L X NA X L Media Mike Curb
College of - Unit Music, X X L X L created Entertainment in 2010 and Art Small Business Development X X NA X K X A, K Center Southeast Museum of X X D X L X L Photography
A. Revised Service B. Revised Process C. New Policy D. New Process E. Informed Budget F. Assessment Change K. Development/Training L. Other NA. No Action Needed X. Completed
Evidence that the six community/public service units of the college identify expected outcomes, assess the extent to which they achieve those outcomes, and provide evidence of improvement based on analysis of the results is provided in the attached unit plans for 2009-2010, 2010-2011, and 2011-2012:
IE Plan for Athletics and Fitness [15] IE Plan for the Center for Business and Industry [16] IE Plan for the Center for Interactive Media [17] IE Plan for the Mike Curb College of Music, Entertainment and Art [18] IE Plan for the Small Business Development Center [19] IE Plan for the Southeast Museum of Photography [20]
During the last three planning cycles, each unit identified outcomes that were consistent with the mission and purpose of the unit and represented the most important services, processes or functions that the unit performs. During that time, the Center for Interactive Media was renamed and reorganized under the Information Technology division due to organizational realignments. The dean of assessment in the Office of Institutional Effectiveness met with each unit planning manager to review outcomes, measures, and performance targets, and assisted planning managers in creating SMART outcomes (Specific, Measureable, Achievable, Results-oriented, and Time-bound). The community and public service unit plans for 2012-2013 are attached (2012-2013 Community and Public Service Unit Plans [21]).
One or more methods of measurement are identified to provide meaningful, actionable data that the unit uses to assess each outcome. At least one measure for each outcome is a direct measure. Examples of measures used by community/public service units are listed below:
Examples of Assessment Measures for Community/Public Service Units Measure: Attendance at events Units: Athletics and Fitness, Center for Interactive Media, Mike Curb College of Music/ Entertainment/ Art, Southeast Museum of Photography
Measure: Count of program participants Units: Athletics and Fitness, Center for Business and Industry, Mike Curb College of Music/ Entertainment/ Art, Small Business Development Center, Southeast Museum of Photography
Measure: Dollars raised
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 181 of 400 Units: Center for Business and Industry, Center for Interactive Media, Mike Curb College of Music/ Entertainment/ Art, Southeast Museum of Photography
Measure: External review Units: Athletics and Fitness, Center for Interactive Media
Measure: Focus groups Unit: Center for Business and Industry
Measure: Growth in participation Units: Athletics and Fitness, Center for Business and Industry, Mike Curb College of Music/ Entertainment/ Art, Small Business Development Center, Southeast Museum of Photography
Measure: Number of staff trained Units: Athletics and Fitness, Center for Interactive Media
Measure: Statistical reports Units: Athletics and Fitness, Southeast Museum of Photography
Measure: Surveys Units: Center for Business and Industry, Small Business Development Center, Southeast Museum of Photography
Measure: Other – reduced costs, marketing and communication contacts Units: Athletics and Fitness, Center for Business and Industry, Center for Interactive Media, Mike Curb College of Music/ Entertainment/ Art, Small Business Development Center, Southeast Museum of Photography
After assessment information is collected, the results are aggregated, analyzed and communicated in useful ways to the unit staff who decide whether expected levels of achievement are met for the outcome. Each unit assesses the extent to which it is achieving its purpose and contributing to the success of the institution. Based on this assessment, the unit develops a plan to improve its results or enhance its effectiveness. Examples of some of the changes the community /public service units have made as a result of the assessment process are listed below:
Examples of Use of Results for Community/Public Service Units Unit: Center for Business and Industry Type of Change: Revised services Description: Developed new courses based on survey comments.
Units: Southeast Museum of Photography Type of Change: Implemented new process/revised process Description: Added faculty hosts to film series. Added attendance fees for some events.
Units: Athletics and Fitness Type of Change: Informed budget Description: Requested funding for Aquatics Center Specialist position.
The annual planning cycle begins in the spring when planning units establish their outcomes, performance targets for the following fiscal year, and strategies for meeting those targets (2012-2013 Planning Calendar [22]). The unit plan provides input to the budgeting process which occurs in late spring. Two assessment periods are built into the planning calendar: one in January for a mid-year formative review and another in late June for an end-of-year summative assessment that documents results. Assessment provides evidence on which to base changes intended to improve efficiency or
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 182 of 400 effectiveness of programs, courses and units. The planning calendar allows unit managers more time to prepare a budget request that reflects their proposed strategies and reinforces the link between the planning and budgeting processes.
Community/public service units have recognized that, as benefits or outcomes of the planning process, they have: data on which to base decision-making; a process to measure performance; the means for addressing gaps or weaknesses in unit operations; an action plan to improve unit operations; a process to assess the effect of changes to a unit; a way to enhance or improve efficiency in the daily functions of the unit; a documented process of measuring performance against the college mission.
In addition to the annual planning and assessment process, each of the community/public service planning units completes an Administrative Unit Review once every three years (AUR - Schedule of Reviews [23]). This review identifies strengths and weaknesses of the unit and reviews goals and performance. The most recent AUR report for five of the units is provided as evidence that outcomes are being assessed and the results are used for continuous improvement. The Mike Curb College of Music, Entertainment, and Art was established as a separate planning unit in 2010-2011 and will undergo its first Administrative Unit Review in the spring of 2013.
AUR - Athletics and Fitness [24] AUR - Center for Business and Industry [25] AUR - Center for Interactive Media/WDSC-TV [26] AUR - Small Business Development Center [27] AUR - Southeast Museum of Photography [28]
Additional oversight and support for the assessment process is provided by the Operational Effectiveness Committee [29]. This committee reports to the Planning Council and is tasked with making recommendations for improvement in efficiency and accountability of college operations and the advancement of the college mission. Analysis is based on outcomes data and assessment information provided to the committee by the administrative and community/public service planning units through the unit planning process. The committee uses a rubric to review assessment reports, provides feedback to the planning units to improve the assessment process and, if assessment results indicate a need for additional resources or college wide support for a new initiative, the committee will make a formal recommendation to the Planning Council (IE Plan - Assessment Rubric [30]).
The college recognizes the value in documenting identified outcomes, objectives, and use of results. From 2005-2006 through 2010-2011, an internally developed online planning and assessment system was used to document and track non-academic planning activities including objectives, assessment measures, and use of results. A new system, Strategic Planning Online (SPOL), was purchased and implemented for the 2011-2012 planning year that had more robust capacity for document storage and reporting. SPOL is an integrated planning management solution that allows planning units to track the progress of their initiatives and report the results as part of their annual planning assessment (SPOL Screenshot - Athletics and Fitness [31]). As the college transitioned to SPOL, a series of departmental workshops and individual/small group training sessions were held to facilitate the transition. SPOL workshops continue throughout the planning cycle.
Through college policies, the Strategic Plan, Annual Plan, planning units, the Administrative Unit Review process, and the work of the Operational Effectiveness Committee, the college identifies, assesses, and provides evidence of improvement as required for Comprehensive Standard 3.3.1.5.
Evidence [1] College Policy 1.02 Institutional Mission Statement [2] FS 1004.65(6a-c) Florida College System Institutions, Governance, Mission, and
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 183 of 400 Responsibilities [3] DSC Strategic Plan 2010-2013 [4] DSC Annual Plan 2012-2013 [5] Institutional Effectiveness Manual [6] 2012-2013 Calendar for Assessing Non Academic Units [7] DSC Website - Eight Stages of Outcome Assessment [8] DSC Website - Aquatic Center [9] DSC Website - Center for Business and Industry [10] DSC Website - Center for Interactive Media WDSC-TV 15 [11] DSC Website - Mike Curb College of Music, Entertainment and Art [12] DSC Website - News-Journal Center [13] DSC Website - Southeast Museum of Photography [14] DSC Website - Small Business Development Center [15] IE Plan - Athletics and Fitness Center 2009-2012 [16] IE Plan - Center for Business and Industry 2009-2012 [17] IE Plan - Center for Interactive Media 2009-2012 [18] IE Plan - Mike Curb College of Music Entertainment and Arts 2009-2012 [19] IE Plan - Small Business Development Center 2009-2012 [20] IE Plan - Southeast Museum of Photography 2009-2012 [21] 2012-2013 Community and Public Service Unit Plans [22] 2012-2013 Planning Calendar [23] AUR Schedule of Reviews - Community and Public Service Units [24] AUR - Athletics and Fitness 2009-2010 [25] AUR - Center for Business and Industry 2010-2011 [26] AUR - Center for Interactive Media 2011-2012 [27] AUR - Small Business Development Center 2009-2010 [28] AUR - Southeast Museum of Photography 2008-2009 [29] 3012-2013 Operational Effectiveness Committee - Purpose and Membership [30] IE Plan - Assessment Rubric [31] SPOL Screenshot - Athletics and Fitness
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3.3.2 The institution has developed a Quality Enhancement Plan that (1) demonstrates institutional capability for the initiation, implementation, and completion of the QEP; (2) includes broad-based involvement of institutional constituencies in the development and proposed implementation of the QEP; and (3) identifies goals and a plan to assess their achievement. (Quality Enhancement Plan)
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PROGRAMS 3.4 All Educational Programs 3.4.1 The institution demonstrates that each educational program for which academic credit is awarded is approved by the faculty and the administration. (Academic program approval)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative At Daytona State College each educational program for which academic credit is awarded is approved by the faculty. Faculty develop up-to-date educational programs and engage in curriculum and program design, development, and assessment. Each course and program is developed and approved by the faculty and the administration in a clearly established collaborative process that begins at the faculty level and follows the procedures set forth in College Procedure 402(a), Curriculum Development [1]. The procedure outlines specific steps, reviews, and approvals that should be followed to accomplish the following:
adding or deleting programs or courses which are a part of a bachelor's, associate of arts, associate of science, or occupational certificate program; adding or deleting lab fees for new and existing courses; changing the content of existing courses and/or programs; revising master course descriptions for existing courses; changing the college's General Education requirements; modifying credit hours.
"Curriculum Development Steps in the Process" [2] is a step-by-step guide for faculty wanting to develop or change curriculum. To initiate a new academic program, a faculty member first contacts the Office of Academic Affairs to confirm that the program has been approved as a career and technical education program by the Florida Department of Education. If the proposed program does not have a curriculum framework established, the director of academic and curriculum services coordinates with the State Division of Career Education to have the new program approved by a state wide, faculty-driven committee. Curriculum frameworks established and approved by faculty at the state level are used as the basis for new program development (FDOE Website - Curriculum Frameworks [3]). With a curriculum framework in hand and the consent of his/her department chairperson and academic administrator, the faculty member completes a New Program Abstract Form [4].
New Program Abstract Forms go through a review and approval process that includes the appropriate department chairperson and academic administrator. Once the senior vice president for academic affairs has signed the form, it is presented to the Teaching and Learning Committee [5]. The Teaching and Learning Committee studies, analyzes, and makes recommendations regarding curriculum and programmatic direction to the college Planning Council. The committee is faculty-led and faculty-driven, with input from student support and academic support personnel. Its role in the process is to ensure that proposed new programs align with the mission of the college and its strategic priorities.
Once the abstract has been reviewed and approved by the Teaching and Learning Committee, the faculty initiating the request completes a New Program Proposal Form [6]. This more detailed document addresses program length, course sequencing, faculty and other resource needs, and undergoes a collaborative and rigorous review process. Before it can be forwarded to the president as a recommendation to the board, the program proposal must be reviewed and approved by the Curriculum Committee.
The Curriculum Committee, with faculty representatives from each major academic area, each academic level, and each regional campus, has primary oversight of curriculum development. All curriculum and curriculum-related items are reviewed and approved by the committee prior to implementation. Composition of the committee is outlined in the bylaws [7] and is limited to 14 full-time
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 186 of 400 faculty members who are elected by their peers to serve a three-year term. A list of the 2012-2013 Curriculum Committee membership is attached along with a summary of the reviews and approvals accomplished in academic year 2011-2012 (2012-2013 Curriculum Committee Membership [8]; 2011-2012 Summary of Curriculum Committee Actions [9]).
At Daytona State College each educational program for which academic credit is awarded is approved by the administration. In College Policy 4.02, Establishment of Instructional Programs, Classes, and Lab Fees [10], the District Board of Trustees authorized the president to “recommend to the board the establishment, alteration, or elimination of all college instructional programs and the establishment or elimination of all college credit courses.” The president bases her recommendations to the board on program and course proposals presented by faculty and academic administrators. The college administration is responsible for ensuring that educational programs and curriculum are in accordance with the mission statement, Florida statutes, State Board of Education administrative code, and the Commission on Colleges of the Southern Association of Colleges and Schools. It also is the role of the administration to secure and maintain appropriate resources to support the institution’s educational programs and curriculum.
After a new program proposal is approved by the Curriculum Committee, it is re-submitted to the senior vice president of academic affairs and forwarded to the president for approval. New programs are then presented to the District Board of Trustees for final approval. Notification of all new programs is sent to SACSCOC prior to implementation as part of the substantive change process established by the college. Substantive change notification to SACSCOC is submitted by the associate vice president for institutional effectiveness, who serves as the SACSCOC liaison, in coordination with the director of academic and curriculum services.
The table below tracks the process used to develop and approve a new academic program and provides evidence that both faculty and administration are involved in the approval process. In early 2011, a faculty member from the Science Department initiated the development of a new Associate of Science in Environmental Science Technology program. The sequence of activities that occurred before implementing the program in the fall of 2011 is outlined below.
CURRICULUM DEVELOPMENT DOCUMENTATION REVIEWED/APPROVED ACTION BY Faculty member contacted Academic Curriculum Framework - Faculty Affairs to confirm state-approved program AS Environmental Director of Academic in Environmental Science Technology Science Technology [11] and Curriculum Services New Program Abstract created by faculty New Program Abstract - Chair, Science Dept. member for Associate of Science in Environmental Science AVP, Arts and Sciences Environmental Science Technology Technology [12] Sr. VP of Academic Affairs Abstract submitted to Teaching and 2011-02-28 Teaching & Teaching and Learning Learning Committee Learning Committee Committee Minutes [13] New Program Proposal Form and New Program Proposal Director of Academic Program Guide completed by faculty [14] and Curriculum Services member Chair, Science Dept. Program Guide [15] AVP, Arts and Sciences Sr. VP of Academic Affairs Program proposal submitted to 2011-04-14 Curriculum Curriculum Committee Curriculum Committee Committee Meeting Minutes [16] Sr. VP of Academic Affairs makes 2011-04-21 Board of President
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 187 of 400 recommendation to the President Trustees Meeting Agenda Executive Staff requesting Board approval Excerpt [17] President requests Board approval 2011-04-21 Board of Board of Trustees Trustees Meeting Minutes Excerpt [18] Letter of notification sent to SACSCOC Substantive Change AVP Institutional and response received notification letter and Effectiveness SACSCOC response [19] President SACSCOC
To show that the academic approval process is consistent, a second example of a new program development is outlined below. In this example the College of Business proposed the establishment of a college credit certificate program in Television Studio Production.
CURRICULUM DOCUMENTATION REVIEWED/APPROVED DEVELOPMENT ACTION BY Faculty member contacted Curriculum Framework – Television Faculty Academic Affairs to confirm Studio Production [20] Director of Academic state-approved program in and Curriculum Services Television Studio Production New Program Abstract New Program Abstract – Television AVP, College of created by faculty member Studio Production [21] Business for College Credit Sr. VP of Academic Certificate in Television Affairs Studio Production Abstract submitted to 2011-10-12 Teaching & Learning Teaching and Learning Teaching and Learning Committee Minutes [22] Committee Committee New Program Proposal New Program Proposal [23] Director of Academic Form and Program Guide and Curriculum Services completed Program Guide [24] Faculty, Associate Prof. AVP, College of Business Sr. VP of Academic Affairs New Course Proposal New Course Proposal Forms: RTV 1000 Chair, School of Forms were completed Fundamentals of Broadcast Production Management [25]; RTV 1201 Studio Television AVP, College of Production [26]; RTV 2222 Team Media Business Production [27] Program and new course 2011-11-03 Curriculum Committee Curriculum Committee proposals were reviewed Meeting Agenda [28] and Minutes [29] and approved by the Curriculum Committee Sr. VP of Academic Affairs 2011-11-17 Board of Trustees Meeting President makes recommendation to Agenda Item [30] Executive Staff the President requesting Board approval President requests Board 2011-11-17 Board of Trustees Meeting Board of Trustees approval Minutes Excerpt [31]
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Proposals for new courses, program deletions and course deletions go through a similar process of review and approval before being presented to the board for approval. For example, a decision was made to terminate two college credit certificate programs effective Spring 2013: Child Care Center Management Specialization and School Age Children Specialization. Faculty indicated that the programs did not align with state requirements for certification and did not assist students in securing employment. The process began with a request to academic administrators to identify programs they recommend for deletion in preparation for updating the college catalog. Recommendation to Sunset Program forms were completed by the department chairperson and routed for review and signature to the academic associate vice president and senior vice president for academic affairs. After reviewing the decision, the president submitted appropriate information to the District Board of Trustees for its review and approval. There were no students currently enrolled in either program, so a teach-out plan was not needed. The sequence of activities that occurred prior to sunsetting the two programs in Spring 2013 is documented below.
CURRICULUM DOCUMENTATION REVIEWED/APPROVED BY DEVELOPMENT ACTION Academic Affairs sent memo 2012-01-19 Memo - Sunset Director of Academic and to academic AVPs asking Program Recommendations Curriculum Services for program deletions [33] Academic AVPs Department Chairs were 2012-04-24 Memo - Director of Academic and asked to complete Form: Completion of Sunset Curriculum Services Recommendation to Sunset Program Form [34] Department Chairs Program Recommendation to Sunset Recommendation to Sunset Department Chairs Program Forms were Program - 0809 Child Care Academic AVPs submitted to Academic Center Management [35]; Sr. VP of Academic Affairs Affairs 0812 School Age Children Specialization [36] Sr. VP of Academic Affairs 2012-06-21 Board of President makes recommendation to Trustees Agenda Excerpt - Senior Executive Staff the President who requests Approval of Program Board approval Deletions [37] President requests Board 2012-06-21 Board of Board of Trustees approval Trustees Meeting Minutes Excerpt - Program Deletions [38] Letter of notification sent to Substantive Change AVP Institutional Effectiveness SACSCOC and response notification letter [39] and President received SACSCOC response [40] SACSCOC
Evidence [1] College Procedure 402(a) Curriculum Development [2] Curriculum Development - Steps in the Process [3] FDOE Website - Curriculum Frameworks [4] Form - New Program Abstract
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 189 of 400 [5] 2011-2012 Teaching and Learning Committee - Purpose and Membership [6] Form - New Program Proposal [7] Curriculum Committee Bylaws [8] Curriculum Committee Membership - AY 2012-2013 [9] Curriculum Development - AY 2011-2012 Summary [10] College Policy 4.02 Establishment of Instructional Programs, Classes and Lab Fees [11] Curriculum Framework - AS Environmental Science Technology [12] New Program Abstract - Environmental Science Technology [13] 2011-02-28 Teaching and Learning Committee Minutes - Environmental Science Technology [14] New Program Proposal - Environmental Science Technology [15] Program Guide - AS Environmental Science Technology [16] 2011-04-14 Curriculum Committee Meeting Minutes - Environmental Science Technology [17] 2011-04-21 Board of Trustees Meeting Agenda - Environmental Science Technology Attachment [18] 2011-04-21 Board of Trustees Meeting Minutes Excerpt - Environmental Science Technology [19] Substantive Change - Environmental Science Technology [20] Curriculum Framework - Certificate Television Studio Production [21] New Program Abstract - Television Studio Production [22] 2011-10-12 Teaching and Learning Committee Minutes - Television Studio Production [23] New Program Proposal - Television Studio Production [24] Program Guide - Television Studio Production [25] New Course Proposal - Fundamentals of Broadcast Production and Lab [26] New Course Proposal - Studio Television Production and Lab [27] New Course Proposal - Team Media Production and Lab [28] 2011-11-03 Curriculum Committee Agenda - Television Studio Production [29] 2011-03-11 Curriculum Committee Meeting Minutes - Television Studio Production [30] 2011-11-17 Board of Trustees Meeting Agenda - Television Studio Production Attachment [31] 2011-11-17 Board of Trustees Meeting Minutes Excerpt - Television Studio Production [32] Substantive Change - Television Studio Production [33] 2012-01-19 Memo - Sunset Program Recommendations [34] 2012-04-24 Memo - Completion of Sunset Program Form [35] Recommendation to Sunset Program - Child Care Center Management Certificate [36] Recommendation to Sunset Program - School Age Children Specialization Certificate [37] 2012-06-21 Board of Trustees Agenda - Approval of Program Deletions Attachment [38] 2012-06-21 Board of Trustees Meeting Minutes Excerpt - Program Deletions [39] 2012-07-12 Letter to SACSCOC - Notification of Intent to Terminate Programs [40] 2012-11-26 Letter from SACSCOC - Approval to Terminate Programs
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3.4.2 The institution's continuing education, outreach, and service programs are consistent with the institution's mission. (Continuing education/service programs)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative The continuing education, outreach, and service programs of Daytona State College are tied directly to the college mission and goals. Continuing education, outreach, and service programs are non-credit programs or activities that are not directly related to academic or occupational advancement. The college offers a variety of non-credit programs and activities, each one created and offered in response to the specific characteristics and needs of the community it serves.
Consistent with the college mission, by offering continuing education, outreach and service programs, the college is providing “access to a range of flexible programs from community enrichment to the baccalaureate degree. . . .” The 2010-2013 Strategic Plan indicates a strong commitment by the institution to creating community connections. As stated in the plan, pages 4 and 5, the college promotes community connections by offering “activities and programs that meet the needs of the community for cultural enrichment, community engagement and lifelong learning.” [1] Another strategic priority is for the college to “take a leadership role in economic development and provide education and training that strengthens the region’s economy and workforce competitiveness.” And, finally, the college’s outcomes-based annual institutional plan establishes community enrichment and public service as one of six focus areas for the college (see page 2, Outcome #6 [2]). To support this outcome, the college “provides opportunities for institutional and community stakeholders to engage in continuing education, community enrichment, public service, economic development, and community partnerships.”
With a strong commitment to meeting the needs of the community for both credit and non-credit programs, the District Board of Trustees has delegated to the president the authority to approve the establishment, alteration, or elimination of continuing education, including extension courses in occupational areas and community service courses (College Policy 4.02 Establishment of Instructional Programs, Classes, and Lab Fees [3]). The Institutional Goals described in College Policy 1.03 [4], direct the college to offer continuing education that is responsive to the identified needs of the business community. College Procedure 402(b), Approval of New Community and Continuing Education [5], indicates that courses should be based on the needs of people in the college district and the resources available in the community. The procedure provides guidance to college faculty and staff who want to develop non-credit courses or programs.
At Daytona State College, continuing education is centralized in the College of Workforce and Continuing Education and supports the college’s goal to provide “continuing education in response to identified needs of the business community.” The associate vice president for the College of Workforce and Continuing Education reports directly to the senior vice president for academic affairs. Continuing education programs are offered to support business, industry, government, health and public service organizations. Continuing education providers include the Center for Business and Industry, the Small Business Development Center, Institute for Health Services, Institute for Emergency Medical Services Education, Community Training Center, Institute for Child Care Training Programs, and the Training for Criminal Justice Professionals. Each offers specialized training to specific business and industry sectors and determines course and program offerings based on the needs and requests of the sector. Each continuing education program supports the college mission to provide community enrichment.
PROGRAM: Center for Business and Industry [6] DESCRIPTION: CBI offers short-term, non-credit training, conferences, seminars, customized training services and technical assistance to better prepare organizations and workers to compete and thrive in emerging global markets. AUDIENCE: Business, industry and government entities in the service area.
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 191 of 400 PROGRAM: Institute for Health Services [7] DESCRIPTION: IHS provides continuing workforce education courses, workshops and conferences to help health care professionals and paraprofessionals attain and maintain their licensure/ certificates for practice. Examples of classes offered: HIV/ AIDS, Domestic Violence, RN/ LPN Intravenous Therapy, Phlebotomy, Prevention of Medical Errors, Ethics and Boundary Issues, Resident/ Patient Rights. AUDIENCE: Health professionals, including nurses, respiratory therapists, nurse practitioners, nursing home administrators, certified nursing assistants, social workers, mental health counselors and professional guardians.
PROGRAM: Institute for EMS Education [8] DESCRIPTION: The Institute for EMS Education offers training for certification and recertification in Cardiac Pulmonary Resuscitation, Basic Life Support, Advanced Cardiac Life Support, Pediatric Advanced Life Support, EMT/Paramedic Refresher Training, and more. AUDIENCE: Emergency Medical Technicians and Paramedics.
PROGRAM: Community Training Center [9] DESCRIPTION: The mission of the Community Training Center is to reduce disability and death from cardiac and respiratory emergencies and stroke by improving the chain of survival and public awareness in the community. The CTC is a key component of the Emergency Cardiovascular Care Training Network. AUDIENCE: Students, college community, local community.
PROGRAM: Institute for Child Care Training Programs [10] DESCRIPTION: The Institute for Child Care Training Programs provides training to ensure quality care in child care facilities and provides continuing education and professional development for child care professionals. AUDIENCE: Child care professionals.
PROGRAM: Training for the Criminal Justice Professional [11] DESCRIPTION: Face-to-face advanced and specialized training courses are provided to meet mandatory retraining requirements. AUDIENCE: Criminal justice professionals.
PROGRAM: Small Business Development Center [12] DESCRIPTION: The Small Business Development Center provides counseling, management advice, training, information, workshops, access to research tools, and individual business management assistance. AUDIENCE: Individuals desiring to start a business and those desiring to grow an existing business.
Outreach and service programs support the mission of the college by meeting the needs of the community for cultural enrichment, community engagement and lifelong learning. Outreach and service programs enrich the lives of people of all ages, from children who learn to swim at the Aquatic Center to seniors who attend the WISE program offered by the DSC Foundation. Each outreach and service program supports the college mission to provide community enrichment.
PROGRAM: The Aquatic Center [13] DESCRIPTION: The Aquatic Center provides instructional, recreational and competitive activities including swimming lessons, scuba diving certification, lifeguard training, aqua-aerobics and lap swimming. The 25-yard X 25-meter indoor competitive pool is heated and handicapped accessible. AUDIENCE: People of all ages and abilities. Local swimming and diving teams.
PROGRAM: The Southeast Museum of Photography [14] DESCRIPTION: The Southeast Museum of Photography is a vibrant museum with an impressive
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 192 of 400 international reputation for photography exhibitions, publications, and educational programming. Each semester, the museum presents films, lectures, seminars, workshops, professional classes, and talks. AUDIENCE: Local and regional audiences; universities, colleges and schools.
PROGRAM: WDSC TV-15 [15] DESCRIPTION: WDSC TV-15 is a non-commercial, public broadcasting television station and part of the Center for Interactive Media. WDSC offers a variety of locally produced programs intended to inform, educate, and entertain viewers, and put Central Floridians in the spotlight. AUDIENCE: 1.6 million people in Volusia, Flagler, and 7 other Central Florida counties.
PROGRAM: The News-Journal Center [16] DESCRIPTION: The college provides entertainment and educational experiences in a unique downtown venue. The theater is equipped with state-of-the-art technology for musical and theatrical performances. The facility is available to cultural partners, artists, and organizations for shows, exhibits, conferences, corporate meetings, and other events. AUDIENCE: Concert and theater-goers.
PROGRAM: TRiO Educational Talent Search and Upward Bound Programs [17] DESCRIPTION: TRiO Educational Talent Search provides academic advising, financial aid workshops, career counseling, and college planning to middle and high school students in Volusia County. Upward Bound is a pre-college program that provides eligible high schools students with tutoring, Saturday sessions, academic advising, mentoring, college planning, and cultural enrichment activities to help them graduate from high school and prepare for higher education. AUDIENCE: Middle school, high school, pre-college students.
PROGRAM: WISE Program [18] DESCRIPTION: WISE, Wisdom in Senior Education, is a program offered by the Daytona State College Foundation to provide continuing education and cultural enrichment to the senior community. Monthly events promote and share the college’s academic resources, providing learning opportunities in an enjoyable format. AUDIENCE: Seniors 50+ years old.
Administrative support provided through the college for workforce and continuing education ensures that program offerings align with the mission and goals of the college. Fees for continuing workforce education are assessed to cover the full cost of instruction. Coordination is provided for quality assurance and consistency with regard to the registration process, cash management procedures, compliance with records retention, and protection of individual’s personal information (Continuing Education Monies Collected form [19] and Continuing Education Registration form [20]).
Continuing workforce education is defined by the Florida Department of Education as “instruction that does not result in a technical certificate, diploma, associate in applied science degree, or associate in science degree." Continuing workforce education is for: individuals who are required to have training for licensure renewal or certification renewal by a regulatory agency or credentialing body; new or expanding businesses; business, industry, and government agencies whose products or services are changing so that retraining of employees is necessary, or whose employees need training in specific skills to increase efficiency and productivity or; individuals who are enhancing occupational skills necessary to maintain current employment, to cross train, or to upgrade employment.
The State Board of Education lists continuing workforce education, lifelong learning instruction, and recreational and leisure time instruction as appropriate instructional programs to be offered by institutions in the Florida College System (FAC 6A-14.030(9, 12, 13), Instruction and Awards In Community Colleges [21]). Florida Statute 1004.65(6)(a-c), Florida College System Institutions;
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 193 of 400 Governance, Mission, and Responsibilities [22], authorizes Daytona State College to offer community service programs, adult education services, and recreational and leisure services as a separate and secondary role.
Evidence [1] DSC Strategic Plan 2010-2013 [2] DSC Annual Plan 2012-2013 [3] College Policy 4.02 Establishment of Instructional Programs, Classes and Lab Fees [4] College Policy 1.03 Institutional Goals (7)(8) [5] College Procedure 402(b) Approval of New Adult Community, and Continuing Education [6] DSC Website - Center for Business and Industry [7] DSC Website - Institute for Health Services [8] DSC Website - Institute of EMS Education [9] DSC Website - Community Training Center [10] DSC Website - Institute for Child Care Training [11] DSC Website - Training for the Criminal Justice Professional [12] DSC Website - Small Business Development Center [13] DSC Website - Aquatic Center [14] DSC Website - Southeast Museum of Photography [15] DSC Website - Center for Interactive Media WDSC-TV 15 [16] DSC Website - News-Journal Center [17] DSC Website - TRiO Educational Talent Search and Upward Bound [18] WISE 2012 Spring Calendar of Events [19] Form - Continuing Education Monies Collected [20] Form - Continuing Education Registration [21] FAC 6A-14.030(9,12,13) Instruction and Awards in Community Colleges [22] FS 1004.65(6a-c) Florida College System Institutions, Governance, Mission, and Responsibilities
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3.4.3 The institution publishes admissions policies that are consistent with its mission. (Admission policies)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative At Daytona State College, admissions policies are consistent with the mission of the institution. The admissions policies of Daytona State College are available and accessible to students, employees, and the community and are consistent with the college mission: Daytona State College, a comprehensive public college, provides access to a range of flexible programs from community enrichment to the baccalaureate degree, emphasizing student success, embracing excellence and diversity, as well as fostering innovation to enhance teaching and learning (College Policy 1.02, Institutional Mission Statement [1]).
A key element of the college mission is to provide access to a range of flexible programs. The college offers the associate of arts transfer degree, 34 associate of science degree programs that prepare students for employment, short-term certificate programs, and selected baccalaureate degrees. The District Board of Trustees has delegated to the president the authority to develop admissions criteria for instructional courses and/or programs (College Policy 7.05, Admission of Students [2]). In support of its mission, and in accordance with Florida law, Daytona State College maintains an open-access policy for all lower-division programs that guarantees admission to high school graduates and GED recipients. To emphasize student success, another key element in the college mission statement, specific admission criteria are required for baccalaureate programs and lower-level limited access programs to ensure that students have the academic background and study skills to succeed in them. Admissions policies for a program are consistent regardless of mode of delivery or program location.
An open-door policy for associate degree and college credit certificate programs gives all students the opportunity to pursue an education beyond high school. Admission is granted to applicants who have a Florida standard high school diploma, a GED diploma, or are home school graduates. Students can apply for admission at any time and are enrolled in courses or programs based on academic preparation as determined by the ACT, SAT or other approved placement test. Admissions policies are in accordance with the State Board of Education rules and regulations.
Daytona State College is approved to offer nine baccalaureate degrees and currently offers seven of those degrees: the Bachelor of Applied Science in Supervision and Management, Bachelor of Science in Engineering Technology, and five Bachelor of Science in Education programs. These programs accept applications year-round and may be started during any semester. Admissions requirements are posted on the college webpage and listed in the College Catalog as summarized below.
Academic Program: Associate of Arts, Associate of Science, College Credit Certificate, Vocational Certificate, Advance Technical Diploma Programs (DSC Catalog – General Admission Requirements [3]). Admissions Requirements: Florida standard high school diploma, a GED diploma, previously demonstrated competency in post-secondary level coursework, home school graduate documentation, or 12 college credits. Exceptions: Limited access programs; some vocational certificate programs do not require high school diploma or GED (DSC Website – Programs Not Requiring a High School Diploma [4]).
Academic Program: Limited Access Programs. There are 22 limited access programs offered by the College of Health, Human and Public Services and listed in the College Catalog (DSC Catalog – Limited Access Programs [5]). Admissions Requirements: Florida standard high school diploma, a GED, or home school graduate documentation. Specific program admission is determined by demand, available classroom space, state licensure requirements and/or related criteria specified by each program. Limited access programs may require a program application form (Admissions - Health Careers Program Application Form [6]) or additional tests for admission (DSC Catalog – Limited Access
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 195 of 400 Programs Placement Tests [7]). This includes the Test of Essential Academic Skills for Associate Degree Nursing and Practical Nursing Vocational Certificate programs, and the Basic Abilities Test for Law Enforcement and Correctional Officer Recruit Training programs. Details are provided in each program guide.
Academic Program: Bachelor of Applied Science in Supervision and Management (Program Brochure – BAS [8]). Admissions Requirements: Applicants must complete an application for admission and provide an official transcript from all previous institutions attended (DSC Website - BAS Admission Requirements [9]). Applicants must have earned an associate degree from a regionally accredited college or university. Associate degree applicants must have earned an overall grade point average of 2.0 in their associate degree program.
College or university transfer applicants from a regionally accredited college or university must have earned at least 60 college credit hours. Applicants must have received a grade of "C" or better in all core general education courses that transfer into the B.A.S. program. Transfer students must meet Gordon Rule requirements (DSC Catalog – Gordon Rule Courses [10]).
Academic Program: Bachelor of Science in Engineering Technology (Program Brochure – BSET [11]). Admissions Requirements: Applicants for the B.S.E.T. program must have earned an associate of science, an associate of applied science, or an associate of arts degree with an overall grade point average of 2.5 or greater (DSC Website - BSET Admission Requirements [12]). Students with a grade point average between 2.0 and 2.49 may be admitted conditionally.
A.A. graduates may be admitted to the program with the approval of the chair of the B.S.E.T. program. A.S./A.A.S. graduates must complete additional core general education courses. Students must have completed a class in College Algebra (MAC 1105) or equivalent with a grade of C or better for admission.
Applicants who have not earned an associate degree may be admitted to the B.S.E.T. program if they have earned at least 60 B.S.E.T. transferrable credits with a grade of "C" or better in all core general education courses. Applicants in this category must otherwise meet all other requirements for admission which will be granted by approval of the chairperson.
Academic Program: Bachelor of Science in Education (Program Brochure – BSED [13]). Admissions Requirements: Applicants must have a conferred associate of arts degree from a regionally accredited institution (DSC Website – BSED Admission Requirements [14]). Applicants must have satisfactorily completed the General Knowledge Test portion of the Florida Teacher Certification Examination. Students must have Volusia County Schools Volunteer clearance.
Applicants to the Elementary Education and Exceptional Education program must have a cumulative GPA of 2.5 in all higher education classes and a grade of "C" or higher in the following pre-requisite classes: EDF1005, EDF2085, EME2040.
Applicants to the Secondary Biology Education program must have a cumulative GPA of 2.5 in all higher education classes and a grade of "C" or higher in the following pre-requisite classes: EDF1005, EDF2085, EME2040, MAC2311/L (4 credits), BSC1010/L (4 credits), BSC1011/L (4 credits) and one of the following: CHM1045/L (4 credits), PHY1053/L (4 credits) or PHY2048/L (4 credits).
Applicants to the Secondary Earth/Space Science Education program must have a cumulative GPA of 2.5 in all higher education classes and a grade of "C" or higher in the following pre-requisite classes: EDF1005, EDF2085, EME2040, MAC2311/L (4 credits), OCE1001, GLY2010/L (4 credits) and one of the following combinations: BSC1010/L and BSC1011/L, or CHM1045/L and CHM1046/L, or PHY2048/L and PHY2049/L.
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Applicants to the Secondary Mathematics Education program must have a cumulative GPA of 2.5 in all higher education classes and a grade of "C" or higher in the following pre-requisite classes: EDF1005, EDF2085, EME2040, MAC2311/L (4 credits), MAC2312/L (4 credits) and an additional 4 credit math elective (MAS, MTG, or MAC).
New students admitted to a degree or certificate program are required to take a placement test unless they submit a State of Florida standard high school diploma indicating appropriate coursework, or acceptable Advanced Placement, SAT or ACT scores or college transcripts that show the completion of Freshman English I or Intermediate Algebra (DSC Catalog – Assessment Services [15]). The results of the placement test help place students into appropriate courses to ensure their academic success. There are several assessment instruments approved for general admission to the college: the Postsecondary Education Readiness Test (PERT), the ACCUPLACER (CPT) and the Test of Adult Basic Education (TABE). Each measures reading, math and language skills. The Office of Assessment Services administers and monitors placement testing on all instructional sites.
The PERT is used for degree programs (AA, AS and BAS) and business or computer related college credit certificates to identify appropriate course placement for students and whether or not remedial work is needed (DSC Website – PERT [16]). PERT uses computerized adaptive testing technology to select specific test questions that are best suited for each particular test taker. A student’s performance on one PERT question determines the difficulty level of the next question that will be delivered. Two things determine a student’s score: how many questions were answered correctly and the difficulty level of the questions that were answered correctly. The PERT system includes three computer-adaptive, multiple choice tests. The three core tests include Reading, Writing, and Mathematics and assess what students need to know before enrolling in ENC 1101 College Composition and MAC 1033 Intermediate Algebra. The placement test for vocational certificate programs and the EMT, Office Support and Paramedic certificate programs is the TABE.
Admissions policies are published and communicated to all constituents. Admissions policies are published in the College Catalog, posted on the college website and included in program information brochures. Application forms are available in the Admissions Office on each campus and on the college website. Admissions policies on the admissions page of the college website clearly define the processes and procedures for first-time-in-college students, readmissions, transfer students, transient students, special credit and non-degree seeking students, students who already have a degree, teacher certification/recertification applicants, international students, and dual enrollment high school students (DSC Website - Admissions [17]). Daytona State's admissions information Web page indicates the degrees and programs that are offered at the college and provides links to the admission information described above. Information about the admission requirements for dual enrollment students also can be found on the college website (DSC Website - Dual Enrollment [18]). Admissions policies for transfer students are described in Comprehensive Standard 3.4.4, Acceptance of Academic Credit.
In the online College Catalog (DSC College Catalog 2012-2013 [19]), under the heading Enrollment Services, there is a link to Admissions, Academic Advising and Registration. This site provides links to General Admission Requirements [3], Limited Access Programs [5] and Placement Testing for Limited Access Programs [7]. The Limited Access Programs page links to a list of all limited access programs and advises students to contact the program chair for admission details. The Student Handbook is another source for admissions and academic program information that is widely disseminated and easily accessed by prospective and current students (Student Handbook – Admissions Information [20]; Academic Program Information [21]).
The College Policy Manual describes admissions priorities for programs with and programs without an enrollment cap (College Policy 7.05, Admissions Priorities [2]). The Procedure Manual provides directives for implementing admissions policies for degree and certificate programs (College Procedure 705, Student Admission to Degree and Certificate Programs [22]), special admissions programs
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 197 of 400 (College Procedure 705(a) [23]) and international students (College Procedure 705(b) [24]). The policy and procedures manuals are accessible to all college employees on the intranet and can be viewed in print form, at any time upon request, in the President’s Office.
Admissions policies are consistent and consistently applied. It is the responsibility of the senior vice president for student development and institutional effectiveness to ensure consistent application of admissions criteria. Admissions policies are the same regardless of the academic program or course delivery method. Admissions policies are the same for students enrolled in fully online courses, partially online courses, traditional courses, or a combination. According to statute, admissions and enrollment rules must include admissions counseling (Enrollment Process Checklist – Example 1 [25], Example 2 [26]), competency testing to measure levels of achievement in communication and computation or, for students entering career programs, tests to measure achievement of basic skills (Admissions Test Scores – Basic Skills Qualifying Test Scores [27]; Example - Basic Skills Test Scores [28]; Example - Competency Test Scores [29]). Minimum standards are a standard high school diploma, a high school equivalency diploma, previously demonstrated competency in college-credit postsecondary coursework, or a signed affidavit attesting that the student has completed a home education program (Example - Home Education Verification [30]). Examples of acceptance letters, notifications sent to students about missing documents, and denial letters provide evidence that admissions policies are consistently applied to all students.
Examples of Consistently Applied Admissions Policies Admission Checklist Bachelor of Applied Science [31] BS Engineering Technology [32] BS Elementary Education [33] BS Secondary Biology Education [34] BS Secondary Earth/Space Science Education [35] BS Secondary Math Education [36] Missing Documents Notification AA Online Application [37] Home School Student [38] Bachelor of Applied Science [39] BS Engineering Technology [40] BS Elementary/Exceptional Education [41] BS Secondary Biology Education [42] BS Secondary Earth/Space Science Education [43] BS Secondary Math Education [44] Acceptance Letters Associate of Arts [45] Bachelor of Applied Science [46] BS Engineering Technology [47] BS Elementary Education [48] BS Secondary Biology Education [49] BS Secondary Math Education [50] Denial Letters AS Application [51] No Standard High School Diploma [52]
In spring 2012, the Academic Standards Committee, a subcommittee of the Teaching and Learning Committee, reviewed the college's standards for admission, including those for limited access programs, to ensure compliance with the college mission. Each limited access program was asked to justify its admission policy (2012-02-20 Academic Standards Committee Meeting Minutes [53]). The committee presented its report to the Teaching and Learning Committee, which approved the admissions policies for limited access programs (2012-04-18 Teaching and Learning Committee Meeting Minutes [54]). This review occurs at least every three years; the Teaching and Learning Committee last reviewed [55] and approved [56] limited access admissions requirements in spring 2009.
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 198 of 400 Review and oversight of admissions policies are embedded in the biennial review of all policies and procedures of the college, as required by state law. The most recent review resulted in revisions and updates to admissions policies and procedures based on changes in state law. For example, students are no longer required to be 16 years or older to be admitted to a state college. Procedure 705, Student Admission to Degree and Certificate Programs [22], was revised to reflect that change. The process for revising policies and procedures, including admissions policies, described in College Procedure 202(b), Policy and Procedure Approval Process [57], begins with a careful review by members of the President’s Cabinet and the employee constituent groups, then proceeds to the president for final approval (procedures), or is recommended for approval by the District Board of Trustees (policies).
Admissions policies are based on state-wide standards. College admissions policies are based on Florida Statute 1004.65(4), Florida College System Institutions; Governance, Mission and Responsibilities [58], which states that “As comprehensive institutions, Florida College System institutions shall provide high-quality, affordable education and training opportunities, shall foster a climate of excellence, and shall provide opportunities to all while combining high standards with an open-door admission policy for lower-division programs." As an open-access institution, Daytona State College serves "all who can benefit, without regard to age, race, gender, creed, or ethnic or economic background, while emphasizing the achievement of social and educational equity so that all can be prepared for full participation in society.” Florida Statute 1007.263, Florida College System Institutions; Admissions of Students [59], authorizes the Daytona State College District Board of Trustees to adopt rules governing admission of students subject to statute and rules of the State Board of Education.
Florida Statute 1002.41(7), Home Education Programs [60], sets the standards for home education students’ eligibility for admission to Florida College System institutions, and Florida Statute 1007.271, Dual Enrollment Programs [61], sets the standards for admission eligibility of secondary students into college credit or career courses.
Evidence [1] College Policy 1.02 Institutional Mission Statement [2] College Policy 7.05 Admission of Students [3] DSC Catalog - General Admission Requirements [4] DSC Website - Programs Not Requiring a High School Diploma [5] DSC Catalog - Limited Access Programs [6] Admissions - Health Career Application [7] DSC Catalog - Limited Access Programs Placement Tests [8] Program Brochure - BAS Supervision and Management [9] DSC Website - BAS Admission Requirements [10] DSC Catalog - Gordon Rule Courses [11] Program Brochure - BS Engineering Technology [12] DSC Website - BSET Admission Requirements [13] Program Brochure - BS Education [14] DSC Website - BSED Admission Requirements [15] DSC Catalog - Assessment Services [16] DSC Website - Postsecondary Education Readiness Test (PERT) [17] DSC Website - Admissions [18] DSC Website - Dual Enrollment [19] DSC College Catalog 2012-2013 - Academic Calendars [20] Student Handbook - Admissions Information [21] Student Handbook - Academic Program Information
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 199 of 400 [22] College Procedure 705 Student Admission to the College [23] College Procedure 705(a) Special Admissions [24] College Procedure 705(b) Admission of International Students to College [25] Admissions - Enrollment Process Checklist [26] Admissions - Enrollment Process Checklist - Career [27] Admissions - Basic Skills Qualifying Test Scores [28] Admissions - Example of Basic Skills Test Scores [29] Admissions - Example of Competency Testing Scores [30] Home School Verification [31] Admission Checklist - BAS [32] Admission Checklist - BS in Engineering Technology [33] Admission Checklist - BS in Elementary Education [34] Admission Checklist - BS in Secondary Biology Education [35] Admission Checklist - BS in Secondary Earth/Space Science Education [36] Admission Checklist - BS in Secondary Math Education [37] Missing Documents Letter - AA Online Application [38] Missing Documents Letter - Home School Student [39] Missing Documents Letter - BAS [40] Missing Documents Letter - BS in Engineering Technology [41] Missing Documents Letter - BS in Exceptional Education [42] Missing Documents Letter - BS in Secondary Biology Education [43] Missing Documents Letter - BS in Secondary Earth/Space Science Education [44] Missing Documents Letter - BS in Secondary Math Education [45] Acceptance Letter - AA [46] Acceptance Letter - BAS [47] Acceptance Letter - BS in Engineering Technology [48] Acceptance Letter - BS in Elementary Education [49] Acceptance Letter - BS in Secondary Biology Education [50] Acceptance Letter - BS in Secondary Math Education [51] Denial Letter - AS Application [52] Denial Letter - No Standard High School Diploma [53] 2012-02-20 Academic Standards Committee Meeting Minutes - Limited Access Programs [54] 2012-04-18 Teaching and Learning Committee Meeting Minutes [55] 2009-04-01 Teaching and Learning Committee Meeting Minutes [56] 2009-04-29 Teaching and Learning Committee Meeting Minutes [57] College Procedure 202(b) Policy and Procedure Approval Process [58] FS 1004.65(4) Florida College System Institutions, Governance, Mission and Responsibilities [59] FS 1007.263 Florida College System Institutions, Admissions of Students [60] FS 1002.41 Home Education Programs [61] FS 1007.271 Dual Enrollment Programs
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3.4.4 The institution publishes policies that include criteria for evaluating, awarding, and accepting credit for transfer, experiential learning, credit by examination, Advanced Placement, and professional certificates that are consistent with its mission and ensure that course work and learning outcomes are at the collegiate level and comparable to the institution's own degree programs. The institution assumes responsibility for the academic quality of any course work or credit recorded on the institution's transcript. (Acceptance of academic credit)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College has clearly defined and published policies and procedures for evaluating, awarding, and accepting credit earned outside of the institution. These policies and procedures are consistent with the SACS Commission on Colleges standards on "Agreements Involving Joint and Dual Academic Awards" and are in compliance with requirements established in Florida statute and administrative code.
Transfer Credit Daytona State College follows best practices for transfer credit established by the American Association of Collegiate Registrars and Admissions Officers. The Daytona State College Catalog describes a process for transferring credit from other institutions that ensures the integrity of level, content, quality, comparability and degree program relevance of transfer coursework (DSC Catalog - Transfer Students [1]). Students who have attended other colleges and postsecondary institutions must request official transcripts from each postsecondary institution attended, even if no credit was earned, and must meet the same admissions requirements as other students. Transfer students who have met Daytona State equivalents for ENC 1101 (College Composition) and MAT 1033 (Intermediate Algebra) or higher are not required to take college placement examinations.
Based on documentation provided by the student, the Records Office analyzes the student's transcripts, determines transfer of credit equivalencies and notifies the student of transfer credit accepted prior to the student's enrollment at DSC or during the student's first term of enrollment. Records Office staff follow procedures outlined in the Records Procedures Manual (Records Procedures - Transfer of Credit [2]). The Records Office evaluates credits for transfer using:
the Florida Department of Education Statewide Course Numbering System [3] (as established by Florida Statute 1007.24, Statewide Course Numbering System [4]); Florida Administrative Code 6A-10.024(13-14), Articulation Between and Among Universities, Community Colleges, and School Districts [5]); the online resources of CollegeSource Online [6]; reviews of course descriptions and equivalency determinations and; the recommendations of academic department chairs after review by faculty.
Once the transfer credit evaluation is completed, an email is sent to the student’s FalconMail address and the transfer credit summary report is available online at the records section of the student’s FalconNet account (DSC Website - Transfer Course Evaluation [7]). Only lower-level classes are considered for transfer unless Daytona State offers a similar bachelor's degree program. Upper-level courses that are not considered for transfer may be used for course substitution at the discretion of the department chair. In compliance with the College Catalog explanation of the Academic Second Chance Policy, “F” and “W” grades received at prior colleges are not included on the Daytona State College transcript or included in the cumulative grade point average (DSC Catalog - Academic Second Chance [8]).
Transfer Students - General Education Requirements Students entering Daytona State College with an associate of arts degree from another Florida public institution of higher education have met the general education requirements for degree programs. They also qualify for an exemption from the college placement tests. However, transfer students must meet
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 201 of 400 prerequisite requirements for all courses in which they enroll and may be required to complete specified course requirements or prerequisites of some academic programs. This is in accordance with Section 5 of Florida Statute 1007.25, General Education Courses, Common Prerequisites, Other Degree Requirements [9], which requires that the Florida Department of Education “identify common prerequisite courses and course substitutions for degree programs across all institutions”, and Florida Administrative Code 6A-10.024(3)(b) [10], which established that students transferring to any public state college or university who have earned an associate of arts degree from a Florida public college or a baccalaureate degree or higher from a regionally accredited U.S. institution are considered to have met the general education requirements.
Transfer Credits from Non-Regionally Accredited Institutions Credits from non-regionally accredited institutions are evaluated on a course-by-course basis. Florida's Statewide Course Numbering System makes available a report entitled “Courses at Nonregionally Accredited Institutions” that contains a comprehensive listing of all nonpublic institution courses in the SCNS inventory, as well as each course’s transfer level and transfer effective date. The report is updated monthly. If a course is not listed on the SCNS inventory, supporting documentation such as the course syllabus or textbook used in the course is required. The information is used to validate that a course was academically equivalent to a course offered at Daytona State College, including equivalency of faculty credentials. Course credit from a non-regionally accredited college or university is not included on the Daytona State transcript until the college has received the instructor's qualifications and syllabus and the appropriate faculty member has reviewed the information for comparability and determination of acceptance. Students must submit official transcripts and documentation to the Admissions Office. Transfer of credit from non-regionally accredited institutions is documented in the following examples: Student A [11], Student B [12], Student C [13].
Transfer Credits from International Institutions Students who attended a college or university outside the U.S. and wish to have course work evaluated for transfer to Daytona State must have a NACES® member evaluation service complete a course-by-course evaluation. NACES is an association of private foreign educational credential evaluation services that provides expertise on the educational systems, institutions, programs, and documents of other countries (Website – NACES [14]). NACES members serve foreign-educated persons who have completed part or all of their education outside of the U.S. and who are seeking further education, professional licensure, or employment in the U.S. Affiliation with NACES is an indicator of the quality of work accomplished by a foreign credential evaluation service and an assurance that the evaluations it performs are reliable.
Once a course-by-course evaluation is received from a NACES member, evaluations are forwarded to the appropriate academic department for review. Academic departments send suggested course equivalents for each course to the Records Office for posting on a student's official transcript. Documentation for a student who received credit from an international institution is attached as an example [15].
Other Earned Credit Daytona State College offers students opportunities to earn credit for experience, Advanced Placement, College Level Examination Program, International Baccalaureate, and other programs designed to accelerate a student’s progress through secondary and postsecondary institutions in accordance with Florida State Statute 1007.27, Articulated Acceleration Mechanisms [16]. Upon receipt of an official score report, the college awards credits for these exams according to the equivalencies established by the Florida State Board of Education through the work of the State Articulation Coordinating Committee (FDOE Articulation Coordinating Committee – Exam by Credit Guidelines [17]). Accelerated articulation mechanism examinations, minimum scores guaranteed for transfer, maximum credits guaranteed to transfer, and recommended course equivalencies are maintained and reviewed annually by the Articulation Coordinating Council that was established by Florida Administrative Code 6A-10.024(2)(n) [18].
Policies related to the forms of credit listed above can be found by students in the College Catalog (DSC Catalog: Other Forms of Earned Credit [19]; Assessment of Prior Learning Experience [20]). The
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 202 of 400 Records Procedure Manual outlines the steps taken by staff to ensure that academic credit is accurately and consistently recorded on student transcripts (Records Procedures - Posting of APLE Credit [21]) and includes the exam scores required for award of credit for AP, CLEP and IB exams (Records Procedures - External Exam Procedure [22]). College Policy 4.05, CLAST/Gordon Rule Compliance [23], assures that the college is in compliance with the writing and mathematics criteria established by the State Board of Education, by limiting the courses eligible for CLEP credit or Credit by Examination to those that meet the Gordon Rule requirement [24]. Students who are enrolled in a degree or certificate program can earn a maximum of 75 percent of credits needed for a degree or certificate through a combination of the following methods:
Assessment of Prior Learning Experience: College credit may be awarded for knowledge gained outside the normal classroom setting, including prior work experience, workshops and seminars, formal or informal classes taken, or other documented past experience. By completing the APLE form [25] and following the process outlined in the College Catalog (DSC Website – APLE [26]; DSC Catalog - APLE [20]), a student can successfully document the achievement of all outcomes of a specific course through a portfolio or an exam (Assessment Services Procedures [27]; Records Office Procedures [21]). Credit for a specific course may be awarded to a student who successfully passes an approved examination developed by faculty and approved by the appropriate academic department chair. The exam covers the student learning outcomes listed on the master course description. The APLE Exam Certification Form and the master course description are retained as documentation of equivalency (Example - Student Transcript with APLE Exam Credit [28]; Student Transcript with APLE Portfolio Credit [29]).
Advanced Placement - AP credit is granted to students who have the College Entrance Examination Board/AP send official Advanced Placement Test results to the Daytona State College Admissions Office. Required scores to earn credit vary by course. Students receive credit, but not letter grades, for courses earned through AP, so earned credits are not computed into the student grade point average (Examples of Student Transcripts with AP Credit: Student A [30], Student B [31], Student C [32], Student D [33]).
College Level Examination Program - CLEP is the national exam program which offers exams in academic subject matters. Certain scores will result in credit for college courses. If required scores are earned, students receive credit, but not letter grades for the courses earned through CLEP. Applications, registration materials and test fee information about CLEP are available in Assessment Services Offices on each Daytona State College instructional site (Examples of Student Transcripts with CLEP Credit: Student A [34], Student B [35], Student C [36], Student D [37]).
International Baccalaureate – Students are awarded credit by Daytona State College for higher level and/or subsidiary level IB exams. Official transcripts and scores are sent from International Baccalaureate to the Admissions Office. Students receive credit, but not letter grades, for courses earned through IB and earned credits are not computed into the student’s GPA. Examples of student transcript are provided showing the award of credit for IB scores (Student Transcripts with IB Credit: Student A [38], Student B [39], Student C [40], Student D [41]).
Evidence [1] DSC Catalog - Transfer Students [2] Records Procedure Manual - Transfer of Credit [3] FDOE Website - Statewide Course Numbering System [4] FS 1007.24 Statewide Course Numbering System [5] FAC 6A-10-024(13-14) Articulation Between and Among Universities, Community Colleges, and School Districts [6] Website - CollegeSource Online - The World's College Catalog Resource [7] DSC Website - Transfer Course Evaluation
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 203 of 400 [8] DSC Catalog - Academic Second Chance Policy [9] FS 1007.25(5) General Education Courses, Common Prerequisites, Other Degree Requirements [10] FAC 6A-10-024(3)(b) Articulation Between and Among Universities, Community Colleges, and School Districts [11] Non Reg Transfer Credit - Student B [12] Non Reg Transfer Credit - Student C [13] Non Reg Transfer Credit - Student D [14] Website - NACES® - Credential Evaluation Services [15] International Transfer Credit - Student A [16] FS 1007.27 Articulated Acceleration Mechanisms [17] FDOE Articulation Coordinating Committee - Credit By Exam Guidelines [18] FAC 6A-10-024(2)(n) Articulation Between and Among Universities, Community Colleges, and School Districts [19] DSC Catalog - Other Forms of Earned Credit [20] DSC Catalog - Assessment of Prior Learning Experience APLE [21] Records Procedure Manual - Posting of APLE Credit [22] Records Procedure Manual - External Exam Procedure [23] College Policy 4.05 CLAST/Gordon Rule Compliance [24] FAC 6A-10.030(2)(a-b) Assessment Procedures for Communication and Computation Skills [25] APLE Exam Certification and Portfolio Approval Forms [26] DSC Website - Assessment of Prior Learning Experience (APLE) [27] Assessment Services Procedures - APLE [28] Student Transcript - AA with APLE Exam Credit [29] Student Transcript - AS with APLE Portfolio Credit [30] AP Credit - Student A [31] AP Credit - Student B [32] AP Credit - Student C [33] AP Credit - Student D [34] CLEP Credit - Student A [35] CLEP Credit - Student B [36] CLEP Credit - Student C [37] CLEP Credit - Student D [38] IB Transfer Credit - Student A [39] IB Transfer Credit - Student B [40] IB Transfer Credit - Student C [41] IB Transfer Credit - Student D
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3.4.5 The institution publishes academic policies that adhere to principles of good educational practice. These policies are disseminated to students, faculty, and other interested parties through publications that accurately represent the programs and services of the institution. (Academic policies)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Academic policies at Daytona State College adhere to principles of good educational practice. The college’s academic policies are based on principles of good educational practice that have been identified and reviewed by its faculty and administrators. The Florida Department of Education and other colleges within the Florida College System have been reliable and credible sources of information about recent advances and current practices in teaching and learning. Statewide committees such as the Council on Instructional Affairs allow faculty and administrators to engage in discussions about policy recommendations and planning for implementation of new policies across the system (Council on Instructional Affairs - Division Update [1]). In addition, the college seeks best academic policies from professional associations, SACSCOC and other external accrediting agencies, professional development activities, academic publications and the global education community. Advisory committees for associate of science and baccalaureate programs give industry representatives an opportunity to recommend or validate academic policies and practices and ensure that program graduates have appropriate skills and knowledge (Examples of Advisory Committee Minutes [2]). For example, during a meeting of the College of Education Advisory Committee, a new classroom behavior management training program was recommended to the baccalaureate program faculty. At an advisory committee meeting for the Heating, Air Conditioning and Refrigeration Program, outside members expressed the importance of customer relations skills and recommended that students observe these skills in the workplace. The Culinary Program Advisory Committee agreed that teaching "soft skills," especially communication, is a good educational practice. Members of the Nursing Advisory Committee employ many of the college's graduates and use committee meetings as an opportunity to convey to the faculty any weaknesses they have noted in specific knowledge areas, such as pediatrics and EKG.
Academic policies are disseminated to students, faculty and other interested parties. Daytona State publishes the academic policies of the college through a variety of media resources. For students, academic policies are incorporated into the online DSC Catalog, the online Student Handbook, and on numerous Web pages that are easily navigated on the college website. The 2012-2013 DSC Catalog includes academic policies, procedures, processes, regulations, and rules such as Admissions Requirements [3], the Appeals Process [4], the Refund Policy [5], and Standards of Satisfactory Academic Progress [6]. The Student Handbook, a key resource for information about student support services and activities, addresses student rights and responsibilities and includes academic policy information. Examples include the Computer Network and Internet Acceptable Use Policy [7], the Student Grievance Procedure [8], the Academic Integrity Code [9] and Drug and Alcohol Policies [10]. The college website offers students access to academic policies and procedures on all topics. Examples include policies governing student behavior in the Academic Support Center [11], policies related to financial aid eligibility [12], and course substitution policies [13]. Within each academic course, students receive a course syllabus that informs them of policies and procedures related to attendance, grades, and make-up work, as well as codes of conduct and academic integrity (College Policy 4.01, Course Syllabus [14]; Examples of Course Syllabi: PMT 0106 [15], MAC 1105 [16], ACG 2071 [17], ETI 3116 [18]).
For faculty and other interested parties, the primary sources of information about academic policies and procedures are the Faculty Handbook, the College Policy Manual and the College Procedure Manual. The Faculty Handbook addresses academic policies, guidelines for instruction and instructional support services, and enrollment services procedures and forms (Faculty Handbook Table of Contents [19]). The Faculty Handbook is available on the college website. The college policies and procedures manuals are available to employees through the college intranet portal and can be viewed by the public upon request in the Office of the President or at the circulation desk of the Library/ Learning Resource Center. A review of the contents for these manuals provides an idea of the
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 205 of 400 comprehensiveness of policies/procedures addressed by the college (College Policy Manual Index [20], College Procedure Manual Index [21]).
Daytona State College follows a clear process for developing, reviewing, and approving academic policies. All policies are developed, reviewed, and disseminated in accordance with College Procedure 202(b), Policy and Procedure Approval Process [22], which affects all new and revised policies and procedures. Any faculty member or other employee can initiate a new policy/procedure or a revision to an existing policy/procedure by submitting a draft to a vice president, a member of the President's Cabinet [23], or an appropriate Planning Council committee [24]. Each proposed new or revised policy or procedure is reviewed twice by the President's Cabinet with feedback from members' constituent groups received and considered prior to final approval. Procedures that have completed the review and approval process receive a final approval from the president and the senior executive staff. Policies are ultimately approved by the District Board of Trustees.
An example of the process for developing, reviewing, and approving academic policies is demonstrated by Policy 6.03, Academic Freedom and Responsibility [25], that was revised in spring 2012. A recommendation to change the number of the policy to 4.07 and revise the policy statement was brought to the President’s Cabinet as part of the bi-annual review of all policies and procedures. The proposed revision was reviewed and discussed by the Cabinet membership of key administrators and employee constituent group representatives, including the president of the Faculty Senate. After the first reading of the revised policy, the president instructed the constituent heads to take it to their constituents for discussion. Modifications were suggested by the Faculty Senate, which were ultimately incorporated into the final policy (2012-03-07 President's Cabinet Meeting Minutes Excerpt [26]) .
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 206 of 400 Policy 4.07, Academic Freedom and Responsibility [27], was reviewed by the board of trustees and approved after a second reading on April 26, 2012 (2012-04-26, Board of Trustees Meeting Minutes Excerpt, p. 2 [28]).
Daytona State College ensures that publications accurately represent the programs and services of the institution. According to College Policy 3.05, College Publications [29], the College Catalog, Student Handbook and Faculty Handbook must comply with board policies. These publications are reviewed and updated during the spring of each year to ensure the information is accurate, consistent and in accordance with good educational practice. Prior to publication, they are each examined multiple times by administrators, faculty, and staff who possess sufficient knowledge to review the areas represented in the document. Updating the college catalog is facilitated through the Academic Affairs Office with emails to key individuals outlining the process [30] and notifying them of specific changes [31]. This process ensures that the information contained in each publication is accurate and effectively reflects the practices and policies of the college. The Student Handbook is updated each year through the Student Activities Office in close coordination with Marketing and Communications. Timelines are established for review, editing, production and printing (2012-2013 Student Handbook Production Schedule [32]); 2012-2013 Student Handbook Design and Print Schedule [33]). The college website is updated continuously to accurately represent the institution’s practices and policies. Guidelines are provided to ensure consistency when updating program guides and catalog descriptions [34]. According to College Procedure 305(a), College Catalog Changes [35], the College Catalog may be updated more frequently as long as suggested revisions are approved by the appropriate administrator. The Policy Manual and Procedures Manual are updated every two years in accordance with state statute (FS 120.74, Rule of Review [36]).
Evidence [1] Council on Instructional Affairs - Division Update [2] Examples - Advisory Committee Minutes [3] DSC Catalog - General Admission Requirements [4] DSC Catalog - Office of Student Appeals [5] DSC Catalog - Refund Guidelines [6] DSC Catalog - Standards of Satisfactory Progress [7] Student Handbook - Computer Network and Internet Acceptable Use Policy [8] Student Handbook - Student Rights and Grievance Procedure [9] Student Handbook - Academic Integrity Code [10] Student Handbook - Drug & Alcohol Policies [11] DSC Website - Academic Support Center Policies [12] DSC Website - Financial Aid Eligibility Requirements [13] DSC Website - Course Substitutions [14] College Policy 4.01 Course Syllabus [15] Syllabus - PMT 0106 Welding I [16] Syllabus - MAC 1105 College Algebra [17] Syllabus - ACG 2071 Principles of Managerial Accounting [18] Syllabus - ETI 3116 Applied Engineering Quality Assurance [19] Faculty Handbook - Table of Contents [20] College Policy Manual Index [21] College Procedures Manual Index [22] College Procedure 202(b) Policy and Procedure Approval Process [23] President's Cabinet
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 207 of 400 [24] 2012-2013 Planning Council Committees [25] College Policy 6.03 Academic Freedom and Responsibility [26] 2012-03-07 President's Cabinet Meeting Minutes Excerpt - Policies and Procedures [27] College Policy 4.07 Academic Freedom and Responsibility [28] 2012-04-26 Board of Trustees Meeting Minutes Excerpt - Policy Approval [29] College Policy 3.05 College Publications [30] Example - Notification of 2012-2013 Catalog Revision Process for Program-Course Revisions [31] Example - Emails Showing Catalog Course Description Revisions [32] 2012-2013 Student Handbook Production Schedule [33] 2012-2013 Student Handbook Design and Print Schedule [34] Guidelines for Updating Program Guides and Catalog Course Descriptions [35] College Procedure 305(a) College Catalog Changes [36] FS 120.74 Agency Review, Revision, and Report
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3.4.6 The institution employs sound and acceptable practices for determining the amount and level of credit awarded for courses, regardless of format or mode of delivery. (Practices for awarding credit)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College employs sound and acceptable practices for determining the amount and level of credit awarded for courses. The college determines the amount of credit awarded for undergraduate courses based on the semester credit hour. The college defines “credit” as a unit of measure assigned to a course or courses of equivalent learning. “College credit” is the type of credit assigned to courses or course equivalent learning that is part of an organized and specified program leading to a degree. One college credit is based on the learning expected from the equivalent of fifteen, 50-minute periods of classroom instruction. "Vocational credit" is assigned to course or course equivalent learning that is part of an organized program leading to a vocational certificate, with one vocational credit expected from the equivalent of 30 hours of instruction. These definitions are the same as the definitions adopted by the Florida Department of Education in Florida Administrative Code 6A-10.033, Postsecondary Credit Definitions [1].
Each approved course designates the number of credit and contact hours, course objectives, and student learning outcomes (Examples of Master Course Descriptions: CGS 2100 [2], MAC 1105 [3], GEB 4891 [4]). One credit hour is equivalent to one hour of in-class time per week based on a semester defined as 15 weeks of instruction. As described in the standard course syllabus, students are expected to spend at least three hours per week per credit hour on course work and studying for a course regardless of the mode of delivery (online, hybrid, or face-to-face) (Syllabus Template [5]). For example, a student taking a three-credit hour course is expected to spend at least nine hours a week working on course materials. For purposes of calculation and monitoring of credit hours, credit and clock hours for in-class time are measured in accordance with Carnegie units.
CREDIT HOURS CLOCK HOURS CARNEGIE UNITS 1 15 750 minutes 2 30 1,500 minutes 3 45 2,250 minutes 4 60 3,000 minutes
The development of courses is the responsibility of the faculty and is done in accordance with College Policy 4.02, Establishment of Instructional Programs, Classes, and Lab Fees [6], and College Procedure 402(a), Curriculum Development [7]. When faculty develop new courses, the number of credit hours is based on discipline-specific common practices and the course objectives and student learning outcomes. Daytona State offers sub-sessions during the fall, spring and summer semesters that range in length from 6 weeks to 10 weeks and course offerings are designated as either Semester A, Semester B or Full Semester. Regardless of the length of the sub-session, the number and duration of weekly class meetings are adjusted so a course meets or exceeds the minimum number of contact hours (Examples - Semester Sub-sessions [8]). The amount of time students are expected to spend outside of class meetings does not change.
All courses offered by the college require advance review and approval by the Curriculum Committee (Steps in the Curriculum Development Process [9]). A faculty member or academic administrator can submit a proposal for a new course to the department chairperson and appropriate academic associate vice president (New Course Proposal Form [10]). With academic administrative support, the proposal is forwarded to the senior vice president of academic affairs. The Office of Academic Affairs first conducts a technical review of the proposed new course to determine if it is in compliance with college
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 209 of 400 policies and procedures, Florida statutes and administrative code, and the Florida Statewide Course Numbering System. Once it passes the technical review, it is submitted to the Curriculum Committee for review and approval before a recommendation is made to the president.
The Curriculum Committee considers the breadth, depth, and rigor of a proposed course when it recommends an appropriate level and amount of credit. For example in Fall 2011, the Curriculum Committee was asked to approve a new Accent Reduction course to be offered by the School of Humanities and Communication. As recorded in the minutes of three successive committee meetings, members engaged in lengthy discussions about credit hours to be awarded, student learning outcomes, and delivery method for the proposed course. Suggested revisions were made to the course proposal before it received committee approval (Curriculum Committee Meeting Minutes - Credit Hours Awarded [11]). A summary of actions taken by the Curriculum Committee during the 2011-2012 academic year demonstrates that the college consistently follows a sound curriculum development practice when determining the amount and level of credit to award for a course (2011-2012 Summary of Curriculum Committee Actions [12]). Final approval of course additions, revisions, and deletions rests with the District Board of Trustees (2012-04-26, Board of Trustees Meeting Minutes, pp.8-9 [13]).
Courses offered by the college are identified in the catalog by prefixes and numbers that were assigned by the Florida State Common Course Numbering System (FDOE Website - SCNS [14]). The system is used by all public postsecondary institutions and 26 participating non-public institutions and ensures that courses offered under a given prefix and number are comparable across the state (FS 1007.24, Statewide Course Numbering System [15]). SCNS provides a database of postsecondary courses at Florida’s public postsecondary institutions, with assigned course prefix numbers that are used to assist program planning and facilitate the transfer of students. Under the SCNS guidelines, the college retains control of the title, credit and content of its courses. Course description information in the online College Catalog explains SCNS, course prefixes, and course equivalency (DSC College Catalog – Course Description Information [16]). Under the SCNS taxonomy, the course prefix and each digit in the course number have a meaning. For example, each institution using SCNS identifies its English composition skills course as ENC _101. The first digit is the level code and represents the year in which a student normally takes the course at a given institution. Equivalencies are established by the same prefix and last three digits and comparable faculty credentials at both institutions. For example, ENC 1101 is offered at Daytona State College. The same course is offered at a state university as ENC 2101.
The amount and level of credit awarded for a course is consistent regardless of delivery mode. Credits awarded for courses delivered in a non-traditional format, including fully-online courses and hybrid courses, are equivalent to those credits awarded in a traditional classroom. The curriculum development process at the college ensures that online and other non-traditional formats of a course conform to the same learning objectives, topics, skills, and content as the same course offered in a traditional format. Courses taught online or using other non-traditional delivery methods cover the same quantity of material and meet the same student learning outcomes as the same course delivered in a traditional face-to-face format.
Evidence [1] FAC 6A-10.033 Postsecondary Credit Definitions [2] Master Course Description - CGS 2100 Microcomputer Applications [3] Master Course Description - MAC 1105 College Algebra [4] Master Course Description - GEB 4891 Strategic Management and Decision Making [5] Syllabus Template (highlighted) [6] College Policy 4.02 Establishment of Instructional Programs, Classes and Lab Fees [7] College Procedure 402(a) Curriculum Development [8] Examples - Semester Sub-sessions
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 210 of 400 [9] Curriculum Development - Steps in the Process [10] Form - New Course Proposal [11] Curriculum Committee Meeting Minutes - Credit Hours Awarded [12] Curriculum Development - AY 2011-2012 Summary [13] 2012-04-26 Board of Trustees Meeting Minutes Excerpt - Academic Approval [14] FDOE Website - Statewide Course Numbering System [15] FS 1007.24 Statewide Course Numbering System [16] DSC Catalog - Course Description Information
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3.4.7 The institution ensures the quality of educational programs and courses offered through consortial relationships or contractual agreements, ensures ongoing compliance with the Principles and periodically evaluates the consortial relationship and/or agreement against the mission of the institution. (Consortial relationships/contractual agreements)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College ensures the quality of its educational programs and courses in compliance with the Principles of the Southern Association of Colleges and Schools Commission on Colleges. As defined by SACCOC, Daytona State College does not offer any educational programs or courses through consortial relationships or contractual agreements at this time, either through face-to-face or online delivery. A consortial agreement is one where two or more institutions share in the responsibility to develop courses and programs with mutually-agreed upon standards of academics, not including clinical training, internships, study abroad programs or transfer/articulation agreements.
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3.4.8 The institution awards academic credit for course work taken on a noncredit basis only when there is documentation that the noncredit course work is equivalent to a designated credit experience. (Noncredit to credit)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College awards academic credit for course work taken on a non-credit basis when there is documentation that the non-credit course work is equivalent to a designated credit experience. Daytona State College is committed to ensuring the academic quality of any credit appearing on a DSC student transcript. College credit may be awarded for knowledge gained outside the normal classroom setting, including prior work experience, workshops and seminars, formal or informal classes taken or other documented past experience. To award academic credit, the college requires verification that non-credit coursework is equivalent to a designated college-credit course.
The methods for earning credit for knowledge gained outside the normal classroom setting include: military training; business and industry training programs; vocational credit to college credit; advanced standing in nursing.
When reviewing military training and experience, or coursework earned in business and industry training programs, the college consults the American Council on Education Guide to the Evaluation of Educational Experiences in the Armed Services [1] or the American Council on Education National Guide to College Credit for Workforce Training [2]. Credits resulting from classroom-type instruction at the U.S. Air Force, Army, Coast Guard, Marine, or Naval schools are evaluated as stated on the official transcripts issued by the Community College of the Air Force, the Sailor/Marine/ACE Registry Transcript (SMART), Army/American Council on Education Registry Transcript System (AARTS), or the Military Education Transcript from the Coast Guard Institute. Credits awarded under these guidelines may not be applicable to transfer programs such as associate of arts and baccalaureate programs. Credit earned through training programs not included in the ACE guides is reviewed by academic departments. Guidelines are followed by the Records Office staff to ensure consistency and accuracy in determining non-credit to credit conversion [3]. An example of a student request to convert military training to college credit is attached as well as an example of a student request to convert business and industry training to college credit (Example - Conversion of Credit - Military Education [4]; Example - Conversion of Credit - Business and Industry Training [5]).
Daytona State has several associate of science programs, including Early Childhood Education, Criminal Justice Bridge, Emergency Medical Services, and Industrial Management, that accept vocational credit as equivalent to credit coursework. The Associate of Science in Nursing awards advanced standing. Credit is converted as specified in statewide articulation agreements developed by the Florida Department of Education. To be considered for credit, a student submits a Conversion of Credit [6] or Advanced Standing Form [7] and all official documents are forwarded to the appropriate academic department chair to determine credit equivalency.
To convert non-credit to credit through the portfolio process, the student works with the faculty member and department chair to determine what documentation is needed to demonstrate that specific course learning outcomes have been met. Once the student submits a portfolio, the department chair and faculty member evaluate the documentation and complete the APLE Portfolio Approval Form. The portfolio and approval form become part of the student's permanent record (Example - Conversion of Credit - APLE Portfolio [8]).
The college follows the guidelines for awarding credit for courses established by the State Board of Education and incorporated into Florida administrative code. The amount and level of credit awarded
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 213 of 400 for courses is defined for college credit, workforce development credit, college preparatory credit, and non-credit courses. In FAC 6A-10.033, Postsecondary Credit Definitions [9], the SBOE defines "credit" as a unit of measure assigned to a course or courses of equivalent learning and uses “non-credit” as a term indicating that credit is not awarded. In the case of state and community colleges, the term refers to “the instructional classifications of non-credit continuing education, adult basic and secondary, citizenship, and recreational; and in the case of postsecondary career centers, the instructional classifications of non-credit continuing education, adult basic and secondary, community education, and community instructional services. The unit of measure is hours of instruction.”
Evidence [1] ACE Website - Guide to the Evaluation of Educational Experiences in the Armed Services [2] ACE Website - The National Guide to College Credit for Workforce Training [3] Records Procedure Manual - Non-Traditional Transfer Credit [4] Example - Conversion of Credit - Military Education [5] Example - Conversion of Credit - Business and Industry Training [6] Form - Conversion of Credit [7] Form - Advanced Standing [8] Example - Conversion of Credit - APLE [9] FAC 6A-10.033 Postsecondary Credit Definitions
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3.4.9 The institution provides appropriate academic support services. (Academic support services)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College provides academic support services to students at all levels enrolled in traditional and non-traditional courses and programs. The college is committed to the success of its students and offers services to currently enrolled students to enhance the educational experience and/or contribute to the achievement of teaching and learning outcomes. These services include the Academic Support Center, the College Writing Center, Student Disability Services, programs that target at-risk populations, and a variety of academic enrichment opportunities. Academic support services for faculty enhance instructional delivery and content. They include the College Writing Center, the Center for Interactive Media, and the Center for Interdisciplinary Writing and Research. Each academic support service is described below.
Academic support services are consistent with the college mission. The mission statement of Daytona State College is to “provide access to a range of flexible programs from community enrichment to the baccalaureate degree, emphasizing student success, embracing excellence and diversity, as well as fostering innovation to enhance teaching and learning” (College Policy 1.02, Institutional Mission Statement [1]). Academic support services support the mission of the college by emphasizing student success, embracing excellence and diversity, and fostering innovation to enhance teaching and learning.
ACADEMIC SUPPORT SERVICE LINK TO DSC MISSION Academic Support Center Emphasizes student success and fosters innovation to enhance teaching and learning College Writing Center Emphasizes student success and fosters innovation to enhance teaching and learning Student Disability Services Embraces diversity and emphasizes student success Student Support Services Emphasizes student success Student Success Laboratory Emphasizes student success STEM Community Scholars Program Emphasizes student success S-STEM Program Embraces excellence and emphasizes student success Honors College Embraces excellence Student Publications Embraces excellence Faculty Innovation Center Fosters innovation to enhance teaching and learning Center for Interdisciplinary Writing and Embraces excellence Research
Academic support services, described in the following paragraphs, strengthen academic programs and ensure the success of students and faculty. The academic support service that impacts the most students is the Academic Support Center (DSC Website – Academic Support Center [2]). Its mission is to foster learning and help students achieve their academic potential by offering programs, services, technology, and learning resources that students need to become
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 215 of 400 successful independent learners. The ASC collaborates with the college community to accomplish its mission. The ASC supplements classroom teaching and learning with tutoring, facilitated study sessions, supplemental instruction, virtual review sessions, and computer-assisted instruction for students enrolled in college preparatory courses, lower-division college credit courses, baccalaureate courses, traditional and online courses (ASC Brochure [3]). The ASC has eight locations at six instructional sites: Daytona Beach Campus (main campus), DeLand Campus, Deltona Center, Flagler/Palm Coast Center, New Smyrna Beach Center, and the Advanced Technology College. Many services are offered online to accommodate distance learning students such as the popular online review sessions for gatekeeper math courses (ASC Virtual Tutoring [4]; Smarthinking [5]). Workshops on academic and life strategies and computer literacy are facilitated by faculty or ASC staff (ASC Workshops [6]). In 2007, the ASC received national recognition when it won the Frank L. Crist Outstanding Learning Center Award from the National College Learning Center Association [7]. Each year, the NCLCA recognizes two learning assistance centers for excellence: one two-year college and one four-year college. The Daytona State ASC received the award following a major renovation and expansion of facilities and services.
The ASC's full-time staff of 26 includes an associate vice president, assistant director, one administrative assistant, a lab coordinator, a supplemental instruction coordinator, three senior learning specialists, and 18 learning specialists (Organizational Chart - ASC [8]). Adjunct instructors, tutors and SI leaders provide coverage during extended evening hours and increase capacity in peak demand times. All learning specialists who provide direct instructional support to students have a bachelor's or master's degree and/or teaching experience in the field they support. Students are hired as peer tutors to work with other students and as first impressions clerks to staff the front desk at every Academic Support Center location. Student peer tutors and first impression clerks attend an on-line tutoring course and follow guidelines described in the ASC Tutor and First Impression Clerk Handbook [9] and Tutor and First Impression Clerk Training [10]. DSC faculty members volunteer in the ASC on a regular basis and provide virtual office hours during which distance learning students and students attending courses on other campuses can contact them online (ASC Virtual Office Hours [11]). Students who access ASC services represent all academic degree levels and include students in traditional and distance education instructional courses/programs.
In 2010, the college won the Florida Association of Community Colleges Learning Resources Commission Exemplary Practice Award [12] for Learning Support Services because of its success in engaging faculty in academic support services and the impact that has had on student success (E-mail Notification - Exemplary Practice Award [13]). Faculty at all levels and across all disciplines are encouraged to serve as volunteer tutors in the ASC. As indicated in the table below and in the attached report (ASC Facts [14]), each major semester a third or more of the full-time faculty volunteer an average of 24 hours of service to students in the ASC.
SEMESTER STUDENT NUMBER OF TOTAL AVERAGE HOURS OF VISITS TO FACULTY HOURS OF SERVICE THE ASC VOLUNTEERS SERVICE Fall 2012 126,069 102 2406 24 Spring 2012 120,771 107 2529 24 Fall 2011 150,483 117 2916 25 Spring 2011 168,144 116 2810 24
An Academic Support Center Liaison Committee meets six times a year to review data, advise on ASC services, and identify ways to promote student success. Data show that students who utilized ASC services had a higher pass rate compared to the college pass rate. For example, In fall 2012, 89 percent of the 421 upper division students who used the ASC passed their courses, compared to an 86 percent pass rate for all upper division students. The most significant results are
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 216 of 400 seen in the success rate for students enrolled in college preparatory courses. Seventy-four percent of prep students who received services at the Academic Support Center passed their courses, compared to 66 percent of all prep students. Students who consistently attended supplemental instruction sessions also had a higher success rate than those who did not (ASC – SI Performance Data [15]).
ACADEMIC STUDENTS STUDENTS % OF % OF ALL LEVEL SERVED AT PASSING STUDENTS STUDENTS ASC SERVED AT WHO PASSED ASC WHO PASSED FALL SEMESTER 2012 Upper Division 421 375 89% 86% Non Prep 12,641 9,481 75% 75% Prep 3,421 2,531 74% 66% SPRING SEMESTER 2012 Upper Division 370 337 91% 88% Non Prep 13,085 9814 88% 75% Prep 2,777 2,055 74% 63% FALL SEMESTER 2011 Upper Division 449 418 93% 88% Non Prep 4,245 3,269 77% 76% Prep 14,468 10,706 74% 68% SPRING SEMESTER 2011 Upper Division 415 398 96% 87% Non-Prep 12,278 9,913 81% 72% Prep 4,642 3,118 67% 62%
The College Writing Center (DSC Website – College Writing Center [16]) assists students, staff, and faculty to achieve their writing-related goals. Writing Center tutors assist visitors in brainstorming projects, conducting and documenting research, and editing and refining their writing. The CWC serves traditional and non-traditional students, including online students who access services through virtual consultations using Adobe Connect. Online students and students enrolled on other campuses can access the CWC using computers and Internet connections at any of the Academic Support Center locations. Students engage with the CWC through online social media (Facebook), where staff posts regular updates on CWC events along with writing suggestions and strategies. A brochure is distributed to increase awareness of CWC resources among students and faculty (College Writing Center - Brochure [17]). Faculty can request embedded CWC tutors for online classes in which tutors host a Writing Center discussion and students can obtain writing assistance.
The College Writing Center offers writing workshops to students that address common writing issues across disciplines or, at the request of faculty, address specific class or group concerns. From May 2011 through June 2012, the CWC conducted 12 workshops with 258 participants. The CWC has seven full-time staff, including a director, associate director and five professional tutors. Three part-time learning specialists, three peer tutors, three writing fellows, and 20 volunteer faculty members significantly increase the capacity of the CWC to provide direct service to students. The CWC is available to students, faculty and staff on each campus:
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LOCATION HOURS/WEEK Daytona Campus 220 DeLand Campus 29 Deltona Center 12 Flagler/Palm Coast Center 24 New Smyrna Beach Center 12 Advanced Technology College 4
Student Disability Services (DSC Website – SDS [18]) provides academic support for qualified students with physical, psychological, or other documentable learning disabilities, in compliance with the Americans with Disabilities Act of 1990 Section 504 [19] as it relates to higher education. Daytona State College provides equitable services by providing adaptive computer labs, tutoring, academic advising, and other technological resources to help them succeed (SDS Brochure - Student Information [20]). An SDS office is located on the Daytona Beach Campus and all other campuses to arrange for priority seating, interpreters, taped class materials, readers, tutors, and note-takers, and to provide adaptive equipment (SDS Office locations [21]). In 2011, more than 2,800 students were provided reasonable accommodations [22]. Technology resources include text magnification, computer software packages for assistance in reading, and tape recorders to record lectures. For visually impaired students, SDS offers JAWS (Job Access With Speech), MAGic, ZoomText, and OPENBook. These applications magnify screens, speak text, or scan images from printed documents. For hearing impaired students, SDS provides assistive listening systems or devices.
Distance education students can email or call a student disability advisor to register for services and receive reasonable accommodations. A Request for Services Form and an Agreement to Receive SDS Services is sent electronically, and can be returned by the student using fax or email. Online instructors receive letters of accommodation for their students through e-mail. SDS serves as an advocate for students experiencing academic difficulties and works closely with faculty to follow up on students' academic status (SDS Brochure - Faculty Guidelines [23]).
Student Support Services (DSC Website - TriO [24]), a TRiO program funded by the U.S. Department of Education, provides academic support to 160 students from disadvantaged backgrounds to increase retention, persistence, and graduation rates of participants. SSS students set educational goals and participate in academic tutoring, study skills and student success workshops, academic advising, and cultural enrichment. Students also receive transfer assistance and have the opportunity to visit other college campuses.
The Student Success Laboratory (DSC Website - Nursing Student Success Lab [25]), for students enrolling in the Associate Degree in Nursing, Licensed Practical Nurse, and the Certified Nursing Assistant programs, assists students in applying theory learned in the classroom to clinical concepts needed when providing care at the bedside. Also included are test-taking skills for application-based testing, and tutoring or remediation to ensure comprehension of content material. The SSL logs 800 to 1,000 tutoring hours per semester. Each semester the SSL offers a one-day seminar called Jump Start to equip incoming ADN and LPN students with tools to assist them in achieving success in the nursing programs. Based on the positive impact that student success labs have had on nursing students, the College of Health, Human and Public Services has established similar academic support labs for students enrolled in other health career programs [26].
STEM (Science, Technology, Engineering, and Mathematics) Community Scholars Program (DSC Website – STEM Community Scholars [27]) is an academic-based program funded by the National Science Foundation that focuses on student success in STEM programs of study. The
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 218 of 400 program promotes student success through high expectations and provides continual and intrusive advising. It creates strong social ties, and provides financial and transfer assistance to students. By assisting them in the development of an individual learning plan, and continuously monitoring their progress, students are given support that helps ensure that they succeed academically. Students receive a stipend for participating in the program and obtain information on scholarships, grants, and opportunities for employment. They also visit colleges and universities within the state of Florida and interact with academic staff, participate in campus tours, and learn the schools’ admissions and transfer requirements. Motivational speakers, a weeklong orientation, guest speakers, and workshops help fulfill key objectives pertaining to student success: retention, student recruitment into STEM fields of study, student preparation for successful transition into baccalaureate studies, and skill development for gainful employment. Over five years, the $864,637 grant will serve 250 students.
Scholarships for Science, Technology, Engineering, and Mathematics students (S-STEM) (DSC Website - S-STEM Scholarship [28]) is another partnership between the National Science Foundation and Daytona State College. S-STEM provides academically talented but financially disadvantaged students with support services that promote full-time enrollment toward graduation. Eligible students must be enrolled in a STEM associate degree program, maintain a 2.75 grade point average, be a U.S. citizen, and qualify for financial aid assistance. Once accepted, program participants receive annual financial support in the form of scholarships for tuition, fees, and books. In addition, scholarship recipients receive ongoing academic assistance through regular meetings with faculty advisors, as well as peer mentoring and tutoring through the Academic Support Center. Participants explore careers through externships related to their majors, work experiences, and field placements with businesses. S-STEM specific seminars focus on technology and careers in technology fields as well as employment-related topics. Over four years, the $488,694 grant will serve 122 students.
The Southeast Museum of Photography (DSC Website - SMP [29]) is a significant national presenter of innovative and stimulating photography exhibitions, public lectures, workshops, and children’s activities. It directly supports the mission of Daytona State and its academic programs through multi-disciplinary curriculum service and through its role as a major community cultural resource. The permanent photography collection of the museum is a resource for scholars, students, and the public and now numbers more than 3,000 photographs spanning the history of photography from the 1840s to the present. The museum also houses a 900-volume non-circulating reference library, a research collection of prints, a variety of educational publications, and a media center to support student research projects. The museum offers unique educational opportunities to Daytona State students through a range of college credit, cooperative learning, internship, college work study and volunteer positions.
The mission of the Honors College (DSC Website - Honors College [30]) is “to provide an enriched learning experience for intellectually capable and curious undergraduate students. The Honors College offers enriched and stimulating courses that are designed to encourage critical thinking, broaden students’ education, and examine interdisciplinary perspectives of different disciplines.” Students who are accepted in the Honors College are given an experience that offers both outstanding academic and extracurricular opportunities. Honors College students benefit from small-size classes and are given special access to professors and Daytona State College administrators. Over the last three years, 780 students were enrolled in the Honors College. The Fall 2011 enrollment was 285 students.
Student publications provide the opportunity for students to gain valuable skills and experience as reporters, photographers, graphic and fine artists, copy editors or advertising sales representatives. Daytona State College has three student publications: InMotion, the award-winning monthly newspaper that publishes each fall and spring semester; DSCInMotion.com, the online, electronic version that also features streaming video and multi-media additions; and Aeolus, the yearly literary magazine that publishes during the spring semester. InMotion accepts letters to the editor from students, staff, and faculty, as well as article submissions.
The Center for Interactive Media, which includes the Faculty Innovation Center [31], originally developed as the Center for Academic Success by a U.S. Department of Education Title III
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 219 of 400 Strengthening Institutions grant, provides educational technology support to faculty to enhance teaching and learning with the latest equipment and applications available, iPods, scanners, an interactive whiteboard and a VHS/DVD/MiniDV conversion station. Software support is provided for Respondus, Audacity, QuickTime, Photoshop and several other productivity and multimedia applications. The Center for Interactive Media provides a work area for developing content for courses, using video editing equipment, recording presentations, scanners, and updated computers with a bank of more than one million images, royalty-free music, and test generation software. Both MACs and PCs are available. Knowledgeable and helpful support staff and “e-mentors” provide assistance. DSC has its own iTunes U publication site. The Center for Interactive Media provides assistance with video and multi-media production services, podcasting and creating PowerPoint presentations with webcam video and voice over.
The Center for Interdisciplinary Writing and Research (DSC Website – CIWR [32]) is a collaborative institution where Daytona State College faculty, faculty from other institutions, students and the community discuss and critique writing and research in the spirit of inter-disciplinary studies. CIWR sponsors lectures, workshops, and conferences of scholarly and artistic form. CIWR advocates for collaboration and cooperation between the humanities, fine arts, social sciences, and sciences, and asserts that each of these domains, in part and in union, plays an essential role in conceptualizing and improving the human condition.
Daytona State College ensures awareness of academic support services. Academic support services are promoted on the Daytona State College website and on Facebook, through posters, fliers, and in-class announcements. The college's online orientation, required for all new and readmitted students pursuing a degree or certificate program, provides a general overview of academic support services that are available to assist students during their time at Daytona State (New Student Orientation [33]). Information about academic support services is included in the College Catalog (DSC Catalog – Information about Academic Support Services [34]) and the Student Handbook (Student Handbook – Academic Support Services [35]). Faculty are made aware of academic support services available to them through the Faculty Handbook in Section 3, Instructional Support Services (Faculty Handbook – Table of Contents [36]).
Daytona State College ensures effectiveness of academic support services. Feedback from students provides information about the perceived value of academic support services and the level of satisfaction. The college administered the Community College Survey of Student Engagement (2009 CCSSE Results [37]; 2011 CCSSE Results [38]) and the ACT Student Opinion Survey (2009 SOS Results [39]; 2011 SOS Results [40]). Responses about academic support services on both evaluation instruments indicated a high level of perceived value and a high level of satisfaction compared to benchmark institutions and the national average.
2009 2011 CCSSE: Large Daytona Daytona Academic CCSSE Colleges CCSSE Large State State Support Services Cohort (8K - Cohort Colleges College College 14.9K) Support for 51.1 50 49.2 51.5 50 48.3 Learners Peer or Other 59.3 -- -- 62.1 -- -- Tutoring Skills Labs (writing, math, 74.9 -- -- 79.8 -- -- etc.)
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2009 2011 * Satisfaction * Satisfaction ACT SOS: Level Level Academic Support Services DSC National DSC National Average Average Average Average College Sponsored Tutorial Services 4.08 3.9 4.05 3.91 Honors Program 3.94 3.9 4 3.89 *Satisfaction scale: 5=very satisfied, 4=satisfied, 3=neutral, 2=dissatisfied, 1=very dissatisfied
The Academic Support Center continuously improves through analyses of point-of-service surveys and comment cards (ASC – Survey Results [41]; ASC – Comment Cards [42]). In response to student feedback, some sites have adjusted their hours, services, and tutor availability. Computer literacy workshops were added in response to student satisfaction surveys. Weekend and night sessions were added for selected math courses based on a survey of distance learning students in mathematics (Distance Learning - End of Semester Math Survey [43]). In fall 2011, 96 percent of students who completed a satisfaction survey, rated the ASC as meeting their academic support needs.
The College Writing Center ensures continuous improvement through on-going assessments, including client satisfaction surveys and tutor reports (CWC – Client Survey Form [44]). CWC staff collects data on the number of visits, hours, and average visit length. They also track usage data, which provides a report on the number of visits by students, number of faculty volunteer tutors, and hours of tutoring provided (CWC – Usage Data [45]). In 2011, 98 percent of students who completed a post-session survey rated the CWC as meeting their writing needs. Separating out the distance learning students, 98.3 percent of those who responded to the survey rated the CWC as meeting their writing needs. In the Spring 2012 term, 98 percent of students rated the CWC as meeting their writing needs, whereas 100 percent of distance learners rated the CWC as meeting their writing needs.
The Academic Support Center, the College Writing Center, Student Disability Services and the Honors College are integrated into the overall planning processes of the college. Their annual unit planning activities, objectives/outcomes, results and use of results are discussed in Comprehensive Standard 3.3.1.2.
Evidence [1] College Policy 1.02 Institutional Mission Statement [2] DSC Website - Academic Support Center [3] ASC Brochure [4] ASC Example of Virtual Tutoring [5] Smarthinking [6] ASC Workshops, Spring 2012 [7] NCLCA Outstanding Learning Center Award [8] Organizational Chart - Academic Support Center [9] ASC Tutor and First Impression Clerk Handbook [10] ASC Tutor and First Impression Clerk Training [11] ASC Example of Virtual Office Hours [12] FACC Learning Resources Commission - Awards
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 221 of 400 [13] Exemplary Practice Award - Email Notification [14] ASC Facts [15] ASC Supplemental Instruction Data Report, Spring 2011 [16] DSC Website - DSC-UCF Writing Center [17] College Writing Center Brochure [18] DSC Website - Student Disability Services [19] Americans with Disabilities Act of 1990 Section 504 [20] SDS Brochure - Student Information [21] DSC Website - SDS Office Locations [22] DSC Website - SDS Services [23] SDS Brochure - Faculty Guidelines [24] DSC Website - TRiO Student Support Services [25] DSC Website - Nursing Student Success Lab [26] DSC Website - Other Academic Support Labs [27] DSC Website - STEM Community Scholars Program [28] DSC Website - S-STEM Scholarships [29] DSC Website - Southeast Museum of Photography [30] DSC Catalog - Honors College [31] Faculty Innovation Center [32] DSC Website - Center for Interdisciplinary Writing and Research [33] New Student Orientation [34] DSC Catalog - Information about Academic Support Services [35] Student Handbook - Academic Support Services [36] Faculty Handbook - Table of Contents [37] 2009 CCSSE Results [38] 2011 CCSSE Results [39] 2009 Student Opinion Survey Results [40] 2011 Student Opinion Survey Results [41] ASC Survey Results, Fall 2010 [42] ASC Comment Cards 2011 [43] ASC Distance Learning End of Semester Math Survey [44] College Writing Center - Client Survey Form [45] College Writing Center - Usage Data
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3.4.10 The institution places primary responsibility for the content, quality, and effectiveness of the curriculum with its faculty. (Responsibility for curriculum)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College places primary responsibility for the content, quality and effectiveness of its curriculum with its faculty. All current degree programs and courses offered at Daytona State College were developed, reviewed, and approved by the faculty. New courses and programs, as well as course and program modifications, are developed and planned by faculty members, are initiated to meet student and community needs, and are designed to align with the institutional mission and goals.
Faculty members are responsible for the content of the curriculum and are expected to propose new programs and develop curriculum. The college relies on the faculty for both subject matter and pedagogical expertise when it comes to curricular content and method of delivery. New courses are initiated by faculty members who wish to incorporate new development in their teaching fields or expand the curriculum of their teaching fields at the college. Following the procedures described in College Procedure 402(a), Curriculum Development [1], and detailed in Curriculum Development: Steps in the Process [2], a faculty member who wants to add a new course within an existing program or modify an existing course begins by discussing the proposed course or modification in his/her department or program and then with the academic associate vice president. Next the faculty member prepares a New Course Proposal Form [3] and submits it to the director of academic and curriculum services and the senior vice president of academic affairs. With consensus of the department chairperson, associate vice president, and senior vice president of academic affairs, a new course or course modification proposal is forwarded to the Curriculum Committee for review, discussion, and final approval.
The Curriculum Committee is a standing committee within the college that deals solely with curriculum issues. Fourteen faculty members comprise the full voting membership of the committee and represent every major college and school and every level of degree program. The director of academic and curriculum services, chairperson of the Faculty Senate, and a member of the Teaching and Learning Committee serve as non-voting resources to the committee (2012-2013 Curriculum Committee Membership [4]).
The mission of the committee is to oversee the curriculum process and ensure internal consistency with standards for academic quality. The committee reviews and makes recommendations on the following based on its bylaws [5]:
New programs; New courses; Consistency of language in student learning outcomes based on Bloom's Taxonomy; Major revisions to present programs and courses: Any change in credit hours or contact hours, unless mandated by the state; Any changes in courses which affect student learning outcomes in another program or department; Any addition or deletion of a major section in a course which results in a major change to the student (major) learning outcomes of the program; Any changes in courses that are part of an established program involving more than one department; Any addition or changes to the general education core requirements unless mandated by the state.
Approval from the Curriculum Committee must be obtained before final authorization is given by the president and District Board of Trustees. The Curriculum Committee carefully considers the rigor of the course, its currency and relevancy, and the connectivity among the components of the curriculum
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 223 of 400 before giving its approval. When reviewing master course descriptions, the committee considers course outcomes and student learning outcomes and verifies that they are in alignment and are standards-based. A summary of the work of the curriculum committee during the 2011-2012 academic year demonstrates that faculty assume responsibility for the curriculum (2011-2012 Curriculum Committee Summary of Actions [6]).
New program development follows a similar, but more comprehensive path to that of new course development. New programs arise when faculty members or academic administrators become aware of needs within the community for academic programs to help businesses meet their employment demands. Once a potential program is identified, faculty evaluate the employment potential for program graduates, discuss the program with occupational advisory committee members, discuss the program with faculty and administration at other Florida colleges that have the same program, and meet with administrators of local school districts and upper-division post-secondary institutions to explore articulation opportunities.
The faculty formally begins the new program development process by contacting the Office of Academic Affairs to verify that the program being considered is an approved program of the Florida Department of Education Division of Florida Colleges and Division of Career and Adult Education. If the program has not previously been approved at the state level, the college will work with FDOE to have the new program approved. With the consent of the department chairperson and academic associate vice president, the faculty initiating the program completes a New Program Abstract Form [7]. This form is submitted to the director of academic and curriculum services and the senior vice president of academic affairs. Once the abstract has been reviewed and approved by Academic Affairs, it is presented to the Teaching and Learning Committee.
The Teaching and Learning Committee studies, analyzes and makes recommendations to the college wide Planning Council regarding curriculum and programmatic direction. The committee is faculty-driven with 15 of its 17 members (88 percent) from the faculty (2012-2013 Teaching and Learning Committee – Purpose and Membership [8]). In 2011-2012, 12 of 19 (63 percent) committee members were faculty [9]. Committee members review and approve ideas for new programs, admission criteria for limited access programs, best practices and innovations in instructional delivery, and other topics that facilitate and enhance the teaching and learning process.
When reviewing new program proposals, the Teaching and Learning Committee reviews enrollment potential, employment opportunities for graduates, and avenues for articulation. It also considers physical, fiscal, and human resources needed to begin and maintain the program. If there is a strong indication of the need for and viability of the program, the committee will give a favorable recommendation and authorize the faculty member to proceed with the new program proposal process.
The next step in the process is for the faculty to complete a detailed New Program Proposal Form [10] which is reviewed by the director of academic and curriculum services, the department chairperson, associate vice president, and senior vice president of academic affairs before proceeding to the Curriculum Committee for the final approval process. The faculty-led and faculty-driven Curriculum Committee carefully considers the content of the program curriculum by reviewing learning outcomes, master course descriptions, and curriculum maps that link institutional and course outcomes to program outcomes. The committee also considers the breadth and rigor of courses and the sequence of courses that comprise the program. After the program is approved by the Curriculum Committee, it is submitted to the senior vice president for academic affairs who forwards it to the president for approval. The final administrative approval comes from the board of trustees before a notification is sent to SACSCOC.
Three examples of the Curriculum Development Process as it occurs in practice demonstrate faculty involvement in the development of new programs and courses and in major revisions to the curriculum. The first example began in 2011 when a member of the science faculty initiated the development of an A.S. in Environmental Science Technology. With approval from the department chair and the associate vice president of the College of Arts and Sciences, the faculty member prepared a New Program Proposal Abstract, which was sent to the Teaching and Learning Committee
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 224 of 400 (New Program Abstract – A.S. in Environmental Science Technology [11]). With that committee’s approval (2011-02-28, Teaching and Learning Committee Meeting Minutes [12]), the faculty member completed a New Program Proposal (New Program Proposal - A.S. in Environmental Science Technology [13]) that was reviewed and approved by the Curriculum Committee (2011-04-14, Curriculum Committee Meeting Minutes [14]).
The proposal for the A.S. in Environmental Science Technology included the development of several new courses, including Aquatic Environmental Science. The science faculty member initiating the new course completed a New Course Proposal, which was approved by the Curriculum Committee during the same meeting at which it approved the program (New Course Proposal – Master Course Description OCE 2013 Aquatic Environmental Science and Lab [15]).
The second example culminated in a college credit certificate program in Television Studio Production offered through the College of Business. A faculty member submitted a New Program Abstract [16] for review by the Teaching and Learning Committee. The committee approved the abstract for the program in October 2011 (2011-10-12 Teaching and Learning Committee Meeting Minutes [17]). Given that level of approval, a detailed New Program Proposal [18] was submitted to the Curriculum Committee (2011-11-03 Curriculum Committee Meeting Minutes [19]). New courses to be offered as part of the program were reviewed at the same meeting (New Course Proposals - Fundamentals of Broadcast Production and Lab [20]; Studio Television Production and Lab [21]; Team Media Production and Lab [22]).
A third example of the faculty-driven curriculum development process resulted in a major revision in the general education curriculum. A memorandum was sent by a faculty/academic department chairperson to the Curriculum Committee requesting approval to remove SLS 1122, Dynamics of Student Success, from the general education core (Approval of Major Course Revision [23]; 2010-05-06, Curriculum Committee Meeting Minutes [24]). The Curriculum Committee reviewed the request and approved the revision.
To assist the Curriculum Committee in deliberations of new courses and course modifications that impact the general education program, a faculty-driven General Education Committee was recently transitioned from an ad hoc to a standing committee. The general education committee is comprised entirely of faculty (General Education Committee - Mission and Representation [25]). The membership includes one faculty representative from each of the following areas:
Humanities and Communication Health and Wellness Mathematics Natural Sciences Behavioral and Social Sciences Student Success or Modern Languages Music, Entertainment and Art A.S. degree area B.S. degree area
The General Education Committee reports to the associate vice president for the College of Arts and Science. The committee began meeting regularly in the fall of 2011 to develop and implement a more deliberate and consistent process for ensuring academic quality in the general education core and to align the general education core courses and goals with institutional outcomes (General Education Committee Meeting Minutes [26]). The primary responsibilities of the committee are to:
review proposals for new courses and revisions to the curriculum that impact the general education program; make recommendations to the curriculum committee on new general education course proposals; on a three-year cycle, evaluate general education courses for rigor, relevancy, and appropriateness to ensure the courses contribute to the student outcomes of the general
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 225 of 400 education program; monitor the effectiveness of the general education program and make recommendations on improvement based on outcomes and assessment data; review courses with Gordon Rule designation for compliance (FAC 6A-10.030, Assessment Procedures for Communication and Computation Skills [27]).
Daytona State College faculty members are responsible for the quality of the curriculum. While the Curriculum Committee and the General Education Committee are responsible for the content of new courses and programs and for the content of courses and programs undergoing either minor or major revisions, it is up to the faculty within each department and program to ensure the ongoing quality of the curriculum. Faculty members do this by taking direct responsibility for consistency in the delivery of educational content. In other words, faculty ensure that course content is the same for all sections of a course regardless of the format of the course (6-week summer semester format, 8-week semester format, or a full semester format); whether the course delivery method is classroom, partially online, or fully online; and regardless of the campus or instructional site. This is accomplished through Master Course Descriptions.
Across the college, teams of faculty within each academic department have developed and approved Master Course Descriptions for every course offered by the college (Examples of Master Course Descriptions: ACG 2022 Principles of Financial Accounting [28]; ENC 1101 College Composition [29]; LIS 2004 Introduction to Internet Research [30]; MAC 1105 College Algebra [31]; PSY 1012 General Psychology [32]). Each Master Course Description has been reviewed and approved by the Curriculum Committee and is updated at least every three years. As the foundation for each course, Master Course Descriptions contain the course description, learning outcomes, course objectives, textbooks and supplemental materials, criteria for evaluation, the number of credits awarded, and total contact hours. Faculty use the Master Course Description as a guide when developing a course syllabus and in delivering course content Examples of Course Syllabi: ACG 2022 Principles of Financial Accounting [33]; ENC 1101 College Composition [34]; LIS 2004 Introduction to Internet Research [35]; MAC 1105 College Algebra [36]; PSY 1012 General Psychology [37]).
Occupational Advisory Committees validate the quality of the curriculum content and assist the college’s faculty in assuring its effectiveness. Each of the college’s workforce development, nursing, and health services programs has an occupational advisory committee comprised of practicing professionals and experts, employers, and college instructors and administrators. Occupational advisory committees meet at least annually and review each academic program for rigor and relevance, with attention to curriculum efficacy, facilities and equipment, student recruitment, program support, community relations, and economic trends in the workforce. Minutes from advisory committee meetings for the Bachelor of Applied Science in Supervision and Management program [38], a College of Education program [39], a Computer Science program [40], a Respiratory Care program [41], and a Fire Emergency Management Services program [42] illustrate the involvement of faculty in aligning curriculum to industry standards.
Daytona State College places primary responsibility for the effectiveness of its curriculum with its faculty. Responsibility for the effectiveness of academic programs is assumed by the faculty through the establishment and assessment of learning outcomes at the course and program levels. Faculty members from all disciplines assess the extent to which their students demonstrate these competencies. They use the results of various assessments to modify the curriculum and enhance student learning. Additional information about the college’s learning outcomes and assessment practices is contained in Comprehensive Standard 3.3.1.1, Institutional Effectiveness: Educational Programs, and Comprehensive Standard 3.5.1 College-level Competencies.
Each instructional unit, department, school or college at Daytona State has at least one scheduled meeting per semester to review course content, academic programs, and curricular issues. The format and frequency of the meetings vary from department to department, but faculty oversight of course content and curriculum is consistently satisfied. Fall and Spring Planning Weeks provide prime opportunities to set aside time for departmental meetings to discuss student learning outcomes at all levels (2009-2013 Planning Week Schedules - Fall and Spring [43]). Examples of minutes from
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 226 of 400 departmental faculty meetings are evidence that faculty are responsible for curriculum content, quality, and effectiveness (Faculty Departmental Meeting Minutes: Mathematics [44]; Associate of Arts [45]; Student Life Skills Department [46]; Nursing [47]; Behavioral and Social Sciences [48]; Emergency Services [49]; Education [50]; Assessment Committee for the Humanities and Communications Department [51]; Bachelor of Science in Engineering Technology [52]). Instructors assess the effectiveness of the curriculum by course and make changes as appropriate. A faculty member who is assigned as a lead instructor for a course reviews the learning outcomes, collects data, reviews and analyzes the data for all sections, which includes those of different delivery formats. The lead instructor then leads discussions with other faculty who teach the course to identify ways to use the information to improve student outcomes. Examples of minutes from faculty meetings that focus on the outcomes of specific courses are provided (Course Meeting Minutes: Mathematics [53]; Music, Entertainment and Art [54]; Science [55]; Supervision and Management [56]).
Faculty members also review curriculum quality and effectiveness as members of the Planning Council’s Assessment Teams. The Planning Council facilitates the college wide assessment process and has established academic assessment teams at each academic level to review assessment plans, assessment results, and use of results for each academic program. Assessment teams are comprised entirely of faculty but benefit from the guidance and support of the dean of assessment and planning who is part of the Institutional Effectiveness Department. Rosters for the 2012-2013 assessment teams for vocational programs, associate of science programs, the associate of arts program, and baccalaureate programs demonstrate a cross section of faculty involvement (2012-2013 Academic Assessment Team Members [57]). The teams review the assessment plans and results of academic programs to offer feedback for improving the assessment process.
For continuous improvement in the quality and effectiveness of the college’s curriculum, academic programs are subject to periodic evaluations of program outcomes through the Instructional Program Review process. The IPR committee is charged by the college Planning Council with reviewing all academic programs on a three-year rotating basis (IPR Calendar of Reviews [58]). The 2012-2013 IPR Committee is predominantly faculty, with 13 of 19 members (68 percent) from the faculty ranks (2012-2013 Instructional Program Review Committee – Purpose and Membership [59]). In 2011-2012, the 29-member committee included 19 (65.5 percent) faculty members (2011-2012 Instructional Program Review Committee - Purpose and Membership [60]).
Instructional Program Reviews consider enrollment, student retention and completion rates, licensure and certification pass rates (where applicable), and graduate employment rates. Each IPR includes an assessment of program and course outcomes and a comparison of data for different delivery formats that exist within the discipline.
The 2011-2012 end-of-year report for the IPR Committee demonstrates the breadth of the review process and provides examples of curriculum recommendations that are made as a result of the review (Instructional Program Review - Final Report 2011-2012 [61]). The IPR Committee reviewed 40 programs that included 4 adult education programs, 18 associate of science programs, 5 college credit certificates, 3 vocational certificates, 1 technical diploma program, 7 schools, the Honors College and the Quanta program. The results of the committee's review indicate that 16 programs had no recommendations. One memo was sent to the Technology Committee requesting an upgrade or refresh of computers in the English Computer labs, and 12 programs were given recommendations for improvements such as developing program mission statements, identifying a Technical Skills Attainment Assessment (TSA) Instrument, providing course learning outcome assessments, and forming an advisory committee to help track completers. All programs were referred to the dean of assessment and planning for assistance with program and institutional outcome assessment. The IPR Committee followed up on 28 recommendations from the reviews conducted in 2010-2011 (Instructional Program Review - Closing of the Loop 2010-2011 [62]).
To ensure the effective delivery of quality curriculum, the college strives to hire exemplary faculty who meet or exceed minimum standards recommended by SACSCOC and who demonstrate effective teaching and presentation skills. All full-time faculty and adjunct faculty are evaluated annually by the college’s academic administrators on the quality of their instruction in accordance with College
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 227 of 400 Procedure 612(a), Evaluation of Full-time Faculty [63]. The evaluation includes a classroom observation at least once a year and student evaluation of instruction for the courses taught in the previous major semester. Lead instructors ensure that online courses are included in the classroom observations. Mentors, lead instructors, and chairs have access to online courses and periodically review classes throughout the semester. The purpose of the evaluation is to inform the instructor of strong and weak points in performance and delivery. The results are reviewed with the faculty, training needs are noted along with improvements expected, and follow-up is provided.
The College’s academic administration and faculty analyze data which measure the effectiveness and results of the curriculum. Florida Statute 1008.45, Florida College System Institution Accountability Process [64], requires the District Board of Trustees to “develop and implement an accountability plan to improve and evaluate the instructional and administrative efficiency and effectiveness” of the institution. The college gathers data and monitors statewide standards of accountability such as graduation rates, enrollment and retention rates, student performance, job placement rates, and student progression by admission status and program. Many of the standards have multiple measures which are shared with college faculty, administrators and other staff in a Core Performance Indicators report [65]. Additional information about the Core Performance Indicators is provided in the narrative response for Federal Requirement 4.1 Student Achievement.
Faculty members accept responsibility for the quality and effectiveness of the curriculum and take deliberate action to make improvements, when and where appropriate. For example, after reviewing the Core Performance Indicators report in fall 2011, an ad hoc task force of faculty and student development personnel convened to address a declining trend in retention rates that was evidenced by the data. The committee’s research indicated that students who performed well in reading, writing, and mathematics preparatory/developmental courses did not succeed in subsequent “gatekeeper” courses (ENC1101 and MAT1033) at the same rate as students who did not take prep courses. The committee developed a Retention Plan that was presented and approved by the Teaching and Learning Committee (2011-11-30 Teaching and Learning Committee Meeting Minutes [66]) and presented to the college wide Planning Council for approval (2012-02-22, Planning Council Meeting Minutes, p. 2 [67]). As a result, strategies for improving student retention and success were identified and are being implemented (Retention Plan [68]). Thirteen (68 percent) of the 19 members of the retention task force represented academic departments (2011-2012 Retention Committee Membership [69]).
External accreditors provide additional oversight of academic program content, quality, and effectiveness, and faculty members play a key role in preparing academic programs for external review by accrediting agencies. Several academic programs at the college maintain state and/or national accreditations or approval by professional associations or licensing boards. For example, the college’s Associate Degree in Nursing is accredited by the National League for Nursing Accrediting Commission and the Florida League of Nursing; the Automotive Collision and Repair program is accredited by the National Automotive Technicians Education Foundation. Program coordinators and faculty collaborate to demonstrate that their programs meet the standards of quality established by their respective governing boards or accrediting agencies. For example, NATEF uses national standards that students must master to evaluate training programs for accreditation, ensuring that programs meet or exceed industry-recognized, uniform standards of excellence. All programs with external accreditations and reviews are in good standing, demonstrating the quality of academic programs at Daytona State College (DSC Programs with External Accreditations [70]).
At Daytona State College, faculty are the primary determiners of the content, quality, and effectiveness of the curriculum. The curriculum process engages faculty in the development, review and approval of courses and programs offered by the college. Master Course Descriptions guarantee college wide consistency in the quality of the curriculum while Occupational Advisory Committees provide guidance for aligning program outcomes to industry standards. The effectiveness of curriculum is monitored and confirmed through an ongoing assessment process that involves faculty in a cyclical review of student learning outcomes at the course and program level.
Evidence
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 228 of 400 [1] College Procedure 402(a) Curriculum Development [2] Curriculum Development - Steps in the Process [3] Form - New Course Proposal [4] Curriculum Committee Membership - AY 2012-2013 [5] Curriculum Committee Bylaws [6] Curriculum Development - AY 2011-2012 Summary [7] Form - New Program Abstract [8] 2012-2013 Teaching and Learning Committee - Purpose and Membership [9] 2011-2012 Teaching and Learning Committee - Purpose and Membership [10] Form - New Program Proposal [11] New Program Abstract - Environmental Science Technology [12] 2011-02-28 Teaching and Learning Committee Minutes - Environmental Science Technology [13] New Program Proposal - Environmental Science Technology [14] 2011-04-14 Curriculum Committee Meeting Minutes - Environmental Science Technology [15] New Course Proposal - Aquatic Environmental Science and Lab [16] New Program Abstract - Television Studio Production [17] 2011-10-12 Teaching and Learning Committee Minutes - Television Studio Production [18] New Program Proposal - Television Studio Production [19] 2011-03-11 Curriculum Committee Meeting Minutes - Television Studio Production [20] New Course Proposal - Fundamentals of Broadcast Production and Lab [21] New Course Proposal - Studio Television Production and Lab [22] New Course Proposal - Team Media Production and Lab [23] Approval of Major Course Revisions - SLS 1122 Dynamics of Student Success [24] 2010-05-06 Curriculum Committee Meeting Minutes - Major Course Revisions [25] General Education Committee - Mission and Representation [26] General Education Committee Minutes January - April 2012 [27] FAC 6A-10.030(2)(a-b) Assessment Procedures for Communication and Computation Skills [28] Master Course Description - ACG 2022 Principles of Financial Accounting [29] Master Course Description - ENC 1101 College Composition [30] Master Course Description - LIS 2004 Introduction to Internet Research [31] Master Course Description - MAC 1105 College Algebra [32] Master Course Description - PSY 1012 General Psychology [33] Syllabus - ACG 2071 Principles of Managerial Accounting [34] Syllabus - ENC 1101 College Composition [35] Syllabus - LIS 2004 Introduction to Internet Research [36] Syllabus - MAC 1105 College Algebra [37] Syllabus - PSY 1012 General Psychology [38] BAS Advisory Committee Meeting Minutes [39] 2011-05-12 College of Education Advisory Committee Meeting Minutes [40] 2011-11-03 Computer Science Advisory Meeting Minutes [41] 2012-03-12 Respiratory Care Advisory Committee Meeting Minutes [42] 2011-09-23 Fire EMS Advisory Committee Meeting Minutes
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 229 of 400 [43] 2009-2013 Planning Week Schedules - Fall and Spring [44] Faculty Meetings - Mathematics [45] Faculty Meetings - Associate of Arts [46] Faculty Meetings - Student Life Skills [47] Faculty Meetings - Nursing [48] Faculty Meetings - Behavioral and Social Sciences [49] Faculty Meetings - Emergency Services [50] Faculty Meetings - Education [51] Faculty Meetings - Humanities and Communication [52] 2013-1-22 BSET Departmental Meeting [53] Course Meeting Minutes - Mathematics [54] Course Meeting Minutes - Music Entertainment and Art [55] Course Meeting Minutes - Science [56] Course Meeting Minutes - Supervision and Management [57] 2012-2013 Academic Success Team Members [58] IPR Schedule of Reviews [59] 2012-2013 Instructional Program Review Committee - Purpose and Membership [60] 2011-2012 Instructional Program Review Committee - Purpose and Membership [61] Instructional Program Review - Final Report 2011-2012 [62] Instructional Program Review - Closing of the Loop 2010-2011 [63] College Procedure 612(a) Evaluation of Full-Time Faculty [64] FS 1008.45 Florida College System Institution Accountability Process [65] Core Performance Indicators 2011-2012 [66] 2011-11-30 Teaching and Learning Committee Meeting Minutes [67] 2012-02-22 Planning Council Meeting Minutes [68] 2012-2013 Retention Plan [69] 2011-2012 Retention Committee Membership [70] DSC Accrediting Agencies
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3.4.11 For each major in a degree program, the institution assigns responsibility for program coordination, as well as for curriculum development and review, to persons academically qualified in the field. In those degree programs for which the institution does not identify a major, this requirement applies to a curricular area or concentration. (Academic program coordination)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative At Daytona State College, the responsibility for program coordination is assigned to academically qualified persons. A review of the education and experience of the faculty members assigned as program coordinators for the 2012-2013 academic year confirms that they have appropriate academic qualifications (2012-2013 Academic Program Coordinators [1]).
The college offers seven baccalaureate degree programs, the associate of arts degree for students planning to transfer to a baccalaureate program, 34 associate of science degrees to prepare students for employment in technical fields, and numerous certificate programs to prepare students for employment in technical, and occupational skill areas. Academic programs are organized into six colleges: Arts and Sciences; Business Administration; Education; Health, Human and Public Services; Technology; and Workforce and Continuing Education. Within each college are academic departments; each department has a chairperson and one or more assistant chairs. In many cases, the chair or assistant chair also serves as the program coordinator (Organizational Chart - Academic Affairs 2011-2012 [2]).
The college assigns responsibility for curriculum development, curriculum review and program coordination of each degree and certificate program to academically qualified program coordinators. Program coordinators develop and coordinate yearlong class schedules and course assignments, promote and market programs, maintain and manage curriculum and instruction, facilitate student relations, and evaluate faculty. They coordinate classroom observations, prepare program reviews, and plan for new classes or programs. They present new course proposals, make recommendations for curriculum review and revision, manage budgets, and contribute to annual planning. Program coordinators play a key role in the curriculum development process and decisions related to new programs and courses, major revisions to existing programs and courses, and deletion of programs and courses (College Procedure 402(a), Curriculum Development [3]). They monitor learning outcomes, and ensure that continuous improvement occurs within the department (College Procedure 402(e), Criteria for Evaluating Instructional and Instructional Support Programs [4]). Program coordinators are recommended annually by the academic associate vice president for each college. Appointments are reviewed by the chief academic officer and approved by the president.
Program coordinators are qualified based on academic degrees, licensure and industry experience as appropriate. Academic qualification for individuals responsible for baccalaureate-level program oversight is based on the individual holding a terminal degree in the field. At the associate level, program oversight is based on the individual holding a minimum of a master’s degree in the field or a master’s degree in a related field with 18 graduate semester hours in the teaching field, unless credentialed by exception. Some vocational programs require specialized industry certification or experience rather than advanced degrees (i.e. automotive services, air conditioning).
Evidence [1] 2012-2013 Academic Program Coordinators [2] Organizational Chart - Academic Affairs (2012-2013) [3] College Procedure 402(a) Curriculum Development [4] College Procedure 402(e) Criteria for Evaluating Instructional and Instructional Support Programs
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3.4.12 The institution's use of technology enhances student learning and is appropriate for meeting the objectives of its programs. Students have access to and training in the use of technology. (Technology use)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College uses technology to enhance student learning. Inherent in the college mission is the call to “provide access”, “emphasize student success” and “foster innovation to enhance teaching and learning” (College Policy 1.02, Institutional Mission Statement [1]). Integration of technology into the college’s academic programs and student services is a consistent thread that links the college mission, strategic plan, and annual plan. As stated on page 4 of the 2010-2013 Strategic Plan [2], the long-range focus of the college is to: develop virtual resources that provide students access to all services and programs through an online environment; maximize the utility and function of land, facilities, information technology, and instructional systems to provide a positive and safe environment for effective learning at all college instructional sites and; explore emerging technologies and adopt those that enhance teaching and learning, promote access, and foster student success.
Through the effective use of technology, the college helps prepare students for a technologically-driven society. Examples of how the college uses technology in the delivery of course content and as a tool to facilitate the integration of students into the institution are provided in the paragraphs below.
Students and faculty have access to technology that enhances student learning. Technology is used to enable student access to a wide range of courses and student support services from any location. There are a sufficient number of courses offered online that a student can earn an associate of arts, a bachelor of applied science and a limited number of associate of science degrees through distance education. The college uses a learning management system, Desire2Learn, for learning content delivery, communication and assessment.
For students who do not own or have ready access to a computer, the college provides many on-campus options. Computer access is available in the Academic Support Centers (DSC Website - Academic Support Center [3]) located on each campus and the Computing Commons (DSC Website - Computing Commons [4]) located on the Daytona Beach and DeLand campuses. Each non-classroom computer access area provides on-site technical assistance.
Computers in Non-Classroom Space by Campus Campus Number of Number of Number of Total Number of Computers in Computers in Computers in Computers Academic Computing Training Accessible to Support Center Commons Rooms Students ATC 41 -- 17 58 Daytona Beach 320 32 342 694 DeLand 65 28 -- 93 Deltona 57 -- 25 82 Flagler/Palm Coast 70 -- -- 70 New Smyrna Beach 54 -- 18 72 Total 607 60 402 1,069
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 232 of 400 Instructors have access to a range of presentation equipment. Across all campuses, 92 percent of all classrooms and labs have a Smart Station set-up that includes multimedia podiums, video projectors with DVD/CD/TV capabilities, and Internet access. The college has a 300-megabyte Internet connection, which rarely exceeds 50-percent bandwidth at peak hours, and more than 200 wireless hotspots.
Classrooms by Instructional Site with Smart Station Technology Instructional Site Number of Number with a Percent of Classrooms and Smart Station Classrooms with Labs Smart Station ATC 47 47 100% Daytona Beach 213 198 92.9% DeLand 52 44 84.6% Deltona 28 25 89.3% Flagler/Palm Coast 20 20 100% New Smyrna Beach 24 21 87.5% Total 384 355 92%
The use of technology at DSC is appropriate to meet the objectives of academic programs. Information and Technical Literacy is an institutional learning outcome and one of the college’s general education competencies. Students must demonstrate the appropriate use of technology to locate, evaluate, and effectively process information. This may include finding and evaluating relevant resources and data; using appropriate technologies to conduct and/or present inquiry and research; and navigating within a digital environment. Both CGS 1060, Basic Computer Concepts (Master Course Description [5]) and CGS 2100 Microcomputer Applications (Master Course Description [6]) can be used to satisfy part of the general education requirement. CGS 1060 Basic Computer Concepts is intended for first-time computer users and concentrates on basic computer literacy. CGS 2100 Microcomputer Applications is an introduction to computer operations, including the Windows operating system, email, Internet, and the use of software packages, including word processing, spreadsheets, database management and presentation software. Both courses are offered during fall, spring and summer semesters.
DSC uses technology that is appropriate to the nature, objectives, and expectations of the academic programs and courses offered. Many of the college’s specialized academic programs have discipline-specific technological needs. For example, the college’s health care programs make effective use of the Human Patient Simulator Lab to train students in critical decision making in a controlled environment. Students can see the results of their decisions without risk to a real patient. The college has six adult simulators, two pediatric simulators and two infant simulators. The Associate of Science in Drafting and Design Technology program uses high-end computers to operate computer-assisted design (CAD) systems and requires a special printer to create three-dimensional models. The Associate of Science in Computer and Information Technology program engages students with computers, routers, cables, and switches needed for the discipline.
Academic uses of technology to enhance student learning and achieve student learning outcomes can be found in every area of the college. Examples of technology use in specific programs are provided below:
College of Arts and Sciences [7]: Turning Point Technology group response devices, often described as ‘clickers’, are used in many of the large science and math lecture classes to assist faculty member in identifying how well students are understanding the content being delivered. The technology allows the instructor to pose brief questions and get immediate feedback from students that demonstrates their level of comprehension.
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 233 of 400 Music Production Technology students use recording, sound reinforcement and computer equipment to apply theoretical and technical problem solving skills, demonstrating a broad-based knowledge of music production and audio engineering. School of Photography faculty have replaced the traditional ‘dark room’ for developing prints with the latest photographic technology. Classrooms are equipped with digital cameras and printers, hardware and lighting technology, and iMac computers loaded with Adobe Create Suite Design Premium, Adobe Lightroom, and Final Cut Express software. School of Mathematics faculty use interactive white boards with Active Inspired Software to capture classroom lectures that are uploaded on the learning management system to be used by students as supplemental materials. Adobe Connect and digital note pads are used for office hours outside the normal range of a work week.
School of Applied Business [8]: Business management classes use Microsoft Office Suite as the primary software because it is heavily used in industry. Students use MS Word to complete assignments such as research papers, case studies, marketing plans and business plans. Microsoft Excel and/or accounting software QuickBooks is used to create and analyze financial information for management-related decisions. Students are also exposed to, and may use, other software such as Microsoft Internet Explorer, Mozilla Firefox, Adobe Flash Player, Adobe Reader and Java, and the learning management system, Desire2Learn.
School of Management [9]: Technology in the classroom allows for a variety of learning activities that make teaching and learning more meaningful and interesting and enables students to develop technological proficiencies that are desired by today's employers. Faculty use teleconferencing to enhance synchronous communication and critical thinking in collaborative learning activities. Faculty access YouTube videos to support activities, and students access Poll Everywhere to provide real-time text responses to questions posed during class. All courses within this program have an online component and an ePortfolio for student work.
School of Education [10]: B.S. in Education programs use LiveText and the learning management system for formative assessment that includes artifact submission and rubric assessments, online discussion, course content, and traditional assessments such as quizzes and tests. Summative assessment is completed through an online Senior Internship Portfolio that includes feedback from teacher candidates, directing teachers, college supervisors and in-field administrators, and assessment of all final exams. Each program uses technology to enhance the learning process specific to the needs of that program. For example, for exceptional student education, students explore adaptive equipment such as the Perkins Brailler, FM Listening System, IntelliKeys, VisAble Scientific Calculator, Talking Calculator, Job Access with Speech-JAWS, Open Book scanning and reading software, MAGic, and Closed Circuit Television to learn about communication and best practices for students with exceptionalities.
School of Emergency Services [11]: Both the basic law enforcement and the correctional officer recruit programs use the Shoot/No Shoot video simulator that gives a safe three-dimensional interactive shooting experience. Students enter the room with the gun simulator that interacts with the video and records the shooting experience. The student and instructor replay the video, review the student’s response and the accuracy of the shot placement during the exercise. The student is graded on the performance. If needed, the student may be remediated immediately including completing the scenario again.
School of Health Careers and Human Services [12]: Respiratory Therapy uses airway management equipment, mechanical ventilators, Hemodynamic monitoring equipment and lab testing equipment to perform entry level
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 234 of 400 skills. Mechanical ventilators, non-invasive ventilators and C-pap masks are used to execute safe clinical decision making. Radiography produce optimal images using the imaging rooms and devices for vital signs, venipuncture arms, x-ray mannequins, and phantom body parts to adapt techniques and develop critical thinking and problem solving skills.
College of Hospitality Management [13]: Culinary and hospitality programs have specific equipment needed for teaching in the discipline; use the learning management system for course content, discussions, and submission of assignments; and conduct tutoring sessions through Adobe Connect. YouTube videos often support learning activities and students are encouraged to use the Internet for research. Microsoft Office products of Work, Excel and PowerPoint are used by students for research, assignments, and presentations.
School of Nursing [14]: Human Patient Simulators bridge the gap between classroom learning and ‘real life’ clinical experience by allowing students to make critical decisions without risk to living patients. The patient simulation laboratory is used for classroom instruction, laboratory instruction, clinical replacement, tutoring, and remediation. There are four adult simulators, one pediatric simulator and one baby simulator on the Daytona campus. Each is capable of speech, heart and breath sounds, bowel sounds, and physiologic responses. The adult and baby simulators are transported to the regional campuses by van on a rotating basis so health career students have an opportunity to make medical decisions and receive immediate feedback. The HPS lab is equipped with hospital beds and cribs, working air, oxygen, and suction, patient monitoring systems, IV pumps, feeding pumps, electronic medication dispenser, sink, and a media cart. Most items in the HPS lab are used with the simulators to allow students a complete immersion in the experience. Patient simulation provides evidenced-based patient care scenarios as replacement for clinical time if clinical space is not available, as a laboratory experience where students rotate through several stations including a simulated clinical experience designed to last 1-2 hours, as part of the classroom learning experience to provide hands-on learning of the lecture material throughout the lecture period, as tutoring when students feel that hands-on learning helps them to retain the material, or as remediation for those students having difficulty with translation of theory to bedside practice.
School of Workforce [15]: Simulation software allows the workforce student to gain skills needed for employment. SIMUTECH HVAC simulation and MY HVAC/R lab are used to teach students in air conditioning to identify and use industry-specific tools, equipment, material and electrical products. The Car-O-Liner and computerized three dimensional vehicle and I-CAR Live curriculum allow the auto collision student to demonstrate proficiency in theory, application, troubleshooting and safety.
School of Engineering Technology [16]: Engineering technology uses equipment and programming tools to design control systems, computing resources and analysis software, and multiple technologies used in the information technology field.
School of Computer Science [17]: Students in the Simulation and Robotics Technology program use robot kits and program logic controllers to solve technical problems and use metering equipment and modeling software to analyze simulated systems. Computer Information Technology students use design software to develop software solutions, clone computers to learn to assemble and disassemble hardware, and open source and proprietary compilers and editors to demonstrate proficiency with Internet structure, organization, and website development. By using technology, students
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 235 of 400 demonstrate their knowledge and understanding of computer hardware and networked environments.
School of Architectural and Building Technology [18]: Architectural and Building Technology program students use design software AutoCad and Revit to demonstrate proficiency in theory, application and troubleshooting. In the Drafting and Design Technology program, AutoCad, Solidworks, Inventor and 3D S Max are used to present accurate calculations and symbolic operations and allow students to gain experience in structuring solutions to solve problems.
The learning outcomes of a course influence the choice of technology that is used to deliver course material. A variety of tools and resources is available to faculty and students, including video conferencing, Web conferencing, discussion boards, screencasts, narrated presentations, simulations, and lecture captures. The use of such technologies is clearly communicated to students. The published course syllabus for each course includes a brief description of any required technology or software. Several examples of course syllabi are provided in which the required or recommended use of technology, special equipment, or software is described for the student (Examples of Syllabi - Use of Technology [19]).
Whether a student is enrolled in a face-to-face, online or hybrid course, a number of technology-enhanced academic support mechanisms are available. For example:
The Academic Support Center and many academic departments provide online tutoring for students who require additional help. Faculty often keep virtual office hours when students can meet with them online rather than come to campus for a meeting. In the "Ask a Librarian" or the "Embedded Librarian" program, a research librarian maintains an active online presence to assist students enrolled in a particular course with research assignments and questions. The College Writing Center supplements face-to-face assistance with virtual assistance.
Student learning styles and abilities are taken into consideration by offering transcripts and closed captioning of multimedia materials, audio recordings of lectures, captured lectures, and other multimedia tools that allow students to pause, rewind, learn, and comprehend at their own pace and according to their own physical abilities. Media formats and materials support universal design principles that ensure learner accessibility. Additionally, technology-related applications and services adopted by the college maintain a minimum WCAG priority 1 conformance. Desire2Learn, the college's learning management system provider, is committed to accessibility and thoroughly tests its software before distribution. Instructional Resources staff are familiar with the various accessibility recommendations and provide guidance as they assist faculty in developing online course components. Staff also works in conjunction with the Office of Student Disability Services to ensure published content is in compliance with ADA requirements.
The college participates in two major national surveys to gauge student use and satisfaction with its programs and services: the Community College Survey of Student Engagement and the ACT Student Opinion Survey. In 2011, the Student Opinion Survey [20] showed that students who had used computer services at the college had an overall satisfaction level of 4.12 on a 5-point scale, while the national average was 3.98. It also showed that 86 percent of DSC students tended to use the Internet daily and 58 percent used social media one to four hours a week. Responses to the surveys indicated that, of the students responding:
71 percent stated they had used the Internet to work on assignments; 80 percent stated they had used computers in their academic work during the current school year; 60 percent stated that the experience at DSC contributed to their knowledge, skills, and personal development in the use of computing and information technology; 50 percent stated they used email to communicate with an instructor;
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 236 of 400 87 percent thought the availability of computer labs is important and use the services.
Students are provided training and support in the use of technology. The Academic Support Center at each instructional site provides basic how-to training for students in the use of the college portal, the FalconMail email system, and the online learning management system (Academic Support Center Workshops - Spring 2012 [21]). One-on-one technical assistance is available in each Academic Support Center, the Computing Commons, and in specialized computing labs.
When students first access the college’s online learning management system, they complete an online orientation called "Succeeding Online" that introduces them to the technology to be used (Online – Orientation [22]). They learn about the hardware and browser plug-in requirements, software settings, and the process for logging in. They also complete a self-assessment that helps them determine whether or not online courses are appropriate for their learning style, and a digital literacy assessment to evaluate their computer skills in the context of online learning. The orientation is presented in an entertaining and informative format, with hands-on exercises that allow students to experience the online functionality they can expect in a course. They learn to access a library of frequently asked questions and are provided direct links to the bookstore, the campus phone directory and the academic department directory.
Technical support is available to all students through the FalconAid helpdesk (DSC Website - FalconAid [23]), Computing Commons (DSC Website - Computing Commons [4]), Florida Online Helpdesk (Florida Online Helpdesk [24]) and Academic Support Center (DSC Website – Academic Support Center [3]). All help desks have access to Adobe Connect or other remote support connect/desktop sharing platforms to assist distance learning students who are not able to visit a physical support facility. If students are expected to use specific software in a course, training in the applications of that software is provided as part of the course.
Students are informed about the technology resources available to them and the rights and responsibilities associated with using those resources through the DSC website, including:
Advising for Online Students [25] Commons Help Desk [26] FalconAir User Policy [27] Computer Network and Internet Acceptable Use Policy [28] Making the Most of Online Services [29] Online Programs [30]
Other information is provided in the Student Handbook (Excerpts – Use of Technology [31]) and the College Catalog (DSC Catalog: FalconNet Online Enrollment [32]; IT Computing Commons [33]).
Information for faculty and staff is incorporated into College Policy 3.12, Network and Internet Use [34], and included in the Faculty Handbook (Guidelines for Faculty Teaching Online [35]; Information Technology FAQs [36]). The training exposes the faculty member to what an online student experiences. It also teaches faculty about the electronic drop box for assignments; testing and quizzing; discussion forums; the learning object repository, Web conferencing, course calendar, and electronic portfolio; and outcomes assessment, measurement, and reporting (Online Academy for Faculty [37]). Faculty workshops and open labs are provided in the Faculty Innovation Center throughout the academic year for faculty who would like additional assistance.
The college commitment and vision for the use of technology to enhance teaching and learning was seeded in a U.S. Department of Education Title III Strengthening Institutions grant, awarded in 2002. The grant established the Center for Academic Success and provided 120 faculty the opportunity to infuse their curriculum with technology. Faculty experimented with different computer technology to develop technology-enhanced curriculum content modules that became part of their teaching strategy in the classroom. For online and Web-enhanced courses, faculty created supplemental educational
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 237 of 400 materials that were added to the learning object repository in the learning management system. At the end of the five-year grant, the Center for Academic Success evolved into what is now known as the Faculty Innovation Center.
As part of the Center for Interactive Media, the Faculty Innovation Center provides seminars, webinars, consultations, online training sessions, interdisciplinary workshops, open forum discussions, expert panels and other events for faculty that promote a holistic and global approach to curriculum development and delivery. For example, during 2012 Fall Planning, the center conducted a faculty meeting for all online instructional staff, assisted faculty in video production of welcome back messages for their courses, and offered workshops on Publisher content integration, FalconMail integration, Adobe Connect integration, and using the learning management system to document course outcomes (Fall Planning 2012 [38]).
The center has a computer lab area equipped with Macintosh and Windows-based computers that serves as a work area where faculty meet with support staff to develop course content or academic support materials. Faculty can use video-editing equipment, a quiet media room for recording presentations, scanners, and updated computers, and can access numerous software applications, including test generation software, and a royalty-free image and music bank. The college has its own iTunes University publication site and the Faculty Innovation Center is available to help with podcasting and self-paced teaching techniques such as PowerPoint presentations with webcam video and voice over. In 2011, 281 faculty visited the center, 702 attended training workshops, and more than 300 requests were received for multimedia production.
The college also received a grant from the U.S. Department of Education, Fund for the Improvement of Postsecondary Education, to conduct a two-year comparative study of textbook distribution models, including the use of e-texts and e-reader devices. The study obtained valuable feedback from students and faculty through surveys and focus groups that helped the college identify key considerations when using technology to replace or supplement traditional textbooks (Graydon, B., Urbach-Buholz, B., & Kohen, C. (2011). A Study of Four Textbook Distribution Models. Educause Review Online. Retrieved from http://www.educause.edu/ero/article/study-four-textbook-distribution-models [39]).
The college continues to look for ways to enrich the teaching and learning process through the appropriate use of technology. In spring 2012, the EXCITE Committee (Excellence in Curriculum and Instruction Through Technology Enhancement) was formed to recommend ways to enhance both student and faculty academic integrity, preview devices to be used as e-texts, recommend technology-enriched classrooms, help create the ultimate smart classroom, and survey and gather information from faculty and students about use of technology in education. Predominantly comprised of faculty, this committee is mentoring others in the effective use of technology to enhance student learning.
Fall Planning, Spring Planning (2009-2013 Planning Week Schedules - Fall and Spring [40]) and Master Faculty [41] workshops provide opportunities for faculty to gain technology and software training to enhance teaching and learning.
Technical support for students, faculty and staff described in the above paragraphs is coordinated by the offices of Academic Computing, Resources Support, and the Center for Interactive Media, all of which are part of the Information Technology Division. Academic Computing has a staff of 12 to oversee computer labs and classroom technologies at all instructional sites, supervise and maintain the Computing Commons located on the Daytona Beach and DeLand campuses, and provide technical assistance to eight Academic Support Center locations. Resources Support manages the IT Helpdesk with seven staff members who are available by phone and e-mail to troubleshoot technology issues for faculty and staff on all campuses as well as those engaged in distance learning or providing online services. The Center for Interactive Media's staff of five provides technical support to faculty who are using publisher content online, developing their own content, or creating academic multimedia productions. The team provides support to students with a helpdesk for distance learning students who need help accessing and navigating the online Learning Management System. Students can call or e-mail for immediate assistance.
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Evidence [1] College Policy 1.02 Institutional Mission Statement [2] DSC Strategic Plan 2010-2013 [3] DSC Website - Academic Support Center [4] DSC Website - Computing Commons [5] Master Course Description - CGS 1060 1060L Basic Computer Concepts and Lab [6] Master Course Description - CGS 2100 Microcomputer Applications [7] College of Arts and Sciences - Technology Usage [8] School of Applied Business -Technology Usage [9] School of Management - Technology Usage [10] School of Education - Technology Usage [11] School of Emergency Services - Technology Usage [12] School of Health, Human and Public Services - Technology Usage [13] School of Hospitality and Culinary Management - Technology Usage [14] School of Nursing - Technology Usage [15] School of Workforce - Technology Usage [16] School of Engineering Technology - Technology Usage [17] School of Computer Science - Technology Usage [18] School of Architectural and Building Technology - Technology Usage [19] Examples of Syllabi - Use of Technology [20] 2011 Student Opinion Survey Results [21] ASC Workshops, Spring 2012 [22] Instructional Resources and Online Support - Student Orientation [23] DSC Website - FalconAID Student Help Desk [24] Florida Online HelpDesk Information Website [25] DSC Website - Advising for Online Students [26] DSC Website - Commons Help Desk [27] DSC Website - FalconAIR User Policy [28] DSC Website - Institutional Rights and Responsibilities [29] DSC Website - Making the Most of Online Services [30] DSC Website - Online Programs [31] Student Handbook - Use of Technology [32] DSC Catalog - FalconNet Online Enrollment and Student Development [33] DSC Catalog - IT Computing Commons [34] College Policy 3.12 Network and Internet Use [35] Faculty Guidelines for Teaching Online [36] Faculty Handbook - Information Technology FAQs [37] Florida Online Academy for Faculty [38] 2012 Fall Planning [39] A Study of Four Textbook Distribution Models [40] 2009-2013 Planning Week Schedules - Fall and Spring
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3.5 Undergraduate Educational Programs 3.5.1 The institution identifies college-level general education competencies and the extent to which students have attained them. (General education competencies)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College identifies college-level general education competencies and the extent to which graduates attain them. The general education program prepares students for participation in a diverse society and is the basis for lifelong learning. It is a framework for the acquisition and use of broad bodies of knowledge with an emphasis on: Critical/Creative Thinking; Communication; Cultural Literacy; Information and Technical Literacy.
Degree-seeking students at Daytona State College are required to complete general education courses as part of any academic program. The college ensures that general education represents a substantial component of all its degree programs. The general education core comprises 36 of the 60 semester hours required for the associate of arts degree. Students enrolled in baccalaureate degree programs also are required to complete a general education core of 36 hours. As shown in the table below, each degree requires a broad mix of courses across the curriculum, with prescribed hours assigned in each discipline area. Courses used to meet general education requirements provide a broad-based foundation in the subject area and are not narrowly focused on any specific career or profession. Specific general education requirements and course descriptions are listed in the College Catalog (DSC Catalog - General Education Requirements for AA Degrees [1]; General Education Core Requirements with Course Descriptions [2]).
DAYTONA STATE COLLEGE - GENERAL EDUCATION REQUIREMENTS B.A.S., B.S., B.S.E.T. and A.A. General Education Area Degree Programs Communications (English) 9 Mathematics 6 Sciences (Biological & Physical) 6 Humanities, Cultural & Aesthetic 3 Behavioral & Social Sciences 3 Health & Wellness 3 Political, Economic & Business 3 Historical & Global 3 TOTAL GENERAL EDUCATION 36 credits
Students seeking the associate of science degree must complete at least 15 semester credits in specific general education courses (A.S. Degree Programs - General Education Course Requirements [3]). Requirements for the number of general education credits required for A.S. degree programs and the courses that can be used to satisfy the requirement varies for each program. The amount of credit
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 241 of 400 required ranges from 15 to 29 credits. All A.S. programs require students to take at least three courses from the general education core including one communications course, one math course and one behavioral/social science course.
General education requirements are in compliance with SACSCOC guidelines, Florida Statutes, and State Board of Education rules. In Florida, all students seeking an associate of arts degree, associate of science degree, or bachelor's degree are required to complete general education credits. Florida Statute 1001.64(7), Florida College System Institution Boards Of Trustees, Powers, and Duties [4], gives responsibility to the District Board of Trustees for ensuring that students have access to general education courses to meet their degree requirements. Florida Statute 1007.25, General Education Courses, Common Prerequisites, Other Degree Requirements [5], specifies that the general education courses be in the subject areas of communication, mathematics, social sciences, humanities, and natural sciences. The Florida State Board of Education defines the minimum number of general education hours for each degree (FAC 6A-10.024, Articulation Between and Among Universities, Community Colleges and School Districts [6]). The institution determines which of the core courses and how many sections to offer based on program requirements, enrollment, and the needs of the students.
General education competencies are identified by the college. Several years ago the college began widespread efforts to transition from broad program goals to institutional learning outcomes that would allow the college to measure the extent that each academic program is contributing to the overall achievement of students. Institutional outcomes were established through faculty discussion, inquiry, and research. Faculty attended workshops and presentations conducted by SACSCOC and other professional organizations, participated in statewide assessment meetings [7], and sought advice from experts in the field to ensure that the outcomes at DSC were appropriate for college-level competencies, consistent with good educational practice, and comparable to other post-secondary institutions. Spearheaded by the college wide Planning Council, groups of faculty, academic program chairs, and academic administrators worked over several semesters to define, test, and redefine the institutional outcomes, which were presented for consensus to faculty and staff during Fall Planning Week in 2011 (2011 Fall Planning [8]). Dr. Gloria Rogers, consultant and managing director of professional services at ABET, the international accrediting agency for academic programs in engineering, technology, applied science, and computing, and a keynote speaker at the 2011 SACSCOC Summer Institute, was engaged by the college to review institutional outcomes, general education competencies, and student learning outcomes assessment. She conducted faculty and staff workshops at Daytona State in December 2011 and was instrumental in reinforcing a culture of outcomes assessment at the institution [9].
In August 2011, the associate of arts faculty adopted the institutional outcomes as the general education program outcomes. The faculty agreed to mirror the institutional outcomes after investigating other institutions' general education outcomes and gaining consensus from the faculty (2011-06-22, A.A. General Education Chair Meeting Minutes [10]; 2011-08-11, A.A. General Education Chair Meeting Minutes [11]). This decision was based on the rationale that the institutional outcomes reflect an integration and synthesis of knowledge and skills that are important competencies for all graduates regardless of their ultimate educational or career goals. Since all degree-seeking students are required to complete a general education component as part of their academic program, they will acquire the basic college-level competencies needed through any program of study.
The general education learning outcomes, which represent the fundamental aspects of the expected competencies of the general education core, are identified by the college as the following four education outcomes:
1. Critical/Creative thinking: Students will use systematic and creative thinking skills to analyze and evaluate issues and arguments, to solve problems, and/or to make decisions.
Critical/Creative thinking competencies include but are not limited to: Logical reasoning - The ability to evaluate arguments for their logic, validity, relevance, and strength;
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 242 of 400 Problem-solving and decision-making skills - The ability to identify and define problems/issues, recognizing their complexity, and considering alternative viewpoints and solutions; Scientific reasoning - The ability to use the critical skills of observation, analysis, and evaluation; Quantitative reasoning - Computation, application, and inference; Qualitative reasoning - Incorporates personal experience, human perception and human values (i.e., creative thinking, aesthetic reasoning, ethical reasoning).
2. Communication: Students will be able to read, write, and exchange information, ideas, and concepts effectively.
Communication competencies include but are not limited to: Reading comprehension and active listening; Effective interpersonal communication; Effective non-verbal communication; Effective public communication in semi-formal and formal settings; Writing that has a clear purpose in relation to an appropriately targeted audience; Writing that is focused, developed, organized, coherent, unified, and correct.
3. Cultural literacy: Students will understand the impact of the variations among and within cultures.
Cultural literacy competencies include but are not limited to: Knowledge of, respect for, and sensitivity toward individuals of diverse ethnicity, age, gender, sexual orientation, and religious affiliations, as well as toward those individuals with diverse abilities and from diverse socio-economic classes; Awareness of populations and countries worldwide; Social responsibility; Ethical values of good citizenship; Aesthetic values and artistic endeavors across diverse cultures; Variations of human behavior; Interdependence between culture and the environment.
4. Information/technical literacy: Students will use appropriate technology to locate, evaluate, and effectively process information.
Information and technical literacy competencies include but are not limited to: Finding and evaluating relevant resources and data; Using appropriate technologies to conduct and/or present inquiry and research; Citing and documenting resources appropriately; The ethical use of information, social media, or networking; Ability to navigate within a digital environment.
College-level competencies for the general education program may be viewed in the College Catalog [12] and the Faculty Handbook [13].
General education competencies are at the college level. Daytona State College developed its general education learning outcomes through faculty discussion and research of general education learning outcomes at other institutions to ensure comparability and best practices in college-level learning. In addition, general education courses at Daytona State are part of the Statewide Course Numbering System and, therefore, fully align with the same courses offered throughout the state of
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 243 of 400 Florida (FS 1007.24, Statewide Course Numbering System [14]). Furthermore, Florida’s Statewide Articulation Agreement guarantees that all Florida public postsecondary institutions recognize and accept the general education programs at other Florida public postsecondary institutions (Statewide Postsecondary Articulation Manual [15]).
Another indicator that general education competencies at Daytona State are at the college level is that A.A. degree graduates in Florida must meet certain “Gordon Rule” requirements, which ensure students have achieved the college-level competencies expected of the general education program. The Gordon Rule requires writing assignments of significant length in at least four courses and successful completion of two college-level math courses (FAC 6A-10.030, Assessment Procedures for Communication and Computation Skills [16]). The general education program at the college clearly indicates those courses that enable students to meet Gordon Rule requirements (DSC Catalog - General Education Gordon Rule Courses [17]).
The review of learning outcomes from other colleges, the Statewide Course Numbering System, the Statewide Articulation Agreement among all Florida public postsecondary institutions for acceptance of complete general education programs, and the inclusion of Gordon Rule courses, ensure that general education learning outcomes are appropriate as college-level competencies.
The college identifies the extent to which students have attained general education competencies. Institutional learning outcomes represent the skills and knowledge that all students should possess upon degree completion, but the desired level of attainment of each competency varies depending on the level of the degree. Based on The Degree Qualifications Profile developed by the Lumina Foundation, the faculty at Daytona State College identified expected competencies for each learning outcome within each degree level, indicating what students should be able to demonstrate if they are awarded a vocational certificate, an associate of arts degree, an associate of science degree, or a baccalaureate degree (Academic Degree Profile [18]). The academic degree profile provides the framework for aligning program outcomes with institutional learning outcomes. The outcomes emphasize the integration and application of learning. They are cumulative in nature, so it can be assumed that students advancing to a higher degree have achieved outcomes identified for lower-level degree programs. Using the Lumina Foundation’s academic degree qualifications profile model required the faculty to define what it takes for a student to earn a degree at each level. The result is a better alignment of institutional outcomes with program outcomes, reference points for accountability, and benchmarks for improving the quality of learning.
Student attainment of general education competencies is evaluated at the course, discipline, and program level. In each general education course, student learning outcomes are defined, tracked, and monitored for student mastery of basic skills and competencies. Student learning outcomes for a course are listed in the Master Course Description, in the course syllabi provided to students at the beginning of each semester and on the college’s online learning management system (Examples of Master Course Descriptions: MAC 1105 [19], BSC 1005 [20], ENC 1101 [21], PSY 1012 [22] )(Examples of Course Syllabi: MAC 1105 [23], BSC 1005 [24], ENC 1101 [25], PSY 1012 [26]). All sections of a course, regardless of the delivery format, incorporate the same student learning outcomes. Each general education core course is correlated to one or more of the general education program outcomes and each general education core course contributes to the assessment of student attainment at the discipline and program level. A curriculum map provides evidence that all general education competencies are assessed within the core general education courses (General Education Curriculum Map [27]). Student learning outcomes on the general education competencies are assessed and analyzed by the faculty once a year, or after two full cycles of assessment, and results are compiled in a comprehensive report for review at the discipline and program level (Sample of Assessment Overview - English [28]; Health and Wellness [29]). General education competencies also are reviewed in the ongoing assessment of program learning outcomes for the associate of arts degree program (Associate of Arts 2011-2012 [30], 2010-2011 [31]).
Assessment of student mastery of general education outcomes is based on embedded assignments in general education core courses. The assignments are evaluated through pre-post tests [32], unique case studies [33], essays [34], and rubrics which provide multiple measures for each program
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 244 of 400 outcome (Samples of Rubrics: Communication - Speech [35]; Communication - Writing [36]; Humanities [37]; Information Digital Literacy [38]; Information Literacy [39]). Faculty worked collaboratively to develop rubrics, pre-post tests and case studies, serving as subject matter experts and using well-known and accepted practices of testing, research, and educational measurement to assess the validity of the assessment measures. The goal was to ensure that assessment measures met the rigors of face validity and were consistent with accepted research methodology, with the understanding that face validity will improve over time as observation and review of assessment data leads to improvement in academic delivery. With this in mind, the faculty established a minimum benchmark of 70 percent achievement for each outcome for at least 70 percent of the student population. The benchmark is based on the college grading scale and graduation requirements.
Department chairs review and discuss the results with their faculty to determine if the outcomes have been successfully attained and/or if they can be improved, and whether the measures are valid and the targets appropriate. Findings and recommendations are submitted to the associate vice president for the College of Arts and Sciences. The associate vice president reviews the data and confers with the department chair regarding the use of the results to improve outcomes. A summary of the review is submitted to the General Education Committee and the dean of assessment for additional feedback and quality assurance. Nine faculty representing all academic areas of the college comprise the General Education Committee charged with monitoring the general education curriculum, analyzing recommendations from the A.A. course assessment data, and reviewing student learning outcomes to determine consistency across all departments (General Education Committee - Mission and Representation [40]).
The college has conducted and documented two assessment cycles for general education since the new institutional learning outcomes were adopted. In these cycles, outcomes were assessed, the results were analyzed and improvement strategies were identified. Examples of student learning outcomes assessment for Spring 2012 demonstrate the type of strategies that are identified and implemented based on assessment results (Examples of Assessment Results - Mathematics [41]; Health and Wellness [42]). Even though education competencies were met for all four program outcomes based on the summative results of multiple courses and multiple cycles, improvement strategies were noted to improve student attainment of the competency benchmarks within certain courses. A summary chart of the results for the spring 2012 cycle is provided below. Detailed results for the core competencies for spring 2012 are attached [43].
General Education Program Assessment Results: Spring 2012/Fall 2012 Program Target How Assessed Benchmark Improvement Strategies Outcome Met Pre-post tests More critical thinking assignments in courses Embedded Critical/Creative questions 70% Yes Development of an Thinking additional critical thinking Written course available to all assignments degree-seeking students Creation of common writing Written rubric to be used in all assignments Gordon Rule writing classes starting in fall 2012 Communication 70% Yes Speeches Strategies for increasing Test questions student use of College Writing Center Creation of rubrics addressing cultural literacy Test questions for better assessment
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Cultural Literacy 70% Yes Written More faculty encouraging assignments students to participate in college cultural and diversity events Inclusion on the common writing rubric Research papers Information and Emphasis on knowledge of Technical Case studies 70% Yes MLA Literacy Test questions More use of online tools in courses (i.e., drop box for assignments)
Daytona State College recognizes the importance of ensuring that learning, as well as the assessment of learning, is comparable for distance learning and face-to-face instruction. It is important to note, however, that many of the students who take distance learning classes at the college also take classes in regular classrooms. Less than one percent of Daytona State A.A. graduates in spring 2012 earned all of their credits in online courses. A comparison of students enrolled in courses online and those in traditionally delivered courses is difficult, since those in the distance learning classes will have taken a number of their general education courses in traditional settings and vice versa. With this in mind, the general education faculty regularly review student learning outcome attainment in course sections offered online and compare the results to student learning outcome attainment in the same course offered in a hybrid or partially online format, as well as in a face-to-face format. These comparisons can be made at the course level, but the ability to assess program-level outcomes that differentiate the attainment levels of online versus traditional students continues to evolve (Success Rates by Instructional Delivery Method [44]).
Direct measures of student general education competency attainment are supplemented by indirect assessment of student achievement. The associate vice president for the College of Arts and Sciences coordinates an indirect assessment of general education competency attainment using the ETS Proficiency Profile assessment, State Core Performance Indicators, and the ACT Alumni Survey.
The ETS Proficiency Profile is administered every other year to a sample of students who have applied to graduate during the spring semester. Previously known as MAPP, Measures of Academic Proficiency and Progress, the ETS Proficiency Profile was designed to assess academic skills developed in general education courses. The test provides score reports based on criterion-referenced proficiency levels that indicate how well students have mastered the skill areas of critical thinking, reading, writing, and mathematics. The overall score report allows the college to identify strengths and areas of improvement and provides comparative data on other institutions of higher education. Results and accompanying reports are provided for 2006 [45], 2008 [46], 2010 [47], and 2012 [48].
The results of the Proficiency Profile assessment are reviewed and discussed by the academic administrators for the general education program, general education department chairs, the dean of assessment, and the General Education Committee. The college’s student sample performance was compared to all students at the sophomore level who took the proficiency profile. When compared to the national norms provided by ETS, the college’s students demonstrated competence by meeting or exceeding the 50th percentile in total score, and in most areas of skills sub-scores: critical thinking, reading, writing, and mathematics. Daytona State students also had a higher mean score for most context-based sub-scores: humanities, social sciences, and natural sciences. In the table below, college mean scores are compared to the national 50th percentile over four test administrations. Additional detail is provided in the attached table [49].
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Sophomore General Education Daytona State College (30-60 Semester Hours) Areas 50th Percentile YEAR 2006 2008 2010 2012 2006 2008 2010 2012 Total Score 441.30 444.26 447.28 444.42 439 445 445 438.34 Critical Thinking 111.27 112.34 112.32 112.26 112 113 112 112 Reading 117.77 117.81 119.05 118.00 119 119 119 117 Writing 112.99 113.90 114.20 113.66 114 115 114 114 Mathematics 112.09 113.06 114.95 113.67 110 113 114 114 Humanities 114.73 114.37 115.69 115.19 113 114 115 115 Social Sciences 113.41 113.82 113.77 113.65 115 113 113 113 Natural Sciences 114.64 115.95 115.95 115.54 116 116 117 114
Results of the Proficiency Profile are reviewed with department chairs and any perceived deficiencies are discussed with faculty to develop strategies for improvement. For example, the results from 2006 indicated a need to improve students' critical thinking skills. Faculty in the College of Arts and Sciences added more critical thinking assignments in some courses and developed a critical thinking course which was made available to all degree-seeking students. Profile results for 2012 indicated an increase in critical thinking skills at the 25th percentile and the same score for the 50th and 75th percentile and mean score. Each year, the academic administrator for the general education program has summarized the results of the profile for the college's chief academic officer (ETS Proficiency Profile Memo to VP for Academic Affairs - 2012 [50], 2010 [51], 2008 [52], 2006 [53]).
Institutional measures provide additional data to indicate student achievement of the general education learning outcomes. Core Performance Indicators show 75 percent of A.A. students continue their education, with around 64 percent of those graduates transferring to the University of Central Florida. The 2011-2012 Core Performance Indicators show that Daytona State students who transfer to an institution within the Florida State University System attained an average grade point average of 3.03, which is above the statewide transfer average of 2.92 and only slightly lower than the 3.12 grade point average of students who began as freshman at the SUS institution (Core Performance Indicators - Transfer Students and A.A. Degree Performance [54]).
Respondents to the ACT Alumni Survey administered to 2009-2010 graduates of the college indicated that 97 percent felt that Daytona State prepared them to continue their education, with 39 percent stating they were exceptionally well prepared; 27 percent felt the preparation was more than adequate and 31 percent reported adequate preparation (Alumni Survey Report [55]).
The college has identified college-level general education learning outcomes, demonstrated assessment of the outcomes and provided data on the level that students have attained the competencies.
Evidence [1] DSC Catalog - General Education Requirements for AA Degrees [2] General Education Core Requirements with Course Descriptions [3] AS Degree Programs - General Education Course Requirements [4] FS 1001.64(7) Florida College System Institution Boards of Trustees, Powers and Duties [5] FS 1007.25 General Education Courses, Common Prerequisites, Other Degree Requirements
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 247 of 400 [6] FAC 6A-10-024(2)(n) Articulation Between and Among Universities, Community Colleges, and School Districts [7] State Assessment Meeting Agenda 2011 [8] 2011 Fall Planning [9] Learning Outcomes Workshop December 2011 [10] 2011-06-22 AA General Education Chairs Meeting Minutes [11] 2011-08-11 AA General Education Chairs Meeting Minutes [12] DSC Catalog - General Education Mission Statement [13] Faculty Handbook - General Education Outcomes [14] FS 1007.24 Statewide Course Numbering System [15] FDOE Statewide Postsecondary Articulation Manual [16] FAC 6A-10.030(2)(a-b) Assessment Procedures for Communication and Computation Skills [17] DSC Catalog - Gordon Rule Courses [18] Academic Degree Profiles for General Education Learning Outcomes [19] Master Course Description - MAC 1105 College Algebra [20] Master Course Description - BSC 1005 Survey of Biological Science [21] Master Course Description - ENC 1101 College Composition [22] Master Course Description - PSY 1012 General Psychology [23] Syllabus - MAC 1105 College Algebra [24] Syllabus - BSC 1005 Survey of Biology [25] Syllabus - ENC 1101 College Composition [26] Syllabus - PSY 1012 General Psychology [27] Curriculum Map - General Education [28] Assessment Overview - ENC 1101 [29] Assessment Overview - HUN 1201 [30] Associate of Arts 2011-2012 [31] Associate of Arts 2010-2011 [32] PreTest - ARH 1000 [33] Case Study - The Hubble [34] Essay - MLA [35] Rubric - Communication-Speech [36] Rubric - Communication-Writing [37] Rubric - Humanities [38] Rubric - Information Digital Literacy [39] Rubric - Information Literacy [40] General Education Committee - Mission and Representation [41] Assessment Results - Mathematics [42] Assessment Results - HUN 1201 [43] Assessment Results - General Education Core Courses [44] Success Rates by Instructional Delivery Method [45] 2006 Proficiency Profile [46] 2008 Proficiency Profile
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 248 of 400 [47] 2010 Proficiency Profile [48] 2012 Proficiency Profile [49] Comparison of DSC ETS Scores to National Scores [50] 2012 Proficiency Profile - Memo to VPAA [51] 2010 Proficiency Profile - Memo to VPAA [52] 2008 Proficiency Profile - Memo to VPAA [53] 2006 Proficiency Profile - Memo to VPAA [54] Core Performance Indicators 2011-2012 - Transfer Students and AA Degree Performance [55] 2009-2010 Alumni Survey Report
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3.5.2 At least 25 percent of the credit hours required for the degree are earned through instruction offered by the institution awarding the degree. (Institutional credits for a degree)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College awards degrees only to students who have completed at least 25 percent of the credit hours required for the degree through instruction offered by the college. The college offers the Bachelor of Applied Science in Supervision and Management, the Bachelor of Science in Education, and the Bachelor of Science in Engineering Technology; the associate of arts and associate of science degrees; and college credit and vocational certificate programs. The requirement that at least 25 percent of the credit hours needed for a degree must be earned at Daytona State, often referred to as the “residency requirement," is clearly stated on the college website, where graduation requirements are listed for baccalaureate [1], associate-level [2] and certificate programs [3]; in the College Catalog [4]; and in the Student Handbook [5].
The amount of credit earned at Daytona State College is verified prior to graduation. Students submit an Application to Graduate form [6] online. The form is routed for review by the department chair for baccalaureate, associate of science and certificate candidates, and by the Records Office graduation staff for associate of arts candidates. As part of the process, the residency and the experiential requirements are reviewed. Before authorizing approval to graduate, the Records Office verifies that each student has completed all degree requirements, including residency (Records Procedure – Graduation [7]).
Official academic transcripts identify the source(s) of credit whether received from Daytona State, another accredited institution, or through an acceleration mechanism program such as Assessment of Prior Learning Experience, the College Level Examination Program, Advanced Placement, or International Baccalaureate. Students can earn a maximum of 25 percent of degree requirements through experiential learning, but may use alternative acceleration methods such as CLEP, AP, and IB credit to the extent possible. If applicable, a student’s official academic transcript includes the complete name of each transfer institution the student attended, along with course names, course numbers and grades earned. Examples of students transcripts indicate the credits earned at Daytona State College and the cumulative credits earned through transfer (Transcripts with Transfer Credit: Example 1 - A.A. Student [8]; Example 2 - A.S. Student [9]).
Daytona State College does not have any collaborative or dual degree programs with other institutions of higher education.
Evidence [1] DSC Website - Bachelor's Degree Graduation Requirements - Residency [2] DSC Website - Associates Degree Graduation Requirements - Residency [3] DSC Website - Certificate Completion Requirements - Residency [4] DSC Catalog - Graduation Requirements [5] Student Handbook - Graduation Requirements [6] Form - Application to Graduate [7] Records Procedure Manual - Graduation [8] IB Transfer Credit - Student A [9] Student Transcript - AS Dental Hygiene
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3.5.3 The institution publishes requirements for its undergraduate programs, including its general education components. These requirements conform to commonly accepted standards and practices for degree programs. (Undergraduate program requirements)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College carefully defines and publishes undergraduate program requirements, including general education requirements, for all of its degree programs and vocational certificate programs. The general education core and other degree requirements for each program are published in the online College Catalog and on the college website.
The College Catalog provides the following pages of information describing degree program requirements:
Graduation Requirements and Procedures outlines overall degree requirements including residency, general education requirements for transfer students, and foreign language requirements (DSC Catalog - Graduation Requirements [1]). Requirements for Associate of Arts Degree provides foreign language, Gordon Rule, general education core and elective requirements (DSC Catalog - General Education Requirements for A.A. Degree [2]). General Admission Requirements gives general education and specific requirements of students entering the bachelor degree programs with an A.A. or A.S. degree (DSC Catalog - General Admission Requirements [3]). General Education Requirements for Associate of Science Degree describes the requirements for a minimum of 15 credits in specific general education courses (DSC Catalog - General Education Requirements for A.S. Degree [4]). Program Guides for each academic program offered at the college outline program-specific requirements and coursework, general education core requirements, and electives (Program Guide Search and Examples of Program Guides [5]). Examples of program guides are provided in the attachment for four baccalaureate programs, the associate of arts program, four associate of science programs and two certificate programs. Each program guide identifies the coursework that applies to the degree and provides a semester-by-semester sample program of study to guide students in appropriate course selection.
Departmental websites provide information relevant to programs offered and links to program guides as well as admission requirements and/or program completion requirements. Examples of department websites include the Schools of Education [6], Management [7], Engineering Technology [8], Mathematics [9], and Nursing [10].
Academic Advising provides information on choosing a program/major that has links to program guides (DSC Website - Choosing a Program Major [11]). The Admissions Office outlines the degree requirements for bachelor's degrees [12], associates degrees [13], and certificates [14]. Degree program requirements are outlined below.
Baccalaureate Programs (B.A.S, B.S.ED, B.S.E.T.) Program Requirements Meet both the general education requirements and specific requirements of the program. Must have earned an Associate of Science (A.S.) or an Associate of Arts (A.A.) degree with an overall grade point average of 2.5 or greater. Complete at least 25 percent of the degree requirement credits in residence at Daytona State College. Satisfy the foreign language requirement for A.A., Bachelor degree candidates. Fulfill all financial and other obligations to the college before receiving the degree or certificate. All bachelor, A.S., A.A.S., and certificate program applicants will need chair approval before a graduation application will be reviewed by the records department. This process is done
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Associate of Arts (A.A.) Program Requirements Meet both the general education requirements and specific requirements of the program. Students enrolled in degree programs (A.A., A.S., A.A.S., Bachelor) must earn a minimum 2.0 GPA in all courses taken at Daytona State College and a minimum 2.0 cumulative GPA (courses taken at Daytona State plus courses transferred from other institutions). Fulfill the College Level Academic Skills Test (CLAS) requirements, if applicable. Complete at least 25 percent of the degree requirement credits in residence at Daytona State College. Satisfy the foreign language requirement for A.A., Bachelor degree candidates. Fulfill all financial and other obligations to the college before receiving the degree or certificate. Submit an online application for graduation and pay appropriate graduation fees.
Associate of Science (A.S.) Program Requirements Meet both the general education requirements and specific requirements of the program. Students enrolled in degree programs (A.A., A.S., A.A.S., Bachelor) must earn a minimum 2.0 GPA in all courses taken at Daytona State College and a minimum 2.0 cumulative GPA (courses taken at Daytona State plus courses transferred from other institutions). Complete at least 25 percent of the degree requirement credits in residence at Daytona State College. Satisfy the foreign language requirement for A.A., Bachelor degree candidates. Fulfill all financial and other obligations to the college before receiving the degree or certificate. All bachelor, A.S., A.A.S., and certificate program applicants will need chair approval in order for the graduation application to be reviewed by the records department. This process is done automatically when the online graduation application is submitted. Submit an online application for graduation and pay appropriate graduation fees.
The requirements conform to commonly accepted standards and practices for degree programs. Daytona State College offers seven baccalaureate programs, each of which is typical of higher education institutions across Florida and the nation, and each of which satisfied rigorous review and approval processes required by the Florida Department of Education. The college also offers the associate of arts degree (equivalent to the first two years of a bachelor’s degree program), 34 associate of science degree programs, 32 A.S. certificate programs, and 17 vocational certificate programs.
All associate degree and certificate programs are defined by a curriculum framework that has been vetted through a statewide process requiring approval by Florida’s Articulation Coordinating Committee [15]. This process ensures that each program requires an appropriate number of semester hours, is based on a coherent course of study and includes an appropriate general education component. It also ensures that the program is based on collegiate-level courses and is consistent throughout the state. Courses offered by the college are listed in the Florida State Course Numbering System, which verifies that the content and level of the course conform to commonly accepted education standards and practices for degree programs (Florida State Course Numbering System [16]).
Daytona State College’s academic programs and courses are impacted by external and internal factors such as changes in programmatic accreditation standards, federal and state laws, faculty and occupational advisory committee recommendations, feedback from students and local workforce needs. This type of information is reviewed and analyzed as part of the college’s ongoing, systematic instructional program review process to determine if programmatic and course changes are needed. If applicable, feedback from external accrediting agencies is considered during the review process (Accrediting Agencies [17]).
In accordance with state statute, rules and regulations, baccalaureate and associate-level programs contain a general education component. Certificate programs designed for quick entry into the workforce do not require general education coursework. Appropriate competencies in oral
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The following table details the general education requirements for Daytona State College degree programs:
DAYTONA STATE COLLEGE GENERAL EDUCATION REQUIREMENTS B.A.S., B.S., B.S.E.T. A.S. Degree General Education Area and A.A. Degree Programs Programs Communications (English) 9 3 - 9 Mathematics 6 3 - 6 Sciences (Biological & Physical) 6 3 - 8 Humanities, Cultural & Aesthetic 3 3 Behavioral & Social Sciences 3 3 - 6 Health & Wellness 3 0 - 3 Political, Economic & Business 3 0 - 3 Historical & Global 3 0 - 3 Minimum of 15 TOTAL GENERAL EDUCATION 36 credits credits
Students enrolled in the associate of arts program must have a total of 60 semester hours to graduate, including 36 hours of general education credit. The A.A. Degree Program Guide [18] lists all courses that are designated as general education courses along with corresponding credit hours, prerequisites, and co-requisites. The remaining 24 hours of the degree are elective and must be selected from the list of College Transfer Elective Courses. Students are encouraged to know the requirements of the senior university they plan to attend so they can work with their faculty advisor or an academic advisor to select electives that will fulfill the prerequisites for their intended major. A.S. degree programs require a minimum of 15 credits from the general education areas (A.S. Degree Programs - General Education Course Requirements [19]).
A.A. and A.S. students comply with the Gordon Rule, which requires them to complete two courses (six credit hours) in English coursework, two courses (six credit hours) of additional coursework in which they are required to demonstrate college-level writing skills, and two courses (six credit hours) of mathematics at the level of college algebra or higher (FAC 6A-10.030 Assessment Procedures for Communication and Computation Skills [20]). Each course must be completed with a "C" or better. Courses that satisfy the Gordon Rule requirement are part of the general education core and are denoted with an "*" on the A.A. Degree Program Guide (DSC Catalog - Gordon Rule Courses [21]).
College credit courses in the field appropriate to the degree area complement the general education component and increase in depth, rigor, and critical thinking skills as the student progresses through the course sequence. Program guides and brochures also detail the requirements. Degree-seeking students may check their progress against established degree requirements through a degree audit (Example - Degree Audit [22]) and through the Florida Virtual College online advising system (Florida Virtual College - Program Requirements [23]).
Daytona State College baccalaureate and associate level programs meet content and level specifications detailed in Florida Statute 1007.25, General Education Courses; Common Prerequisites; and Other Degree Requirements [24], and Florida Statute 1007.23, Statewide Articulation Agreement [25]. Program requirements also meet State Board of Education rules established for articulation
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Evidence [1] DSC Catalog - Graduation Requirements [2] DSC Catalog - General Education Requirements for AA Degrees [3] DSC Catalog - General Admission Requirements [4] DSC Catalog - General Education Requirements for AS Degrees [5] Program Guide Search and Samples of Program Guides [6] DSC Website - School of Education [7] DSC Website - School of Management [8] DSC Website - School of Engineering Technology [9] DSC Website - School of Mathematics [10] DSC Website - School of Nursing [11] DSC Website - Choosing a Program Major [12] DSC Website - Bachelor's Degree Requirements [13] DSC Website - Associates Degree Requirements [14] DSC Website - Certificate Requirements [15] FDOE Articulation Coordinating Committee [16] FDOE Website - Statewide Course Numbering System [17] DSC Accrediting Agencies [18] Program Guide - Associate of Arts [19] AS Degree Programs - General Education Course Requirements [20] FAC 6A-10.030 Assessment Procedures for Communication and Computation Skills [21] DSC Catalog - Gordon Rule Courses [22] Example - Degree Audit [23] Florida Virtual College - Program Graduation Requirements [24] FS 1007.25 General Education Courses, Common Prerequisites, Other Degree Requirements [25] FS 1007.23 Statewide Articulation Agreement [26] FAC 6A-10.024(3,4,5) Articulation Between and Among Universities, Community Colleges and School Districts [27] FAC 6A-10.0312 Minimum Standards of College-Level Communication and Computation Skills [28] FAC 6A-10.033 Postsecondary Credit Definitions [29] FAC 6A-14.030 Instruction and Awards in Community Colleges
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3.5.4 At least 25 percent of the course hours in each major at the baccalaureate level are taught by faculty members holding an appropriate terminal degree—usually the earned doctorate or the equivalent of the terminal degree. (Terminal degrees of faculty)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College offers seven baccalaureate programs: Bachelor of Applied Science in Supervision and Management [1] Bachelor of Engineering Technology (BSET [2]) with optional Electrical Engineering Technology Concentration [3] and Information Systems Technology Concentration [4] Bachelor of Science in Education – Elementary Education [5] Bachelor of Science in Education – Exceptional Education [6] Bachelor of Science in Education – Secondary Biology Education [7] Bachelor of Science in Education – Secondary Earth/Space Science Education [8] Bachelor of Science in Education – Secondary Mathematics Education [9]
Assigning faculty with terminal degrees to teach baccalaureate-level courses is a priority as evidenced by the attached list of faculty in each major (Faculty Credentials: Education [10], Engineering [11], Management [12]). A review of course credits taught for the fall 2011 and spring 2012 semesters provides verification that Daytona State College exceeds the 25-percent standard for discipline hours taught by faculty holding the terminal degree.
Daytona State College Percent of Semester Credit Hours Taught by Faculty with Terminal Degrees Fall 2011 Student Credit Hours Number of (#/%) in the Major or Upper-Division Credits Concentration Taught Baccalaureate Program Taught in the by Faculty with Semester Terminal Degree in the Discipline Bachelor of Science in Education Elementary Education 121 96 (79%) Exceptional Student Education 66 45 (68%) Secondary Biology Education 7 7 (100%) Secondary Earth/Space Science 3 3 (100%) Education Secondary Mathematics Education 9 3 (33%) Bachelor of Engineering Technology BSET – General 38 37 (97%) BSET – Information Systems 40 27 (68%) Technology BSET – Electrical Engineering 14 10 (71%) Technology Bachelor of Applied Science BAS - Supervision and Management 191 89 (47%)
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Daytona State College Percent of Semester Credit Hours Taught by Faculty with Terminal Degrees Spring 2012 Student Credit Hours Number of Upper (#/%) in the Major or Division Credits Concentration Taught Baccalaureate Program Taught in the by Faculty with Semester Terminal Degree in the Discipline Bachelor of Science in Education Elementary Education 120 98 (82%) Exceptional Student Education 34 31 (91%) Secondary Biology Education 7 7 (100%) Secondary Earth/Space Science 3 3 (100%) Education Secondary Mathematics Education 9 3 (33%) Bachelor of Engineering Technology BSET – General 48 48 (100%) BSET – Information Systems 43 27 (63%) Technology BSET – Electrical Engineering 12 8 (67%) Technology Bachelor of Applied Science BAS - Supervision and Management 213 98 (46%)
Each baccalaureate program requires 120 semester credits, of which 60 semester credits are baccalaureate level (upper division) in the program discipline. The one exception is the Bachelor of Engineering Technology, which requires 128 semester credits of which 68 credits are in the program discipline. To be eligible for a teaching assignment at Daytona State College, faculty must meet the minimum criteria for faculty credentials and/or experience recommended by the Southern Association of Colleges and Schools Commission on Colleges (College Policy 6.15, Credentialing of Faculty and Administration [13]; Faculty Handbook - Faculty Credentials [14]). The qualifications for teaching in the baccalaureate programs are: 1. Minimum requirement: Master’s degree with 18 graduate hours in the teaching discipline or a master’s degree with a major in the teaching discipline; 2. Preferred requirement: Doctorate degree in the discipline.
As new faculty are recruited, the preference for a doctoral degree is noted. Position vacancy announcements clearly state the qualifications required for faculty who teach in the baccalaureate programs (Position Opening: Faculty [15]). However, on the rare occasion that an individual’s unique experience, professional work, or contribution to the discipline can justify an exception to the credentialing standards set by the college, Procedure 615, Professional Competency [16], provides a
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Evidence [1] Program Guide - BAS Supervision and Management [2] Program Guide - BS Engineering Technology [3] DSC Catalog - BSET Electrical Engineering Technology Concentration [4] DSC Catalog - BSET Information Systems Technology Concentration [5] Program Guide - BS Elementary Education [6] Program Guide - BS Exceptional Student Education [7] Program Guide - BS Secondary Biology Education [8] Program Guide - BS Secondary Earth Space Science Education [9] Program Guide - BS Secondary Math Education [10] Faculty Credentials - School of Education [11] Faculty Credentials - School of Engineering [12] Faculty Credentials - School of Management [13] College Policy 6.15 Credentialing of Faculty and Administrators [14] Faculty Handbook - Faculty Credentials [15] Position Opening - Electrical Engineering Faculty [16] College Procedure 615 Professional Competency
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3.6 Graduate and Post-Baccalaureate Professional Programs 3.6.1 The institution's post-baccalaureate professional degree programs, master's and doctoral degree programs, are progressively more advanced in academic content than its undergraduate programs. (Post-baccalaureate program rigor)
Narrative Daytona State College is a Level II institution and does not offer any graduate or post-baccalaureate educational programs, courses or degrees.
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3.6.2 The institution structures its graduate curricula (1) to include knowledge of the literature of the discipline and (2) to ensure ongoing student engagement in research and/or appropriate professional practice and training experiences. (Graduate curriculum)
Narrative Daytona State College is a Level II institution and does not offer any graduate or post-baccalaureate educational programs, courses or degrees.
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3.6.3 At least one-third of credits toward a graduate or a post-baccalaureate professional degree are earned through instruction offered by the institution awarding the degree. (Institutional credits for a graduate degree)
Narrative Daytona State College is a Level II institution and does not offer any graduate or post-baccalaureate educational programs, courses or degrees.
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3.6.4 The institution defines and publishes requirements for its graduate and post-baccalaureate professional programs. These requirements conform to commonly accepted standards and practices for degree programs. (Post-baccalaureate program requirements)
Narrative Daytona State College is a Level II institution and does not offer any graduate or post-baccalaureate educational programs, courses or degrees.
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3.7 Faculty 3.7.1 The institution employs competent faculty members qualified to accomplish the mission and goals of the institution. When determining acceptable qualifications of its faculty, an institution gives primary consideration to the highest earned degree in the discipline. The institution also considers competence, effectiveness, and capacity, including, as appropriate, undergraduate and graduate degrees, related work experiences in the field, professional licensure and certifications, honors and awards, continuous documented excellence in teaching, or other demonstrated competencies and achievements that contribute to effective teaching and student learning outcomes. For all cases, the institution is responsible for justifying and documenting the qualifications of its faculty. (Faculty competence)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College employs competent faculty members qualified to accomplish the mission and goals of the institution. The value of qualified faculty is widely recognized at Daytona State College. The mission of the college focuses faculty efforts on excellence and innovation in teaching and learning (College Policy 1.02, Institutional Mission Statement [1]). The institution’s goals define the mission by clearly identifying the types of programs to be offered: career and workforce certificate programs, two-year transfer programs, applied technical diplomas, and selected baccalaureate programs (College Policy 1.03, Institutional Goals [2]). Faculty credentials vary according to the program but, at every level meet or exceed the guidelines recommended by the Southern Association of Colleges and Schools Commission on Colleges. The educational degrees of full-time faculty are listed in the Daytona State College Catalog (DSC Catalog – Faculty Listing [3]). As specified by the Commission on Colleges, Daytona State has prepared a faculty roster detailing the educational and other applicable professional qualifications of each full-time and adjunct faculty member employed for the fall 2011 and spring 2012 semesters (Faculty Roster [4]).
The college’s commitment to faculty quality is evident in College Policy 6.15, Credentialing of Faculty and Administrators [5], which states that both full-time and part-time faculty are required to have, as a minimum, the credentials outlined in the SACSCOC guidelines for the level of teaching to which they are assigned. Faculty credentials are the same regardless of instructional site or teaching modality. Each academic department is responsible for ensuring that faculty meet or exceed the guidelines for credentialing regardless of the delivery format or the assigned campus. The same qualifications apply for teaching distance learning, blended (hybrid), or face-to-face courses at any location.
In the Faculty Handbook, under the section titled Faculty Credentials [6], the college has outlined specific minimum qualifications necessary for teaching in the following course categories or levels:
LEVEL/TYPE OF COURSES TAUGHT MINIMUM QUALIFICATIONS Bachelor of applied science or bachelor of Master’s degree with at least 18 graduate science courses hours in the teaching discipline Associate of arts and general education Master’s degree with at least 18 graduate courses hours in the teaching discipline Associate of science and college credit Master’s degree with at least 18 graduate certificate courses hours in the teaching discipline Clinical or laboratory classes Bachelor’s degree with a major in the teaching discipline College preparatory or developmental Bachelor’s degree with a major in the courses teaching discipline Vocational credit certificate courses Academic degree or certificate at the same level as the program to be taught or higher
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For the rare occasion that an individual’s academic qualifications do not meet the minimum requirements, a procedure has been established for determining professional competency based on unique experience or professional work, or contribution to the teaching discipline (Procedure 615, Professional Competency [7]). Called "credentialing by exception," this procedure requires documented evidence of excellence in teaching and related work experience, professional licensure and certifications, honors, and awards (Examples - Faculty Credentialed by Exception [8]).
When hiring, primary consideration is given to the highest earned degree in the discipline. Hiring procedures and processes help ensure that the college hires faculty with appropriate qualifications. A faculty job description, included in the Faculty Handbook, reinforces the importance of faculty commitment to the mission and goals of the institution as well as the minimum acceptable education and experience required for teaching assignments (Faculty Handbook – Full-Time Faculty Job Description [9]; Adjunct Faculty Job Description [10]). The hiring, screening, and selection process is outlined in College Procedure 611, Recruitment and Hiring [11]. Additional information specific to hiring faculty is included in the Faculty Handbook (Recruiting Process for Full-Time Faculty Positions [12]; Recruiting and Application Process for Adjunct Faculty Positions [13]). The college adheres to a thorough and effective process for verification of individual credentials and requires that an individual’s eligibility for teaching is established before teaching duties are assigned.
Faculty position announcements, posted on the college website and in strategic newspapers and journals, clearly reflect Daytona State's preference for candidates who hold the highest degree in the field, are committed to the state college mission, and can demonstrate innovative and effective teaching skills (DSC Website - HR Current Job Opportunities [14]; DSC Website - Chemistry Faculty Position Opening [15]). A screening committee reviews the applications and rejects applicants without the proper credentials. The same committee comes to a consensus on three to five candidates to be interviewed based on qualifications and experience. A teaching demonstration by the candidate is part of the interview. When a candidate is recommended for hire, a Faculty Credential Form is completed by the department chair using official transcripts maintained by the Human Resources Department to verify credentials. Professional licenses, certifications or other documentation are reviewed. The credentialing form is approved by the appropriate academic associate vice president/dean and the academic vice president. Two examples of this completed form demonstrate that the college verifies and documents faculty credentials for all levels of degree programs [16]. At this point in the process, references are contacted and a background check is conducted. The president takes the name of the candidate to the District Board of Trustees for approval before a formal job offer is made. An example of the complete faculty hiring process is provided for a new faculty member (Example of Faculty New Hire - Start to Finish [17]).
When an academic department indicates a need for part-time instructional staff, position announcements for adjunct instructors are posted on the college website, as well as in selected external print and electronic publications. Position announcements clearly indicate the minimum requirements for the position (DSC Website - Current Anticipated Adjunct Openings [18]). Adjunct instructor applications received by the Human Resources Department are forwarded to the appropriate academic chair, who reviews them and, if the applicant appears to have the minimum academic credentials for the position, schedules an interview and requests an unofficial copy of the applicant's transcripts. If the chair is satisfied with the information, the applicant is given an adjunct hiring packet to complete and return. The packet includes a form for the applicant to request official transcripts to be sent to HR. Once the hiring packet is completed, references checked, academic qualifications verified, and the individual has gone through the E-Verify process, he or she is eligible to work for the college.
As indicated by the Faculty Roster for fall 2011 and spring 2012 [4], all full-time and part-time faculty members possess appropriate qualifications for the courses to which they are assigned.
Evidence [1] College Policy 1.02 Institutional Mission Statement
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[2] College Policy 1.03 Institutional Goals [3] DSC Catalog - Faculty Listing [4] Faculty Roster - Fall 2011, Spring 2012 [5] College Policy 6.15 Credentialing of Faculty and Administrators [6] Faculty Handbook - Faculty Credentials [7] College Procedure 615 Professional Competency [8] Examples - Faculty Credentialed by Exception [9] Faculty Handbook - Full Time Faculty Job Description [10] Faculty Handbook - Adjunct Faculty Job Description [11] College Procedure 611 Recruitment and Hiring [12] Faculty Handbook - Recruiting Process for Full-time Faculty Positions [13] Faculty Handbook - Recruiting and Application Process for Adjunct Faculty Positions [14] DSC Website - HR Current Job Opportunities [15] DSC Website - Faculty Position Openings [16] Examples - Faculty Credentials Form [17] Example - Faculty New Hire - Start to Finish [18] DSC Website - Adjunct Position Openings
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3.7.2 The institution regularly evaluates the effectiveness of each faculty member in accord with published criteria, regardless of contractual or tenured status. (Faculty evaluation)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative The institution regularly evaluates the effectiveness of each faculty member in accord with published criteria, regardless of contractual or tenured status. Daytona State College evaluates all faculty members, continuing contract and annual contract, full-time and part-time, at least once a year to promote individual growth and development, and to ensure college wide effectiveness. Faculty evaluations are mandated by College Policy 6.12, Evaluations [1], which states that "the performance of all employees shall be evaluated on an impartial and periodic basis." The evaluation process is administered according to Procedure 612(a), Evaluation of Full-time Faculty [2], which outlines the steps involved in completing the three components of faculty evaluation: the annual evaluation, classroom evaluation, and student evaluation of instruction. A complete explanation of the three components of the faculty evaluation process is provided in Section VI of the 2012-2013 Faculty Handbook [3] and is summarized below.
The purpose of regularly evaluating faculty is to determine strengths and weaknesses in performance, identify training needs and areas of teaching performance that need improvement, recognize the potential for promotion, and as a basis for disciplinary action. The three major methods used to evaluate faculty and the frequency of occurrence is indicated in the table below. The evaluation process is the same regardless of teaching modality or location.
FACULTY EVALUATIONS TYPE OF FULL-TIME FULL-TIME PART-TIME EVALUATION CONTINUING ANNUAL ADJUNCT CONTRACT CONTRACT FACULTY FACULTY FACULTY Student Course Each major semester Each major semester Each semester Evaluation taught Classroom Once each year Each major semester Once each year Observation Annual Evaluation Once each year Once each year NA
Student Course Evaluation. All teaching faculty -- whether full-time or part-time, whether instruction is delivered online or face-to-face, and regardless of the assigned campus or instructional location -- undergo student evaluations each major semester (Student Course Evaluation Survey [4]). The student feedback is compiled and provided to the appropriate academic associate vice president and department chair for review. The chair discusses the survey results with the faculty member. Documentation of this evaluation is maintained by the departmental office (Examples: Student Evaluations of Full-time Faculty [5]; Student Evaluations of Adjunct Faculty [6]). The examples provided include evaluations of faculty assigned to various campuses and delivering courses both online and traditionally.
Classroom Observation. Observation of instruction occurs in both physical and virtual classrooms for both full-time and adjunct faculty. The chair of a faculty member’s department or a senior faculty designee observes a classroom session taught by the faculty member being evaluated and fills out a standard form based on the observation. Documentation of the observation is kept in the office of the appropriate academic department chair. Continuing contract faculty are observed once a year in either the fall or spring semester, annual contract faculty are observed every major semester, and adjunct faculty are observed once in the first 60 days of the first semester they teach and once every year in either the fall or spring semester thereafter. Examples of classroom observations of full-time faculty
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 265 of 400 and adjunct faculty, both for traditional and online course delivery, conducted over the last three years are provided (Examples: Full-time Faculty Classroom Observations [7]; Adjunct Faculty Classroom Observations [8]).
Annual Evaluation. Annual evaluations of full-time faculty members are conducted at the start of each spring semester and are due to the Human Resources Department by February 15 for both 9-month faculty and 12-month faculty. The standard Faculty Evaluation Form [9], completed by the faculty member's department chair, addresses performance aspects such as teaching excellence, mentoring and advising of students, professional development, collaboration and communication, and service to the college and community. It also verifies that student evaluations and classroom observations have been done. As part of the evaluation process, each faculty member submits a Faculty Annual Activity Report [10] and Individual Goals Form [11]. The activity report requires faculty to create a bulleted list of their accomplishments for the previous academic year. The Individual Goals Form is completed in consultation with the department chair to establish goals for the next academic year. The previous year's Individual Goals Form is reviewed as part of the evaluation to determine if the goals set were accomplished. The completed Faculty Evaluation Form, with activity report and goals attached, is reviewed and signed by the academic department chair, the academic administrator, the vice president of academic affairs, the faculty member, and a representative of the Human Resources Department. The original is maintained in the individual's personnel file in the Human Resources Office. Examples of completed, redacted faculty evaluations conducted over the last three years are provided as evidence that the process is ongoing and college wide (Faculty Evaluation - Examples of Full-time Faculty Annual Evaluations [12]). The examples include faculty who teach in a variety of academic degree and certificate programs from the Colleges of Arts and Sciences, Business Administration, Education, Technology, and Workforce and Continuing Education, and faculty at the assistant professor, associate professor, professor, senior professor, and chair levels.
The results of evaluations are used by both full-time and adjunct faculty, as well as by department chairs, to assess performance and recognize accomplishments. The process ensures that faculty effectiveness focuses on student learning.
Evidence [1] College Policy 6.12 Evaluations [2] College Procedure 612(a) Evaluation of Full-Time Faculty [3] Faculty Handbook - Faculty Evaluation Process [4] Faculty Evaluation - Student Course Evaluation Survey Form [5] Faculty Evaluation - Examples of Student Evaluation of Full-Time Faculty [6] Faculty Evaluation - Examples of Student Evaluation of Adjuncts [7] Faculty Evaluation - Examples of Classroom Observation of Full-Time Faculty [8] Faculty Evaluation - Examples of Classroom Observation of Adjuncts [9] Evaluation Form - Faculty [10] Faculty Evaluation - Annual Activity Report Form [11] Evaluation Form - Individual Goals [12] Faculty Evaluation - Examples of Annual Evaluations of Full Time Faculty
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3.7.3 The institution provides ongoing professional development of faculty as teachers, scholars, and practitioners. (Faculty development)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative In support of its mission, Daytona State College embraces excellence and enhances teaching and learning by providing ongoing professional development of faculty. The value of professional development to Daytona State College is established in the 2010-2013 Strategic Plan (p. 4), Building a Stronger Future [1], which includes a strategic priority to “provide faculty and staff with education, training and leadership development to increase awareness, understanding and effectiveness in meeting the needs of a diverse student population.” In College Policy 6.02, Responsibilities of Faculty, Career, Professional, and Administrative Personnel [2], full-time faculty are considered professionals whose duties and responsibilities include, among other things, “keeping current with discipline content and methodology within the area of responsibilities.” To assist faculty in fulfilling their responsibilities, College Policy 6.07, College-Sponsored Courses for Employees [3], supports the efforts of faculty to engage in additional formal education to increase their teaching credentials by providing a means for reimbursing them for tuition. College Policy 6.35, Staff and Professional Development [4], authorizes the president to develop a Staff and Program Development Plan that includes faculty and is consistent with FAC 6A-14.029, Staff and Program Development [5], which states that “Staff development is the improvement of staff performance through activities which update or upgrade competence specified for present or planned positions. Staff includes all college employees.” According to the SBOE rule, each college in the Florida College System should adopt policies and identify funding to support staff and program development activities.
Administrative procedures at Daytona State College exist to guide the direction and implementation of staff and program development policies. College Procedure 635, Staff and Professional Development Plan [6], lists leadership development, faculty development, tuition reimbursement, and travel to conferences and workshops as specific programs and opportunities that are available to faculty and others. Additional detail is provided in the Staff and Program Development Handbook [7] including eligibility criteria and application procedures. As indicated in the handbook, the college allocated $160,000 toward staff and professional development in fiscal year 2012-2013.
The expectation for faculty to engage in professional development is embedded in the full-time faculty job description [8], which states that faculty will demonstrate “teaching ability, professional development, and service to the college.” It is expected that faculty will:
participate in activities that advance professional competencies and teaching skills; engage in activities that advance the teaching discipline or profession and; maintain or acquire appropriate or required certifications, licensures, or other professional credentials.
Each year, instructional staff are evaluated on their performance in the classroom as well as on their professional activities and service to the college. The faculty evaluation process, as described in detail in Comprehensive Standard 3.7.2, Faculty Evaluation, addresses professional development in each of three key elements of the process:
Faculty Evaluation Form – Supervisors rate each faculty member's level of participation in professional development using a 1 to 5 scale (Examples of Faculty Annual Evaluations [9]) Annual Activity Report – Faculty members list highlights of professional development, including courses and workshops attended at Daytona State or elsewhere, degrees pursued or completed, works published, participation in professional organizations, and attendance and presentations at conferences (Examples of Annual Activity Reports [10]). Individual Goals – Faculty members identify a professional development goal for the next year that will have a measurable outcome for improvement in individual skills, and they report on
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 267 of 400 the achievement of the previous year's professional development goal (Examples of Individual Goals [11]).
Additional examples of actual faculty evaluations are attached that were conducted over the last three years in different academic programs and at different degree levels, combining all three elements of the process (Faculty Evaluation - Examples of Annual Evaluations of Full-time Faculty, 2009-2012 [12]).
Ongoing engagement in professional development is a factor in faculty appointment and promotion at Daytona State College. The faculty ranking system recognizes faculty contributions to teaching, professional development, and appropriate service. The Faculty Handbook includes Guidelines for Appointment and Promotion [13] to guarantee awareness of expectations in all three areas. As faculty compile portfolios for promotion, they are encouraged to include evidence of attendance at workshops, courses or degrees; involvement in professional organizations; publications and presentations.
The college provides professional development to faculty as teachers, scholars, and practitioners. Professional development for faculty begins with an intensive New Faculty Orientation that includes meeting the president and other key administrators; hearing about academic resources such as the Faculty Innovation Center, the Academic Support Center, the Library and the College Writing Center; and getting set up with email, employee benefits, and additional training (New Faculty Orientation Schedule: 2012 [14], 2011 [15], 2010 [16]). A separate orientation is provided for new adjunct instructors each fall (Faculty Orientation – Adjuncts [17]).
Fall and Spring Planning Weeks offer multiple professional development opportunities for both new and continuing faculty. In addition to scheduled time for planning and departmental meetings, the week’s schedule includes technology training; seminars on teaching and learning; information workshops on academic and student support services; and assistance with setting up course shells, rubrics, and technology within the online learning environment. Many of the workshops are repeated during the week to reduce scheduling conflicts (2009-2013, Planning Week Schedules [18]). Planning Week activities are open to all full-time and adjunct faculty; adjunct instructors are encouraged to attend workshops and departmental meetings.
Faculty members receive appropriate training for teaching online courses and using technology in the classroom. Both full-time and adjunct instructional staff receive training in the functionality of the learning management system, regardless of the delivery method of the courses they teach. They also receive training in developing online course content. In 2011-2012, 93 percent of distance education course sections were taught by full-time faculty (Percent of Faculty Teaching Online, 2005-2012 [19]). Faculty, both full-time and adjuncts, who are new to teaching online take a series of courses to train on the learning management system. To be eligible to teach fully-online courses, faculty must complete six training modules in the LMS Academy; faculty who teach partially-online courses complete four modules. Academic chairs monitor faculty completion of LMS Academy courses to ensure faculty have received the appropriate training for the courses to which they are assigned.
FACULTY TRAINING: LEARNING MANAGEMENT SYSTEM AND ONLINE COURSE FACILITATION LMS100 LMS101 LMS102 LMS103 LMS104 LMS105 Face-to-face courses X X Hybrid courses 25-75% online X X X X Fully-online courses X X X X X X
The LMS Academy training includes best educational practices in online learning and illustrates the standards developed for online delivery by faculty members (Guidelines for Faculty Teaching Online [20]). The training exposes the faculty member to what an online student experiences. It also teaches faculty about the electronic drop box for assignments; testing and quizzing; discussion forums; the learning object repository, Web conferencing, course calendar, and electronic portfolio; and outcomes
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 268 of 400 assessment, measurement, and reporting. The learning management training is available online at all times (Online Academy for Faculty [21]). Faculty workshops and open labs are provided in the Faculty Innovation Center throughout the academic year for faculty who would like additional assistance. The Faculty Innovation Center provides ongoing support to instructional staff in using educational technology in the classroom by providing one-on-one and group training sessions (Faculty Innovation Center - Faculty Training 2010 and 2011 [22]). The Faculty Innovation Center offers expertise in instructional applications of computers, Web cameras, microphones, iPods, scanners, interactive white boards, electronic boards, and video editing.
The commitment of the college to professional development is evident in its support of several successful ongoing programs: Staff and Program Development, Master Faculty, an annual Academic Excellence Symposium, and the Center for Interdisciplinary Writing and Research. Staff and Program Development includes faculty travel to conferences and workshops, pursuit of additional degrees or credentials, and other scholarly or professional endeavors. A list showing examples of faculty involvement in staff and program development activities college wide over the past three years demonstrates that faculty engage in a range of activities, including attending conferences, making presentations, publishing in scholarly journals, and seeking advanced degrees [23]. An example of a detailed list of professional development by all faculty in the College of Business Administration is provided [24].
The three-year Master Faculty program is sponsored by the Faculty Senate and is structured so that faculty can learn about best practices in teaching and learning, delve into key topics such as active learning and critical thinking, and work in interdisciplinary teams to apply what they have learned (DSC Website – Master Faculty [25]; Master Faculty Workshops/Events: 2011-2012 [26], 2010-2011 [27], 2009-2010 [28]). In this way, faculty are continuously improving the quality of instruction and student engagement at the college while developing individual skills and practices. Faculty participants, an average of 60 per year, include both new and continuing faculty representing all areas of the college (Master Faculty List of Participants: 2011-2012 to 2009-2010 [29]).
Faculty, including adjuncts, are proud to share their skills and expertise with each other and annually present an Academic Excellence Symposium as a forum for intellectual discussion, demonstrations of innovations in teaching and research, and presentations on creativity in faculty discipline. While most of the speakers and attendees are from Daytona State College, other local institutions of higher education such as Embry-Riddle Aeronautical University and the University of Central Florida are welcomed as both presenters and participants. The breadth of topics and interests is evident in brochures announcing the symposium (Academic Excellence Symposium Brochures: 2012 [30], 2011 [31], 2010 [32]).
Opportunities for faculty to share scholarly works is encouraged by the faculty-led Center for Interdisciplinary Writing and Research (DSC Website - Center for Interdisciplinary Writing and Research [33]). Faculty representing a range of disciplines disseminate their writing and research to the wider Daytona State College community through lectures, readings, symposia, and other presentations (DSC Website - People of CIWR [34]; DSC Website - CIWR Calendar of Events [35]).
Faculty, including adjuncts, are informed of professional development opportunities primarily through Constant Contact, an online service used by the Marketing Department to communicate with Daytona State employees and external constituents. The service provides mass notification to targeted audiences, including sharing information about professional development opportunities for faculty (Constant Contact [36]). Faculty also have a personal homepage on the learning management system that provides links to information about online training opportunities (Learning Management System Individual Homepage [37]). Emails are sent from Academic Affairs, department chairs, and other areas of the college notifying faculty of faculty development prospects (Professional Development Information Emails [38]). Falcon Central, unveiled in the fall of 2012, has ‘Events’ and ‘In the News’ panels that provide information on professional opportunities. Falcon Central automatically uploads as the homepage for all employees upon network login (Falcon Central [39]). Brochures are provided by the Marketing Department to other departments for distribution (Brochure - Academic
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 269 of 400 Excellence Symposium [30]). Finally, various locations on the college website are sources of information about workshops, tutorials and other professional development opportunities (DSC Websites for Professional Development [40]).
Evidence [1] DSC Strategic Plan 2010-2013 [2] College Policy 6.02 Responsibilities of Faculty, Career, Professional, and Administrative Personnel [3] College Policy 6.07 College-Sponsored Courses for Employees [4] College Policy 6.35 Staff and Program Development [5] FAC 6A-14.029 Staff and Program Development [6] College Procedure 635 Staff and Program Development Plan [7] Staff and Program Development Handbook 2012-2013 [8] Faculty Handbook - Full Time Faculty Job Description [9] Example - Annual Evaluation Forms [10] Example - Annual Activity Reports [11] Example - Individual Goals [12] Faculty Evaluation - Examples of Annual Evaluations of Full Time Faculty [13] Faculty Handbook - Guidelines for Appointment and Promotion [14] New Faculty Orientation Schedule - Fall 2012 [15] New Faculty Orientation Schedule - Fall 2011 [16] New Faculty Orientation Schedule - Fall 2010 [17] New Faculty Orientation Checklist [18] 2009-2013 Planning Week Schedules - Fall and Spring [19] Percent of Online Sections Taught by FT Faculty - 2005-2012 [20] Faculty Guidelines for Teaching Online [21] Florida Online Academy for Faculty [22] Faculty Innovation Center - Faculty Training 2010 and 2011 [23] Faculty Development 2009-2010 to 2011-2012 [24] College of Business Administration Faculty Development - 2009-2010 to 2011-2012 [25] DSC Website - Master Faculty [26] Master Faculty 2011-2012 [27] Master Faculty 2010-2011 [28] Master Faculty 2009-2010 [29] Master Faculty Roster 2009-2010 to 2011-2012 [30] 2012 Academic Symposium [31] 2011 Academic Symposium [32] 2010 Academic Symposium [33] DSC Website - Center for Interdisciplinary Writing and Research [34] DSC Website - People of CIWR [35] DSC Website - CIWR Calendar of Events [36] Constant Contact [37] Learning Management System Homepage Training Notification
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 270 of 400 [38] Professional Development Information Email [39] Falcon Central [40] DSC Websites for Professional Development
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3.7.4 The institution ensures adequate procedures for safeguarding and protecting academic freedom. (Academic freedom)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College ensures adequate procedures for safeguarding and protecting academic freedom. The college recognizes that academic freedom is both a right and a responsibility and should be exercised with sensitivity, sound judgment, and conscientious regard for the rights of others. The District Board of Trustees affirms these principles in College Policy 4.07, Academic Freedom and Responsibility [1]. Policy 4.07 defines academic freedom as the “pursuit of knowledge and wisdom in an atmosphere of tolerance and freedom,” with an associated responsibility “to actively foster within the college a climate favorable to the responsible exercise of freedom.”
According to the policy, “Academic freedom is the liberty to devise appropriate instructional material, to discuss all relevant matters in the classroom, to explore avenues of scholarship, research and creative expression, to speak freely on policies and procedures, and to speak, write or act as a public citizen on matters of public concern. Academic responsibility implies the honest performance of academic duties and obligations, the commitment to support the responsible exercise of academic freedom by others, and the candor to disclose that the individual is not speaking as a representative of the college in matters of public concern.”
Among the college's core values is the value of integrity (DSC Website – Mission and Core Values [2]). Integrity in action is described as striving "for the highest ethical standards in all areas of operation, including the fair and consistent treatment of all members of the Daytona State community." As part of the value of integrity, "the college fully supports academic freedom and the right of intellectual pursuit."
The right of academic freedom also is addressed in Policy 3.12, Network and Internet Use [3], which states that "The rights of academic freedom and freedom of expression apply to the use of the college's technology resources, as do the responsibilities and limitations associated with those rights. The college supports a campus and technology environment open to the free expression of ideas, including unpopular points of view. However, the use of college technology resources, like the use of other college-provided resources and activities, is subject to the requirements of legal and ethical behavior."
Daytona State College publishes its academic freedom policies for faculty and students. The college policies cited above can be found in the College Policy Manual, which is available to all employees on the intranet; a print copy can be requested from the President's Office. The Faculty Handbook refers to academic freedom in the Faculty Code of Ethics to Students [4], the Academic Freedom and Responsibility Policy [5] and the Information Technology FAQs on Network Use Policy [6]. The Student Handbook describes academic freedom in the section titled Student Rights and Responsibilities - Computer Network and Internet Acceptable Use Policy [7].
Daytona State College has had no issues of academic freedom violations involving faculty or students. Although the college has no recorded instances involving faculty or students in which issues emerged that were proven to be academic freedom violations, policies and procedures are in place for employees and students to follow if there is a concern.
College Policy 6.10, Employment Dispute Resolution [8], establishes the right of any employee to be fairly and equitably treated and clearly states that satisfactorily resolving all complaints, disputes and grievances is a shared responsibility of the Board of Trustees, the president and the employee. Should an employee perceive that academic freedom has been violated, he or she can follow College Procedure 610, Employment Dispute Resolution [9], which outlines the employee grievance process. The first step in the process is an informal discussion with a supervisor or Department of Human Resources representative. If the issue is not resolved, the employee can submit a written dispute within five days to his/ her supervisor with a copy sent to Human Resources. The supervisor and appropriate
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 272 of 400 vice president will meet with the employee and respond with a recommendation or decision within five days. At that point, the employee has the option to submit a written appeal and an internal mediator will be appointed by the president. If the recommendation of the mediator does not resolve the dispute, the employee can request an appeal to a Dispute Resolution Committee. The final step is an appeal directly to the president who will render a final decision. Although the process has not been used for academic freedom violations, it would be the appropriate process for an employee to use in the event that an academic freedom issue arises.
The student rights and grievance procedure [10], published in the Student Handbook, assures that students are given the opportunity to express informal appeals and complaints and to initiate formal appeals and complaints regarding the operation of the college, including issues relative to academic freedom. The process for students also begins with an informal discussion, then proceeds to a formal written complaint, a fact-finding interview and recommendation, and several layers of appeal before reaching a final decision point in the president's office. The procedure is the same for distance learning students and for students on other campuses and instructional sites, with reasonable accommodations made upon request. The student grievance procedure has not been used for an academic freedom violation, but it would be the appropriate process for a student to use in the event that an academic freedom issue arises.
Daytona State has made a firm institutional commitment to developing a working, teaching, and learning environment that is free of discrimination and harassment and that protects the rights of constituents. The Office of Equity and Inclusion was established to ensure that all students and employees enjoy the opportunity to participate as they see fit in the full range of activities offered by the college. The director of equity and inclusion is available to assist both employees and students through the processes described above (DSC Website - Office of Equity and Inclusion [11]).
Evidence [1] College Policy 4.07 Academic Freedom and Responsibility [2] DSC Website - Mission and Values [3] College Policy 3.12 Network and Internet Use [4] Faculty Code of Ethics to Students [5] Faculty Handbook - Academic Freedom [6] Faculty Handbook - Information Technology FAQs [7] Student Handbook - Computer Network and Internet Acceptable Use Policy [8] College Policy 6.10 Employment Dispute Resolution [9] College Procedure 610 Employment Dispute Resolution [10] Student Handbook - Student Rights and Grievance Procedure [11] DSC Website - Office of Equity and Inclusion
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3.7.5 The institution publishes policies on the responsibility and authority of faculty in academic and governance matters. (Faculty role in governance)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College endorses and supports faculty participation and authority in academic and governance matters. As members of the Faculty Senate, the Planning Council, the committees that report to the Planning Council, and other key standing and ad hoc committees, the faculty has an active role and a strong voice in matters related to both academics and administration. The Faculty Senate provides a forum and vehicle for faculty involvement in the operation and administrative decisions of the college (The Faculty Senate Bylaws and Constitution [1]). According to The Faculty Senate Bylaws and Constitution, the Faculty Senate has two primary goals: “(A) To represent faculty related to faculty development, welfare, and morale, and (B) to study, discuss, and recommend institutional objectives, policies, and procedures." All full-time faculty are members of the Faculty Senate, which meets monthly from August to May; adjunct faculty can participate as non-voting members. To make meetings accessible to all faculty regardless of their status or assigned campus, Faculty Senate meetings are broadcast through Adobe Connect and meetings are recorded and posted online for post-meeting access. Information about the Faculty Senate is published in the Faculty Handbook (2012-2013 Faculty Handbook – Faculty Senate [2]) and on the college website (DSC Website – Faculty Senate [3]).
Faculty Senate standing and ad hoc committees work on behalf of the Faculty Senate to research issues of concern and submit written recommendations for discussion at Faculty Senate meetings (Faculty Senate Committees [4]). Standing committees of the Faculty Senate include a Nominating and Elections Committee, Bylaws Committee, and committees that mirror the Planning Council committees. Ad hoc committees are established as needed and have included a Healthy Environment/Health and Fitness Committee and the College Connections Committee. The Faculty Senate coordinates the college wide Tenure and Promotion Committee and the annual portfolio peer review process [5]. A review of the minutes of Faculty Senate meetings show a breadth of items reviewed and discussed including a possible reorganization of the Faulty Senate itself, revisions to the tenure and promotion process, the college’s academic freedom policy, a proposal for a smoke-free campus, faculty advocacy, and faculty representation on the presidential search committee (Examples of Faculty Senate Meeting Minutes [6]). Once a committee has researched an issue and brought forward a proposal, the Faculty Senate discusses it and votes on it at the next regular meeting following the discussion. If appropriate, the proposal is presented to the college administration.
In addition, the Faculty Senate president serves in the college President’s Cabinet (President’s Cabinet – Membership [7]). The Cabinet reviews and makes recommendations on all college policies and procedures. The Faculty Senate president is charged with disseminating drafts of proposed new and revised policies and procedures to the faculty, gathering their feedback, and taking it back to the Cabinet for consideration. As a member of the Cabinet, the Faculty Senate president can propose new policies and procedures or revisions to existing policies and procedures on behalf of the Faculty Senate. The minutes from the Faculty Senate meeting on February 8, 2012, include a discussion regarding College Policy 4.07, Academic Freedom and Responsibility [8], which underwent major revision in the spring of 2012 with input from the Faculty Senate (2012-02-08 Faculty Senate Meeting Minutes, p. 2 [9]).
The Planning Council, as stated in Procedure 202(c) [10], “serves as the point of consensus in a participatory process to identify and analyze issues of significant interest to the college community and develop recommended solutions or actions.” Through the Planning Council, the president obtains recommendations for planning goals and objectives and budget allocation priorities. The council also evaluates the use of planning and assessment results to improve the processes of teaching and learning, operations, and student services. Faculty comprise at least half of the council membership; administrative, professional, career employees, and one student representative make up the
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 274 of 400 remainder. All committee members are appointed by the president of the college. Information about the Planning Council and its committee structure is published on the college website (DSC Website - Planning Council [11]) and included in the Faculty Handbook (2012-2013 Faculty Handbook: Planning Council [12]).
The Planning Council membership rosters for 2012-2013 [13], 2011-2012 [14], and 2010-2011 [15] are evidence that the faculty are well-represented on the council. The committees that contribute to the work of the Planning Council each year also have engaged a significant number of faculty representatives (2012-2013 Planning Council Committees - Purpose and Membership [16]; 2011-2012 Planning Council Committees - Purpose and Membership [17]). During academic year 2011-2012, as a result of faculty leadership on the Teaching and Learning Committee, Faculty and Staff Development Committee, and the Grants Committee, a number of proposals were made to the Planning Council that were approved and submitted to the executive staff for implementation. A summary of the proposals included one to standardize faculty load credits for laboratories across the college, a proposal to create incentives for faculty to engage in developing grant proposals, a request for a revision to the procedure for awarding faculty sabbaticals, and a proposal to centralize faculty and staff professional development (Planning Council 2011-2012 End of Year Report to Executive Staff [18]).
In addition to the Faculty Senate and Planning Council, the faculty provide academic guidance and shared governance by participating on the Curriculum Committee as published in the Faculty Handbook (Faculty Handbook - Curriculum Committee [19]). Faculty also make key academic recommendations and decisions related to the general education program as members of the General Education Committee [20] which reports to the Curriculum Committee. The all-faculty Curriculum Committee reviews and approves new programs and courses and revisions to existing programs and courses and ensures that the curriculum is appropriate for the degree. A summary of the activities of the Curriculum Committee during the 2011-2012 academic year is evidence that, among other things, the committee reviewed and approved new college credit certificate programs in Television Studio Production and Sales Entrepreneurship, considered program and course revisions to the Automotive Service Technology program and the Associate in Science in Photographic Technology program, and approved new courses in computer science, emergency services, music, dance, engineering, health careers, applied business and history (Curriculum Development - AY2011-2012 Summary [21]).
Through the Faculty Senate and its committees, the President's Cabinet, the Planning Council and its committees, Curriculum Committee, General Education Committee, and participation on other college wide standing and ad hoc committees, the faculty have a vital role in academic and governance issues. Additional evidence of the role of faculty is included in the narratives for Comprehensive Standards 3.4.1, Academic Program Approval, and CS 3.4.10, Responsibility for Curriculum.
Evidence [1] Faculty Senate Bylaws and Constitution [2] Faculty Handbook - Faculty Senate [3] DSC Website - Faculty Senate [4] DSC Website - Faculty Senate Committees [5] DSC Website - Continuing Contract and Promotion [6] Examples - Faculty Senate Meeting Minutes [7] President's Cabinet [8] College Policy 4.07 Academic Freedom and Responsibility [9] 2012-02-08 Faculty Senate Meeting Minutes - Academic Freedom Policy [10] College Procedure 202(c) Planning Council [11] DSC Website - Planning Council Overview
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 275 of 400 [12] Faculty Handbook - Planning Council [13] 2012-2013 Planning Council Membership [14] 2011-2012 Planning Council Membership [15] 2010-2011 Planning Council Membership [16] 2012-2013 Planning Council Committees - Purpose and Membership [17] 2011-2012 Planning Council Committees - Purpose and Membership [18] 2011-2012 Planning Council End of Year Report to Executive Staff [19] Faculty Handbook - Curriculum Committee [20] General Education Committee - Mission and Representation [21] Curriculum Development - AY 2011-2012 Summary
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3.8 Library and Other Learning Resources 3.8.1 The institution provides facilities and learning/information resources that are appropriate to support its teaching, research, and service mission. (Learning /information resources)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College provides facilities and learning/information resources that are appropriate to support its teaching and service mission. The mission of the Library Services - to provide the resources, instruction, and encouragement to help the college community question, discover, and learn - is directly correlated to the college mission (DSC Website - Library Services [1]). Students, faculty, and staff have access to a full-range of library, media, and learning resources that support the college mission of emphasizing student success and enhancing teaching and learning (College Policy 1.02, Institutional Mission Statement [2]). To support the college's community enrichment mission component, print collections and reference services also are available to residents of Volusia and Flagler counties.
Library Services provides the instructional resources to support all aspects of the college’s academic, administrative, and community service functions. The college has library facilities on its two largest campuses, Daytona Beach and DeLand. Students at other instructional sites and distance learners have electronic access to the college's library resources.
The library provides research instruction for specific courses, embedded librarians in online courses, research services for faculty, course reserves, selected textbooks for in-library use, and space for quiet and group study. During fall and spring semesters, the library is open six days a week, providing 74.5 hours of service at the Daytona Beach site and 63.5 hours of service at the DeLand campus location. Professional reference and instructional services are provided during all hours of operation at both campuses.
Online library services accommodate students and faculty anytime, anywhere, regardless of campus location or instructional modality; students, faculty, and staff can request delivery of library materials to any instructional site. Students of other educational institutions and the general public are given limited access to library facilities, services, and resources.
The 45,000-square-foot Learning Resource Center on the Daytona Beach Campus is a shared facility that houses Library Services, the Computing Commons, the Academic Support Center, the DSC-UCF College Writing Center, and University of Central Florida resources (Floor Plan 1 [3]; Floor Plan 2 [4]). The Association of Florida Colleges awarded this "Under One Roof" model the 2011 Learning Resources Commission Exemplary Practice Award for Learning Support Services (Fall 2011 Library Newsletter, p. 3 [5]). The Academic Support Center and the College Writing Center are considered key academic support services and are discussed in the narrative response for Comprehensive Standard 3.4.9.
The library provides a full range of services: selection, acquisition, and cataloging of materials; circulation of materials; instructor reserves; intra-campus and interlibrary loan; professional reference service; and library skills instruction. The table below shows three years of service statistics. Use of library services correlates to overall enrollment at the college and, despite enrollment declines in the last two years, usage statistics reflect a consistent and strong level of demand.
Many of the services can be accessed from the library website (DSC Website - Library Services [1]). Virtual services include online catalog, student online library account access, online database access and research guides, intra-campus and interlibrary loan request, virtual reference service, support materials, and recommended free Web resource links.
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LIBRARY SERVICES 2009-2010 2010-2011 2011-2012 General circulation transactions 24,939 21,608 20,015 Reserve circulation transactions 4,389 1,708 1,637 Interlibrary loan provided 445 411 390 Interlibrary loan requested 221 250 210 Reference transactions 11,372 11,227 10,258 Library instruction workshops 381 407 343 Students attending instruction 7,382 7,719 6,422 workshops
A traditional library collection of 87,034 paper volumes, which includes circulating books and reference materials, 334 print serial subscriptions, and 5,950 media resources, makes up the backbone of Daytona State College Library Services. The library offers remote access to more than 100 online databases of periodical literature and 35,000 e-books (Library Services - E-Resource Collection [6]). The library's collections are indexed through an online public access catalog, so users on any campus, as well as distance learners, have access to materials within 24 hours. Library patrons request materials across Daytona State College instructional sites and from other Florida colleges and universities via interlibrary loan. The Circulation Department is responsible for circulating materials to patrons, maintaining the reserve collection, and processing all inter-campus and interlibrary loan requests (Library Services – Circulation Services [7]).
The library catalog is part of a combined catalog of 28 Level I and Level II institutions of higher education in Florida administered by the College Center for Library Automation through the Florida Virtual Campus. The combined catalog contains almost 3 million item records that can be searched from any institution’s catalog. A statewide courier system delivers materials between institutions.
The Reference Department takes pride in helping library users locate the information they need and in helping users become self-sufficient in navigating the library and taking advantage of its resources (Library Services – Reference Services [8]). Reference services are offered in person on a first-come, first-served basis by telephone and online. Online reference questions submitted by email are responded to within 24 hours. The college also participates in the statewide virtual reference service, Ask-a-Librarian. This service is available to all students and provides live virtual reference chat, co-browsing and email reference service (Ask-A-Librarian Screenshot [9]). The library provides consultation and research services to faculty and staff to discuss research projects, assist in designing class assignments or support materials, and recommend collection materials. The professional library staff has produced specialized bibliographies and instructional handouts to assist students in using library materials and services (Library Services - Help Guides [10]; Library Services - Research and Practice Tools [11]; Library Services - Research Guides [12]).
Library Instructional Services supports the college’s efforts to improve information literacy among its students by providing a wide range of library research workshops and an online college-credit course, LIS 2004 Introduction to Internet Research; giving orientations to students, faculty, and staff that teach library research skills; and leading general tours of library facilities and demonstrations of specific resources or services (Library Services – Instructional Services [13]). During 2011-2012, 344 instructional workshops were provided to 6,422 students across all campus locations [14].
The library has an established collection management policy to ensure that library resources support the instruction, research, and general interests of the college community (Library Services - Technical Services [15]). Collection management is the responsibility of the Technical Services Department and includes the acquisition, processing, de-selection, and bibliographic control of all books, serials, multi-media, and electronic resources. This department maintains an accurate inventory of all DSC library collections and selects materials for the collection based on input from faculty, staff, and students. The primary criterion for determining the appropriateness of learning information resources is
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 278 of 400 that it support the curriculum of the college. Those subject areas that relate directly to course offerings are the collection’s primary focus, followed by materials that support faculty and staff research that is appropriate to the mission of the college and, finally, materials that support the general information needs of library users (Library Services - Collection Development Guidelines [16]).
The Daytona State College library serves as a joint-use facility for the University of Central Florida/Daytona Center and supports university students enrolled in 27 upper-division and graduate programs. Through this joint-use agreement, DSC students have access to all UCF physical materials housed and cataloged in the library and in their electronic database. UCF also provides dedicated workstations in the Daytona Beach Campus library for use by UCF students, faculty, and staff that provide direct access to UCF library resources and services, as well as many UCF proprietary databases (DSC-UCF Joint-Use Library Agreement [17]).
The DeLand Campus library, with 18,478 gross square feet of space, houses resources similar to the Daytona Beach Campus library (DeLand LRC - Floor Plan [18]). The library facility is open 5 days a week, with evening hours Monday through Thursday. Other regional campuses have remote access to all of the library's learning/information resources. Online students have virtual access to learning / information resources through the library's electronic catalog, interlibrary loan, embedded librarians in online courses, the statewide AskALibrarian service, and the Falcon Aid Student Help Desk.
The Computing Commons offers additional learning and information resources to the college community. The mission of the Computing Commons is to provide technological tools and services to help students achieve academic success (DSC Website - Computing Commons [19]). This computer lab is designed to supplement classroom teaching and learning, and provide computer access to students who do not have Internet or computer access at home. It is connected to the college’s network and websites, and allows access to the Internet and a wide variety of software applications. The Computing Commons, intended as a quiet study area and general academic support lab, offers 30 workstations for students and faculty and four classroom labs equipped with 75 workstations (DSC Computing Commons – Student Resources [20]; DSC Computing Commons – Classroom Resources [21]). The Computing Commons on the DeLand Campus offers 26 workstations for student and faculty use. In 2011, the Computing Commons recorded more than 16,695 computer logins by students at the Daytona Beach and DeLand locations.
The Computing Commons provides academic and technological assistance to all Daytona State College students on campus and online. This support can be anything from use of the Computing Commons computers to the use of the college learning management system and how to open Microsoft Word. In addition to desktop computers, printers, and photocopiers in the Computing Commons, Daytona State College offers students free FalconAir wireless capability. Dell NetBooks are available for students to check out for use in the library. Computer tech assistants are present at all times to assist users with computers, software and printer operations, and to see that the Computing Commons equipment is maintained in proper working order. At the Daytona Beach campus, five computer tech assistants provide staff coverage 66.5 hours each week. On the DeLand campus, two to three techs are hired each semester to staff the computing commons 58.5 hours a week. Information about the Computing Commons is posted to the college website (DSC Website - Computing Commons General Questions [22]).
Facilities and resources are appropriate to support the college’s teaching and service mission. Input for collection development, continuous quality improvement, and expanded services is actively sought from faculty. Meeting at least once each major semester, the Library Advisory Committee is comprised of faculty representatives from each academic and support department (Library Advisory Committee [23]). The head librarian reports on library activities and service measures to this committee, and responds to recommendations and concerns of faculty on library-related issues. The library solicits collection development input from faculty, staff, and students, and designates at least $1,000 per department for faculty requests.
The college collected feedback from students and faculty through user surveys and evaluations of instructional sessions, then analyzed the information to identify ways to improve. Student responses to
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 279 of 400 the ACT Student Opinion Survey, administered in 2009 [24] and 2011 [25], reflected levels of satisfaction with library facilities and services that exceeded the national average.
2009 2011 ACT Student Opinion Survey Results: * Satisfaction Level * Satisfaction Level Library and Learning Resources DSC National DSC National Average Average Average Average Library Facilities & Services 4.17 4.13 4.25 4.1 Computer Services 4.11 3.91 4.12 3.93 Study Areas 3.84 3.77 3.9 3.78
*Satisfaction scale: 5=very satisfied, 4=satisfied, 3=neutral, 2=dissatisfied, 1=very dissatisfied
Additional information about library and other learning resources is provided in 2.9, Learning Resources and Services; 3.8.2, Instruction of library use; and 3.8.3, Qualified staff.
Evidence [1] DSC Website - Library Services [2] College Policy 1.02 Institutional Mission Statement [3] Learning Resource Center, Daytona Beach - Floor 1 [4] Learning Resource Center, Daytona Beach - Floor 2 [5] Fall 2011 Library Newsletter Collaborate [6] Library Services - E-Resource Collections [7] Library Services - Circulation [8] Library Services - Reference [9] Ask-A-Librarian Screenshot [10] Library Services - Help Guides [11] Library Services - Research and Practice Tools [12] Library Research Guides [13] Library Services - Instruction [14] 2011-2012 Library Instruction [15] Library Services Technical Services [16] Library Services - Collection Development Guidelines [17] DSC-UCF Joint-Use Library Agreement [18] Learning Resource Center, DeLand Campus [19] DSC Website - Computing Commons [20] DSC Website - Computing Commons Student Resources [21] DSC Website - Computing Commons - Classroom Resources [22] DSC Website - Computing Commons General Questions [23] Library Advisory Committee [24] 2009 Student Opinion Survey Results
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 280 of 400 [25] 2011 Student Opinion Survey Results
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3.8.2 The institution ensures that users have access to regular and timely instruction in the use of the library and other learning/information resources. (Instruction of library use)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College ensures that users have regular and timely instruction in the use of Library Services and the Computing Commons. Resources and programs are in place to provide library skills instruction, reference services, and technical assistance to enhance information literacy. The Instructional Services Department of the library provides library skills instruction for the college community (Library Services - Instruction [1]). During 2011-2012, librarians provided 344 research skills workshops to over 6,400 students [2] on all campuses [3].
Library skills workshops are scheduled at the request of faculty, both in face-to-face workshops and online. These sessions range from basic orientations for developmental students to discipline or project-specific instruction for college credit students. Students attending workshops in 2011-2012 were enrolled in courses in subject areas that included English, student success, humanities, nursing and allied health, culinary, paralegal, business, and education [4].
General workshops in library research are organized around four levels of competencies and are tailored to individual disciplines, courses, or projects as requested by instructors: Level 0 competencies [5] are basic library skills for developmental students; Level 1 competencies [6] are designed for 1000-level courses. The majority of library instruction is at this level. Examples are ENC 1101 College Composition; SLS 1122 Student Success; and HSC 1000 Introduction to Health Care; Level 2 competencies [7] are designed for 2000-level course instruction, e.g. SPC 2608 Oral Communications, NUR 2940 Nursing Process; Level 3 competencies [8] are appropriate for upper-division students in baccalaureate programs.
Learning outcomes are measured by post-session surveys [9]. The library on the Daytona Beach Campus has three faculty/staff multipurpose training rooms equipped with computer workstations and software. Library staff also travel to other campuses to conduct workshops.
In selected online and hybrid courses, at the instructor's request, a librarian is embedded within the course to provide in-course instruction and research assistance. The embedded librarian has instructor status within the course and establishes a "virtual librarian's office [10]" on the course discussion board. Students ask questions either on the discussion board or via email, and the librarian logs in to the course daily to monitor the discussions and respond to emails.
New faculty receive a detailed orientation to library services as part of the new faculty orientation sessions held every fall (Library Services - Faculty and Staff Orientations [11]). Librarians also offer workshops during faculty planning weeks to provide updates on new resources and changes in library services (Researching in the Virtual World [12]).
The librarians are the instructor of record for the online course LIS 2004 Introduction to Internet Research (LIS 2004 Course Syllabus [13]; LIS 2004 Course Outcomes [14]). This college-credit course is offered every semester; it is required in two associate of science degree programs (Office Administration and Culinary Management) and can be used as an elective for other programs.
The purpose of the Reference Services Department is to ensure that library users locate the information they need and to help users become self-sufficient in the use of the library and its resources. Librarians are assigned reference desk hours and have reference service responsibilities. Reference services can be accessed in person, by telephone, and online. Online reference services include email and Ask-a-Librarian, a statewide live virtual reference service. Consultation and research services are provided for faculty who want assistance in designing research projects, class
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 282 of 400 assignments or support materials, or who have other research or information needs (Library Services – Reference Services [15]). During 2011-2012, Reference Services responded to 6,266 requests for assistance at the Daytona Beach library and 1,827 reference requests at the DeLand facility.
The DSC librarians have created many online support materials such as research guides and help guides to assist students and faculty in using library materials and services (Library Research-Books [16]; E-Books [17], Business [18]). Tutorials on print and electronic resources and research guides are available to all online students through the library's website [19]. The tutorials and guides reproduce the material taught in face-to-face instruction. They serve not only as instructional material for online students, but also as refreshers for students who have had face-to-face instruction in the past. Links to all online support materials are available through the library home page and provided through library marketing materials (Bookmark - How to Renew Online [20]).
The Computing Commons supports the digital literacy needs of DSC students by providing onsite technical assistance during all hours of operation. Computer tech assistants, five on the Daytona Beach campus and three on the DeLand campus, help commons users with computers, software and printer operations, and ensure that the Computing Commons equipment is maintained in proper working order (DSC Website – Commons Help Desk [21]). In addition to face-to-face support, the Computing Commons offers assistance by telephone and email. Resources also are posted on the Web to help students using the Computing Commons (DSC Website - General Computing Commons Questions [22]). If students want more structured instruction in use of technology, they are referred to workshops offered at the Academic Support Center [23].
Evidence [1] Library Services - Instruction [2] 2011-2012 Library Instruction [3] Library Presentations 2011-2012 [4] Library Skills Instruction - Number of Students by Discipline [5] Level 0000 - Developmental [6] Level 1000 - Freshman Intro [7] Level 2000 - General Research [8] Level 3000+ - Baccalaureate [9] Evaluation of Research Classes Survey [10] Virtual Librarian Office [11] Level Special - Faculty and Staff Orientations [12] Library Services Workshop - Researching In The Virtual World [13] Syllabus - LIS 2004 Introduction to Internet Research [14] LIS2004 Course Outcomes [15] Library Services - Reference [16] Library Research Guide - Books [17] Library Research Guide - E-Books [18] Library Research Guide - Scholarly Articles [19] DSC Website - Library Research Guides [20] Library Services - How to Renew Online [21] DSC Website - Commons Help Desk [22] DSC Website - Computing Commons General Questions [23] ASC Workshops, Spring 2012
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3.8.3 The institution provides a sufficient number of qualified staff - with appropriate education or experiences in library and/or other learning/information resources - to accomplish the mission of the institution. (Qualified staff)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative The Daytona State College Library has a sufficient number of qualified staff to accomplish the mission of the institution. The Library Services Department employs a staff of professional librarians, paraprofessionals, and administrative support personnel for two full-service library facilities, one on the Daytona Beach Campus and one on the DeLand Campus. The library staff assists in accomplishing the mission of the college by providing access to learning resources for students at all levels, whether enrolled in non-credit continuing and adult education programs, vocational certificate programs, or college credit certificate, associate or baccalaureate degree programs. The library staff provides virtual and in-person services so that distance education students and those enrolled in courses offered on the Deltona Center, the New Smyrna Beach Center, the Flagler/Palm Coast Center, and the Advanced Technology College special purpose center also have access to the learning resources they need to succeed academically. The professional staff includes seven full-time librarians, one full-time University of Central Florida librarian, 48 hours of adjunct librarian support per week, and nine library media technicians (Organizational Chart – Library Services [1]; Class Descriptions – Library Services [2]).
All full-time and adjunct librarians are qualified and experienced for the positions they hold. Each full-time librarian has earned a master’s degree in library and/or information science from an institution accredited by the American Library Association (Library Services - Staff Qualifications [3]). Annual activity reports give additional detail about the librarians' service to the college and to the profession, and show their commitment to continuing education and professional development (Library Services Staff – Activity Reports [4]).
Head Librarian. Senior Professor Mercedes Clement (M.L.S., M.S. Ed.) holds the position of head librarian and oversees all functional service areas: baccalaureate services, technical services, instructional services, reference services, emerging technology services, and the DeLand Campus library. She is responsible for all library activities and direct supervision of the professional librarians. She also supervises the library’s administrative assistant and buyer, and is the liaison with the University of Central Florida librarian assigned to the Daytona Beach Campus. She ensures that the library mission, services and activities are in direct alignment with the mission of the college.
Baccalaureate Liaison Librarian. Associate Professor Rachel Owens (M.L.S., M.B.A., M.D.) is the baccalaureate programs liaison librarian. She is responsible for coordinating support for the college’s upper-level programs including business, education, and engineering. To support the mission of the college, she promotes student success among the college's baccalaureate level students.
Technical/Instructional Services Librarian and Lead Instructor for LIS 2004. Senior Professor Dustin Weeks (M.L.S.) is over technical and instructional services and lead instructor for LIS 2004 Introduction to Internet Research. His areas of responsibility include acquisitions, cataloging, processing, serials, and coordination of library skills instruction activities. He has direct supervisory responsibility for two library media technicians who support acquisitions, serials, and cataloging. All librarians, including the head librarian have collection development and instructional responsibilities (Library Services - Technical Services [5]; Library Services - Instructional Services [6]). By coordinating instructional services, Professor Weeks enhances teaching and learning, a key component of the college mission. He works with individual faculty to provide workshops, library tours, and guest lectures to complement and support course assignments.
Circulation Services Librarian. Librarian Kristen Davis is over circulation services and has supervisory responsibilities for four library media technicians assigned to the area. In addition to circulating materials to patrons, circulation services maintains the patron databases, tracks and
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 284 of 400 receives fines, maintains the reserve collection, and processes all inter-campus and interlibrary loan requests (Library Services - Circulation Services [7]). Circulation services supports student success and enhances teaching and learning by helping students locate and secure academic resources not immediately on hand.
Reference Services Librarian. Professor Fred Harden (M.L.S., Ed.S.) is over reference services and is responsible for coordination of both in-person and virtual reference services, and maintains the physical and electronic reference collections that enhance teaching and learning. All librarians, including the head librarian, are scheduled for both in-person and virtual reference duty (Library Services - Reference Services [8]).
DeLand Campus Librarian. Associate Professor Christina Hastie (M.L.S.) is the DeLand Campus library manager and is responsible for all library activities on the DeLand Campus and Deltona Center. With one full-time librarian and two library media technicians, the DeLand Campus library offers the same level of service and access as the Daytona Beach Campus facility. Library services offered on the DeLand Campus support the mission of the college by providing access to library holdings, emphasizing student success and enhancing teaching and learning.
Emerging Technology Librarian. Cheryl Kohen (M.L.S.) is an emerging technology librarian, a position that is directly related to the college mission to "foster innovation to enhance teaching and learning." Due to an increasing number of online learners, DSC added this position to the library staff in fall 2010. The objective of the position was to explore how library technology could support the growing population of students who seek online access to information, courses, and services. The emerging technology librarian creates and maintains social media websites to promote the library's resources, events, and communication. Media include Facebook [9], Twitter [10], and blog [11]. The librarian in this position also administers and designs the Research Guide interface for the library’s online research guides (DSC Website - Library Research Guides [12]), and serves as DSC library liaison to the technical committees of both the college and the statewide college library consortium.
Adjunct Librarians. All adjunct librarians employed by the Daytona State College library are held to the same credentialing requirements as full-time librarians and must have a master’s degree in library and/or information science from an institution accredited by the American Library Association. These adjuncts are often full-time librarians in other local libraries and many have served the college as adjuncts for years. The adjuncts supplement the full-time staff by providing reference support and accepting instructional assignments, and contribute to the broader mission of access and student success.
UCF Regional Faculty Librarian. The DSC library is a joint-use facility for UCF students attending the Daytona Regional Campus. UCF regional faculty librarian, Michael Furlong (M.L.S., M.A.) is not a formal member of the DSC staff and is primarily focused on supporting UCF students, but supports Daytona State students by providing reference desk support and instructional services.
Full-time librarians and staff regularly serve on college wide committees such as the Tenure and Promotion Committee, Planning Council, Strategic Planning Committee, FIPSE E-Textbook Initiative Committee, Health and Fitness Committee, Institutional Technology Committee, and Emergency Response Committee. Librarians also have served as officers in the DSC chapter of the Association of Florida Colleges, the Professional Council and the Faculty Senate, as well as faculty advisor of the Surf Club, reviewer and editor of various magazines and journals, and coordinator of faculty orientation. Outside of the college, librarians have been active as officers and members of the Florida Library Association and the statewide Florida Virtual Campus, and have made a number of conference presentations (Library Services - Professional Service [13]).
Opportunities for professional development are available to the library/learning resources faculty and staff. DSC encourages and supports such activities by funding associated fees, travel and leave. DSC librarians participate in national and Florida library issues and stay aware of innovation in the profession by participating in conferences, seminars and online webinars. Librarians attend conferences hosted by the Florida Library Association, the Florida Virtual Campus, and the Association
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 285 of 400 of Florida Colleges. The librarians regularly participate in continuing education and professional development activities offered by the college (Library Services – Professional Development [14]).
The sufficiency of the number of library staff is supported by the fact that students are being served adequately and professionally. In 2011-2012, 6,422 students participated in library skills instruction; librarians responded to more than 10,258 requests for reference assistance and processed more than 20,000 circulation transactions. Student responses to satisfaction surveys indicated that they were satisfied with the quality of service provided by Library Services staff. Student responses to the ACT Student Opinion Survey in 2009 [15] and again in 2011 [16] reflected levels of satisfaction with library facilities and services that exceeded the national average.
2009 2011 ACT Student Opinion Survey Results: * Satisfaction Level * Satisfaction Level Library and Learning Resources DSC National DSC National Average Average Average Average Library Facilities & Services 4.17 4.13 4.25 4.1 Computer Services 4.11 3.91 4.12 3.93 Study Areas 3.84 3.77 3.9 3.78 *Satisfaction scale: 5=very satisfied, 4=satisfied, 3=neutral, 2=dissatisfied, 1=very dissatisfied
The Computing Commons also has a sufficient number of qualified staff to accomplish the mission of the institution. Two Computing Commons, co-located with the Daytona Beach and DeLand Campus libraries, support the college mission to "foster innovation to enhance teaching and learning" by providing students access to computers, printers, scanners, the Internet, and a variety of software packages to enhance academic success. Onsite technical assistance is available during the hours that the library facilities are open. The manager of academic computing, a member of the Information Technology Division staff, oversees the two Computing Commons locations, ensures that technology is in functioning order, and supervises student workers who provide on-site assistance. The manager has 20 years of experience with the college, associate of science degrees in business and electronics technology, and is certified as a Novell Netware Engineer and in Microsoft Support. At the Daytona Beach campus, five student workers serve as computer tech assistants, providing staff coverage 66.5 hours each week. On the DeLand campus, two to three techs are hired each semester to staff the computing commons 58.5 hours a week.
Evidence [1] Organizational Chart - Library Services [2] Library Services - Employee Class Descriptions [3] Staff Qualifications - Library Services [4] Faculty Annual Activity Report [5] Library Services Technical Services [6] Library Services - Instruction [7] Library Services - Circulation [8] Library Services - Reference [9] Library Services - Facebook [10] Library Services - Twitter [11] Computing Commons - Blog [12] Library Research Guides
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 286 of 400 [13] Library Services - Professional Service [14] Library Services - Professional Development [15] 2009 Student Opinion Survey Results [16] 2011 Student Opinion Survey Results
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3.9 Student Affairs and Services 3.9.1 The institution publishes a clear and appropriate statement of student rights and responsibilities and disseminates the statement to the campus community. (Student rights)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College has established a clear and unambiguous statement of student rights and responsibilities that is disseminated through a variety of means. Policies and procedures have been established to ensure the rights, integrity and safety of all members of the college community that conform to sound educational principles and practices.
Statement of Student Rights And Responsibilities: Daytona State College is responsible for providing a safe learning environment in which all of its students can realize their academic and career goals and participate in the teaching and learning experience. The college experience is a privilege that is afforded to students. All students are expected to abide by and are held accountable for violations of the College Student Code of Conduct rules. Students who choose to be a member of the college community accept the responsibility to be informed and acquainted with college regulations, to comply with these regulations and to respect the personal rights and property of other members or guests of the college community. Daytona State College reserves the right to determine when its Student Code of Conduct rules have been violated and to administer disciplinary actions for conduct that is inconsistent with the college’s acceptable behavioral policies, procedures and practices. Students who are accused of violating the Student Code of Conduct rules may be provided an opportunity to personally respond or submit a written response to an allegation unless a restriction is authorized by the Campus Safety Office, Judicial Affairs Office, law enforcement officials and/or the senior vice president, student development and institutional effectiveness or his/her designee. The college is committed to providing a learning environment for its students which is safe, secure and respectful. This means an environment that is free from threat of violence and violence of any kind. Behaviors and actions that are indicative of threats and/ or violence that are potentially damaging to college employees, students, guests or property are strictly prohibited. The college reserves unilaterally an unlimited right to waive, suspend, alter, or amend any policies, procedures, or guidelines to ensure the safety of students, employees, guest and the community. The college reserves the right to refer any violations of civil and or criminal law to the appropriate court or law enforcement agencies for disposition.
Statements of student responsibility are incorporated into the Student Code of Conduct, the Academic Integrity Policy, and the Computer Network and Internet Acceptable Use Policy, and the rights of students are outlined in the right to privacy policy, the grievance procedure, due process procedure, and appeals procedure (DSC Catalog - Student Policies, Rights and Responsibilities [1]). As described in detail below, students are notified of their rights and responsibilities and the procedures for lodging complaints or grievances through the Student Handbook, College Catalog, new student orientation, and course syllabi. Information for students and the general public is available on the college website and in the Student Handbook. The Student Handbook is available on the college website and can be obtained in a paper format from the Question and Answer Center on any instructional site.
In addition to the above statement of student rights and responsibilities, the student handbook addresses in detail the following policies, procedures and privileges (Student Handbook - Student Rights and Responsibilities [2]): Computer Network and Internet Acceptable Use Policy Infectious Disease Policy Religious Observances Student Conduct
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 288 of 400 Due Process Procedures Student Code of Conduct Disciplinary Sanctions Academic Grade Disputes Student Rights and Academic Integrity Code Grievance Procedure College Equity Sexual Assault & Misconduct Drug & Alcohol Policies Health Risks Resources
The college website and online College Catalog include multiple links to the Student Handbook (DSC Website - Links to the Student Handbook [3]; DSC Catalog - Links to the Student Handbook [4]). The catalog also provides information about the rights and responsibilities of financial aid recipients (DSC Catalog - Rights and Responsibilities of Financial Aid Recipients [5]), student consumer information (DSC Catalog - Consumer Information [6]), and a description of the services provided by the Office of Judicial Affairs (DSC Catalog - Judicial Affairs [7]), which is responsible for resolving student disciplinary issues and student conduct that is inconsistent with college rules for acceptable behavior. The Office of Judicial Affairs conducts judicial administrative meetings or student disciplinary hearings as a means of resolving complaints or allegations against students. Reasonable accommodations or arrangements are made for distance learning students who are unable to attend meetings in person.
Students are informed of their rights to review and obtain copies of their records and are assured that their college records are private and confidential. The Family Educational Rights and Privacy Act provides certain rights to students related to educational records, the release of student records to third parties, including parents, and the right to review and amend student records. This information can be found in the college catalog or is available from the Records Office on the Daytona Beach campus. FERPA information is disseminated to new students during the registration process (FERPA Information Sheet [8]) and is included in the mandatory online orientation that is required of all new students including those enrolled in online courses (New Student Orientation [9]).
The template [10] for a course syllabus, used by all faculty at the college, incorporates information about student rights and responsibilities, the student code of conduct, academic dishonesty, academic misconduct, and the college network acceptable use policy.
The Student Government Association (DSC Website - SGA [11]) serves as the liaison between students, faculty, and the administration. The president of the SGA has a seat on the President’s Cabinet (President's Cabinet [12]), giving students an opportunity to be involved in the college policy/procedure development process and to enhance communication of those policies and procedures to all students.
Statements on student rights and responsibilities conform to sound educational practices and are designed to meet the needs of students, whether they are in traditional, off-campus, or online settings. The associate vice president of enrollment services oversees the publication of the Student Handbook, which is updated and reviewed yearly to ensure compliance with Florida Statute 1006.50, Student Handbooks [13], and consistency with college policies, procedures, and practices. The process is coordinated by the Student Activities Office in close coordination with Marketing and Communications. Prior to publication, the document is examined multiple times by administrators, faculty, and staff who possess sufficient knowledge to review the areas represented. Timelines are established for review, editing, production, and printing (Student Handbook - Production Schedule [14]; Student Handbook - Design and Print Schedule [15]).
Daytona State College publishes policies and procedures that govern the rights and responsibilities of its students. Faculty and staff are apprised of student rights and responsibilities through the College Policy Manual and College Procedures Manual, both of which are available online to all employees. Print copies are provided on request. A brief description of policies approved by the
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 289 of 400 District Board of Trustees and procedures established by the president that affirm student rights and responsibilities follows.
Procedure 202(h): Student Complaints and Appeals [16] This procedure establishes a process for addressing and resolving student complaints of grades and financial aid.
Policy 3.07: College Records [17] Students will be notified of the location and availability of all college rules regarding student records and rights.
Procedure 307(d): Student Grade Disputes [18] The college provides a procedure to assist faculty and students in resolving grade disputes.
Policy 3.11: Harassment Prohibition [19] Faculty, staff, students, agents, and the general public are not to engage in any activity that threatens the health, safety, or welfare of others.
Procedure 311: Sexual Assault and Misconduct [20] The procedure calls for the implementation of an education program for faculty, staff, and students, and defines the response process Campus Safety is to use in a sexual assault situation.
Procedure 311(b): Student Harassment, Discrimination, Violation of Rights [21] The procedure ensures that students have an equitable means to address harassment, discrimination or violation of rights.
Policy 7.06: Disability Services [22] Instructs the college to establish a procedure for reasonable substitutions and accommodations for disabled students with regard to college admission requirements, admission to programs of study, graduation requirements, and requirements for entry into upper-division state institutions.
Procedure 706: Making Reasonable Substitutions for Students with Disabilities [23] Procedure to be followed when a student with a disability requests a substitution for admission to the college, a program of study or degree.
Policy 7.01: Student Conduct [24] Each student, by registering, assumes the responsibility to become familiar with and to abide by the general regulations and rules of conduct.
Procedure 701: Procedures for Initiating Change [25] This procedure ensures the rights of students to propose changes at the college and to protest peacefully.
Procedure 701(a): Student Conduct [26] This procedure establishes guidelines and a process to ensure just and fair disciplinary action, including the option of an administrative review.
Policy 7.08: Prohibition of Hazing [27] This policy authorizes the president to enforce written procedures that prohibit hazing.
Procedure 708: Prohibition of Hazing [28] This procedure prohibits any action or situation that recklessly or intentionally endangers the mental or physical health or safety of a student for the purpose of initiation or admission into or affiliation with any organization operating under the sanction of the college.
Policy 8.14: Drug Free Schools and Campuses [29] Employees and students are prohibited from unlawful possession, use or distribution of drugs and
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 290 of 400 alcohol on college property or as any part of the institution’s activities.
The Faculty Handbook, available both online and in print, has a section on enrollment services procedures that incorporates key information about student rights and responsibilities [30]. The information is provided to assist faculty in guiding students through processes for administrative appeals and changes, waivers, withdrawals, grade changes, formal grade appeals, and administrative drops. The Faculty Handbook [31] also addresses student privacy rights.
Evidence [1] DSC Catalog - Student Policies, Rights and Responsibilities [2] Student Handbook - Student Rights and Responsibilities [3] DSC Website - Links to Student Handbook [4] DSC Catalog - Links to Student Handbook [5] DSC Catalog - Rights and Responsibilities of Financial Aid Recipients [6] DSC Catalog - Student Consumer Information [7] DSC Catalog - Judicial Affairs Office [8] FERPA Information Sheet [9] New Student Orientation [10] Syllabus Template [11] DSC Website - Student Government Association [12] President's Cabinet [13] FS 1006.50 Student Handbooks [14] 2012-2013 Student Handbook Production Schedule [15] 2012-2013 Student Handbook Design and Print Schedule [16] College Procedure 202(h) Student Complaints and Appeals [17] College Policy 3.07 College Records [18] College Procedure 307(d) Student Grade Disputes [19] College Policy 3.11 Harassment Prohibition [20] College Procedure 311 Sexual Assault and Misconduct [21] College Procedure 311(b) Student Harassment-Discrimination-Violation of Rights [22] College Policy 7.06 Disability Services [23] College Procedure 706 Making Reasonable Substitutions for Students with Disabilities [24] College Policy 7.01 Student Conduct [25] College Procedure 701 Procedure for Initiating Change [26] College Procedure 701(a) Student Conduct [27] College Policy 7.08 Prohibition of Hazing [28] College Procedure 708 Prohibition of Hazing [29] College Policy 8.14 Drug Free Schools and Campuses [30] Faculty Handbook - Enrollment Services [31] Faculty Handbook - Student Privacy Right
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3.9.2 The institution protects the security, confidentiality, and integrity of its student records and maintains security measures to protect and back up data. (Student records)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College has established policies and procedures that protect the rights of students and their parents in regard to student records and reports. The college maintains the security, confidentiality, and integrity of all students’ records according to federal requirements in the Family Education Rights and Privacy Act and abides by Florida Statute 1002.21, Postsecondary Student and Parent Rights [1].
The security of student records is accomplished through the administration of policies and procedures established by the college's District Board of Trustees and implemented by the president. Policy 3.07, College Records [2], and Procedure 307, Privacy of Student Records [3]; 307(a), Student Records Retention and Retirement [4]; 307(b), Safekeeping of Student Records [5]; and 307(c), Inspection and Examination of College Records [6],ensure that students and their parents are aware of their right to access their education records, waive access to their education records, challenge the content of education records, and receive student record privacy. College Policy 3.09, Identity Theft Protection and Social Security Numbers [7], and Procedure 309, Limited Use - Social Security Numbers [8], protect students' social security numbers by limiting their use to those instances where a unique student identification number assigned by the college is not legally sufficient.
Students are apprised of their rights regarding student records and reports through information contained in the Student Handbook [9]; the College Catalog [10], specifically the sections on FalconNet Online Enrollment and Student Development [11], and Records Maintenance and Privacy Guidelines [12]; and the Family Educational Rights and Privacy Act student handout (FERPA Information Sheet [13]). All of these resources are digitized and available on the college website for both online and on-campus students. The availability and importance of this information is included in the mandatory online orientation that is required of all new students before they can register for classes (New Student Orientation [14]).
The college provides training and information to employees who have access to student records to ensure that student information is secure, confidential, and protected. Student affairs staff members receive training throughout the year on student confidentiality, FERPA, Red Flag Identity-Theft Prevention, computer access and limitations, information technology user procedures, and general office procedures (Training - Student Development [15]). In turn, the Student Development Division’s administrative staff provides training on FERPA, identity-theft and other student-related topics to faculty and employees across all campuses during fall and spring planning weeks (2009-2013 Planning Week Schedules - Fall and Spring [16]; FERPA Faculty Presentation [17]). Employees who cannot attend a training in person, can tune in through Adobe Connect, or can access recordings of past trainings on the intranet.
A detailed and comprehensive Records and Registration Procedures Manual is a key resource available to all student affairs staff to ensure that security measures for student records are maintained consistently and correctly. The manual is updated at least twice a year and includes, among other things, procedures for validating the authenticity of a person who calls on the phone or appears in person without an appropriate picture identification [18], the process for providing verification of enrollment information to students with a legitimate need to know [19], procedures for allowing a student to release academic information to parents or other named individuals [20], and the minimum period for which records are retained to comply with federal and state regulations [21].
The Federal Trade Commission's rules on identity theft, known as "Red Flags Rules," require financial institutions to set up programs aimed at preventing identity theft. Daytona State College developed a program that was approved by the president and the board of trustees on November 18, 2010 (DSC
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 292 of 400 Identify Theft Prevention Program [22]). To ensure compliance with this rule and to facilitate the necessary training for staff, the internal auditor for the college scheduled an on-campus Information Compliance and Awareness Process during August 1-3, 2012. This quality assurance activity was conducted by representatives from the Identity Theft Loss Prevention, LLC, and was designed to empower and train staff/faculty to make the culture changes necessary to detect, prevent, and mitigate loss related to identity theft. The overall process made the college and its employees better equipped to protect and safeguard the resources of the college. The college established an Identity Theft Prevention Team [23] that meets monthly to prioritize the areas in which there are risks of identity theft and propose mitigation strategies. The team develops and coordinates training efforts to be delivered both campus wide and in focused departmental areas (Preventing Identity Theft Presentation [24]). Training in preventing identity theft also is provided to all users of the college's website content management system.
Information is provided to faculty through the Faculty Handbook, which includes detailed information on student privacy rights and FERPA guidelines (Faculty Handbook - Student Privacy Rights [25]). The Faculty Handbook is available to all employees on the college website.
Operational practices ensure the security of electronic student records. Student academic records are maintained in the college’s computer-based Jenzabar CX - Student Information System, provided and maintained by the Information Technology Division on all six instructional sites. The system includes integrated modules for student admissions, student records, registration, financial aid, student billing, student accounts receivable, and degree audit. The system ensures completeness and accuracy of data entered both online and through batch transactions.
All student data subject to FERPA reside on electronically and physically secured databases, servers, or in secure filing cabinets. Unit managers are the data custodians and oversee the security and authorization process in their respective areas. Individuals are granted one of several levels of access authority that range from limited to broad access, as "view only," update, or a combination of both depending on job role. The data custodian determines the level of access and the appropriate data sets for which an individual is authorized (CARS Access Change Form [26]).
A two-tier authentication process is required for staff to access student accounts. Individuals must enter two sets of credentials (unique username and passwords) using industry-standard account identifiers to gain access to the Student Information System. The username/ password pairs are stored in a secured, encrypted database outside of the system. When student information is transmitted through the Internet, the transport is encrypted.
Web-based access to records by students requires a secured socket layer connection across the Internet (128 bit encryption). Students authenticate their identity by using a personal identification number and password selected by the student. Electronic access to academic and student financial information displays the student’s name but does not show the student’s personal identification number. The FalconAir User Policy disseminated to students, outlines proper security measures when using the college’s free wireless access (FalconAir User Policy [27]).
The Information Technology Division staff includes a chief technology security officer who reports to the vice president for information technology and is a Certified Information Systems Security Professional. This position is dedicated to ensuring and reviewing college wide technology security measures. In concert with the college president and legal counsel, IT has developed a protocol to be used in the event of a potential or actual data security breach (IT Operations Manual - Section 3.3, Security Incident Response [28]). The protocol indicates that, in the event of a data breech, all affected parties will be contacted, the evidence will be preserved, and the damage and cost of the incident will be determined. If it is appropriate, external agencies will be notified. More specific actions and responses taken by the IT managers, college legal counsel and the college president will be determined by the criticality of the incident.
Operational practices ensure the security of physical student records. Physical records are managed in accordance with the Daytona State College retention guidelines (Records Procedure
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 293 of 400 - Document Retention [21]; Records Procedure - Records Inventory [29]). Storage formats include paper copies, microfiche, microfilm, and microx. Permanent records for students attending since fall 1986 are electronically stored on the current database system. Student records for any time prior to fall 1986 are securely housed in fire proof cabinets in the vault room of the Student Records Office on the Daytona Beach campus.
Operational practices ensure the confidentiality of student records. The Student Records Office maintains permanent educational records for all students who have ever enrolled at Daytona State College. The student educational record may contain an application for admission, high school and/or college transcripts, the Daytona State College academic record or transcript, authorized changes to the record, and other documentation appropriate to a student’s enrollment at the college. Daytona State ensures student access to official academic records, but prohibits the release of personal information to anyone else without student consent (Records Procedure - Release of Academic Information [20]). Students must submit a written request to the Student Records Office to release any information (Authorization to Release Academic Information [30]). Students who want to release financial information are instructed to complete an Authorization to Release Financial Information [31] before any information will be released.
Staff will release student records to the parent of a student with the student’s prior approval, evidenced by a completed parent information request form [32]. This form requires the requesting party to attach documentation that verifies the student was claimed as a dependent on the most recently filed IRS tax return. The student is notified of the request 10 days prior to the release of the information. Student information is subject to the FERPA guidelines even if the student is under age 18. Instructions about this process are disseminated to students and parents on the college website under Information for Parents [33] and in the Family Educational Rights and Privacy Act (FERPA) student handout [13].
Online students are authenticated on the telephone by a series of security questions, and staff checks for releases or written requests to withhold information before any protected information is released (Records Procedure - Authentication [18]). On-campus students are asked to provide personal identification, or they can authenticate their identity through a procedure similar to the one for online students.
Operational practices ensure the integrity of student records. Training must be completed before a login is provided that will allow an employee to access student information online. The training ensures that employees know the proper procedures for safeguarding student records and understand the requirements of FERPA. Each time an employee logs in to the system, a pop-up message reminds him or her of the privacy laws and requests confirmation that the user has a legitimate reason for accessing the information before moving to the next screen (Online FERPA Reminder [34]). Only those employees whose job responsibilities require them to have access to student records, and who have been given approval from their supervisor, receive the training and login information.
The college has implemented student records disaster protection and recovery systems. The college network drives and storage locations are automatically backed up each night and are relocated weekly to a fireproof vault at a location physically separate from the college data center. Tapes awaiting relocation are secured in a fireproof safe within the data center. The backup procedure and retention period for student records is documented in the IT Operations Manual, Section 5.1, Administrative System Backup Overview [35], and Section 5.2, Database Backup [36].
The data center has biometric door access controls as well as a chemical fire suppression system. The data center also has redundant air handling systems, redundant power conditioning, and a natural gas-fed generator that is capable of powering data center operations, including cooling and lighting systems.
The college has constructed a Continuance of Operations site at the DeLand Campus, 20 miles inland from the Daytona Beach Campus. This site includes facilities capable of housing the data center operations within controlled environmental conditions, to be used in the event that the Daytona Beach Campus is part of an affected disaster zone.
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Evidence [1] FS 1002.21 Postsecondary Student and Parent Rights [2] College Policy 3.07 College Records [3] College Procedure 307 Privacy of Student Records [4] College Procedure 307(a) Student Records Retention and Retirement [5] College Procedure 307(b) Safekeeping of Student Records [6] College Procedure 307(c) Inspection and Examination of College Records [7] College Policy 3.09 Identity Theft Protection and Social Security Numbers [8] College Procedure 309 Limited Use-Social Security Numbers [9] Student Handbook - Student Right to Privacy [10] DSC Catalog - Student Consumer Information [11] DSC Catalog - FalconNet Online Enrollment and Student Development [12] DSC Website - Records Maintenance and Privacy Guidelines [13] FERPA Information Sheet [14] New Student Orientation [15] Student Development - Training 2009-2012 [16] 2009-2013 Planning Week Schedules - Fall and Spring [17] FERPA Faculty Presentation - Fall 2012 [18] Records Procedure Manual - Authenticating a Student [19] Records Procedure Manual - Enrollment Verification Request [20] Records Procedure Manual - Release of Academic Information [21] Records Procedure Manual - Document Retention [22] Identity Theft Prevention Program [23] Identity Theft Prevention Team [24] Preventing Identity Theft - Presentation [25] Faculty Handbook - Student Privacy Right [26] Form - CARS Access Change [27] DSC Website - FalconAIR User Policy [28] IT Operations Manual - 3.3 Security Incident Response [29] Records Procedure Manual - Records Inventory [30] Form - Authorization to Release Academic Information [31] Financial Information Release Form [32] Parent Information Request Form [33] DSC Website - Information for Parents [34] Online FERPA Reminder [35] IT Operations Manual - 5.1 Administrative System Backup Overview [36] IT Operations Manual - 5.2 Database Backup
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3.9.3 The institution provides a sufficient number of qualified staff—with appropriate education or experience in the student affairs area—to accomplish the mission of the institution. (Qualified staff)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College provides a sufficient number of qualified staff in the student affairs area to support a large and diverse student enrollment. The mission of the college is to “provide access to a range of flexible programs from community enrichment to the baccalaureate degree, emphasizing student success, embracing excellence and diversity, as well as fostering innovation to enhance teaching and learning” (College Policy 1.02, Institutional Mission Statement [1]). The Student Development and Institutional Effectiveness Division supports the college mission by providing an extensive array of student services and programs organized into functional units that emphasize student success and embrace excellence and diversity. The student development units within the division include admissions and recruitment, assessment services, academic advising, campus safety, career services, co-curricular/student activities, financial aid, judicial affairs, records, registration, and student disability services and counseling. An organizational chart is attached with student development functions indicated in red (Organizational Chart - Student Development [2]).
Each unit within the department is staffed with qualified and experienced professionals dedicated to supporting the college mission by providing access, promoting student success, and delivering services that are comprehensive and appropriate for a diverse student population. Employment profiles for the leaders of each unit within the department are provided as evidence to demonstrate their extensive education and professional experience (Staff Qualifications - Student Development [3]). The department functions under the leadership of Dr. Thomas LoBasso, senior vice president for student development and institutional effectiveness (Resume [4]; Position Description [5]). Dr. LoBasso has a doctorate in higher education administration and 22 years of experience in enrollment management, student development and institutional effectiveness. Since coming to DSC, Dr. LoBasso and his staff have streamlined and automated student service processes; reorganized the student enrollment functions; implemented new communication strategies to encourage early enrollment; initiated targeted recruitment events; and established new retention strategies.
To ensure the quality and effectiveness of its student affairs programs, services and activities, the college employs a full-time staff of 153 employees. The staff is a vital resource to potential, current, and recently graduated students and makes a marked difference in students’ successful attainment of educational and life goals. The department staff consistently emphasizes accessibility and professionalism, offers extended hours (evenings and some weekends), provides online services, and ensures convenient access to students by maintaining a presence on all instructional sites except the Advanced Technology College, a special purpose center. Students enrolled in courses offered at the ATC can access services at the Daytona Beach campus, five miles away, or can receive services online. Student development staff assigned to DeLand, Deltona, Flagler/Palm Coast and New Smyrna/Edgewater are cross-trained to provide admissions services and, during peak enrollment times, support demand where needed. Although employees are assigned to a particular campus, they often travel to other campuses to ensure adequate coverage and offer additional assistance at on-site enrollment days and open house events.
The number of staff varies by campus according to the programs offered and the population that is served. For example, although comparable in the number of students enrolled, the Deltona Center requires more staff coverage than the Flagler/Palm Coast Center because it serves a higher proportion of first-time-in-college and/or first generation in college students, who are less familiar with the higher education environment and tend to need more assistance during the admissions and enrollment process. Key functional areas offer online services to accommodate distance learning students.
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Daytona New Smyrna/ Beach DeLand Deltona Flagler/ Palm Function/Campus Edgewater Campus Campus Center Coast Center Center and ATC Headcount 16,035 3,024 1,501 1,656 1,062 Enrollment*
Spring 2012 Admissions and 22 4 1 0 0 Recruitment Assessment 12 2 2 1 1 Academic Advising 13 4 3 2 2 Registration 11 4 3 2 2 Records 11 0 0 0 0 Financial Aid 27 2 1 1 1 Student Disability 6 1 1 1 0 Services & Counseling Career Services 4 0 0 0 0 Judicial Affairs 2 0 0 0 0 Co-Curricular/ 3 1 0 0 0 Student Activities Number of Staff 111 18 11 7 6 *Total Enrollment includes college credit, continuing education and adult education.
Within the Enrollment Development Department, the associate vice president of enrollment development serves as the college registrar and provides administrative oversight and management of admissions, assessment, advising, registration, records, and financial aid. Mr. Buckley James assumed this position in June 2012. With more than 18 years of administrative experience in enrollment management, Mr. James is qualified to develop and implement a comprehensive enrollment management plan for the college. Before coming to Daytona State, he successfully built enrollment management infrastructure at two universities, gaining valuable experience in each of the areas he now manages.
As registrar, Mr. James is supported on the Daytona Beach Campus by a registration supervisor and nine enrollment specialists. Ms. Jean Walters, registration supervisor, with more than 27 years of experience in registration services, oversees the Falcon Center, the Question and Answer Center, and the Phone Center. She also supervises the enrollment specialists on the Daytona Beach campus. Registration is facilitated on all other campuses by Mr. James Marandino, a registration manager who supervises nine enrollment specialists and one administrative specialist. Mr. Marandino has more than nine years of experience as an advisor in the admissions office at Daytona State. In his current role, Mr. Marandino leads a team in facilitating students' application to the college, registration for classes and payment at four regional campuses.
Another key administrator in the Enrollment Development Department is the dean of student development. In this role, Mr. Keith Kennedy has administrative responsibility for the offices of student disability services and counseling, career services and judicial affairs. Mr. Kennedy, who began his career in student development at the college 27 years ago, has a master’s degree in counselor education.
The Office of Admissions and Recruitment is often the first point of access for prospective and
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 297 of 400 returning students. Led by the director of admissions and recruitment, the office includes an assistant director, a supervisor, a coordinator, 12 student services advisors, 9 admissions specialists, and clerical support to ensure quality customer service to prospective and returning students on all instructional sites. For recruitment, the office conducts information sessions, open houses, and other recruiting events throughout the service area. To facilitate admissions, the office provides assistance with program information, applying to the college, and guidance through the enrollment process, including determining residency for tuition purposes. Staff have extensive knowledge of the rules governing admission to all academic areas, from the adult education programs to the baccalaureate programs. Dr. Karen Sanders, director of admissions and recruitment, has 12 years of experience in higher education and has been in her current position five years. Her doctoral degree is in higher education administration.
The Office of Assessment Services promotes access to academic programs by administering standardized placement tests and admission exams for limited access programs. The office also administers completion and certification exams, and supports student academic success by proctoring make-up exams for individual college courses. Ms. Janet Sledge serves as director of assessment services. She has a master’s degree in continuing, occupational and adult education and has 17 years of experience. Ms. Sledge is assisted by an educational services coordinator, a supervisor, 14 assessment specialists, and a senior staff assistant.
The Office of Academic Advising uses the results of any required placement tests to guide the student in identifying an appropriate academic program and enrolling in first-semester courses. Academic advising remains a key resource for student success by helping students select a schedule of courses each semester, keeping them on track for graduation, and providing important information and guidance throughout. The director of academic advising, Dr. LeeAnn Davis, has the support of an assistant director and oversees a well-trained team of 19 academic advisors and 3 senior staff assistants. Dr. Davis has a doctorate in higher education administration and has been in her current position four years. She has worked in student affairs 11 years.
The Financial Aid Office promotes access by assisting eligible students in obtaining financial resources to meet their educational expenses. The office is led by Mr. Kevin McCrary, the dean of financial aid, with support from a director, assistant director, 2 coordinators, 10 financial aid counselors, 14 financial aid specialists, and 3 technical and clerical support staff. Financial aid is provided through the federal government, state government, directly from the college, or through private sources and may consist of grants, scholarships, loans, or work study opportunities. Mr. McCrary has a Master’s in Business Administration and 20 years of financial aid experience. Ms. Aileen Morrissey, who serves as director of financial aid, also has an M.B.A. and more than five years of financial aid experience.
The Records Office works as a cohesive team, taking responsibility for admissions applications, high school and college transcripts, academic records, and other documentation that comprise a student’s official record at the college. The records function is administered by a records coordinator, Ms. Carri Hudgins, who has a team of six admissions specialists, two enrollment specialists, an administrative specialist, and a technical specialist. They maintain permanent educational records for all Daytona State College students, present and past. Ms. Hudgins has 24 years of relevant experience as an admissions officer, records and registration specialist, adult education scheduler, and records office coordinator. She has been in her current role for 11 years and anticipates receiving a master's degree in 2013. She is responsible for the confirmation of degrees, evaluation of transcripts, enrollment verifications, final grades, document imaging, and state reporting.
Student Disability Services and Counseling supports the mission of the college by providing access through reasonable accommodations to students with documented disabilities and emphasizes student success by offering individual counseling to all students, regardless of ability. Mr. Miguel Rivera, the director of student disability services and counseling, along with a staff of four student disability advisors, a counselor, a student service advisor, senior staff assistant, and career advisor, provides students with disabilities auxiliary aides, assistive technology, and other reasonable accommodations to participate in the programs, services, and activities of the college. In addition to individual
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 298 of 400 counseling, the office conducts workshops on managing stress and reducing test anxiety. Mr. Rivera is a licensed mental health counselor and holds a Master’s in Psychology degree. He has been in student development at the college for six years.
Career Services assists students in exploring and defining career and educational goals by administering career interest surveys, providing resources for career research, coordinating job expos that bring students directly in touch with employers, and by assisting students with the job search process, resume writing, and interview preparation. Services are available to currently enrolled students and alumni of Daytona State College. The associate director of student development, Mr. Terrance Hilbert, leads a team of three career advisors and a staff assistant. Mr. Hilbert began his career at the college nine years ago in the Campus Safety Office and has been in his current role one and a half years. Mr. Hilbert has a master's degree in management and has relevant experience in hiring staff, developing job descriptions and conducting employee in-service trainings.
Co-Curricular/Student Activities organizes events, clubs, intramural sports, and other student-centered activities; plans and staffs graduation ceremonies; and annually updates and publishes the Student Handbook. Mr. Bruce Cook, the assistant dean of co-curricular/student activities, along with a supervisor, student activities specialist and a senior staff assistant, support the mission of the college by embracing excellence and diversity within the student body through coordinated activities that encourage cultural diversity and appreciation, sponsored leadership development activities through the Student Government Association, and by guiding students involved in co-curricular journalistic and literary pursuits. Mr. Cook’s 22 years of student activities experience and a Master’s in Organizational Management degree qualify him for this position.
The Office of Judicial Affairs investigates and seeks to resolve student discipline issues and allegations of violations of the Student Code of Conduct as published in the Student Handbook. This function is overseen by the dean of student development with management support from the associate director of student development and an administrative assistant. Mr. Kennedy and Mr. Hilbert both have extensive experience in responding to student conduct issues and conducting judicial affairs hearings. Mr. Kennedy served as the college judicial affairs officer for seven years during which he conducted student conduct violation investigations and student disciplinary hearings, and provided training for college faculty and staff. Mr. Hilbert, while serving as a campus safety officer for seven years, was the key contact for student judicial meetings. He conducted investigations for students accused of college code of conduct violations and represented the Campus Safety Office on the student disciplinary committee.
The Campus Safety Office also reports to the senior vice president for student development and institutional effectiveness and has a significant role within student affairs. Campus Safety is led by Mr. William (Bill) Tillard, who has a bachelor's degree, FEMA and NIMS certifications, and more than 25 years of law enforcement experience. He has dedicated more than 14 years to higher education safety and security. The Campus Safety Office provides a safe environment for student learning, issues student identification cards and vehicle tags, assists students in locating services on campus, and provides shuttle service from outlying parking lots.
The Student Development Division has provided extensive training and professional development for individuals within the division. New employees in the division are given special attention during their first few weeks on the job to be sure they are well-versed in the programs and services of the college and have access to the tools and resources they need to effectively do their jobs. Several enrollment offices have established new employee training programs or checklists to facilitate the process (Training for New Hires: Admissions [6], Assessment [7], Academic Advising [8]). Throughout the year, internal cross training sessions are available for all areas of the department to keep staff informed about college programs; changes in rules, regulations and policies; and other pertinent information (Student Development Cross Training 2010-2012 [9]). Training sessions can be attended in person, or viewed online through Adobe Connect, allowing staff on all campuses to participate. Each session is taped and posted to the college intranet for staff who need to revisit a topic or who missed the session. Staff participation is recorded and reviewed by department administrators and supervisors to ensure that employees are receiving the training they need to be effective.
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A detailed and comprehensive Records and Registration Procedures Manual [10] is a key resource available to all student affairs staff to ensure that services are consistent and correct across departments and on all instructional sites.
Staff also are given the opportunity to participate in professional development opportunities off campus. Professional development funds are provided each year for staff to participate in local, state, and national conferences. A sample of professional development activities attended by key staff is attached [11]. Staff are expected to bring back information from seminars, workshops, and conferences and disseminate to fellow staff in in-service training sessions. The college offers employee tuition waivers and reimbursement programs to staff who are increasing their professional qualifications through formal education programs (Tuition Reimbursement for Employees [12]).
Evidence [1] College Policy 1.02 Institutional Mission Statement [2] Organizational Chart - Student Development [3] Staff Qualifications - Student Affairs [4] Resume - LoBasso [5] Position Description - Sr VP Student Development and Institutional Effectiveness [6] Training for new hires - Admissions [7] Training for new hires - Assessment [8] Training for new hires - Academic Advising [9] Student Development - Cross Training 2010 - 2012 [10] Records Procedure Manual [11] Student Development - Professional Development [12] Tuition Reimbursement for Employees
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RESOURCES 3.10 Financial Resources 3.10.1 The institution's recent financial history demonstrates financial stability. (Financial stability)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative The recent financial history of Daytona State College demonstrates financial stability and a sound financial base. The college’s Annual Financial Report is prepared in accordance with generally accepted accounting principles as set forth by the Governmental Accounting Standards Board. The college is audited annually by the state of Florida auditor general. The most recent financial statements for fiscal years 2008-2012 demonstrate the college’s financial health (2011-2012 [1], 2010-2011 [2], 2009-2010 [3], 2008-2009 [4], 2007-2008 [5]). Management letters for each year's financial statements confirm the fair presentation of net assets, revenue, expenses, changes in net assets and cash flows; the establishment and implementation of adequate internal controls and assurances; and compliance with applicable laws, rules, regulations, contracts, grant agreements, and other guidelines (Management Letters: 2011-2012 [6], 2010-2011 [7], 2009-2010 [8], 2008-2009 [9], 2007-2008 [10]).
A review of key financial statements provides evidence of the college’s financial strength. The Statement of Unrestricted Net Assets [11] indicates that the college’s financial position over the past five years has been stable. During fiscal year 2008-2009, the college experienced a slight fluctuation in net assets. However, the unrestricted current assets for the five-year period had the following balances: $13.8 million, $11.4 million, $13.3 million, $16.3 million and $17.4 million. This demonstrates that total assets for each fiscal year were sufficient to cover the liabilities. The college follows Governmental Accounting Standards required as a provision for compensated absences and claims on future appropriations. The Statement of Financial Position includes a recap of net assets adjusted for compensated absences leaving the available unrestricted general operating fund balance.
A statement of revenue sources over the last five years highlights the variety and stability of revenue sources available to the college (Statement of Revenue, 2007-2008 to 2011-2012 [12]). The threat of state appropriation decreases due to legislative reaction to the condition of the Florida economy has been a concern and the college has experienced a variation in state funding over the past several years. The college has adapted by initiating tuition increases authorized by the state and approved by the District Board of Trustees, pursuing external/grant funding sources, and seeking private donations
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 301 of 400 from the local community. The Statement of Revenues shows a decrease in state appropriations of 10.4 percent in 2008-2009 and 8.1 percent in 2009-2010. However, revenues generated from student tuition and fees increased by 16.9 percent in 2008-2009 and 4.7 percent in 2009-2010, as a result of significant enrollment growth. When setting tuition rates and establishing student fees, the college follows Florida Statute 1009.23, Florida College System Institution Student Fees [13], which identifies the types of fees that can be charged and, in many cases, sets parameters for the amount that can be charged.
The college has budgetary controls in place to monitor expenditures and ensure that costs stay within the available resources to meet the needs of students and administer all programs in the most economical and efficient manner. The college's Statement of Expenses [14] over the last five years is the result of sound stewardship of financial resources. Another aspect of financial strength is the college’s ability to meet its financial obligations when they are due. As presented in the Statement of Cash Flow for fiscal years 2008-2012 [15], Daytona State College has successfully met its financial obligations. The college has strong fiscal controls in the overall administrative oversight of the operating budget and annually has generated a surplus. In accordance with Florida Statute 1011.84, Procedure for Determining State Financial Support and Annual Apportionment of State Funds [16], the college has consistently maintained a five-percent unencumbered unrestricted operating fund balance. This demonstrates the ability of the college to effectively budget and allocate resources, provide a contingency in case of operating budget shortfalls in future years, and allow funding beyond the current year’s operating budget for strategic initiatives.
Financial stability of the college is given the utmost consideration by the president, the senior executive staff and the District Board of Trustees. A budget analysis is performed monthly by the budget director and presented to the senior vice president for finance and administration. A comparison of revenues and expenditures is conducted to ensure sound fiscal control. Summary reports are presented to the president and the board each month and trial balances by fund account and object code are submitted for review prior to the meeting (Examples of Financial Reports to the Board - 2012-06-21 [17]; 2012-05-24 [18]; 2012-04-26 [19]).
The five year trend of the college’s operating revenues in excess of operating expenses supports the fact that the college is financially stable and that its funding, enrollment and expenditures are managed to maintain financial health.
Evidence [1] 2011-2012 Financial Audit [2] 2010-2011 Financial Audit [3] 2009-2010 Financial Audit [4] 2008-2009 Financial Audit [5] 2007-2008 Financial Audit [6] Management Letter - 2011-2012 Financial Audit [7] Management Letter - 2010-2011 Financial Audit [8] Management Letter - 2009-2010 Financial Audit [9] Management Letter - 2008-2009 Financial Audit [10] Management Letter - 2007-2008 Financial Audit [11] Statement of Unrestricted Net Assets, 2007-2008 to 2011-2012 [12] Statement of Revenue, 2007-2008 to 2011-2012 [13] FS 1009.23 Florida College System Institution Student Fees [14] Statement of Expenses, 2007-2008 to 2011-2012 [15] Statement of Cash Flow, 2007-2008 to 2011-2012 [16] FS 1011.84 Procedure for Determining State Financial Support
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[17] 2012-06-21 Board of Trustees Meeting Agenda - Financial Report Attachment [18] 2012-05-24 Board of Trustees Meeting Agenda - Financial Report Attachment [19] 2012-04-26 Board of Trustees Meeting Agenda - Financial Report Attachment
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3.10.2 The institution audits financial aid programs as required by federal and state regulations. (Financial aid audits)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College provides financial support for students to increase their access to educational opportunities. Through various federal, state, college, and local financial aid programs, Daytona State College works with students to reduce or eliminate financial barriers that might prohibit them from attending college. Daytona State participates in all available federal Title IV Financial Aid programs. This includes the Federal Pell Grant, Federal Supplemental Educational Opportunity Grant, Academic Competitiveness Grant, Teacher Education Assistance for College and Higher Education (TEACH) Grant, Federal Work-Study, and Federal Direct Loan programs. The Academic Competitiveness Grant has been discontinued by the federal government and is no longer available to students but the college continues to participate in all other available programs. For the fiscal year ending June 30, 2011, the college distributed $86,329,806 in Federal Aid Programs of which $42,042,960 was in Federal Title IV awards and $44,286,846 was in Federal Direct Student Loans (Schedule of Federal Financial Aid Awards 2010-2011 [1]).
Since Daytona State is part of the Florida State College system, eligible students can participate in financial aid programs offered by the state of Florida. These include Bright Futures Scholarships (the Academic Scholars Award, Medallion Scholars Award, and Vocational Gold Seal Award), Student Assistance Grants (such as the Children or Spouses of Deceased Veterans Grant), First Generation in College Grants, and the Work Experience Program. Florida Bright Futures scholarships are funded by lottery proceeds and are guaranteed to any Florida student meeting the academic criteria. The college distributed $5,134,523 to DSC students in aid from state-supported programs for the fiscal year ending June 30, 2011.
Local scholarships for DSC students are provided primarily by the Daytona State College Foundation. Through generous donor contributions, the Foundation provided $1,095,159 in scholarships in fiscal year 2010-2011, serving more than 1,400 students. An additional $1,837,674 of scholarships was awarded from other local sources.
Daytona State College audits financial aid programs as required by federal and state regulations. The college is a component unit of the statewide federal audit program, so annual audits of federal financial aid programs are performed by the state auditor general, in accordance with the standards of OMB Circular A-133. The college does not receive an individual audit report. Instead, the Office of the Auditor General publishes an annual consolidated audit report for all state agencies and sub-recipients of federal financial aid. Relevant excerpts from the three most recent audit reports are provided (Federal Award Audit Report Excerpts: 2011 [2], 2010 [3], and 2009 [4]).
Findings by the auditor general that are considered issues of noncompliance or deficiency are noted in the 2009, 2010 and 2011 audit reports that are included as evidence in this report. The college's responses to preliminary and tentative findings for each year also are provided (2011 [5], 2010 [6], 2009 [7]). Each response includes a corrective action plan and timeline that demonstrates the college's commitment to remedying audit findings and practicing accountability and integrity in the administration of federal financial aid programs. To fully resolve the findings, the college established new procedures for consistently completing the Schedule of Expenditures of Financial Aid, implemented stricter IT access controls, updated processes for complying with Satisfactory Academic Progress standards and documenting student attendance, and trained staff accordingly (Summary Schedule of Prior Audit Findings [8]). The college returned ineligible subsidized and unsubsidized loan funds to the U.S. Department of Education. The initial determination letter [9] and the final determination letter [10] are included as evidence that the noted issues were fully resolved by the college.
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 304 of 400 Daytona State is pro-active regarding implementation of federal financial aid program changes and adjusts computer processes or human procedures accordingly. Audit findings are immediately investigated and appropriate action taken. Members of the senior executive staff monitor and follow up on financial aid audit findings to ensure that noted deficiencies are corrected. The college’s internal auditor provides periodic reports to the District Board of Trustees regarding audit comments and corrective actions (Internal Auditor Report to Board of Trustees [11]).
Evidence [1] 2010-2011 Schedule of Federal Financial Aid Awards [2] Financial Report and Federal Awards Audit 2010-2011 No# 2012-142 [3] Financial Report and Federal Awards Audit 2009-2010 No# 2011-165 [4] Financial Report and Federal Awards Audit 2008-2009 No# 2010-165 [5] 2010-2011 Federal Awards Audit - Management Response [6] 2009-2010 Federal Awards Audit - Management Response [7] 2008-2009 Federal Awards Audit - Management Response [8] Summary Schedule of Prior Federal Award Audit Findings [9] Federal Award Audit Findings - Initial Determination Letter [10] Federal Award Audit Findings - Final Determination Letter [11] Internal Auditor's Report to Board of Trustees
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3.10.3 The institution exercises appropriate control over all its financial resources. (Control of finances)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College exercises appropriate control over all its financial resources. The District Board of Trustees of Daytona State College has the ultimate authority and the president has the ultimate administrative responsibility for using, controlling, and protecting the college’s financial resources. Florida Statue 1001.64, Florida College System Institution Boards of Trustees; Powers and Duties [1], and FS 1001.65, Florida College System Institution Presidents; Powers and Duties [2], define these responsibilities for Florida College System boards of trustees and presidents. All funds that accrue to the college are received, accounted for, and expended in accordance with state law and rules of the State Board of Education (FS 1010.02, Financial Accounting and Expenditures [3]).
The president assigns primary responsibility for all financial matters of the college to the senior vice president of finance and administration. This position serves as the chief financial officer and provides administrative supervision and oversight to the accounting and budgeting functions (Position Description – Senior VP Finance and Administration [4]). The position is vacant due to retirement as of December 31, 2012, and until a replacement is identified, is competently filled by Ms. Isalene Montgomery as the interim vice president for finance (Ms. Montgomery - Resume [5]). During her 33 year professional career, Ms. Montgomery has had experience in auditing, accounting and college administration. She has a Master's in Business Administration and has been at Daytona State since 2001. Other key positions in the Finance Department include the associate vice president of finance/controller, the assistant controller, and the budget director. A staff qualifications roster [6] for the Division of Finance and Accounting demonstrates that the college employs qualified staff to exercise appropriate control over its financial resources.
Key staff members are actively involved in the National Association of College and University Business Officers and the Southern Association of College and University Business Officers. These professional organizations provide training and development opportunities that enable staff to improve principles and efficient practices of the college. The college also is represented on the statewide Council of Business Affairs, an organization of the chief business officers in the Florida College System that serves in an advisory capacity to the Council of Presidents regarding business and financial implications of new programs, procedures, and policies.
Within the Accounting Department, the associate vice president/controller fulfills the following responsibilities: supervises the Daytona State College Accounting Department; fulfills reporting requirements to federal, state, and local organizations; ensures audit readiness; prepares financial reports in conformance with Generally Accepted Accounting Principles and Governmental Accounting Standards Board pronouncements; implements internal controls; participates on cross-functional college committees tasked with policy and procedure implementation.
Ms. Cass Fowler has a Master's of Accounting degree and 25 years of experience in increasingly responsible accounting positions. She has worked in the private sector as well as in public housing and education. She has been at the college for six years.
The assistant controller fulfills the following responsibilities: supervises staff responsible for recording daily accounting activities; reviews journal entries, accounts payable transactions, and monthly accounting reports for accuracy; trains staff on reporting and accounting best practices within the framework of the State’s
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Mr. Martin Cass began working in the DSC Finance and Accounting Department six years ago. He came to the college with 11 years of accounting and auditing experience and has a Master's Degree in Accounting.
The budget director fulfills the following responsibilities: develops the college’s general operating budget; prepares monthly budget reports for the administration and District Board of Trustees; maintains the college budget in the software system; interfaces with Accounting Department staff to record budget amendments; conducts informational classes for end-user departments; submits annual budget to the Florida Department of Education as required by statute.
Ms. Veronica Black serves as the budget director. She has 12 years of accounting and budgeting experience and a bachelor of science degree in business administration.
Each month, accounting department personnel compare actual expenditures to budgeted expenditures; they examine variances by fund, document reasons for variances, record budget amendments, and process account re-classification journal entries when necessary. The senior vice president for finance and administration presents monthly financial statements at each board meeting (2012-04-26, Board of Trustees Meeting Agenda - Financial Report [7]; 2012-05-24 Board of Trustees Meeting Agenda - Financial Report [8]; 2012-06-21 Board of Trustees Meeting Agenda - Financial Report [9]). Budget amendments are approved and budget variances are explained for each fund.
The college employs an internal auditor who reports directly to the board. The position was created in January 2011 to conduct operational, financial and compliance audits to evaluate the effectiveness of internal controls and ensure compliance with state statutes, rules and regulations, and college policies and procedures. The auditor makes recommendations to the board and executive staff to increase the efficiency and effectiveness of financial controls (Position Description – Internal Auditor [10]). The position reports directly to the board chairperson (Organization chart - Executive Staff [11]). Ms. Montgomery served as the internal auditor prior to being named interim vice president for finance and will resume that role when a new chief financial officer is hired.
Internal auditing is a risk management function that encompasses a systematic evaluation of internal controls and processes. Through risk assessments and special audits, risks related to financial resources are identified and managed. Special audits have been conducted on surplus property and cash management, and reports have been given to the board (Special Audit Reports: Surplus Property [12]; Cash Management [13]). The reports provide a summarization of the findings and observations that were noted and internal control mechanisms that were implemented by the college to prevent recurrence of any deficiencies (Summary Schedule - Cash Management Internal Audit [14]). As part of the cash management audit, site visits were made to college departments that handle cash (Cash Management Site Visits [15]). This led to the standardization of cash management procedures across the college and the implementation of staff and faculty training to ensure consistency in implementing the procedures. Additionally, each change fund location developed departmental guidelines in accordance with the standardized procedures, and the director of student accounts scheduled and conducted on-site visits to the custodians of all change fund locations.
The auditor keeps abreast of new and updated regulations, and researches and adopts best practices where appropriate. The internal auditor regularly presents information to the board to both educate and inform them about types of audits and audit opinions (Internal Audit Presentation - May 2011 [16]), auditing standards (Internal Audit Presentation - February 2012 [17]), the successful resolution of federal award audit findings (Internal Audit Presentation - March 2012 [18]), and operational audit findings and corrective actions taken (Internal Audit Presentation - May 2012 [19]).
Daytona State College has internal controls and procedures in place to maintain control over the college’s financial resources and manage risk. The Florida Auditor General's Office opinion on
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 307 of 400 the college's financial statements, which includes the report on internal control over financial reporting, confirms that Daytona State maintains control over financial resources through internal controls (2010-2011 Financial Audit (p.4) [20]; 2009-2010 Financial Audit (p.4) [21]; 2008-2009 Financial Audit (p.4) [22]). A number of financial policies have been established by the board to safeguard the college’s financial resources and ensure compliance with state and federal rules and regulations.
Policy 5.01: Bonds [23] This policy addresses performance bonds for board members, DSC employees, contractors, and vendors.
Policy 5.02: Insurance [24] The board is responsible for providing insurance programs required by law.
Policy 5.03: Budget [25] This policy establishes the responsibility of the president for preparing and executing an annual budget, the budget approval process, and expectations for appropriate implementation.
Policy 5.05: Purchasing Contracts [26] The president is responsible for all purchasing contracts.
Policy 5.06: Credit Cards [27] The board authorizes the president to obtain credit cards.
Policy 5.07: Bank Depositories [28] This policy ensures prompt depositing of receipts to authorized depositories.
Policy 5.08: Contracting Authority [29] The board has established definitions and thresholds for the approval of contracts.
Policy 5.09: Investment of Funds [30] The board requires the investment of funds to be at the best current rate of return and best terms and conditions.
Policy 5.10: Auxiliary Enterprises [31] This policy authorizes the college to operate and contract for food services, bookstores, and other self-supporting activities.
The implementation of board policies is guided by a corresponding set of procedures that have been developed by and for college administrators and staff. These procedures establish internal controls and cash controls to safeguard the financial resources of the college.
Procedure 503: Budgetary Process [32] This procedure establishes the process for budget requests, budget approval, and allocation of monies.
Procedure 503(a) Fund Accounting [33] The system for classifying accounting procedures and transactions is described.
Procedure 503(d): Supply sales to students [34] Sale of supplies to students in continuing education classes must be approved.
Procedure 503(f): Collection of outstanding employee debts to the college [35] A repayment procedure is outlined for outstanding debts owed to the college by its employees.
Procedure 503(g): Returned student checks [36] The procedure describes the steps to be followed whenever a check tendered to the college by a student is returned by the bank.
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Procedure 503(h): Petty Cash [37] A method is established for making small or emergency supply purchases.
Procedure 503(o): Student Refunds [38] The procedure for refunding payments to students is outlined.
Procedure 505: Purchasing [39] Institutional operating procedures and controls for purchasing are based on Florida statute and State Board of Education Regulations.
Procedure 505(a): Purchasing - Bid items [40] Monetary thresholds and procedures for purchases that require a bid process are described.
Procedure 505(b): Purchasing procedures for non- bid items [41] Monetary thresholds and procedures for purchases that do not require a bid process are described.
Procedure 505(c): Purchasing by blanket purchase order [42] Parameters are given for using blanket purchase orders to expedite the acquisition of goods or services or reduce administrative costs.
Procedure 505(d) Purchasing by check request [43] This procedure identifies the types of college expenditures that are to be processed as a requisition for check.
Procedure 506: Assignment and utilization of credit cards and purchasing cards [44] Authorizes the Office of Business Services to secure credit cards and purchasing cards in the name of the college.
Procedure 509: Investment of surplus funds [45] This procedure provides for the investment of working capital at maximum yield but places the highest priority on the safety of capital and liquidity of funds.
The Auditor General of the State of Florida conducts operational audits of the college every two years. The audit addresses internal controls; compliance with applicable laws, rules, regulations, contracts, and grant agreements; the economic and efficient operation of the college; the reliability of records and reports; and the safeguarding of assets. Audit reports and management response letters are provided for the two most recent operational audits (2011 Operational Audit [46]; Management Response to 2011 Operational Audit [47]; 2009 Operational Audit [48]; Management Response to 2009 Operational Audit [49]). A Summary Schedule of Operational Audit Resolution [50] shows that the college responds in a timely and relevant manner to recommendations to improve internal controls and processes. Operational improvements made in response to audit findings included ensuring that employment contracts include provisions for severance pay; developing and implementing policies for the detection, prevention and reporting of fraud; developing guidelines related to transfer of funds to support loan programs; strengthening procedures related to disposal of surplus property; requiring departments to review and substantiate lab fees charged to students; and enhancing security controls and mitigating risks related to computer networks.
Evidence [1] FS 1001.64(1, 4b, 10-13, 16) Florida College System Institution Boards of Trustees, Powers and Duties [2] FS 1001.65 Florida College System Institution Presidents, Powers and Duties [3] FS 1010.02 Financial Accounting and Expenditures [4] Position Description - Sr VP Finance and Administration
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 309 of 400 [5] Resume - Montgomery [6] Staff Qualifications - Finance [7] 2012-04-26 Board of Trustees Meeting Agenda - Financial Report Attachment [8] 2012-05-24 Board of Trustees Meeting Agenda - Financial Report Attachment [9] 2012-06-21 Board of Trustees Meeting Agenda - Financial Report Attachment [10] Position Description - Internal Auditor [11] Organizational Chart - Executive Staff [12] Special Audit - Surplus Property Report [13] Special Audit - Cash Management Report [14] Summary Schedule - Cash Management Internal Audit [15] Cash Management Site Visits [16] Internal Audit Presentation - May 2011 [17] Internal Audit Presentation - February 2012 [18] Internal Audit Presentation - March 2012 [19] Internal Audit Presentation - May 2012 [20] 2010-2011 Financial Audit [21] 2009-2010 Financial Audit [22] 2008-2009 Financial Audit [23] College Policy 5.01 Bonds [24] College Policy 5.02 Insurance [25] College Policy 5.03 Budget [26] College Policy 5.05 Purchasing Contracts [27] College Policy 5.06 Credit Cards [28] College Policy 5.07 Bank Depositories [29] College Policy 5.08 Contracting Authority [30] College Policy 5.09 Investment of Funds [31] College Policy 5.10 Auxiliary Enterprises [32] College Procedure 503 Budgetary Process [33] College Procedure 503(a) Fund Accounting [34] College Procedure 503(d) Supplies Sales to Students by Instructors in Continuing Education Classes [35] College Procedure 503(f) Collection of Outstanding Employee Debts to the College [36] College Procedure 503(g) Returned Student Checks [37] College Procedure 503(h) Petty Cash [38] College Procedure 503(o) Student Refunds [39] College Procedure 505 Purchasing [40] College Procedure 505(a) Purchasing - Bid Items [41] College Procedure 505(b) Purchasing Procedures for Non-Bid Items [42] College Procedure 505(c) Purchasing by Blanket Purchase Order [43] College Procedure 505(d) Purchasing by Check Request [44] College Procedure 506 Assignment and Utilization of Credit Cards and Purchasing Cards [45] College Procedure 509 Investment of Surplus Funds
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 310 of 400 [46] 2010-2011 Operational Audit [47] Management Letter - 2010-2011 Operational Audit [48] 2008-2009 Operational Audit [49] Management Letter - 2008-2009 Operational Audit [50] Summary Schedule of Operational Audit Resolution
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3.10.4 The institution maintains financial control over externally funded or sponsored research and programs. (Control of sponsored research / external funds)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College maintains financial control over externally funded or sponsored programs. The college manages approximately 38 active grants and contracts per year, with primary funding received from federal and state agencies, including the U.S. Department of Education, National Science Foundation, Florida Department of Education, Workforce Florida, and Florida Department of Children and Families. The Grants Accounting Office maintains a master list of grants and contracts awarded to the college, including budget periods, reporting due dates, and direct and indirect funded amounts. More than $6 million in grant awards has been received by the college each year for the last four years:
2011-2012 [1] grant awards = $6,012,852 2010-2011 [2] grant awards = $6,602,898 2009-2010 [3] grant awards = $7,024,875 2008-2009 [4] grant awards = $7,897,497
The college seeks and is awarded externally funded grants and contracts from federal, state, local, and private sources that support and align with its teaching, learning, and public service mission. Daytona State College has an established grant application and review process based on Policy 5.14, Grants and Contracts [5]; Procedure 514, Grants and Contracts [6]; and Procedure 514(a), Salary Determination for Employees in Externally Funded Grant Programs [7]. Policy 5.14 states that "all grants and contracts involving the college, its programs, administration, faculty, staff, students and any associated personnel must be directly supportive of the mission and purposes of the college." The policy assures that grant funded programs and projects conform to college purposes and institutional control, and adhere to college policies and procedures. Procedure 514 describes in detail the process for initiating, developing, and submitting a grant application on behalf of the college, including the role of the Resource Development Office as the central office for reviewing all externally funded grant proposals prior to submission. The process is outlined below. Procedure 514(a) gives the Human Resources Office the responsibility for determining the compensation of individuals and/or positions that are written into a grant proposal to ensure that personnel budgets of grant applications conform to the salary plan approved by the District Board of Trustees.
The college has a formal approval process for all externally funded programs, beginning with the development and submission process. Once a proposer identifies and receives supervisor approval to pursue a funding opportunity, the proposed project is presented to the Office of Resource Development to determine suitability with the college mission, goals, and objectives, and to identify any financial or programmatic obligations that might be required of the college if the proposal is funded. With this information in hand, preliminary approval is sought from the president and senior executive staff to move forward in the proposal development process (Examples of Preliminary Approval Requests [8]).
Prior to submitting a grant proposal to a funding agency, the final proposal package, including a narrative and budget, is routed with a Final Approval Form [9] for signatures from the following administrative personnel: associate vice president for human resources, manager of sponsored projects and restricted accounts, proposer’s associate vice president or dean, senior vice president of information technology, proposer’s vice president, associate vice president of institutional effectiveness and the president (Examples - Fully Executed Final Approval Forms [10]). The District Board of Trustees reviews and approves all grant proposal submissions as part of the consent agenda at each monthly board meeting (2012-02-16 Board of Trustees Meeting Agenda - Grants Attachment [11]; 2012-03-22 Board of Trustees Meeting Agenda - Grants Attachment [12]; 2012-04-26 Board of Trustees Meeting Agenda - Grants Attachment [13]).
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 312 of 400 To ensure adequate institutional control, all grants and contracts accepted by the college operate under the same college rules and regulations that govern other types of funds administered by the institution. When a notice of award is received, funding agreements to be executed by the college and the funding agency are routed through the Office of the President with a Transmittal Form to obtain approval to be placed on the District Board of Trustees agenda (Examples - Fully Executed Contract Transmittal Forms [14]). Upon receiving the approval of the board and undergoing a legal review by college counsel, the agreement is signed by the president, and the Office of Resource Development is notified to begin coordination of the grant management process.
Once a grant or contract award has been signed, responsibility for the project primarily rests with a project director, who is responsible for all items related to implementation and management, including maintaining sufficient documentation to verify compliance with grant objectives, performance goals, required timelines, and budget restrictions, as well as submission of programmatic reports. Grants Accounting, within the Division of Finance and Accounting, maintains financial controls of all external funds, including establishing restricted accounts, monitoring budgets, approving expenditures, and preparing and submitting financial reports. The Office of Accounting has two full-time grants accountants with 18 combined years of experience specifically in accounting related to externally-funded sponsored projects.
Daytona State College adheres to the following regulations and guidelines which govern the expenditures of external funds:
U.S. OMB Circulars: Circular A-21, Cost Principles for Educational Institutions; Circular A-110, Uniform Administrative Requirements or Grants and Other Agreements with Institutions of Higher Education, Hospitals and Other Nonprofit Organizations; Circular A-133, Audits of States, Local Governments, and Non-Profit Organizations; Accounting Manual for Florida’s Public Community Colleges; State of Florida Department of Education Green Book (Project Application and Amendment Procedures for Federal and State Programs).
The Office of Resource Development provides ongoing guidance to ensure compliance with college policies and procedures, state and federal regulations, and any specific funding agency requirements. A Grants Management Handbook is provided as a resource to project directors, principal investigators and other personnel with grant responsibilities (Grants Management Handbook [15]). The office employs a full-time grants management coordinator who has experience in post-award administration and participates in regular training from the Society for Research Administrators and the Florida Council for Resource Development. This position serves as a dedicated liaison with approximately 30 grant and contract project directors, co-directors and coordinators at the college to assist with any issues related to project implementation and management (Position Description – Grants Management Coordinator [16]).
When a notice of grant award is received, the grants management coordinator meets with the project director and representatives from grants accounting, human resources, purchasing, marketing, and other college departments as appropriate to discuss issues related to management of the project, including applicable regulations, cost sharing obligations and documentation, programmatic and financial reporting, time and effort reporting, purchasing requirements and restrictions, travel authorizations, Institutional Review Board submission, and close-out and retention requirements (Example of a Grant Kickoff Agenda [17]). The grants management coordinator, in conjunction with the Grants Accounting Office, meets quarterly with the project director during the life of the project to review programmatic progress, expenditures, cost sharing, and time and effort.
The Office of Resource Development coordinates all financial and programmatic amendment requests, maintains oversight to ensure timely submission of reports, tracks time and effort reports, and coordinates monitoring visits by funding agencies.
The college ensures that accurate and timely reports are submitted as required by the funding
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 313 of 400 agency for all externally sponsored projects. The Project Director is responsible for submission of all programmatic reports, with technical assistance provided by the grants management coordinator. The Grants Accounting Office is charged with submission of fiscal reporting and maintenance of financial reports. All programmatic reports are maintained by the project director.
Daytona State College has a negotiated indirect cost rate of 29.5 percent with the U.S. Department of Health and Human Services. The college receives indirect cost reimbursement subject to the limitations of the funder and maximum amount allowable. The college’s current rate is valid through June 30, 2014 (Indirect Cost Rate Agreement [18]).
Daytona State College seeks to continually improve its ability to monitor and control externally funded programs administered by the institution. The institution encourages the participation of appropriate personnel in state and national professional organizations to help the college remain current regarding regulations and issues related to post-award programmatic and fiscal management. Staff have attended conferences and workshops hosted by the Society for Research Administrators, the Council for Resource Development, and the Florida Council for Resource Development (Resource Development - Professional Development [19]). In turn, the resource development and grants accounting staff conduct a number of college wide and one-on-one trainings for project directors and project teams. Training is regularly provided on fiscal management [20], time and effort reporting [21], and close-out procedures [22].
The college uses several primary data systems to assist in maintaining control of externally-funded programs. The Grants Accounting Office uses the CARS database applications for budget and general ledger functions. The Office of Resource Development uses the IT Works Department Manager [23] software for both pre- and post-award processes, including tracking information related to funds requested and awarded, and personnel commitments on sponsored projects. In 2011, the college purchased the Effort Administrator [24] module, which integrates with Department Manager to provide for timely and accurate effort reporting by college personnel via a Web-based interface. This software purchase was a proactive response by the college to the growing number of employees supported by external funds and the need to ensure grant and contract compliance. The office also maintains a dedicated reporting database [25] to track reporting due dates and submissions. Project directors are granted access to run their own budget reports [26], which provide a real-time look at the grant or contract expenditures.
External funding programs are subject to audits and monitoring visits. In compliance with OMB Circular A-133, the college is audited annually by the State of Florida Auditor General’s Office. Any audits of federal projects administered by the college are included in the Florida statewide audit of federal awards. Individual monitoring visits are conducted periodically by a number of funding agencies, including successful visits by Community Colleges for International Development [27], Florida Department of Children and Families [28], and Florida Department of Education [29].
Evidence [1] 2011-2012 Resource Development Funding Report [2] 2010-2011 Resource Development Funding Report [3] 2009-2010 Resource Development Funding Report [4] 2008-2009 Resource Development Funding Report [5] College Policy 5.14 Grants and Contracts [6] College Procedure 514 Grants and Contracts [7] College Procedure 514(a) Salary Determination for Employees in External Funded Grant Programs [8] Preliminary Approval of Grant Applications [9] Form - Grant Final Approval [10] Resource Development Grant Application - Final Approval Form
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[11] 2012-02-16 Board of Trustees Meeting Agenda - Grants Attachment [12] 2012-03-22 Board of Trustees Meeting Agenda - Grants Attachment [13] 2012-04-26 Board of Trustees Meeting Agenda - Grants Attachment [14] Examples - Fully Executed Contract Transmittal Forms [15] Grants Management Handbook 2012-2013 [16] Position Description - Grants Management Coordinator [17] Grant Management Kickoff Summary - Talent Search [18] Indirect Cost Rate Agreement [19] Resource Development Staff Training Summary 2006-2011 [20] Mind Your Money Presentation [21] Effort Reporting Presentation [22] Grant Closeout-Presentation [23] IT Works Database Screen Shot [24] Effort Administrator Screen Shot [25] Grants Reporting Database Screen Shot [26] Grants Accounting Budget Report [27] CCI Program Daytona Campus Visit Report 2011 [28] DCF Monitoring Report [29] FDOE Monitoring 2009-2010
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3.11 Physical Resources 3.11.1 The institution exercises appropriate control over all its physical resources. (Control of physical resources)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College exercises control over all physical resources with a management system and information technology systems that ensure proper tracking of assets. The District Board of Trustees, the president, the senior vice president of finance and administration, the senior vice president of information technology, the associate vice president of business services, the associate vice president of facilities and risk management, the director of facilities planning, and the director of facilities services provide the administrative oversight, and checks and balances required to effectively control the assets of the college.
In accordance with Florida Statutes, the board sets policies for purchasing, asset management, and inventory control (FS 1001.64, College Boards of Trustees; Powers and Duties [1]). The following policies have been established by the board.
Policy 3.06: Property [2] The board gives the president direct responsibility for safeguarding property and appropriate use of property.
Policy 5.12: Surplus College Property [3] The board authorizes the president to dispose of surplus property after approval by the board and to make donations of property to governmental units and non-profit agencies in the college service area.
Policy 7.07: Students Borrowing Equipment [4] The president is authorized to approve or disapprove requests made by a student, club or organization to borrow equipment from the community in the name of the college.
The board has delegated responsibility for implementing policies to the president, who has, in turn, established the following procedures related to purchasing, property management, and physical asset control to be carried out by the administrative staff of the college.
Procedure 203(a): Recording Gifts of Equipment [5] After approval by the president, all donated property and equipment are regarded in the same manner as purchased property and equipment.
Procedure 306: Lost and Found Property [6] This procedure provides for proper safeguarding, control and disposition of property that has been turned into the college authorities.
Procedure 306(b): College Property Removed from Campus [7] Responsibility and liability for college items of property that are removed from campus for official use are outlined in this procedure along with a written approval process.
Procedure 306(c): Disposal and Deletion of College Property [8] Disposal and deletion of college lost property and equipment requires board approval.
Procedure 306(d): Moving or Transferring College Property [9] The transfer of college property among property custodians must follow a process.
Procedure 306(e): Responsibility for College Property and Property Records [10]
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 316 of 400 The president, the Office of Business Services, and property custodians at the department level are responsible for the safety and accountability of college property.
Procedure 306(f): Requests for Loans of Equipment to Tax Supported Agencies and College Employees [11] This procedure provides for the loan of college property to other tax-supported agencies and describes the approval process for the use of surplus desktop computer equipment by qualified employees.
Procedure 503(m): Travel: Use of College Vehicles [12] College personnel may be provided with vehicular transportation while on official college business.
Procedure 512: Sale of College Property and Scrap Materials [13] College property may be disposed of through sale or public auction following the procedures described.
The college maintains detailed, accurate, and up-to-date records of all fixed assets through a comprehensive online system that documents item descriptions, serial numbers, category codes, acquisition information, location and repair history. Unique property control identification numbers are assigned and, when practicable, attached to each item for inventory tracking. Special decals are attached to denote state and federal restricted equipment. The system also incorporates ongoing depreciation schedules for reporting purposes.
In accordance with Florida Statute 274.02, Record and Inventory of Certain Property [14], the Property Management Office conducts an annual physical inventory of all college property, equipment, and other tangible property of a non-consumable nature with a value of $1,000 or more, and having a normal life expectancy of one year or more. The physical inventory process is based on physical sight verification that a specific item exists and that its location is recorded correctly. Discrepancies are noted and reconciled. Any items not located during the process are followed up and, if deemed lost or stolen, may lead to security or police incident reports.
The individual conducting the annual inventory is not the custodian charged with the items to be inventoried. Each manager at the college receives a report of all property assigned to his/her department or unit. The manager confirms the accuracy of the report, makes note of or reconciles any changes that may have occurred in custody or location, signs and dates the property report, and returns it to the Property Management Office, where it becomes a part of the official property record (Examples - Departmental Property Inventory [15]). The inventory and property record includes all property items in the possession of the college, whether purchased with college funds, purchased with non-college funds, donated, gifted or loaned. If there is a change in custody or location at any time after the inventory is completed, a property transfer form is completed and routed for signatures and approvals (Example - Property Transfer Form [16]).
Any equipment taken off campus by staff or students, or if sent off campus for repair, requires an “Off Campus Form” to be completed and includes authorization by the director/dean/associate vice president or vice president over the specific area (Examples - Off Campus Property Form [17]). Off-campus forms, instructions and responsibilities are located on the college’s portal.
Property Management tracks nearly 14,000 individual pieces of property each year and the Office of Information Technology maintains an inventory of approximately 7,500 pieces of computer equipment. Over the course of a year, fewer than 0.5 percent of the items cannot be located or have been reported as missing or stolen. The District Board of Trustees receives a property report each month that indicates any items that have been reported lost, stolen, or beyond their useful life. To ensure proper documentation for audit purposes, the board approves the deletion of the reported items from the inventory as part of the consent agenda (Board of Trustees Meeting Agenda - Deletion of Inventory Attachments, 2012-04-26 [18], 2012-05-24 [19], 2012-06-21 [20]). The two most recent state operational audits, 2008 and 2010, included no findings or comments related to annual personal property inventory control.
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Property repair and maintenance is coordinated by the Property Management Department. Some equipment items have routine preventative maintenance agreements in place with the respective departments to ensure ongoing service and support. All repair requests are evaluated before funds are allocated to ensure cost-effective use of operating funds. It may be more cost-effective to replace equipment rather than repair it depending on age, condition and industry changes.
Funding for maintenance of facilities and property is provided through state appropriations, which directly impacts the amount of maintenance the college undertakes each year. Deferred maintenance, the practice of postponing maintenance on major facilities, infrastructure or other college property in order to save costs and operate within budget, is coordinated by the Facilities Services staff in conjunction with the Facilities Planning staff. Each year major facilities components are reviewed to determine which systems need repairs or improvements. The projects are ranked based on the following factors:
Health and safety implications Access Importance to continued operation Impact of not doing a repair (i.e., more damage or future costs) Potential energy savings Cost and available budget
A prioritized list of maintenance and repairs is submitted to the president and senior executive staff for budgeting purposes. The Small Projects List, also referred to as the deferred maintenance list, is updated regularly (2012-2013 Small Projects List [21], 2011-2012 Small Projects List [22], 2010-2011 Small Projects List [23]).
Cost center managers are responsible for the security of the assets in their areas. Theft is deterred through the use of CCTV and aggressive security patrol and visibility. Campus safety conducts periodic awareness programs with staff that focus on theft prevention and other crime deterrence.
Property that is considered surplus to the needs of the college is disposed of according to College Policy 5.12, Sale of Surplus College Property [3], which is based on Florida Statute 274.05, Surplus Property [24]. Surplus furniture, computers, and other items are donated to governmental units and/or private non-profit organizations in Volusia and Flagler counties. For example, at the February 16, 2012 meeting of the District Board of Trustees, the president confirmed delivery of surplus computers donated to several community-based organizations and recommended donating 64 computers to the Volusia County School System [25].
The associate vice president for facilities services oversees the risk management and insurance needs of the college and serves as the liaison with the Florida College Risk Management Consortium, a risk sharing pool formed by the Florida College District Boards of Trustees. In addition to general liability coverage, the college maintains a number of separate insurance policies and maintains program-specific certificates of insurance as needed [26]. The college requires proof of insurance from all outside users of college facilities.
Evidence [1] FS 1001.64(4b) Florida College System Institution Boards of Trustees, Powers and Duties [2] College Policy 3.06 Property [3] College Policy 5.12 Surplus College Property [4] College Policy 7.07 Students Borrowing Equipment [5] College Procedure 203(a) Recording Gifts of Equipment [6] College Procedure 306 Lost and Found Property [7] College Procedure 306(b) College Property Removed from Campus
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 318 of 400 [8] College Procedure 306(c) Disposal and Deletion of College Property [9] College Procedure 306(d) Moving or Transferring College Property [10] College Procedure 306(e) Responsibility for College Property and Property Records [11] College Procedure 306(f) Requests for Loans of Equipment to Tax Supported Agencies and College Employees [12] College Procedure 503(m) Travel - Use of College Vehicles [13] College Procedure 512 Sale of College Property and Scrap Materials [14] FS 274.02 Record and Inventory of Certain Property [15] Example - Departmental Property Inventory [16] Example - Property Transfer Report [17] Form - Off Campus Property - Examples [18] 2012-04-26 Board of Trustees Meeting Agenda - Deletion of Inventory Items Attachment [19] 2012-05-24 Board of Trustees Meeting Agenda - Deletion of Inventory Items Attachment [20] 2012-06-21 Board of Trustees Meeting Agenda - Deletion of Inventory Items Attachment [21] Small Projects List 2012-2013 [22] Small Projects List 2011-2012 [23] Small Projects List 2010-2011 [24] FS 274.05 Surplus Property [25] 2012-02-16 Board of Trustees Meeting Agenda - Surplus Property Attachment [26] 2013-01-04 Risk Management Update
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3.11.2 The institution takes reasonable steps to provide a healthy, safe, and secure environment for all members of the campus community. (Institutional environment)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College is committed to providing students and employees of the college with a safe, secure, and healthy environment. Administrative oversight for health, safety, and security functions resides in the Division of Student Development and Institutional Effectiveness. The Campus Safety and Facilities Services offices assist other departments and functions of the college in their efforts to ensure the safety of students, employees, and the community. The college has developed and implemented policies, procedures, emergency management plans, training programs, and other means that positively impact the institutional environment.
According to student responses to the ACT Student Opinion Survey administered in 2011, students averaged a level of satisfaction with “personal security/safety at this campus” of 3.8 on a 5-point scale compared to a national average of 3.68 on a 5-point scale (2011 Student Opinion Survey Results [1]).
In 2008, the college received a $500,000 Emergency Management in Higher Education grant from the U.S. Department of Education, which was the largest award given to any college or university that year. Operation Safe Campus allowed the college to update its Comprehensive Emergency Management Plan [2] to promote a four-phase approach to emergency management and added an epidemic/pandemic flu plan and protocol for preventing campus violence. Capital expenditures were used to improve the college’s mass notification system. To alert persons on campus of an emergency situation via auditory and visual means, Daytona State College equipped all of its campuses with the “Giant Voice” speaker system, and accompanying LED screens were installed on five campuses. The number of Campus Safety Officers completing National Incident Management System training surpassed expectations and a series of CPR/AED trainings certified over 350 employees and students. An interactive online training module designed to increase awareness of emergency procedures among Daytona State College employees has been completed by 750 faculty and staff members. A video of similar content has been integrated as part of new student orientation and is expected to be viewed by several thousand students each semester (EMHE Grant – Final Report [3]).
The District Board of Trustees has established a number of policies that impact the college environment.
Policy 3.11: Harassment Prohibition [4] College faculty, staff, students, agents and members of the general public are prohibited from any conduct that constitutes sexual harassment.
Policy 3.12: Network and Internet Use [5] This policy defines the privileges and responsibilities associated with Internet access and use of the college network.
Policy 6.10: Employment Dispute Resolution [6] All employees are entitled to fair and equitable treatment and share joint responsibility for resolving complaints, disputes and grievances.
Policy 6.44: Fingerprinting [7] The president is authorized to develop procedures for fingerprinting personnel.
Policy 6.45: Workplace Violence [8] The college has established a no-tolerance rule for violence and threats of violence.
Policy 7.01: Student Conduct [9]
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 320 of 400 Students are responsible for being familiar with and abiding by the code of student conduct. Student behavior which does not conform to student conduct standards will not be permitted.
Policy 7.08: Prohibition of Hazing [10] The president is authorized to enforce procedures that prohibit hazing by an individual or organization.
Policy 7.13: Infectious Diseases [11] This policy directs the college to adopt procedures for infectious diseases in accordance with federal and state laws and regulations.
Policy 8.09: Safety and Traffic Control [12] The president is authorized to establish and maintain orderly control of traffic, safety, and well-being of people, protection of property, and for emergency and disaster situations.
Policy 8.12: National Disasters and Civil Disorders [13] The president is authorized to close a college campus and/or center in the event of a national disaster, critical incident or a civil disorder.
Policy 8.14: Drug Free Schools and Campuses [14] Employees and students are prohibited from engaging in the unlawful possession, use or distribution of drugs and alcohol on college property.
Policy 8.15: Management of Hazardous and Toxic Materials and the Florida Right to Know Law [15] The president is authorized to establish procedures for managing hazardous and toxic materials obtained and/or used by the college.
The president of the college has established the following procedures to guide the administrative staff in implementing the board’s policies.
Procedure 301: Code of Conduct and Ethics [16] This procedure defines ethical standards that college employees are expected to observe and promote, as well as standards for employee conduct.
Procedure 311: Sexual Assault and Misconduct [17] To implement the Harassment Prohibition Policy, the college will provide a comprehensive education program for faculty, staff, and students, and Campus Safety will follow a specific process when responding to a sexual assault situation.
Procedure 311(a): Anti Harassment [18] The Human Resources Office is responsible for maintaining an environment that is free of harassment and for investigating allegations of harassment.
Procedure 311(b): Student Harassment/ Discrimination/ Violation of Rights [19] The college provides an equitable approach for addressing student harassment, discrimination or violation of rights.
Procedure 602: Responsibilities of College Personnel for Safety and Security [20] College employees are responsible for the safety, health, and security of the college community.
Procedure 602(a): Cooperation During Fact-Finding [21] Employees must properly adhere to various college procedures that ensure fact finding.
Procedure 608(c): Wellness Program [22] Employees who want to participate in the Wellness Program or use Wellness facilities must register and provide medical consent.
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Procedure 708: Prohibition of Hazing [23] This procedure establishes prohibitions against hazing or other actions which recklessly or intentionally endanger students.
Procedure 713: Infectious Diseases [24] Students and employees with infectious diseases are assured equal access and protection of privacy rights.
Procedure 809: Key Control [25] The Office of Campus Safety is assigned responsibility for storage, issuance, control, and recovery of keys for the college.
Procedure 809(a): Safety (College Vehicles) [26] Individuals authorized to operate college vehicles must be qualified and must follow safety procedures. Students who travel in college vehicles must file a release form with the responsible administrator.
Procedure 809(c): Emergency Evacuation [27] In the event of an emergency evacuation, the Office of Campus Safety will assign members of the Critical Incident Management Team to specific locations, buildings and exits to assist students, faculty and employees to safety.
Procedure 809(d): Parking Regulations [28] This procedure establishes no parking areas, the use of parking decals, and regulations for automobile, motorcycle and bicycle parking on all college campuses.
Procedure 809(e): Security [29] This procedure identifies the duties and responsibilities of the Office of Campus Safety.
Procedure 809(f): Storage and Handling of Flammable and Combustible Liquids and Materials [30] Precautions will be taken with respect to the storage and handling of flammable liquids, climate control equipment, combustible materials and other potential hazards.
Procedure 809(g): Accident Information/On-the-Job Injuries [31] On-the-job injuries are reported to the employee’s immediate supervisor, Campus Safety, and Human Resources. The Office of Campus Safety will prepare an investigative report for all accidents involving injury of an employee.
Procedure 809(h): Smoking on Campus [32] Smoking is prohibited in all buildings, facilities, and vehicles owned by the college. Smoking is prohibited within 50 feet of a building’s exterior entrance.
Procedure 809(i): Personal Protective Equipment [33] Employees who perform hazardous tasks will be provided with the proper protective equipment and training in its use, and will be required to demonstrate understanding of the training.
Procedure 809(j): Animals on College Property [34] Only animals used in an instructional program or for the assistance of a person with disabilities are permitted on college property.
Procedure 809(k): Sexual Predator or Offender Information Notification/ Publication [35] By adhering to this procedure, the college complies with all requirements of the Campus Sex Crimes Prevention Act.
Procedure 816: Drug and Alcohol Testing – Reasonable Suspicion [36] This procedure outlines the steps to be taken for evaluating, assessing and testing an employee
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Procedure 816(a): Drug and Alcohol Testing for Operators in Positions Requiring Driver Licenses [37] This procedure establishes the protocol for alcohol and drug testing of individuals in positions requiring either a commercial or a valid Florida driver license.
All policies and procedures are reviewed and updated at least every two years and are available to employees of the college on the intranet portal. Additional information about safety, security, and health is conveyed to faculty and staff through the Faculty Handbook (Faculty Handbook - Campus Safety and Security [38]) and the college website (DSC Website - Campus Safety and Security [39]). Students have access to the information through the website and the Student Handbook (Student Handbook - Campus Safety [40]).
Administrators, faculty, and staff are expected to practice safe work habits; perform their work using commonly recognized safety procedures; and report all accidents, injuries, and unsafe conditions to their supervisor. To promote a safe environment, the Campus Safety Office hosts an annual Campus Safety Awareness Day for students and staff, and disseminates the Daytona State College Annual Security Report and Campus Safety Guide [41]. The college has created a number of other safety guides and manuals for staff and students, including the DSC Safety Plan [42]. Other resources include the following.
Automated External Defibrillator Program [43]; Safety and Health Guide for the Labs/Biomedical Waste [44]; Recycling [45]; Miller Fall Arrest System Procedures [46]; Fume Hood Safety [47]; Hazardous Material Spills/Releases [48]; Mercury – Laboratory Spills/Releases [49].
For the safety of students, faculty and lab coordinators enforce compliance with rules concerning safety equipment and attire in laboratories and classrooms. This includes wearing safety goggles, lab coats, long pants, and closed-toe shoes. Faculty also provide clear instruction in the proper and safe use of laboratory or other specialized equipment. At the beginning of each semester, students in classes that use chemicals or generate bio-medical waste review a written safety plan and are made aware of eye wash and wash-out stations.
The college follows EPA regulations concerning the safe handling and storage of bio-medical and chemical waste. Waste generated by the college is stored in secure areas with required signage. Waste is segregated by type to minimize the potential for any dangerous reactions and is labeled according to campus, building number, room number and date. A third-party vendor picks up and disposes of all hazardous waste generated by the college. Waste that is generated in classrooms and laboratories is stored in locked storage areas accessible only to the instructor prior to pick up provided by a Facilities Services staff member.
Training. Safety is a priority for all college employees. Safety training begins on the first day of work during New Employee Orientation, when a representative from the Campus Safety Office addresses employee safety and health (New Employee Orientation [50]; New Employee Checklist [51]). Participants are given safety tips and important phone numbers, and learn about the mass notification systems. Within 15 days, every new employee is required to view a 15-minute online presentation of Operation Safe Campus [52] and must complete online training in Preventing Harassment [53].
Safety seminars such as hazardous materials handling, lock out/tag out procedures, and fork lift and heavy equipment operation are provided for employees of the Facilities Services Department through the Sunshine Safety Council, Occupational Safety and Health Administration, and other reputable training vendors.
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 323 of 400 Safety inspections. DSC conducts all required safety inspections within the timeframes required: An annual college wide comprehensive safety inspection is performed by a loss prevention specialist from the Florida College System Risk Management Consortium. Copies of the report are distributed to members of the senior executive staff and the District Board of Trustees [54]. All health sciences laboratories are inspected annually to ensure compliance with biohazard and chemical waste regulations. The college Biohazard Management Plan is administered by the associate vice president of health, human, and public services. Indoor Air Quality investigations are conducted as needed to address IAQ concerns of employees and students. When necessary, air sampling and monitoring are conducted by a certified industrial hygienist to identify potential indoor air contaminants that may be contributing to IAQ concerns. Fire alarm systems are installed in all college facilities and are used in case of a fire or emergency (other than a bomb threat) to evacuate the buildings. The system is inspected annually, repairs made and checked monthly to ensure it is operational and code compliant. Campus safety officers conduct monthly inspections of both the interior and exterior of all college buildings, grounds, and lighting.
Emergency and disaster preparedness. Procedures for responding to emergencies and critical incident management are clearly listed in the Continuity of Operations Plan [55] and the Campus Safety Comprehensive Emergency Management Plan [2] addressing: fire/explosion, medical/rescue, bomb threat, weather event.
Because the college is located in a geographic area that is susceptible to hurricanes, an annual Hurricane Guide [56] is distributed to administrators at all campus locations with valuable information about hurricane preparation and what to do after a hurricane or other storm. College employees are invited to attend a procedures update briefing at the beginning of each hurricane season and the hurricane procedures are placed online under the Campus Safety Web portal link. Hurricane preparedness includes arranging for off-site computer resources to continue college operations in the event of serious damage to facilities.
Critical incident preparedness. The college's Threat Assessment Team, under the guidance of the director of campus safety, evaluates conditions and makes recommendations for action to the Critical Incident Management Team and/or the president. The CIM Team coordinates evacuations in both non-emergency and emergency situations and is trained to respond if an event occurs that requires a lock-down/shelter-in-place response (CIM Team Members [57]). The CIM Team assists with the college managerial responsibilities once a threat has been identified that poses a risk to the health, safety, and/or welfare of the college or public. The role and responsibilities of the CIM Team are described in the Comprehensive Emergency Management Plan, Appendix 7 [58]. The team meets throughout the academic year to review critical incident response systems, organize and engage in "table top" exercises and drills, and prepare for hurricane season (CIM Team Meeting and Training Dates - 2012-2013 [59]).
Safety communication. Information and bulletins are regularly sent to students and employees to provide updates and guidance regarding a variety of issues that may impact daily activities and departmental operations. Campus Safety routinely responds to numerous requests for information, advice, and assistance from academic and administrative staff regarding environmental, fire, safety, and health issues. The following systems are used as part of a comprehensive and overlapping Emergency Mass Notification System:
First-tier alert includes real-time announcements through the Giant Voice, Voice Over IP, Bullhorns and Silent Knight Broadcast Announcer, LED Emergency Notification Messaging Signs, and Emergency Response Team. Second-tier alert consists of Rave Mobile [60], text messaging and reverse calling, social media networks (Facebook and Twitter), WDSC-TV, local television and radio stations, and the college
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 324 of 400 website. A listing of senior management and key emergency response team members, referred to as the Emergency Call Back List, is maintained and distributed by Campus Safety.
Security. Whenever a student or employee is involved in or witnesses an accident, injury or safety/security event, a report is made to Campus Safety using the Incident/Accident form [61]. Daytona State College complies with the standards and procedures of the Jeanne Clery Disclosure of Campus Security Policy and Crimes Statistics Act in providing a safe and secure environment for students, staff, and visitors. The Annual Security Report and Campus Safety Guide [41] is published each fall semester, listing three years of campus crime statistics for each campus location. The data are summarized in the Annual Crime Report submitted to the state in compliance with the Federal Campus Security Act of 1990. The report is compiled in conjunction with local law enforcement agencies surrounding the college campuses.
The Campus Safety Office provides quality security and safety services to students and employees. Skilled and knowledgeable campus safety officers provide assistance and information, and maintain cooperative relationships with local law enforcement agencies. The Campus Safety Office conducts classes, seminars, festivals, and emergency drills designed to build safety awareness and security. Campus safety officers attend Student Government Association monthly meetings to review recent incident activity and share safety information. Officers are a friendly presence during student "welcome back" events and offer safety escort service on all campuses.
Campus safety officers report to the director of campus safety. Each campus/center has a security office, where one or more college employed campus safety officers are assigned. The 54 officers patrol the sites and parking lots in highly visible red uniforms during hours when students and staff are present. They are always available to assist with conflict resolution, emergency response, CPR/first aid, medical emergencies, the protection of campus personnel and property, and customer service. Security personnel open most college buildings in the morning and secure them again each night. Weekend security is provided at the Daytona Beach campus, and as needed on other instructional sites.
Campus safety officers are required to complete a 40-hour training program to obtain a state of Florida Class D Security License. They receive at least 24 hours of training a year on topics such as emergency response procedures, suicide prevention, crisis intervention, and the safe operation of campus vehicles. Officers participate in Federal Emergency Management Agency, National Incident Management System, and Incident Command System courses.
Campus Safety hosts an annual Campus Safety Awareness Day [62], during which the Daytona State College community, local law enforcement, and community agencies gather to inform and increase awareness of important issues affecting the safety and well-being of Daytona State College students. Safety and security awareness information is disseminated to students and employees and an annual Planned Emergency Drill that activates all mass notification systems is conducted [63]. Although Daytona State College is a public, open-access institution, employees and students are issued college identification cards, and campus safety officers regularly check for this identification prior to allowing entrance to areas restricted to the public. Employees are required to wear identification badges. Employees and students are issued parking decals authorizing them to park on campus. Campus Safety officers patrol parking lots and enforce the decal policy.
Daytona State College implements programs and services to promote a healthy environment for its employees and students. Students and employees can participate in health-related programs and activities coordinated by the Fitness Center including CPR training, smoking cessation classes, Weight Watchers, nutrition seminars and workshops, and health screenings for skin cancer, cholesterol, and diabetes (DSC Website - Stop Smoking Classes [64]). Buildings are equipped with Automated External Defibrillators [43] and the batteries are checked regularly. Emergency procedures and evacuation routes are posted in visible locations. The college has nine emergency evacuation chairs that are placed in multi-storied buildings [65] on each campus. More than 65 employees, including members of the CIM Team, have been trained in the use of the chairs.
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The Health and Safety Committee assists the college in making the workplace safe and healthful, improves communication and safe work relations among constituencies, recommends improvements and corrective measures to eliminate or ameliorate safety and health hazards. All campuses and constituent groups are represented on the committee.
The college complies with state and federal health and safety regulations. Safety standards for Florida state colleges are listed in the Florida Department of Education’s Office of Educational Facilities State Requirements for Educational Facilities. SREF references Occupational Safety and Health Administration Standard 29 CFR 1910, Standards for General Industry and 29 CFR 1926, Standards for Construction Industry. The U.S. Environmental Protection Agency regulations are enforced statewide by the Florida Department of Environmental Protection. The college also complies with environmental regulations established by the Florida Department of Health and the Volusia County Health Department.
Evidence [1] 2011 Student Opinion Survey Results [2] DSC Comprehensive Emergency Management Plan [3] EMHE Evaluator Final Report [4] College Policy 3.11 Harassment Prohibition [5] College Policy 3.12 Network and Internet Use [6] College Policy 6.10 Employment Dispute Resolution [7] College Policy 6.44 Fingerprinting [8] College Policy 6.45 Workplace Violence [9] College Policy 7.01 Student Conduct [10] College Policy 7.08 Prohibition of Hazing [11] College Policy 7.13 Infectious Diseases [12] College Policy 8.09 Safety and Traffic Control [13] College Policy 8.12 National Disasters and Civil Disorders [14] College Policy 8.14 Drug Free Schools and Campuses [15] College Policy 8.15 Management of Hazardous and Toxic Materials and the Florida Right to Know Law [16] College Procedure 301 Code of Conduct and Ethics [17] College Procedure 311 Sexual Assault and Misconduct [18] College Procedure 311(a) Anti Harassment [19] College Procedure 311(b) Student Harassment-Discrimination-Violation of Rights [20] College Procedure 602 Responsibilities of College Personnel for Safety and Security [21] College Procedure 602(a) Cooperation During Fact-Finding [22] College Procedure 608(c) Wellness Program [23] College Procedure 708 Prohibition of Hazing [24] College Procedure 713 Infectious Diseases [25] College Procedure 809 Key Control [26] College Procedure 809(a) Safety (College Vehicles) [27] College Procedure 809(c) Emergency Evacuation [28] College Procedure 809(d) Parking Regulations [29] College Procedure 809(e) Security
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 326 of 400 [30] College Procedure 809(f) Storage and Handling of Flammable and Combustible Liquids and Materials [31] College Procedure 809(g) Accident Information - On the Job Injuries [32] College Procedure 809(h) Smoking on Campus [33] College Procedure 809(i) Personal Protective Equipment [34] College Procedure 809(j) Animals on College Property [35] College Procedure 809(k) Sexual Predator or Offender Information Notification - Publication [36] College Procedure 816 Drug and Alcohol Testing - Reasonable Suspicion [37] College Procedure 816(a) Drug and Alcohol Testing for Operators in Positions Requiring Driver Licenses [38] Faculty Handbook - Campus Safety and Security [39] DSC Website - General Campus Safety and Security Policies [40] Student Handbook - Campus Safety [41] Annual Security Report and Campus Safety Guide [42] DSC Safety Plan [43] DSC AED Program [44] Biomedical Waste Operating Plan [45] Mail Services Recycling [46] Fall Arrest System Procedures [47] Ventilation Hood Operating Guidelines [48] Guidelines for Handling of Oil, Chemicals, Other [49] Mercury Spills [50] New Employee Orientation Schedule [51] New Employee Checklist [52] DSC Website - Operation Safe Campus - Online Presentation [53] DSC Website - Preventing Harassment On-line Course [54] SREF Inspection Report 2010-2011 [55] Continuity of Operations Plan (COOP) [56] 2012 Hurricane Guide [57] Critical Incident Management Team [58] Comprehensive Emergency Management Plan - Appendix 7 [59] CIM Team Meeting and Training Schedule 2012-2013 [60] RAVE [61] Form - Incident Report [62] Campus Safety Awareness Day [63] Campus Safety Training Drill [64] DSC Website - Stop Smoking Classes [65] EVAC Chair Location
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3.11.3 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. (Physical facilities)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College operates and maintains physical resources that appropriately serve the needs of its programs, services, and other activities. To support the college mission to “enhance teaching and learning," the 2010-2013 Strategic Plan includes a strategic priority to “Maximize the utility and function of land, facilities, information technology, and instructional systems to provide a positive and safe environment for effective learning at all college campuses.” The college offers classes and support services at six instructional sites referred to by the college as campuses or centers. The table below offers a comparison of the campuses with regard to overall size and number of physical structures. An inventory of buildings and square footage of space provides more insight into the usage of the facilities (DSC Campuses, Sites, Facilities [1]).
Location Land in Buildings Portables Gross Sq. Ft. Classrooms Labs Acres Daytona Beach Campus 113.79 36 -- 1,267,171 94 104 Advanced Technology 100 1 -- 160,234 10 33 College DeLand Campus 103.5 8 11 142,506 30 22 Deltona Center 100 1 11 52,030 16 16 New Smyrna/Edgewater 93 2 11 50,739 11 9 Center Flagler/Palm Coast 100 2 4 46,992 14 10 Center TOTALS 610.29 50 37 1,723,128 175 194
Daytona State College's facilities maintenance and operations function is organized into two major component units: Facilities Planning and Facilities Services. These units have primary responsibility for ensuring that college facilities meet the instructional and support needs of students, faculty, and staff. Each component is described below.
The Facilities Planning Department is responsible for planning, initiating, and managing the college's new construction, remodeling and renovations projects, and all major facility repairs (DSC website – Facilities Planning [2]). The department is led by the director of facilities planning, with support provided by a senior planner and a construction manager (Staff Qualifications – Facilities Planning [3]). Administrative oversight is provided by the associate vice president for facilities services and risk management.
To fulfill its responsibility in accordance with the laws, codes, and rules of the state of Florida, the department develops the Educational Plant Survey (EPS [4]), Campus Master Plans (Master Site Plans: Daytona Beach [5], DeLand [6], Deltona [7], Flagler/Palm Coast [8], New Smyrna Beach [9], Advanced Technology Center [10]), the annual Capital Improvement Program (CIP [11]), the Project Priority List (PPL [12]) and the Small Projects List (SPL [13]), sometimes referred to as the Deferred Maintenance List. These documents require input from the college's administrative and academic leadership and approval by the president. All but the Small Projects List require approval by the District Board of Trustees. The EPS, CIP, and PPL also require approval of the Florida Department of Education. A more detailed description of each of these planning components is provided in Core Requirement 2.11.2, Physical Resources.
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The Facilities Planning and Construction Department has developed a formal process for identifying and prioritizing minor projects. The college defines minor projects as those with a cost of less than $500,000. The Small Projects List is developed under the leadership of the associate vice president of facilities/risk management, with input from and prioritization consensus among the vice president of administration and finance, the director of facilities planning, the campus deans, and the director of facilities services. The SPL prioritizes safety-to-life repairs, critical repairs and non-critical repairs. Many of these projects are scheduled to be performed during holiday breaks, spring break or between summer and fall semesters. The SPL is reviewed and approved by the president's senior executive staff. The senior vice president of student development and institutional effectiveness, associate vice president of facilities/risk management, the director of facilities, the director of facilities services and the project managers meet periodically throughout the academic year with the campus directors to review progress on the approved projects and determine what new projects need to be added to the SPL.
The college is committed to the effective use of its facilities and resources. The college’s administrative and academic leadership team is responsible for identifying program space needs, including the projection of new programs and the allocation of specific spaces. These decisions are based on standards established by the state of Florida for the minimum and maximum square footage per occupant for every proposed program or space use (State Requirements for Educational Facilities Excerpt, Chapter 6, Section 6-1(B) [14]). SREF also recommends the occupancy level for classrooms and laboratories and other related spaces that are allowed to be constructed in support of individual academic programs. Each academic semester, the college submits facilities/capital outlay database information to the Florida Department of Education through the Florida College System.
In 2008, the college recognized a need for greater efficiency in the use of instructional space when a facilities database report from FDOE showed a 60 percent overall room utilization rate for Daytona State College. To maximize physical resources, a team represented by Academic Affairs, Facilities Planning, Information Technology and Institutional Research convened to address the optimal utilization of general classrooms, computer classrooms and laboratories. The team took proactive steps to ensure that all rooms were properly coded at the state level, and that classroom schedulers in each academic department could electronically access correct information about classrooms, computer stations, and laboratories. With these improvements, the room utilization rate for Daytona State College instructional space increased to 76 percent in Fall 2010. The following academic year, when overall college enrollment decreased and online course enrollments increased, the room utilization rate decreased again but, at 66 percent, still reflected an improvement over the 2008 level (Room Utilization Report [15]).
The college is committed to the effective operation of its facilities and resources. Daytona State College's facility planning and project design philosophy is to consistently focus on how a project will impact future operational needs. One example of this philosophy was the design and construction of the new Daytona Beach Campus chiller plant building. The placement of the chiller plant considered the need for future expansion as the campus continues to grow. The design of the chiller plant also reflected a change in HVAC philosophy by moving to a more energy efficient water-cooled, central chiller plant concept as opposed to individual air-cooled chillers for each building. Recognizing that both the main classroom building and library chillers would need to be replaced in the next three to five years, the new chiller plant was designed, sized, and constructed with a larger cooling tower for the current load, a larger footprint for future thermal tank expansion, piping and equipment to accommodate the addition of a future 800-ton chiller, and the electrical capacity necessary to power additional HVAC related equipment.
Over the last 10 years, Daytona State College has constructed several new facilities and has renovated or remodeled existing buildings. Numerous structures across the college have been completely remodeled while others have been renovated with new roofs; interior and exterior painting; upgraded electrical systems; upgraded heating, ventilation, and air conditioning systems; upgraded elevator controls; and/or new flooring. New construction, renovation and remodeling projects have been systematically undertaken and are reflective of sound planning and financial stewardship on the part of the college. To save operating costs and provide students with an excellent learning environment
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 329 of 400 regardless of which campus a student attends, the college has established common standards for finishes, furnishings, and equipment. The goal is to provide students with a common learning atmosphere while at the same time encouraging each campus to have its own unique physical personality.
The college's facilities services director monitors all utility accounts to minimize expenses, decrease energy use, and ensure expenditures are within budget. The college has installed automated energy management systems on all campuses to regulate and maintain room temperatures and lighting as a means of improving energy efficiency.
The college is committed to the effective maintenance of its facilities and resources. The Facilities Services Department is responsible for the day-to-day maintenance of all campuses (DSC Website - Facilities Services [16]). The Facilities Services Department is committed to providing routine and preventative maintenance services that enhance the delivery of the college’s programs, the efficient and economical operation of college facilities and equipment, and a campus appearance that promotes community pride. College Procedure 813, Organization, Staffing and Financing of Building and Grounds Function [17], ensures the smooth and orderly flow of work required to support all necessary actions in the areas of maintenance, grounds, motor pool, energy management, and custodial services. The department also oversees risk management by ensuring appropriate and adequate insurance coverage and monitoring the use of college facilities by community and other outside organizations.
The college's plant maintenance function is overseen by the director of facilities services, who reports to the associate vice president of facilities and risk management. The facilities services staff also includes four senior trades supervisors responsible for electrical, maintenance, irrigation, grounds, motor pool, HVAC, and plumbing. A custodial coordinator oversees custodial staff at all campuses and centers (Organizational Chart - Facilities and Risk Management [18]). The custodial staff clean and sanitize facilities daily in compliance with established standards. Custodial personnel report safety issues and/or repairs required to the Facilities Services Department for corrective action. The college has contracted with a third party vendor that performs all elevator service and maintenance, and conducts an annual state of Florida certification inspection in accordance with the Florida Bureau of Elevator Safety regulations.
The Facility Services Department developed a centralized, comprehensive database for tracking work orders and preventative maintenance using TeamWORKS. The work order management system can be accessed on computer desktops, through the Web, and on mobile devices. The application tracks repair requests and activity by campus, building, and room locations; by trade, employee, project ID, and cost center; and by day, month, and year [19]. Among other things TeamWORKS tracks work order requests for repairs and special event setups, provides a record of preventative maintenance and service; tracks utility costs and usage rates; provides a record of vehicle mileage and service; and records labor costs and employee productivity. Over the last three years, an effective preventative maintenance program has led to a decrease in maintenance work orders: Number of completed work orders: FY 2009-2010: 11,687 FY 2010-2011: 11,097 FY 2011-2012: 9,507
Deferred maintenance, the practice of postponing maintenance on major facilities, infrastructure or other college property in order to save costs and operate within budget, is coordinated by the Facilities Services staff in conjunction with the Facilities Planning staff. Each year major facilities components are reviewed to determine which systems need repairs or improvements. The projects are ranked based on the following factors: Health and safety implications Access Importance to continued operation Impact of not doing a repair (i.e., more damage or future costs) Potential energy savings Cost and available budget
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 330 of 400 A prioritized list of maintenance and repairs, also called the Small Projects List, is submitted to the president and senior executive staff for budgeting purposes (Examples of Small Projects Lists - 2012-2013 [13], 2011- 2012 [20], 2010-2011 [21]). The list is adjusted during the year as needed.
As part of the Florida College System Risk Management Consortium, the college participates in an annual inspection of its buildings and rooms based on State Requirements for Educational Facilities. The inspection covers all instructional locations and culminates in a list of items to be addressed or rectified. SREF Inspection Reports for the last three years indicate minor deficiencies such as improper use of extension cords, blocked access to electrical panels, and missing ceiling tiles (SREF Inspection Report: 2010-2011 [22]; 2009-2010 [23]; 2008-2009 [24]). The Facilities Services Department ensures that all items are completed within 90 days of receiving the report.
The college's technology resources and technological infrastructure serve the needs of its educational programs and support services. The Information Technology Division maintains more than 4,500 computers at all instructional locations to support the college mission to “enhance teaching and learning.” The table below represents the number of computing resources maintained in both academic and administrative areas.
Instructional Site Academic Administrative Other Daytona 1,685 784 212 New Smyrna Beach 148 43 11 Flagler Palm Coast 155 56 18 Deland 349 102 50 Deltona 201 48 20 ATC 650 103 30 Total 3,188 1,136 344 Overall Total 4,668
The College is committed to the effective use of its facilities, resources, and technological infrastructure. The Information Technology Division monitors technology resource usage and configuration using a configuration management platform that accurately tracks computing resources in each computer classroom, lab, and computer resource area. This allows staff to make effective decisions with regard to resource allocation and quickly deliver appropriate software resources to support academic programs and academic support services. The management console facilitates automated software delivery and software patch management.
Automated management of technology resources, such as Internet connectivity and the learning management system, ensures that the college is effectively using its resources and can identify and monitor trends related to the use of its resources. For example, real-time data is collected, reviewed and analyzed on the use of Internet connectivity resources (IT- Internet Bandwidth Monitor [25]), and login and load time factors that impact learning management resources (IT - Learning Management System Monitor [26]). During the last five years, the college has increased Internet connectivity bandwith several times to keep pace with increased demand for online course delivery.
The college employs more than 80 full-time, trained technology personnel and a suite of management software to ensure the effective operation and maintenance of its technology infrastructure. The college uses a work order tracking system to manage the activities of the Information Technology staff, proactively manage the configuration of hardware and software resources, and minimize downtime. Automated management of technology resources allows the IT Department to plan and implement non-emergency maintenance for Internet, network, and learning management systems with the least disruption to service.
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 331 of 400 The District Board of Trustees has established the following policies that pertain to facilities operation and maintenance.
Policy 8.01: Buildings and Grounds [27] Buildings and grounds conform to the State Uniform Building Code for Public Educational Facilities and the State Requirements for Educational Facilities.
Policy 8.02: Contracting Architectural and Other Professional Services [28] The board is authorized to employ professional consultants to design, construct, remodel, and renovate facilities for the college.
Policy 8.03: Site Planning and Acquisition [29] The board directs the college to coordinate the acquisition of sites, plans for construction and opening of college facilities with local governing bodies.
Policy 8.04: Construction Management [30] Construction management and documentation will meet all the requirements in the State Requirements for Educational Facilities.
Policy 8.05: Approval of Construction Documents [31] The board ensures that all new construction, renovation, remodeling, day labor and maintenance projects conform to the State Uniform Building Code for Public Educational Facilities Construction.
Policy 8.06: Contracting for Facility Construction, Remodeling and Renovation Projects [32] To encourage the use of innovative designs, construction techniques, and financing mechanisms, the board will contract for construction of new facilities or major additions to existing facilities, remodeling and/or renovation of facilities.
Policy 8.07: Naming of Buildings, Areas, and Programs [33] Approval of the board is required for naming college buildings, areas and programs for individuals or entities.
Policy 8.08: Prequalification of Contractors for Construction Projects [34] This policy establishes procedures for prequalifying contractors to enter into construction contracts with the board.
Policy 8.10: Rental of Facilities [35] The president is authorized to negotiate the rental of facilities to be used by the college.
Policy 8.11: Use of Facilities [36] This policy establishes priorities for the use of college facilities and equipment with the highest priority being college educational programs.
Policy 8.13: Organization, Staffing and Financing of Building and Grounds Function [37] Staff and funding will be provided to ensure proper maintenance and upkeep of buildings and grounds.
The college has established procedures to maximize the useful life and dependable performance of its physical resources.
Procedure 801: Building and Grounds [38] The planning, design, construction, maintenance and operational activities associated with facilities are to be conducted in accordance with the State Requirements for Educational Facilities.
Procedure 802: Contracting Architectural and Other Professional Services [39] The process for selecting architects/consultants, construction manager firms, and design-build or program management firms is described.
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Procedure 803: Site Planning and Acquisition [40] Key planning documents are to be shared with Volusia and Flagler county governments. Any acquisition of property is to be approved by the Legislature.
Procedure 805: Approval of Construction Documents [41] The Facilities Planning Department is responsible for administering all new construction, renovation, remodeling and day labor projects in accordance with state requirements and building codes.
Procedure 806: Contracting for Facility Construction, Remodeling and Renovation Projects [42] This procedure outlines the various options the college has for contracting for facility construction, remodeling, and renovation projects including, but not limited to, competitive bids.
Procedure 808: Prequalification of Contractors for Construction Projects [43] A Contractor Prequalification Review Committee is established to prequalify contractors for construction projects. Certificates of Prequalification issued by the board can be renewed, revised, suspended or revoked.
Procedure 810: Rental of Supplemental Facilities or other Facilities to be Used by the College [44] Facilities Services is responsible for negotiating the rental of off-campus facilities when needed for the operation of college functions.
Students are satisfied with physical facilities of the college. Input from students is used to inform decision making about the operation and maintenance of physical facilities and ensure the best use of facilities to meet student needs. According to the results of the ACT Student Opinion Survey, administered in 2009 and 2011, students who responded to the survey indicated a higher level of satisfaction with the physical facilities at Daytona State College than the national average for parking facilities, personal security/safety, classroom and laboratory facilities, and general conditions. When the 2009 survey results were reviewed and discussed, it was recognized that improvements could be made to parking and athletic facilities, student union and bookstore (2009 Student Opinion Survey Results [45]). As a result, parking lots were expanded and/or reconfigured to accommodate more cars, off-campus parking was added with golf cart shuttle service, new gym equipment was purchased, and improvements were made to the swimming pool. The food services facilities were remodeled and updated, and a new computer system was installed in the bookstore for faster checkout and shorter lines during peak times. In 2011, higher satisfaction levels were noted in key areas (2011 Student Opinion Survey Results [46]).
2009 2011 * Satisfaction Level * Satisfaction Level COLLEGE SERVICES DSC National DSC National Average Average Average Average Parking facilities 2.95 2.66 3.02 2.71 Personal security/safety at this 3.79 3.73 3.80 3.68 campus Classroom facilities 4.06 3.80 4.06 3.73 Laboratory facilities 4.00 3.70 3.99 3.66 Athletic facilities 3.58 3.64 3.60 3.72 General condition of buildings and 3.96 3.65 3.93 3.61 grounds Student Union 3.42 3.61 3.43 3.73 Campus Bookstore 3.48 3.60 3.58 3.65
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 333 of 400 Evidence [1] DSC Campuses, Sites, Facilities [2] DSC Website - Facilities Planning [3] Staff Qualifications - Facilities Planning [4] DSC Plant Survey [5] Master Site Plan - Daytona Beach [6] Master Site Plan - DeLand [7] Master Site Plan - Deltona [8] Master Site Plan - FPC [9] Master Site Plan - NSB [10] Master Site Plan - ATC [11] DSC Capital Improvement Plan [12] Project Priority List (PPL) [13] Small Projects List 2012-2013 [14] State Requirements for Educational Facilities (SREF) - Table of Contents [15] Room Utilization Report [16] DSC Website - Facilities Services [17] College Procedure 813 Organization, Staffing and Financing of Building and Grounds Function [18] Organizational Chart - Facilities and Risk Management [19] Form - Facilities Services Work Order [20] Small Projects List 2011-2012 [21] Small Projects List 2010-2011 [22] SREF Inspection Report 2010-2011 [23] SREF Inspection Report 2009-2010 [24] SREF Inspection Report 2008-2009 [25] IT - Internet Bandwidth Monitor [26] IT - Learning Management System Monitor [27] College Policy 8.01 Buildings and Grounds [28] College Policy 8.02 Contracting Architectural and Other Professional Services [29] College Policy 8.03 Site Planning and Acquisition [30] College Policy 8.04 Construction Management [31] College Policy 8.05 Approval of Construction Documents [32] College Policy 8.06 Contracting for Facility Construction, Remodeling and Renovation Projects [33] College Policy 8.07 Naming of Buildings, Areas, and Programs [34] College Policy 8.08 Prequalification of Contractors for Construction Projects [35] College Policy 8.10 Rental of Facilities [36] College Policy 8.11 Use of Facilities [37] College Policy 8.13 Organization, Staffing and Financing of Building and Grounds Function [38] College Procedure 801 Buildings and Grounds [39] College Procedure 802 Contracting Architectural and Other Professional Services [40] College Procedure 803 Site Planning and Acquisition [41] College Procedure 805 Approval of Construction Documents
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 334 of 400 [42] College Procedure 806 Contracting for Facility Construction, Remodeling and Renovation Projects [43] College Procedure 808 Prequalification of Contractors for Construction Projects [44] College Procedure 810 Rentals of Supplemental Facilities or other Facilities to be Used by the College [45] 2009 Student Opinion Survey Results [46] 2011 Student Opinion Survey Results
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INSTITUTIONAL RESPONSIBILITY FOR COMMISSION POLICIES 3.12 Responsibility for Compliance with the Commission's substantive change procedures and policy 3.12.1 The institution notifies the Commission of changes in accordance with the Commission's substantive change policy and, when required, seeks approval prior to the initiation of changes. (Substantive change)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College has notified the Commission on Colleges of the Southern Association of Colleges and Schools of substantive changes that have occurred at the institution since its last reaffirmation of accreditation. The associate vice president for institutional effectiveness, who also serves as the SACSCOC liaison, maintains a substantive change file, with copies of correspondence and documentation that is available for on-site review. An index of substantive change correspondence, notifications, and approvals [1] indicates that appropriate notification and documentation has been given with regard to the following situations: adding programs at a higher degree level (Level II) [2], offering new programs [3] and/or new courses [4], closing programs [5], offering more than 24 percent but less than 50 percent of a program at an off-campus location [6], and offering more than 50 percent of courses required for a degree as an online program [7].
To reinforce understanding of the commission’s policy, Substantive Change for Accredited Institutions, and its attendant procedures, the SACSCOC liaison attended a workshop on substantive change conducted by the commission in April 2011. The information received at this workshop was in turn conveyed to the chief academic officer and academic associate vice presidents to increase their awareness of the circumstances that might warrant a notification to SACSCOC. A set of guidelines was developed by the Academic Affairs office as a reminder and a reference to ensure that substantive change notification is done in a timely and appropriate manner (Academic Affairs Guidelines on Substantive Change [8]). The information is available to faculty and staff on the college intranet.
To ensure that all substantive changes are reported to the commission in a timely fashion, the notice of substantive change has been incorporated into the college procedures and process for curriculum development. Daytona State College addresses substantive change and notification in Procedure 402(a)(p.p. 4-5), Curriculum Development [9], and in the guidelines for developing curriculum, Curriculum Development – Steps in the Process [10]. Faculty and academic administrators follow these guidelines when making changes to the curriculum. The documents indicate that new programs must be approved by SACSCOC before being implemented by the college and that the closing of any program requires a teach-out plan submitted to SACSCOC in a timely manner. The director of academic and curriculum services, in the Academic Affairs Office, coordinates the curriculum development process, including the initiation of new programs and new courses, major revisions to existing programs or courses, minor revisions to existing programs or courses, deletion of programs or courses, and modifications to general education requirements and course offerings. The director of academic and curriculum services works closely with the chief academic officer and SACSCOC liaison to prepare notification letters, prospectuses, and proposals as appropriate.
Evidence [1] Index of SACSCOC Substantive Change Documentation [2] 2006-01-05 SACSCOC Letter - Level II Status [3] Substantive Change - BSET [4] Substantive Change - Environmental Science Technology [5] Substantive Change - AAS Terminations [6] Substantive Change - Off-site Locations
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[7] Substantive Change - Distance Learning [8] Guidelines for Substantive Change - Academic Affairs [9] College Procedure 402(a) Curriculum Development [10] Curriculum Development - Steps in the Process
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3.13 Responsibility for compliance with other Commission policies 3.13.1 The institution complies with the policies of the Commission on Colleges. (Policy compliance) "Accrediting Decisions of Other Agencies"
Applicable Policy Statement. Any institution seeking or holding accreditation from more than one U.S. Department of Education recognized accrediting body must describe itself in identical terms to each recognized accrediting body with regard to purpose, governance, programs, degrees, diplomas, certificates, personnel, finances, and constituencies, and must keep each institutional accrediting body apprised of any change in its status with one or another accrediting body.
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College complies with the Commission on College policy "Accrediting Decisions of Other Agencies". Daytona State does not hold and has not sought overall institutional accreditation from any accrediting body other than SACSCOC that is currently recognized by the U.S. Department of Education. A number of academic programs at the college are accredited by state and nationally recognized discipline specific accrediting agencies. A list of those programs and accrediting agencies is provided below. The accrediting agencies, which are private educational associations of regional or national scope, have developed evaluation criteria and conducted peer evaluations to assess whether or not criteria are met. The goal of accrediting is to ensure that instruction provided by Daytona State College meets or exceeds acceptable levels of quality.
The U.S. Department of Education does not accredit educational institutions and/or programs. However, the Secretary of Education is required by law to publish a list of nationally recognized accrediting agencies that the Secretary determines to be reliable authorities as to the quality of education or training provided by institutions of higher education and the higher education programs they accredit. The external accrediting agencies that have accredited academic programs at Daytona State College are recognized by the U.S. Department of Education and all externally accredited programs go through the same or similar steps to request, become accredited, and maintain accreditation status in good standing. These steps include the establishment of standards; preparation of a self-study document allowing the program to measure its performance against the established standards; on-site evaluation which allows accreditation team members to determine and validate first-hand if the applicant meets the established standards; ongoing monitoring to assure that the program continues to meet standards throughout the granted period of accreditation; and periodic re-evaluation to ascertain whether continuation of accreditation status is warranted.
The table below lists each academic program at the college that is accredited by an external entity along with the date of the most recent review and the date of the next scheduled review. It should be noted that some programs hold “certified to operate” status, which involves inspections/ audits completed by the state agency associated with the program, but is not an official accreditation. These programs are notated with an asterisk (*). All programs are accredited or hold certifications to operate and are in good standing with no terminations, sanctions or negative actions taken against any program. Examples of reports received from external agencies are provided for the Dental Assisting/Dental Hygiene programs [1], Emergency Medical Services program [2], EMT and Paramedic programs [3], and the Occupational Therapy Assistant program [4].
ACCREDITING AGENCIES Renewal Program Accrediting Agency Last Review Date Automotive Collision and National Automotive Technicians 2011 2017 Repair Education Foundation (NATEF) Automotive Service National Automotive Technicians 2008 2013
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 338 of 400 Management Technology Education Foundation (NATEF) Criminal Justice* Florida Department of Law June 2012 2013 Enforcement, Criminal Justice Standards and Training Commission Dental Assisting American Dental Association, April 2011 2018 Commission on Dental Accreditation Dental Hygiene American Dental Association, April 2011 2018 Commission on Dental Accreditation Emergency Medical Department of Health, Bureau of March 2012 2013 Technician Emergency Medical Services Fire Science* Florida State Fire College Ongoing Ongoing Health Information Commission on Accreditation for March 2005 2015 Management Health Informatics and Information Management Education (CAHIIM) Medical Assisting American Association of Medical April 2007 2016 Assistants (AAMA) Nursing: Associate Degree National League for Nursing Nov. 2005 2013 Accreditation Commission Dec. 2012 2013 (NLNAC) Florida State Board of Nursing Nursing: Certified Nursing Florida State Board of Nursing Dec. 2012 2013 Assistant* Nursing: Practical (LPN)* Florida Board of Nursing Dec. 2012 2013 Occupational Therapy Accreditation Council for May 2011 2020 Assistant Occupational Therapy Education (ACOTE) Paramedic Commission on Accreditation of October 2011 2016 Educational Programs for EMS Professions (CoAEMSP) Physical Therapy Assistant Commission on Accreditation for March 2003 2013 Physical Therapy Education (CAPTE) Radiography Joint Review Committee on 2009 2017 Education in Radiologic Technology Respiratory Care Commission on Accreditation for October 2009 2020 Respiratory Care (CoARC) Surgical Technology Commission on Accreditation of March 2010 2020 Allied Health Education Programs (CAAHEP)
As demonstrated by excerpts from recent self-study reports submitted to accrediting agencies, the institution and its programs are accurately and identically described to each accrediting agency with regard to purpose, governance, programs, degrees, area demographic data, personnel, finances and constituencies (Excerpt from Paramedic report to accrediting agency [5]; Excerpt from Occupational
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 339 of 400 Therapy Assistant report to accrediting agency [6]; Excerpt from Dental Hygiene and Dental Assisting report to accrediting agency [7]). Information is used from the Daytona State College catalog and other official documents. Changes in information or status are noticed to each accrediting agency, e.g., each accrediting agency was notified when the Dr. Carol W. Eaton was selected as president and began her tenure at the college in 2011.
The documentation that is provided by the College to accrediting agencies for the purposes of initial or re-affirmation program accreditation is extensive and not included in this compliance certification report, but upon request, is available for review.
Evidence [1] 2011 Accreditation Results - Dental Assisting and Dental Hygiene [2] 2011 Accreditation Results - EMS [3] 2011 Site Visit Results - EMT and Paramedic [4] 2011 Accreditation Results - Occupational Therapy Assistant [5] Excerpt - Paramedic Accreditation Report [6] Excerpt - OTA Accreditation Documents [7] Excerpt - Dental Hygiene Accreditation Documents
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3.13.2 The institution complies with the policies of the Commission on Colleges. (Policy compliance) "Collaborative Academic Arrangements: Policy and Procedures"
Applicable Policy Statement. Member institutions are responsible for notifying and providing SACSCOC with signed final copies of agreements governing their collaborative academic agreements (as defined in this policy). These arrangements must address the requirements set forth in the collaborative academic arrangements policy and procedures. For all such arrangements, SACSCOC-accredited institutions assume responsibility for (1) the integrity of the collaborative academic arrangements, (2) the quality of credits recorded on their transcripts, and (3) compliance with accreditation requirements.
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College is in compliance with the Commission on Colleges policy "Collaborative Academic Arrangements: Policy and Procedures". As described in Comprehensive Standard 3.4.7 Consortia Relationships/Contractual Agreements, Daytona State College does not, at this time, have collaborative or contractual academic arrangements with other institutions of higher education. According to the definition provided by SACSCOC, this does not include transfer/articulation agreements.
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3.13.3 The institution complies with the policies of the Commission on Colleges. (Policy compliance) "Complaint Procedures Against the Commission or Its Accredited Institutions"
Applicable Policy Statement. Each institution is required to have in place student grievance policies and procedures that are reasonable, fairly administered, and well-publicized. (See FR 4.5). The Commission also requires, in accord with federal regulations, that each institution maintains a record of complaints received by the institution. This record is made available to the Commission upon request. This record will be reviewed and evaluated by the Commission as part of the institution's decennial evaluation.
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College complies with the Commission on Colleges policy "Complaint Procedures Against the Commission or Its Accredited Institutions". The college's reasonable, fairly administered, and well-publicized grievance policies and procedures are described in detail in Federal Requirement 4.5 Student Complaints. A centralized record of complaints is maintained in the Student Development Office by the dean of student development, Mr. Keith Kennedy, whose areas of responsibility include appeals, career placement, counseling, judicial affairs, student disability services, student equity, and student complaints (Position Description - Dean of Student Development [1]). Mr. Kennedy serves as the official contact for student equity concerns and complaints, and reviews and renders decisions regarding student administrative appeals.
For each written student complaint, outside of the normal appeals process, the dean documents the date the complaint was received, the type of complaint, the campus, contacts or meetings held with the student to resolve the complaint, staff involved, and the final resolution (Form - Record of Student Complaints [2]).The complaints are logged in sequence as they are received, by semester and academic year. The record includes complaints received from students from all campus locations and from distance learning students as well as traditional students. Access to the complaint log is restricted to the dean and the dean’s office assistant. The record of complaints will be available to the committee for review during the on-site visit.
Students may submit a complaint directly to the dean of student development or may submit an informal complaint to a department supervisor or faculty department chair. Students may also submit a formal written complaint to the Question & Answer Center on any campus location using the student complaint form (Form for Formal Documentation of Student Complaint [3]). The Question & Answer Center staff forward the form to the dean of student development and the appropriate supervisor or department chair for review and resolution. The process is the same for all campus locations. Distance learning students may convey their written complaints by email or fax to the dean of student development or by submitting a formal complaint to the Question & Answer Center using FalconNet, the online student portal [4].
Evidence [1] Position Description - Dean of Student Development [2] Student Complaint Log [3] Form - Formal Documentation of Student Complaint [4] FalconNet - Questions or Concerns
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3.13.4a The institution complies with the policies of the Commission on Colleges. (Policy compliance) "Reaffirmation of Accreditation and Subsequent Reports"
Applicable Policy Statements. An institution includes a review of its distance learning programs in the Compliance Certification.
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College complies with Commission on Colleges policy "Reaffirmation of Accreditation and Subsequent Reports" by incorporating a review of its distance learning programs into the compliance certification process and report. Distance education are those programs whereby more than 50 percent of the courses are delivered through online format (80-100 percent) or through hybrid blend (30-79 percent online). The college provides online courses for 50 percent or more of the coursework required to obtain a degree in selected baccalaureate, associate of arts, and associate of science degree programs. Students also can take online courses to obtain college credit certificates. A list of distance learning programs is provided [1].
At Daytona State College, the academic departments are responsible for the development, coordination, and quality of distance education courses and programs. Distance learning is addressed in the college's response to the standards as listed below. Information is provided to clearly demonstrate that Daytona State College has adequate support services and personnel to ensure that distance learning programs and courses are effectively operated and that students have the resources and assistance they need to be successful.
2.7.2 Program Content: The course of study for an academic program is the same regardless of the delivery format of the courses a student takes. In other words, the same program guide is in effect whether a student takes courses in a fully online format, takes courses in a traditional face-to-face format, takes courses that are partially online, or enrolls in any combination of the three.
2.8 Faculty: The same workload standards apply to faculty regardless of course delivery mode. Distance learning courses are a vital component of educational offerings at Daytona State College and are treated the same as on-campus courses for faculty credentialing requirements and faculty load calculations. For the Spring 2012 semester, 88.1% of the distance education student semester hours were taught by full-time faculty.
Professional development and training opportunities are available to both full-time and part-time instructors, including training in online teaching and use of Desire2Learn, the college’s online course management system and delivery platform.
2.10 Student Support Services: Academic Advising: Distance learning students can access advising services online using email. An online New Student Orientation, managed by the Academic Advising Department, is required for all new and readmitted students, regardless of instructional modality.
Admissions and Recruitment: Regardless of physical location, both traditional and distance learners can access services on a face-to-face basis, through telephone, email, fax, or mail. The Admissions Office ensures that distance education students have access to the same range of quality support as campus-based students. Students can apply for admission to the college online or they can download an application to be submitted by mail, email or fax.
Once admitted to the college, students can log on to the MyDaytonaState portal to monitor their admission status and determine which required documents, such as transcripts, have been received and which are still outstanding. Students can access the portal and download relevant forms at any time from any computer.
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 343 of 400 Assessment: For students enrolled in online courses or who cannot get to campus, alternative arrangements can be made for taking placement tests at more convenient locations. Exams are administered at local high schools, correctional facilities, businesses, and community locations.
Campus Safety: In the event of an emergency or situation threatening to endanger the health or safety of students or employees, Campus Safety will issue a warning using mass notification systems that include outdoor and indoor loudspeakers, telephone announcements, LED messaging signs, television and radio broadcasts, and text, voice, Web, email and social media.
Career Services: Using resources from the Florida Department of Education’s Florida CHOICES website, a career advisor guides students in creating a portfolio and exploring career and educational options. The Web-based Career Services Online allows students to find and apply for job opportunities.
Financial Aid: Students can view financial aid award letters online through the MyDaytonaState portal and communicate with financial aid counselors in face-to-face interactions, through email, by telephone, or mail service.
Judicial Affairs: Reasonable accommodations are made for distance learning students who are not able to attend meetings on one of the college campus locations.
Project SPEAK (Suicide Prevention Education and Knowledge): Information and Web-based promotional items about available resources and hotline numbers are posted online. Distance learning students can access online suicide prevention training by contacting the Counseling Services Department. Any student can contact Counseling Services in person, by telephone or email for crisis counseling and referral services.
Records/Registration Office: The Records Office provides access to a number of online tools for registration, graduation, and consumer information. Students can view their schedule, grades, degree audit, unofficial transcripts, and transfer evaluation. They can view and edit personal information, as well as request official transcripts and verification of enrollment. The Records Portal on FalconNet allows them to apply for graduation. These tools are available to students online, any time, from any computer with Internet access.
Registration: During registration, students are provided consumer report and student privacy information in printed and electronic formats, and they are notified of the last date to drop and the last date to withdraw from each course registered.
Student Disability Services and Counseling: Distance education students can email or call a student disability advisor to register for services and receive reasonable accommodations. A Request for Services Form and an Agreement to Receive SDS Services is sent electronically, and can be returned by the student using fax or email. Online instructors receive letters of accommodation for their students through e-mail. Distance education students can call or email Counseling Services to arrange to receive personal counseling services online using Skype and a webcam.
Student Equity: Reasonable arrangements are made for distance learning students who are unable to attend meetings on the Daytona Beach Campus. Information is provided on the DSC website.
Bookstore: For the convenience of distance learning students and students on campuses with limited bookstore hours, students can order through the bookstore website any time and materials can be shipped to their home or received on campus.
2.11.1 Financial Resources: A distance learning fee provides funding for technological infrastructure to ensure adequate instructional technology resources for students and faculty.
2.11.2 Physical Resources: To support distance learning, the college assesses a technology fee that can only be used to enhance instructional technology resources (i.e., software, hardware, connectivity)
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 344 of 400 for students and faculty. In 2011-2012 the technology fee generated more than $1.3 million to assist in instructional technology funding. The college used these funds and funds from previous years to establish a robust network infrastructure for online content delivery with a strong Internet backbone, media server, SAN, learning management system (Desire2Learn), learning object repository, and a variety of instructional tools. The staff consistently research and implement new technologies and network and system upgrades to improve access, integrity and capabilities.
3.2.14 Intellectual Property Rights: College Policy 3.12, Network and Internet Use, provides information on the definition of privileges, responsibilities and penalties regarding the network and Internet usage. Network users must adhere strictly to all software license agreements and no software may be installed, copied, or used on the Daytona State network except as permitted by the copyright owner of the software. Materials created by faculty for use in online courses are the property of the college.
3.3.1.1 Institutional Effectiveness – Academic Programs: At Daytona State College, distance learning is not viewed as a program in itself, but rather as one of several delivery options. Accordingly, instruction provided in this non-traditional format, including both program- and course-level outcomes, is developed, evaluated, and analyzed in the appropriate academic department. Expected student- and course-level outcomes for the traditional format of a course and the distance learning format of a course are identical. In assessing the course learning outcomes, faculty systematically conduct assessments in both regular and distance learning classes, and compare the results.
There is no separate academic department or organizational unit charged with responsibility for the outcomes associated with courses offered in the distance learning format. However, faculty and students can access technical support services through the organizational unit entitled Online Services, which, until fall 2012, was called Florida Online. All distance learning courses have been developed in conjunction with the Online Services department using a standard design that divides course content into lessons. Each of the lessons has interactivity and assessments that support the course’s learning outcomes.
It is the philosophy and practice at DSC that students enrolled in classes offered in distance-learning format should encounter learning experiences that are the same as or equivalent to those in the traditional class setting. This approach encourages consistency across all sections of a course and helps ensure students attain comparable mastery of learning objectives, regardless of the delivery method. The expected student learning outcomes and course outcomes for all formats of a given course are the same. Accordingly, data regarding student- and course-level outcomes for all formats of a given course are collected, monitored, and targeted for improvement by the subject area experts in the appropriate instructional department. Assessment data is collected and reviewed each year as part of the normal assessment cycle and reported every three years as part of the instructional program review process.
The college recognizes the special challenges the distance learning format places on students and faculty. Accordingly, the college has established specific assessment strategies related to distance learning classes. These strategies are designed to help ensure that outcomes for distance learning classes meet the same standards established for their counterpart traditional classes. Where the only delivery format offered for a given class is distance learning, the strategies help ensure the course meets the breadth, depth, and rigor expected of all college-level coursework. Academic programs review comparisons of student success rates for distance learning students in prerequisite and subsequent courses and comparisons of student success rates in distance learning classes and success rates in the counterpart traditional course.
In a few programs, it is possible for a student to obtain a degree enrolling in only distance-learning courses. However, it is important to note that nearly all students who take distance learning classes at the college also take classes in regular classrooms; that is, the college has a very small number of students who only enroll in online courses.
The continuously evolving assessment process at the college is aimed at ensuring equitable learning
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 345 of 400 for all students regardless of the method of delivery. When consistent discrepancies are found in course success/withdrawal rates or in the attainment of learning outcomes, strategies are devised and implemented to reduce or eliminate the discrepancy.
In its Instructional Program Review report, a program or department responds to the following questions about distance education, whether the courses offered in the program are fully online or partially online: What percent of course sections is distance learning? How many full-time faculty and part-time faculty teach distance learning course sections? How does the program ensure that the student learning outcomes for online courses are comparable to those in the traditional face-to-face courses? How does the program ensure that the same academic support is available for those students who are online versus those students who are face-to-face?
3.4.6 Practices for Awarding Credit: The amount and level of credit awarded for a course is consistent regardless of delivery mode. Credits awarded for courses delivered in a non-traditional format, including fully-online courses and hybrid courses, are equivalent to those credits awarded in a traditional classroom. The curriculum development process at the college ensures that online and other non-traditional formats of a course conform to the same learning objectives, topics, skills, and content as the same course offered in a traditional format. Courses taught online or using other non-traditional delivery methods cover the same quantity of material and meet the same student learning outcomes as the same course delivered in a traditional face-to-face format. The amount of time students spend may vary but the expectation for courses taught online or through other non-traditional delivery methods is that the student will spend at least three hours per week per credit hour working on the course. For example, a student taking a three-credit hour online course is expected to spend at least nine hours a week working on course materials.
3.4.7 Consortia Agreements: Daytona State College does not participate in any consortia arrangements or contractual agreements for the delivery of distance or correspondence courses and/or programs.
3.4.9 Academic Support Services: The Academic Support Center supplements classroom teaching and learning with tutoring, facilitated study sessions, supplemental instruction, virtual review sessions, and computer-assisted instruction for students enrolled in college preparatory courses, lower-division college credit courses, baccalaureate courses, traditional and online courses. Many services are offered online to accommodate distance learning students such as the popular online review sessions for gatekeeper math courses. Students who access ASC services represent all academic degree levels and include students in traditional format and distance education courses. Based upon a survey of distance learning students in mathematics, the ASC added weekend and night sessions for selected math courses.
The College Writing Center serves traditional and non-traditional students, including online students who access services through virtual consultations using Adobe Connect. Online students and students enrolled on other campuses can access the CWC using computers and Internet connections at any of the Academic Support Center locations. Faculty can request embedded CWC tutors for online classes in which tutors host a Writing Center discussion, where students can obtain writing assistance. In 2011, 98.3% of distance learning students rated the CWC as meeting their writing needs. In the Spring 2012 term, 100% of distance learning students rated the CWC as meeting their writing needs.
3.4.10 Curriculum Responsibility: The college relies on the faculty for both subject matter and pedagogical expertise when it comes to curricular content and method of delivery. Comparison data for different delivery formats that exist within the discipline are included in the instructional review process. As the foundation for each course, regardless of the delivery format to be used, Master Course Descriptions contain the course description, learning outcomes, course objectives, textbooks and supplemental materials, criteria for evaluation, the number of credits awarded, and total contact hours.
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Online courses are included in the classroom observations for faculty evaluation. Mentors, lead instructors and chairs have access to all online courses and periodically review classes throughout the semester. The purpose of the evaluation is to inform the instructor of strong and weak points in performance and delivery.
A faculty member who is assigned as a lead instructor for a course reviews the learning outcomes, collects data, reviews and analyzes the data for all sections, which includes those of different delivery formats.
3.4.12 Use of Technology: As stated in the 2010-2013 Strategic Plan, the long-range focus of the college is to develop virtual resources that provide students access to all services and programs through an online environment. The college currently has a 300-megabyte Internet connection, which rarely exceeds 50-percent bandwidth at peak hours, and more than 200 wireless hotspots.
The college uses technology in the delivery of course content and as a tool to facilitate the integration of students into the institution. Technology is used to enable student access to a wide range of courses and student support services from any location. There are a sufficient number of courses offered online that a student can earn an associate of arts, a bachelor of applied science and a limited number of associate of science degrees through distance education. The college provides a learning management system (LMS), Desire2Learn, which has learning content delivery, communication and assessment features that are available to faculty to use in all of their courses.
The learning outcomes of a course may influence the choice of technology that is used to deliver course material. A variety of tools and resources is available to faculty and their students, including video conferencing, Web conferencing, discussion boards, screencasts, narrated presentations, simulations, and lecture captures. The use of such technologies –is clearly communicated to the students. The published course syllabus for each course includes a brief description of any required technology or software for a particular course.
Whether a student is enrolled in a face-to-face, online or hybrid course, a number of technology-enhanced academic support mechanisms are available to them. For example: The Academic Support Center and many academic departments provide online tutoring for students who require additional help. Faculty often keep virtual office hours when students can meet with them online rather than come to campus for a meeting. In the "Ask a Librarian" or the "Embedded Librarian" program, a research librarian maintains an active online presence to assist students enrolled in a particular course with research assignments and questions. The College Writing Center supplements face-to-face assistance with virtual assistance.
Student learning styles and abilities are taken into consideration by offering transcripts and closed captioning of multimedia materials, audio recordings of lectures, captured lectures, and other multimedia tools that allow students to pause, rewind, learn, and comprehend at their own pace and according to their own physical abilities. Media formats and materials support universal design principles that ensure learner accessibility. Additionally, technology-related applications and services adopted by the college maintain a minimum WCAG priority 1 conformance. Desire2Learn, the college's learning management system provider, is highly committed to accessibility and thoroughly tests its software before distribution. Instructional Resources staff are familiar with the various accessibility recommendations and provide guidance as they assist faculty. Staff also work in conjunction with the Office of Student Disabilities Services to ensure published content is in compliance with ADA requirements.
For students who do not own or have ready access to a computer, the college provides many on-campus options. Computer access is available in the Academic Support Centers located on each campus and the Computing Commons located on the Daytona Beach and DeLand campuses. Each non-classroom computer access area provides on-site technical assistance.
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Computers in Non-Classroom Space by Campus
Campus Number of Number of Number of Total Number of Computers in Computers in Computers in Computers Academic Computing Training Accessible to Support Center Commons Rooms Students ATC 41 -- 17 58 Daytona Beach 320 32 342 694 DeLand 65 28 -- 93 Deltona 57 -- 25 82 Flagler/Palm Coast 70 -- -- 70 New Smyrna 54 -- 18 72 Beach Total 607 60 402 1,069
Students are provided training and support in the use of technology. The Academic Support Center at each instructional site provides basic how-to training for students in the use of the college portal, the FalconMail email system, and the online learning management system.
When students first access the college’s online learning management system, they complete an online orientation called "Succeeding Online" that introduces them to the technology to be used. They learn about the hardware and browser plug-in requirements, software settings, and the process for logging in. They also complete a self-assessment that helps them determine whether or not online courses are appropriate for their learning style, and a digital literacy assessment to evaluate their computer skills in the context of online learning. The orientation is presented in an entertaining and informative format, with hands-on exercises that allow students to experience the online functionality they can expect in a course. They learn to access a library of frequently asked questions and are provided direct links to the bookstore, the campus phone directory and the academic department directory.
Technical support is available to all students through the FalconAid helpdesk, the Computing Commons, the IT Helpdesk and the Academic Support Center. All help desks have access to Adobe Connect or other remote support connect/desktop sharing platforms to assist distance learning students who are not able to visit a physical support facility. If students are expected to use specific software in a course, training in the applications of that software is provided as part of -that course.
Students are informed about the technology resources available to them and the rights and responsibilities associated with using those resources through the DSC website, including: Advising for Online Students Commons Help Desk Computing Commons FalconAir User Policy Computer Network and Internet Acceptable Use Policy Making the Most of Online Services Online Programs
Faculty receives appropriate training for teaching online courses and using technology in the classroom. To be eligible to teach fully-online courses, faculty must complete six training modules in the Online Academy; faculty who teach partially-online courses complete four modules. The learning management training is available online at all times. Faculty who teach online must complete the necessary training before developing online course content.
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FACULTY TRAINING: LEARNING MANAGEMENT SYSTEM AND ONLINE COURSE FACILITATION LMS100 LMS101 LMS102 LMS103 LMS104 LMS105 Face-to-face courses X X Hybrid courses 25-75% X X X X online Fully-online courses X X X X X X
The Online Academy training includes best educational practices in online learning and illustrates the standards developed for online delivery by faculty members. The training exposes the faculty member to what an online student experiences. It also teaches faculty about the electronic drop box for assignments; testing and quizzing; discussion forums; the learning object repository, Web conferencing, course calendar, and electronic portfolio; and outcomes assessment, measurement, and reporting.
During 2012 Fall Planning, the Faculty Innovation Center conducted a faculty meeting for all online instructional staff, assisted faculty in video production of welcome back messages for their courses, and offered workshops on Publisher content integration, FalconMail integration, Adobe Connect integration, and using the learning management system. The center has a computer lab area equipped with Macintosh and Windows-based computers that serves as a work area where faculty meet with support staff to develop course content or academic support materials. Faculty can use video-editing equipment, a quiet media room for recording presentations, scanners, updated computers and access numerous software applications, including test generation software, and a royalty-free image and music bank. The college has its own iTunes University publication site and the Faculty Innovation Center is available to help with podcasting and self-paced teaching techniques such as PowerPoint presentations with webcam video and voice over.
3.7.1 Faculty Competence: Faculty credentials do not vary according to delivery method of the courses or the location of the courses. The college’s commitment to academic centralization means that the academic departments are responsible for ensuring that faculty meet or exceed the guidelines for credentialing no matter the delivery format or the instructional location.
3.7.2 Faculty Evaluation: All teaching faculty -- whether full-time or part-time, whether instruction is delivered online or face-to-face, and regardless of the assigned campus or instructional location -- undergo student evaluations each major semester. The examples provided include evaluations of faculty assigned to various campuses and delivering courses both online and traditionally.
Classroom observation of instruction occurs in both physical and virtual classrooms for both full-time and adjunct faculty. Examples of classroom observations over the last three years are provided.
3.7.3 Faculty Development: Faculty receives appropriate training for teaching online courses and using technology in the classroom. Fall and Spring Planning Weeks include technology training; seminars on teaching and learning; information workshops on academic and student support services; and assistance with setting up course shells, rubrics, and technology within the online learning environment.
Both full-time and adjunct instructional staff receive training in the functionality of the learning management system, regardless of the delivery method of the courses they teach. They also receive training in developing online course content. In 2011-2012, 93 percent of distance education course sections were taught by full-time faculty. Faculty, both full-time and adjuncts, who are new to teaching online take a series of courses to train on the learning management system. To be eligible to teach
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 349 of 400 fully-online courses, faculty must complete six training modules; faculty who teach partially-online courses complete four modules. Academic chairs monitor faculty completion of courses to ensure faculty have received the appropriate training for the courses to which they are assigned.
The training includes best educational practices in online learning and illustrates the standards developed for online delivery by faculty members. The training exposes the faculty member to what an online student experiences. It also teaches faculty about the electronic drop box for assignments; testing and quizzing; discussion forums; the learning object repository, Web conferencing, course calendar, and electronic portfolio; and outcomes assessment, measurement, and reporting. The learning management training is available online at all times.
3.8.2 Library Use Instruction: Library skills workshops are scheduled at the request of faculty, both in face-to-face workshops and online. In selected online and hybrid courses, at the instructor's request, a librarian is embedded within the course to provide in-course instruction and research assistance. The embedded librarian has instructor status within the course and establishes a "virtual librarian's office” on the course discussion board. Students ask questions either on the discussion board or via email, and the librarian logs in to the course daily to monitor the discussions and respond to emails.
The librarians are the instructor of record for the online course LIS 2004 Introduction to Internet Research. This college-credit course is offered every semester; it is required in two associate of science degree programs and can be used as an elective for other programs.
Reference services can be accessed in person, by telephone, and online. Online reference services include email and Ask-a-Librarian, a statewide live virtual reference service. The DSC librarians have created many online support materials such as research guides and help guides to assist students and faculty in using library materials and services. Tutorials on print and electronic resources and research guides are available to all online students through the library's website. The tutorials and guides reproduce the material taught in face-to-face instruction and serve as instructional material for online students. Links to online support materials are available through the library home page.
The Computing Commons supports the digital literacy needs of its users by providing onsite technical assistance during all hours of operation. Computer tech assistants, five on the Daytona Beach campus and three on the DeLand campus, help commons users with computers, software and printer operations, and ensure that the Computing Commons equipment is maintained in proper working order. In addition to face-to-face support, the Computing Commons offers assistance by telephone and email. Resources also are posted on the Web to help students using the Computing Commons.
3.9.2 Student Records: A two-tier authentication process is required for staff to access student accounts. Individuals must enter two sets of credentials (unique username and passwords) using industry-standard account identifiers to gain access to the Student Information System. The username/ password pairs are stored in a secured, encrypted database outside of the system. When student information is transmitted through the Internet, the transport is encrypted.
Web-based access to records by students requires a secured socket layer connection across the Internet (128 bit encryption). Students authenticate their identity by using a personal identification number and password selected by the student. Electronic access to academic and student financial information displays the student’s name but does not show the student’s personal identification number. The FalconAir User Policy disseminated to students, outlines proper security measures when using the college’s free wireless access.
Online students are authenticated on the telephone by a series of security questions, and staff checks for releases or written requests to withhold information before any protected information is released. On-campus students are asked to provide personal identification, or they can authenticate their identity through a procedure similar to the one for online students.
4.4 Program Length: At Daytona State College, the length of a program is the same regardless of the
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 350 of 400 format(s) used for course delivery (i.e., face-to-face, online, or hybrid). The Florida College System Personnel Data Base Dictionary of Data Elements, 2012-2013, describes and defines instructional delivery and technology delivery indicators. The dictionary used by all colleges in the system indicates that “Distance Learning” occurs when “80% or more of the direct instruction of the course is delivered using some form of technology when the student and instructor are separated by time, space or both”. The term “Hybrid Blend” is used for courses in which “30-79% of the direct instruction of the course is delivered using some form of technology when the student and instructor are separated by time, space or both”. Based on FCS data element and SACSCOC definitions, 30 programs are offered at Daytona State College whereby 50 percent or more of the courses are delivered through distance learning. These online programs have the same standard program length as prescribed by the state in the Florida State College list of Community College Programs with Standard Program Length or have been approved for extended hours. A list of programs offered by the college in fall 2012 is provided that indicates the length of each program, including those in different delivery format. The table indicates that each program, no matter the delivery format, has the same length. Example:
Associate of Program Length Face-to Face Hybrid (50%+) Online Delivery Arts Degree in Credit Hrs Delivery Delivery Programs Associate of Arts 60 60 60 60
4.5: Student Complaints: Student rights, responsibilities, grievance procedures, and appeal processes are published in the Student Handbook, available to students in its entirety in print format at all instructional sites and accessible online through multiple links on the college website.
Student handbook: "Students who perceive that they have been mistreated by college staff or faculty may register their academic or other grievance with a college supervisor, administrator or academic department chair. Distance Learning students must follow the same procedures. Reasonable accommodations will be made for distance learning students who are unable to attend meetings on one of the college campuses."
A student who wishes to file a formal complaint or an appeal can obtain the appropriate appeal form at the Question and Answer Center at any college site or online. Students also have the option of submitting a formal complaint online through FalconNet, the student portal. Distance learning students follow the same procedures for appeals and grievances as students who attend face-to-face classes on any of the Daytona State College instructional sites. On-campus meetings and/or interviews are not required as part of the formal grievance process.
4.6 Recruitment Materials: Electronic access to information ensures that prospective students, current students, and the general public have current and accurate facts. The website is a robust communication tool, providing links to the catalog and handbook, as well as to information about events, programs, and services. For example, the website is a resource for general information about recruiting events, yet also conveys specific information about the college’s distance education programs. Marketing also provides electronic copies of a wide variety of major promotional materials and publications for distribution on the college website and through social media venues such as Facebook and Twitter.
4.8.1 Verification of Online Students: The college has mechanisms and procedures in place to verify that the student who registers for a course or program is the same student who participates in and completes the course material and receives credit from the college. When a student applies for the first time to Daytona State College, a unique student ID number is assigned. The CARS ID is a permanent identification that follows the student through every interaction he or she has with the college during the academic experience and beyond. Every aspect of student interaction at the college is linked to the individual's CARS ID -- from enrollment, registration, and financial aid to the student's user account in the online learning management system. When a student is accepted to the college, the CARS ID assigned to that student is communicated by letter through the U.S. Postal Service. The
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 351 of 400 letter is mailed to the home address that was provided by the student on the application. This step serves not only as a notification step to the student, but also as a validation of the address information provided during the application process and is an added layer of validation of the student's identity and profile information.
Using the CARS ID and a Personal Identification Number based on the student's birthdate, a student can log into MyDaytonaState, the college's web portal. At the first log-in to MyDaytonaState, the student is prompted to change the PIN and add a security hint. To ensure the security, confidentiality, and integrity of student records, the college only permits PIN changes via a signed request, which must contain the student name, CARS ID number and the student's signature. Changes cannot be emailed or phoned in.
When the student has logged into MyDaytonaState, he or she can access FalconNet to get a FalconMail address for sending and receiving emails, register for classes, and view academic records. This process is explained to the student in the online catalog. The account name prefix on the FalconMail address is the username that gives the student access to the online learning management system.
Daytona State uses an online learning management system developed by Desire2Learn for course management in all teaching modalities -- from face-to-face to hybrid to 100 percent online. Connection to the online learning environment requires a valid username, which is the account name prefix of the student's FalconMail address, and a password. The default password for the first log-in is based on the student's birthdate. It is recommended to the student that the password be changed at that time and a tutorial with step-by-step instructions can be accessed from the log-in page. The tutorial addresses password requirements, how to login, where a student can find his or her username, and what to do if the password is forgotten. The password structure used within the LMS complies with the information technology password complexity requirements established by Data Security Measure 3.4 in the IT Operational Manual.
Through the secure log-in described above, the college verifies that the student who participates in the course and submits coursework is the same student who is registered for the course. Once the student's identity has been validated by the log-in process, further access to data is controlled by a menu structure that dictates the screens, and thus the data, the user can access.
Examinations provided to students enrolled in online courses are proctored either face-to-face by a faculty member or through verified student login. The instructor may use LMS testing features that assign a password and limit access by date and a specific range of IP addresses. There have been no recorded incidents of system intrusion or unauthorized access to course content or the learning environment.
4.8.2 Online Student Privacy: Daytona State College has procedures in place to protect the identity and privacy of students enrolled in distance education courses and programs as well as those enrolled in face-to-face, hybrid and online programs. College Policy 3.07, College Records, gives the president the responsibility for establishing procedures to protect student records. College Procedure 301, Code of Conduct and Ethics, sets the stage for more detailed procedures by clearly stating that college employees are expected to maintain confidentiality regarding information that is protected under state and federal law such as student records and social security numbers. It is College Procedure 307, Privacy of Student Records, that describes the procedures the college uses to adhere to and comply with the Family Education Rights and Privacy Act of 1974.
The college website provides information to students on how to access and use online services. Students can access their academic records and register for classes using the FalconNet portal, which is part of the student information system. Access to the FalconNet portal requires the use of a secure ID and PIN, which is provided to each student upon registration at Daytona State. To ensure the security, confidentiality, and integrity of student records, the college only permits PIN changes via a signed request, which must contain the student name, CARS ID number and the student's signature. Changes cannot be emailed or phoned in. The Records Maintenance and Privacy Guideline, available
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 352 of 400 to all students through the online College Catalog, explains the procedures the college follows to protect the privacy of students enrolled in both online and face-to-face courses. A student's social security information is not used in any academic activity, either online or face-to-face.
The Information Technology Division has established data security measures to safeguard the integrity and privacy of data. To protect the privacy of distance learning students, access to the online learning management system, Desire2Learn, requires a valid username and password combination as the first layer of security. Once the user has been validated, further access to data is controlled by a menu structure that dictates the screens, and thus the data, a user can access. Specific functions throughout the learning management system, especially as they relate to student data, are controlled by permissions tables based on specific job duties. The IT Division, in concert with the president and college legal counsel, have developed a protocol to be used in the event of a potential or actual data security breach.
4.8.3 Online Fees Notification: Daytona State College offers distance education programs and online courses and has implemented appropriate practices to ensure an equitable student experience, including safeguards for verifying the identity of online students and protecting their student records. Florida Statute 1009.23(16)(a-b), Florida College System Institution Student Fees, authorizes the college to assess a distance learning course user fee to any student who enrolls in a course in which at least 80 percent of the direct instruction is delivered online. According to the statute, the amount of the distance learning course user fee may not exceed the additional costs of services provided and attributable to the development and delivery of the distance learning course. In the 2011-2012 academic year, students were charged a distance learning fee of $25 per credit hour. During its annual review of college fees, the District Board of Trustees reduced the fee to $19.50 per credit hour for the 2012-2013 academic year based on an analysis of the associated costs. An itemized analysis of the distance learning fee is evidence that the college adequately justifies additional charges to students.
During the registration process, students are alerted to the distance learning fee when they use the online search feature to identify the course and course section in which they want to enroll. A second written notification is made when the student completes registration and receives a schedule and fee statement. A list of tuition rates, charges and other fees is included on the college website along with an explanation of those charges provided by the Student Accounts Office. The Student Handbook and the College Catalog both reference the distance learning fee and provide an explanation for the charge. The Student Handbook and the College Catalog are posted online for easy access by students and the public.
Evidence [1] Distance Learning Programs - Fall 2012
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3.13.4b The institution complies with the policies of the Commission on Colleges. (Policy compliance) "Reaffirmation of Accreditation and Subsequent Reports"
Applicable Policy Statements. If an institution is part of a system or corporate structure, a description of the system operation (or corporate structure) is submitted as part of the Compliance Certification for the decennial review. The description should be designed to help members of the peer review committees understand the mission, governance, and operating procedures of the system and the individual institution's role with in that system.
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College complies with the Commission on College policy "Reaffirmation of Accreditation and Subsequent Reports" by describing the Florida College System and how it operates in the compliance certification report. The state Legislature established the Florida College System to maximize open access, respond to community needs for postsecondary academic and career education, and provide associate and baccalaureate degrees to help meet the state's employment needs (FS 1001.60, Florida College System [1]). Twenty-eight institutions, specifically named in state statute, comprise the Florida College System (FS 1000.21(3) Definitions [2]). The mission of The Florida College System is to provide access to high-quality, affordable academic and career education programs that maximize student learning and success, develop a globally competitive workforce, and respond rapidly to diverse state and community needs. The FCS produces an annual report that includes facts about the system as a whole (2012 Florida College System Annual Report [3]). The Department of Education also publishes "The Fact Book", an annual report for the Florida College System that includes data for individual institutions as well as system wide information (2012 Fact Book, FDOE [4]). According to The Fact Book, during the 2010-2011 academic year, 903,846 students enrolled in a lower division, non-credit or upper division course. The system employs more than 47,000 people; 53 percent of the employees are faculty.
In October 2012, the State Board of Education approved Stepping Up: A Strategic Plan for the Florida College System, 2012-2013 to 2017-2018 [5]. The plan establishes a student success agenda for the next five years intended to improve completion rates for all students. Key performance indicators outlined in the plan include performance targets for the overall system.
As a member of the FCS, Daytona State College is an independent, separate, legal entity that is locally based and governed, but has statutory and funding ties to state government (FS 1004.65, Florida College System Institutions; Governance, Mission, and Responsibilities [6]). According to the statute, the institution's primary mission and responsibility is "responding to community needs for postsecondary academic education and career education including providing lower level undergraduate instruction and awarding associate degrees; preparing students directly for careers requiring less than baccalaureate degrees; providing student development services; promoting economic development within its district; providing dual enrollment instruction; and providing upper level instruction and awarding baccalaureate degrees as authorized by law." A Florida College System institution, with approval from its Board of Trustees, may establish a separate mission as long as the primary mission and responsibilities identified in FS 1004.65, are inherent to the institutional mission. A review of the mission statements of FCS institutions, included as Appendix B of the FCS Strategic Plan, demonstrates that each institution is an independent entity with a separate and distinct mission (FCS Strategic Plan Appendix B - FCS Institution Missions [7]).
Each Florida State College is under the authority of the State Board of Education, but has its own district board of trustees. Members of the Daytona State College District Board of Trustees are appointed by the Governor and confirmed by the Florida Senate. The board is responsible for governing the local institution under Florida Statutes, Florida Administrative Code rules, and General
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 354 of 400 Appropriations proviso language. The size of the board is specified in statute based on the number of counties served by the college. Daytona State serves two counties, Volusia and Flagler, and can have up to nine members on its board -- six from Volusia County and three from Flagler County.
According to Florida Statutes that outline the authority and responsibility for district boards of trustees [8], including 1001.64, Florida College System Institution Boards of Trustees, Powers and Duties [9], local boards of trustees of Florida College System institutions are responsible for
Implementing and maintaining programs within the law and rules of SBOE Appointing, evaluating, suspending or removing the institution's president Measuring performance, reporting and providing input regarding state policy, budgeting and education standards Submitting an institutional budget request including both operational funding and capital outlay requests Adopting their own rules, procedures and policies related to the institution's mission governance personnel budget administration curriculum and instruction buildings and grounds travel purchasing technology students contracts and grants
The State Board of Education is the chief implementing and coordinating body for all public education in the state except the State University System (FS 1001.02, General Powers of State Board of Education [10]). It has the authority to adopt state rules for the K-20 system, except the SUS. According to Florida Statute 1001.03, Specific Powers of State Board of Education [11], the State Board of Education is responsible for
Enforcing compliance with state rules Developing accountability measures, goals and objectives, and identifying performance metrics Maintaining management information databases Developing and implementing a common placement test to assess computation and communication skills of applicants to Florida colleges and universities Reviewing and approving proposals to offer baccalaureate degree programs for members of the Florida College System Establishing criteria for modifying district boundary lines for FCS institutions Establishing criteria for making recommendations concerning proposals for new centers or campuses for Florida Colleges Examining the annual administrative review of each institution Adopting colleges' three-year fixed capital outlay project lists Establishing tuition and fees
Evidence [1] FS 1001.60(1) Florida College System [2] FS 1000.21(3)(e) Systemwide Definitions [3] 2012 Florida College System - Annual Report [4] The Fact Book 2012 [5] Florida College System Strategic Plan
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 355 of 400 [6] FS 1004.65(1) Florida College System Institutions, Governance, Mission, and Responsibilities [7] FCS Strategic Plan Appendix B - FCS Institution Missions [8] Florida Statutes - Board of Trustees Responsibilities and Authority [9] FS 1001.64 Florida College System Institution Boards of Trustees, Powers and Duties [10] FS 1001.02 General Powers Of State Board Of Education [11] FS 1001.03 Specific Powers of State Board of Education
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3.13.5a The institution complies with the policies of the Commission on Colleges. (Policy compliance) "Separate Accreditation for Units of a Member Institution"
Applicable Policy Statements. All branch campuses related to the parent campus through corporate or administrative control (1) include the name of the parent campus and make it clear that its accreditation is dependent on the continued accreditation of the parent campus and (2) are evaluated during reviews for institutions seeking candidacy, initial membership, or reaffirmation of accreditation. All other extended units under the accreditation of the parent campus are also evaluated during such reviews.
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College complies with the Commission on Colleges policy "Separate Accreditation for Units of a Member Institution." Daytona State College has its administrative offices and largest campus in Daytona Beach, Florida. It also has a campus (in DeLand), three centers (in Deltona, Flagler/Palm Coast, and New Smyrna/Edgewater), and a special purpose center (the Advanced Technology College) that are geographically apart from the main campus. None of the off-site locations is independent with regard to faculty, administration, supervisory organization, budget and hiring authority; therefore, none of the sites, referred to by the college as campuses or centers, meets the SACSCOC criteria for a branch campus. All instructional sites are incorporated into the comprehensive self-assessment of the college and its determination of compliance with the standards. Information is provided with regard to programs, outcomes, resources, and staff for the college as a whole and for each campus where 50 percent or more of a degree program is offered [1]. The college's responses to the following standards reference its campuses and centers.
2.8 Faculty: Daytona State College ensures that there is a sufficient number of qualified faculty to teach the academic courses and programs offered on each instructional site.
2.9 Learning Resources and Services: Daytona State College provides access to learning resources and user privileges to adequate library collections to support students and faculty at each location.
2.10 Student Support Services: Student support services are accessible and appropriate for each campus and center.
2.11.2 Physical Resources: Daytona State College has adequate physical facilities, classrooms, labs, and technological infrastructure to support its mission and programs at each campus and center.
3.4.9 Academic Support Services: Academic support services are accessible and appropriate at each campus and center.
3.8.2 Instruction of Library Use: Library facilities are located on the Daytona Beach and DeLand campuses. Distance learning students and students enrolled at other instructional sites can access library resources online, by phone or e-mail.
3.9.2 Student Records: Security measures that protect the security, confidentiality and integrity of student records are employed at all instructional sites.
3.11.2 Institutional Environment: Daytona State College is committed to providing students and employees at each campus and center a safe, secure and healthy environment.
3.11.3 Physical Facilities: Access is provided to laboratories, facilities, and equipment appropriate to the courses and programs offered at each campus and center.
4.5 Student Complaints: Students at each campus and center have an adequate procedure for
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4.6 Recruitment Materials: Advertising, recruiting, and admissions information adequately and accurately represent the programs, requirements, and services available to students at each campus and center.
Evidence [1] 2011-2012 DSC Degrees by Location
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3.13.5b The institution complies with the policies of the Commission on Colleges. (Policy compliance) "Separate Accreditation for Units of a Member Institution"
Applicable Policy Statements. If the Commission on Colleges determines that an extended unit is autonomous to the extent that the control over that unit by the parent or its board is significantly impaired, the Commission may direct that the extended unit seek to become a separately accredited institution. A unit which seeks separate accreditation should bear a different name from that of the parent. A unit which is located in a state or country outside the geographic jurisdiction of the Southern Association of Colleges and Schools and which the Commission determines should be separately accredited or the institution requests to be separately accredited, applies for separate accreditation from the regional accrediting association that accredits colleges in that state or country.
Narrative No response required by the institution.
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3.14 Representation of status with the Commission 3.14.1 A member or candidate institution represents its accredited status accurately and publishes the name, address, and telephone number of the Commission in accordance with Commission requirements and federal policy. (Publication of accreditation status)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College accurately represents its accredited status and publishes the name, address, and telephone number of the commission as required. A statement of accreditation is included in print and online versions of the College Catalog [1], Student Handbook [2], and Faculty Handbook [3]. The published information is as follows:
Daytona State is accredited by the Commission on Colleges, Southern Association of Colleges and Schools Commission on Colleges to award associate and baccalaureate degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, GA 30033-4097 or call (404) 679-4500 for questions about the accreditation of Daytona State College.
Evidence [1] DSC Catalog - Accreditation and Equity Statement [2] Student Handbook - Accreditation Statement [3] Faculty Handbook - Accreditation Statement
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SECTION 4 FEDERAL REQUIREMENTS 4.1 The institution evaluates success with respect to student achievement consistent with its mission. Criteria may include enrollment data; retention, graduation, course completion, and job placement rates; state licensing examinations; student portfolios or other means of demonstrating achievement of goals. (Student achievement)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative The evaluation of student success is a crucial element in determining how well Daytona State College is meeting its mission and goals. The achievement of its students attests to the college’s commitment to provide access to a range of programs, emphasize student success, and enhance teaching and learning as stated in its mission (College Policy 1.02, Institutional Mission Statement [1]). The institution documents student achievement in relation to its mission using a broad range of criteria that includes enrollment data; retention, graduation, course completion and job placement rates; state licensing examinations; and other means. A summary of the data, including a comparison to benchmarks and analysis of findings, for each of the criteria listed is provided below.
The college has identified core performance indicators that it closely monitors and uses for assessment and accountability and has established a comprehensive system to track and monitor student achievement at the institution, program, and student levels. Core performance indicators are based on statewide standards and measures of accountability, and are benchmarked against annual performance data submitted to the state by the 28 Florida state colleges (FCS Lower Division Accountability, 2012 [2]). The college closely monitors accountability for baccalaureate programs in four broad categories: enrollment, completion, retention, and success rates. The Division of Florida Colleges tracks the accountability measures for baccalaureate programs offered by Florida’s two-year institutions and provides system wide benchmark data (Baccalaureate Accountability, 2012 [3]).
The college's threshold of acceptability for determining success is the average of the performance of the 28 institutions in the Florida College System. The Daytona State College criteria for success are to be equal to or exceed the state averages on all performance indicators. A report of the core performance indicators is provided to the District Board of Trustees, posted to the college website, and presented college wide (Core Performance Indicators Report, 2012 [4]). Core performance indicators support strategic planning, assessment, and decision making at all levels, and are reviewed and addressed within the institutional effectiveness and planning processes of the college. Data are analyzed at least annually, institutional performance is compared to statewide performance and trends, and the information is used by both academic and non-academic areas to evaluate and improve the college’s instructional and administrative efficiency and effectiveness. Specific examples of the use of findings are described below.
The institution evaluates enrollment data. A key component of the mission of Daytona State College is to provide access to a range of flexible programs. To evaluate its success in meeting this part of its mission, the college routinely monitors enrollment data, both headcount and full-time equivalents, annually and for each fall semester. Analysis of the enrollment data looks at new applicants enrolled, FTIC (first time in college) and transfer students, average course load, course category enrollments, enrollment by student demographics and enrollment by financial need. The college uses these data to identify enrollment gaps and develop initiatives and programs to address the gaps. Examples of porgrams or activities that were initiated in response to data reports include, but are not limited to, targeted recruitment activities for specific populations (i.e., enrollment events at local high schools, in low income housing developments, at city and county-sponsored events and open houses), analysis of financial aid policies and procedures to maximize available financial aid for students, and development of support programs for international and minority students.
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 361 of 400 To verify its accessibility to traditional-aged students, the college compared its prior year high school graduate enrollment to the statewide average of the percentage of prior year public high school graduates that enrolled in FCS institutions. This measure, referred to as the “capture rate” measures the percent of prior year high school graduates within the college’s service area (Volusia and Flagler counties) that enroll at the college the year following graduation. The measure is used to further analyze demographic and economic trends affecting high school enrollment and statewide university access issues that may prevent students from enrolling directly into the state university system. Recruitment initiatives are developed to reduce enrollment barriers based on the analysis. The college was consistently above the average for the last three years for which data are available.
ENROLLMENT OF PRIOR YEAR HIGH SCHOOL GRADUATES YEAR DAYTONA STATE FLORIDA COLLEGE COLLEGE SYSTEM 2008-2009 39.9% 34.6% 2009-2010 42.8% 34.6% 2010-2011 39.8% 33.0% Source: Florida College System Accountability Report: Measure 1, Part 1 [5]
To encourage the use of data to support and improve student achievement, the following enrollment information is readily available on the college website:
Fall Enrollment Data Fall Headcount by Age [6] Fall Headcount by Campus [7] Fall Headcount by Citizenship [8] Fall Headcount by Gender [9] Fall Headcount by Program and Course Category [10] Fall Headcount by Race and Ethnicity [11]
FTE Enrollment Annual FTE by Campus [12] Annual FTE by Year Across Discipline [13] Fall FTE by Year Across Discipline [14]
The institution evaluates graduation, retention, success and course completion rates. Another key component of the mission of Daytona State College is to emphasize student success. To evaluate student success with respect to student achievement, Daytona State regularly collects relevant data on graduation, retention, and success and compares it to the state averages. Success and retention rates are generated electronically by the college based on course completion rates.
The success of students enrolled in college preparatory courses, also known as developmental courses, is evaluated separately from the success of non-college preparatory students (College Prep Course Success Rate [15]; Non-Prep Course Success Rate [16]). The college prep success rate measures students who placed into college prep courses and passed the highest level prep course in the subject area. The college uses these data to review course curriculum and pedagogy and implement programs and initiatives to support college prep students. Some of these initiatives have included the development and expansion of the Academic Support Center, the creation of the College Writing Center, and the establishment of an academic advising support program for developmental students. The most recent data (2008-2009 to 2010-2011) indicated that 89.8 percent of college prep students passed the highest level in reading, 73.2 percent passed the highest level in writing, and 84.9 percent passed the highest level in mathematics. The success rate for Daytona State College students was first in the state for reading and mathematics prep courses and 12th out of 28 institutions for student success in writing prep courses. Data for the last three years indicated that Daytona State College students were consistently more successful than the state average.
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COLLEGE PREP SUCCESS RATE SUBJECT YEAR DAYTONA STATE FLORIDA COLLEGE COLLEGE SYSTEM Reading 2008-2009 85.9% 70.6% 2009-2010 85.3% 73.0% 2010-2011 89.8% 74.2% Writing 2008-2009 69.3% 64.2% 2009-2010 68.2% 67.4% 2010-2011 73.2% 69.0% Math 2008-2009 80.1% 55.5% 2009-2010 82.9% 55.3% 2010-2011 84.9% 55.9% Source: Florida College System Accountability Report: Measure 4, Part 1 [17]
Daytona State College evaluates data regarding the success of students in completing programs, certificates, and degrees. Graduation data are used to evaluate program offerings, leading to program revisions, additions and deletions. They also are used to implement initiatives that encourage program completion, such as asking academic program chairs to monitor student progress, training academic advisors to focus on degree completion, and automatically graduating students who complete their program requirements. The retention data are used to implement initiatives and programs to increase retention. These include increasing vocational program offerings and career advising for students, ensuring students are prepared technically for online courses by requiring the completion of the online orientation, enhancing the college’s “Early Alert” system by expanding the use of the Grades First system, after a successful pilot test by the Athletic Department with college athletes. The college also strengthened the requirement to complete and pass pre-requisite English and mathematics courses prior to enrollment in subsequent courses. Based on data that demonstrated a decrease in student success in English and mathematics courses when students skipped semesters between courses in a series, academic advisors recommend that students maintain continuous enrollment in English and mathematics courses until the sequences are completed.
In 2010-2011, the most recent data available, DSC graduation and retention rates compared favorably to the state average, while the success rate was slightly lower than the state average. The college has seen a 78 percent increase in the number of graduates from 2,596 graduates in 2004-2005 to 4,625 graduates in 2011-2012. Graduation, retention, and success rates are disaggregated by degree and certificate (Graduation Rates [18]; Retention Rates [19]; Success Rates [20]). For a detailed analysis of program completion as a measure of student success, graduation data were disaggregated by degree earned and by major (Graduates by Degree Awarded [21]; Graduates by Major [22]).
GRADUATION, RETENTION AND SUCCESS RATES YEAR DAYTONA STATE FLORIDA STATE COLLEGE COLLEGE AVERAGE Graduation Rate 2008-2009 34.8% 34.5% 2009-2010 38.0% 37.1% 2010-2011 40.3 % 37.8% Retention Rate 2008-2009 65.5% 65.0% 2009-2010 67.5% 66.8% 2010-2011 67.6% 66.3% Success Rate 2008-2009 83.0% 84.5% 2009-2010 80.0% 84.7% 2010-2011 79.5% 84.2%
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The institution evaluates job placement rates. Daytona State College makes every effort to track students’ success in finding jobs in their chosen fields. The college has received feedback on job placement through the State of Florida Accountability Measures which were last compiled for the 2008-2009 cohort of graduates. In this report, the overall placement rate for the college was 88.64 percent for completers and 79.33 percent for those who left the college before completing their degree. This was compared to the state wide benchmark average of 91.37 percent for completers and 78.10 percent for leavers. The accountability report provided some insight into how well the College was preparing its graduates for employment overall but did not disaggregate the information into individual program results. The College utilized data from the Florida Education and Training Placement Information Program to gather more specific information. The latest compilation of job placement rates reported by the FETPIP provided five years of data for each academic program level: Applied Technical Diploma (ATD) Program Graduate Outcomes [24] Apprenticeship (APPR) Program Graduate Outcomes [25] Associate of Arts (AA) Program Graduate Outcomes [26] Associate of Science (AS) Program Graduate Outcomes [27] Associate of Applied Science (AAS) Program Graduate Outcomes [28] Postsecondary Adult Vocational (PSAV) Program Graduate Outcomes [29] Postsecondary Vocational Certificate (PSVC) Program Graduate Outcomes [30] Vocational Program Summary Outcomes Report [31]
The institution evaluates state licensing examination pass rates. Student success in workplace preparation programs is demonstrated by passing rates on mandatory licensing and/or certification exams, so the college tracks these data carefully for the following programs: Cosmetology, Massage Therapy, Medical Assisting, Health Information Management, Occupational Therapy Assistant, Physical Therapist Assistant, Radiography, Respiratory Therapy, EMT, Paramedic, Correctional Officer, Basic Law Enforcement (Police Officer), Fire Science (Firefighter), Registered Nursing, Practical Nursing, Nursing Assistant, Dental Assistant, and Dental Hygiene.
State licensing pass rates are defined as the number of students tested, number of students passed, and percentage of students that have passed for each appropriate vocational program licensure examination. According to data for the 2010-2011 academic year, Dental Hygiene, Physical Therapist Assistant, and Radiography programs posted 100 percent passing rates. Many other programs achieved rates at 80 percent or above indicating that the programs of instruction were successfully preparing students for the discipline examination (DSC Licensure Pass Rates [32]). Information recieved from the testing agencies of the number of students tested and the number and percentage passed, is provided to the Office of Institutional Research by the individual academic programs for inclusion on a variety of reports. Each of the programs monitors its pass rate and reviews it during regularly scheduled Institutional Program Reviews. It is important to note that some program areas do not require state licensure, but offer an option for national certification. In either case, students sit for licensure and certification examinations and aggregate data is supplied to the college several times throughout the academic year. From 2008-2011, DSC program pass rates averaged 86 percent with 18 programs reporting.
Overall program pass rates: 2008-2009: 82.67% 2009-2010: 89.93% 2010-2011: 85.6%
Academic programs rely on external accrediting agencies to establish the threshold of acceptability for exam pass rates. In most cases the accrediting agency uses the state or national average pass rate as the standard for acceptability. For example, the National League of Nursing Accrediting Commission Standards and Criteria states for Outcome 6.5.1 that the “licensure pass rates will be at or above the national mean" (Excerpt from NLNAC Standards and Criteria [33]). The national mean is calculated by the National Council of State Boards of Nursing and posted on its website under the heading "Exam Statistics and Publications" (NCSBN Website - Exam Statistics and Publications [34]). The table below
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 364 of 400 compares pass rates for associate degree nursing graduates educated in the U.S. to associate degree nursing graduates educated at Daytona State College, and pass rates for practical nursing graduates in the U.S. to practical nursing graduates educated at Daytona State College. The college's licensure pass rates for nursing program graduates are consistently higher than the national average.
NCLEX-RN (1st Time Takers) NCLEX-RN (1st Time Takers) US Educated Daytona State College Associate Degree Nursing Graduates* Associate Degree Nursing Graduates** Calendar Year 2008 - National Mean = 86.2 2007-2008 Pass Rate = 91.7 Calendar Year 2009 - National Mean = 87.61 2008-2009 Pass Rate = 86.0 Calendar Year 2010 - National Mean = 86.46 2009-2010 Pass Rate = 89.7 Calendar Year 2011 - National Mean = 86.99 2010-2011 Pass Rate = 94.7
NCLEX-PN (1st Time Takers) NCLEX-PN (1st Time Takers US Educated Daytona State College Practical Nursing Graduates* Practical Nursing Graduates** Calendar Year 2008 - National Mean = 85.6 2007-2008 Pass Rate = 87.30 Calendar Year 2009 - National Mean = 85.72 2008-2009 Pass Rate = 85.9 Calendar Year 2010 - National Mean = 87.05 2009-2010 Pass Rate = 96.8 Calendar Year 2011 - National Mean = 84.83 2010-2011 Pass Rate = 98.5 *As reported by the National Council State Boards of Nursing **As reported by the Florida State Board of Nursing
The strategic plan for the Florida College System, approved by the State Board of Education in October 2012, includes the percentage of students taking and passing licensure exams as an indicator of college success [35]. The FCS has established as a performance target for 2017-2018 that 90.7 percent of students taking the NCLEX for registered nurses will pass and that 90.1 percent of students taking the NCLEX for practical nursing will pass. The current statewide baseline is 89.7 percent for the RN and 88.6 percent for the PN. Evidence shows that Daytona State College associate degree nursing and practical nursing graduates have exceeded both the baseline and the target.
The institution evaluates other means of demonstrating achievement of goals. Most students who pursue an associate of arts degree do so with the intention of continuing their education in pursuit of the bachelor’s degree. As another measure of student success, Daytona State College follows up on graduates who transfer to upper division programs within the Florida College System or State University System. Among DSC associate of arts graduates from 2009-2010 (based on a two-year tracking period), 75 percent were continuing their education, 61 percent of these were at a public or private university, and 39 percent were at a Florida state college (FETPIP Graduate Outcome Report [26]). Data collected show that DSC associate of arts graduates who enroll in upper division programs in the Florida State University System consistently maintain a higher average grade point average (3.03) than the average GPA of all A.A. transfers from Florida institutions (2.92) (FCS Accountability Report, Outcome Measure 2: A.A. Degree Transfers to the State University System [36]).
The college administers an alumni survey each year to determine whether graduates are employed in their field or continuing their education. Graduates are asked to rate their experience at the college and to indicate whether they felt prepared for employment. This information along with graduates' responses to a number of other questions provides indirect measures of mission attainment. The most recent survey was administered in 2011 to 2009-2010 graduates, with a response rate of 18 percent. Results are provided [37]. Of the graduates who responded to the survey: 97 percent felt DSC prepared them to continue their education
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 365 of 400 66 percent felt DSC prepared them for their current occupation 80 percent of the respondents found their first full-time job within three months of graduation 62 percent felt their current occupation was related to their major at DSC.
Student achievement data are used to evaluate programs and support continuous improvement. The Office of Institutional Research provides quantitative and analytic information to support planning, decision making, and resource allocation (DSC Website – Office of Institutional Research [38]). IR compiles, publishes, and disseminates student achievement data; prepares and submits federal state accountability reports; prepares data for internal analysis; administers college wide surveys; and generates ad hoc reports. Many reports, including enrollment and headcount information, are available on the IR website (DSC Website – IR Facts and Figures [39]).
Each year the Core Performance Indicators report is reviewed by the president and senior executive staff and presented to the District Board of Trustees. Results are also presented to the Planning Council and several of the Planning Council committees. The committees review and analyze the data and recommend to the Planning Council new or enhanced programs and strategies to improve student achievement. In 2010-2011 the Planning Council's Operational Effectiveness and Accountability Committee reviewed the Core Performance Indicators data for graduation, retention, and success and, based on the college’s mission to emphasize student success, as well as on recent national and state initiatives to increase community college graduation rates, recommended to the Planning Council that a college wide, research-based retention plan be developed and implemented (2010-2011 Planning Council Proposal [40]). The recommendation was approved and an ad hoc Retention Task Force was established. The following year, the Retention Task Force submitted its 2012-2013 Retention Plan to the Planning Council, which incorporated statewide graduation, retention, and success measures and recommended proactive services to increase retention by one percent across the college (2012-2013 Retention Plan [41]). One of the recommended actions was to establish better communication with students with regard to academic advising.
Improving the effectiveness of academic advising as a retention strategy was assigned to the Planning Council's Enrollment Development Committee. After reviewing several options, the committee recommended to the Planning Council that the college establish intrusive advising techniques by purchasing Grades First, retention software that includes an early intervention system that allows students the option to be contacted by email, text message or a FERPA compliant Facebook application (Enrollment Development Committee - Grades First Proposal [42]). The system was purchased in spring 2012 and implementation began in fall 2012. The impact of the software on student retention will be carefully monitored by the Academic Advising Department and reported to the Planning Council.
Each academic program undergoes an Instructional Program Review every three years (College Procedure 402(e), Criteria for Evaluating Instructional and Instructional Support Programs [43]). The IPR process ensures that all units of the college regularly examine their successes and failures and develop plans to assure continuous improvement. The IPR includes a comprehensive look at all aspects of the department or program, including course enrollment data; course success and retention rates, with comparative state data; program headcount data, program graduate data, program demographic data, and faculty ratio data. Programs under review produce reports that are reviewed by a committee; the committee makes recommendations for improving student achievement, and the results are presented to and reviewed by the Planning Council (IPR Report to Planning Council [44]). The IPR committee conducts follow up to ensure that recommendations are implemented and have the desired impact on student success. Reports are attached for 14 academic programs or departments as samples of reviews that have been completed within the past three years. The associate of arts degree program [45] is included as well as several departments that are part of the AA program (Behavioral and Social Sciences [46], Modern Languages [47], Health and Wellness [48], Mathematics [49], Music/Entertainment/Art [50], and Sciences [51]). Other reports include the Honors College [52], Plumbing (Apprenticeship) [53], Electronics Engineering (AS degree) [54], Photographic Technology (AS degree) [55], Supervision and Management (BAS degree) [56], Medical Assisting (Vocational Certificate) [57], and Dental Assisting (Vocational Certificate) [58].
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 366 of 400 The college's assessment and accountability plan is in compliance with educational best practices, SACSCOC guidelines, and Florida Statute 1008.45, Florida College System Institution Accountability Process [59].
Evidence [1] College Policy 1.02 Institutional Mission Statement [2] FCS Lower Division Accountability - 5 Year Summary [3] FCS Baccalaureate Accountability - 2012 [4] Core Performance Indicators 2011-2012 [5] FSC Accountability M1 P1 - 2011 [6] Fall Headcount by Age [7] Fall Headcount by Campus [8] Fall Headcount by Citizenship CC [9] Fall Headcount by Gender [10] Fall Headcount by Program and Course Category [11] Fall Headcount by Race Ethnicity [12] Annual FTE by Campus [13] Annual FTE by Program and Course Category [14] Fall FTE by Program and Course Category [15] College Prep Course Success Rates [16] Core Performance Indicators 2011-2012 - Course Success Rates [17] FSC Accountability M4 P1 - 2011 [18] Core Performance Indicators 2011-2012 - Graduation Rates [19] Core Performance Indicators 2011-2012 - Retention Rates [20] Core Performance Indicators 2011-2012 - Success Rates [21] Core Performance Indicators 2011-2012 - Graduates by Degree [22] DSC Graduates by Major [23] FSC Accountability M1 P2 - 2011 [24] FETPIP ATD Completers Trends by Year [25] FETPIP APPR Completers Trends by Year [26] FETPIP AA Graduate Outcomes [27] FETPIP AS Completers Trends by Year [28] FETPIP AAS Completers Trends by Year [29] FETPIP PSAV Completers Trends by Year [30] FETPIP PSVC Completers Trends by Year [31] FETPIP Program Trend Summary [32] Core Performance Indicators 2011-2012 - Licensure Pass Rates [33] Excerpt - NLNAC Standards and Criteria [34] NCSBN Exam Statistics & Publications [35] FCS Strategic Plan - Student Success Performance Target [36] FSC Accountability M2 - 2011 [37] 2009-2010 Alumni Survey Report [38] DSC Website - Office of Institutional Research
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 367 of 400 [39] DSC Website - Institutional Research - Facts & Figures [40] Proposal to Planning Council - Retention Plan [41] 2012-2013 Retention Plan [42] Enrollment Development Committee Proposal - Grades First [43] College Procedure 402(e) Criteria for Evaluating Instructional and Instructional Support Programs [44] Instructional Program Review - Final Report 2011-2012 [45] IPR Report - Associate of Arts 2011-2012 [46] IPR Report & Eval Behavior and Social Sciences 2011-2012 [47] IPR Report & Eval Modern Languages 2011-2012 [48] IPR Report & Eval Health and Wellness 2011-2012 [49] IPR Report & Eval Mathematics 2011-2012 [50] IPR Report & Eval Music, Entertainment and Art 2011-2012 [51] IPR Report - Sciences (AA) 2011-2012 [52] IPR Report - Honors College 2011-2012 [53] IPR Report - Plumbing (Apprenticeship) 2010-2011 [54] IPR Report & Eval Electronics Engineering Technology 2009-2010 [55] IPR Report & Eval Photographic Technology 2011-2012 [56] IPR Report & Eval BAS - Supervision and Management 2009-2010 [57] IPR Report & Eval Medical Assisting 2010-2011 [58] IPR Summary Dental Sciences 2011-2012 [59] FS 1008.45 Florida College System Institution Accountability Process
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 368 of 400
4.2 The institution's curriculum is directly related and appropriate to the mission and goals of the institution and the diplomas, certificates or degrees awarded. (Program curriculum)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College’s curriculum is directly related and appropriate to the mission and goals of the institution. The following mission statement was approved by the District Board of Trustees in June 2005 (College Policy 1.02, Institutional Mission Statement [1]).
Daytona State College, a comprehensive public college, provides access to a range of flexible programs from community enrichment to the baccalaureate degree, emphasizing student success, embracing excellence and diversity, as well as fostering innovation to enhance teaching and learning.
To fulfill its mission, the college established institutional goals that further define the programs to be offered (College Policy 1.03, Institutional Goals [2]). All programs at the college support the mission and one or more of the institutional goals described in College Policy 1.03. Curriculum alignment with the goals is summarized below.
GOAL 1. Serve as an entry point for baccalaureate degrees and advanced levels of employment by offering a variety of two-year associate of arts and associate of science degree programs.
Curriculum alignment: The associate of arts degree is for students interested in pursuing a four-year bachelor's degree. The A.A. degree consists of a common core of general education courses and elective courses. The 36 semester hours of core general education credits required for the A.A. degree articulate directly into all universities in the Florida State University System, and are a completion requirement for all bachelor’s degree students in the Florida College System and the State University System. Daytona State offers 65 A.A. advising tracks for students interested in particular programs of study at Florida public universities (Academic Program Code Listing [3]), and participates in the Statewide Course Numbering System [4], allowing students to easily transfer their credits to other public colleges and universities in Florida. Students are encouraged to earn their bachelor’s degree following completion of their associate degree from Daytona State.
The college offers 34 associate of science degrees that prepare students for careers requiring specialized college-level training. The programs are tailored for immediate entry into business, health, human services, engineering technology, nursing, computer science, technical, and public services careers (Academic Program Code Listing, p. 2 [5]). All A.S. degrees offered at Daytona State articulate with the bachelor of applied science degree, many of them articulate to the bachelor of science in engineering technology degree, and eight of the A.S. degrees are part of the Florida Statewide Career Ladder Agreement, also referred to as the A.S. to Baccalaureate Articulation Agreement [6]. The College’s photography program is an example of a strategically aligned articulation with the University of Central Florida (Best Practices - Photography 2+2 Seamless Transition [7]).
GOAL 2. Offer baccalaureate degrees authorized by law.
Curriculum alignment: Florida Statute 1007.33, Site-determined Baccalaureate Degree Access [8], authorized state colleges to offer four-year degree programs that are based on workforce needs and increase local access to four-year educational opportunities. In keeping with its mission to “provide access” and to offer a “range of programs," Daytona State College sought approval from the Florida State Board of Education in 2005 to offer its first baccalaureate degree, the Bachelor of Applied Science in Supervision and Management. The college followed the process established by FAC 6A-14.095, Site-determined Baccalaureate Access [9], for submitting proposals and obtaining approval to offer new baccalaureate programs for which there is sufficient need, demand, and economic impact. The college was approved to offer the BAS by the State Board of Education [10],
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 369 of 400 received approval from SACSCOC for a substantive change to Level II status [11], and began offering upper-division courses in spring 2006. Since then, the college has added five Bachelor of Science in Education programs and a Bachelor of Science in Engineering Technology program with two optional concentration areas (DSC Catalog - Bachelor's Degrees [12]).
GOAL 3. Provide career education, preparation, and training for employment.
Curriculum alignment: To prepare students for jobs, the college offers certificate programs that require one year or less of training. Most certificate programs are offered for vocational credit, although some college certificate programs serve as curriculum pathways to associate of science degrees (DSC Catalog – Vocational Certificate Programs [13]; DSC Catalog – A.S. Certificate Programs [14]; Technology Programs – Curriculum Pathways [15]). Occupational advisory committees, comprised of technical experts and business leaders, give input on the college’s curriculum and program outcomes to ensure that they are aligned with business and industry standards (Examples of Advisory Committee Meeting Minutes - BAS [16], College of Education [17], Computer Science [18], Respiratory Care [19]).
GOAL 4. Offer a broad range of adult education courses and programs leading to improved literacy levels, proficiency in English, and a high school diploma/GED, as well as preparatory instruction to develop college-level success skills.
Curriculum alignment: The college offers an adult high school program that follows the state of Florida high school graduation requirements. Classes are offered during day and evening hours, and eligible students can earn both college and high school credit through dual enrollment. The Adult Basic Education program helps students improve their reading, writing, and math skills to enable them to successfully complete a high school diploma, GED or transition to college. The GED program offers classes both day and night on five campuses and at a variety of community locations to prepare students to pass the five-part GED exam (reading, language arts writing, social studies, math, and science) and earn a state of Florida High School Diploma. At the Deltona instructional site, GED classes are available in Spanish. The ESOL classes at Daytona State offer students with little or no English speaking ability the opportunity to learn English through a series of classes. Students gain English skills through reading, writing, listening, and speaking (DSC Catalog - Adult Education [20]).
All students entering Daytona State take a state-approved placement test unless they can demonstrate appropriate coursework, or acceptable Advanced Placement, SAT or ACT scores that exempt them from the college preparatory program. The results of the placement test are used to place students into appropriate courses to ensure their academic success. Students who score below the minimum scores on one or more sections of the placement test complete college preparatory courses before they enroll in college-level courses. Developmental or preparatory courses are offered in English, reading, and mathematics (DSC Catalog - College Preparatory Programs [21]).
GOAL 5. Provide a general education program that uses the context of humanities, social sciences, and natural sciences to develop academic knowledge and skills in reading, writing, critical thinking, and mathematics.
Curriculum alignment: General education at Daytona State College constitutes the academic preparation for participation in a diverse society and is the basis for life-long learning (DSC Catalog - General Education Mission Statement [22]). Through the general education curriculum, students acquire the skills necessary for: Critical/Creative Thinking Communication Cultural Literacy Information and Technical Literacy
General education requirements comprise an important part of the hours necessary for all degrees and meet or exceed the SACSCOC requirements. Florida Administrative Rule 6A-10.024 (4a) [23] requires
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 370 of 400 36 semester hours of general education courses for the associate of arts and baccalaureate degree, and a minimum of 15 hours of general education courses for associate of science degrees. The state-mandated 36 hours of general education for the A.A. and bachelor's degree are distributed in the following areas:
General Education Requirements for the A.A. and Bachelor's Degrees Communications (English) 9 credits Mathematics 6 credits Sciences (Biological & Physical) 6 credits Humanities, Cultural & Aesthetic 3 credits Behavioral & Social Sciences 3 credits Health & Wellness 3 credits Political, Economic & Business 3 credits Historical & Global 3 credits TOTAL GENERAL EDUCATION 36 credits
GOAL 6. Provide a broad range of administrative, academic, and support services that create an environment conducive to teaching, learning, and student success.
Curriculum alignment: The college offers academic support services, student support services, and administrative support services that maximize the potential for success of its students. Academic support services include tutoring, advising, mentoring, internships, and job shadowing experiences, and are described in detail in Comprehensive Standard 3.4.9, Academic Support Services. Student support services include admissions, enrollment, academic advising, financial aid, records and registration, student activities, intercollegiate athletics, services for students with disabilities, career counseling, and other services described in Core Requirement 2.10. Administrative services ensure that qualified human resources, adequate physical facilities, appropriate technological resources, and sufficient office materials and learning resources are available when and where needed to support the teaching and learning environment.
Academic and student support services are designed to support the needs of all students regardless of academic program or level, course delivery method (traditional, online, or hybrid), or instructional location.
GOAL 7. Offer enrichment and lifelong learning opportunities for students and the community through cultural, social, civic, wellness, and athletic activities.
Curriculum alignment: Students and community members enjoy enrichment opportunities offered by the college. Cultural programming is provided by the Southeast Museum of Photography [24], the WDSC-TV 15 broadcasting station [25], and the Mike Curb College of Music, Arts, and Entertainment [26]. Musical concerts, dance, drama, and art are showcased by students and faculty in the performing arts program for the enjoyment of the community (News Journal Center - Calendar of Events [27]). The WISE Program (Wisdom in Senior Education [28]) offers monthly educational events of interest to general audiences. Civic engagement is encouraged among students and employees through service learning opportunities. The Fitness Center [29] and athletics programs (both intramural [30] and intercollegiate [31]) promote health and wellness. Many of these programs and services are highlighted in the narrative for Comprehensive Standard 3.4.2, Continuing education/service programs.
GOAL 8. Establish partnerships with schools, higher education institutions, business, and the public sector designed to promote community and economic development.
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 371 of 400 Curriculum alignment: The college offers dual enrollment opportunities to high school students and engages in a number of partnerships with local schools and colleges (DSC Catalog - Dual Enrollment [32]). DSC coordinates U.S. Department of Education-funded TRiO programs to help middle school and high school students graduate and prepare for college (DSC Website - TRiO Educational Talent Search and Upward Bound Programs [33]). As part of the Reading Practicum course, DSC School of Education students provide free tutoring to another Title I school in an after-school program four days a week for eight weeks each semester (School of Education - Reading Practicum [34]). The School of Education collaborated with Bethune Cookman University and the Volusia and Flagler County School Districts to submit a proposal for a $450,000 STEM grant to improve middle school teachers' skills through staff development. The School of Education participates in the Career Connection Consortium Business Cadre of Volusia County that is an organization of nearly 200 business partners that work with thousands of students in Volusia County Schools’ business and career academies (School of Education - Established Partnerships [35]).
DSC partners with the business sector through its occupational advisory committees for technical and health services programs that help ensure that academic programs are preparing students for the workplace. The Center for Business and Industry [36] develops customized training programs to meet the needs of local businesses. At the request of the community, the College participates in economic development and has a seat on the board of directors of Team Volusia [37], a public-private economic development partnership.
The college curriculum is directly related and appropriate to the diplomas, certificates, and degrees awarded. Faculty design and validate academic curricula that is consistent with current community need, state mandates, industry standards, and/or state licensing guidelines. New programs, new courses, program modifications, and course modifications undergo a rigorous development, review, and approval process (College Procedure 402(a), Curriculum Development [38]). The primary responsibility for this process is in the hands of the faculty through the Curriculum Committee, which includes faculty representation from all academic areas (Curriculum Committee By-laws [39]). New courses and programs undergo an extensive review and approval process that begins with faculty and culminates with the board of trustees. The process the college uses for developing or revising curriculum, Curriculum Development – Steps in the Process [40], ensures that academic programs align with the Florida Department of Education, Workforce Education Standards, Benchmarks and Frameworks (FDOE Website - Curriculum Frameworks [41]). Every course that is offered must be applicable toward the completion of one or more current programs of study, and every program of study aligns with a curriculum framework. This alignment prevents the creation of courses that are outside the scope of the college mission and goals.
Each of the college’s academic programs is subject to a formal program review process every three years that addresses enrollment, graduation and placement; student learning outcomes and assessments; faculty qualifications, service and support; financial resources, facilities and equipment; and appropriateness of the curriculum. The instructional program review ensures that curricula are appropriate, relevant, and consistent with the mission and purpose of the college (IPR Schedule of Reviews [42]; IPR - 2011-2012 Reviews [43]; A.S. Program Report Form [44]).
The college also adheres to established guidelines for articulation between and among universities, state colleges, and school districts (FAC 6A-10.024 [23]). Statewide articulation agreements provide students with seamless articulation for course prerequisites, common general education requirements, and course transferability between state colleges and state universities. Program guides for each degree, diploma and certificate delineate the requirements for completion and are available in the College Catalog; examples are provided for each academic level offered at DSC (Program Guides: A.A. [45], A.S. [46], B.S. [47], Certificate [48]).
The curriculum of the college is directly related to the mission and goals of the institution and is appropriate and consistent with good practices in higher education for institutions with similar certificate and degree programs. The curriculum is developed by faculty through a well-developed process and is reviewed on a consistent and regular basis.
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 372 of 400
Evidence [1] College Policy 1.02 Institutional Mission Statement [2] College Policy 1.03 Institutional Goals [3] Academic Program Code Listing [4] FDOE Website - Statewide Course Numbering System [5] Academic Program Code Listing [6] AS to Baccalaureate Agreements [7] School of Photography Best Practice 2+2 Seamless Transition DSC-UCF [8] FS 1007.33(4) Site-Determined Baccalaureate Degree Access [9] FAC 6A-14.095 Site Determined Baccalaureate Access [10] 2005-04-19 State Board of Education Meeting Minutes [11] 2006-01-05 SACSCOC Letter - Level II Status [12] DSC Catalog - Bachelor's Degrees [13] DSC Catalog - Vocational Certificate Programs [14] DSC Catalog - AS Certificate Programs [15] Technology Programs - Curriculum Pathways [16] BAS Advisory Committee Meeting Minutes [17] 2011-05-12 College of Education Advisory Committee Meeting Minutes [18] 2011-11-03 Computer Science Advisory Meeting Minutes [19] 2012-03-12 Respiratory Care Advisory Committee Meeting Minutes [20] DSC Catalog - Adult Education [21] DSC Catalog - College Preparatory Program [22] DSC Catalog - General Education Mission Statement [23] FAC 6A-10.024(3,4,5) Articulation Between and Among Universities, Community Colleges and School Districts [24] DSC Website - Southeast Museum of Photography [25] DSC Website - Center for Interactive Media WDSC-TV 15 [26] DSC Website - The Arts Home Page [27] DSC Website - News-Journal Center Calendar of Events [28] WISE 2012 Spring Calendar of Events [29] DSC Website - Fitness Center [30] Intramural Sports Schedule Poster [31] DSC Website - Athletics [32] DSC Catalog - Dual Enrollment [33] DSC Website - TRiO Educational Talent Search and Upward Bound [34] School of Education - Reading Practicum [35] School of Education - Established Partnerships [36] DSC Website - Center for Business and Industry [37] Team Volusia Board Members [38] College Procedure 402(a) Curriculum Development [39] Curriculum Committee Bylaws [40] Curriculum Development - Steps in the Process
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 373 of 400 [41] FDOE Website - Curriculum Frameworks [42] IPR Schedule of Reviews [43] 2011-2012 Instructional Program Review - Programs to be Reviewed [44] IPR AS Degree Report [45] Program Guide - Associate of Arts [46] Program Guide - AS Computer Engineering Technology [47] Program Guide - BS Elementary Education [48] Program Guide - Vocational Certificate - Air Conditioning, Refrigeration, and Heating Technology
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 374 of 400
4.3 The institution makes available to students and the public current academic calendars, grading policies, and refund policies. (Publication of policies)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative The Daytona State College academic calendar, grading policies, and refund policies are disseminated through a variety of media. The college informs the public and students of its academic calendars, grading policies, refund policies, and other related college policies and procedures using various media to ensure that the information is widely and easily accessible. Publications are made available in print and in electronic format; information is distributed by the college’s Division of Student Development and Institutional Effectiveness and is available in the student affairs offices on each of the college’s instructional sites. Distance education students can access the information through the college website.
Daytona State College annually develops and publishes a comprehensive academic calendar. Academic calendars are available to students and the public through the Daytona State College website (DSC Website - Homepage [1]) and the College Catalog (DSC Catalog [2]). The calendar includes all registration dates; beginning and end dates of each term for a semester (16-week, 15-week, two 7-week terms, and adult education classes); deadlines for adjusting course schedules, changing grades from the previous semester and applying to graduate; all holidays; and the date grades are due and diplomas mailed. The calendar for spring semester includes the date of commencement ceremonies. Academic calendars are attached for Fall 2010 [3]; Spring, Summer, and Fall 2011 [4]; Spring, Summer, and Fall 2012 [5]; Spring and Summer 2013 [6].
The college publishes grading policies and makes them available to students and the public. The Enrollment Services home page offers a dropdown menu for Records that links directly to the College Catalog and information about the Grading System of the college, including grading policies, the grade points that are assigned to a letter grade used for calculating Grade Point Average, and definitions of terms and abbreviations for grades not used to calculate GPA (DSC Catalog - Grading System [7]). College policy determines the grades faculty can assign (A, B+, B, etc). All academic programs use the standard grading scale (100-90 = A; 89-80 = B, 79-70 = C, etc.) except the nursing program, which has adopted a more stringent grading scale. College Policy 4.01, Course Syllabus [8], states that an instructor’s grading/evaluation procedures will be included in the course syllabus. The template that faculty use to create a course syllabus includes information about the grading policies of the college on pages 4 and 5 (Syllabus Template [9]).
Refund policies are published online, and are available to students and the public. Information about when and how students may receive refunds and how to initiate refunds is based on Policy 5.03, Budget [10], and Procedure 503(o), Student Refunds [11]. According to Policy 5.03, students can obtain information about refunds in the College Catalog. The process is facilitated by the Office of Registration and Records. Policy 503(o) explains when a student is eligible for a refund, processing and disbursement parameters, and when and how a student can initiate an administrative appeal to get a refund. The Policy Manual and Procedure Manual are available online to all employees; print copies are available on request.
To comply with Policy 5.03 and make the information easily accessible to students and the public, the College Catalog includes detailed information under the heading Refund Guidelines (DSC Catalog - Refund Guidelines [12]). Additional access to information about refunds is provided on the college website. An overview of the refund policies and procedures is provided on the Student Accounts page, along with information about what a student should do if an expected refund is not received (DSC Website - Refunds [13]). The college has partnered with a banking company to disburse all student refunds, allowing students to receive their refunds on their Daytona State OneCard (DSC Catalog - OneCard [14]).
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 375 of 400 Information on the college website and in the catalog is accessible online with Internet access. Print copies of all policies, procedures, guidelines, and other information relevant to students with regard to academic calendars, grading, and refunds can be obtained on request at the FalconCenter on any campus.
Evidence [1] DSC Website - Homepage - Academic Calendars [2] DSC College Catalog 2012-2013 - Academic Calendars [3] 2010 Academic Calendars [4] 2011 Academic Calendars [5] 2012 Academic Calendars [6] 2013 Academic Calendars [7] DSC Catalog - Grading System [8] College Policy 4.01 Course Syllabus [9] Syllabus Template [10] College Policy 5.03 Budget [11] College Procedure 503(o) Student Refunds [12] DSC Catalog - Refund Guidelines [13] DSC Website - Refunds [14] DSC Catalog - OneCard
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 376 of 400
4.4 Program length is appropriate for each of the institution's educational programs. (Program length)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Educational programs at Daytona State College are appropriate in length. Daytona State College confers degrees at the associate of arts, associate of science, and baccalaureate levels. Associate degree programs are comprised of 60 or more semester credit hours. Baccalaureate degrees are comprised of 120 or more semester hours and are 2+2 programs. Postsecondary program length at DSC complies with standards established by SACSCOC and incorporated into state statute and administrative rule (FS 1007.25, General Education Courses, Common Prerequisites, Other Degree Requirements [1]; FAC 6A-10.024, Articulation Between and Among Universities, Community Colleges and School Districts [2]; and FAC 6A-14.030, Instruction and Awards in Community Colleges [3]).
The length of programs does not vary outside of accepted practices. The number of college-credit semester hours for associate of arts, associate of science, and baccalaureate degree programs, including the number of semester hours of general education coursework is established by the state of Florida in compliance with SACSCOC requirements. The Florida Department of Education Division of Florida Colleges and Division of Career and Adult Education determine program length for the Florida College System. Program length established by the FDOE is accepted as policy by the institution. Three Florida Department of Education documents prescribe the program length for all A.S., college credit, vocational, and apprenticeship programs: Community College Programs with Standard Program Length [4]; Postsecondary Programs with Standard Program Length and Occupational Completion Points [5], and Reporting of Postsecondary Adult Vocational Certificates including Apprenticeship Programs [6].
Program length for college credit certificates and postsecondary adult vocational certificates is expressed in semester credit hours or instructional contact hours and varies according to the course work and the time it takes to master the subject matter. For example, respiratory care programs require 76 semester hours, associate degrees in nursing require 72 hours, and early childhood education degrees require 63 semester hours (2012-2013 Community College Program Length [4]). The length of vocational programs is established by contact or clock hours converted to vocational credits: one vocational credit is equal to 30 clock hours. For example, the Automotive Service Technology Certificate requires 60 vocational credits or 1,800 contact/clock hours. The Fire Fighter Certificate requires 13.27 vocational credits or approximately 398 contact/clock hours, and the Advanced Automotive Technology Certificate requires 33.33 vocational credits or 1,000 contact/clock hours (2012-2013 Postsecondary Program Length and OCPs [5]).
To ensure that the length of each educational program is appropriate, the Florida Division of Career and Adult Education convenes statewide committees comprised of educators, administrators, and industry partners. The committees consider state licensing requirements, industry standards, external accreditation agency requirements, and accepted educational practices in determining appropriate program length. The committees develop a curriculum framework for each program that outlines the program purpose, length, articulation, and outcomes. The frameworks are reviewed and approved by the Division of Florida Colleges. Daytona State College faculty and department chairs serve on the statewide committees (Faculty Serving on State Curriculum Committees [7]). A sample of six curriculum frameworks is provided along with corresponding academic program guides found in the Daytona State College Catalog (Curriculum frameworks: A.S. Hospitality Management [8], A.S. Nursing [9], A.S. Dental Hygiene [10]; A.S. Business Administration [11], College Credit Certificate - Business Management [12], Vocational Certificate - Automotive Collision Repair and Refinishing [13]); (Program Guides: A.S. Hospitality Management [14], A.S. Nursing [15], A.S. Dental Hygiene [16], A.S. Business Administration [17], College Credit Certificate - Business Management [18], Vocational Certificate - Automotive Collision Repair and Refinishing [19]). Program length is consistent in both the framework and the program guide.
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 377 of 400 As stipulated by FS 1007.25 [1],“A baccalaureate degree shall require no more than 120 hours of college credit, including 36 semester hours of general education coursework, unless prior approval has been granted by the State Board of Education for baccalaureate degree programs offered by community colleges." The application submitted by Daytona State College to the SBOE requesting approval to offer the Bachelor of Science in Engineering Technology degree indicated a program length of 128 semester hours in the executive summary (BSET Application, p. 3, Academic Content [20]). The request to extend the program length eight semester hours beyond the required 120 hours was made so that mastery of necessary program outcomes, determined by faculty, could be achieved. The SBOE approved the 128-semester-hour Bachelor of Science in Engineering Technology program during its May 18, 2010, State Board of Education meeting (2010-05-18, SBOE meeting minutes, p. 6 [21]).
At Daytona State College, the length of a program is the same regardless of the format(s) used for course delivery (i.e., face-to-face, online, or hybrid). The Florida College System Personnel Data Base Dictionary of Data Elements, 2012-2013, describes and defines instructional delivery and technology delivery indicators (Excerpt from FCS Personnel Data Base - Instructional Delivery Methods [22]). The dictionary used by all colleges in the system indicates that “Distance Learning” occurs when “80% or more of the direct instruction of the course is delivered using some form of technology when the student and instructor are separated by time, space or both”. The term “Hybrid Blend” is used for courses in which “30-79% of the direct instruction of the course is delivered using some form of technology when the student and instructor are separated by time, space or both”. Courses at Daytona State are coded according to the data elements defined by the state for data reporting. Based on FCS data element and SACSCOC definitions, 30 programs are offered at Daytona State College whereby 50 percent or more of the courses are delivered through distance learning (Distance Learning Programs [23]). These online programs have the same standard program length as prescribed by the state in the Florida State College list of Community College Programs with Standard Program Length [4] or have been approved for extended hours.
A list of programs offered by the college in fall 2012 is provided below that indicates the length of each program, including those in different delivery format.
Daytona State College: 2012-2013 Degree Program Length Baccalaureate Degree Programs Program Face-to Hybrid Online Length in Face (50%+) Delivery Credit Hrs Delivery Delivery Bachelor of Applied Science in 120 N/A 120 120 Supervision and Management Bachelor of Science in Education - 120 120 120 120 Elementary Education Bachelor of Science in Education - 120 120 120 120 Exceptional Education Bachelor of Science Education - 120 120 120 120 Secondary Biology Education Bachelor of Science in Education - 120 120 120 120 Secondary Earth/Space Science Education Bachelor of Science in Education - 120 120 120 120 Secondary Mathematics Education Bachelor of Science in Engineering 128* N/A 128 128 Technology (BSET) Bachelor of Science in Engineering N/A 128 128
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 378 of 400 Technology - Electrical Engineering 128* Technology Concentration Bachelor of Science in Engineering N/A 128 128 Technology - Information Systems 128* Technology Concentration * Program length was approved by the State Board of Education. N/A: Non-Applicable
Program Face-to Hybrid Online Associate of Arts Degree Length in Face (50%+) Delivery Programs Credit Hrs Delivery Delivery Associate of Arts 60 60 60 60
Program Face-to Hybrid Online Associate of Science Degree Length in Face (50%+) Delivery Programs Credit Hrs Delivery Delivery Accounting Technology 64 64 64 64 Architectural and Building Tech 64 64 N/A N/A Business Administration 64 64 64 64 Computer Engineering 68 68 68 68 Technology Computer Information Tech 63 63 63 63 Computer Programming and Analysis (Software Engineering 63 63 63 63 Technology) Criminal Justice Technology 64 64 N/A N/A Bridge Culinary Management 64 64 N/A N/A Dental Hygiene 88 88 N/A N/A Drafting and Design Technology 62 62 N/A N/A (CAD) Early Childhood Education 63 63 N/A N/A Electronics Engineering Tech 68 68 N/A N/A Emergency Medical Services 73 73 N/A N/A Environmental Science Tech 64 64 N/A N/A Fire Science Technology 60 60 N/A N/A Health Information Technology 70 70 N/A N/A Hospitality Management 64 64 N/A N/A Human Services (Addictions 73 73 N/A N/A Specialization) Industrial Management Tech 60 60 N/A N/A Interior Design Technology 75 75 N/A N/A
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 379 of 400 Internet Services Technology 63 63 63 63 Music Production Technology 64 64 N/A N/A (Audio/Recording) Networking Services Technology 63 63 N/A N/A Nursing (Associate Degree) 72 72 N/A N/A Nursing (Transition Into 72 72 N/A N/A Profession) Occupational Therapy Assistant 70 70 N/A N/A Office Administration 63 63 63 63 Office Administration (Medical 63 63 63 63 Transcription Option) Paralegal Studies (Legal 64 64 64 64 Assisting) Photographic Technology 64 64 N/A N/A Physical Therapist Assistant 74 74 N/A N/A Radiography 77 77 N/A N/A Respiratory Care 76 76 N/A N/A Simulation and Robotics Tech 68 68 N/A N/A
College Credit Certificate Program Face-to Hybrid Online Programs Length in Face (50%+) Delivery Credit Hrs Delivery Delivery Accounting 27 27 27 27 Applications/Computerized Accounting Technology 18 18 18 18 Operations - Tax Preparation Addictions Studies Specialization 39 18 N/A N/A Audio/Recording Technology 15 15 N/A N/A AutoCAD Foundations 15 15 N/A N/A (Architectural) AutoCAD Foundations (Engr) 15 15 N/A N/A Business Management 24 24 24 24 Business Operations - 18 18 18 18 Entrepreneurship Cable Installation 12 12 12 12 Computer Engineering 12 15 N/A N/A Technology Cisco (CCNA) Computer Programming 33 33 N/A N/A Computer Specialist 27 27 N/A N/A Drafting and Design Technology 24 24 N/A N/A Human Services Assistant Spec. 27 27 N/A N/A Information Technology Admin. 18 18 N/A N/A
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 380 of 400
Information Technology Analysis 27 27 N/A N/A Information Technology Mgmt 30 30 N/A N/A Information Technology Support 18 18 N/A N/A Specialist Information Technology Tech 21 21 N/A N/A Interior Design Technology - 39 39 N/A N/A Kitchen and Bath Specialization Medical Information Coder/Biller 34 34 N/A N/A Microcomputer Repairer/Installer 15 15 N/A N/A Network Communications (LAN) 18 18 N/A N/A Network Communications (WAN) 18 18 N/A N/A Network Systems Developer 41 41 N/A N/A Office Management 27 27 27 27 Office Management (Medical Opt) 34 34 34 34 Office Support (Technical Cert.) 12 12 12 12 Paramedic 42 42 N/A N/A Sales - Entrepreneurship 12 12 N/A N/A Television Studio Production 12 12 N/A N/A Web Development Specialist 35 35 35 35 Wireless Communications 18 18 N/A N/A
Applied Technology Diploma Program Face-to Hybrid Online Programs Length in Face (50%+) Delivery Credit Hrs Delivery Delivery Emergency Medical Technician 11 11 N/A N/A Medical Record Transcribing 33 33 N/A N/A
Career and Technical Program Face-to Face Hybrid Online Education (Vocational) Length in Delivery (50%+) Delivery Certificate Programs Clock Hrs* Delivery Advanced Automotive Technology (Performance 1000 1000 N/A N/A Engine Specialization) Air Conditioning, Refrigeration 1000 1000 N/A N/A and Heating Mechanic Air Conditioning, Refrigeration 1350 1350 N/A N/A and Heating Technology Automotive Collision Repair 1400 1400 N/A N/A and Refinishing Automotive Service Tech 1800 1800 N/A N/A Correctional Officer Recruit 420 420 N/A N/A Training
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 381 of 400 Cosmetology 1200 1200 N/A N/A Culinary Operations - Baking 600 600 N/A N/A and Pastry Specialization Dental Assisting 1230 1230 N/A N/A Fire Fighter 398 398 N/A N/A Law Enforcement Recruit 770 770 N/A N/A Training Machining 750 750 N/A N/A Massage Therapy 750 750 N/A N/A Medical Assisting 1300 1300 N/A N/A Patient Care Assistant 290 290 N/A N/A Practical Nursing 1350 1350 N/A N/A Surgical Technology 1330 1330 N/A N/A Welding Technology (Applied) 725 725 N/A N/A
Apprenticeship Programs Program Face-to Face Hybrid Online Length in Delivery (50%+) Delivery Clock Hrs* Delivery Early Childhood Education 4000 4000 N/A N/A Apprentice Electrical Apprentice - 8000 8000 N/A N/A Non-Union Electrical Apprentice - Union 8000 8000 N/A N/A *30 clock hours = 1 vocational credit
Evidence [1] FS 1007.25 General Education Courses, Common Prerequisites, Other Degree Requirements [2] FAC 6A-10.024 Articulation Between and Among Universities, Community Colleges and School Districts [3] FAC 6A-14.030 Instruction and Awards in Community Colleges [4] 2012-2013 Community College Program Length [5] 2012-2013 Postsecondary Program Length [6] 2012-2013 Postsecondary Adult Vocational Certificates with Apprenticeships [7] Faculty Serving on State Curriculum Committees [8] Curriculum Framework - AS Hospitality Management [9] Curriculum Framework - AS Nursing [10] Curriculum Framework - AS Dental Hygiene [11] Curriculum Framework - AS Business Administration [12] Curriculum Framework - Certificate Business Management [13] Curriculum Framework - Vocational Certificate - Automotive Collision Repair and Refinishing [14] Program Guide - AS Hospitality Management [15] Program Guide - AS Nursing
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 382 of 400 [16] Program Guide - AS Dental Hygiene [17] Program Guide - AS Business Administration [18] Program Guide - AS Certificate Business Management [19] Program Guide - Vocational Certificate - Automotive Collision Repair and Refinishing [20] Application for Approval to Offer BSET, Executive Summary [21] 2010-05-18 State Board of Education Meeting Minutes [22] Excerpt - FCS Personnel Data Base - Instructional Delivery Method [23] Distance Learning Programs - Fall 2012
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 383 of 400
4.5 The institution has adequate procedures for addressing written student complaints and is responsible for demonstrating that it follows those procedures when resolving student complaints. (Student complaints)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College has adequate procedures for addressing grievances, complaints, and appeals and can demonstrate that procedures are followed. Student rights, responsibilities, grievance procedures, and appeal processes are published in the Student Handbook [1], produced and distributed by the Office of Student Activities. The handbook is available to students in its entirety in print format at all instructional sites and is accessible online through multiple links on the college website (DSC Website – Links to Student Handbook [2]) and catalog (DSC Catalog – Links to Student Handbook [3]). According to the Student Handbook section on Student Rights and Grievance Procedures, "Students who perceive that they have been mistreated by college staff or faculty may register their academic or other grievance with a college supervisor, administrator or academic department chair. Distance Learning students must follow the same procedures. Reasonable accommodations will be made for distance learning students who are unable to attend meetings on one of the college campuses." The handbook further states that "Students must assume complete responsibility for complying with the informal grievance procedure and attempt to resolve their grievance at the lowest level possible" (2012-2013 Student Handbook: Student Rights and Grievance Procedure, p. 10 [4]). The online orientation [5] for new students stresses the importance of the Student Handbook as a key resource for policies, procedures, and other information about student rights and responsibilities.
Student grievances generally fall into one of three categories: academic and grade disputes, student complaints/ appeals, and equity complaints. The processes for each of the three major categories of student grievances are described fully in the Student Handbook. For the first category, student grade disputes, the college makes every attempt to resolve grievances in an informal manner at the point of service because an informal approach is generally timely, efficient, and effective. If the informal grievance process does not resolve an academic or grade dispute, a formal appeal may be submitted in writing by the student to the Question and Answer Center on any campus. The academic or grade dispute is reviewed and a decision is made by the appropriate academic associate vice president. If the student is satisfied with the decision of the academic associate vice president, the matter is closed. If the student is not satisfied with the decision, the matter moves to the administrative review process.
The administrative review process begins when the student submits a written request for an administrative review to the senior vice president of academic affairs and the senior vice president of student development and institutional effectiveness, explaining the reason for requesting the administrative review. The senior vice presidents can uphold the previous decision or render an alternate decision. If there is any change of a grade through the formal processes, a Grade Change Form is submitted to the Records Office and a confirmation email is sent through the student’s FalconMail account and to the instructor. The process is explained in the Student Handbook (Student Handbook - Academic Grade Dispute Process [6]). An example of a request for a grade change that was denied [7] and an example that was approved [8] are evidence that the College has a clear procedure and that it follows the process as described.
To provide guidance to college employees who respond to student grievances about grade disputes, the college procedure manual addresses grade dispute resolution (College Procedure 307(d), Student Grade Disputes [9]).
For grievances in the second category, student complaints/appeals, a written process must be followed. The college will accept an appeal of its policy to assist a student who has experienced an extraordinary set of circumstances. Extraordinary circumstances are limited to a serious illness/prolonged hospitalization, death of an immediate family member, an extreme unforeseen emergency, or non-voluntary military activation. To file an appeal, it is important for a student to follow
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 384 of 400 the appeal process carefully. Appeal policies, criteria and deadline information can be accessed on the college website (Appeal Policies [10]). Under the heading "Appeals", the Student Handbook explains to students that they can access appeal forms in the Question and Answer Center on any campus and online at the Registration and Records website (Student Handbook - Appeals [11]). Complaints also can be made from the home page of the MyDaytonaState portal or by submitting a letter to any Q&A Center. Distance learning students follow the same procedures for appeals and grievances as students who attend face-to-face classes on any of the Daytona State College instructional sites. On-campus meetings and/or interviews are not required as part of the formal grievance process.
The completed appeals form, along with a signed and written statement and appropriate documentation, should be submitted by the student to the appropriate office designated on the form. When a student prints a form from the website, a copy of the appeal policy is included in the printout. Forms are available for the following types of appeals: Academic Second Chance Amnesty [12] Administrative Drop [13] College Suspension [14] Financial Aid Suspension for Completion Rate-GPA [15] Financial Aid Suspension for Excessive Hours [16] Formal Grade [17] Grade Change (F or FN to W) [18] Late Withdrawal from Class [19] Tuition 4th Final Attempt [20] Tuition Full Cost 3rd Attempt [21]
Examples of student appeals for administrative drops are provided to demonstrate the process that takes place when the appeal is either approved [22] or denied [23]. Examples also are provided in which an administrative review was requested and the decision was either upheld [24] or overturned [25]. The procedures for addressing complaints in the two categories described above -- academic/grade disputes and student complaints/appeals -- also are described in College Procedure, 202(h), Student Complaints and Appeals [26], available online for all faculty and staff. Appeals processes, including the time frame for submission, location and routing of forms, and documentation, are summarized for each type of appeal in the attached document [27]. The document was developed and is used by staff in the Question and Answer Center to help guide students through the appeals process.
For grievances in the third category, equity complaints, the college accepts both written and verbal complaints. Information about equity concerns is available to students in the Student Handbook (Student Handbook - Equity Complaints [28]). Students who have concerns about sexual harassment, discrimination based on age, ancestry, belief, race, gender, religion, national origin, color, disability, ethnicity, genetic information, veteran status, marital status or political affiliation may submit a formal written complaint to the Question and Answer Center on any college campus. Due to the sensitive nature of equity complaints, students have the option to submit a complaint directly to the dean of student development and the complaint can be either verbal or written. If the Q&A Center receives an equity complaint, the student is referred to the office of the dean of student development, or the Q&A Center calls or emails the dean on behalf of the student. Upon receiving a written or verbal equity complaint, the dean of student development serves as the student equity officer, gathers the facts and attempts to resolve the issue (Position Description - Dean of Student Development [29]). The dean will attempt to gather the facts and refer the student to the appropriate supervisor, administrator or academic department chair for resolution at the lowest level possible. If the complaint is not resolved or the complaint involves harassment, maltreatment and/or discrimination based on race, sex, religion, national origin or veteran status, the dean refers the complaint to the college equity officer (Position Description – Director of Equity and Inclusion [30]). A fully resolved example of an equity complaint [31] demonstrates that the college follows its procedures when resolving student complaints.
According to College Policy 3.11, Harassment Prohibition [32], any student who believes that she or he is a victim of sexual harassment should report immediately to the College Equity Office or Human
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 385 of 400 Resources Department. In response, the college will “swiftly, impartially, and equitably investigate all reported violations.” Based on this policy, College Procedure 311(b), Student Harassment/ Discrimination/ Violation of Rights [33], outlines the process, contact points, and extent of confidentiality.
The college follows its procedures when resolving student complaints. The Student Development and Institutional Effectiveness Division assumes responsibility for all appeals, formal grade disputes and student equity complaints. A log of all formal student complaints and grievances is maintained by the dean of student development in the Enrollment Development Office. A student who wishes to file a formal complaint or an appeal can obtain the appropriate appeal form at the Question and Answer Center [34] at any college site or online (DSC Website – Appeal Forms [35]). Students also have the option of submitting a formal complaint online through FalconNet, the student portal (FalconNet - Welcome Portal [36]; FalconNet - Questions or Concerns [37]).
Process flow charts graphically describe the processes that are followed when a student files a written appeal or complaint (Process Flow Chart - All Types of Appeals [38]). The three most common types of appeals are for an administrative drop, a grade change from “F” to “W” and a grade dispute. All administrative decisions, regardless of the type of appeal, complaint or grievance, are conveyed to the student in writing.
Other examples of student complaints, from initiation to final resolution, are provided to demonstrate that the college follows the appropriate process when resolving student appeals and complaints: Appeal for Additional Credit Hours - Approved [39] Appeal for Completion Rate GPA - Denied [40] Full Cost - Approved [41] Full Cost - Denied [42] Late Withdrawal - Approved [43] Late Withdrawal - Denied [44] 4th Attempt - Approved [45] 4th Attempt - Denied [46] Student Complaint - Faculty Issue [47]
Evidence [1] 2012-2013 Student Handbook [2] DSC Website - Links to Student Handbook [3] DSC Catalog - Links to Student Handbook [4] Student Handbook - Student Rights and Grievance Procedure [5] New Student Orientation [6] Student Handbook - Academic Grade Disputes [7] Appeal for Grade Change - Denied [8] Appeal for Grade Change - Approved [9] College Procedure 307(d) Student Grade Disputes [10] Appeal Policies [11] Student Handbook - Appeals [12] Appeal Form - Academic Second Chance Amnesty [13] Appeal Form - Administrative Drop [14] Appeal Form - College Suspension [15] Appeal Form - Financial Aid Suspension for Completion Rate-GPA [16] Appeal Form - Financial Aid Suspension for Excessive Hours [17] Appeal Form - Formal Grade
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 386 of 400 [18] Appeal Form - Grade Change F or FN to W [19] Appeal Form - Late Withdrawal from Class [20] Appeal Form - Tuition 4th Final Attempt [21] Appeal Form - Tuition Full Cost 3rd Attempt [22] Appeal for Administrative Drop - Approved [23] Appeal for Administrative Drop - Denied [24] Appeal for Administrative Review - Administrative Drop (Decision Upheld) [25] Appeal for Administrative Review - Administrative Drop (Decision Overturned) [26] College Procedure 202(h) Student Complaints and Appeals [27] Appeal Information [28] Student Handbook - Equity Complaints [29] Position Description - Dean of Student Development [30] Position Description - Director of Equity and Inclusion [31] Student Complaint - Disability Issue [32] College Policy 3.11 Harassment Prohibition [33] College Procedure 311(b) Student Harassment-Discrimination-Violation of Rights [34] DSC Catalog - Question and Answer Center [35] DSC Website - Link to Appeals Forms [36] FalconNet - Welcome Portal [37] FalconNet - Questions or Concerns [38] Appeal Process Flow Chart [39] Appeal for Additional Credit Hours - Approved [40] Appeal for Completion Rate GPA - Denied [41] Appeal for Full Cost - Approved [42] Appeal for Full Cost - Denied [43] Appeal for Late Withdrawal - Approved [44] Appeal for Late Withdrawal - Denied [45] Appeal for 4th Attempt - Approved [46] Appeal for 4th Attempt - Denied [47] Student Complaint - Faculty Issue
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 387 of 400
4.6 Recruitment materials and presentations accurately represent the institution's practices and policies. (Recruitment materials)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College recruitment materials accurately represent the institution’s practices and policies. The college has three primary means for conveying practices and policies to the community about programs offered, courses offered, and services available: the College Catalog [1], the Student Handbook [2], and the DSC website [3]. Electronic access to information ensures that prospective students, current students, and the general public have current and accurate facts.
Although the College Catalog and the Student Handbook were not created for use as marketing and recruitment publications, their content serves as the basis on which collateral recruitment and promotional materials are developed. The catalog contains information about academic programs, courses, policies, procedures, and practices; the Student Handbook focuses on student life and the services, policies, procedures, practices, rights, and responsibilities that a student needs to know about. The website is a robust communication tool, providing links to the catalog and handbook, as well as to information about events, programs, and services. For example, the website is a resource for information about general recruiting events (DSC Website – Recruitment Showcase [4]), yet also conveys specific recruiting information about the college’s academic programs (DSC Website – Hospitality and Culinary Management [5]).
All recruitment materials are consistent with the information contained in the catalog, the handbook and posted on the college website. For example, a recruitment brochure [6] for the Photographic Technology Program reflects accurate information and is consistent with the Photographic Technology Program Guide [7] posted online in the college catalog. Key recruitment pieces include the travel piece, the viewbook, and program brochures. The travel piece is designed to provide a general introduction of the college, including programs of study and campus life (Recruitment - Travel Piece [8]). It is distributed widely and is often handed out at community events or college fairs. The viewbook is a more comprehensive resource with greater detail about academic programs, facilities, student support services, and academic life (Recruitment - View Book [9]). It is mailed to all students who inquire or submit an application to the college. Both the travel piece and viewbook guide prospective students to the college website for additional information. Academic program brochures contain current information about programs and are disseminated for recruitment purposes. Examples of program brochures are provided (Program Brochures: Nursing Programs [10], School of Computer Science [11], B.S. in Engineering Technology [12]). The admissions office also provides a presentation for staff to use when recruiting on high school campuses or other off-site locations (Recruitment - Presentation [13]).
The College Catalog and the Student Handbook are updated each year. Prior to publication, they are each examined multiple times by administrators, faculty, and staff who possess sufficient knowledge to review the areas represented in the document. Updating the college catalog is facilitated through the Academic Affairs Office with emails to key individuals outlining the process [14] and notifying them of specific changes [15]. This process ensures that the information contained in each publication is accurate and effectively reflects the practices and policies of the college. The Student Handbook is updated each year through the Student Activities Office in close coordination with Marketing and Communications. Timelines are established for review, editing, production and printing (2012-2013 Student Handbook Production Schedule [16]; 2012-2013 Student Handbook Design and Print Schedule [17]). The college website is updated continuously to accurately represent the institution’s practices and policies. Guidelines are provided to ensure consistency when updating program guides and catalog descriptions [18]. According to College Procedure 305(a), College Catalog Changes [19], the College Catalog may be updated more frequently as long as suggested revisions are approved by the appropriate administrator.
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 388 of 400 The Office of Marketing and Communications takes responsibility for creating and implementing an appropriate, coordinated, and comprehensive image of the college to external and internal markets in accordance with College Policy 3.05, College Publications [20], College Procedure 305, Development of All Non-classroom College Publications [21], and College Procedure 305(b), Institutional Printing [22]. College brochures and promotional materials are developed by the academic departments but are reviewed by marketing for consistency and correctness before being distributed. Content, layout and use of college logo also are reviewed to ensure compliance with standard format and design. Marketing and Communications provides pre-press assistance for promotional materials, formal publications, invitations, programs, and newsletters, as well as graphic design expertise for college mail pieces (Fall Open House Postcard [23]), flyers and posters (Fall Open House Poster [24]), and print ads (Advertisement Examples 1 [25], 2 [26], 3 [27]). Marketing also provides electronic copies of a wide variety of major promotional materials and publications for distribution on the college website and through social media venues such as Facebook and Twitter. These services guarantee that print and electronic materials accurately represent the institution and are of the highest quality.
Evidence [1] DSC College Catalog 2012 - 2013 [2] 2012-2013 Student Handbook [3] DSC Website - Homepage [4] DSC Website - Recruitment Showcase [5] DSC Website - Hospitality and Culinary Management [6] Photographic Technology - Program Brochure [7] Photographic Technology - Program Guide [8] Recruitment - Travel Piece [9] Recruitment - View Book [10] Program Brochure - Nursing Programs [11] Program Brochure - School of Computer Science [12] Program Brochure - BS Engineering Technology [13] Recruitment - Presentation [14] Example - Notification of 2012-2013 Catalog Revision Process for Program-Course Revisions [15] Example - Emails Showing Catalog Course Description Revisions [16] 2012-2013 Student Handbook Production Schedule [17] 2012-2013 Student Handbook Design and Print Schedule [18] Guidelines for Updating Program Guides and Catalog Course Descriptions [19] College Procedure 305(a) College Catalog Changes [20] College Policy 3.05 College Publications [21] College Procedure 305 Development of All Non-Classroom College Publications [22] College Procedure 305(b) Institutional Printing [23] Fall Open House Postcard [24] Fall Open House Poster [25] Advertisement - 1 [26] Advertisement - 2 [27] Advertisement - 3
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 389 of 400
4.7 The institution is in compliance with its program responsibilities under Title IV of the most recent Higher Education Act as amended. (Title IV Program Responsibilities)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College is in compliance with its program responsibilities and obligations under Title IV of the 1998 Higher Education Amendments. The college was granted permission through the U.S. Department of Education Program Participation Agreement [1] to receive and to award Title IV aid program funding, including the Federal Pell Grant, Federal Supplemental Educational Opportunity Grant, Federal Academic Competitiveness Grant, Federal Teacher Education Assistance for College and Higher Education Grant, Federal Work-Study, and Federal Direct Loan programs. This agreement is valid through December 31, 2014. The Eligibility and Certification Approval Report [2] confirms the college’s ability to award Title IV financial aid to students enrolled in all bachelor and associate degree programs and specific technical and college-credit certificate programs.
During fiscal year 2010-2011, the college awarded $86,329,806 in federal financial assistance to 14,426 students (approximately 69 percent of the college’s degree and certificate-seeking students). These funds were distributed under the various financial support categories listed in the table below. Federal guidelines were used to determine the amounts and types of financial assistance that a student received.
DSC 2010-2011 STUDENT FINANCIAL ASSISTANCE Type/Source of Aid Amount Federal Pell Grants $40,842,192 Federal Supplemental Educational $348,489 Opportunity Grants (FSEOG) Federal Work Study Program Awards $445,226 Federal TEACH Grant $25,000 Federal Academic Competitiveness Grant $382,053 Federal Direct Loans $44,286,846
The college has no issues affecting its status with Title IV Financial Aid Programs. The college meets its obligations regarding the dissemination of financial aid and consumer information to students. The sources for providing this information are as follows:
The DSC Website (Award Disbursement [3], Financial Aid Policy [4], Satisfactory Academic Progress Policy [5], Refund Repayment Policy [6]) The College Catalog (Financial Aid Services [7]) Financial Aid Award and Disbursement Guide [8] Award Letter Inserts (Direct Loan Acceptance Form [9], Loan Paperwork Deadline Fall 2012 [10] and Spring 2013 [11], Satisfactory Academic Progress [12])
The Office of Financial Aid Services at Daytona State College assists students in obtaining funds to meet their educational goals. The financial aid staff provides individual financial aid counseling to students and offers workshops to help students complete the Free Application for Federal Student Aid and search for additional scholarship resources.
The college has an outstanding federal compliance record and is classified by the U.S. Department of Education as an “Advance Payment Institution” for the Federal Pell Grant Program. The college has not
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 390 of 400 been required to obtain a letter of credit, nor has it been placed on the reimbursement funding method. As part of the requirements to maintain eligibility for funding under Title IV and to comply with its Program Participation Agreement with the education department, the college has submitted a Fiscal Operations Report and Application to Participate [13] each year by the established deadline. The most recent report was submitted September 30, 2012.
The college has not received any complaints or adverse communications that would impact its continuing ability to participate in the federal student aid programs available through the U.S. Department of Education. Further, there are no litigation matters or outstanding complaints pending against the college with the department, nor is the college aware of any violations or compliance issues that could negatively affect its federal aid programs. There are no significant unpaid funds due for payback to the U.S. Education Department from the college.
The Financial Aid Office also provides support to students to help them effectively use their financial resources. The student loan default rate for Daytona State College is 17.3 percent (based on a 2-year cohort default rate). The following table presents the historical perspective of this statistic.
Year DSC Federal Cohort Default Rate Florida College System Average Federal Cohort Default Rate 2008-2009 12.6 percent 10.92 percent 2009-2010 12.6 percent 10.81 percent 2010-2011 17.3 percent 12.90 percent
Although the college is not required to develop a Default Management Plan unless the rate exceeds 25 percent (based on a 2-year cohort default rate), proactive strategies have been identified and are being implemented to reduce the default rate. These strategies include providing financial literacy education and awareness through an online financial aid orientation that explains the financial aid process and a student's responsibility for repayment of student loans. Another strategy uses a borrower metric to establish maximum and pro-rated award levels by grade level and enrollment status. Financial aid staff communicate with students who leave the college or graduate to help them understand what they can do to avoid defaulting on their loans. One staff position has been designated as a default coordinator to counsel students who are at risk of default because of high outstanding loan amounts (Position Description - Default Management Coordinator [14]). These strategies are designed to increase students' understanding of their borrowing responsibilities and reduce the number of students who borrow excessively and go into default status.
The college’s financial aid programs are audited. Daytona State College federal financial aid programs are audited annually by the state of Florida Auditor General. The findings are included in the state of Florida audit report that is sent to the U.S. Department of Education. Audits are performed in accordance to the standards in OMB Circular A-133. Financial audits for the three most recent years available are attached (2008-2009 Federal Awards Audit [15], 2009-2010 Federal Awards Audit [16], 2010-2011 Federal Awards Audit [17]).
The college received no findings in the 2008-2009 federal audit and has satisfactorily resolved findings from the 2009-2010 and 2010-2011 audits. All information requested by the U.S. Department of Education has been submitted by the college. A summary of the prior audit findings, the institution’s response, and the current status is attached along with the final letter of determination from the U.S. Department of Education (Summary Schedule of Prior Audit Findings [18]; Final Letter of Determination [19]).
The college’s Office of Financial Aid Services is committed to continuous improvement of the management and control of financial aid funds awarded to students. The Financial Aid Services Office continues to evaluate its policies and procedures to ensure compliance in all areas regarding financial aid.
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 391 of 400
Evidence [1] Program Participation Agreement [2] Eligibility and Certification Approval Report [3] DSC Website - Award Disbursement [4] DSC Website - Financial Aid Policy [5] DSC Website - Financial Aid Satisfactory Academic Progress Policy [6] DSC Website - Refund Repayment Policy [7] DSC Catalog - Financial Aid Services [8] Financial Aid Award and Disbursement Guide [9] Form - Federal Direct Loan Acceptance [10] Financial Aid - Loan Paperwork Deadline Fall 2012 [11] Financial Aid - Loan Paperwork Deadline Spring 2013 [12] Satisfactory Academic Progress [13] Fiscal Operations Report and Application to Participate [14] Position Description - Default Management Coordinator [15] Financial Report and Federal Awards Audit 2008-2009 No# 2010-165 [16] Financial Report and Federal Awards Audit 2009-2010 No# 2011-165 [17] Financial Report and Federal Awards Audit 2010-2011 No# 2012-142 [18] Summary Schedule of Prior Federal Award Audit Findings [19] Federal Award Audit Findings - Final Determination Letter
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 392 of 400
4.8.1 An institution that offers distance or correspondence education demonstrates that the student who registers in a distance or correspondence education course or program is the same student who participates in and completes the course or program and receives the credit by verifying the identity of a student who participates in class or coursework by using, at the option of the institution, methods such as (a) a secure login and pass code, (b) proctored examinations, or (c) new or other technologies and practices that are effective in verifying student identification. (Distance and correspondence education)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College has mechanisms and procedures in place to verify that the student who registers for a course or program is the same student who participates in and completes the course material and receives credit from the college. When a student applies for the first time to Daytona State College, a unique student ID number (CARS ID - College Administrative Resource System) is assigned. The CARS ID is a permanent identification that follows the student through every interaction he or she has with the college during the academic experience and beyond. Every aspect of student interaction at the college is linked to the individual's CARS ID -- from enrollment, registration, and financial aid to the student's user account in the online learning management system.
When a student is accepted to the college, the CARS ID assigned to that student is communicated by letter through the U.S. Postal Service. The letter is mailed to the home address that was provided by the student on the application. This step serves not only as a notification step to the student, but also as a validation of the address information provided during the application process and is an added layer of validation of the student's identity and profile information.
Using the CARS ID and a Personal Identification Number based on the student's birthdate, a student can log into MyDaytonaState, the college's web portal (MyDaytonaState - Students Portal [1]). At the first log-in to MyDaytonaState, using the industry secure socket layer standard for safely transmitting data over the internet, the student is prompted to change the PIN and add a security hint. To ensure the security, confidentiality, and integrity of student records, the college only permits PIN changes via a signed request, which must contain the student name, CARS ID number and the student's signature (New PIN Request [2]). Changes cannot be emailed or phoned in (Records Procedure - Update PIN [3]).
When the student has logged into MyDaytonaState, he or she can access FalconNet to get a FalconMail email address, register for classes, and view academic records (FalconNet - Students Portal Welcome Page [4]). This process is explained to the student in the online catalog (DSC Catalog - FalconNet Online Enrollment and Student Development [5]). The account name prefix on the FalconMail address is the username that gives the student access to the online learning management system.
Daytona State uses an online learning management system developed by Desire2Learn for course management in all teaching modalities -- from face-to-face to hybrid to 100 percent online. Information provided on the college website links students to helpful information about how to maximize the online learning environment (DSC Website - Instructional Resources and Online Support [6]). Connection to the system requires a valid username, which is the account name prefix of the student's FalconMail address, and a password (Login Information [7]). The default password for the first log-in is based on the student's birthdate. It is recommended to the student that the password be changed at that time and a tutorial with step-by-step instructions can be accessed from the log-in page (Florida Online Log-In Demo [8]). The tutorial addresses password requirements, how to login, where a student can find his or her username, and what to do if the password is forgotten. The password structure used within the LMS complies with the information technology password complexity requirements established by Data Security Measure 3.4 in the IT Operational Manual [9]. Passwords for the online learning management system require a minimum of each of the following:
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8 or more characters 1 upper case character 1 lower case character 1 digit
Through the secure log-in described above, the college verifies that the student who participates in the course and submits coursework is the same student who is registered for the course. Once the student's identity has been validated by the log-in process, further access to data is controlled by a menu structure that dictates the screens, and thus the data, the user can access.
Examinations provided to students enrolled in online courses are proctored either face-to-face by a faculty member or through verified student login (Example of Online Course with Proctored Exam [10]). The instructor may also use LMS testing features that assign a password and limit access by date and a specific range of IP addresses.
Through the Florida Virtual Campus and the Florida Distance Learning Association, Daytona State College IT administrators are assured that these measures are comparable to measures used by other institutions in the Florida College System. The college has had no recorded incidents of system intrusion or unauthorized access to course content or the learning environment.
Evidence [1] MyDaytonaState Portal [2] New PIN Request [3] Records Procedure Manual - Update PIN [4] FalconNet - Welcome Portal [5] DSC Catalog - FalconNet Online Enrollment and Student Development [6] Instructional Resources and Online Support - Student Access to Learning Management System [7] Instructional Resources and Online Support - Login Information [8] Florida Online Log-in Demo [9] IT Operations Manual - 3.4 Data Security Measures [10] Online Course - Proctored Exam
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4.8.2 An institution that offers distance or correspondence education has a written procedure for protecting the privacy of students enrolled in distance and correspondence education courses or programs. (Distance and correspondence education)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College has a written procedure for protecting the privacy of students enrolled in distance and correspondence education courses or programs. Daytona State College has procedures in place to protect the identity of students enrolled in distance education courses and programs as well as those enrolled in face-to-face, hybrid and online programs. College Policy 3.07, College Records [1], gives the president the responsibility for establishing procedures to protect student records. College Procedure 301, Code of Conduct and Ethics [2], sets the stage for more detailed procedures by clearly stating that college employees are expected to maintain confidentiality regarding information that is protected under state and federal law such as student records and social security numbers. It is College Procedure 307, Privacy of Student Records [3], that describes the procedures the college uses to adhere to and comply with the Family Education Rights and Privacy Act (FERPA) of 1974. The purpose of the written procedure is to protect student records and limit disclosure of information to what is legally authorized unless the student gives consent. College Policy 3.09, Identity Theft Protection and Social Security Numbers [4], and Procedure 309, Limited Use - Social Security Numbers [5], protect students' social security numbers by limiting their use to those instances where a unique student identification number assigned by the college is not legally sufficient.
The college website provides information to students on how to access and use online services (DSC Website - Making the Most of Online Services [6]). Students can access their academic records and register for classes using FalconNet, the student information system housed in the MyDaytonaState portal (DSC Catalog - FalconNet Online Enrollment and Student Development [7]). Access to the MyDaytonaState portal requires the use of a secure ID and PIN, which is provided to each student upon registration at Daytona State (MyDaytonaState Portal [8]). To ensure the security, confidentiality, and integrity of student records, the college only permits PIN changes via a signed request, which must contain the student name, CARS ID number and the student's signature (New PIN Request [9]). Changes cannot be emailed or phoned in and must follow the process outlined in the written procedures manual of the Records Office (Records Procedure - Update PIN [10]). The Records Maintenance and Privacy Guidelines [11], available to all students through the online College Catalog, explains the procedures the college follows to protect the privacy of students enrolled in both online and face-to-face courses. A student's social security information is not used in any academic activity, either online or face-to-face.
The Information Technology Division has written data security procedures to safeguard the integrity and privacy of data (IT Operations Manual - Data Security Measures [12]). The Data Security Measures outline the standards for providing access, setting passwords, authenticating users, and wiping data from computers that are being re-deployed from one user to another. To protect the privacy of distance learning students, access to the online learning management system, Desire2Learn, requires a valid username and password combination as a first layer of security (DSC Website - Online Programs [13]). Once the user has been validated, further access to data is controlled by a menu structure that dictates the screens, and thus the data, a user can access. Specific functions throughout the learning management system, especially as they relate to student data, are controlled by permissions tables based on specific job duties.
The IT Division, in concert with the president and college legal counsel, have developed a written protocol to be used in the event of a potential or actual data security breach (IT Operations Manual - Security Incident Response [14]). The procedure outlined in the IT Operations Manual is to report any incident involving technology to Campus Safety. Campus Safety will complete an Incident Report that
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Evidence [1] College Policy 3.07 College Records [2] College Procedure 301 Code of Conduct and Ethics [3] College Procedure 307 Privacy of Student Records [4] College Policy 3.09 Identity Theft Protection and Social Security Numbers [5] College Procedure 309 Limited Use-Social Security Numbers [6] DSC Website - Making the Most of Online Services [7] DSC Catalog - FalconNet Online Enrollment and Student Development [8] MyDaytonaState Portal [9] New PIN Request [10] Records Procedure Manual - Update PIN [11] DSC Catalog - Records Maintenance and Privacy Guidelines [12] IT Data Security Measures [13] DSC Website - Online Programs [14] IT Operations Manual - 3.3 Security Incident Response
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4.8.3 An institution that offers distance or correspondence education has a written procedure distributed at the time of registration or enrollment that notifies students of any projected additional student charges associated with verification of student identity. (Distance and correspondence education)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College offers distance education programs and online courses and has implemented appropriate practices to ensure an equitable student experience, including safeguards for verifying the identity of online students and protecting their student records. Florida Statute 1009.23(16)(a-b), Florida College System Institution Student Fees [1], authorizes the college to assess a distance learning course user fee to any student who enrolls in a course in which at least 80 percent of the direct instruction is delivered online. According to the statute, the amount of the distance learning course user fee may not exceed the additional costs of services provided and attributable to the development and delivery of the distance learning course. In the 2011-2012 academic year, students were charged a distance learning fee of $25 per credit hour. During its annual review of college fees, the District Board of Trustees analyzed the costs associated with the distance learning fee and approved a reduction in the fee to $19.50 per credit hour for the 2012-2013 academic year. An itemized analysis of the distance learning fee is evidence that the college adequately justifies additional charges to students (Annual Review of College Fee [2]).
During the registration process, students are alerted to the distance learning fee when they use the online search feature to identify the course and course section in which they want to enroll [3]. A second written notification is made when the student completes registration and receives a schedule and fee statement [4] that lists the courses the student is enrolled in for the semester and clearly indicates those that are partially or fully online along with associated fees. A list of tuition rates, charges and other fees is included on the college website along with an explanation of those charges provided by the Student Accounts Office (2012-2013 Tuition and Fees [5]; 2012-2013 Explanation of Charges [6]). The Student Handbook and the College Catalog both reference the distance learning fee and provide an explanation for the charge (2012-2013 Student Handbook - Online Fee [7]; DSC Catalog -Tuition and Fee Information [8]). The Student Handbook and the College Catalog are posted online for easy access by students and the public.
Evidence [1] FS 1009.23 Florida College System Institution Student Fees [2] Distance Learning Fee Analysis - Fall 2011 [3] Online Fee on Web Course Search [4] Example - Schedule and Fee Statement [5] 2012-2013 Tuition and Fees [6] 2012-2013 Explanation of Charges [7] Student Handbook - Online Fee [8] DSC Catalog - Tuition and Fees Information
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4.9 The institution has policies and procedures for determining the credit hours awarded for courses and programs that conform to commonly accepted practice in higher education and Commission policy. (Definition of credit hours)
_X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Daytona State College has policies and procedures for determining the credit hours awarded for courses and programs that conform to commonly accepted practice in higher education and Commission policy. The college employs a number of strategies to ensure that the process and criteria used to determine the amount and level of credit awarded for courses follows sound academic practice, and promotes student learning and success. These strategies include having faculty experts in the discipline review the amount and level of credit, aligning the number and complexities of learning objectives to the amount of academically engaged time required for completion and student success, and benchmarking the amount of course credit with other postsecondary institutions in the state through the Florida Statewide Course Numbering System. Daytona State College defines credit hours in College Procedure 402(a), Curriculum Development [1], based on College Procedure 4.02 Establishment of Instructional Programs and Classes [2], which authorizes the president to establish college credit courses. According to the procedure, the amount of work necessary to achieve student learning outcomes for a course should be compatible with the level and amount of credit awarded.
The Florida State Board of Education in Chapter 6A-10.033, Postsecondary Credit Definitions [3], defines uniform credit requirements for degrees, certificates and applied technology diplomas, and for college credit, vocational credit and noncredit courses. Daytona State College adheres to objectives and quality practices for the assignment of appropriate credit for courses that comply with SBOE rules and regulations. These guidelines are developed by faculty committees representing public and nonpublic educational institutions participating in the Florida Statewide Course Numbering System as stipulated in Florida Statute 1007.24 Statewide Course Numbering System [4]. The statute defines statewide course numbering by upper and lower level course learning and identifies the need for prerequisites in specific courses. Prerequisites ensure that students acquire the base knowledge they need to continue to the next level course. The statewide course numbering system ensures consistency across Florida academic institutions.
Definition of Credit Hours and Types of Credit College credit is the type of credit assigned to courses or course equivalent learning that is part of an organized and specified program leading to a baccalaureate or associate degree. One college credit is based on the learning expected from the equivalent of 1:15 ratio of credit hour(s) to hours of classroom instruction with credits for such things as laboratory instruction, internship, and clinical experience determined by the college based on the proportion of direct instruction to the laboratory exercise, internship hours, or clinical practice hours.
Vocational credit is the type of credit assigned to courses or course equivalent learning that is part of an organized and specified program leading to a career certificate. It applies to postsecondary adult career/vocational courses. One vocational credit is based on the learning expected from the equivalent of 1:30 ratio of credit hour(s) to hours of instruction.
College preparatory credit is the type of preparatory credit assigned to courses that provide high school graduates who wish to enroll in college credit courses with additional academic preparation determined to be needed pursuant to FAC 6A-10.0315, College Preparatory Testing, Placement and Instruction [5]. One college preparatory credit is based on the learning expected from the equivalent of 1:15 ratio of credit hour(s) to hours of classroom instruction, with credit for such things as laboratory instruction and individualized study determined by the college based on the proportion of direct instruction to the laboratory exercise or individualized program. College preparatory courses provide competency-based instruction to develop college entry competencies in communication and computation skills.
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 398 of 400 Process for Determining Credit Daytona State College determines the amount of credit awarded for undergraduate courses based on the semester credit hour. Each approved course has a Master Course Description that includes the credit hours, contact hours, student learning outcomes, and course outline (Example of DSC Master Course Description - ARH 1000 - Art Appreciation [6]; MAC 1105 College Algebra [7]; ENC 2210 Report Writing [8]). The number of credit hours assigned to a course is based on the amount of time required by the quantity of material covered and to meet the student learning outcomes. One credit hour is equivalent to one hour of in-class time per week based on a semester defined as 15 weeks of instruction. At a minimum, students are expected to spend at least three hours per week per credit hour on coursework and studying for a course regardless of the mode of delivery (online, hybrid, or face-to-face). For example, a student taking a three-credit hour course is expected to spend at least nine hours a week working on course materials. This expectation is conveyed to the student in the course syllabus (Syllabus Template [9]). For purposes of calculation and monitoring credit hours, credit and clock hours for in-class time are measured in accordance with Carnegie units.
CREDIT HOURS CLOCK HOURS CARNEGIE UNITS 1 15 750 minutes 2 30 1500 minutes 3 45 2250 minutes 4 60 3000 minutes
Daytona State offers sub-sessions during the fall, spring and summer semesters. Regardless of the length of the sub-sessions, which range from 6 weeks to 10 weeks, the number and length of weekly class meetings are adjusted so a course meets the minimum number of contact hours (Examples of Semester Sub-sessions [10]). Courses taught online or other non-traditional delivery methods cover the same quantity of material and meet the same student learning outcomes as the same course delivered in traditional face-to-face format. The amount of time students spend may vary but the expectation for courses taught online or through other non-traditional delivery methods is that the student will spend at least three hours per week per credit hour working on the course. For example, a student taking a three-credit hour online course is expected to spend at least nine hours a week working on course materials.
Faculty who develop new courses recommend the number of credit hours to be awarded (New Course Proposal Form [11]). The determination of credit hours is based on discipline-specific common practices and in adherence to SBOE rules and state statute (FAC 6A-10.033 [3]; FS 1007.24 [4]). New course proposals and major course changes are approved by the Curriculum Committee, which is responsible for the oversight of the curriculum, new courses, and credits awarded (Curriculum Development - Steps in the Process [12]). Once approved by the Curriculum Committee, the course is sent to the Statewide Course Numbering System for review by a state-wide, discipline-specific, faculty committee. If the credit hours and outcomes of a new course proposal do not adhere to common practices and Florida statutes, the discipline committee recommends changes or suggests a different course number and title. Once a course has been approved through the Statewide Course Numbering System the course can be offered by the college.
Evidence [1] College Procedure 402(a) Curriculum Development [2] College Policy 4.02 Establishment of Instructional Programs, Classes and Lab Fees [3] FAC 6A-10.033 Postsecondary Credit Definitions [4] FS 1007.24 Statewide Course Numbering System [5] FAC 6A-10.0315 College Preparatory Testing, Placement, and Instruction [6] Master Course Description - ARH 1000 Art Appreciation
Daytona State College: A member of the Florida College System Daytona State College Compliance Report Page 399 of 400 [7] Master Course Description - MAC 1105 College Algebra [8] Master Course Description - ENC 2210 Report Writing [9] Syllabus Template (highlighted) [10] Examples - Semester Sub-sessions [11] Form - New Course Proposal [12] Curriculum Development - Steps in the Process
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Daytona State College: A member of the Florida College System