HLC Comprehensive Evaluation Visit Report - St. Charles ...

ASSURANCE SECTION
REPORT OF A COMPREHENSIVE EVALUATION VISIT
TO
Saint Charles Community College
Cottleville, MO
November 7 – 9, 2011
FOR
The Higher Learning Commission
A Commission of the North Central Association of Colleges and Schools
EVALUATION TEAM
Dr. Terry D. Britton, President, Rose State College, Midwest City, OK 73110 (Chair)
Dr. Linda L. Avant, Exec. Vice President, Oklahoma State University Inst. of Technology-
Okmulgee, Okmulgee, OK 74447
Dr. Judy R. Colwell, Vice President for Academic Affairs, Northern Oklahoma College,
Tonkawa, OK 74653
Dr. Brian D. Fors, Dean, Liberal Arts and Sciences, South Central College,
North Mankato, MN 56003
Dr. Janet K. Langley, Vice President of Administrative Services, Maricopa Community Colleges-
Gateway Community College, Phoenix, AZ 85034
Dr. Michael G. Walraven, Professor of Psychology, Jackson Community College,
Jackson, MI 49201

Assurance
Saint Charles Community
Contents
I. Context and Nature of Visit ...................................................................................... 2
II. Commitment to Peer Review .................................................................................. 6
III. Compliance with Federal Requirements ................................................................ 6
IV. Fulfillment of the Criteria........................................................................................ 6
a. Criterion One ................................................................................................... 6
b. Criterion Two ................................................................................................... 8
c. Criterion Three .............................................................................................. 11
d. Criterion Four ................................................................................................ 14
e. Criterion Five ................................................................................................. 16
V. Affiliation Status ....................................................................................................... 18
VI. Additional Comments and Explanations ................................................................. 19
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I. CONTEXT AND NATURE OF VISIT
A. Purpose of Visit
The visit from November 7-9, 2011, was conducted as a comprehensive evaluation for
continued accreditation at Saint Charles Community College (SCC), a comprehensive,
public, two-year institution of higher education. A secondary request was to consider an
embedded request to consider a recommendation to allow SCC to offer distance learning
programs.
B. Organizational Context
Saint Charles Community College is located in Cottleville, Missouri. It was established in
1986 with the first classes offered in 1987. The College serves approximately 8000
credit students. SCC plays a central role in the community with credit programs,
continuing education, work force development, college preparatory study, as well as
enrichment activities ranging from wellness activities to cultural activities.
C. Unique Aspects of Visit
The Team arrived for the visit 21 days after the third president of the College assumed
his office.
D. Sites or Branch Campuses Visited
None
E. Distance Education Reviewed
The Team reviewed the Collegeʼs request to offer a variety of Associate Degree and
Certificate Programs.
F. Interactions with Constituencies
The following list is indicative of the variety of conversations and meetings which took
place during the visit.
Individuals:
President
Vice President, Academic and Student Affairs
Vice President, Marketing and Communications
Vice President, Technology, Research, and Planning
Vice President, Human Resources
Vice President, Administrative Services
Associate Vice President, Foundation and Alumni Relations
Director, Institutional Research and Effectiveness
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Director Academic Computing
Director Financial Services
Director Network Computing
Director Administrative Computing
Director of Facilities
Associate Director of Facilities
Maintenance Supervisor
Interim Grounds Supervisor
Housekeeping Supervisor
Facilities Office Supervisor
Associate Director, Institutional Research
Dean, Corporate and Community Development
Associate Dean, Corporate and Community Development
Director of Workforce, Corporate and Community Development
Project Coordinator, Corporate and Community Development
Chief of Campus Police
Associate Dean, Extended Learning
Dean, Student Development
Dean of Enrollment Services
Dean, Arts and Humanities
ACE Services Center Director
Student Outreach Coordinator
Associate Director, Marketing and Communications
Professor, English
Mathematics Professor, Achieving Success in Mathematics
Mathematics Adjunct, Achieving Success in Mathematics
Wellness Center Clerk
Theater Ticket Office Clerk
Groups:
Board of Trustees (all members present)
Self---Study Steering Committee (17)
Faculty (34)
Human Resources Committee (15)
Planning Council (13)
Distance Learning Committee (10)
Student Group (10)
Community Leaders Group (15)
Non---Exempt Staff (70)
ACE Center Tutors (2)
Various Campus Police Officers
Criterion 3 Committee (12)
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Professional/Administrative Staff (82)
G. Principal Documents, Materials, and Web Pages Reviewed
2011 Self---Study Report
2002 NCA Team Evaluation Visit Report
College Catalog 2011---2012
Student Handbook 2011---2012
Web Site Review
SCC College Plan 2011---2012
Room
Audit Report June 30, 2011
Financial Statements and Independent Auditors’ Report for 2010
Preliminary and Fiscal Year Budgets (Board Minutes)
Fall 2011 Faculty and Their Teaching Assignments
Performance Horizons 2011
Staff MOU’s with Administration
Faculty MOU with Administration
Faculty Handbook
IPEDS Graduation Rates
Board of Trustees Policies
Learn for Life ( non---credit class schedule) Fall 2011
Dual Enrollment Data for Self Study 2011
Annual Report 2010---2011
Cougar News
SCC Student Inquiry Packet
Achieving Success in Mathematics booklet
Brand Positioning Workshop report
C&CD Populations Served 2010---2011 Report
Kansas Cost Study
Staff Training and Education (STEP)
Missouri Statewide General Education Policy
Credit Transfer Guidelines…Among Missouri Colleges and Universities
Student Opinion Survey Results
Enrollment and Retention Task force Year End Report
Multicultural Programming Flyers
Sophomore Portfolio Assessments
Career Technical Assessment Reports
Graduate Survey Results
Licensure Pass Rates
General Education Assessment Report and Capstone Assessment
Various Departmental Assessment Reports
Distance Learning Success Rates
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Distance Learning Long---Range Plan Task Force Report
Student Activities Policies and Procedures
Intellectual Property Rights MOU
Copyright Policies
Mission Statement History and related documents
Performance Horizon Surveys
National Community College Benchmark Project
Balanced Scorecard for Key Performance Indicators (KPI)
Environmental Scan
TEAMVision Committee Information and Webpage
Faculty and Staff Mini---Grants: FY 2010---2011 Overview
SCC College---Wide Plans 2010---2011
Specialized Plans (Various)
Critical Issues Change Documentation
MCHE Facilities Review 2009
SCC Financial Dashboard
Faculty and Staff New Positions
Employee Assistance Program
Designation of Licensed Police Officers
SCC Security Audit Findings (Technology)
Summary of Sustainability Accomplishments
Behavioral Intervention Team Flyer
Enrollment Task Force Report to Cabinet
Event Listing Report
List of Employee Involvement in Organizations
College Branding Project
Student Inquiry Packet Web Page
C&CD Course Evaluation
Lumens Learn for Life Website
C&CD Plan for 2011/12
Articulation Agreements
Robotics Challenge
Course Approval Form and Syllabus Guidelines
Curriculum Committee Charter and Procedures
State Faculty Survey Results
Institutional Snapshot 5: Faculty Demography
Student to Faculty Ration: IPEDS Report
Faculty In---Service Agendas and various Professional Development Documents
Assessment Results in English, Math, and Developmental Classes
Budgeting Priorities
Numerous and Various other documents and websites supporting Criteria.
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II. COMMITMENT TO PEER REVIEW
A. Comprehensiveness of the Self-Study Process
The self-study process afforded opportunities for all constituents of the College to be
involved in the comprehensive institutional review that is reflected in the self-study
document and confirmed by the Team during the visit to the campus.
B. Integrity of the Self-Study Report
The self-study report is an accurate account of Saint Charles Community College. The
College has adequately reported the state of the College, identifying strengths,
concerns, and strategies to improve.
C. Adequacy of Progress in Addressing Previously Identified Challenges
The institution has responded to challenges identified in the 2002 Team Report. A
progress report on strategic planning was prepared for the Commission and accepted.
Other issues were addressed and documented in the self-study for Team review and
verification.
D. Notification of Evaluation Visit and Solicitation of Third-Party Comment
The Team confirmed that Saint Charles Community College invited public comment on
its website and in local newspapers prior to the accreditation visit. No third-party
comments were received by the Higher Learning Commission. The institution fulfilled
the requirement to seek such comment.
III. COMPLIANCE WITH FEDERAL REQUIREMENTS
The College documented compliance with federal requirements in the self-study report and
provided additional documentation in the resource room. Team members reviewed the
required Title IV compliance areas and student complaint information. All materials were in
order and no area of concern was noted.
IV. FULFILLMENT OF THE CRITERIA
CRITERION ONE: MISSION AND INTEGRITY. The organization operates with integrity to
ensure the fulfillment of its mission through structures and processes that involve the board,
administration, faculty, staff, and students.
1. Evidence that Core Components are met
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A. The Board has adopted statements of Mission, Vision, and Values, which clearly
define the mission and purposes of the college, the constituents the college intends
to serve, and the goals expected to be achieved by the students. By examination of
documents and individual and group interviews, the team confirmed the process of
mission development and the widespread display and publication of these
documents. Accordingly, the organizationʼs purposes and values are clearly
communicated.
B. The mission documents commit the college to preparing students for success in a
global society. In numerous interviews and meetings, the team confirmed the
collegeʼs commitment to helping students achieve a deep understanding of and
appreciation for the diversity of people on many dimensions. Students of SCC are
well served by the cogency and comprehensiveness of the Collegeʼs commitment.
C. Throughout the visit, the team was impressed by the consistency of focus on the
mission, vision, and values. In virtually all interviews and meetings, it was clear that
planning, budgeting, recruitment, assignment, supervision, instruction, and
evaluation, all conform to the mission, vision, and values the College has adopted
and promulgated.
D. While the Collegeʼs governance and administrative functions, as well as its overall
organization, are those traditionally found in higher education, the team observed
that the distribution and delegation of authority enable the College to focus its
resources on the commitment of employees in all areas on the achievement of the
mission and realization of the values. As growth slows, this strategy will serve SCC
well as it continues focus on the success of students.
E. In all its dealings with the College, from the Board of Trustees through all segments of
faculty, staff, and administration, the team found invariable congruency between
behavior and stated objectives and values. This consistent evidence of integrity
serves the College well, enables the realization of the value of trust, and
synergistically maintains open communication. These values, in turn, promote the
level of teamwork which characterizes this organization, and support eagerness both
to learn and to innovate.
2. Evidence that one or more specified Core Components need organizational
attention
None
3. Evidence that one or more specified Core Components require Commission
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follow-up.
None
4. Evidence that one or more specified Core Components are not met and
require Commission follow-up. (Sanction or adverse action may be warranted.)
None
Recommendation of the Team
Criterion is met; no commission follow-up recommended.
CRITERION TWO: PREPARING FOR THE FUTURE. The organizationʼs allocation of
resources and its processes for evaluation and planning demonstrate its capacity to fulfill its
mission, improve the quality of its education, and respond to future challenges and
opportunities.
Evidence that Core Components are met
A. The Collegeʼs strategic planning processes are built upon and reflect the Collegeʼs
Mission, Vision, and Values. Annually, the Collegeʼs Planning Council reviews and
updates Critical Issues, Goals, Strategic Organizational Objectives, and Key
Performance Indicators which are then distributed to the various units (departments
and divisions) and areas (groups of divisions and departments) for short and long
term planning. College units and areas review prior year achievements and other
data which then help inform their goals, objectives, and anticipated resource
requirements. Recommendations regarding goals and objectives and related budget
requests are advanced through the respective Vice President to the Presidentʼs
Cabinet for evaluation and allocation of resources.
B. Discussions with Planning Council members, other department college personnel and
review of data confirm the variety of tools used throughout the strategic planning
process. Such tools include the following: National Community College Benchmark
Project; Kansas Cost Study; Cougar Count Fact Book; Performance Horizon
Employee Survey; Student Opinion Survey; St. Charles Community College
Environmental Scan; Balanced Scorecard; TEAMVision Functional and Standing
Committee and Task Forces information; and Responsible Parties Reports.
C. Specialized planning documents and processes address evolving issues,
demographic changes, and how they affect the teaching and learning environment.
Based on discussions with Technology, Research, and Planning personnel, their
area plan is adjusted annually to reflect anticipated instructional application changes,
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classroom equipment needs, and associated hardware and software support such as
the use of virtual servers and applications that allow technology staff to install
updates remotely. The Facilities Master Plan depicts the physical history of the
College, current and future projects, as well as potential ideas for future expansion.
Based on initial impressions of the college grounds and discussions with Facilities
and Construction staff, the Collegeʼs commitment to an engaging learning
environment for students and a quality work atmosphere for employees is evident.
D. The organization is conservative in the management and distribution of financial
resources affording the College the ability to exceed the general fund unrestricted
reserve balance and respond to unanticipated needs without compromising their
commitment to quality education. As evidenced by the audited financial statements
and discussions with Administrative Services staff, the Collegeʼs financial strength is
a result of prudent fiscal practices re-enforced by the three-year budget forecast used
to assist the College is making strategically calculated financial decisions to help
ensure the longevity of quality, educational programs.
E. The organization values its human resources as illustrated by its commitment to
professional growth opportunities, sensitivity to staff training needs, and support for
cross-training of employees to help respond to student demand during peak periods.
Examination of literature pertaining to various staff development programs, confirm
the Collegeʼs support of lifelong learning for employees. Discussions with nonexempt
and exempt employees reveal a strong sense of family and satisfaction in
the role played within the college community. Employees also conveyed gratitude
toward the College for engendering a healthy work environment where the
importance of communication throughout the College is exercised daily.
F. The organization utilizes and maintains systems for collecting and analyzing data
that are used by the College to support quality evaluation and assessment
processes. Discussions with the Planning Council, Administrative Services
personnel, and review of the Balance Scorecard shows that for every Strategic
Organizational Objective, the College establishes Key Performance Indicators and
assigns a Responsible Party charged to ensure each objective is tracked and
progress is made.
G. The organization demonstrates its commitment to sustainability by employing
environmentally friendly initiatives throughout the campus community. Based on
discussions with personnel in the Facilities and Construction and Technology and
Research, and Planning departments and review of the Summary of Sustainability
Accomplishments, the College has become more environmentally conscious as
illustrated by their expanded recycling program, planned and budgeted document
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imaging program to reduce paper usage, and their investment in new high-efficiency
boilers.
H. The college-wide planning process is underpinned by the Collegeʼs Mission, Vision,
and Values. Review of the College Wide Plan, Environmental Scan, and Balanced
Scorecard illustrate how the College applies specific aspects of the Mission to
college goals and associated tracking processes. Discussions with employees
across departments further confirmed how their individual and collective role in the
planning process contributes to the collegeʼs purpose.
I. Students, external constituents, and community members appropriately influence the
planning process to the extent outlined in the Collegeʼs Mission. Review of the
Student Opinion Survey Results and discussions with students, personnel from the
Corporate and Community Development department, and community members, the
College is responsive to student and community feedback which is used in
subsequent planning processes.
1. Evidence that one or more specified Core Components need organizational
attention
The organizationʼs response to the 2002 self study review recognized the need to
incorporate strategic planning into the annual budget development process. The
organization accomplished this by creating an extremely detailed strategic planning
process that includes multiple layers throughout the college. While the new process does
satisfy the need for greater college involvement and communication, the effectiveness of
the process in actually using all the data and applying results to subsequent planning
actions needs to be examined. Review of the Critical Issues, Strategic Organizational
Objectives, Key Performance Indicators, Unit Plans, Area Plans and the Balanced
Scorecard suggest that numerous tools and resulting data may be impeding the
collegeʼs ability to effectively focus on a manageable number of salient issues each year.
The Team recommends the college identify those tools that can be more easily used by
a greater number of employees and identify a limited number of objectives to pursue
annually to reduce the amount of time spent on planning while increasing the amount of
time dedicated to implementing change necessary for continuance of the Mission. (2c)
2. Evidence that one or more specified Core Components require Commission
follow-up.
None
3. Evidence that one or more specified Core Components are not met and
require Commission follow-up. (Sanction or adverse action may be warranted.)
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None
Recommendation of the Team
Criterion is met; no commission follow-up recommended.
CRITERION THREE: STUDENT LEARNING AND EFFECTIVE TEACHING. The
organization provides evidence of student learning and teaching effectiveness that
demonstrates it is fulfilling its educational mission.
1. Evidence that Core Components are met
A. Faculty and staff testimony as well as a review of assessment documentation
provided evidence that the College is committed to assessment at the course,
program, and institutional levels. Furthermore, assessment is viewed as important to
both online and on-ground instruction and syllabi have clearly stated learning
outcomes. Institutional, general education, program, and course assessment data are
analyzed to measure student learning, plan for improvements, and set priorities. Key
course assessment results are used as key performance indicators and are linked to
college-wide objectives.
B. SCC faculty are well qualified as evidenced by a review of faculty credentials and
numerous support mechanisms the College has in place to encourage faculty to be
innovative and improve pedagogy. An extensive system of evaluations, training
opportunities and rewards or financial support provides the context for continued
instructional improvement. Discussions with deans, chairs, coordinators, and faculty
highlighted the importance of and appreciation for the opportunities to participate in
state and national conferences. The College budgets $875 per year to each faculty
member for professional development, with can be carried over for an additional year.
Additionally, SCC has a provision in the budget to allow up to 5 percent of the faculty
members to take advantage of a sabbatical leave and receive full base pay
for one semester or half base pay for two semesters. Tuition reimbursement is also
available for those wishing to advance their education. Further review of the annual
budgets and expenses as well as discussions with faculty and academic
administrators indicated that an ongoing funding system is operational and that
faculty members are provided funds for development that supports effective
teaching.
SCC further recognizes effective teaching through a promotion in rank process and a
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newly implemented faculty evaluation process—the Individual Development and
Educational Assessment (IDEA) process that utilizes a self, peer, supervisor, and
student assessments of instructor effectiveness. A review of various environment
scans and surveys conducted by the College as well as meetings with
administrators, students and faculty indicated that SCC supports effective teaching
and is committed to the success of every student. Students noted that they were
pleased with the quality of the faculty, with classroom instruction, the facultyʼs
willingness to be of continuing assistance to them, and with the easy accessibility of
the faculty.
C. Student responses to surveys and meetings with faculty members and students
demonstrate that SCC has established effective learning environments. The College
offers students a variety of learning opportunities with students having access to
distance learning courses, hybrid courses, on-ground courses, as well as availability
of numerous open computer labs and other support services. The institution has
recently adopted Moodle as a Learning Management System and a LMS shell is used
for all courses enhancing instruction for not only for distance learning but for
traditional courses.
Students noted that they were pleased with the quality of the faculty, with classroom
instruction, the facultyʼs great willingness to be of continuing assistance to them, and
with the easy accessibility of the faculty. These perceptions supported the teamʼs
observations that SCC faculty were focused on student success and willing to go the
distance to ensure that they received the necessary support. Discussions with
students, college personnel, and community representatives emphasized the wide
range of clubs, cultural events, fine arts performance opportunities, sports teams,
and community service options. This array of opportunities outside of the classroom
helps to round out the total learning experience. Further interviews with faculty
members and students confirmed that these were factors in student retention and
contributed to positive learning environments both in and out of the classroom
setting.
Services provided by the Academic and Career Enhancement Center (ACE) are
further evidence that the College provides environments that support student learning.
Services provided by the ACE Center include professional tutoring by learning
specialists, peer tutoring, computer-aided instruction, study groups including coach
groups for math and other subject areas as needed, computers for student use, and
meeting rooms. A variety of specialized programs offered by the College further
indicates its commitment to providing learning environments that promote student
learning, including a First Alert program to assist students having difficulty in
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developmental or other classes during the first few weeks of a semester, a Success
Semester designed to address the specific needs of students who placed into three
developmental areas, and a College Success Seminar required for all first-time
freshmen taking nine or more credit hours. Conversations with ACE Center
personnel, faculty, and students as well as observation of the center in action
validate that the ACE center is an asset to the College for enhancing student
learning.
D. Discussions with students, faculty, and staff members confirmed that the College has
appropriate learning resources to support student learning and effective teaching.
SCC has invested steadily in providing resources to support learning and teaching
needs. Its fiscal commitment to allocate space, staff, and resources in support of the
Academic and Career Enhancement Center (ACE) as well as the Learning Resource
Center (LRC) are excellent evidence of this support. LRC personnel indicated that
students have access to a wide range of learning resources offered through the library
including a variety of databases, electronic books, online reference sources and
databases, and 80 student computers.
Conversations with faculty, staff, students, and administrators confirmed that the
College provides updated technology services and resources to support improved
pedagogies and processes. Further discussions with community representatives as
well as a review of College documents and facilities provided evidence that effective
teaching and student learning are integral to the operation of St. Charles Community
College.
2. Evidence that one or more specified Core Components need organizational
attention
A. Faculty, staff, and administrators confirmed that SCC has had effective assessment
processes in place for a number of years, but that the formal assessment group
comprised of faculty and academic administrators had not met on a regular basis for
some time. The College has re-established this group as a formal Assessment
Committee responsible for periodic reviews of assessment processes to ensure
continuous improvement. The College should continue to support this committee
and utilize the faculty and academic administrators who make up the membership as
champions to move the College forward with assessment processes that ensure
optimal student learning and success. (3a)
B. Conversations with academic administrators, faculty (both full-time and adjunct)
confirmed the fact that adjunct faculty members play an essential role in helping the
College achieve its Mission for teaching and learning. As with full-time faculty, it is
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important to integrate the part-timers into the culture of the institution and provide
them with the training and professional development opportunities needed to ensure
that they provide quality instruction. Although documents and meetings with faculty
and academic administrators indicated that adjunct faculty are supported through
mentoring and inclusion in beginning of semester faculty in-service programs, the
College should develop a more systematic method for integrating adjuncts into
assessment processes, professional development offerings, and other college
activities to ensure that they understand and follow departmental academic standards
and instructional strategies on a continuous basis. (3b)
3. Evidence that one or more specified Core Components require Commission
follow-up.
None
4. Evidence that one or more specified Core Components are not met and
require Commission follow-up. (Sanction or adverse action may be warranted.)
None
Recommendation of the Team
Criterion is met; no commission follow-up recommended.
CRITERION FOUR: ACQUISITION, DISCOVERY, AND APPLICATION OF KNOWLEDGE.
The organization promotes a life of learning for its faculty, administration, staff, and students
by fostering and supporting inquiry, creativity, practice, and social responsibility in ways
consistent with its mission.
1. Evidence that Core Components are met
A. According to the self-study and comments from faculty and staff, the college is
committed to supporting professional development activities through professional
development plans, and through funding for such plans, as evidence of the Collegeʼs
emphasis on lifelong learning and improving the quality of the staff and faculty. The
College has created a comprehensive professional development plan process for all
employees and has committed significant funds to support it. Faculty are allotted
$875 per year in 2011-2012, with the potential for carry over, and other discretionary
funds are routinely used to support attendance at conferences, travel, and resource
materials. Tuition reimbursement has increased from $35,000 in 2003-2004 to
$66,000 in 2008-2009 for employees to attend other higher education institutions,
and tuition waivers at the College have increased from $184,000 to $364,000 during
the same period. In January 2010, the Board of Trustees broadened the definition of
courses eligible for tuition waiver to include all courses, not just those related to
current positions at the college. The professional development program and the
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resources devoted to it create a culture at the College in which life of learning is
valued. Continuing the professional development program and continuing to expand
it will only further support the Collegeʼs mission. Such incentives and support
encourage a life of learning.
The College demonstrates that it values a life of learning through its many printed
documents, budgets, policies, practices and programs, and the newly revamped
College Success Seminar is an effective means of assisting students to establish
goals necessary for a successful college experience.
B. St. Charles Community College engages in intellectual inquiry, and faculty and
student research is routinely evident in the College activities. The faculty have
published in academic journals, participated in creating supportive curriculum
material for publishers, attended and presented at conferences in their academic
fields, presented art exhibits, and engaged in appropriate research during
sabbaticals. The College publishes the Mid Rivers Review: A Literary Journal, a
selected collection of student works, and provides an award for student artists whose
works are chosen for display in the Board of Trustees boardroom.
The College values a life of learning and understands the role of general education
across the curriculum. The college catalog explains the Collegeʼs general education
requirements, and all programs contain a substantial number of general education
credits. The College has identified, in accordance with Missouri state statutes, up to
a 42-credit distribution of general education requirements for transfer degrees. The
faculty of the college have refined the general learning objectives indicated by the
state legislation to align with the desired learning outcomes for college programs by
requiring a minimum number of credits in five goal areas: Communication, Social
Sciences, Humanities, Multicultural/Valuing, Mathematics, and a Capstone course.
These standards guide the college in providing a breath of knowledge in all of its
academic programs.
C. The self-study, meeting minutes, and planning materials illustrate a thorough review
process for academic programs. The process includes a representative body of
faculty, staff and administration reviewing curriculum proposals through a Curriculum
Committee, and collection of data and assessment of student learning on a regular
basis. Academic program review is based on deriving input through a variety of
feedback mechanisms including alumni surveys and Advisory Councils. The Collegeʼs
degree programs have benefitted from external input by state agencies and other
universities. The feedback from a variety of constituents provides necessary guidance
for determining opportunities for improvement in the academic programs.
D. Review of the self-study, board policies and college procedures, and conversations
with faculty and staff indicate the College supports responsible acquisition,
discovery, and application of knowledge. Several policies in place clearly
communicate expectations for ethical conduct regarding academics and student
interaction. The student handbook, College catalog, and board policy clearly address
codes of conduct related to academic dishonesty and other standards. Furthermore,
repercussions, and the concomitant policies and procedures for noncompliance are
clearly written and adequately published and communicated. Interviews in general
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confirm that the policies and procedures designed to assure compliance are working.
Maintaining ethical conduct in classroom instruction provides for fairness to students
and also provides a positive image for the institution both internally and externally.
2. Evidence that one or more specified Core Components need
organizational attention
A. Review of planning materials, the strategic plan, the self-study, and College
promotional activities indicates that diversity receives some attention at the college
but in order to properly prepare students to live and work in a global and diverse
society, a concentrated planning and implementation of diversity initiatives needs to
take place. Planning of events tied to the collegeʼs overall diversity goals, diversity
curriculum development and integration, faculty and staff diversity training, and
potential recruitment of students from underrepresented groups takes periodic and
sustained effort. Currently the college does not engage in a comprehensive diversity
planning process. As the initiatives become part of the daily operations of the
college, the college will attract a variety of students and employees, and students will
be better prepared to live and in a global society. (4a)
B. While students recognize the diverse course offerings offered by the College, further
confirmed by review of the catalog and Curriculum Committee minutes, students also
expressed a desire for course offerings that would allow for further intellectual
inquiry, in particular an Honors track for students. An Honors Program track would
draw a different student body to the college and provide options for students to
further pursue academic topics with greater depth, provide more opportunities for
undergraduate research, and extend learning experiences for students and faculty.
(4d)
3. Evidence that one or more specified Core Components require Commission
follow-up.
None
4. Evidence that one or more specified Core Components are not met and
require Commission follow-up. (Sanction or adverse action may be warranted.)
None
Recommendation of the Team
Criterion is met; no commission follow-up recommended.
CRITERION FIVE: ENGAGEMENT AND SERVICE. As called for by its mission, the
organization identifies its constituencies and serves them in ways both value.
1. Evidence that Core Components are met
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A. SCC commits significant resources to the support of the greater St. Charlesʼ
community through its “public oriented events”. Partnerships with an estimated 298
government, social service and other agencies attest to SCCʼs vision of Community
Responsiveness. Certainly to be commended is the GED program, which has met its
target each of 25 straight years to maintain its grant funding, and ranks as one of the
“Top 10” programs in Missouri.
B. The Marketing Branding Project is an example of the Collegeʼs capacity to meet the
needs and expectations of the SCC service area. Identified as a need and redeveloped
included the identification of a college color palette, typography guidelines
and photographic styles; an upgraded phone system; and a branded, comprehensive
inquiry packet. These changes are expected to better position SCC to improve
communication with constituencies.
C. The implementation two years ago of Lumens, a web-based registration
management tool for non-credit programs, has proven a very successful decision.
Through this web portal, the Collegeʼs many student and community activities are
documented and show evidence of the Collegeʼs commitment to engagement.
D. At a time when 75% of their students must take developmental math, SCCʼs
outreach program “Achieving Success with Mathematics”, which targets information
to high school juniors to take math their senior year, is showing positive results for
those students who follow the plan. The faculty who designed and maintain this
innovative program have presented and shared materials at several conferences and
are to be commended for their contribution to area students.
E. Various educational programs with other universities and agencies reflect
partnerships indicative of a college in collaboration with constituencies who depend
on it for service. In support of its students, SCC has placed a great emphasis on the
development of articulation and transfer agreements which number greater than 30.
F. The attention to international students and emphasis on global education is evidence
to SCCʼs goal of bridging diversity. Routinely, staff and the greater St. Louis and area
agencies work to provide needed ESL and language assistance to this population.
G. The College ensures the integrity of its partnerships and contractual arrangements
through its procurement process, use of contracts, and requirement of pre-bid
conferences in accordance with SCC Board policies. Similarly, its expenditures of
grant funds, consistent with federal requirements, is verified by independent audits.
H. The College works closely with the 32 high schools in a five-county area which has
resulted in a yield of one of every four students. Dual enrollment, the A+ program,
Achieving Success in Mathematics, and various other public school partnerships are
proving to be a deciding factor.
I. The College is able to evaluate the effectiveness of the programs and services it
offers to its constituency through multiple means, including its Corporate and
Community Development survey, community education course evaluations, and
student evaluations of services. High ratings attest to the satisfaction of these
respondents.
J. Overwhelmingly positive community support is shown to the college, and
constituents speak to the many changed lives and personal success stories as a
result of the education at SCC. While a great amount of volunteerism by students is
17 December 19, 2011

Assurance
Saint Charles Community
not only evident, but also to be expected, remarkably, there is nearly an equal
amount of volunteerism given to the college by the community.
2. Evidence that one or more specified Core Components need organizational
attention
None
3. Evidence that one or more specified Core Components require Commission
follow-up.
None
4. Evidence that one or more specified Core Components are not met and
require Commission follow-up. (Sanction or adverse action may be warranted.)
None
Recommendation of the Team
Criterion is met; no commission follow-up recommended.
V. STATEMENT OF AFFILIATION STATUS
A. Affiliation Status: Accredited
B. Nature of Organization
1. Legal status: Public
2. Degrees awarded: A
C. Conditions of Affiliation
1. Stipulation on affiliation status: None
2. Approval of degree sites
No Commission approval is required to offer existing degree programs at new sites
within the service area provided prior approval is granted by the Missouri Coordinating
Board for Higher Education.
3. Approval of distance education degree
The Team recommends approval of the request from Saint Charles Community College
18 December 19, 2011

Assurance
Saint Charles Community
to offer online programs as described in the request.
4. Reports required: None
5. Other visits scheduled: None
6. Organization change request: Permission to offer online degree and certificate
programs listed below.
Distance Education Programs (HLC Posted: 04/28/2011)
Associate - 13.1399 Teacher Education and Professional Development, Specific Subject
Areas,
Other (AAT, Pre-Education Degree) (Internet)
Associate - 15.0612 Industrial Technology/Technician (AAS, General Technology)
(Internet)
Associate - 24.0101 Liberal Arts and Sciences/Liberal Studies (Associate of Arts-
General Transfer
Degree) (Internet)
Associate - 43.0107 Criminal Justice/Police Science (AAS) (Internet)
Associate - 44.0000 Human Services, General (AAS) (Internet)
Associate - 52.0204 Office Management and Supervision (AAS, Business Administrative
Systems) (Internet)
Associate - 52.1299 Management Information Systems and Services, Other (AAS,
Computer
Science) (Internet)
Associate - 52.1899 General Merchandising, Sales, and Related Marketing Operations,
Other (AAS, Business Administration) (Internet)
E. Summary of Commission Review
Timing for next comprehensive visit (academic year – 2021-2022)
Rationale for recommendation: The Self Study Report prepared by SCC accurately and
fairly represents an institution that meets the Criteria for Accreditation established by the
Higher Learning Committee. The visiting team confirmed the findings of the College and
is convinced it has the human, physical, and financial resources to move through the
challenges that confront higher education in the years ahead. The College is centered on
it primary purpose of student success and committed to its mission. The Board of
Trustees knows the College and serves it well with a true volunteer spirit.
Based on the strength of the institution and the evidence presented under each of the
five criteria indicating the core components are met and that no areas warrant
Commission follow-up, the Team recommends that the next comprehensive visit be
scheduled for 2021-2022.
VI. ADDITIONAL COMMENTS AND EXPLANATIONS: None
19 December 19, 2011

ADVANCEMENT SECTION
REPORT OF A COMPREHENSIVE EVALUATION VISIT
TO
Saint Charles Community College
Cottleville, MO
November 7-9, 2011
FOR
The Higher Learning Commission
A Commission of the North Central Association of Colleges and Schools
EVALUATION TEAM
Dr. Linda L. Avant, Exec. Vice President, Oklahoma State University Inst. of Technology-
Okmulgee, Okmulgee, OK 74447
Dr. Terry D. Britton, President, Rose State College, Midwest City, OK 73110 (Chair)
Dr. Judy R. Colwell, Vice President for Academic Affairs, Northern Oklahoma College,
Tonkawa, OK 74653
Dr. Brian D. Fors, Dean, Liberal Arts and Sciences, South Central College,
North Mankato, MN 56003
Dr. Janet K. Langley, Vice President of Administrative Services, Maricopa Community Colleges-
Gateway Community College, Phoenix, AZ 85034
Dr. Michael G. Walraven, Professor of Psychology, Jackson Community College,
Jackson, MI 49201

Advancement
Saint Charles Community
Contents
I. Overall Observations about the Organization ................................................................... 3
II. Consultations of the Team ................................................................................................ 3
A. Topic One: Planning.......................................................................................................... 3
B. Topic Two: Assessment.......................................... .......................................................... 4
C. Topic Three: Adjunct Faculty Development ...................................................................... 4
D. Topic Four: Student Diversity. ........................................................................................... 6
E. Topic Five: Honors Programs ........................................................................................... 7
III. Recognition of Significant Accomplishments, Progress, and/or Practices ........................ 8
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I. OVERALL OBSERVATIONS ABOUT THE ORGANIZATION
Saint Charles Community College (SCC) is at a crossroads in its history. The College was well
prepared for the visit from the Higher Learning Commission Team and has laid solid groundwork
for the future. A strong emphasis has been placed on planning and data collection since the
last Commission visit in 2002. In addition, a new president has been hired and had been in place
less than a month before the visit. He will be able to take this Teamʼs report and an excellent
Self-Study as he prepares for leading the College into the next few years. The College is a young
25 years and President Chesbrough is only the third president to lead the institution. He will have
a history of continuity and consistency as a guide.
Located across the Missouri River from St. Louis, SCC has been in a growing and thriving area
of several towns. Cottleville, the actual site of the College, is the smallest of them. However,
Saint Charles County is the primary service area. With the growth, SCC has had constant
increases in enrollment and ad valorem income in its history. Now the county has been affected
by the downturn in the economy with the rest of the nation and will need to adapt to a flattening in
both areas. Budget reserves are available and will be needed until the situation improves.
The six-member Board of Trustees is well aware of the dynamics of the situation and working
well with the administration.
The on-campus community understands the community college philosophy and actively supports
outreach and service. The external community benefits from the College and actively solicits
services and supports public activities. The wellness center and the theater are open to the
community, for instance, and the public responds with attendance at both. At the community
meeting, business and civic leaders all remarked at the responsiveness of the institution to their
needs.
The Team has the confidence that SCC has more than adequate resources to meet the
challenges, a staff that is willing to do the work, a Board that is well qualified to lead, and a
community that will support its mission. The College is a vital contributor to the education and
welfare of the area.
II.
CONSULTATIONS OF THE TEAM
Topic 1: Planning
The College exercises a very detailed, annual, strategic planning process that involves several
tools and extensive involvement of college personnel. While the use of tools and college-wide
involvement is generally desired, a tipping point can occur when the time dedicated to such
activities outweighs the benefits. Therefore, the Team recommends the college identify tools
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Saint Charles Community
and processes that can be more easily used while focusing on a limited number of objectives to
pursue annually.
Continuing with strategic planning, the college may want to incorporate, systematically, data and
trend analyses from the regional planning commission serving their district. These regional
commissions, established under USDA oversight, integrate both federal and state data sources in
very usable forms. Both demographic and occupational trends will be important to the college as
the population of traditional aged students decreases and the college seeks new populations to
serve. More importantly, these data, combined with formal needs assessments, protect the
college from impulsive responses to anecdotal observations of environmental change.
Currently the college does not have a technology disaster plan that includes redundant, off site
computing services whereby the College would have the ability to failover to the redundant site
should a significant interruption in services occur. Based on the Collegeʼs dependency on
technology, which is the norm in todayʼs educational environments, recommend the College
invest in either a physical, redundant site or outsourced services that could reduce the Collegeʼs
current vulnerability to loss of data.
Topic 2: Assessment
The college enjoys a legacy of effective assessment at both course and program levels, and a
healthy history of assessment at the institutional level. Ideally, the college will develop
mechanisms to more fully integrate these three levels and types of assessment, permitting more
effective analysis of the effectiveness of interventions on student success. For example, the
college might undertake longitudinal studies of cohorts of students, using analysis of covariance
to disarticulate the differential success of sub-groups of students within cohorts, thereby
assessing the effectiveness of courses, programs, and ancillary services on student persistence
and success. To achieve this, the college might want to create a more meaningful link between
the faculty assessment committee and the institutional research office. It is likely that additional
support in the IR area will be necessary to fully realize the power of the assessment effort, but the
long-term improvements in efficiency of resource allocation will likely more than offset the
investment.
Topic 3: Adjunct Faculty Development
Systematic method for integrating adjuncts into assessment processes, professional
development offerings, and other college activities.
Conversations with academic administrators, faculty (both full-time and adjunct) confirmed the
fact that adjunct faculty members play an essential role in helping SCC achieve its Mission for
teaching and learning. As with full-time faculty, it is important to integrate the part-timers into
the culture of the institution and provide them with the support, training, and professional
development opportunities needed to ensure that they provide quality instruction and that they
understand and follow departmental assessment processes, academic standards, and
instructional strategies on a continuous basis.
Effective faculty support and development is basically dependent on motivation. When faculty
members feel successful and in control, they are more likely to try new technology, investigate
and implement new teaching models, and do research to acquire new knowledge to apply in the
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classroom. Likewise, the learner in a faculty development setting must be engaged in the
setting of goals and objectives. This applies to both full-time and adjunct faculty. Although SCC
provides support to its adjunct faculty through mentoring and inclusion in beginning of semester
faculty in-service programs, the College might consider offering their adjunct faculty an
opportunity to engage in setting the goals and objectives for future faculty support and
development programs by asking for their perceptions on what is most beneficial in terms of
helping them develop and improve professionally and personally within the mission and culture of
the institution or by ensuring that they have an opportunity to participate in review of assessment
data or in discussions related to assessment strategies for programs or courses.
Although adjunct faculty may have the same basic needs as full-time faculty, the timing and
availability of various types of support may be a barrier to access. Strategies SCC might
consider to overcome these barriers for engaging adjuncts in this process could include online
discussions, local surveys, focus groups, open forum meetings, etc. The same strategies could
be employed to include adjunct faculty members in academic departmental assessment
processes, instructional strategies, and sharing of ideas regarding effectiveness of current
processes and suggestions for improvement. The information gleaned from soliciting adjunct
faculty interaction may assist SCC in assessing and prioritizing various types of support as well
as in identifying barriers that may limit part-time faculty access to certain types of training and
support currently being offered or planned.
As SCC moves forward to define and develop a systematic approach for integrating adjuncts
into assessment processes, professional development offerings, and other college activities, the
following faculty support categories commonly provided to adjunct faculty may help frame
planning processes. The descriptions provided are based on practice as well as literature related
to support of adjunct faculty.
Orientation. Adjunct faculty orientation is the time to emphasize the principles, mission, vision,
and values of the institution as well as to address internal communications, safety policies,
environmental health, FERPA regulations, technology, mail, bookstore services, professional
development resources, and expectations.
Basic support. Adjunct faculty need work space including computer access and access to
other office equipment and the availability and location of these work areas need to be well
communicated. The areas should offer quiet, confidential space to meet with students.
Additionally, basic support should include access to email, telephones, copiers, fax machines,
and technology assistance.
Course outlines, portfolios, and resources. Academic administrators can reduce the
preparation required for adjunct faculty members by providing them with instructional outlines,
learning activities, sample quizzes, or other curricular assistance. Providing them with such
resources helps ensure consistent instruction within the curricular area and represents a
strategy to clarify job expectations.
Departmental/institutional support and inclusion. This includes providing adjunct faculty
members with a mentor and including them in departmental meetings and planning sessions to
help integrate them into the faculty team or including them in campus-wide planning and service
projects to help foster a culture that enhances overall institutional effectiveness.
5 December 19, 2011

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Saint Charles Community
Evaluation/assessment. This strategy includes approaching evaluation and assessment as a
method of providing opportunities for communication, growth, and development. Part-time
faculty members, like their full-time counterparts, need and deserve feedback from their
supervisor or mentor.
Recognition. Celebrating the contributions of part-time faculty members to the college and to
student success builds community among adjunct faculty and all members of the campus
community. Celebrating community reinforces the fact that the success of the institution is the
result of the outstanding performance of many people, including part-time faculty. Visible
celebrations of people's accomplishments in group settings help create and sustain team spirit
and keep everyone focused on the key values and mission of the institution.
Professional development opportunities. Professional development expectations may
include certification or professional growth. Informing adjunct faculty members about
professional development expectations, engaging them in identifying the activities that would be
most beneficial, and including them in development activities help instill a sense of community.
Offering professional development activities at flexible times and in multiple venues helps
reduce barriers to adjunct faculty participation. The evaluation/assessment process is
enhanced when part-time faculty are asked to identify professional growth objectives as part of
the process.
Stability of employment. Retention of quality part-time faculty members may be improved when
they have advance notice of teaching opportunities. Although they do not operate under a
continuing contract, it is important to explain the nature of the employment relationship. Most
adjunct faculty members understand and respect the fact that teaching opportunities are
contingent on adequate enrollment. They also understand and respect that their continued
employment is subject to satisfactory performance. Communication is important and if part-time
faculty members are going to be released for a performance based reason, it is a sign of respect
to tell them so. Respect demonstrated by teaching assignments and continued employment can
go a long way in building staff retention and commitment.
Possible full-time employment. Some adjunct faculty desire to move into full-time faculty
positions. Although the College cannot guarantee full-time employment, good performance as
an adjunct faculty member can be an indication of their future success as a full-time faculty
member. The College can help part-time faculty members qualify for full-time opportunities by
acquainting them with employment procedures and expectations.
As SCC experiences fluctuating enrollment growth and fewer financial resources, adjunct faculty
will play increasingly important roles. In order to reap the maximum benefit from using part-time
faculty, a commitment must be made to providing adequate institutional support and faculty
development. Inclusion of the needs of part-time faculty in the budget development process and
the strategic planning process would ensure fiscal and targeted measures are in place to
systematically provide for the needs of SCCʼs adjunct faculty.
Topic 4: Student Diversity
In order to create a more diverse higher education learning environment in the college and to
increase and enhance the level of diversity among employees and student, the college should
create a diversity plan sufficiently broad in scope with specific measurable goals or benchmarks.
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Advancement
Saint Charles Community
The college does well to provide students with opportunities for a global education, and can plan
to provide students with a broader multicultural education. A diversity plan with specific data,
information, and measureable goals also will help the college broaden its student base,
attracting new students among underrepresented populations.
There are a number of sources that can be used to increase and enhance the level of diversity
among employees and students. This link provides a comprehensive overview of multicultural
curriculum reform and information on questions to be answered in order to begin the process for
curricular change: http://www.edchange.org/multicultural/curriculum.html. The University of
Washington’s Office of Minority Affairs and Diversity offers this web site from the Center for
Curriculum Transformation to ensure diversity moves beyond student demographics and
campus services, and towards inclusion in the college curriculum:
http://depts.washington.edu/ctcenter/index.shtml. Purdue
University has material addressing several modules on creating cultural competency in a
community: http://www.ces.purdue.edu/iec. There are a number of other good resources
available, but these might help get started in creating a comprehensive diversity plan tied into
the college’s strategic plan.
Topic 5: Honors Program.
During the recent HLC visit, students indicated a desire to see an Honors Program at the
college. An Honors Program will help to attract students to the college, and will allow for a
different track for students who wish to be further challenged academically. There are several
ways to offer an Honors track. The college would need to determine how many credits of Honors
courses are sufficient for an Honors Program designation. The courses can be selected from
any of the required general education courses, such as an Honors English Composition,
Honors General Psychology, Honors Intro to Philosophy, Honors U.S. History, and so on. There
could be separated Honors sections of these courses for Honors track students to complete, or
there could be extra assignments in any of the courses for students to have an Honors
designation.
Other approaches include establishing program learning objectives and having faculty propose
courses describing how they meet the objectives, so they can be general education courses or
focus more specifically on a topic. For example, below is the mission and objectives of the
Honors Program at Minnesota State University, Mankato:
The mission of the Honors Program at Minnesota State University, Mankato is to create future
leaders, researchers and global citizens by providing high ability and motivated students with
exceptional learning opportunities, mentoring relationships, and a community of scholars that
foster their development as future leaders in a global society.
Leadership. Upon graduation, honors students will have demonstrated the ability to recognize
global contexts that shape leadership decisions, exhibit global leadership values, and work or
lead across cultures.
Research. Upon graduation, honors students will have demonstrated the ability to exhibit
information literacy skills, synthesize and integrate ideas, produce original research or creative
works, and contribute to knowledge.
Global Citizenship. Upon graduation, honors students will have demonstrated the ability to
exhibit second language and communication competencies and exhibit cultural competency and
awareness.
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Saint Charles Community
The college would determine the format for the Honors Program as is appropriate for the
institution and its goals, and by doing so the college will attract other students and provide new
academic challenges for current students.
Service Learning: The Self Study indicated SCC had joined Campus Compact, but that funds
were not available to hire a full-time coordinator. While the level of volunteerism by students
and staff alike is exemplary, still, there is much to be gained through the infusion of service
learning as a part of the classroom and educational experience. The activities and support
services provided by Campus Compact at the national level are extensive and include such
outreach as conferences and workshops, a consulting corps, publications and resource
materials, several national faculty awards and access to programs such as AmeriCorps VISTA.
Renewed consideration should be given to funding continued membership and at least a halftime
faculty position for coordination.
III.
RECOGNITION OF SIGNIFICANT ACCOMPLISHMENTS, PROGRESS, AND/OR
PRACTICES
The commitment of the institution to staff and the commitment of staff to the institution was an
obvious strength in the institution. At all group meetings, the testimony was consistent: the
institution supports and encourages personal and professional development with activities,
funds, travel, and sabbaticals. The Human Resources area documented well the opportunities
available at all levels for staff to reach their objectives. Faculty were well supported, for
instance, in the move from WebCT to Moodle as the new platform for distance learning courses.
As the institution moves through a transitional period with a new economic reality and a new
president, the history of support for faculty and staff will be valuable and worth preserving.
8 December 19, 2011

Team Recommendations for
STATEMENT OF AFFILIATION
INSTITUTION and STATE: Saint Charles Community College, MO
TYPE OF REVIEW (from ESS): Continued Accreditation
DESCRIPTION OF REVIEW (from ESS): Embedded change request to initiate distance delivery.
DATES OF REVIEW: 11/7/11 - 11/9/11
LEGAL STATUS: Public
TEAM RECOMMENDATION: no change
DEGREES AWARDED: A
TEAM RECOMMENDATION: no change
Nature of Organization
Conditions of Affiliation
STIPULATIONS ON AFFILIATION STATUS: None
TEAM RECOMMENDATION: no change
APPROVAL OF NEW ADDITIONAL LOCATIONS: No Commission approval is required to
offer existing degree programs at new sites within the service area provided prior approval is
granted by the Missouri Coordinating Board for Higher Education.
TEAM RECOMMENDATION: no change
APPROVAL OF DISTANCE EDUCATION DEGREES: New Commission policy on institutional
change became effective July 1, 2010. Some aspects of the change processes affecting
distance delivered courses and programs are still being finalized. This entry will be updated in
early 2011 to reflect current policy. In the meantime, see the Commission's Web site for
information on seeking approval of distance education courses and programs.
TEAM RECOMMENDATION:
REPORTS REQUIRED: None
TEAM RECOMMENDATION: none
OTHER VISITS SCHEDULED: None
TEAM RECOMMENDATION: none
Summary of Commission Review
YEAR OF LAST COMPREHENSIVE EVALUATION: 2001 - 2002
YEAR FOR NEXT COMPREHENSIVE EVALUATION: 2011 - 2012

Team
OF
TEAM RECOMMENDATION: 2021 -2022
for

ORGANIZATIONAL PROFILE
INSTITUTION and STATE: Saint Charles Community College, MO
TYPE OF REVIEW (from ESS): Continued Accreditation
___ No change to Organization Profile
Educational Programs
Programs leading to Undergraduate
Programs leading to Graduate
Associate 30
Bachelors 0
Masters 0
Specialist 0
First
Professional
Doctoral 0
Program
Distribution
Recommended
Change (+ or -)
Off-Campus Activities
In-State: Present Activity: Recommended Change:
(+ or -)
Campuses: None
Additional None
Locations:
Course
None
Locations:
Out-of-State: Present Wording: Recommended Change:
(+ or -)
Campuses: None
Additional None
Locations:
Course
None
Locations:
Out-of-USA: Present Wording: Recommended Change:
(+ or -)
Campuses: None
Additional None
Locations:
Course
None
Locations:
Distance Education Programs:
Present Offerings:
Associate - 13.1399 Teacher Education and Professional Development, Specific Subject Areas, Other (AAT,
Pre-Education Degree) offered via Internet; Associate - 15.0612 Industrial Technology/Technician (AAS,

General Technology) offered via Internet; Associate - 24.0101 Liberal Arts and Sciences/Liberal Studies
(Associate of Arts-General Transfer Degree) offered via Internet; Associate - 43.0107 Criminal Justice/Police
Science (AAS) offered via Internet; Associate - 44.0000 Human Services, General (AAS) offered via Internet;
Associate - 52.0204 Office Management and Supervision (AAS, Business Administrative Systems) offered via
Internet; Associate - 52.1299 Management Information Systems and Services, Other (AAS, Computer Science)
offered via Internet; Associate - 52.1899 General Merchandising, Sales, and Related Marketing Operations,
Other (AAS, Business Administration) offered via Internet; Certificate - 11.0201 Computer
Programming/Programmer, General (Computer Science/Data Management) offered via Internet; Certificate -
11.0899 Computer Software and Media Applications, Other (Computer Science/Multimedia) offered via
Internet; Certificate - 11.0901 Computer Systems Networking and Telecommunications offered via Internet;
Certificate - 11.1004 Web/Multimedia Management and Webmaster (Computer Science/Web Development)
offered via Internet; Certificate - 11.9999 Computer and Information Sciences and Support Services, Other
(Computer Science/Multimedia) offered via Internet; Certificate - 24.0101 Liberal Arts and Sciences/Liberal
Studies (Global Studies) offered via Internet; Certificate - 43.0107 Criminal Justice/Police Science offered via
Internet; Certificate - 52.0302 Accounting Technology/Technician and Bookkeeping (Business
Administration/Accounting) offered via Internet; Certificate - 52.0406 Receptionist (Business Administrative
Systems) offered via Internet; Certificate - 52.0801 Finance, General (Business Administration/Banking) offered
via Internet; Certificate - 52.1299 Management Information Systems and Services, Other (Computer
Science/Web Design) offered via Internet; Certificate - 52.1401 Marketing/Marketing Management, General
offered via Internet; Certificate - 52.1899 General Merchandising, Sales, and Related Marketing Operations,
Other (Business Administration) offered via Internet; Certificate - 52.9999 Business, Management, Marketing,
and Related Support Services, Other (Business Administration/Management) offered via Internet
Recommended Change:
(+ or -)
Correspondence Education Programs:
Present Offerings:
None