SACS Focused Response

Section 2:  Core Requirements

           The institution requires in each undergraduate degree program the successful completion of a general education component at the collegiate level that (1) is a substantial component of each undergraduate degree, (2) ensures breadth of knowledge, and (3) is based on a coherent rationale.  For degree completion in associate programs, the component constitutes a minimum of 15 semester hours or the equivalent; for baccalaureate programs, a minimum of 30 semester hours or the equivalent. These credit hours are to be drawn from and include at least one course from each of the following areas: humanities/fine arts; social/behavioral sciences; and natural science/mathematics.  The courses do not narrowly focus on those skills, techniques, and procedures specific to a particular occupation or profession. The institution provides a written justification and rationale for course equivalency. (General Education)

Non-compliance 

No humanities/fine arts course was found in the Associate in Applied Science Degree programs in Accounting, Administrative Support Technology, Information Systems Technology, Management, Computer Aided Drafting and Design, Computer and Electronics Technology, Electrical/Electronics, Environmental Management, Mining, Early Childhood Development, and Human Services.  The On-Site Review Committee should confirm that these degree programs include at least one course in the area of humanities/fine arts.

To bring the college into full compliance with SACS standard 2.7.3, general education program changes have been made in the programs listed to include at least one course in the area of humanities/fine arts.  Academic division deans and faculty reviewed requirements of the standard and made recommendations to the programs to bring the college into compliance.  These recommendations were presented to the college’s curriculum and instruction committee, received approval, and will be included in the 2006-07 college catalog.  Currently enrolled students will adhere to the program requirements in place at the time of enrollment.

Therefore, effective with the 2006-07 academic year, a three credit humanities/fine arts elective will be required for the following degree programs:

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Section 3:  Comprehensive Standards

It is implicit in every Standard mandating a policy or procedure that the policy or procedure is in writing, approved through appropriate institutional processes, published in appropriate institutional documents accessible to those affected by the policy or procedure, and implemented and enforced by the institution.

           The institution evaluates the effectiveness of its administrators, including the chief executive officer, on a periodic basis.

Non-compliance 

While there is an indication that annual evaluations are required of all employees, there was no evidence provided that there is a format or process for evaluating administrators and that those evaluations actually occur.  The On-Site Review Committee should confirm that administrators, including the Chief Executive Officer, are evaluated on a periodic basis.

The effectiveness of non-teaching faculty-ranked administrators is evaluated annually, and the evaluation process is outlined in the Faculty Handbook. Copies of evaluation results may be found in the individual employee files of the Human Resources Office and these files will be available for review when the On-Site Review Committee visits the college.
The President of the college is evaluated annually by the college Local Advisory Board and by the Chancellor of the Virginia Community College System (VCCS). Upon receipt of the written evaluation by the college Local Advisory Board, the Chancellor conducts a face-to-face evaluation with each community college president. The Chancellor uses the Local Advisory Board written evaluation of the President during this evaluation. The President’s contract for employment for the period of July 1 – June 30 follows the evaluation. Additional documentation of the President’s evaluation may be found in the VCCS Human Resources Office and in the Local Advisory Board minutes in the President’s office.

Documentation:

VCCS Policy Manual Section 3.15.2 Presidential Evaluation p. Section 3-93
Local Board Policies & Procedure Manual 2.400 E  Duties and Responsibilities of the Board
Faculty Handbook 778kb  Section 3.13 Teaching Faculty Evaluation
Classified Staff Handbook  433kb Classification and Compensation Section
Non-Teaching Administrative Faculty Evaluation Criteria
Summary Performance Rating for Non-Teaching Faculty
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          Any institution-related foundation not controlled by the institution has a contractual or other formal agreement that (a) accurately describes the relationship between the institution and the foundation, and (b) describes any liability associated with that relationship.  In all cases, the institution ensures that the relationship is consistent with its mission.

Non-compliance 

The SVCC Foundation exists to support the college and its mission and operates under a joint operating agreement with the relationship outlined in Foundation Bylaws and Articles of Incorporation.   College as well as Foundation policies and procedures guide operations.  Neither the By-Laws nor the Articles of Incorporation appear to address liability associated with the relationship.  The On-Site Review Committee should verify that SVCC addresses the liability associated with the relationship between the institution and the foundation.

The Joint Operating Agreement between Southwest Virginia Community College and Southwest Virginia Community College Educational Foundation, Inc. has been revised, effective July 1, 2005, to reflect the liability associated with the relationship between the college and the foundation.

The following language was added to the Joint Operating Agreement:
“Both the college and the foundation acknowledge that each is an independent entity and agree that neither will be liable, nor will be held out by the other as liable, for any of the other’s trustees, directors, officers, members, staff or activity participants.”

In addition to being in full compliance with SACS standard 3.2.13, the college is in full compliance with the policies stated in the Virginia Community College System policy manual.

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           The institution identifies expected outcomes for its educational programs and its administrative and educational support services; assesses whether it achieves these outcomes; and provides evidence of improvement based on analysis of those results.

Non-compliance 

Institutional effectiveness processes to identify expected outcomes, assess whether the college has achieved those outcomes, and provide evidence of improvement based on the analysis of those results have not been implemented consistently across the institution for administrative and educational support services.  For example, Admissions Services stated in the Annual Report for 2003-2004 that staff “lack time for review and analysis of effectiveness of services.”  The Evening Administrator, Educational Opportunity Center, Student Financial Aid, and the Student Activities/Community Center have provided no evidence of an evaluation process.

In addition, Distance Education Services of SVCC is an integral part of the college’s overall instructional program and shares the same goals of the entire instructional area to strengthen the college mission.  However, there is no evidence of a process to evaluate student support services for distance learning students.  Although the Library has indicated a “plan” to develop a survey that will include Distance Education students, at this time insufficient documentation has been provided to indicate what services are being provided and if they meet the needs of the Distance Education students. 

The On-Site Review Committee should confirm that the units cited above have identified expected outcomes, assessed whether those outcomes have been achieved, and used the results of the assessment to make improvements.

Southwest Virginia Community College (SVCC) identifies expected outcomes for its educational programs, and its administrative and educational support services through annual strategic planning sessions with college administrators, and department/ instructional division leaders. During these strategic planning sessions, institution-wide and departmental-specific goals, objectives and strategies are developed for the upcoming academic year. Throughout the year, using various assessment instruments and methods, each department and instructional division determines the achievement of the outcomes identified. Subsequently, each department and instructional division prepares an annual report that recaps the achievement of outcomes for the preceding year. These documented outcomes are used to measure program effectiveness, quality and productivity, and are further analyzed and used to make improvements for the subsequent year. Thus, all SVCC departments and divisions are evaluating effectiveness based on both internally and externally derived expected outcomes, and are using measurements from a variety of sources to initiate recommended improvements in services and programs.

As part of the Virginia Community College System (VCCS), SVCC is involved in a major initiative, Dateline 2009, which has seven major goals, including that the VCCS would be ranked in the top ten percent in the nation with respect to graduation rates, retention and job placement. SVCC is committed to achieving the seven major goals identified in the Dateline 2009 strategic plan. Additionally, under the auspices of the VCCS and the Community College Leadership Program at the University of Texas at Austin, in Spring 2005, SVCC participated in the Community College Survey of Student Engagement (CCSSE), a nationally-distributed survey focusing on teaching, learning and retention. In an effort to create an environment that will enhance student learning, development and retention, SVCC will use the results of this survey to: identify what students do in and out of the classroom; identify student goals; and understand student external responsibilities.

A brief narrative demonstrating compliance for each of the units cited in the Report of the Off-Site Committee follows.

Admissions Office: The Admissions Office has internal and external goals of enrollment management, student retention, and improved graduation and transfer rates, all of which are easily measurable by comparing the current year’s statistics to previous years. Using these numerical results to target enrollment, for the 2004-05 academic year, there was an increase in faculty and counselor contacts with area high school seniors and student recruiter participation in service-region activities. To target retention, there was increased personal contact with non-returning students, and the exit interview survey instrument was revised in an effort to obtain more definitive information regarding withdrawal. To target improved graduation rates, there was increased contact with students who had earned 45 credits but had not graduated with an award. To target transfer rates, new articulation agreements were put into place with Virginia Tech’s College of Agriculture and Life Sciences and the University of Appalachia’s College of Pharmacy. The Admissions Office annual report sets forth the more subjective goal of providing exemplary customer service. Using results from the 2003-04 student graduation survey, the advising and counseling services (which fall under the jurisdiction of the Admissions Office) received a high percentage of superior/good ratings, which provides encouragement to front-line staff.

Evening Coordinator: The Office of the Evening Coordinator facilitates the evening on-campus programs and selected off-campus sites and classes. Reporting to the Vice-President of Instruction and working with academic division deans, the Evening Coordinator’s Office provides oversight of evening on-campus and selected off-campus sites, including recruitment and enrollment management, instructional programming and facilities usage. Since this office is not a separate entity but facilitates the coordination of these programs and services, the goal setting process, the measurement and evaluation of programs and services, and utilization of results to make recommended changes and improvements is an ongoing process and part of the college-wide effort to improve the effectiveness of programs and services.

Student Activities: The college’s comprehensive program of student activities is administered and coordinated by members of the student development services staff. Through a variety of means that includes working with student leaders, faculty club sponsors and the college-wide student activities standing committee, the Coordinator of Student Activities is charged with the responsibility for establishing annual goals and objectives. Utilizing the results of a variety of student surveys (graduate, alumni, current student, etc.) recommended changes and improvements are implemented to enhance the student activities program. Some examples of the means by which the effectiveness of student activities programs are measured are: club sponsors meet periodically for the purpose of making recommended improvements; the student activities manual is updated annually; improvements are made based on the input from student leaders and club sponsors; SVCC Series Committee meets periodically to plan and evaluate the effectiveness of Series programs. Additionally, student government officers and sponsors have periodic retreats for the purpose of evaluating and improving activities. The Dateline 2009 goals emphasize improved graduation and retention rates, in particular from more student involvement in college activities, and results of the Community College Survey of Student Engagement (CCSSE) are reviewed to determine how to increase student involvement in campus activities. Utilization studies of student use of the Community Center are evaluated to determine student participation in events held at that venue. Recently, a web-based calendar of campus events was implemented as a means by which to provide electronic communication to students, who regularly use the Internet to access their college email account and Blackboard, a learning management system (course and instructor information) used at SVCC.

Because of the importance of an effective program of student activities in assisting students to fulfill their educational goals, the college community is continually seeking to involve students in the evaluation and improvement of college operations and services.

Student Financial Aid: As a component of Student Development Services, the SVCC Financial Aid Office participates in the college’s strategic planning and evaluation processes. Through evaluation of the financial aid committee, direct student input and college survey results, financial aid staff seek to make continual improvements in this most vital student service. Providing fair, equitable and timely student access to financial aid is at the forefront of the services provided by this office, but additional outcomes are defined in the annual report for such services as financial aid workshops, management of work-study students, and ensuring compliance with federal and state regulations. These goals and objectives are measured continually, and often immediately, by student feedback, both verbal and written. Additionally, federal and state audits of the financial aid processing are conducted regularly, which serves as a measurement of program quality and effectiveness.

Educational Opportunity Center: The Educational Opportunity Center (EOC) at Southwest Virginia Community College is a federally funded program that provides valuable educational and career planning services for traditional and non-traditional students. As a component of Student Development Services, the EOC participates in the college’s strategic planning and evaluation processes. Dateline 2009 goals of enrollment, retention and workforce training are especially pertinent to the EOC, and outreach efforts are closely monitored and measured. Student internships, assessment of the skills and aptitudes of displaced workers, and industry-customized recruitment and marketing efforts are goals established and achieved by the EOC. Program completion rates and student employment after graduation are two measurements of the effectiveness of the EOC programs and services.

Library/Learning Resources Center: The Library/Learning Resources Center (LRC) division provides ongoing assessment of expected outcomes for its educational programs and support services. As a component of the LRC, the Library provides educational support services to students, faculty and staff, and community users. As a support service area, the Library annually assesses and evaluates its program through several measurements and incorporates the outcomes of these measurements into planning, reviewed goals and objectives, and ongoing Library operations. The Library Annual Plan states that one of the five major goals of the Library is “To provide for the continued effectiveness of the Library by regularly assessing the needs of and services provided to students, faculty, and community, resulting in continuing improvement and demonstrating that the Library is effectively accomplishing its mission, goals and objectives.” To help meet this goal, assessment instruments are distributed, collated and reviewed for library service effectiveness on a continued, regular basis. The library administers a general survey annually. This survey--conducted in Fall 2004 of 500 library users--measures purpose of Library use, the use and adequacy of resources or collections and services, and levels of Internet access and connectivity. During Fall 2004 the library also surveyed over 250 SVCC faculty, staff, and administrators with questions addressing the provision of resources, services and instruction needed to satisfy the information needs of faculty and staff and of the students they teach and serve. Increased computer access and availability, focused print and online collection development, reevaluation of service and work flow areas, and increased offerings of bibliographic instruction have resulted from these assessments.

A library usage survey--the Library and Educational Resources survey--continues to be included as part of the Distance and Distributed Learning (DDL) survey to evaluate to what degree the Library is meeting the needs of DDL students. The DDL/Library survey indicates levels of library access, resource use, and Internet access. The Spring 2005 DDL/Library survey found 90 percent of the respondents have access to the Internet at home or work and still 60 percent use the SVCC library with its high-speed access as an Internet access point. Also, the survey reported that the library was the second most used source of information with only personal resources having a higher percentage. The Distance Learning and Library satisfaction benchmarks are an 80 percent satisfaction response in the top two responses. To address and exploit this recorded availability of the Internet to students, the Library student handbook resides online with direct links to the online catalog, online databases of journals, magazines and newspapers, interlibrary loan services, reference and circulation desk contact information, and instructions for remote access to all online services and resources. A web page outlining Library services and resources specifically for DDL and off-campus students is now available.

Distance Education: Distance and Distributed Learning (DDL) is another component of the Library/Learning Resources Center. DDL identifies expected outcomes for its educational support services through annual strategic planning sessions and the development of departmental goals in support of the institution-wide mission. DDL has established a survey instrument that measures student satisfaction in 15 areas critical to academic success consisting of audio/visual materials, textbooks, relationship between course content and testing, test taking convenience, clarity of course requirements, overall academic quality, course relevance, curriculums, course degree requirements, faculty/student interaction, technology competencies, technology equipment, academic support services, financial aid resources, cost and payment policies. DDL has set a benchmark goal of 80% satisfaction in all survey areas.

In response to survey results, DDL staff in cooperation with Student Services Development Services staff has established on-line academic counseling, academic advisement, and career counseling for students. DDL also offers an online self-assessment to help students identify any deficiencies that could affect their ability to achieve success with distance education courses.

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           The institution has a defined and published policy for evaluating, awarding, and accepting credit for transfer, experiential learning, advanced placement, and professional certificates that is consistent with its mission and ensures that course work and learning outcomes are at the collegiate level and comparable to the institution's own degree programs.  The institution assumes responsibility for the academic quality of any course work or credit recorded on the institution’s transcript.     

Non-compliance 

Forms for Advanced Placement, Experiential Learning, and CLEP credit are provided, but the standards used to convert these experiences to college credit are unclear.  The On-Site Review Committee should examine the process of evaluating, awarding, and accepting credit for clarity, confirm its publication, and seek documentation of the college’s responsibility for the academic quality of any course work or credit recorded on the institution’s transcript.

 

To bring the college into full compliance with SACS standard 3.4.4, Southwest Virginia Community College (SVCC) has revised its published policy to more clearly define its process for evaluating, awarding and accepting credit for transfer, experiential learning, advanced placement, and professional certificates.  SVCC’s policy and practice is consistent with its mission and ensures that course work and learning outcomes are at the collegiate level and are comparable to the college’s own degree programs.  SVCC accepts responsibility for the academic quality of any course work or credit recorded on its transcripts, and has documentation in support of the course work or credit recorded on said transcripts.

 SVCC’s published policy and practice for evaluating, awarding and accepting credit for transfer, experiential learning, advanced placement, and professional certificates is based on the advanced standing guidelines provided by the Virginia Community College System (policy manual section 5.7.6.1), and the college’s revised policy reflects both those guidelines and the SACS standard.  Effective with the 2006-07 academic year, the following revised statement, and accompanying matrix, will be published in the SVCC Catalog and Student Handbook. 

ADVANCED PLACEMENT

A student who is seeking advanced standing, or award of credit based upon previous experience, or desires to earn credit by examination should contact the Admissions Office, faculty advisor or the appropriate division dean.  After determination has been made by the faculty advisor and division dean that advanced standing or award of credit is appropriate, via interviews, review of scores, verification of experience, analysis of credentials and/or course examinations, the Non-Traditional Credit Recommendation Form should be completed, with the appropriate signatures of the student, advisor and division dean.   Upon approval/disapproval of the request, the form is forwarded to the Admissions/Records Office.  Copies of the Non-Traditional Credit Recommendation Form are forwarded to the student and advisor (if the request was not approved, a copy is also forwarded to the division dean).  A statement to identify the type of award of credit - advanced standing based upon CLEP, College Entrance Examination scores, DANTES, credit by examination, credit by previous completion, armed service school experiences, or credit by occupational experience will be placed on the student's record - via the Student Information System.  Credit will be reflected as “Other Credits Applied Toward Curricular Progress in Program” on academic record of student.   No tuition is charged for credit awarded in this manner.  Credit awarded based upon credit by experience, credit by examination or advanced placement, etc., may not be a duplication of credit already awarded.  All pertinent documentation of verification of experience, credit by examination or advanced placement, etc., will be filed in student's file.  The award of credit based upon advanced placement will not be added to individual’s academic transcript until the required twelve semester credits are completed with a cumulative grade point average of 2.00 or higher is achieved.

Furthermore, the document entitled “Earning Advanced Standing Credits at SVCC,” which provides detailed explanations of how students may earn credit in a non-traditional manner, will be referenced in the print catalog and published in the on-line catalog.

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         The institution defines and publishes general education requirements for its undergraduate programs and major program requirements for all its programs. These requirements conform to commonly accepted standards and practices for degree programs.

Non-compliance 

SVCC defines and publishes its general education requirements for all its programs.  These requirements conform to commonly accepted standards and practices. Upon examination of the VCC Policy Manual and the SVCC Catalog, it appears that the College does not adhere to its stated policy regarding general education requirements in its diploma and certificate programs. A minimum of 15% of credit hours are to be completed in general education; however, several programs violated this institutional requirement.  The diploma program in Machine Tool Operations and Certificate programs in Diagnostic Medical Sonography, Diesel Powered Equipment/Mine Machinery Maintenance, Electronics Servicing, Heating, Ventilation, and Air Conditioning, machine Tool Operations, and Welding do not include a minimum of 15% of coursework in general education.  The On-Site Review Committee should confirm that the institution enforces its general education requirements.

To bring the college into full compliance with SACS standard 3.4.10, Southwest Virginia Community College (SVCC) has made program changes in the diploma and certificate programs listed below to reflect a minimum requirement of 15 percent of general education courses.  These changes were made to provide a more broad and general focus of mathematics, as opposed to the narrow, industry-specific focus.  Academic division deans and faculty reviewed requirements of the standard and made recommendations to the programs to bring the college into compliance.  These recommendations were presented to the college’s curriculum and instruction committee, received approval, and will be included in the 2006-07 college catalog.  Currently enrolled students will adhere to the program requirements in place at the time of enrollment.

Therefore, effective with the 2006-07 academic year, the following changes will be made to the listed certificate and diploma programs:

Documentation:

VCCS Policy Manual Table 5-1 Minimum Requirements for Associate Degrees in the VCCS
VCCS Policy Manual -Program requirements Section 5.2 Curricula
VCCS Policy Manual  Section 5.2.1 Diploma and Certificate Programs/General Education Requirements
SVCC College Catalog and Student Handbook1MB  General Ed. Requirements-Diploma and Certificate Programs
Curriculum and Instruction Minutes - August 19, 2005
Program Revisions
Diploma Computer Electronics Machine Tool Operations Welding
Certificate Diesel Powered Equipment Electronics Servicing Heating, Ventilation and Air Conditioning (HVAC) Machine Tool Operations Welding
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