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STRATEGIC PLANNING SESSION 1:USING HLC STANDARDS AS PART OF THE FRAMEWORK FOR PLANNING

Criteria and Core Components Evidence File

2A : The institution operates with integrity in its financial, academic, personnel, and auxiliary functions: It establishes and follows fair

and ethical policies and processes for its governing board, administration, faculty, and staff.

2:A

Financial operations

Annual financial audit

UA system link

Annual risk mgmt assessment report

Ar state salaries right to know

Open ck book expenditures online

Rotary

Vending machines

Kiwanis

Cosmetology

Auxiliary/personnel

Cafeteria

Grand prairie center

Ar course transfer system

Course syllabus

Academic calendar college catalog p.10

Consolidated standard policy 610-670

Budget policy

Plagiarism/dishonesty student handbook p.9

Faculty senate

Academic regulations college catalog p.23

Program reviews-Dr. King

Faculty grievance

Sexual harassment

Pillow Thompson House

Follet book store

Cafeteria

Equal opportunity employer

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Annual statement of affirmative action inside payroll stub

Employer agreement procedures benefits admin

ADHE program reviews

State enrollment audit

Individual program reviews

Flags 2A

-Auxiliary

-Space rental fees are not published in Helena

-Notification of affirmative action

2B: The institution presents itself clearly and completely to its

students and to the public with regard to its programs,

requirements, faculty and staff, costs to students, control, and

accreditation relationships.

2:B

College website

Accreditation

Degree sheets

Divisions web pages

Flip charts in every classroom

Faculty/staff review

College catalog

Faculty transcripts/human resources

Documentation is clear

Costs to students

Class schedules

Information packets

Board of Trustees

Board of Visitors

U of A Board

U of A Fraud Hotline

Emergency Response Crisis Plan

Individual letter from accreditation agencies p. 8

Student handbook

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Public program requirements

Institution presents itself clearly to students

Brochures

Website

HR faculty transcript

Degree audits

Information packets

Accreditation agency

Accreditation relationships

Flags 2:B

-Faculty/staff professional reports

-Faculty/staff background check for employment

-0Faculty does not require MMR

2C: The governing board of the institution is sufficiently

autonomous to make decisions in the best interest of the institution

and to assure its integrity.

1.The governing board’s deliberations reflect priorities to preserve and

enhance the institution.

2:C1

Bylaws

Minutes

Operating policies

Policy manual 130,210,220-EEO

Organizational charts

Faculty staff handbooks

Intranet updated every year

Governing board enhanced

Board of Trustees policy 130,210,220 revised

Revisit organizational charts

Board of Visitors and who serves p.80

College website

Cost containment report

Brochures

Departmental web

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2. The governing board reviews and considers the reasonable and

relevant interests of the institution’s internal and external constituencies

during its decision-making deliberations.

Flags 2:C:1

-Assure Integrity

-Update organizational chart

2:C:2

UA board/minutes

Board of Visitors provide input to UA Board

Report agenda

Advisory committees

AR Co Foundation

PC Foundation

DeWitt, Stuttgart, Helena foundations council

U of A not correct

Board of Visitors not correct policy 120

Career technical center programs required to have local

advisory board members, AP Tech

Governing board policy 210,220

External constituencies

Flags 2C2

-Governing board decision making is it a contradiction if Board of

Visitors approve policies & they are not forwarded to the Board of

Trustees, policy 400

-Community notification by board members

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3. The governing board preserves its independence from undue

influence on the part of donors, elected officials, ownership interests, or

other external parties when such influence would not be in the best

interest of the institution.

4. The governing board delegates day-to-day management of the

institution the administration and expects the faculty to oversee

academic matters.

2:C:3

They shouldn’t have a personal agenda

Political endorsements

Political activity 340.03

Policy 230

Public is aware of board meetings

Policies and procedures manual

U of A Board of Trustees

Annual financial disclosure for AR secretary of state all

college administrators are on each campus

Board of Visitors. UA Board Trustees

Both Board of Visitors & U of A Board 0 Political

Flags 2:C:3

-Do Board of Visitors sign a conflict of interest?

2:C:4

Governing board oversees academic matters

Board policy 210

Organizational chart

Committee meeting minutes 220-220.01

Flags 2:C:4

2D: The institution is committed to freedom of expression and the

pursuit of truth in teaching and learning.

2:D

U of A Board Policy400 college catalog

Freedom of expression/responsibility

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Flags 2:D

-Instructor responsibility handbook p.8

2E:The institution ensures that faculty, students, and staff acquire,

discover, and apply knowledge responsibly.

1. The institution provides effective oversight and support services to

ensure the integrity of research and scholarly practice conducted by its

faculty, staff, and students.

2:E:1

Academic honesty/intergrity Course syllabi/plagiarism Achieving the Dream Student research Academic/institutional ADHE reports AR research center Student audit committee Monthly check which includes enrollment in audit report Faculty evaluation Portfolio Success rate Administrative procedure Curriculum management policy 420 Great River Promise Employer surveys Placement testing Renewable energy Business with internships Annual reporting for department of Education for grants Carl Perkins Student Support Services ADTES Cooperative learning Smart board revolutionized teaching Online coaches Professional development Research/scholarly practice Math class Required labs for developmental courses Department of Education

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All vocational schools end of year testing AR career education NAACP Dr. Leubke Superintendant of the schools College student handbook Academic honesty policy on template Student evaluations Faculty portfolio Employee leave forms Student acquire knowledge Assessment data, Debby Hardy Program reviews Annual assessment report CCSSE report Accreditation survey reports Computer use statement physically posted in the labs State board MOUS certification Discipline Course syllabus Policy 402 Assessment data available on website Internship Taking courses during work hours 311.01 U of A tuition discounts Professional development Continuing education Survey reports

Flags 2:E:1 -Not enough professional development for staff -Mandatory student orientation -Faculty/staff orientation -Develop intervention for identified academic problems

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2. Students are offered guidance in the ethical use of information

resources.

3. The institution has and enforces policies on academic honesty and

integrity.

-Math/ I can learn math didn’t have computer access -No comprehensive evaluation for adjunct except online instructors -New hires are not mentioned -Part-time/comprehensive adjunct -New hire mentoring 2:E:2

Academic honesty Syllabus Email/internet/library policy Plagiarism in handbook FERPA course syllabus Ethical Medical, HIPAA

Flags 2:E:2 -none 2:E:3

College student handbook Departmental handbook Faculty/staff use of computers, policy manual 405-405.01 Library uses 430-430.01 Academic freedom of responsibility, 400 State computer usage, 230-231.06

Flags 2:E:3 -policy for insuring online academic honesty for online courses, central policy

3A: The institution’s degree programs are appropriate to higher

education.

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1. Courses and programs are current and require levels of performance

by students appropriate to the degree or certificate awarded.

2. The institution articulates and differentiates learning goals for its

undergraduate, graduate, post-baccalaureate, post-graduate, and

certificate programs.

3. The institution’s program quality and learning goals are consistent

across all models of delivery and all locations (on the main campus, at

additional locations, by distance delivery, as dual credit, through

contractual or consortial arrangements, or any other modality).

3:A:1

Syllabi

Pre/post tests

ACTS

Online and face-to-face same rigorous standard

Evaluations by peers or group

Rubric

Catalog

Accreditation-NLNAC, ACBSP, ASBN, NACSP

Program Review

3:A:1

Syllabi

Assessment-student outcome (Bus & Applied Tech)

PCCUA core competencies

PCCUA core values

3:A3

Campus collaboration

HS and college students held to same standard

NACSP accreditation

Program review

Online and on-site course requirements the same

3:A:1, 2, 3

ACTS approved

ACBSP and NLNAC accreditation

Syllabi

Course descriptions

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Text books the same

Program Review

ADHE approved courses

Tracking students after completion of degree-CDA, Student

Success

Online and on-site course requirements the same

Assessment of courses

External Accreditation (ACBSP, NLNAC, ASBN, State

board-Cosmetology)

Online and onsite requirements similar

Flag -Are all online exams proctored?

-CV equipment

-All online exams should be proctored

3B: The institution demonstrates that the exercise of intellectual

inquiry and the acquisition, application, and integration of broad

learning and skills are integral to its educational programs.

1. The general education program is appropriate to the mission,

educational offerings, and degree levels of the institution.

2. The institution articulates the purpose, content, and intended learning

outcomes to its undergraduate general education requirements. The

program of general education is grounded in a philosophy or

framework developed by the institution or adopted from an established

framework. It imparts broad knowledge and intellectual concepts to

students and develops skills and attitudes that the institution believes

every college-educated person should possess.

3 .Every degree program offered by the institution engages students in

collecting, analyzing, and communicating information; in mastering

3:B:1

ACTS

3:B:2

Syllabi

Assessment results

ACTS courses

PCCUA catalog

Outcome expectations on syllabus

3:B:3

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modes of inquiry or creative work; and in developing skills adaptable to

changing environments.

4. The education offered by the institution recognizes the human and

cultural diversity of the world in which students live and work.

5. The faculty and students contribute to scholarship, creative work,

and the discovery of knowledge to the extent appropriate to their

programs and the institution’s mission.

Core competencies

Assessment

3:B:4

Core competencies

Book Club

Reading selections

Instructor diversity lends to diverse instruction

Text book selections

Flag -Not all divisions

3:B:5

Capstone

Tech/Adv Manufacturing

Student volunteers

Service learning

3:B:1, 2, 3

ACTS consistent

College catalog and website

Assessment

Syllabi

Collect, analyze, communicate info-Business Div. & A&S

Portfolios-B Health & Education

Flag -Culturally sensitive-sagging (fashion), language

-Communication-texting

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3:B:4, 5

Reading diversity

CHED-cultural awareness stressed

Projects (Advanced Manufacturing, Clinical hours,

Portfolios)

3C: The institution has the faculty and staff needed for effective

high-quality programs and student services.

1. The institution has sufficient numbers and continuity of faculty

members to carry out both the classroom and the non-classroom roles

of faculty including oversight of the curriculum and expectations for

student performance; establishment of academic credentials for

instructional staff; involvement in assessment of student learning.

2. All instructors are appropriately credentialed, including those in dual

credit, contractual, and consortial programs.

3. Instructors are evaluated regularly in accordance with established

institutional policies and procedures.

4. The institution has processes and resources for assuring that

instructors are current in their disciplines and adept in their teaching

roles; it supports their professional development.

5. Instructors are accessible for student inquiry.

3:C:1-3

Faculty degrees

Student evaluations

Good student/teacher ration

3:C:4

Coop learning

Flag -Funding low for faculty development

Funding not available for intense faculty development

3:C:5

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6. Staff members providing student support services, such as tutoring,

financial aid, advising, academic advising, and co-curricular activities,

are appropriately qualified, trained, and supported in their professional

development.

Office hours posted

Contact info on syllabus

Note left on door when not in office during office hours

STAR lab tutoring

Student success labs

Office hours posted

Email, phone-voicemail

Syllabus contact info

Text

3:C:6

Student support services

Financial aid

Tutoring

Advising

SSS audited and evaluated and required by grant to be

qualified (ACAP member)

Financial aid attends annual required training (evidence-

leave forms, web docs. available)

HR records

Faculty credentials

Student/teacher ratio good

Faculty evaluations

Portfolios

CCSSE

SENSE

Required training for FA and SS personnel b/c of grant

requirements

STAR lab

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COMPASS testing and prep

Flag -Communication between campuses and divisions

-# of advisors

-advisor training/handbook

-updated check off sheets

3:C:2, 3

Instructor degrees

Faculty evaluations

Faculty portfolios

Policy manual 340.02

3C:1-3

Instructors (degrees, credentials, evaluations, check

transcrips)

HR records 370.02

Student evaluations

Good student/teacher ration

Flag -Funding for professional development low

-Grant purchased resources-funding not available for

sustainability

3D: The institution provides support for student learning and

effective teaching.

1. The institution provides student support services suited to the needs

of its student populations.

3:D:1

Student support center

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2. The institution provides for learning support and preparatory

instruction to address the academic needs of its students. It has a

process for directing entering students to courses and programs for

which the students are adequately prepared.

3. The institution provides academic advising suited to its programs

and the needs of its students.

4. The institution provides to students and instructors the infrastructure

STAR lab

CCSSE-high rating by students

Flag -Need sustainability of technology obtained by grants

3:D:2

COMPASS testing and COMPASS Prep

EH classes couples with Student Success class

Lab required with developmental courses

Evidence-ATD report

Flag -Datatel needs how-to process/procedures training

-Need published advisors handbook

Flag -Faculty orientation-adjunct & new faculty

-Evaluations and portfolios for new faculty

Flag -Datatel advising updates (EH/SS courses, MS/MS lab)

-Advisor/advisee ration and availability

3:D:4

Writing/math labs

Library

Performance space

STAR lab

Library

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and resources necessary to support effective teaching and learning (e.g.,

technological infrastructure, scientific laboratories, libraries,

performance spaces, clinical practice

sites, museum collections, as appropriate to the institution’s offerings).

5. The institution provides to students guidance in the effective use of

research and information resources.

Science lab

Grants (PACE, etc) have provided monies for professional

development

Coop-learning

Flag

-PCCUA funding limited

-Technology update plan

3:D:5

Office hours posted

Email

Text

Flag -Funding low for Tec maintenance obtained by grant-

sustainability

-Tech update funding

-Maintaining labs

-Science lab updates

-Sustainable resources for labs

3:D1, 2, 3

Student Support Services (students must be 1st generation

student or low income)

COMPASS testing

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Advising

STAR lab

3E: The institution fulfills its claims for an enriched educational

environment.

1. Co-curricular programs are suited to the institution’s mission and

contribute to the educational experience of its students.

2. The institution demonstrates any claims it makes about contributions

to its students” educational experience by virtue of aspects of its

mission, such as research, community engagement, service learning,

religious or spiritual purpose, economic development.

3:E1:2

Warfield Concert

Grand Prairie Center

Community engagement

3E1: 2

Internships (rubric, coordinator, observers, field advisor)

Warfield Concerts

Grand Prairie Center

Student ambassadors-AR County

Service learning projects

3E:2

The Big Read

Book Club

Grand Prairie Center

Student Ambassadors (AR County)

Intermural activities

Phi Theta Kappa

4A :The institution demonstrates responsibility for the quality of its

educational programs. 4B:1

▪ Goals are in syllabus, are posted on assessment page & in

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1. The institution maintains a practice of regular program reviews.

2.The institution evaluates all the credit that it transcripts, including

what it awards for experiential learning or other forms of prior learning.

3.The institution has policies that assure the quality of the credit it

accepts in transfer.

different departments, results are posted on Achieving the

Dream page

▪ Student Development in Policy Manual 500

▪ Posted on assessment website

FLAGS:

-Have better internal communication; divisional & functional areas

need to meet to share & learn from each other.

4:B:2

▪ Classroom testing

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4. The institution maintains and exercises authority over the

prerequisites for courses, rigor of courses, expectations for student

learning, access to learning resources, and faculty qualifications for all

its programs, including dual credit programs. It assures that its dual

credit courses or programs for high school students are equivalent in

learning outcomes and levels of achievement to its higher education

curriculum.

5. The institution maintains specialized accreditation for its programs

as appropriate to its educational purposes.

6. The institution evaluates the success of its graduates. The institution

assures that the degree or certificate programs it represents as

preparation for advanced study or employment accomplish these

purposes. For all programs, the institution looks to indicators it deems

appropriate to it mission, such as employment rates, admission rates to

advanced degree programs, and participation rates in fellowships,

internships, and special programs (e.g., Peace Corps, and AmeriCorps).

4B: The institution demonstrates a commitment to education

achievement and improvement through ongoing assessment of

student learning.

1.The institution has clearly stated goals for student learning and

effective processes for assessment of student learning and achievement

of learning goals.

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2.The institution assesses achievement of the learning outcomes that it

claims for its curricular and co-curricular programs.

3.The institution uses the information gained from assessment to

improve student learning.4.The institutions processes and

methodologies to assess student learning reflect good practice,

including the substantial participation of faculty and other instructional

staff members.

4C: The institution demonstrates a commitment to educational

improvement through ongoing attention to its retention,

persistence, and completion rates in degree and certificate

programs.

1.The institution has defined goals for student retention, persistence,

and completion that are ambitious but attainable and appropriate to its

mission, student populations, and educational offerings.

2. The institution collects and analyzes information on student retention

persistence, and completion of programs.

4:C:1

▪ Achieving the Dream evidence posted on web page

▪ Achieving the Dream

▪ all developmental labs

▪ Achieving the Dream

▪ Advisors

4:C:2

▪ Data team meetings to analyze data

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3. The institution uses information on student retention, persistence,

and completion of programs to make improvements as warranted by the

data.

4:C:3

▪ Addition of required labs & developmental labs

▪ Student Success

▪ Student Orientation

▪ ADHE reports

▪ CCSE data

▪ Institutional data

▪ Exit surveys

Flags

-Do we use data to improve?

- We have academic data, do we have it on service areas?

4:C:4

▪ IPEDS report/ADHE

Flags

-Gaps for program or course improvement

-Missing data on students who leave & don’t fill out exit

survey

4:B:3

▪ Assessment Reports

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4. The institution’s processes and methodologies for collecting and

analyzing information on student retention, persistence, and completion

of programs reflect good practice. (Institutions are not required to use

IPEDS definitions in their determination of persistence or completion

rates. Institutions are encouraged to choose measures that are suitable

to their student populations, but institutions are accountable for the

validity of their measures).)

▪ Addition of required Math Labs

4:B:4

Flags

-Not consistent.

-Do we use assessment data to have a plan of improvement

5A: The institution’s resource base supports its current educational

programs and it plans for maintaining and strengthening their

quality in the future.

1.The institution has the fiscal and human resources and physical and

technological infrastructure sufficient to support its operations

wherever and however programs are delivered.

2.The institution’s resource allocation process insures that its

educational purposes are not adversely affected by elective resource

allocations to other areas or disbursement of revenue to any

A:1 Evidence

Online consortium

Good at identifying grants

Audit

State funding formula

Evidenced in Operating Budget

Flags

-No process in place to measure

-Need to research alternatives to compressed video system

due to cost to maintain

-Fiscal resources are limited

-Need to plan for alternatives, cannot sustain

-Maintaining ongoing equipment

-Need planning to provide labs, need funding to stay up to

date

-Screening and planning grants – tied to our mission and

scope of work

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superordinate entity.

3.The goals incorporated into mission statement or elaborations of

mission statement are realistic in light of the institution’s organization,

resources, and opportunities.

4.The institution’s staff in all areas are appropriately qualified and

trained.

5:A:2 Evidence

Good-fit measure

DOL

Budget reflects allocation

Flags

-Need to plan how to maintain once equipment/service is

funded

-Financial opportunities not appropriately managed

-DOL; isolation – not sharing

-No budget planning process

5:A:3 Evidence

Good mission statement, realistic

Periodic review and revision of mission statement

Mission statement planning process was inclusive

Comparison of past and present statements reflects

realistic goals

Flags

-Need internal open communication

-Initiatives cannot work in isolation

5:A:4 Evidence

Articulation agreements

Training opportunities

Job descriptions

Applicant’s qualifications

Flags

-Money for continuing education and training

-Faculty recruiting

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5.The institution has a well-developed process in place for budgeting

and for monitoring expense.

-Maintaining communication with three campuses

Flags

-No budget process; request and approval

5:B:1 Evidence

Committees, such as Chancellor’s Cabinet, College

Council, Board of Visitors

Minutes from areas are posted to the web

Policy manuals

Student handbook

Employee handbook

BP 115

BP 120

BP 130

Flags

-Student input is lacking

-Need area specific manuals, i.e. Business Office

-Some committees are non-functional

5.B.2 Evidence

Board of Visitor minutes

Quarterly reports

Insurance mandates

College has a representative; Chancellor reports

verbally and written

UA Board approves our operating budget

UA System board approves fees and tuition increases

Minutes of their meeting reports reflect

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5.B.3 Evidence

College Council

Outlined in policy manual

Minutes

Committee structure

BP 220

AP 220.01

Faculty Senate

Instruction and Curriculum

5.B.3 Flags

Inactive/ineffective committees

No student involvement

Poor communication with initiatives

Classified Association not meeting

5B: The institution’s governance and administrative structures

promote effective leadership and support collaborative processes

that enable the institution to fulfill its mission.

1. The institution has and employs policies and procedures to engage its

internal constituencies-including its governing board administration,

faculty, staff, and students- in the institution’s governance.

2. The governing board is knowledgeable about the institution.

Provides oversight for the institution’s financial and academic policies

and practices, and meets its legal and fiduciary responsibilities.

5.C.1 Evidence

Budget reflects

Student Support Services

Levels of services offered

Faculty-student ratio

Fulltime verses adjunct faculty

5.C.1 Flags

Need stability and planning

Low faculty salaries

5.C.2 Evidence

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3. The institution enables the involvement of its administration, faculty,

staff, and students in setting academic requirements, policy, and

processes through effective structures for contribution and collaborative

effort.

Common reader – postings of outcomes

Assessment and postings of findings on the web

5.C.2 Flags

Not linked; don’t use assessment to improve; don’t

close the loop

Don’t have a whole college planning process

On the defense; reactive instead of proactive

Need to link processes; “threat” when not linked

We have pieces, but they don’t fit together

Unified policies needed to address when people are

out to ensure work is carried on

Planning for retirees

No budget planning

5.C.3 Evidence

Good internally (CSSEE)

Employer Surveys

Advisory Board minutes*

Schedule

Planning process

5.C.3 Flags

Need more student input (like for student handbook)

Surveys don’t address the college as a whole

Not good with external groups; no follow-up

Institution-wide plan needed

5.C.4 Evidence

Better utilization of faculty, staff and equipment

PACE Involvement

Program pilots

5.C.4 Flags

Need to reexamine out-of-state tuition

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Don’t plan ahead; reactive not proactive

We react, but have no plan

Unable to maintain/sustain equipment purchased with

grants/initiatives

Need a replacement schedule for equipment and

supplies (like Smartboard bulbs)

5.C.5 Evidence

Evidence in minutes of College Council, Board

Broadband (Air-On)

Website posting of policies/schedules

AP 520, Determination of tuition and fees

5.C.5 Flags

Anticipation of replacement of equipment; Not able to

sustain technological status

Need to know how to sustain when applying for a

grant

No review/rotation schedule for equipment building repair

and maintenance

5C: The institution engages in systematic and integrated planning.

1.The institution allocates it resources in alignment with its mission and

priorities

5:D:1 Evidence

Assessment plan (academics)

Student learning outcomes

SENSE

CCSSE

Audit reviews

Graduation rates

Completion rates

Flags

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2. The institution links its processes for assessment of student learning,

evaluation, of operations, planning, and budgeting.

3. The planning process encompasses the institution as a whole and

considers the perspective of internal and external constituent groups.

4.The institution plans on the basis of a sound understanding of its

current capacity. Institutional plans anticipate the possible impact of

fluctuations in the institution’s sources of revenue, such as enrollment,

the economy, and state support.

-No evidence of institution-wide, i.e. the Business Office; a

system-wide plan is needed

-No assessment of work areas

-If tied to grant or initiative, need overall assessment

-Need evidence in functional area operations

-Don’t have plans to assess all areas

5:D:2 Evidence

Student assessment, ex. linked courses

Flags

-Make a mistake and fix; reactive

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5. Institutional planning anticipates emerging factors, such as

technology, demographic shifts, and globalization.

5D: The institution works systematically to improve its

performance.

1. The institution develops and documents evidence of performance in

its operations.

2. The institution learns from its operational experience and applies that

learning to improve its institutional effectiveness, capabilities, and

sustainability, overall and in its component parts.