SELF-STUDY REPORT

1999

JEFFERSON COLLEGE1000 VIKING DRIVE

HILLSBORO, MISSOURI 63050(314) 797-3000www.jeffco.edu

Prepared forNorth Central Association of Colleges and SchoolsCommission on Institutions of Higher Education

CHAPTER 1

INTRODUCTION

Chapter 1

IntroductionThis chapter presents an institutional profile, including a brief description of the College’s history and accreditation status, as well as selected characteristics of the environment in which Jefferson College operates. The chapter concludes with an explanation of the 1996-1998 self-study process.

Institutional Profile

Jefferson College is a comprehensive community college located just north of Hillsboro, Missouri, in the center of Jefferson County; a second attendance center is located in the northern part of the county in Arnold, Missouri. Jefferson College offers three associate degrees and seventeen vocational-technical certificates as well as courses in continuing education. The District covers Jefferson and small portions of St. Francois and Ste. Genevieve Counties, an area of 700 square miles with a population in excess of 185,000.

History of Jefferson College

On April 2, 1963, the citizens of the Junior College District of Jefferson County voted the district into existence. The following February, voters approved the first building bond issue by a three-to-one margin. Until the buildings could be built and occupied on the permanent campus in Hillsboro, classes were held at Hillsboro High School. Initially, 303 students enrolled in arts and science transfer classes in September 1964.

In 1965, Jefferson became the first community college in Missouri to be designated as an Area Vocational School. In 1969, adult and continuing education classes began; and the next year, Jefferson entered into a cooperative agreement with local public school districts to conduct adult education programs at their facilities. In 1977, a gift-purchase agreement brought another 300 acres to the campus for its present total of 490.

In 1983 the College acquired a building and established an attendance center to better serve the heavily populated northern part of the District. The facility now serves approximately 3,000 students each year. This acquisition was followed shortly by voter approval of a bond issue to build two new buildings on the Hillsboro campus: the Technology Center and the Arts and Science II building, which were completed in 1986.

As can be seen, in its first twenty years Jefferson College focused energy and funds on providing new physical facilities and quality programs to fulfill its mission. In the last ten years, efforts have focused on assuring that these programs and facilities will meet the needs of the twenty-first century learner. This was accomplished through renovation of existing facilities, purchase of needed equipment, and implementation of curricular improvements.

Technology has played an important role in these changes, as classrooms have been renovated to provide computers, not only for computer courses, but also in the Writing Center and two science labs. The Library now provides access to information through electronic means, and courses offered through distance learning have increased students’ options. There are currently over 1,100 computers on campus, in addition to other equipment, which has been made available to enhance the learning process. Most of these purchases, along with other needed improvements to the physical plant, were made possible through a seven million dollar bond issue approved in 1992.

The latest building project was begun in 1998, as construction started on the new Area Vocational School. This state of the art building is being built on the Hillsboro campus to meet the growing needs of these students in precollegiate programs.

Along with these improvements in the physical plant, existing programs have been revised and new programs added to meet current and future needs. Also, cooperative agreements with four-year colleges and universities have been approved to allow students to complete courses toward their bachelor degrees without leaving Jefferson County.

Throughout its history, Jefferson College has focused on providing up to date programs and facilities to meet its mission.

Accreditation Status

Jefferson College received candidate status from the North Central Association of Colleges and Schools in 1967. The College was then accredited as an associate degree granting institution in March of 1969. After a second self-study and on-site visit by a North Central Association team in 1979, the College was granted its second ten-year term of continued accreditation.

The College’s last comprehensive self-study and visit by NCA was in 1988, when a third ten-year continued accreditation was granted. The 1988 on-site evaluation team report and the College’s response to its recommendations are discussed in Chapter 2.

Environmental Assessment

Jefferson County is one of twelve entities that comprise the St. Louis standard metropolitan statistical area (SMSA). The St. Louis SMSA has a population of 2,547,686, ranking l4th largest among the 35 metropolitan areas. The SMSA is comprised of six counties and the city of St. Louis in Missouri and five adjacent counties in Illinois. Jefferson County is one of the fastest growing communities in this region. The average growth for the SMSA has been 2.2% between 1990-1995, while Jefferson County has grown from 171,380 to an estimated 184,600, which represents a 7.7% increase. Continued growth in population for Jefferson County is projected through the year 2020 with estimates ranging from 206,800 to 254,255. In addition, net migration patterns have been away from the central city area, and Jefferson County has been a primary benefactor of this trend.

Nevertheless, Jefferson County remains largely residential and rural. Northern Jefferson County is fast becoming a residential "bedroom community" to the St. Louis area while the southern portion still retains a rural and farming appearance. The total workforce in Jefferson County in 1995 was estimated at 92,262 by the Bureau of the Census with only 30,475 employed within the county. Approximately two-thirds of the population commutes out of county for employment. The average personal per capita income for Jefferson countians was estimated at $16,049 in 1996, well below the SMSA average of $23,676.

The level of formal education of Jefferson County residents lags behind that of the region, but is improving. For persons 25 years of age or older in Jefferson County, 71.6% have graduated from high school (up from 59% in 1980), and 9% have a college degree. The comparative rates for the entire region are 82.2% and 25%, respectively. It is estimated that 10% of the population in Jefferson County has basic literacy problems. The high school dropout rate is approximately 6% each year through the four years of high school. Approximately one-third of the incoming freshman students at Jefferson College assessed for course placement are found deficient in reading and English skills for college-level course placement. More than 80% of the students taking the ASSET are found to be deficient in mathematical skills necessary to enroll in College Algebra.

The enrollment at Jefferson College has increased since the last NCA self-study, from an FTE in fall 1987 of 2,150 to 2,546 in fall 1997. However, this has not been a steady growth, as the College experienced a decline in enrollment starting in 1993 but stabilizing in 1996 as the following chart depicts (1988-90 figures taken from documents from the Registrar’s Office, 1991-97 figures taken from the Fall 1997 Factbook).

Year FTE Year FTE1988 2,307 1993 2,7261989 2,307 1994 2,6381990 2,746 1995 2,5001991 2,815 1996 2,5541992 2,908 1997 2,546

Considering the growth expected in the District and the proven need for the educational services provided, Jefferson College is planning for a continuing increase in enrollment.

The Self-Study Process

Jefferson College began its 1997-1998 Self-Study process in February of 1996 with the appointment of the Self-Study Coordinator. The Self-Study Coordinator together with the Vice President and the Vice President of Academic Affairs recommended that the Steering Committee for the 1997-1998 Self-Study be composed of two division chairs, four faculty, a representative from the Student Services area and one from the Business and Finance division, the Director of Research and Planning as the data coordinator for the Self-Study Report, and the President of the Faculty Senate. The President appointed the Steering Committee in August 1996.

The Steering Committee met several times during the Fall 1996 semester to familiarize themselves with the five Criteria and the 24 General Institutional Requirements, to determine the goals and purposes of the self-study report, and to discuss strategies for reporting, organizing, and writing the current self-study report.

In summary the goals of the Self-Study were:

1. To examine the institution's overall effectiveness, identifying strengths and weaknesses.2. To capitalize on the strengths of the institution which are identified by the self-study process.3. To focus on strengthening areas of concern which are identified by the self-study process.4. To familiarize all employees with the roles and functions of the institution through the self

study process.5. To demonstrate in a coherent narrative that Jefferson College meets or fulfills all 24 General Institutional Requirements and the five Criteria.6. To achieve the maximum 10 year continued accreditation.

Organization of the Self-Study Report

The Self-Study research and reporting was organized around the five Criteria that each institution must fulfill for NCA accreditation. Each Steering Committee member served as the chair of a subcommittee which studied the assigned Criteria as well as the appropriate GIRs as suggested in The Handbook of Accreditation (27) . The list of subcommittees follows.

Criterion One: Mission and Purposes CommitteeCriterion Two: Governance and Organizational Structure Committee

Human Resources CommitteeFinancial Resources CommitteePhysical Resources Committee

Criterion Three: Instructional Programs and Services CommitteeStudent and Administrative Services Committee

Criterion Four: Institutional Effectiveness CommitteeStudent Outcomes Committee

Criterion Five: Integrity CommitteeSupport: Resource Room and Exhibits Committee

Each subcommittee consisted of faculty, certified professional staff, and classified professional staff members. Each subcommittee had an editor whose job was to pull together the smaller reports into a coherent narrative. As the editors put together the narrative, they reviewed the patterns of evidence and examined the text for evaluative rather than descriptive writing. Each subcommittee had designated administrative officers who served as support and resource persons to aid in gathering appropriate information and to verify data. All together more than 100 Jefferson College staff members served on self-study subcommittees. Those not serving on committees were called upon to provide information when necessary and to attend informational forums as the self-study process moved toward its end goal of a finished self-study report by November 1998.

As part of the self-study process, the Steering Committee administered two surveys in the 1997-98 academic year to gauge both College employees’ and students’ perceptions of institutional climate. In November 1997 the PACE survey (Personal Assessment of the College Environment) was given to all (227) regular faculty and staff as well as 107 adjunct faculty members to identify perceptions of College personnel about institutional climate and to assist the Steering Committee in identifying areas of institutional strength and concern for use in the Self-Study Report. The PACE survey is designed, scored, and interpreted by the team at the National Initiative for Leadership and Institutional Effectiveness (NILIE), North Carolina State University.

In February 1998, 496 (14.7%) of the 3,376 students of Jefferson College were administered the SACE survey (Student Assessment of the College Environment). The purpose of the survey was similar to that of the PACE survey--to identify student perceptions of the institutional climate and therefore to assist in identifying strengths and concerns for use in the Self-Study Report.

The results of the PACE and SACE surveys are discussed periodically throughout the Self-Study Report. Copies of the two reports from NILIE are available in the NCA Resource Room.

The Self-Study, which is the result of the research and study of the ten subcommittees, reflects a criterion-based approach to institutional self-evaluation. The first two chapters provide background information on the institution, the community it serves, and the College’s response to the 1988 visit describing significant changes and improvements. Chapter three details Jefferson College’s meeting of all 24 General Institutional Requirements. The subsequent chapters address the five evaluative criteria in order. The report then ends with a summary chapter which describes overall strengths and challenges.

CHAPTER 2

INSTITUTIONAL CHANGE

Chapter 2

Institutional Change

Introduction

This chapter presents the institution’s response to concerns stated by the evaluating team after its visit to Jefferson College in October 1988. The chapter also provides an update on major changes since the last self-study.

Response to 1988 Visit

The Report of an Examination Visit to Jefferson College by the NCA Evaluation Team included eight concerns, each of which is addressed in the following responses. First is a statement of the concern then evidence of the progress that Jefferson College has made in addressing that concern. Following the evidence of progress is an evaluation of changes made as indicated by the results of the PACE survey conducted in the fall of 1997.

The PACE identifies four systems of management style. The collaborative system (System 4) is generally seen as a climate to be achieved. It produces better results in productivity, job satisfaction, communication, and overall organizational climate. However, a preponderance of System 3 scores (as produced by the survey of Jefferson College) indicates a relatively high level of perceived productivity and satisfaction. On the PACE survey, a score of 3.00 to 3.99 indicates a consultative work environment. (A copy of the PACE survey report is in the NCA Resource Room.)

Concern 1--Administrative Structure

Concern 1: “A study should occur of the administrative structure of Jefferson College to evaluate and possibly realign responsibilities and duties of the individuals who report to the President.”

A committee on administration was formed as part of the comprehensive strategic planning process in fall 1989. The committee conducted a study of the existing administrative structure and recommended reorganization of the administration. Effective fall 1991 four new vice presidential positions were created--a vice president of student services, a vice president of academic affairs, a vice president of finance and administration, and an executive vice president--reducing the number of administrators reporting directly to the president from seven to four.

Evaluation:

Ten standardized items on the PACE survey related to “formal influence” factors within the College. These items related to management-employee relations and interactions. An average score of 3.81 on these items places the College climate in the high range of a consultative organizational system.

Of note, customized question #57 on the PACE survey addressed this concern. An overall average of 3.07 on this item places it in the consultative organizational system, but at the lower range. It is therefore listed as one of the six areas identified as needing improvement.

Concern 2--Communication and Morale

Concern 2: “The administration and faculty should continue to work together to find the most effective way of sharing the responsibility for communication, improvement of morale, and participation in decision-making.”

The administration and faculty have worked together cooperatively over the last decade to improve communications, to improve morale, and to include more employees in the decision making process. To improve communications, minutes of all committees meetings and the Administrative Cabinet are distributed campus-wide via interoffice mail and often through e-mail, and the Board of Trustees meetings are summarized in the Windjammer. Administrative personnel including the President often visit with constituent groups at their regularly scheduled meetings for updates and input. Administrative Cabinet meetings are open to representatives from the four constituent groups, and liaisons are appointed by each constituent group to attend meetings of the other constituent groups. Additionally, all policy changes are subject to constituent group review and input.

Evaluation:

Nine standardized items on the PACE survey related to communication between managers and faculty/staff. An overall average score of 3.56 places the College in the middle range for a consultative organizational system.

Customized question #56 relating to the total effectiveness of efforts to improve communication received an average score of 3.26, slightly lower than the score on the standardized questions.

Concern 3--Additional Revenues

Concern 3: “The trustees, administration, faculty and staff should develop alternative strategies to generate additional revenues.”

In the spring of 1991, the Board of Trustees established a foundation for the College, which is a non-profit corporation with its own board of directors, Jefferson College Foundation, Inc. In 1991, the College reassigned two full-time existing positions, the executive director of the foundation and a grant writer. Subsequently, the College combined these two jobs into one full-time position, the Director of Institutional Advancement, who works with the Foundation Board to raise external sources of funding and submits institutional grants to both the public and private sector. As of June 30, 1998, the Office of Institutional Advancement raised $153,276 in external cash support; planned and carried out a successful kick-off event for the new Area Vocational School, raising over $220,000 in cash and commitments; and assisted in development and submission of

successful funding proposals to the U.S. Department of Education TRIO grant ($900,000) and USDA-RUS ($330,000).

Additionally, in 1996-1997 the Jefferson College faculty and staff contributed $15,784 to the annual Campus Fund Drive. Jefferson College employees outpace their colleagues at similar institutions in the amount of total contributions received within a year. Most contributions from faculty and staff were earmarked for student scholarship funds, thus showing the commitment of College employees to generating additional revenues especially as they benefit Jefferson College students.

The College’s attempts to raise additional revenues through the Office of Institutional Advancement, especially in the past two years, have been successful.

Evaluation:

A customized question on the PACE survey (#62) specifically asked about the effectiveness of the foundation. An overall average score of 3.39 indicates that the foundation is meeting above average expectations in generating additional revenues.

Concern 4--Testing and Placement

Concern 4: “The college should study the establishment of mandatory testing and mandatory placement for entering freshmen students.”

In 1990 the College President appointed a Blue Ribbon Panel to study mandatory testing and placement. The result of that committee’s work was the development and implementation of entry level basic skills assessment/placement procedures. At first placement testing was recommended or advised, but by 1993 testing became a requirement for admission to Jefferson College. Currently as stated in the 1998-99 General Catalog: “First time students are required to complete the ASSET (Assessment of Skills for Successful Entry Test) or submit an official ACT score prior to enrollment.” Guidelines for appropriate placement in English writing courses and mathematics courses have been developed by faculty in those disciplines and are distributed to all advisors.

Evaluation:

Customized question #65 on the PACE survey received an overall average score of 3.52, which indicates that the efforts to establish mandatory testing and mandatory placement have been successful.

Concern 5--Long-range Planning

Concern 5: “A formalized long-range planning process and resulting plan should include all areas of the college and be made known to all college personnel.”

In the fall of 1989, the College President established a Master Planning Committee charged with continuing the institutional strategic planning process. All areas of the College were involved in the process. Initially 140 employees participated in the planning process that eventually

identified 179 institutional needs and 364 strategies for addressing those needs. The findings of the Master Planning Committee were presented to and received by the Board of Trustees.

In 1992-93 the Master Planning Committee was renamed the Comprehensive Development Planning Committee. This committee’s charge was to provide continuity for institutional planning activities related to the submission of a Title III Strengthening Institutions grant. Long and short- range goals were incorporated into the Title III grant applications; however, failure to obtain a Title III grant slowed the implementation of some of the goals and objectives. The Board of Trustees put a hold on planning activities following the unexpected resignation of the College President in June 1993.

In the fall of 1995, the College President established the Program and Facilities Planning Committee under the purview of the Vice President. The committee was given a charge to develop a five-year strategic plan containing a concentrated three-year plan to coincide with institutional efforts to prepare for the NCA accreditation process in 1998.

The PFP Committee studied several formal plans developed within the past few years including Sverdrup’s Facilities Master Plan, the Facilities Maintenance and Repair Schedule, and the Student Assessment Plan. Following much study and analysis of annual program reviews and evaluations and external strengths, weaknesses, and opportunities which might affect the institution, the PFP Committee identified 25 goals, 52 objectives, and 167 strategies for accomplishing those goals and objectives. They also identified performance indicators for reaching the established goals. To assure input from all College personnel, the President conducted focus group meetings with all full-time employees to review the goals identified by the PFP Committee.

The recommendations of the PFP Committee were presented to the Administrative Cabinet and the institutional constituent groups, appropriate standing committees, and community advisory committees. Following reviews by these groups, the revised plans were accepted by the Administrative Cabinet and were forwarded to the Board of Trustees who approved a policy and procedure for the College’s long-range planning process at its April 1998 meeting. Consequently, the Long Range Plan was adopted in 1998, is monitored quarterly, and will be evaluated annually.

Evaluation:

A customized question (#59) on planning obtained an overall average of 3.25 indicating that the efforts to formalize the process have been above average in effectiveness.

Concern 6--Evaluation and Job Descriptions for Classified Staff

Concern 6: “A formalized evaluation system and job descriptions should be developed for the classified staff.”

In 1992 the College created a committee to evaluate and describe jobs designated as classified staff and certified staff positions. The committee worked with a consultant from the AAIM Group of St. Louis soliciting information from employees about their job responsibilities and interviewing those same employees to establish accurate job descriptions. The classification of

jobs was guided by the National Position Evaluation Plan, which analyzes and determines the differences between positions by evaluating the requirements of each job. Factors such as training required, initiative, responsibility, job conditions, and supervisory relations are assigned a value to determine the positions' grades. The various jobs were placed on a graded scale from grade 3 to grade 19.

A general meeting was held in April 1993 to disseminate the results of the classification study. Following this meeting each individual met with his or her vice president to learn individual placement on the scale. Employees were given six weeks to appeal the placement of their positions. Eight appeals were received, and seven of those were raised to a higher grade. A second general meeting was held in May 1993 to address any further concerns related to the classification study and the job descriptions that resulted.

The committee’s final report, known as the “classification study,” was forwarded to the Administrative Cabinet and then to the Board of Trustees, which accepted the committee’s recommendations at their May 1993 meeting. The salary ranges were then determined by the Board of Trustees. This new job classification system and salary scale became effective July 1, 1993.

A detailed explanation of hiring, salary schedules, and performance evaluations can be found in the 1997-98 Jefferson College Faculty and Staff Handbook, 51-80.

Evaluation:

The opportunity exists to request a job classification review. When performance evaluations are conducted annually in April, supervisor and employee review the job description. Any changes to the job description may warrant a review of the position by the Director of Human Resources. Since 1994, forty-three positions have been submitted for review. The review may result in an upgrade, a downgrade, or no change to the grade of the position. Changes in grade are the result of a modified job description.

The annual review process gives employees the opportunity to request a review of the position if they are dissatisfied with their current placement. This assures the accuracy of both job duties and placement on the scale. In general, the system works satisfactorily, with the annual opportunity for alterations.

Concern 7--Institutional Research

Concern 7: “The college should centralize their assorted efforts on institutional research into one unit as opposed to research being done in placement, student services, enrollment management, and in the evening administrator’s office.”

The Office of Institutional Research was established as part of the College President’s organizational restructuring in 1992. In its first year, the Office of Institutional Research (currently called the Decision Support Center) began establishing longitudinal databases for tracking student populations, undertaking assessments, surveys, and special studies of various student cohorts and programs, as well as providing accurate and meaningful information for institutional reports.

The operation has grown over the years collecting and analyzing data and producing meaningful information for use by administrators and faculty to increase institutional effectiveness. Specifically, during 1997-98 the Program and Facilities Planning Committee, chaired by the Director of Institutional Research and Planning, produced a written, comprehensive long-range plan, which will provide a blueprint for focusing institutional operations and providing measurable accountability for the next five years.

In short, data collection and institutional research is now centralized in the Decision Support Center.

Evaluation:

Customized question #60 of the PACE survey specifically asked College personnel to rate the extent to which the efforts to establish institutional research have been effective. An overall average score was 3.39 which indicates a consultative management system.

Concern 8--Student Outcomes

Concern 8: “A study should be initiated to establish a student outcome system for all completers in order to more appropriately identify student progress.”

Immediately following the 1988 examination visit and the stated concern of the evaluation team about student outcomes, Jefferson College intensified its activities to expand, refine, and coordinate its system of assessing student learning and academic achievement.

Among those activities were:

the establishment of an Assessment Center, 1990 the establishment of a Blue Ribbon Panel on Assessment to recommend a policy on

institutional assessment, 1990 establishment of course placement criteria based on ASSET test, 1991 development of a longitudinal tracking system to monitor persistence, retention, and

graduation patterns, 1991 creation of a task force on Educational Programs Assessment/Placement as part of

comprehensive planning, 1992 creation of the Student Outcomes Committee to articulate and administer a written plan

for systematic assessment of student learning and academic achievement, 1993 development of a written plan, submitted to and approved by NCA implementation of the written plan for student outcomes assessment

Student assessment activities are ongoing. From the initial activities listed above to the present day, Jefferson College continues to assess student progress systematically through placement testing, classroom assessment techniques, and exit testing.

Evaluation:

Customized question #61 on the PACE survey obtained an overall score of 3.42 which falls within the Consultative Management System.

Major Changes Since the 1988 Visit

Since 1988 Jefferson College has undergone many changes which are listed below. The changes are organized by evaluative criteria. Each of the major changes listed below is discussed in more detail in the appropriate chapter under the individual criterion.

Mission and Purposes

New mission statement adopted January 1997

Governance

Realignment of administration

Realignment of instructional departments into divisions

Reorganization of institutional committee structure

Creation of Faculty Senate, Classified Professional and Certified Professional Staff constituent groups

Recognition of Jefferson College National Education Association

Human Resources

Establishment of Human Resources Office

Centralizing Institutional Research

Classification Study

Financial Resources

Creation of Jefferson College Foundation

Early Retirement Incentive Program

Creation of a grant writing office

Physical Resources

Extensive repairs/remodeling to accommodate persons with disabilities

New Area Vocational School

Additional parking spaces

New computer system: Banner

Computer initiative, placing pc’s in laboratories and offices

Access to Internet and e-mail

New phone system with voice mail

New mainframe hardware platform and MIS system

Ameritech Library Services Dynix Express and the CD-ROM Reference Network

Campus renovation

Addition of the Large Animal Facility

Instructional Programs and Services

Computer literacy requirement

Mandatory testing and placement

2+2 programs

Tech Prep

Business and Technology Center

Interactive Television courses

Honors Resource Center

Writing CenterOutcomes Assessment

Jefferson College web site (www.jeffco.edu)

Student and Administrative Services

Reorganization of Student Services Division

Planning

Long-Range Plan

Campus-Wide Computing Plan

Integrity

Board Policies Manual

Administrative Policy and Procedures Manual

Academic code manual

Summary

Jefferson College has responded to all of the concerns cited by the 1988 evaluating team. Additionally, the College has undergone significant changes in the last decade which allow the institution to continue to meet its mission and purposes and to remain up to date and effective in serving its District.

CHAPTER 3

GENERAL INSTITUTIONAL REQUIREMENTS

Chapter 3

General Institutional Requirements

Introduction

The purpose of this chapter is to demonstrate that Jefferson College meets the General Institutional Requirements as adopted by the Commission on Institutions of Higher Education of the North Central Association of Colleges and Schools in 1992. The following commentary shows in general how the requirements are met; more specific information appears within the chapters which follow.

Mission

1. It has a mission statement formally adopted by the governing board and made public, declaring that it is an institution of higher education.

Jefferson College has a Mission Statement revised and formally adopted by the Board of Trustees January 16, 1997. The Mission Statement is supported by seven Purpose Statements. The Mission and Purposes are published in the Jefferson College General Catalog, the Student Handbook, the Faculty and Staff Handbook and other publications of the College. The Mission and Purposes Statements identify the College as an “institution of higher education” and detail information pertaining to the essential purposes and goals of the College including its programs and services, its students, its district and service area, and its role as an institution of higher education.

2. It is a degree-granting institution.

Jefferson College offers three degrees: an Associate of Arts, an Associate of Science, and an Associate of Applied Science. In addition, the College grants 17 vocational certificates in occupational areas.

Authorization

3. It has legal authorization to grant its degrees, and meets all the legal requirements to operate as an institution of higher education wherever it conducts its activities.

Jefferson College was created by a vote of the citizens of Jefferson County on April 2, 1963, in accordance with RSMo 163.191-178.890. The College is authorized to award degrees and certificates and is subject to the regulations of the Missouri Coordinating Board for Higher Education and the Missouri Department of Elementary and Secondary Education and the United States Department of Education.

4. It has legal documents to confirm its status: not for profit, for profit , or public.

Jefferson College is a public institution. The official declaration from the State Board of Education approving the creation of the District is on file in the President’s office.

Governance

5. It has a governing board that possesses and exercises necessary legal power to establish and review basic policies that govern the institution.

Jefferson College is governed by a six member board of trustees having legal responsibility for the policies and overall operation of the College (Revised Statute of Missouri Section 178.770) Authority is vested in the Board of Trustees to make decisions about institutional policy such as instructional programs, financial management, appointments, personnel actions, and physical facilities.

6. Its governing board includes public members and is sufficiently autonomous from the administration and ownership to assure the integrity of the institution.

Members of the Board of Trustees are elected at large for six year terms by the citizens of the College District. Terms are staggered so that one third of the board is elected every two years. Trustees receive no remuneration and are answerable only to citizens electing them. Each Board member signs an ethics form required by the State of Missouri, thus assuring no conflicts of interest in the decision-making required of a local governing board.

7. It has an executive officer designated by the governing board to provide administrative leadership for the institution.

The chief executive officer of Jefferson College is the President, who is hired and evaluated by the Board of Trustees. Specific information about the appointment and duties of the President appear in the Junior College District of Jefferson County Board of Trustees Policy and Procedures Manual and the Jefferson College Faculty/Staff Handbook.

8. Its governing board authorizes the institution’s affiliation with the Commission.

The Board of Trustees authorizes Jefferson College’s affiliation with the North Central Association of Colleges and Schools. As recorded in minutes of the May 11 Board of Trustees meeting, Jefferson College was recognized for Candidacy for Accreditation in 1967. In 1969, the College was first accredited as an associate degree granting institution. The College has enjoyed a series of three ten- year continued accreditation periods since that time. In 1996 the Board of Trustees passed a resolution authorizing the self-study process for the March 1999 evaluation visit.

Faculty

9. It employs a faculty that has earned from accredited institutions the degrees appropriate to the level of instruction offered by the institution.

Jefferson College faculty hold degrees appropriate to their fields and appropriate to the level of instruction of the institution. As of 1997-98 the College employs a total of 88 full-time faculty. Of those six have doctorates; two hold specialist degrees; fifty-two have master’s degrees; eighteen, baccalaureates; three, associate degrees; seven have other certification or training. Adjunct faculty employed on a recurring basis meet the same standard for academic preparation as those employed full-time. More detailed discussion of faculty credentials appears in Chapter 6.

10. A sufficient number of the faculty are full-time employees of the institution.

Jefferson College employees 88 full-time faculty. Although three programs do not have full-time faculty, during the regular academic year 75% of all course sections are routinely taught by full-time faculty and 25% of all course sections are taught by adjunct faculty. (Documentation available in the NCA Resource Room.)

11. Its faculty has a significant role in developing and evaluating all of the institution’s educational programs.

Jefferson College faculty are responsible for developing and evaluating all of the institution’s educational programs. The faculty is responsible for discipline/ program reviews conducted on a five year cycle. During these reviews course objectives and course content as well as enrollment patterns are analyzed, and changes are made. New courses and programs develop within individual departments in the College’s six instructional divisions. New courses and programs are subject to review and approval by the Academic Affairs Committee, which is comprised of 12 faculty members, the Registrar and two student members. New academic programs or courses are also subject to review by the Administrative Cabinet, the College President, and the Board of Trustees.

Educational Program

12. It confers degrees.

Jefferson College has been a degree-granting institution since its inception in 1963. The College awards Associate of Arts, Associate of Science, and Associate of Applied Science degrees as well as certificates in seventeen occupational fields. Since its founding in 1963 the College has conferred approximately 8, 633 degrees and 2, 496 certificates. These figures are current through 1997-1998.

13. It has degree programs in operation, with students enrolled in them.

Every semester Jefferson College offers courses designed to meet the requirements for the three associate degrees. The degree requirements are clearly described in the Jefferson College

General Catalog. There is sufficient enrollment in all degree programs to support the offerings. Annually approximately 400 associate degrees and 300 certificates and diplomas are awarded.

14. Its degree programs are compatible with the institution’s mission and are based on recognized fields of study at the higher education level.

The three degree programs offered at Jefferson College are described on pages 41-76 of the Jefferson College General Catalog 1998-99. These programs are clearly compatible with the institution’s mission statement which refers to “learning opportunities” in the “arts and sciences, vocational and technical” areas. The College’s Purpose statements also refer to vocational and technical education, transfer education, general education, non-traditional learning experiences, and community educational services.

All programs are based on recognized fields of study at the higher education level. The principal programs in transfer education are based on recognized fields of study typical at the baccalaureate level or higher. The Associate of Applied Science degree programs are based around recognized occupational fields from nursing to electronics to early childhood education.

15. Its degrees are appropriately named, following practices common to institutions of higher education in terms of both length and content of the programs.

The three degree programs are named appropriately: Associate of Arts, Associate of Applied Science, and Associate of Science. The vast majority of programs offered by Jefferson College are two years in length and require 62-70 credit hours for completion. See pages 41-76 of the Jefferson College General Catalog 1998-99.

16. Its undergraduate degree programs include a coherent general education requirement consistent with the institution’s mission and designed to ensure breadth of knowledge and to promote intellectual inquiry.

Each of the three associate degrees offered by Jefferson College has a core general education requirement: Associate of Arts, 41 hours; Associate of Science, 50 hours; Associate of Applied Science, 19 hours. Specific general education requirements fall into six categories: Communications, Humanities, Mathematics and Natural Sciences, Social and Behavioral Sciences, Health and Physical Education, and Computer Literacy. Generally, all significant fields of study are encompassed in the general education categories. Study of each of these fields would ensure breadth of knowledge and the promotion of intellectual inquiry. The objectives for these six general education areas appear on page 42 of the Jefferson College General Catalog 1998-99.

17. It has admissions policies and practices that are consistent with the institution’s mission and appropriate to its educational purposes.

Jefferson College, as stated in its Mission Statement, is an “open admissions institution, serving primarily Jefferson County residents.” Any resident of the College District who is a graduate of a high school or who has earned the Certificate of High School Equivalency is eligible for admission to Jefferson College. Admissions policy and procedures appear in the General

Catalog, pages 13-15. The admissions policies and practices are consistent with the College’s mission and are appropriate to its educational programs.

18. It provides its students access to those learning resources and support services requisite for its degree programs.

Jefferson College provides a variety of support services for its students. The Library houses both print and electronic resources. The Learning Center provides basic skills instruction as well as Assessment Services and Academic Support Services such as peer tutoring and services for students with disabilities. The Writing Center provides one-on-one composition tutoring as well as word processing accessibility. Academic, career and financial aid counseling are available, and each student is assigned an academic advisor to assist in academic planning and the registration process.

Laboratories and other equipment necessary for both academic and technical programs are up to date and accessible to students and are more than adequate to provide the experiences necessary to succeed in academic, business, health related, and occupational careers.

Finances

19. It has an external financial audit by a certified public accountant or a public audit agency at least every two years.

As required by state law (RSMo Sec. 165.121), financial statements are externally audited each year by a certified public accountant. Audit reports are distributed to the Board of Trustees, the Missouri CBHE, and various state and federal agencies.

20. Its financial documents demonstrate the appropriate allocation and use of resources to support its educational programs.

Jefferson College’s financial documents demonstrate the appropriate use of resources to support its educational programs. For example, in 1997 the College spent $8,718,790 or 52% of its total expenditures on instruction--salaries, travel, professional development, classroom equipment and supplies. A more detailed look at budget development and control appears in chapter 7.

21. Its financial practices, records, and reports demonstrate fiscal viability.

Sound accounting policies and practices and an effective financial system, together with exemplary external audits for the past ten years, demonstrate Jefferson College’s fiscal viability. Chapter 7 provides a detailed look at the financial resources of the College.

Public Information

22. Its catalog or other official documents include its mission statement along with accurate descriptions of

its educational programs and degree requirements;

its learning resources;

its admission policies and practices;

its academic and non-academic policies and procedures directly affecting students;

its charges and refund policies;

the academic credentials of its faculty and administrators.

The Jefferson College General Catalog, which is published annually, provides detailed information about each of the criteria listed above. The catalog is widely distributed on campus to faculty, students, and interested members of the community. The catalog is also available on the Internet at the College’s web site (www.jeffco.edu).

Other publications such as the Student Handbook and the Schedule of Classes, which is published twice a year, contain much of the same information. All of these publications are available to the public and provide full and accurate information about the policies, procedures, and activities of Jefferson College.

23. It accurately discloses its standing with accrediting bodies with which it is affiliated.

A statement identifying the bodies with which the College is accredited appears on page 3 of the Jefferson College Catalog 1998-99. Jefferson College’s accreditation by the Commission on Institutions of Higher Education of the North Central Association of Colleges and Schools, together with the address and phone number of the Commission, heads the list of accrediting organizations. Other institutional affiliations are also listed on page 3.

24. It makes available upon request information that accurately describes its financial condition.

Copies of audit reports are available to the public upon request in the Jefferson College Library.

Summary

Chapter 3 has shown that Jefferson College fulfills all 24 General Institutional Requirements. Additional documentation in support of this conclusion can be found in the remaining chapters of the Self-Study Report as chapters 4-14 document the College’s fulfillment of the five Criteria for Accreditation.

CRITERION 1

“The institution has clear and publicly stated purposes consistent with its mission and appropriate to an institution of higher education.”

Chapter 4 Mission and Purposes

CHAPTER 4

MISSION AND PURPOSES

Chapter 4

Mission And Purposes

Criterion One: “The institution has clear and publicly stated purposes consistent with its mission and appropriate to an institution of higher education.”

Introduction

This chapter examines the mission and purposes of Jefferson College relative to evaluative Criterion One. The chapter includes a brief examination of the current mission statement, including a comparison with the previous philosophy statement. Additionally, evidence of programs and activities which meet or fulfill the mission and purposes appears followed by an explanation of the relationship between long-range planning activities and the College’s mission and purposes. The chapter concludes with a discussion of the strengths and concerns in this area.

Overview

The Jefferson College mission statement is reviewed periodically to assure focus and direction for the College. From April to October 1996 the old “philosophy” statement and the revised “mission” statement were reviewed by the four constituent groups, and then the revised mission statement was sent forward to the Board of Trustees for approval.

The Jefferson College Board of Trustees adopted a revised Jefferson College Mission Statement on January 16, 1997. The stated purposes are not changed from the last self-study, undertaken in the fall of 1988. The mission and purposes are publicly stated, appearing at the beginning of the Jefferson College General Catalog and in other major College publications.

Comparison of Mission Statements

Before the Board of Trustees adopted the revised mission statement in 1997, Jefferson College published a statement of philosophy which read as follows:

The philosophy of Jefferson College is one of total education: a belief in the incomparable worth of all human beings whose talents, however great or limited or different from the traditional, must be developed to the fullest degree. This is why appropriate services of Jefferson College will always be available to any resident of the District, regardless of age. We will take the people where they are and assist them as much as we can within the accepted mission of the College and at a price within their reach. If they cannot read, then we will teach them to read and strive to make them proud of their achievement. If they did not finish their high school education but have the desire to do so, then we will help them complete its equivalent at a time

and in a place convenient to them. If their talent is technical or vocational, then we will offer them instruction that will provide them with the knowledge and the skill they can sell in the market places of our District, state and nation. If their needs are in the great tradition of liberal education, then we will provide them the instruction extending through two years of collegiate work for immediate application or for transfer to other institutions of higher education. If their needs are for cultural advancement, life enrichment, intellectual growth, or civic understanding then we will make available to them the wisdom of the ages and the enlightenment of our times.

Although admirable in its intent and lofty in its sentiments, the “philosophy” statement demanded revision to reflect the expectations of a pragmatic society which insists on assessment and accountability. The revised mission statement which appears below is, therefore, more concise and more clearly descriptive of the College’s actual role as an institution of higher education serving the citizens of Jefferson County.

Jefferson College Mission Statement(Adopted January 16, 1997)

Jefferson College is a student-centered institution of higher education granting the associate degree. Superior teaching and service at Jefferson College result in the acquisition or improvement in student skills, competencies and knowledge.

Jefferson College offers a general education curriculum. The learning opportunities at Jefferson College include the arts and sciences, vocational and technical, personal achievement, and pre-collegiate programs.

Jefferson College, an open admissions institution serving primarily Jefferson County residents, admits a diverse student body. The college provides leadership in economic, social and cultural development within the service area.

As noted above, the seven purpose statements have not changed since the 1988 evaluation visit. They are as follows:

Purposes

The purposes of Jefferson College are:

to provide assistance in educational and career planning, in human development, in making of important life decisions and in solving problems of self-identity;

to provide vocational and technical education for those persons who desire to upgrade themselves occupationally and for those who wish to prepare for initial employment;

to provide instruction extending through two years of collegiate work for those persons who desire to transfer to other institutions of higher education;

to provide a general education, including courses and other learning experiences for those persons who desire to enhance their personal, cultural, intellectual, occupational or social development;

to provide as well as recognize non-traditional learning experiences;

to provide community educational services including courses, programs and activities for those individuals or organizations desiring such opportunities; and

to provide leadership for economic, social, environmental and cultural development within the service area of the College.

The stated purposes have guided the past and present operations of the College, and have served as the basis for the Strategic Aims of the Long Range Plan to guide the future operations of the College. Additionally, work in progress on a Vision Statement for the College affirms the continuing commitment to the personal development of the individual student, general education programs, college transfer programs, vocational and technical programs, and continuing education programs. (A draft of the Vision Statement is available in the NCA Resource Room.)

Relationship of Mission and Purposes to College Programs and Activities

The mission statement and purposes are clearly appropriate to an institution of higher education as evidenced through the programs and activities offered by Jefferson College. Evidence of programs and activities as they relate to specific purposes appears below.

Mission: Jefferson College is a student-centered institution of higher education granting the associate degree. Superior teaching and service at Jefferson College result in the acquisition or improvement in student skills, competencies and knowledge. Purpose: to provide assistance in educational and career planning, in human development, in making of important life decisions and in solving problems of self-identity;

Student Services

In keeping with the College’s purposes, the Division of Student Services provides programs and services that assist students academically and personally throughout their educational experiences. Specifically, the division assists students as they begin their academic careers at Jefferson College through the SOAR (Student Orientation, Advisement, and Registration) program. Most new first-time students attend a SOAR session where they meet with an academic advisor as they enroll in their first college courses. After they are enrolled, degree-seeking students are assigned a full-time faculty member as an advisor.

Student Services also provides financial aid assistance, child care services, career exploration and placement, support services for such populations as single parents, displaced homemakers and individuals interested in non-traditional careers. Additionally, the division offers students meaningful

cultural, educational, social, and recreational opportunities to complement the academic programs of the College. A more detailed discussion of the services and activities of the Student Services Division appears in Chapter 11.

Mission: Jefferson College offers a general education curriculum. The learning opportunities at Jefferson College include arts and sciences, vocational and technical, personal enrichment, and precollegiate programs.

Purpose: to provide vocational and technical education for those persons who desire to upgrade themselves occupationally and for those who wish to prepare for initial employment;

Vocational/Technical Programs

Jefferson College fulfills this purpose by offering over thirty technical programs. In most cases students have the choice of pursuing either the Associate of Applied Science degree or a Vocational Certificate. The Associate of Applied Science degree provides students with occupational skills which prepare them for immediate employment after graduation. Course content is kept relevant to job demands through on-going consultation with business and industry employers and through interaction with 27 advisory committees. Students may choose from a variety of majors to upgrade skills and prepare for initial employment.

Two vocational technical precollegiate programs which fulfill part of this purpose are described below.

Tech Prep

The Jefferson County Tech Prep Consortium provides opportunities for students to participate in academic/technical preparation activities in a career pathway that leads to postsecondary education and attainment of an associate's degree or certificate. Additionally, opportunities are provided to teachers, schools, business and industries, and the community to participate in activities designed to improve student achievement.

High School Vocational

The High School Vocational programs, known as the Area Vocational School (AVS), provide learners with occupational skills, including both theory and practice, in several trade and technology fields. The AVS instructors combine technical knowledge and work experience in their respective fields to give students the necessary traits and competencies for initial employment and continuing success. The AVS programs are designed to prepare graduates for immediate employment or for additional vocational training, usually at the post-secondary level.

A more specific explanation of vocational programs appears in Chapter 9.

Purpose: to provide instruction extending through two years of collegiate work for those persons who desire to transfer to other institutions of higher education;

Purpose: to provide a general education, including courses and other learning experiences for those persons who desire to enhance their personal, cultural, intellectual, occupational or social development;

Transfer Programs and General Education

In keeping with this stated purpose, Jefferson College offers a solid general education curriculum through Arts and Science education. Students may choose from a broad selection of lower division (100 and 200 level) courses to enhance their cultural and intellectual development. Students who earn the Associate of Arts degree complete the general education component of a four-year baccalaureate degree. Successful transfer to a Missouri public college or university is insured through the state-mandated transfer articulation agreement. A more detailed discussion of instructional programs appears in Chapter 9.

Purpose: to provide as well as recognize non-traditional learning experiences;

Purpose: to provide community educational services including courses, programs and activities for those individuals or organizations desiring such opportunities;

Extended and Non-Traditional Learning

Extended and Non-Traditional Learning fulfills this purpose by providing opportunities for college credit and non-credit life-long learning experiences at the Hillsboro Campus, at the Arnold facility, and within participating county school districts. Over 200 credit and 500 non-credit courses are offered each year through the division. Non-credit courses are offered in basic skills instruction, GED preparation, professional certification, recertification, job skill development, leisure time activities, and recreation. College credit courses are offered at the Arnold facility and in the Fox School District to provide the opportunity for residents living in the north end of the county to complete their academic goals closer to home. To meet the needs of the “non-traditional” learner, 20 credit courses are offered as telecourses. Also, in 1997-98 Jefferson College hosted interactive television courses for the first time. A more detailed discussion appears in Chapter 9.

Mission: The college provides leadership in economic, social and cultural development within the service area.

Purpose: to provide community educational services including courses, programs and activities for those individuals or organizations desiring such opportunities; and

Purpose: to provide leadership for economic, social, environmental and cultural development within the service area of the College.

Business and Industry

Jefferson College is dedicated to providing community leadership. One specific illustration of the College’s commitment to providing economic leadership in the area is the recent addition of the Business and Technology Center. To quote its mission statement:

Our mission, as the Business and Technology Center, is to enhance the economic well-being of the people of the Jefferson College district by providing leadership in the delivery of consulting, education, training, and economic development services in support of business, community, and workforce development. Our active partnership will enable our customers to plan for the future.

The Business and Technology Center serves its clients through consultation and training on such topics as small business development, recruitment and referral, technical assistance, and grant and business loan assistance. During the three years since its creation, the Business and Technology Center has contracted with and provided customized services for 50 employers. The total of the contracts is $1,538,707, the instruction/development hours total 13,505, and the total employees trained is 2,402. This purpose to provide leadership for economic development by serving over 180 business and industrial concerns from Jefferson County. (A copy of the three-year report is on file in the NCA Resource Room.)

Social, Environmental, and Cultural Development

The Cultural Council, a standing operational committee, illustrates the College’s commitment to providing leadership for social and cultural development. The stated purpose of the Cultural Council is to secure programs for the College that will bring a diversity of cultural and educational enrichment to the students and the community, and to develop long-range goals and propose programs to attain them. The committee membership, beyond College faculty and staff representation, includes both student and community representatives. The events scheduled for the 1997-98 academic year included the Alexandra Ballet, Dances of India, Scott Joplin performance, Community Chorale, and the St. Louis Symphony Youth Orchestra.

The Water Quality class offered through the Honors Program illustrates the College’s commitment to leadership for environmental development. The class gives the student the opportunity to participate in an ongoing research project for the State of Missouri. This project allows the student to examine the effects of lead mining and other land uses with respect to the quality of water in the Flat River. This river, in St. Francois County, is a significant tributary of the Big River that flows through Jefferson County. By participating in the project the student is not only able to see the direct effects of the lead mining legacy in St. Francois County, but also how Jefferson County can be affected by unsound environmental practices that occurred upstream.

Relationship of Mission and Purposes to the Long-Range Plan

The Long-Range Plan and planning process support the mission and purposes of Jefferson College. The Jefferson College Board of Trustees adopted a policy on the long-range planning process April 16, 1998. The rationale for the policy follows: “establish a planning process to facilitate the achievement of the College mission and purposes by setting direction for the future and providing a context for prioritization of initiatives to be forwarded to the Board of Trustees.”

The policy calls for the development and maintenance of a long-range planning process to provide direction for the future of the College. The policy also calls for college-wide participation in the planning as well as community contributions to the process. The Board further endorsed the strategic aims of the long-range plan:

1. To solidify the reputation of Jefferson College as a premier community college in Missouri at the beginning of the 21st century.

2. Maximize academic, vocational-technical, and personal outcomes for Jefferson College students.

3. Facilitate and enhance the collegiate experience of all Jefferson College students.

4. Enhance student learning and institutional effectiveness through the implementation and utilization of electronic managerial, educational, and telecommunications technologies.

5. Provide educational facilities conducive to a positive teaching-learning environment.

6. Maintain a qualified, thriving and productive institutional work force.

Clearly the planning process supports the mission and purposes of Jefferson College. A more detailed discussion of planning as it relates to institutional effectiveness appears in Chapter 12.

Summary

This chapter shows that Jefferson College has clearly stated purposes which are appropriate to an institution of higher education. The College provides programs and services which fulfill its mission and purposes, and the College informs its students and the general public of its mission and purposes through the General Catalog, the Student Handbook, and other publications.

Strengths

The mission, purposes, and plans of the College provide clear direction and focus for the institution.

Jefferson College employees believe their jobs are relevant to the institution’s mission (identified by the PACE survey as an area of excellence).

The College publishes the mission and purposes for its personnel, students, and residents of the District.

The planning process confirms the College’s commitment to its student population through both short and long-range plans.

Concerns

Continuous monitoring of the mission and purposes will be necessary to assure that the College is meeting the needs of its student population and a growing service district.

The purpose statements may need to be revised to assure consistency with the revised mission statement.

CRITERION 2

“The institution has effectively organized the human, financial, and physical resources necessary to accomplish its purposes.”

Chapter 5 Governance and Organizational Structure

Chapter 6 Human Resources

Chapter 7 Financial Resources

Chapter 8 Physical Resources

CHAPTER 5

GOVERNANCE AND ORGANIZATIONAL STRUCTURE

Chapter 5

Governance and Organizational Structure

Criterion Two: “The institution has effectively organized the human, financial, and physical resources necessary to accomplish its purposes.”

Introduction

The purpose of this chapter is to demonstrate that Jefferson College fulfills the requirements of Criterion Two through an effective organizational and administrative structure. The chapter includes a discussion of the external governing agencies as well as the internal organizational structure of the College which allows for shared decision making and the governance necessary to support the College’s mission and purposes. A discussion of human, financial, and physical resources appears in chapters 6, 7, and 8 of this Self-Study Report.

Governance

External

Jefferson College, created by a vote of the citizens of Jefferson County on April 2, 1963, operates as a two-year local district community college under the laws of the state of Missouri. Accordingly, the College complies with Missouri statutes that pertain to the Junior College District of Jefferson County, Missouri.

Additionally, Jefferson College complies with the policies of the Missouri Coordinating Board of Higher Education. The Missouri Coordinating Board of Higher Education, established by statute in 1974, is the head of the Department of Higher Education. Its nine board members are appointed by the governor and confirmed by the Senate; each board member serves a six year term.

The goals of the Missouri Coordinating Board of Higher Education are to promote academic quality, to ensure the efficient use of resources, and to provide financial access to the system of higher education. The Board’s functions encompass statewide planning for higher education, which includes policy analysis and data services, approval of new degree programs, student financial assistance, appropriations recommendations to the governor, and state aid for public two-year colleges. Additionally the Board has administrative responsibility for several grant, loan, and scholarship programs.

The College is further governed by the United States Department of Education in the administration of federal grants and student financial aid. Additionally, specific program accreditation and institutional affiliations require compliance with the standards set by those organizations and associations. Below find a chart delineating some of those agencies.

Accrediting Organization Institutional AffiliationsAmerican Institute for Drafting and Design

American Veterinary Medical Association

Missouri Division of Emergency Medical Services

Missouri State Board of Nursing

National Association of Schools of Music

Child Development Center Missouri Accreditation

American Association of Community Colleges

Missouri Community College Association

American Technical Education Association

Council of North Central Community/Junior Colleges

American Association of Community College Trustees

North Central Association of Colleges and Schools

Missouri School-College Relations Association

National Junior College Athletic AssociationFor a complete list of accrediting organizations and institutional affiliations, see Chapter 15.

Board of Trustees (local)

Authority is vested in the Board of Trustees to make decisions about institutional policy covering such matters as instructional programs, financial management, appointments, personnel actions, and physical facilities. There are six trustees elected from the district at large for terms of six years, with two members elected every odd-numbered year. The Board is notable for its continuity. Most members have served more than one term, and two have served for nearly twenty years. The Board members' experience and knowledge of the service area and its needs contribute to the Board's overall effectiveness as a governing board. Board responsibilities are defined in the Jefferson College Faculty & Staff Handbook, in the Junior College District of Jefferson County Board of Trustees Policy and Procedures Manuals, and in Missouri State Statutes.

To improve its effectiveness, the Board of Trustees has held periodic one-day Board Retreats wherein the full Board sets an agenda and gathers at an off-campus location to consider ways in which to enhance the Board’s role in fulfilling the mission and purposes of the College. Additionally, ad hoc work sessions have been held to address pressing issues which affect higher education.

In 1998 the Jefferson College Board of Trustees completed a three-year process of codifying the policies and procedures of the institution. Every attempt was made to separate the policies and procedures in a reasonable manner and to organize them in a useful way. Every constituency on campus provided input to this process before the President presented the Policies Manual for the Junior College District of Jefferson College, Missouri to the Board for adoption. This action assured that College policies and procedures are well defined and well organized. Further, as part of the College’s Long-Range Plan, the Board has committed Jefferson College to utilizing the policy governance model as recommended by the Association of Community College Trustees in developing policies and procedures.

Internal

Administration

The Jefferson College organizational structure is designed to provide the necessary governance of the institution and to support the College’s mission and purposes. Following the 1988 evaluation visit, the College studied and reorganized its administrative structure. The previous administrative structure consisted of a president, deans, and department chairs and department directors. The current structure, adopted in 1991, consists of a president, vice presidents, deans, division chairs, and program directors. The reorganization realigned duties and responsibilities of the administrative personnel and reduced the number of administrators reporting directly to the president from seven to four. Before the realignment of the three areas of instruction, the Dean of Arts and Sciences, the Dean of Continuing Education, and the Dean of Vocational-Technical Education reported directly to the President. The major intent of the realignment was creation of a unified Division of Academic Affairs with a Vice President who assumed responsibility for the college-wide instructional processes and reported directly to the College President. (A change in nomenclature from Continuing Education to Extended and Non-Traditional Learning more accurately reflected an expanded scope of operations and responsibilities.)

What follows is a brief description of each administrative position.

President

The President, as chief executive officer, makes recommendations to the Board concerning policy, personnel, financial matters, and operational procedures. The President reports directly to the Board of Trustees. (For a job description see the Jefferson College Faculty & Staff Handbook, pages 5-6.)

Administrative Cabinet

Vice Presidents

Four Vice Presidents report directly to the President: Vice President, Vice President of Academic Affairs, Vice President of Finance and Administration, and Vice President of Student Services. They divide responsibilities into four broad areas and take responsibility for the operations of those areas. All vice presidents are appointed by the President subject to approval by the Board of Trustees, and all report directly to the President.

The Vice President assumes responsibility as delegated by the President to serve as chief operations officer in the President's absence. Among other duties and responsibilities, the Vice President represents the College on boards, committees, and councils; provides policy analysis and legislative liaison assistance; supervises grant development and external fund raising, public relations, and

research and planning, all as directed by the President. (For a job description see the Jefferson College Faculty & Staff Handbook, pages 6-7.)

The Vice President is assisted by the directors of Graphics/Production Services, Public Relations, Research and Planning, and Institutional Advancement.

The Vice President of Finance and Administration is responsible to the President for all financial and business functions of the District and serves as financial agent of the District. The Vice President also directs and manages the operation of the Business Office, the physical plant and grounds, the Bookstore, Central Office Services, Computer Services, and the Human Resources Office. (For a job description see the Jefferson College Faculty & Staff Handbook, pages 7-8.)

The Vice President of Finance and Administration is assisted by the directors of Human Resources, Computer Services, Building and Grounds, and by the Supervisor of Central Office Services, the Bookstore Manager, and the Controller.

The Vice President of Student Services is responsible for the development, implementation, and delivery of all student services including admissions, financial assistance, records, career education, placement, advisement, student activities, and intercollegiate athletics. (For a job description see the Jefferson College Faculty & Staff Handbook, page 9.)

The Vice President of Student Services is assisted by the directors of Child Development, Career Services, Student Development, Admissions and Financial Aid, Academic Advising, Athletics/Field House, and Student Support Services. The Vice President is also assisted by the Career Connection Coordinator and the Registrar.

The Vice President of Academic Affairs is responsible for administering the development, implementation, and delivery of all areas of the Division of Academic Affairs and serves as the chief academic officer of the College. In addition to directing and managing the Arts and Sciences Division, the Vocational-Technical Education Division, and the Extended and Non-Traditional Learning Division, the Vice President is responsible for contact with other schools and learning institutions and academic research. (For a job description see the Jefferson College Faculty & Staff Handbook, pages 10-11.)

The Vice President of Academic Affairs is assisted by the deans of Arts and Sciences (vacant), Vocational-Technical Education, and Extended and Non-Traditional Learning. Currently the Dean of Arts and Sciences’ position is vacant and its duties are carried out by the Vice President of Academic Affairs.

Deans

The Dean of Arts and Sciences (vacant) is appointed by the President subject to the approval of the Board of Trustees and is directly responsible to the Vice President of Academic Affairs. The Dean is responsible for planning, developing, implementing, coordinating, supervising, and evaluating all curricula in the Arts and Sciences as well as administration of Learning Resources. (For a job description, see the Jefferson College Faculty & Staff Handbook, pages 11-12.)The Dean of Arts and Sciences is assisted by the division chairpersons of Communication/Arts, Mathematics and Science, and Social Science as well as the Director of Learning Resources.

The Dean of Vocational-Technical Education is appointed by the President subject to the approval of the Board of Trustees and is directly responsible to the Vice President of Academic Affairs. The Dean is responsible for planning, developing, implementing, coordinating, supervising, and evaluating all curricula in Vocational-Technical Education. (For a job description see the Jefferson College Faculty & Staff Handbook, pages 12-13.)

The Dean of Vocational-Technical Education is assisted by the division chairpersons of Business, Health and Occupational Services, and Technology and by the Director of Business and Industry.

The Dean of Extended and Non-Traditional Learning is appointed by the President subject to the approval of the Board of Trustees and is directly responsible to the Vice President of Academic Affairs. The Dean is responsible for planning, developing, implementing, and coordinating all Extended and Non-Traditional Learning programs and supervision of Jefferson College Arnold as well as other off-campus sites. (For a job description see the Jefferson College Faculty & Staff Handbook, pages 14-15.)

The Dean of Extended and Non-Traditional Learning is assisted by the directors of Jefferson College Arnold, the Learning Center, Continuing Education, and Distance Learning.

Instructional Organization

The administrative realignment of 1991 led to the 1992 reorganization of academic disciplines from 18 departments into six instructional divisions, each with a full-time chair. The following is a brief description of the duties of the Division Chairs as they provide direct day-to-day management of the their specific divisions and programs. Division Chairs are recommended by the appropriate Dean for a specified term. The chairs of Business, Health and Occupational Services, and Technology report to the Dean of Vocational- Technical Education. The chairs of Communication/Arts, Mathematics and Science, and Social Science report to the Dean of Arts and Sciences.

Division Chairs plan, control, evaluate, implement, and manage their divisions. They facilitate communication between the division and the College and manage programs, courses, policy, procedures, and facilities of the division. (For a job description see the Jefferson College Faculty & Staff Handbook, pages 17-18.)

The six instructional divisions are responsible for a majority of the classroom teaching at the College. The faculty members report to the division chair, program director, and/or appropriate academic dean. The six divisions further divide into the areas listed in the following chart.

Academic Division Discipline DisciplineBusiness Accounting

Business AdministrationComputer Information SystemsOffice Systems and Technology

Accounting TechnologyBusiness ManagementHotel/Restaurant Management

Communication/Arts ArtEnglishForeign LanguagesJournalism

MusicPhilosophySpeech/DramaTV Production

Mathematics & Sciences BiologyMathematicsChemistry

EngineeringPhysics

Health & Occupational Services

Veterinary TechnologyPolice Training Institute

Area Vocational SchoolNursing

Social Sciences Criminal JusticeEconomicsHistoryPolitical ScienceSociology

Early Childhood EducationGeographyPhysical EducationPsychologyTeacher Education

Technology Automotive Computer Aided Drafting and DesignArchitectural OptionMechanical OptionEmergency Medical Fire Science Industrial Maintenance Welding

Civil/ConstructionElectronicsElectronics Industrial AutomationTelecommunicationsHeating, Refrigeration, Air ConditioningMachine Tool/CNC

Committees

In order to strengthen participation in decision-making, the College relies heavily on committees for input. The committees advise the President and other administrators, complete specific tasks in ongoing college operations, and make recommendations, depending on the group’s charge.

Standing Operational Committee PurposeAcademic Affairs To evaluate the total academic program of the

College and to offer suggestions for improvement.

Commencement To plan and implement annual commencement exercises and related activities.

Cultural Council To secure programs for the College which

will bring a diversity of cultural and educational enrichment to the students and the community.

Grievance To serve as a Grievance Review Panel according to the policies and procedures established by the Board of Trustees.

Library To assist the Director of Learning Resources in long-range planning, to evaluate the library as an instructional resource, and to make suggestions for improvement in the operation of the library.

Professional Development Panel for Faculty To consider applications and make appropriate recommendations to the Vice President of Academic Affairs.

Program and Facilities Planning To establish a model or strategy for the planning process and implement the process.

Public Relations/Marketing To assist the Director of Public Relations in monitoring, evaluating and making recommendations to improve the public relations and marketing programs of the College in a cost effective manner.

Sabbatical Leave To screen applications an make recommendations for leave privileges and to evaluate the sabbatical program annually.

Student Affairs, Conduct and Appeals To provide administration, faculty and students with an effective means of communicating and identifying and solving problems relating to student government, publications and activities.

Student Development To develop, evaluate and monitor all processes and procedures to improve student success through orientation, advising, registration and retention initiatives.

Student Outcomes To request and review data pertinent to ongoing assessment of student outcomes and to make recommendations based on that data.

Technology, Telecommunications, and Computing

To maintain, review and update a technology, telecommunications and computing master plan for the College that addresses academic/instructional and administrative needs.

Tenure Appeals To conduct hearings on tenure and to submit findings and recommendations to the President.

In addition to the committees listed above, there are five Standing Constituent Committees instituted for the purpose of representing constituency viewpoints and concerns to the Board of Trustees and administration.

Administrative Cabinet is to advise the President on all matters of policy and procedure and to serve as the principal communication and coordination mechanism for the administration. It is made up of the vice presidents and deans.

Faculty Senate is to identify faculty viewpoints and concerns and represent its members with a single voice to the College administration and Board of Trustees. It is composed of all full-time employees who are classified as faculty. Its Executive Council is made up of elected faculty members.

Note: On April 17, 1997, the Board of Trustees officially recognized the Jefferson College National Education Association as the bargaining representative for full-time faculty on matters of salaries, terms, and conditions of employment. The Board of Trustees’ recognition of JCNEA initiated a meet and confer process, which resulted in a Statement of Understanding between the Faculty Association and the Board of Trustees for the 1998-99 academic year.

Certified Professional Staff is to identify members' viewpoints and concerns and represent its membership with a single voice to the College administration and Board.

Classified Professional Staff is to identify and solve problems of concern to its constituency and to transmit those to the administration. The committee is chosen by election from classified personnel who work at least 25 hours per week.

Student Senate is, among other duties, responsible for identifying constituent problems and concerns and transmitting those to the College administration. The senate is elected from among the student population.

Faculty, Certified, and Classified staffs have representatives who sit by invitation as non-members with the Cabinet. Each has an assigned vice president as liaison. (For a complete listing of purpose, organization, and membership, see the Jefferson College Faculty & Staff Handbook, pages 29-31.)

The College also has numerous ad hoc committees and subcommittees dedicated to specific tasks. The committees’ projects may be long or short term, but they are not permanently a part of the committee structure of the College. An example is the Funding for Results Committee made up of faculty recognized for their outstanding teaching as well as a member of the Learning Resource Center, two ex officio division chairs, and the Director of Research and Planning. The committee is responsible for developing, implementing, and monitoring campus-wide projects that improve the teaching and learning process.

In addition to the committees already mentioned, there are 27 Vocational-Technical Advisory committees composed of volunteers from community businesses and professions. The members of these advisory committees provide advice to faculty and administrators on developing and improving specific programs. That input is then used to update vocational-technical programs and to guarantee relevancy of course content to the needs of employers, thus ensuring the success of students when they seek employment after leaving Jefferson College.

Ordinarily, decision-making occurs within the planning cycle. However, decision items may also originate in the Administrative Cabinet or within the institutional constituent groups,

standing committees, or community advisory committees. All policy and major decisions then proceed to the Administrative Cabinet for recommendation and/or action. The Cabinet invariably requests input and approval from the Faculty Senate, Classified Staff, Certified Staff, and Student Senate. Thus, the members of the College community are involved in the decision-making process of the institution.

Summary

This chapter provides evidence that Jefferson College has a system of governance and administration that fulfills Criterion Two. The chapter verifies that the Board of Trustees, administration, faculty, staff, and students have significant roles in governing the institution.

Strengths

The Board of Trustees is knowledgeable, experienced and responsive to the needs of the College.

The Policies Manual for the Junior College District of Jefferson College, Missouri provides clearly organized guidelines for the governance of the College.

Cooperative working relationships exist among administrators, faculty and staff. Representatives from all constituent groups are invited to participate in discussions at the Administrative Cabinet. Thus input from all employee groups is sought in decision making.

Concerns

In spite of improvement, the College needs to continue to explore new avenues for assuring effective communication within the organization.

The College must involve the College community in the implementation of College governance as advocated by the ACCT.

Several PACE items suggest issues needing to be addressed including making decisions at the appropriate level (Item 35) and employees’ ability to influence the direction of the institution (Item 9).

CHAPTER 6

HUMAN RESOURCES

Chapter 6

Human ResourcesCriterion Two: “The institution has effectively organized the human, financial, and physical resources necessary to accomplish its purposes.”

Introduction

The success of an organization is dependent upon the people who make up the organization, the human resources. This chapter evaluates the human resources at Jefferson College and shows how the organization of this group of qualified people allows the College to accomplish its mission and purposes as stipulated in Criterion Two. The chapter includes a discussion of the Board of Trustees, the employees, and the students.

Board of Trustees Resources

The members of the Board of Trustees bring experience and diversity to their task. The Board is composed of two retired educators, a retired social services worker, a business owner, a business supervisor, and a district representative of a professional organization. They improve their ability to fulfill their responsibilities by sending representatives to conventions and workshops and receiving their reports. They meet in retreats/workshops of their own when needed. This resource provides informed people who understand and carry out their responsibilities according to board policies and provide appropriate leadership to assure that the College accomplishes its mission and purposes.

Employee Resources

Jefferson College organizes its employees into four groups: Administration, Faculty, Certified Staff, and Classified Staff. In 1993, the College adopted a new job classification system for the Certified and Classified staff positions; faculty classifications were not included in this classification study. The following chart shows numbers of full-time employees in each group for the last five years as derived from the employee profile in the Fall 1997 Factbook (available in the NCA Resource Room) and as audited by the Office of Human Resources.

Full-Time Employees

Year Administration Faculty Certified Prof. Staff

Classified Prof. Staff

Total

1992 7 105 29 80 2211993 6 96 27 85 2141994 7 86 34 89 2161995 7 90 33 89 2191996 7 87 37 91 2221997 7 88 35 98 228

Although the number of full-time employees has increased over the past few years to 228, this number is still less than the 233 full-time positions authorized by the College’s manning table (Table of Organization). In July, 1994 the College formally implemented a position control system. The system provides a mechanism for controlling and accounting for the number of and types of positions. With this system the College is able to track changes in jobs and job titles as changes naturally occur over time in a dynamic organization; control the number of authorized positions as outlined in the budget; and account for the difference in classification of positions, as well as account for positions which are funded by the College’s institutional funds as opposed to those funded by soft money grants and contracts. All certified employees and faculty who occupy soft-money funded positions execute an employment contract acknowledging that continued employment is contingent upon continuation of the external funding. Classified employees who occupy soft-money funded positions are notified of this condition in their appointment letter.

As shown by the above chart, full-time faculty decreased by 17 from 1992-1997. During the same period, Certified Professional Staff increased by six, and Classified Professional Staff increased by 18.

There are several reasons for the decrease in the number of full-time faculty and the increase in the number of full-time Certified and Classified Professional Staff. Principally, nine full-time faculty were funded with soft money no longer available. Three other faculty positions, which were predominantly administrative in function, were re-classified as either Certified or Classified Professional Staff. Several full-time faculty were appointed Division Chairs and became Certified Professional Staff. The number of institutionally funded faculty positions has increased by two since 1995-96.

The growth of Certified and Classified Professional Staff has been in soft money funded positions (eight since 1995-96). For further information, the Summary of Allocation of Positions and the Table of Organization are in the NCA Resource Room.

The rights and responsibilities of all employees are delineated in the Faculty & Staff Handbook and the Employee Benefits Handbook. The Human Resources Office, which was established in 1992, is in charge of these publications. A few of the benefits for full-time employees listed in the Handbook include medical, life, dental, and disability insurance as well as grievance procedures, the Employee Assistance Program, and leaves of absence. A benefit approved in the Spring 1998 semester was the Early Retirement Incentive, which covers Faculty, Certified, and

Classified staff; ten employees were able to take advantage of this newly acquired benefit in 1998.

In addition, the Handbook contains job descriptions for all administration and faculty positions. As a result of the 1992 classification study, there are now job descriptions for all certified and classified employees. The Handbook also describes procedures for annual evaluation of all categories of employees.

The College recognizes full-time employees for sustained service at the institution. These Recognition of Service Awards are presented each year for those employees who have reached a total of ten, fifteen, twenty, twenty-five, and thirty years of service to the College.

Salary schedules for all employee groups except the Administration are published in the Faculty & Staff Handbook. This includes adjunct faculty, part-time, and temporary employees.

The hiring of all regular employees is coordinated through the Human Resources Office; this office also trains all search committee members regarding the hiring process, legal issues regarding hiring, and affirmative action guidelines. The College subscribes to the following Affirmative Action statement which is included in all announcements of vacancies:

Jefferson College strongly subscribes to the philosophy of equality of opportunity for all persons regardless of age, ancestry, color, creed, disability, gender, national origin, race, or religion. The College adheres to its established affirmative action program in the hiring and promotion of minorities in all levels and segments of the staff, and in letting contracts for construction, alteration and maintenance of College facilities. The College makes every effort to employ disabled persons whose qualifications are adequate for the position under consideration.

All new employees (full-time, part-time, and adjunct) are required to participate in new employee orientation, and training in the College’s sexual harassment and drug-free workplace policies. Also, an annual orientation is provided to update employees on such issues.

The consolidation of responsibilities for issues regarding all employees in the Human Resources Office provides more efficient management of employees and, therefore, more effective use of these human resources necessary to accomplish the mission and purposes of Jefferson College.

The following four sections will examine each of the four employee groups.

Administrative Resources

The Administrative Cabinet is composed of seven positions: the Vice President, the Vice President of Academic Affairs, the Vice President of Finance and Administration, the Vice President of Student Services, the Dean of Arts and Sciences, the Dean of Vocational Technical Education, and the Dean of Extended and Non-Traditional Learning with the President presiding. Since 1991, both the Dean of Arts and Sciences position and the Vice President of Academic Affairs position have been filled by one person.

Of the people who compose this group as of Fall 1998, the President and all vice presidents have earned doctorates and all deans have completed work toward a doctorate. The following chart

delineates gender, age, and years employed at Jefferson College as found in the Fall 1997 Factbook employee profile (in NCA Resource Room).

Administrative Cabinet Full-time Profile - Fall 1997

Number GenderFemale Male

AgeFemale Male Avg.

Years employedFemale Male Avg.

7 1 6 52.6 54.1 53.9 13.1 5.1 6.3

While there is unequal gender representation, the organization of this group of employees, along with the experience and professional preparation of its members, allows the College to accomplish its mission and purposes.

Faculty Resources

In fall 1997 there were 88 full-time faculty. One hundred nine adjunct faculty taught college credit courses. Continuing Education classes are taught by additional adjunct faculty. It is noteworthy that in fall 1997 twenty-two full-time faculty had taught at Jefferson College twenty or more years; this represents 25% of all the full-time faculty and speaks to the experience and expertise of this group. The following chart delineates the gender, age, years of employment at Jefferson College, and credentials of the full-time faculty.

Full-time Faculty Profile - Fall 1997

Division # ofFull-time

GenderFemale Male

AverageAge

Avg. yrs.Employed

Summary ofCredentials

Business 16 9 7 50.8 14.9 Baccalaureate = 6Master = 10

Comm./Arts 15 7 8 46.9 13.9 Master = 13Doctorate = 2

Health & Occ. 17 11 6 46.1 6.6 Certificate = 3Associate = 2

Baccalaureate = 5Master = 7

Math/Science 13 5 8 47.5 15.9 Baccalaureate = 1Master = 10

Doctorate = 2Social Science 13 5 8 48.1 17.0 Master = 11

Doctorate = 2Technology 14 0 14 52.1 11.0 Certificate = 4

Associate = 1Baccalaureate = 5

Master = 4Totals 88 37 51 48.7 13.0 Certificate = 7

Associate = 3Baccalaureate = 17

Master = 55Doctorate = 6

Arts and Sciences Division faculty members are required to have a master’s degree in their teaching area. Vocational Technical faculty must have a state vocational teaching certificate and work experience in their field of expertise. For the Extended and Non-traditional Learning Division, teacher requirements vary with the expertise necessary for individual course offerings.

As noted above, six full-time faculty have doctorates; two have specialist’s degrees; of the fifty-three who have master’s degrees two others have completed all but their dissertations for their doctorate degrees. Instructors without degrees teach in areas requiring work experience instead. Full-time faculty in the Vocational-Technical Division have an average of more than 14 years of industrial and business experience in areas related to their teaching. Those faculty who do not hold the typical degrees expected for the level of instruction they provide are nearing completion of these degrees, or are actively pursuing completion of the degree through a course of study detailed in a plan which has been agreed to and is supported by the College. Non-degreed faculty have currently filed Professional Development plans that will lead to degree completion by the year 2001. Furthermore, in the future, the College has committed to hiring only those individuals who meet at least the minimum degree requirements. Therefore, the faculty at Jefferson College meets the educational criteria specified in GIR 9.As shown in the recent postings for vacant faculty positions, standards for employment of faculty beyond the academic preparation explained above, include a firm commitment to mastery learning, optimum development of positive student outcomes, academic advising, and institutional and community service. Also, preference is given to those applicants with an interest in the use of technology to improve the learning process. As with the hiring of all other College employees, the Affirmative Action Policy guides faculty selection. With these standards, the College strives to employ highly motivated faculty to move the institution into the next millennium.

Initial appointment is usually a term appointment, the period of which shall not exceed five years. If satisfactory progress is made during the probationary period, an instructor may gain tenure status together with continuing appointment. In fall 1996, eighty percent of faculty eligible for tenure were tenured, and the remaining sixteen individuals were on a tenure track.

The primary standard for the award of tenure is effective teaching. During the term appointment, the new instructor demonstrates his or her teaching effectiveness through evaluations by students and the Division Chair as well as through self-evaluation. More information on tenure policy may be found in the Faculty & Staff Handbook.

After an instructor is tenured, he or she continues to be evaluated. A new system for evaluation and promotion was approved by the Board of Trustees in May 1998 as part of a faculty contract that came out of the first meet and confer process between the Board of Trustees and the Faculty Association. Details of the evaluation process will be in the 1999-2000 Faculty & Staff Handbook.

Fifteen credit hours per semester or the equivalent is considered a full-time teaching assignment. Faculty may be granted release time for special projects. They may also teach additional hours for extra pay.

In Fall 1997, 109 adjunct faculty members were employed by Jefferson College. During the fall semester, the adjunct faculty taught 25% of all class sections. These faculty meet the same standards for academic preparation as the full-time faculty. A list of all adjunct faculty members employed in the Spring 1998 semester and their qualifications is kept on file in the Office of the Vice President of Academic Affairs (a copy of this is in the NCA Resource Room).

Efforts have been made to assure effective communication with adjunct faculty and to include them in the College environment. All adjunct faculty are required to complete orientation and training. Orientation activities include a review of relevant College policies, a discussion of current issues affecting the College, sessions on improving the learning process, and dissemination of a packet containing pertinent information.

Division Chairs maintain contact with the adjunct faculty members and evaluate these instructors each year. Adjunct faculty have mail boxes in their respective Division Chair office complexes and Jefferson College Arnold. Adjunct faculty can request and receive an e-mail and Internet account. They are encouraged to participate in College activities. The NCA Self-Study Steering Committee included adjunct faculty in the PACE survey in fall 1997, and the overall responses were similar to

those of the rest of the employees. In general, at Jefferson College the survey results indicate a healthy work environment.

Job descriptions for both full-time and adjunct faculty can be found in the Faculty & Staff Handbook.

Faculty members are encouraged to remain current in their fields and engage in professional development. The College pays travel and other expenses for attendance at conferences and workshops and reimburses full-time faculty for graduate course work at the credit hour rate currently charged by the University of Missouri. While reimbursement is limited to six hours per semester there is no limit on the total.

The preceding narrative has shown that Jefferson College has a well qualified faculty whose expertise is enhanced by years of experience at the College. The quality of this faculty was attested to by the results of the SACE survey where students rated the Instructional Services category highest of all categories with a 4.10 on a 5.0 scale. The faculty resources are certainly able to assist Jefferson College to accomplish its mission and purposes.

Certified Staff Resources

Jefferson College employed 35 Certified Professional staff in fall 1997. The Classification Study approved in 1993 designated that the Certified Professional Staff would be composed of employees placed on levels 11 through 16 of the Salary Administration Plan for Certified Professional and Classified Professional Staff. As stated in the Faculty & Staff Handbook, this Plan was adopted to ensure “fair and competitive wages” and “compliance with mandated requirements.” While the positions of Reference Librarian and Technical Services Librarian were placed on Grade 10, the people currently filling these positions will remain in the Certified Professional Staff Constituent Group until they leave these positions.

Those designated as Certified Staff are primarily director and chair positions; other positions include the Controller, Registrar, and Staff Accountant/Auditor. A significant number of Certified Staff positions require advanced degrees. The following chart delineates gender, age, and years employed at Jefferson College.

Full-time Certified Professional Staff Profile - Fall 1997

Number GenderFemale Male

AgeFemale Male Avg.

Years employedFemale Male Avg.

35 16 19 43.4 48.9 46.1 9.76 13.8 11.8

The Certified Staff carry out many specialized functions that require constant updating. They are encouraged and in some cases required to attend conferences, workshops, etc. The College provides support for this professional development, as specified in the Faculty & Staff Handbook.

Every Certified Professional Staff member is evaluated annually according to Board policy by the appropriate Dean or Vice President for the principal purpose of helping each to improve.

While the Certified Staff are relatively few in numbers, they hold positions that influence the success of the College. Organizing these professionals into their own constituent group provides a structure that is beneficial to the overall operation of the College.

Classified Staff Resources

Ninety-eight full-time Classified Staff were employed at Jefferson College in fall of 1997. These positions include secretarial, clerical, technical, service, maintenance, and other staff. These positions were placed on the Salary Administration Plan for Certified and Classified Professional Staff in Grades 3 through 9 Non-exempt and 8 through 10 Exempt as a result of the Classification Study.

The following chart delineates the gender, age, and years of employment at Jefferson College of the full-time classified professional staff.

Full-time Classified Professional Staff Profile - Fall 1997

Classification # GenderFemale Male

AgeFemale Male Avg.

Years employedFemale Male Avg.

Sec./Clerical 46 46 0 41.1 0 41.1 8.1 0 8.1Service, Maint., other

52 19 33 41.8 43.5 42.9 6.6 9.5 8.5

Totals 98 65 33 41.5 43.5 42.0 7.35 9.5 8.3

Each Classified Staff person undergoes a six-month probationary period as an intrinsic part of the employee selection process. After three months of employment an evaluation is conducted to discuss both strengths and weaknesses. After six months of employment another evaluation occurs. Satisfactory performance results in removing the probationary status. Thereafter, each employee is evaluated annually as specified in the Faculty & Staff Handbook.

The Classified Professional Staff is encouraged to attend conferences and workshops and to further their education. This professional improvement is supported by the College as stated in the Handbook. Also, the Human Resources office offers in-house training options periodically. For example, in 1997-98, a seminar on taking meeting minutes was attended by seventeen clerical staff. Topics of other seminars included financial planning and stress management.

The people that fill the Classified Staff positions provide support that is needed for the College to accomplish its mission and purposes.

Student Resources

In the fall of 1997 approximately 5,954 students of diverse ages, goals, and needs enrolled in Jefferson College programs. Of this number, 3,963 students were enrolled in credit courses, while 1,991 were enrolled in continuing education and special job training courses.

Of the 3,963 students taking credit courses in fall 1997, 1,848 were full-time students and 2,115 were part-time students. The following chart shows that while enrollment has increased since 1990, it has decreased from the peak enrollment year of 1992. Also, the enrollment of full-time students has been relatively stable, while the enrollment of part-time students is beginning to rebound. It is this increase in part-time students that is responsible for the increase in total enrollment from Fall 1996 to Fall 1997.

Fall Semesters: Full-time, Part-time, and Total Headcount

Year Full-time # %

Part-time # %

Total Headcount

1990 1,785 45.3% 2,152 54.7% 3,9371991 1,819 44.9% 2,228 55.1% 4,0471992 1,852 44.0% 2,358 56.0% 4,2101993 1,865 47.3% 2,078 52.7% 3,9431994 1,842 46.5% 2,120 53.5% 3,9621995 1,770 46.8% 2,013 53.2% 3,7831996 1,846 46.9% 2,088 53.1% 3,9341997 1,848 46.6% 2,115 53.4% 3,963

Fall 1997 enrollment generated 38,188 credit hours or an FTE of 2,546. Sixty-nine percent of these students previously attended high school in Jefferson County, while 10.2 percent attended high school in surrounding counties and 20.8 percent attended high schools outside the area. The average student age was 25.5 years. Also, females composed 56.5 percent of the student body.

Further statistics of interest regarding the 1997 fall enrollees in college credit classes include that 67.6 percent of all students, or 2,680 out of 3,986, indicated that they were seeking a degree or certificate, 994 sought to earn an Associate of Applied Science degree and 1,290 endeavored to earn an Associate of Arts degree. The remaining 1,283 students pursued a variety of goals, including 362 students who sought to transfer to another institution (9.1 percent of the total enrollment) and the 555 students who were part of Jefferson College's dual enrollment for high school students (14.0 percent). The remaining 366 students sought a variety of goals that included improving job skills (207 students

or 5.6 percent of fall enrollees), getting a new job (8 students or 0.2 percent), or attending class for personal interest (190 students or 9.2 percent).

For the last six years Jefferson College has graduated approximately 400 students with Associate Degrees and 300 students with Vocational-Technical Certificates. In addition, from 1986 to 1996 graduates from Jefferson College's Vocational-Technical programs have averaged a job placement rate of 97.5 percent.

Of the 1,991 students in Fall 1997 not enrolled in credit classes, 49 participated in special job training courses. Meanwhile, 1,942 enrolled in the College’s Continuing Education programs. It is impossible to draw a single profile of these students. Those seeking special job training tended to be a little bit older than average while Adult Basic Education students conformed in age and gender to the profile for college credit enrollees. And then all types of students could be found in Continuing Education classes: some classes appealed to children; others, to retired persons; some attracted all women; others, all men.

Jefferson College has an open admission policy. However, admission into the College does not assure entry into specific programs or courses. Certain qualifications are required. The Nursing and Veterinary Technology programs, for example, require placement tests and an admissions interview for acceptance. Some Vocational-Technical programs require the completion of high school algebra with a grade of at least a C. Jefferson College requires all students taking six hours or more to take the ACT or ASSET tests.

Jefferson College operates the Area Vocational School (AVS), for the District and the enrollment continues to grow. In fall 1997, 176 students enrolled in the high school level programs and 196 in the college level programs. Two new high schools are now sending students to the AVS: Seckman (a second high school in the Fox School District) and Kingston. The need for the AVS has been so great that it has outgrown its antiquated building, and a new building is now under construction.

As these facts have shown, the students at Jefferson College are attracted by the diverse programs offered at the College. This population represents traditional college age students as well as teenagers still in high school and older citizens participating in continuing education courses. While enrollment has decreased since the peak in 1992, the number of students has increased for the last two years.

The number and diversity of students along with the degrees earned, job placement, and transfers to other institutions of higher education show that Jefferson College has the student resources needed to accomplish its mission and purposes.

Summary

As evidenced in this chapter, Jefferson College has effectively organized the human resources necessary to accomplish its mission and purposes. The Board of Trustees is composed of informed people who make effective policies which guide the College. The quality and organization of the employees provide the foundation upon which the services needed to accomplish the mission and

purposes are built. And the number, type, and success of students are evidence that the community has the population to support the services offered to accomplish the mission and purposes.

Strengths

The College has an informed, capable Board of Trustees and quality, experienced employees.

The College serves a number of diverse students with differing needs.

The College has benefited from external funding to support additional positions.

Concerns

The College’s dependence on external funding to fund necessary positions must be reviewed.

The level of staffing needed to meet student needs, especially in areas supporting instruction, may need to increase while maintaining favorable faculty to student ratio.

Review of the efficiency and effectiveness of current staff assignments must continue.

CHAPTER 7

FINANCIAL RESOURCES

Chapter 7

Financial Resources

Criterion Two: “The institution has effectively organized the human, financial, and physical resources necessary to accomplish its purposes.”

Introduction

This chapter discusses the financial resources of Jefferson College relative to Criterion Two. The Board of Trustees has entrusted the Vice President of Finance & Administration to maintain and monitor the assets of the College. Through adherence to sound financial practices and the use of responsibility accounting, the Business Office is able to provide timely reports to College administration and trustees for use in making good fiscal decisions.

Sources of Funds

Revenues:The budget consists of three major sources of revenue: state aid, student tuition and fees, and local taxes. In addition to these three major sources, the remaining revenue comes from a combination of federal and state contracts, auxiliary enterprises, investment income, sales and services, and a number of other miscellaneous sources. The following chart shows revenue by funding sources for the past several years for the current restricted and unrestricted funds combined.

Revenue by Funding Source1991/92 - 1997/98

1991-92 1992-93 1993-94 1994-95 1995-96 1996-97 1997-98State Aid 4,121,136 4,278,858 4,411,121 4,923,927 5,409,762 5,797,699 6,184,416Tuition & Fees

2,464,653 2,931,367 3,595,544 3,658,366 3,588,370 3,714,989 3,909,341

Local Tax 1,777,823 1,815,849 1,935,922 2,099,676 2,199,316 2,296,837 2,498,851Federal Contracts/ State Grants

1,837,371 2,020,584 1,733,394 1,652,261 1,595,055 1,482,758 1,878,169

Auxiliary Enterprise

1,026,492 1,047,934 1,136,280 1,169,201 1,138,756 1,322,181 1,313,680

Investment Revenue

146,387 66,850 64,634 131,812 183,925 157,267 182,423

Student Aid Funds

1,498,074 1,768,952 1,706,453 1,790,943 1,616,919 1,674,651 1,846,851

Other 563,599 658,352 749,898 797,786 1,052,095 1,100,295 1,229,936

Following is a brief synopsis of each revenue source of the College.

State Aid: The Missouri State legislature annually appropriates funds to the twelve public community colleges. Beginning in July, these funds are dispersed in four installments throughout the year to each community college. State Aid has undergone some significant changes over the last several years. Until 1992 State Aid was based on an enrollment-driven formula. In 1992 State Aid changed to core funding. In addition, the composition of increases in State Aid has changed from predominately unrestricted funds to predominately restricted funds. This follows a growing national trend by state legislatures to link accountability with funding. The result has been the creation of new initiatives in areas congruent with funding provisions and therefore a redirection of select institutional priorities. Of course, significant additional effort is required to meet the accounting provisions of the new categories of funding.

Student Tuition/Fees: The rate charged for tuition and fees is set by the College Board of Trustees. Currently tuition is $40 per credit hour for in-district residents, $52 for out-of-district/in state and $61 for out-of-state residents. In addition to tuition, all students are charged a $4 per credit hour facility use fee. The rate charged for tuition and fees is a subject taken very seriously by the Board of Trustees and the administration. The College's charge per credit hour is less than that of the other community colleges in the St. Louis area offering comparable services. The current rate of general tuition and fees has not increased since the fall of 1997. The rate for fees for continuing education classes is determined by the type of course, market conditions, number of contact hours and incidental costs. In 1997-98 revenue from continuing education courses generated $179,156 or 4% of tuition and fee income. As tuition and fee revenues are a significant source of unrestricted funds, there will be continued pressure to increase these charges in order to meet future financial needs.

Local Taxes: State statutes permit the District, subject to voter approval, to levy a rate to be applied against property. Jefferson College presently has a rate of 23 cents per 100 dollars of

assessed valuation. Assessed valuation of the Jefferson College District for 1997-98 was $1,585,371,970. This amount was derived as follows:

Jefferson County

St. Francois Ste. Genevieve Total

Real Estate and Personal Property

$1,436,818,613 $1,234,217 $10,460 $1,438,063,290

State Assessed Utilities

145,862,542 1,445,138 0 147,308,680

TOTAL $1,582,681,155 $2,680,355 $10,460 $1,585,371,970

The 23-cent tax rate for the College is divided into two components. An eighteen cent operating tax is levied for the general operating and plant funds while five cents is levied for debt service. The increase realized in current general fund from local tax revenues for the past several years has averaged slightly more than $100,000 per year. This increase is only one-half of 1% of general fund revenues. On three previous attempts, the last in 1988, the College has failed to obtain voter approval of an increase in the operating tax levy. With more state aid increases going into restricted funds and the need to keep tuition and fees affordable, the Board of Trustees may soon be faced with the decision to seek voter approval for an operating tax levy increase. The State average for local tax revenues as a percent of general fund revenues is 21%. The College’s local tax revenues as a percent of total general fund revenues is less than the State average and has decreased from 13.23% in 1991-92 to 13.10% in 1997-98.

Federal and State Contracts: The College also receives restricted funding from various federal and state programs including JTPA, Carl Perkins, vocational state aid, Adult Basic Education, School-To-Work, Tech Prep, and customized training.

Auxiliary Enterprises: Book store receipts come from the sale of new and used books, supplies, clothing, and specialty merchandise sold at both campus locations. Child Care revenues are generated based on a reasonable hourly rate for services provided at the Hillsboro location only. Patrons of these College auxiliary enterprises are comprised of students, faculty, staff and members of the community at large.

Other Revenue Sources: The remaining revenue sources are made up of a combination of such things as interest income, rental of facilities and other miscellaneous activities.

Capital Projects Funding

In 1992, as a result of inadequate funding and consequently the need to defer maintenance, the College was experiencing major roof leaks on several of its buildings, was incurring power outages from aged and faulty electrical lines, and was facing the prospect of further deterioration of the facilities and limited funds for equipment replacement. The College, using the campaign theme of "we need to protect the taxpayer's investment" went to the voters and successfully passed a $7,000,000 bond issue for maintenance and repair, capital improvements and equipment purchases. The College has made excellent use of these funds.

Major capital improvement needs are assessed each year during the budgeting process, and the costs associated with each major project are identified in a separate section of the budget. In the last five years, Bond and Plant funds have been used to purchase among other things a new telephone system, a boiler in the Field House, new HVAC systems, to replace roofs in several campus buildings, and to construct and expand parking lots. (A detailed list of the major capital improvements which have been made since 1992 is located in the NCA Resource Room.) Currently, the cost of the College's future capital improvement needs far exceeds the funds available in the Bond and Plant funds. Unless another bond issue is passed, there will be inadequate funds to properly maintain the facilities and purchase equipment in the future.

Budget Development and Control

The President of Jefferson College is responsible for submitting the annual budget to the Board of Trustees. In November of each year, work begins on the budget assumptions and continues until February when the initial budget models and financial projections are developed. These budget models incorporate the Governor’s budget as presented to the state legislature in January. The President presents the budget assumptions to the Board of Trustees, constituent group heads, and their invitees at special meetings in March. Comments are invited. In June of each year, the Board of Trustees receives the finalized budget document for approval to take effect as of July 1 for the next fiscal year.

The Administrative Cabinet, Division Chairs and directors are responsible for controlling expenditures within their respective areas. On-line general ledger accounts are accessible via the computerized financial system and are continually monitored by designated budget managers. When purchase requisitions received in the Business Office exceed available funds for any particular department or account, the respective budget manager is notified. Purchases are only allowed after a budget transfer is received from the budget manager or with the approval of the appropriate dean or vice president.

Use of Funds

Expenditures:Instructional Expenditures: This category consists primarily of salaries and benefits for faculty and staff in all educational divisions along with their travel, professional development and purchases of classroom equipment and supplies. The College’s expenditure on instructional items in 1997-98 was 51% of total expenditures. The fact that instructional expenditures is Jefferson

College's single largest use of current funds supports the mission of the College to provide an excellent institution for those seeking a quality education.

Student Aid: Included in this category are expenditures for grant, scholarships and work-study programs provided to students. In 1997-98 Jefferson College awarded $2,159,975 in student aid which amounted to 11% of total current expenditures. Examples of these programs included funds from Federal Pell Grants, SEOG, College work-study, and institutional and private scholarships.

Administrative & General: In 1997-98, salaries, travel, professional development and office supplies accounted for 15 percent of current fund expenditures. Included in this category are the President's Office, the Business Office, the Public Relations and Development Offices, Decision Support Center, the Human Resources Office, Central Office Services, and the Computer Center.

Plant Operations and Maintenance: Ten percent of total current fund expenditures in 1997-98 were devoted to operational and maintenance activities for both campuses of Jefferson College. These expenditures consisted of salaries for the Buildings and Grounds staff, contracted services for maintenance and repair of equipment, cost of utilities and all supplies and equipment used in maintaining and bettering the campus facilities.

Other Expenditures: Three expenditure classifications made up the remaining 12 percent of the total current funds expenditures in 1997-98. These included moneys spent on auxiliary enterprises, academic support, and Student Services.

Purchasing

Purchases of equipment and supplies under $3,000 originate on a General Requisition Form and are submitted to the Business Office with approval signatures from the appropriate chairperson, program director, dean or vice president. On purchases less than $3,000 competitive shopping for the best price is customary. On purchases in the amounts between $3,000 and $12,500, at least three competitive quotations are obtained. Sealed bids must be received on all purchases in excess of $12,500. All purchases acquired on a bid basis are submitted to the Board of Trustees monthly in a formal report which includes a description of the product or service, company name and address of vendor and cost of purchase.

Control of Fixed Assets

In 1995, a campus-wide physical inventory of furniture and fixtures was taken during an audit of the fixed asset system. The goal of the audit was to obtain a complete and accurate accounting of fixed assets by assigned building and room numbers. A threshold has been established so that only assets greater than $500 in value are included in the fixed assets system. The outcome of the 1995 audit and the revaluation of fixed assets has produced an accurate accounting and valuation of fixed assets along with a better system of internal controls for tracking future asset purchases.

Accounting Policies and Practices

The accounting policies of Jefferson College conform to generally accepted principles appropriate to local governmental units of this type. To ensure the observance of limitations and restrictions placed on the use of the available resources, the College accounts for its financial activities in accordance with the principles of "fund accounting." Each fund is accounted for as a separate entity. Funds with similar characteristics have been combined into fund groups for financial reporting purposes.

Fund balances restricted by outside sources are so indicated and are distinguished from unrestricted resources allocated for specific purposes by action of the Board of Trustees. Externally restricted resources may only be used in accordance with the purposes established by the sources of these funds and are in contrast with unrestricted resources over which the Board of Trustees retains full control for use in achieving any of the College's purposes.

Description of Funds. The Current Unrestricted Fund is used to account for all unrestricted revenues and expenditures. The Current Restricted Fund is used to account for revenues and expenditures specifically restricted by outside parties for specified purposes. Restricted revenues are only recognized to the extent related expenditures are incurred.

The Loan Fund is used to account for loans made to students. The source of these funds is various private grantors. This fund was established as a bridge for students in need of aid to purchase books and required supplies before their approved financial aid is disbursed.

The Endowment Fund is a collection of twenty individual funds. Each fund within the Endowment fund is restricted by the donor as to income allocation, qualified recipients of the scholarships, and allowable investment vehicles.

The Debt Service Fund is the fund from which bond payments are made on the 1992 and 1996 Series Bonds. The Debt Service Fund generates income from a five cent tax levy. The five cent tax levy is a result of the 1992 voter approved no tax increase bond issue and the Tax Rate Ceiling Formula used by the State Auditor's Office. The only expenditures allowed from this fund are principal, interest, and agent fees on the 1992 and 1996 bond issues.

The Unexpended Plant Fund is used to account for major repair/renovations to buildings, and the majority of equipment purchases.

The Renewals and Replacements Fund is also known as the Bond Fund. This fund is used to segregate and record all expenditures made with bond proceeds.

The College's investment in fixed assets is recorded in the Investment in Plant Fund. Expenditures for equipment, major repairs/renovations to buildings, and land improvements are capitalized in this fund.

Annual Review by Independent Auditors

The College is required to have an annual audit of its accounting records and management controls in accordance with State law (RSMO 165.121). Since the last NCA Self-Study the College has contracted with only certified public accounting firms known as the "Big Five" to perform the annual audit. The College has consistently achieved exemplary audit findings. These results are even more impressive when consideration is given to the antiquated and error-prone MIS software which is currently being replaced. Audit reports are distributed to the Board of Trustees, the Missouri CBHE and various state and federal agencies. Copies of audit reports are available to the public upon request in the Library.

Financial System

The computerized financial system (as well as the student and payroll systems) for the past fifteen years was a patchwork of program code which ran on computer hardware manufactured by Prime Computer Systems. Prime Computer Systems is no longer in business. The software had only basic capabilities, was labor intensive and error prone, and was not Year 2000 compliant. For these reasons, the College procured a new Hewlett-Packard computer system and purchased the BANNER software system from SCT of Malvern, Pennsylvania. College staff have been implementing the various modules of the BANNER system in a phased "building block" approach since 1996. The Student Accounts Receivable Module was implemented in the Spring of 1998. The Finance General Ledger System and Accounts Payable System were implemented in July of 1998. The Budget Module, Stores Module and Fixed Assets Module will be implemented prior to July 1, 1999. Payroll is currently under development and is scheduled to be implemented at the beginning of the calendar year.

This significant investment in the purchase of new hardware and software, personnel training and staff time should yield considerable benefits in the years ahead. Improved accounting controls, fewer errors, greater staff productivity, enhanced service to students and staff and generally better capabilities and features are goals of the new systems.

Jefferson College Foundation, Inc.

In the fall of 1991 the Jefferson College Foundation, Inc. was created as a Not-for-Profit (501-C-3) Corporation under the Laws of the State of Missouri. The objective of the Foundation is to advance, encourage, assist and support the growth and development of Jefferson College in whatever ways are beneficial to its student body, its faculty, and its administrators. The activities of the Foundation include sponsorship of programs and special projects related to the curricula and the real facilities of the College.

Since its creation the Foundation has contributed significantly to the benefit of the College. As of June 30, 1998, nearly $425,000 in scholarship money has been raised. The Foundation has also provided almost $60,000 in other contributions for instruction and other College purposes. The

Foundation began a program in which faculty and staff could apply for a "Mini grant" to enhance an existing activity of the College or to fund a new initiative. This is funding which may not have been available otherwise. Several of these “Mini grants” have been approved and funded by the Foundation.

In March, 1997 the Foundation kicked off a capital fund drive with a goal of raising $300,000 toward the construction of the new Area Vocational High School building. As of June 30, 1998, $220,876 had been collected or pledged.

Summary

This chapter has provided evidence that Jefferson College is a financially sound institution. Through careful management of the College’s finances, the institution is able to meet its purposes of providing effective teaching and learning to the citizens of the District.

Strengths

The Foundation has provided the College with additional needed funds since its creation in 1991. The Foundation should continue to serve as an excellent additional source of funding in future years.

Sound accounting policies, procedures and practices are in place as evidenced by consistent exemplary findings by independent auditors. The creation of the internal audit function four years ago has contributed to this strong position and should continue to do so in the future.

A new financial accounting system should strengthen the internal controls and as additional features and capabilities of the system are activated greater operational efficiencies and better user services should be realized.

Concerns

The Board of Trustees may soon be faced with the decision to seek an increase in our operating tax levy from the voters.

Funding renovations, improvements, and major maintenance and repair to College facilities will present a challenge in the future.

Restrictions placed on state aid funds limits the flexibility to spend money in areas where it may be most needed in accordance with College-wide priorities.

CHAPTER 8

PHYSICAL RESOURCES

Chapter 8

Physical Resources

Criterion Two: “The institution has effectively organized the human, financial, and physical resources necessary to accomplish its purposes.”

Introduction

This chapter discusses the physical resources of Jefferson College relative to Criterion Two. The chapter evaluates the College’s allocation and organization of its physical resources to meet its mission and purposes.

Overview

Jefferson College sits on a 490-acre campus located just north of Hillsboro, Missouri, 23 miles south of St. Louis on Highway 21. There are thirteen buildings on the Hillsboro campus. Another facility, a large two-story building located in Arnold was purchased in 1983 to serve the needs of the northern part of the County.

In addition to these two locations, several other convenient locations are available for students to take classes. These facilities, not owned by the College, include:

Arnold - Fox High School Festus - Festus Schools Festus/Crystal City - Jefferson Memorial Hospital High Ridge - North Jefferson Middle School Hillsboro High School Grandview High School Herculaneum High School Crystal City High School De Soto High School

LAND USE

The campus contains 490.72 acres. Open space, including athletic fields, constitute approximately 450 acres or 92 percent of the total. Roads, parking areas and buildings cover the remaining 8 percent of the total. There are 1,570 paved parking spaces provided as follows. The unused land is of excellent quality and should provide ample room for growth for generations to come.

SPACE USE282

1,170492132564

Faculty/StaffStudentsHandicappedVisitorsMaintenanceAuto ShopMotorcycleAdministration

In 1995, responding to the needs of students, the College constructed 169 additional parking spaces. The existing number of parking spaces is adequate for the current level of enrollment. If there is a surge in enrollment, the amount of parking will need to be increased.

CAMPUS BUILDINGS AND FACILITIES

The physical characteristics of the Arnold facility and the thirteen classroom and support buildings are listed in the chart below. There are several other smaller buildings that are located on the farm and are used primarily for storage and housing maintenance personnel. The facilities are considered to be in good condition given the age and use of each building.

BuildingYearConstructed

SquareFeet Usage

Recent Major Repairs and Renovations *

Library 1966 31,584 LibraryClassroomsOfficesLearning Center

Replaced roofReplaced carpetingConstructed computer labsRenovated Assessment CenterRemodeled offices

Administration(adjoins Library)

1981 19,610 Offices Replaced roofReplaced carpetingRemodeled computer center and officesRelocated C.O.S.

Arts & Sciences I

1965 40,600 ClassroomsLaboratoriesOfficesLecture Halls

Replaced roofReplaced carpetingRemodeled classroom labsRepaintedInstalled new wall covering

Arts &Sciences II

1986 15,810 ClassroomsConference RoomsGreenhouseJCTVLaboratoriesOffices

Renovated two classroomsRemodeled ITV Lab

Fine Arts 1972 45,640 ClassroomsGraphics ServicesLaboratoriesStudent NewspaperTheaterOffices

Replaced roofInstalled new ceiling tileReplaced carpetingRepainted classrooms and corridorsConstructed Honors roomInstalled new wall covering

VocationalTechnical

1965 72,280 ClassroomsLaboratoriesOfficesSnack Bar

Replaced all roofsInstalled new carpetingRepaintedRemodeled office and classrooms

TechnologyCenter

1986 43,956 ClassroomsLaboratories

Remodeled offices and classroomsRepaired walls

Offices Renovated HVAC systemAreaVocationalSchool

1971 11,760 ClassroomsLaboratoriesOffices

Painted interiorConverted classroom to labUpgraded electrical service

StudentCenter

1965 31,220 BookstoreCafeteriaOfficesStudent Senate

Replaced roofsRemodeled second and third floorRenovated exterior entrancewayRenovated HVAC system

Child Care Center

1983 5,180 Activity RoomsOfficesSick RoomKitchenTwo fenced playgrounds

Replaced carpetingConstructed new playgroundsInstalled new fire alarmRemodeled downstairs bathroom for ADA compliance

Field House & Natatorium

19721981

83,320 ClassroomsGymnasiumActivity RoomsOfficesPoolWeight Room

Replaced roofPainted interiorReplaced basketball goalsInstalled new heating systemReplaced locker room ceiling tileRepaired pool filtration system

Maintenance 1960 4,576 OfficesShop ServiceStorageWorkroom

Expanded office spaceRenovated storage areaUpgraded electrical systemInstalled new garage doors

Veterinary Technology

19931994

3,240 ClassroomAnimal HousingClinic

Constructed farm facilityPaved parking lot

ArnoldFacility

1983(purchased)

20,883 ClassroomsLaboratoriesLibraryLearning CenterOffices

Replaced carpetingRepainted interiorRepainted exteriorPaved parking lot

* A more comprehensive list entitled “Facilities Improvements” is available in the NCA Resource Room.

In addition to the improvements that have been made to each building listed above, there have been many improvements to the grounds and infrastructure: new fencing, bleachers, press box and irrigation system for the ballfield, rebuilt track, repaired tennis courts, a fiber optic backbone campus wide for telecommunications, additional parking, lighting for walkways and parking lots, renovation of the exterior entranceway to the Student Services building, and improved landscaping.

MAJOR EQUIPMENT IMPROVEMENTS

The College has made a significant investment in new equipment over the past several years. Instructional equipment has been updated with state-of-the-art technology. A partial list of some of the equipment purchased is as follows; computers, microscopes, oscilloscopes, lathes, welding machines, surveying equipment, automotive diagnostic equipment, an automotive alignment system, an x-ray machine, a defibrillator, weight equipment, fitness machines, communication test sets, musical instruments, milling machines, music shells, CAD machines, spectrophotometers, analytic balances, a plasma cutting system, and a firearms simulator. Some of this equipment has been purchased with Bond and Plant funds. The College was able to take advantage of a three year State funding initiative in Instructional Technology (which has since expired), and continues to

utilize State Workforce Improvement Funds, State R-Tech funds, FV-4 funds and Enhancement Grant funds to procure new instructional equipment.

The Library, Learning Center, and other academic support services have significantly upgraded their equipment. A three-year state funding initiative in Library Technology (also expired) has yielded a new Integrated Library Management System, Internet connectivity, CD-ROM Reference network, Document Delivery System, microcomputer lab, up-to-date audio visual equipment, and much more. New equipment purchased for other academic support services include a satellite dish, a lighting control and a sound system for the Theater, a sound system for the Field House, and kennel systems for the Vet-Tech Program.

Administrative computers, office equipment and furniture have been upgraded. A new Hewlett-Packard mainframe computer has been purchased. New software is being implemented in accordance with the Master Computing Plan. E-mail is now available for all College personnel. All faculty members who have requested a computer have one. A new telephone system has been installed and voice-mail is currently available.

LONG RANGE FACILITIES MASTER PLAN

In 1993 the College contracted with the Sverdrup Corporation to develop a master long range facilities and site plan. After nearly one and one-half years of study, including needs assessment with input from virtually everyone on campus, the Plan was completed. (The Plan is available in the NCA Resource Room.) It outlines three major phases of new construction and renovation/expansion of existing facilities. The Plan is used to guide new capital projects and many of the projects outlined in the Plan have been completed. Most of the remaining capital projects will require voter approval of a new bond issue(s).

FACILITIES UPKEEP

For the past several years the College has been able to invest substantial funds in the maintenance and renovation of facilities. The sources of these funds have been the bond issues of 1992 and 1996, State Maintenance and Repair funds, and Plant funds. The majority of these funds, approximately seven million dollars, was bond funds which are required by Missouri statue to be expended by June 30, 1999.

The Buildings and Grounds Department has developed Standard Operating Procedures to cover periodic preventative and cyclical maintenance on the facilities. This includes all physical plant equipment, buildings, vehicles, etc. Capital projects are evaluated carefully to determine whether it is more cost effective and efficient to do it in-house or to contract to have the work completed. All repairs, maintenance and renovations are done with future operating costs and longevity in mind. For example, when the primary electric system was recently renovated, additional conduit was installed for future use; before exterior painting is done, the building is prepped with caulking and tuckpointing, exterior building masonry is seal coated; and asphalt is laid over properly constructed subsurface.

NEW CONSTRUCTION

The Area Vocational School was established in 1971 as a pre-vocational school for educationally disadvantaged high school students. Local school districts participate by sending students to the College for a half-day of classes in one of six vocational programs including Cooperative Industrial Education, Building Maintenance, Building Trades, Food Services, Health Services Assistant and Metal Fabrication. Enrollment has grown steadily over the years to the point where the Area Vocational School now serves over 350 students.

The current Area Vocational School building, which was originally designed as a temporary structure, is now 27 years old. Additionally, the nearly 12,000 square foot building is overcrowded due to enrollment growth and cannot support further expansion.

The College is in the process of constructing a new 32,700 square foot Area Vocational School building which will provide space for existing programs, allow for expansion in high demand occupations and meet all compliance requirements. Construction began in mid-June 1998 with an anticipated completion date of summer 1999.

The new Area Vocational School building will be a lasting reminder of the College's effort to train the workforce of the 21st century and beyond.

A.D.A. COMPLIANCE

The open door policy of the College is clearly evident in its philosophy and actions providing equal access to people with disabilities. In the past decade the College has spent several hundred thousand dollars in overcoming barriers in physical access to its facilities.

In 1994 the College engaged the services of an architectural/engineering firm to conduct a comprehensive professional audit of the physical facilities to identify strategies to comply with the Americans with Disabilities Act and estimate the cost of compliance. The completed audit document details the requisite modifications and renovations to the College's grounds (parking and walkways), the Arnold facilities, and each building on the Hillsboro campus. Each year the College includes facilities improvements in its capital project plan specifically for A.D.A. compliance. Some of the improvements completed to date are: renovated restrooms, reconstructed walkways to reduce slopes, handicapped parking spaces, power assisted doors, ramps and handrails, an access lift for the swimming pool, and a wheelchair lift for stage access.

In 1997 the College was recognized with an award by the Community Access Team of Jefferson County (an advocacy group for persons with disabilities) for its outstanding efforts toward providing universal access for individuals with disabilities. The process of bringing the entire facilities into compliance with A.D.A. is ongoing. The A.D.A. Accessibility Audit can be found in the NCA Resource Room.

ENERGY CONSERVATION

The College has accomplished much to conserve energy and improve the environment. The College's energy conservation program includes a lights-out practice, strategic omission of unnecessary light bulbs, use of energy efficient lighting where possible, installation of additional heat valves for quick shut-off of water in the central boiler system, and installation of energy efficient compressors and condensers. In 1994, the College contracted with an architectural/engineering firm, Chiodini and Associates, to develop a comprehensive lighting analysis of the campus. The study preceded the planned installation of new roadway, parking and walkway lighting and the expansion of two parking lots. The study identified weaknesses in the then current lighting, recommended strategies for improvement, and set standards for the College to use for functional and cosmetic enhancement, as well as for energy efficiency.

Also in 1995, the College contracted with an electrical engineering company, McClure Engineering Associates, to study the campus, building by building and make recommendations on alternative energy conservation measures including a payback analysis for each measure. This was done primarily as a prerequisite to qualifying for energy conservation grants from the state of Missouri. Since completion of the study State energy conservation funds have all but disappeared. The study has been helpful, however, as many of the recommended strategies have been implemented as the College has proceeded with campus renovations. (The above referenced documents can be found on file in the NCA Resource Room.)

COMPLIANCE, SAFETY AND SECURITY ISSUES

Jefferson College is committed to providing students and staff with a safe and healthy environment. Over the past several years the College has developed procedures for compliance with the Asbestos Hazard Emergency Response Act (AHERA), which includes the requisite inspections and production of the Management Report, removed an underground storage tank and developed the policies and procedures for compliance with the Employee Right-To-Know Law regarding the handling and disposal of hazardous materials. (The AHERA document is available in the NCA Resource Room.)

The matter of staff and student safety and security is taken very seriously at Jefferson College. The College has published Campus Security Policies and employs personnel who provide campus security twenty-four hours a day, every day of the year. In 1994 campus lighting for walkways, roads, and parking lots was enhanced and the institution increased the number of security personnel. The College has two clearly marked security vehicles and also uses small motorized utility carts marked as “Courtesy Patrol” to increase the presence of security staff around campus and to assist students, visitors, and College personnel.

These efforts have been effective in providing a safe environment. The College experienced very low incidences of minor offenses and no major criminal offenses. The College is in compliance with the Student Right to Know Law. The report indicates no incidences of major criminal activity or arrests.

FACILITIES USE BY OUTSIDE GROUPS

The College permits outside groups to use its facilities. The use of the facilities is governed by an established Board of Trustee policy. Hundreds of events, activities, and meetings are held at the College each year. A standard fee schedule has been developed and is based on the room/area used, equipment needed, duration of usage, set-up, and other special needs. The record of facilities used by outside groups is maintained in the Office of the Vice President of Finance and Administration.

Summary

This chapter provides evidence that Jefferson College allocates and organizes its physical resources in ways appropriate to meet the mission and purposes of the College. The College facilities are well maintained and adequate to meet the current needs of students and staff.

Strengths

The College has made substantive improvements in its facilities and equipment in recent years.

The Board of Trustees and Administration have demonstrated a strong commitment to enhance the facilities and acquire state-of-the-art equipment for instruction and other uses.

Facility improvements are done in a planned manner; preventative maintenance and cyclic maintenance are part of the daily operations of the maintenance staff; and all capital improvements are made in consideration of minimizing future maintenance needs and costs and improving longevity and energy efficiency.

Concerns

Bond funds will be depleted by June 30, 1999. Plant fund balances are projected to be inadequate to maintain the facilities and purchase equipment in the years ahead.

As enrollment grows the College will need more classroom space.

The Arnold facility is inadequate to meet the needs of our students in the northern portion of our service area.

CRITERION 3

“The institution is accomplishing its educational and other purposes.”

Chapter 9 Instructional Programs and Services

Chapter 10 Student Outcomes Assessment

Chapter 11 Student Services

Chapter 12 Administrative Services

CHAPTER 9

INSTRUCTIONAL PROGRAMS AND SERVICES

Chapter 9

Instructional Programs and Services

Criterion Three: “The institution is accomplishing its educational and other purposes.”

Introduction

This chapter evaluates the academic purposes and accomplishments of Jefferson College by focusing on the strengths of individual disciplines and opportunities for the future. The discussion focuses on effective teaching and learning and provides evidence that Jefferson College is accomplishing its mission and purposes through its excellent instructional programs and services. Since effective instructional programs and services are at the heart of all premier institutions, this chapter presents a detailed look at the instructional programs of Jefferson College.

The Instructional Programs and Services Subcommittee, consisting of members from each division of the college, called upon faculty and staff to submit descriptions and evaluations of each program and support service at Jefferson College. Faculty and staff consulted program review documents, year-end reports, division meeting minutes and relevant surveys to contribute to our self- study of educational programs and academic support services.

Overview

The mission statement that guides the present and past operations of Jefferson College embodies a commitment to “superior teaching and service” that “result in the acquisition or improvements of students skills, competencies and knowledge.” This commitment is reflected clearly in the results of the SACE survey. This 58 item instrument survey was given to obtain the perceptions of students concerning the institutional climate and to promote more open and constructive communication among faculty, staff and administrators. The items are organized into five domains including Instructional Services, Student Services, Administrative and Physical Services, Student Focus and Social and Cultural Services. The five areas rated as excellent at Jefferson College were all instructional: (1) instructor's expertise of subjects taught, (2) the extent to which instructors clearly define their grading policies, (3) the extent to which the student has an opportunity to participate actively in class, (4) the quality of instruction in the student's field of interest, and (5) the extent to which the instructors clearly define course requirements.

To continue the long-standing tradition and commitment to academic excellence, the College implemented Program Review during the 1992-93 academic year as a means of assessing the effectiveness of instruction. The concept for the review procedure was developed collaboratively at the Deans Academy in Santa Fe, New Mexico, and refined by the Jefferson College deans and division chairs with input from the faculty. The process requires examination

of instructional programs/disciplines through the application of 16 criteria for Arts and Science programs/disciplines and 19 criteria for vocational/technical education, including the following:assessment of student outcomes needs assessmentenrollmentcurriculum analysismission and goalscostinstructional analysisfacilities/equipmentmaterials analysismarket analysistransferabilitystudent responseadmissions requirementsexternal accreditationprogram literatureinternal procedures analysisjob marketjob placementadvisory council involvementaffirmative action

Program/discipline faculty and the division chair complete the initial review process. It is subsequently reviewed by the appropriate dean and the Vice President, Academic Affairs. An executive summary of the review complete with recommended action is forwarded to the President who in turn forwards the summarized results of each review to the Board of Trustees.

In addition, to assure an excellent academic program, Jefferson College has committed to a significant investment in the continued growth of its employees. All faculty and staff are encouraged to continue professional growth through: the completion of additional course work, participation in seminars and workshops, independent study factory schools, work experience and participation in civic activities. College commitment to continued professional growth is perhaps best demonstrated by a long-standing policy allowing each employee reimbursement for tuition and incidental fees for advanced college or university study. A significant increase in funding for each of the past three fiscal years demonstrates the extent of a strong College commitment.

Many faculty have completed work beyond the Master’s degree. In addition, faculty have earned many awards and are active in many community organizations and events. Faculty also take part in many in-service workshops and training sessions, including the Four College Consortium, library and computer training, and reading intervention strategy workshops.

An analysis of data provided by the CBHE indicates that full-time faculty to student F.T.E. ratios are highly favorable when compared to other community colleges in the St. Louis Metropolitan statistical areas in that Jefferson College ratios are lower. (A copy of the 1997-98 Statistical Summary of Missouri Higher Education report is available in the NCA Resource Room.)

Jefferson College Degrees

Jefferson College offers three Associate degrees and seventeen Vocational-Technical certificates. Associate of ArtsThe Associate of Arts degree is designed to prepare individuals for transfer to another college or university as part of the bachelor’s degree requirement.

Associate of ScienceThe Associate of Science degree is designed to prepare engineering students to transfer to a college or university as part of the bachelor’s degree requirement.

Associate of Applied ScienceThe Associate of Applied Science degree is designed to prepare individuals for entry-level employment.

General Education

In October 1994, the Student Outcomes Committee passed a resolution charging the Academic Affairs Committee with generating an institutional definition of general education and developing related program objectives. The committee submitted and the faculty adopted this definition: General education is an aspect of the college’s instructional program which enables a student to acquire general knowledge and intellectual skill; to achieve some level of basic competencies; to prepare for advanced work; and to develop the skills and knowledge needed to function in society. Each of the three associate degrees offered by Jefferson College has a core general education requirement: Associate of Arts, 41 hours; Associate of Science, 50 hours; Associate of Applied Science, 19 hours. Program objectives were determined for the six main areas of the general education curriculum:Communications: writing and speaking clearly and concisely using edited American English Humanities: analyzing the themes of human experience through exploration of great works

and ideasMathematics and Science: analyzing scientific and mathematical concepts and their uses and

impact in the modern world

History/Behavioral Science: examining diverse historical and social events as well as personal experiences in order to determine possible sequences, relationships, and causes

Physical Education: understanding the value of physical activity to overall wellness as well as the development of methods of sport and recreation

Computer Literacy: demonstrating the use of computer information systems for personal, cultural, intellectual, occupational or social development

In short, the general education requirement at Jefferson College is coherent, consistent with the College’s mission and purposes and ensures exposure to a breadth of knowledge and stimulates intellectual inquiry.

University Transfer

Jefferson College follows the Coordinating Board of Higher Education’s “guidelines to promote and facilitate the transfer of students between institutions of higher education within the state.” (See Advisor Handbook “Guidelines for Student Transfer and Articulation.”)

The primary transfer institutions are St. Louis Community College at Meramec, Southeast Missouri State University, Southwest Missouri State University, University of Missouri-Columbia and University of Missouri-St. Louis. Jefferson has a 2 + 2 articulation agreement with Missouri Baptist College and Southeast Missouri State University and a cooperative agreement with University of Missouri-St. Louis. In addition, Jefferson has established articulation agreements with several other local colleges and universities. The University of Missouri-St. Louis and Missouri Baptist College have full-time satellite offices at the Jefferson College campus to facilitate student transfer into the 2 + 2 programs. (The Jefferson College Advisors Manual is available in the NCA Resource Room.)

To assure smooth transfer for students, faculty advisors are provided training each semester to become familiar with program changes that affect transfer.

Follow-up studies indicate that Jefferson College transfer students perform and graduate at rates that are higher than or comparable to other transfer students and native students. (An analysis of transfer rates appears in the report Core Indicators, May 1998, available in the NCA Resource Room.)

Committees Related to Educational Programs

The Academic Affairs Committee, which consists of twelve faculty and professional staff members elected from the different College areas and two students appointed by the president, is charged with overseeing the educational programs of the College. Its purpose is to evaluate the total academic program, offer suggestions for improvement, review course and program changes, make recommendations for improving the teaching-learning processes, and serve as a body that discusses academic development and disseminates new information to the faculty.

Four other committees are associated with curriculum development: Student Outcomes and Assessment, Funding for Results, the Cultural Council, and the Library Committee. The Student Outcomes and Assessment Committee developed the Jefferson College Student Outcomes Assessment Plan. Funding for Results encourages faculty to initiate innovative improvements in teaching and learning. The Cultural Council develops programs which are educationally and culturally enriching for students and the district at large. The Library Committee assists the librarians in planning, evaluates the educational effectiveness of the library, and considers suggestions. Participation in these committees assures faculty responsibility for developing and evaluating the institution’s educational programs.

Academic Calendar and Class Schedules

The academic year consists of 16 week semesters in the fall and spring. In the summer, Jefferson offers three-week intersession courses, six-week sessions, and eight-week sessions. In an effort to meet students’ needs there is a variety of afternoon and evening courses offered, as well as telecourses and independent study courses.

Curriculum Direction and Long-Range Plan

As indicated in Section 2 of the Jefferson College Long-Range Plan: 1998-2000, the College is committed to “maximizing academic, vocational technical and personal outcomes for students.” Goals, objectives and strategies to support instructional programs have been determined, and persons responsible for implementation continue to support the plan and report to the Long-Range Planning Committee on a regular basis.

To improve personal outcomes for students, the College has supported the development of the Jefferson College Student Outcomes Assessment Plan, which was approved with positive comments by NCA on May 11, 1994. Since its acceptance, the Plan has undergone yearly review and updates as well as extensive refinement, such as including specific general education objectives, defining student outcomes assessment within the framework of general program review, and making feedback loops using student outcomes assessment data to improve classroom teaching. Student Outcomes Assessment is addressed specifically in Chapter 10. Continuous work by the Academic Affairs Committee together with cyclical program review and the Jefferson College Student Outcomes Assessment Plan support the Jefferson College Long Range Plan:1998-2000 to assure ongoing assessment and improvements of the curriculum.

Instructional Programs

Instructional programs are divided into six divisions: Business, Communication/Arts, Health and Occupational Services, Mathematics and Science, Social Science, and Technology. The discussion of educational programs is presented by division and includes the following: the number of faculty in each program, accomplishments and assessment of each program and future opportunities. This section is followed by a description and evaluation of special curriculum, extended and nontraditional learning, curriculum support, and cooperative programs with secondary schools. All instructional programs have undergone program reviews in the past five years. (Program review reports and summaries are available in the NCA Resource Room.)

Business Division

Discipline Full-time Faculty Adjunct FacultyAccounting and Business Administration

2 3

Business Management 3 3Computer Information Systems

5 16

Hotel/Restaurant Management

1 0

Office Systems and Technologies

5 1

Total number of faculty 16 23

Accounting

Curriculum Strengths. The objective of Accounting Technology is to prepare students to become bookkeepers. To assure students are truly effective in today's business, they use commercial accounting software, such as Peachtree, that has been added to various courses over the past ten years. The strengths of the Accounting Technology Program are that students are given the opportunity to use their accounting theory in practical computer applications. Since most graduates are employed by small businesses, they find jobs readily because they know how to install an accounting system using current commercial software and how to maintain those records accurately.

Business Administration

Curriculum Strengths. The Business Administration program is striving to provide the foundation business courses for students who plan to transfer to a four-year college program with a major in business and management. This program continually reviews its mission in light of both short term and long term goals. The immediate goal is the students’ successful articulation to their transfer schools. In the long term, this program prepares students for a dynamic and challenging career in business. Both of these goals are supported by clearly defined objectives, including the following: continuous assessment of the curriculum for meaningful content as defined by the industry, incorporation of an active pedagogy in the classroom experience which embraces a “learning by doing” philosophy, and implementation of collaborative learning as a partner with the traditional lecture format.

Business Management

Curriculum Strengths. The Business Management program is offered as a two-year A.A.S. degree or a one-year certificate program that provides students with a wide scope of business concepts, skills, and techniques that are useful in securing entry level to mid-management positions in retail, wholesale, and marketing firms after graduation. The curricular offerings of the program involve a variety of courses, both lecture and lab types, and an intensive internship program that includes training in marketing, sales, advertising, retail merchandising, finance, and management. The internships provide students with much needed, valuable experience in real life settings. Students often can convert the internship experience into regular, full-time employment after program completion.

The newest addition to the program is the acquisition of a computer lab made available through matching funding from a state enhancement grant. The lab provides an opportunity for hands-on classroom activity for business applications. Employers who serve on the Business Management Advisory Board were interested in this technological advancement within the program. Curriculum offerings are being enhanced through simulations involving decision- making skills, mathematical computations, keyboarding skills and group problem solving. New simulations continue to be reviewed and considered for curriculum applications.

Computer Information Systems

Curriculum Strengths. The Computer Information Systems program offers college credit courses on computers, computer use, and computer programming. This department offers courses leading to an Associate of Applied Science Degree in Microcomputers and Networking, an Associate of Applied Science Degree in AS/400 Programmer/Operator and a Dean's Certificate in AS/400 Programmer/Operator.

To support the general education computer literacy requirement, which became effective in 1997, this department offers Microcomputer Software Applications and Introduction to Data Processing. These courses are periodically updated to keep the material current with the concept of computer literacy.

To provide for transfer students, this program offers Introduction to Data Processing, Fortran (now in math/computer science), and COBOL. These courses are periodically reviewed to insure that they meet the requirements of the four-year institutions to which most students transfer.

AS/400 Programmer/OperatorBeginning in 1991, the CIS faculty, assisted by the CIS Advisory Committee, developed and implemented a plan to redesign and reposition the Programmer/Operator Associate Degree Program. To address the problems of declining enrollment and poor placement the advisory committee recommended that the program focus on a more specific target. The committee recommended that this program should begin training programmers and operators for IBM's midrange system AS/400 and be expanded to both an Associate Degree program and the Dean's Certificate Program.The AS/400 program is unique in the area, is locally and nationally recognized, and is experiencing reasonable growth. The 100% placement rate, the encouragement from IBM and

St. Louis AS/400 based companies and the satisfaction of the advisory committee demonstrate that this program is on the right track. Yearly advisory committee meetings and periodic College reviews keep refining the program.

Microcomputer Networking ProgramThis program has been successful in providing specific skills for the microcomputer technology worker. The 1997-1998 CIS advisory committee recommended significant changes to this program.

Hotel/Restaurant Management

Curriculum Strengths. The Hotel and Restaurant program is responsible for the Associate Degree and Certificate programs in the hotel and restaurant industry and related fields. Graduates are prepared for management training positions.

A partnership program formed with the National Restaurant Association, Educational Division, implemented in fall 1995, offers the student specific classes and national certification in each class as well as a nationally recognized Pro Management Degree. The certification and recognition from the National Restaurant Association together with the Associate Degree help place students in more responsible positions.

The internship program provides students with 500 hours of experience by working in their field of study. Employers in the hotel and restaurant field have identified experience combined with class work as their most critical need.

Office Systems and Technologies

Curriculum Strengths. The Office Systems & Technologies program classes are taught in high-tech labs featuring pentium computers, a fax machine, scanners, e-mail, and voice mail in an effort to help students train for jobs on the cutting edge of technology. Each year on the advice of the OST Advisory Committee, course offerings are updated and revised in order to help maintain relevant and current content. During the past ten years, changes have included the replacement of a dedicated word processing system with personal computers in all laboratories; replacement of Shorthand with Speedwriting; changes in numerous course titles to reflect changing technology; implementation of an office interpersonal relations component in OST classes; receipt of three major state-funded grants initiated and written by an OST faculty member to upgrade and improve the department; total upgrade of the Administrative Word Processing Practicum laboratory as a result of state-approved grants; and continual changes and upgrades in software in all classes to reflect current trends in business use. These changes and innovations appear to be working effectively for the students as evidenced by continuing successful placement data.

Future opportunities for the Business Division include the following:

Monitoring trends in Business Management and implementing a marketing plan will benefit the program. Examining and continually updating the curriculum will help meet the requirements of an ever-changing technologically-centered employment market and ensure transfer of the degree to other institutions.

Enrollment increase in the CIS program will present on-going staffing, facilities and equipment challenges.

The rate of technological change will continue to be a challenge to the CIS faculty and budget. Hardware and software obsolescence requires replacing 20% of the equipment each year.

New strategies to improve retention in the Hotel and Restaurant program need to be considered.

Communication/Arts Division

Discipline Full-time Faculty Adjunct FacultyArt 1 2English 6 25Foreign Language 1 0Journalism 0 1Music 3 6Philosophy 1 4Speech and Drama 3 2TV Production 0 1Total number of faculty 15 41

Art

Curriculum Strengths. The recent addition of an Introduction to Art three-hour elective has provided all general non-majors with an entry into actual arts creation. Due to demand in the humanities requirement, Art Appreciation recently expanded into two sections per semester (120 students per year). Yearly exhibits include local college and St. Louis artists, an elementary art contest as part of the ethnic festival, juried student shows, and a local high school contest toward art scholarships. Faculty continue to find ways to involve more non-majors and community members in the fine arts.

English

Curriculum Strengths. The curriculum includes writing courses and a variety of literature and humanities courses. English classes numbered 100 or higher meet general education requirements and transfer to four- year institutions. Faculty sponsor writing clubs, College publications (i.e. The Viking, Coyote Zygote) and writing contests to encourage Jefferson students as well as area high school students to write.

The English program responds to the need of multicultural education. Jefferson College students benefit from the culturally diverse readings in the literature anthologies and the Composition I and Composition II readers which all include minority writers. Classes such as mythology, film, and science humanities also introduce students to several cultural perspectives. Guest speakers, field trips, and extra credit for attending cultural events also encourage students to study other cultures. In 1992-93 a visiting instructor from China offered students a unique experience in a Chinese culture class and in Honors Mythology.

The English program encourages and supports Writing Across the Curriculum in a variety of ways. The Writing Center is staffed seven hours each day and provides assistance to students on writing assignments in all content areas. The faculty also supports other programs by presenting workshops on various topics when they are requested, such as APA documentation and the research process for the Police Training Institute. In addition, English faculty are involved in the FFR Reading for Results project that encourages critical reading and thinking in courses across the curriculum. (A copy of the campus level project and year-end report for Funding for Results Improvement of Teaching and Learning project is available in the NCA Resource Room.)

Students graduating from Jefferson in 1998 scored at or above the norm in writing and critical thinking on the CAAP test and on the writing portion of the C-BASE. These results indicate effective teaching-learning experiences for students at Jefferson College.

Foreign Language

Curriculum Strengths. A four semester sequence is offered in French and Spanish: Beginning, Intermediate, Grammar and Composition, and French/Spanish Reading. All courses are offered both in classroom and independent study settings, except reading which is only independent study.

Beginning and Intermediate French/Spanish are also offered as telecourses, using the excellent video series French in Action and Destinos. In addition, the professor has encouraged community ethnic diversity via six dance festivals from 1993-97: China, Ireland, South America, Eastern Europe, Africa, and India. Other program strengths include small class size and personal attention for every language student, as well as focused placement into flexible class offerings and study formats.

Journalism

Curriculum Strengths. The program includes Journalism I, a three-hour course including classroom lecture time and newspaper production lab, and Journalism II, III, and IV, each of which is a one-credit course dealing primarily with newspaper production. The class produces The Harbinger, the official student newspaper. Producing the newspaper gives students practical opportunities in the journalism field. Jefferson College has been a starting point for students who have worked for local publication companies. The course has been taught since 1988-89 by adjunct instructors who work for local newspapers.

Music

Curriculum Strengths. The primary focus is to provide the first two years of a four-year music degree that transfers well. Music majors are usually well prepared as entering juniors at their transfer institution. With respect to the vocal performing ensembles, highlights include a May 1989 Scandinavian tour, a May 1991 participation at Carnegie Hall, and a summer 1996 production/combination with the drama department. The jazz ensembles have won many individual and group awards over this ten-year period. Strengths include the good facility, a diverse faculty, and a good rapport among music students, faculty and the community. In addition, NASM (National Association of Schools of Music) accreditation serves as an ongoing assessment of the music program, identifying strengths as well as challenges to be addressed. (The NASM report is available in the NCA Resource Room.)

Philosophy

Curriculum Strengths. Four courses are presently offered: Logic, Introduction to Philosophy, World Religions, and Ethics. Before 1992, fewer courses and fewer sections were offered; however, large enrollments justify the assignment of a full-time faculty position.

Speech and Drama

Curriculum Strengths. The objectives of the Jefferson College speech program are to offer quality instruction in communication skills equivalent to the first two years of a baccalaureate degree; to provide communication experiences, both written and spoken, to satisfy the general education requirement, “writing and speaking clearly and concisely using edited American English”; and to provide opportunities to use these components of effective communication.

The speech program has two core courses, Oral Communication and Public Speaking. Courses are offered on both campuses in the day or evening for greater accessibility.

The objectives of the Jefferson College Drama Program are to provide humanities experiences with writing, speech, and performance. The program also gives students opportunities to use, practice and improve these components of effective aesthetic understanding to satisfy the general education requirement for humanities.

The Drama Program focuses its productions on cultural experiences that expand the abilities of the students. Different styles offer a broad range of acting and production experiences--musical comedy, children's theatre, main stage productions by challenging playwrights. Diversity in

casting, initiation for the untrained in supporting roles and inclusion of family members all have encouraged community participation.

TV Production

Curriculum Strengths. Jefferson College Television which provides educational cable access to residents of Jefferson County is a multi-purpose operation geared to meet the educational needs of communication majors and to provide programming for the viewing community.

JCTV broadcasts daily over the TCI of Missouri cable system in Jefferson County. Programming includes telecourses and various educational programs provided by sources such as the State of Missouri, PBS, NASA and EENET. Daily operations include a variety of opportunities for students of broadcast media. Students gain valuable experience in station operations such as programming, recording of satellite downlinks, assisting in studio productions, and technical support to the instructional television operation or ITV.

JCTV also provides the studio and facilities for credit courses in TV Production I and II. These classes are conducted as workshops, providing students with a hands-on opportunity to learn studio and field production techniques. Projects are based on real world scenarios that include both production and budgetary considerations. After completion of the courses, a student may enter the internship program in a video or film production house.

Future opportunities for the Communication-Arts Division include the following:

An increase in English faculty is necessary since nearly one half of the writing students are taught by adjunct faculty.

A reduced load for faculty teaching more than twelve hours of composition would bring the College in line with other institutions.

Computer-assisted composition instruction, beginning with a pilot project Fall 1999, will benefit writing students and offer students another option to fulfill the computer literacy requirement.

Recruitment strategies in music, foreign language, speech and drama will continue to be examined and modified in an effort to attract students interested in these disciplines.

Replacement of JCTV equipment according to schedule will prevent technical problems and meet the needs of television production students.

Health and Occupational Services Division

Discipline Full-time Faculty Adjunct FacultyArea Vocational School 9 0Nursing 6 8Police Training Institute 1 39Veterinary Technology 1 1Total number of faculty 17 48

Area Vocational School

Curriculum Strengths. Currently, 12 college-level career programs offering dual credit are open to high school seniors: Computer Aided Drafting-Architectural Option; Automotive Technology; Business Management; Child Care/Early Childhood Education; Civil/Construction Technology; Computer Aided Drafting and Design-Mechanical Option; Computer Programming; Electronics Technology; Heating, Refrigeration and Air Conditioning; Hotel/Restaurant Management; Machine Tool Technology; Welding Technology. Six high school credit career programs are available to the high school students of the public and private school districts in the College's service area: Cooperative Industrial Education; Building Maintenance; Building Trades; Food Services; Health Services Assistant; Metal Fabrication. Presently, all ten of the public high schools in Jefferson County and one in Washington County participate in the Area Vocational School Programs.

During the 27 years the High School Career Programs have been in existence, over 5,000 students have been served. The majority of the student population has been considered to be of high risk dropout potential yet about 75% of these students have been able to graduate from high school. Follow-up studies have indicated consistently that significant numbers of former students are employed in related fields.

Planning is currently underway to construct a 35,000 square foot building to replace the temporary Area Vocational School Building with a permanent state-of-the-art facility.

Nursing

Curriculum Strengths. The Health Technology Area consists of three short-term courses (16 weeks) and a Bi-Level Nursing Program. The nursing program consists of Level I (Practical Nursing) and Level II (one year RN program). The Bi-Level Nursing program was begun in the 1988-1989 school year as the first one-plus-one nursing program in the State of Missouri. The one plus one program was initiated to meet the needs of our students who are unable to afford to attend school two consecutive years. Within 10 months an individual can become a licensed practical nurse. The student may continue for one additional year and complete the registered nursing degree. In traditional RN programs, it would take an additional two years to obtain an RN degree.The Bi-Level Nursing Program submits annual reaccreditation reports to the Missouri State Board of Nursing and participates in an on-site evaluation every five years (latest visit 9/97). Since the program’s inception, the Bi-Level Nursing program has had 100% passage rate of the

NCLEX-PN licensure for Level I and 92%-100% passage rate of the NCLEX-RN licensure for Level II. In 1997-98 Jefferson nursing students scored the highest in the nation on the NCLEX.

Strengths of the programs include a well-constructed curriculum that benefits from the input of former graduates and their employers as well as leaders in health care who give input at the annual Advisory Committee meeting and through surveys. The nursing program has a job placement rate of 97 to 100% for both level of graduates.

Police Training Institute

Curriculum Strengths. Jefferson College Police Training Institute is designed for persons who need State of Missouri P.O.S.T. (Peace Officer Standards and Training) Commission certified training in order to apply for certification as a Peace Officer at the 470-hour or 600-hour levels. After completion of the 600-hour level course, twenty-three credit hours of Police Training Institute's instruction may be applied toward an Associate of Applied Science degree in Criminal Justice, or sixteen credit hours may be applied toward an Associate of Arts degree in Criminal Justice. Currently, a record number of trainees are enrolled.

The In-Service training program is very successful and offers many different types of continuing education classes for those who are already peace officers and need additional education to maintain their certification.

Veterinary Technology

Curriculum Strengths. Founded in 1976, the program has graduated about 280 technicians who are employed in the fields of veterinary medicine and biomedical research. The program requires two years of course work which lead to an A.A.S. degree. Included are general education requirements, basic sciences and veterinary technology courses.

The program is a USDA registered facility and must be in compliance with USDA standards for animal welfare. The program maintains bi-annual advisory committee meetings and co-sponsors bi-annual continuing education seminars. The program must submit annual reaccreditation reports to the AVMA and participate in an on-site evaluation and review every five years. (A copy of the AMVA self-study is available in the NCA Resource Room.)

Strengths of the program include high numbers of applicants for the 30 positions in the first year class; an enthusiastic and committed advisory committee; strong support from local practitioners and specialists and graduates who are in demand and have multiple opportunities for employment.

Future opportunities for the Health and Occupational Services Division include the following:

The Area Vocational School looks toward developing a truly progressive, articulated two-year curriculum in all vocational areas currently being offered and developing additional programs based on employment and student demands.

Because of the current job market, the nursing program will need to determine ways to increase enrollment in all short (one-semester) courses each semester and to increase enrollment in both levels in the program.

The veterinary technology program may consider additional adjunct faculty for lab sessions.

Mathematics and Science Division

Discipline Full-time Faculty Adjunct FacultyBiology, Chemistry, Engineering, Physical Science, and Physics

8 3

Computer Science and Mathematics

5 5

Total number of faculty 13 8

BiologyChemistryEngineeringPhysical SciencePhysics

Curriculum Strengths. Faculty participate in community educational activities such as Science and Math nights and local Science Fair judging. They also present seminars in local elementary and high school classes and work with local people on projects, such as the Bollinger County dinosaur site. Biology and physics programs have been modified to meet student needs. The addition of a biology computer laboratory in 1995 allowed for an open lab for biology students which permits students to progress at their own rate using tutorials not available otherwise. This laboratory’s success prompted the development of a similar lab for the physics/physical science area which opened in the fall 1997 semester. Anatomy and Physiology I and II (a two-semester course--four hours each semester) were reactivated. These courses provide concordance in content for students transferring to other colleges. In addition, Honors Water Quality Monitoring allows students to participate in on-going water quality research in conjunction with the Missouri Department of Natural Resources and the Missouri Department of Conservation. Another new course, Field Biology, offers students the opportunity to learn Missouri native fauna and flora with emphasis on learning out in the field. In the chemistry program, Organic Chemistry has experienced increased enrollment, and new digital electronic balances and portable visible spectrophotometers enhance the laboratory experience. Computer ScienceMathematics

Curriculum Strengths. Faculty hold math contests and present seminars in local elementary and high school classes. The computer science curriculum has been modified to meet changing

student needs. For example, Introduction to Computer Programming was taught for the first time in the Spring 1998 semester. Also, computers coupled with large screen TVs and color LCD projection devices have been used to enhance student visualization. As a result of the FFR project, graphing calculators have also been integrated into the classroom to help students master new technology. Furthermore, Math for Health Sciences was developed in the Fall of 1993 for Level I nursing students to allow more practice with medical computations. Another improvement is the addition of Maple V software for Calculus and Differential Equations. The professional edition of the Mathcad 7 is available in the physics computer lab for engineering, physics, and mathematics students.

Future opportunities for the Mathematics and Science Division include the following:

Space constraints need further consideration. The lecture halls where most large science classes are taught are not set up for computer-aided instruction. In addition, the chemistry laboratories lack the space for multiple computer stations and accessories necessary for immediate processing of experimental data.

Social Science Division

Discipline Full-time Faculty Adjunct FacultyCriminal Justice 0 3Child Care/Early Childhood Educations

1 0

Economics 1 1Geography, History, and Political Science

4 6

Physical Education 3 4Psychology 2 5Sociology 1 0Teacher Education 1 1Total number of faculty 13 15

Criminal Justice

Curriculum Strengths. The Criminal Justice program offers students the option of earning an Associate of Arts Degree (if they plan to transfer to a four-year college/university) or the Associate of Applied Science Degree (if they choose to move immediately into the workforce). They also may earn a vocational certificate.

The program has undergone extensive review since 1988. The revisions in the program led to the establishment of the Associate of Arts degree in Criminal Justice which paved the way for two-plus-two agreements with Missouri Baptist College and the University of Missouri-St. Louis, making the program more versatile. Also, a course articulation was developed with the Jefferson College Police Training Institute which allows students to earn degree credit for their work at this POST certified academy, if they successfully complete all 650 hours of training.

All faculty teaching in the Criminal Justice Program are practicing professionals; therefore, all course work is current and relevant. Early Childhood EducationElementary EducationSecondary Education

Curriculum Strengths. Jefferson College received its initial teacher education program approval in 1986, the first year it was available. This program offers students courses in their first two years of college that will allow them to transfer into a college of education as a junior. At present, education is a popular discipline at Jefferson with approximately 300 students declaring themselves education majors. There are eighteen credit hours of approved teacher education courses that can be taken at Jefferson for elementary education majors. Secondary education majors have six hours of approved teacher education course work plus other courses in their major area. All education students can also fulfill several certification requirements through carefully chosen general education courses.

In 1990, the College initiated an Associate of Applied Science Degree in Early Childhood Education, which combines current theory with developmentally appropriate practices to provide students with the educational and career skills. In the graduating classes of both 1996 and 1997, 100% of the graduates that were available for placement found jobs in early childhood education. Additionally, the program provides community outreach in meeting the needs of local early childhood professionals.

A unique program offered to the Early Childhood Education student at Jefferson College is the cooperative agreement with Southeast Missouri State University called Project Access. After completing an Associate of Arts degree at Jefferson (with the recommended course selection), a student can complete a bachelors degree in education in two years with certification to teach in kindergarten through third grade. Not only does this provide a smooth transition from the sophomore year at Jefferson to the junior year at SEMO, but also three of the four semesters through SEMO are offered on the Jefferson College campus.While the state of Missouri restricts community colleges from offering transfer courses for early childhood certification to teach grades K-3 in the public schools, Jefferson has been a pioneer in developing articulation agreements that allow students to use the courses taken in their freshman

and sophomore years to pursue this certification. The first articulation agreement between community colleges and four-year colleges and universities in early childhood education was approved by the Teacher Education Division of the Missouri Department of Elementary and Secondary Education (DESE) in 1994. This flexibility is a true benefit for the students and is an example of the aggressive pursuit of excellence in the program.

EconomicsGeographyHistoryPolitical Science

Curriculum Strengths. The economics program emphasizes current events and history rather than abstract theory. Jefferson College offers two geography courses which provide a general introduction to geography, presenting the essential characteristics of the regions and areas studied in each course. Strengths include instructor-led tours to Europe and the inclusion of several visiting lecturers and guest speakers. The curriculum is supported by a library with superior atlas and reference resources. Additionally, the staff has increased the use of CD-ROM technology and the Internet, created a web page and adapted both courses for Interactive Television. During the summer session historical tours are offered that take students across the United States.

Major technological advances have provided political science students with Internet and electronic research skills. The political science students gain skills and knowledge that they can apply to citizenship roles. An additional strength gained for the curriculum is the employment of full-time history/political science faculty for the evening classes. The Honors Model United Nations class continues to provide students with an alternative educational environment with their involvement in the Midwest Model United Nations Conference in the spring.

Physical Education/Health

Curriculum Strengths. Health and Physical Education offers a range of courses to meet the needs of a diverse student body. The instructional staff has received teaching honors, as well as numerous honors in community service and related fields.

The lecture and activity courses are continually changing to meet the current needs and desires of our students. For example, course offerings now emphasize fitness rather than team sport activities. Significant improvement has been made to the weight and fitness center. Enrollment and participation in various swimming courses and activities continue to rise. In addition, facilities are open more hours for student and public use.

PsychologySociology

Curriculum Strengths. In an effort to improve students’critical reading and thinking skills and to help them manage demanding college reading material, some psychology classes have participated in the FFR Reading for Results Project. The three courses in the sociology program--General Sociology, Marriage and Family, and Social Disorganization--have been improved through students’ use of the Internet as well as their critiquing articles from all of the major sociological journals.

Future opportunities for the Social Science Division include the following:

Assuring consistency and coordination in the Criminal Justice program will continue to be a challenge since there is no full-time faculty member.

Audiovisual resources for geography courses will need continual updating which is costly.

Exploring new course offerings in political science and history to address culturally diversity will provide greater breadth and exposure to different concepts.

Technology Division

Discipline Full-time Faculty Adjunct FacultyAutomotive Technology 2 0Civil/Construction Technology

1 0

Computer Aided Drafting 2 1Electronics (Electronics Technology, Telecommunications Technology, and Industrial Automation Technology)

3 2

Emergency Medical Technology

0 3

Fire Science Technology 0 8Heating, Refrigeration, and Air Conditioning Technology

2 3

Industrial Maintenance Technology

0 3

Machine Tool/CNC Technology

3 3

Welding Technology 1 2Total number of faculty 14 25

Automotive Technology

Curriculum Strengths. This program prepares students for employment in the automotive services industry. Students are employed in sales, parts departments, or as technicians. In the past few years the program has benefited from the purchase of a CD - ROM computerized auto repair and service information system, a computerized 4-wheel alignment system, a computerized engine analyzer and a refrigerant recycling system. Students also have been fortunate to be able to analyze and diagnose problems on new vehicles that have been donated to the College. Industry has supported the program through in-house seminars on some of the latest technological breakthroughs in automotive technology.

Civil/Construction Technology

Curriculum Strengths. This program prepares students to become entry-level team members in the design and construction of roads, bridges, dams, treatment plants, residential, and commercial structures. It offers a 1 -year certificate which is unique for a program of this scope. The students now have access to and receive instruction on some of the latest AutoCAD software available.

Computer Aided Drafting and Design

Curriculum Strengths. This updated program prepares students to be drafters, allowing the student to choose from two options: the Architectural Option or the Mechanical Option.

The Architectural Option emphasizes the drawing and designing of residential systems, light commercial buildings and land construction projects. Students learn construction principles, building materials, standards, and drafting room practices. Students now use state-of-the-art computer equipment and AutoCAD software.

The Mechanical Option prepares the students for employment as mechanical drafters and engineering aides and places a strong emphasis on computer aided drafting (CAD). This instruction qualifies the students as CAD operators using AutoCAD software. The curriculum has the top accreditation of the American Institute for Design and Drafting.

Electronics (Electronics Technology, Telecommunications Technology, and Industrial Automation Technology)

Curriculum Strengths. This program prepares students to become technicians and offers them a choice of three different areas of electronics: Electronics Technology, Industrial Automation Technology, and Telecommunications Technology. Because of the constant technical advancements in these areas, the programs are under constant review resulting in the change of curriculum and the updating of equipment and computer support. The Telecommunications and Industrial Automation programs both offer internships with industry for college credit. Instructors attend advanced seminars and workshops and sometimes obtain part-time work in the summer with industry in order to stay as current as possible with the technology. Instructors in this program have also served on state-wide committees developing rapidly changing Occupational Competencies for electronics based programs.

Emergency Medical Technology

Curriculum Strengths. This program provides training to students who wish to become Emergency Medical Technicians or Paramedics. It uses a state-approved curriculum, certified instructors, and other medical professionals with expertise in various areas. The students completing the program have consistently maintained high pass rates on both the EMT and Paramedic state certification tests. The program has been fortunate in acquiring equipment such as a new Cardiac Monitor Defibrillator as well as other needed equipment.

Fire Science Technology

Curriculum Strengths. This program prepares students to become certified Fire Fighters. New courses are offered that enable students to prepare for higher levels of certification. The program benefits from a staff that is very competent and from cooperative ventures with local fire departments.

Heating, Refrigeration, and Air Conditioning Technology

Curriculum Strengths. This program includes electrical, refrigeration, heating theory and provides experience in the College's modern labs. Students benefit from hands-on experience on both residential as well as commercial equipment. Most graduates from the program begin as apprentice level HVAC technicians, building maintenance technicians, or industrial maintenance workers. Instructors have served on program planning committees as consultants to the Missouri Vocational Association's (MVA) annual conference and maintain membership in national professional organizations.

Industrial Maintenance Technology

Curriculum Strengths. This program began in the fall of 1996 and is designed to benefit individuals seeking employment in manufacturing plant maintenance or those already employed in industrial maintenance. A position in plant maintenance requires a technician to have some expertise in many different areas: heating, refrigeration, air conditioning, welding, industrial electricity, machining maintenance of a wide variety of mechanical devices. There is very

strong interest in Industrial Maintenance training from area manufacturing companies as well as students who want to reinforce and upgrade their present skill level.

Machine Tool/CNC Technology

Curriculum Strengths. This program prepares students to take jobs as CNC operators, CNC programmer trainees, apprentice machinists and plant engineering trainees. Since computers are being attached to previously hand-operated machining equipment such as lathes and milling machines, Computer Aided Manufacturing (CAM) technology allows students to program lathes and milling machines by the use of SMARTCAM, a state-of-the-art software package used extensively in industry. The instructors and students maintain affiliation with local and national organizations such as the Society for Manufacturing Engineers (SME) and the National Tooling and Machining Association (NTMA).

The program is also involved in presenting customized training programs to industry as well as participating in informational workshops at local high schools.

Welding Technology

Curriculum Strengths. Experiencing a large increase in enrollment during the past few years, this program includes instruction in gas welding and cutting, shielded metal arc welding, metal inert gas (MIG), tungsten inert gas (TIG) and black pipe welding. Welding codes taught are specified by the American Welding Society at proficiency levels in positional welding, electrode classification, elementary blueprint reading, elementary metallurgy, and welding safety. Students become employable as welders, welder fitters, or specialist welders.

Future opportunities for the Technology Division include the following:

Managing time for professional development will continue to present a challenge.

A means to compensate instructors to implement a marketing/recruitment plan in order to increase enrollments needs to be considered. More local high school students need to be recruited.

Special Curriculum

Business and Technology Center

To enhance the economic well-being of the people of the Jefferson College District, the Center provides leadership in the delivery of consulting, education, training and economic development services in support of business, community and workforce development. The Center identifies company training needs, arranges individual training, conducts customized workshops and offers a variety of resources and services. This active partnership enables customers to plan for the future.

(The Business and Technology Center Annual Activity Report is available in the NCA Resource Room.)

Honors Program

Strengths. The Honors Program at Jefferson College was created in 1988 to address the needs of students at or near the top of the academic ladder. The Honors Program offers an alternative general education curriculum designed to interest and challenge students who have demonstrated their academic excellence. The students who choose to participate in the Honors Program are generally top notch. All Honors Program graduates maintain at least a 3.3 GPA, with at the least 12 Honors Program graduates to date maintaining a perfect 4.0 GPA at Jefferson College.

Although the content of Honors courses is often similar to that of their traditional-course counterparts, the emphasis is on active learning, creative exchange and critical thinking. Because enrollment in Honors courses is limited to 15 students per section, participants have greater opportunity for interaction with other highly motivated students. Since moving to its new home base in 1995, classes have been held in a seminar setting in the Honors Resource Center, which is equipped with computers, maps, and reference materials and is open to students for quiet study, research and group projects.

Since its inception in the fall of 1988, the Honors Program has successfully served over 900 students. To date 79 students have earned Honors Program distinction, 45 earning Honors Diplomas, and 34 receiving Honors Certificates. In the fall 1988 semester there were two Honors courses. Now in 1998 there are 11 courses.

The Honors Program faculty is recognized by students, colleagues and administration as an excellent one. Since the program's beginning in 1988, four faculty have been chosen as the Phi Theta Kappa Alumni Teacher of the Year, one has received the governor's Award for Excellence in Teaching, one the Emerson Electric Teaching Excellence Award and one the Missouri Community College Association's first Faculty Annual Innovation Award.

Future opportunities for the Honors Program include the following:

Additional sources of support for more honors scholarships need to be pursued.

Means to encourage more students to participate in the Honors Program need consideration, given the numbers of "Honors" graduates (those with a 3.5 or higher GPA) recognized at commencement ceremonies.

Telecourses

Strengths. The telecourse program at Jefferson College reaches out to students who do not fit the "traditional student" model, providing them with opportunities to earn college credit through distance learning. The telecourse program began in 1984 with two courses; today, nineteen

courses are offered each year. Since 1984, there have been over 8,200 enrollments in telecourses with current enrollments averaging around 1,000 per year.

Telecourse development and selection is a team process involving the administrator for telecourses, Division Chairs, and faculty. Before courses are added to the roster, they must undergo review and acceptance by the Division Chair and the faculty members who would be teaching them. Courses are currently offered in biology, business, English, education, foreign languages, health, mathematics, social science, and history. Instructional staff regularly review courses and replace with current materials as available, including newly-produced videotapes and new editions of the textbooks, in order to keep telecourses fresh and up-to-date. Telecourse students complete exit surveys when they take their final exams. These surveys are tabulated and shared with the telecourse faculty, who use the results to fine-tune the courses.

All of Jefferson College's telecourses are cablecast over the campus cable station, JCTV. Some are also broadcast over the St. Louis PBS station. All are also available as videotape sets for students to check out of the Library for the duration of the semester. These multiple delivery formats allow the students greater ease in obtaining the material.

Extended and Nontraditional Learning

As a result of the realignment, the title change reflects the expanded scope and responsibilities of the division. The Division of Extended and Non-Traditional Learning includes ABE/GED, Community Initiatives, Continuing Education, Jefferson College Arnold, JCTV, and the Learning Center.

ABE/GED

(Adult Basic Education/General Education Development)

Funded through the Missouri Department of Elementary and Secondary Education, the program is offered free of charge to serve county residents. Approximately 800 persons enroll in the ABE program each year. The ABE program exemplifies the flexibility which exists throughout the services of the Extended and Non-traditional Learning Division. ABE curricula range from basic literacy instruction to review work for the General Education Development test (GED).

The literacy component of the ABE program was initiated at Jefferson College in 1987. Initiation was prompted by the wide national coverage of literacy concerns and by local statistics indicating the need for literacy instruction in the College service area. Jefferson College is the only provider of basic literacy instruction in the District.

In addition, GED instruction meets the needs of many students who eventually enroll in college credit classes. Educators in the local high school districts are favorably disposed toward the GED program because it serves as a "net" for their high school dropouts. The GED program is the second largest source of students for Jefferson College credit programs.

Community Initiatives

The division has responsibility to work closely with county public assistance agencies to provide services to meet their needs. Jefferson College has been designated a Missouri WINS One-Stop satellite which provides employment and training program access to the general public. In addition, the College is represented on the Executive Board of the Jefferson County Community Partnership (JCCP). JCCP has as its goal, unification of efforts to strengthen family units through caring communities, funded by the Children’s Investment Fund at the state level. The College is also represented on the Workforce Investment Board (formerly PIC) by the dean of the division who also serves on variety of other public assistance agency boards.

Continuing Education

CE offerings may be vocational, avocational or recreational to meet residents’ interests. CE also serve the community by providing a means for area residents to maintain professional licenses. The classes are held both on and off campus in five participating school districts. To assist in identifying the needs of the residents of Jefferson County, CE uses a thirty member advisory committee. The advisory membership involves citizens representative of the District so that the diverse needs of students may be identified and addressed.

Current offerings, per semester, include approximately 250 courses and serve more than 2,000 persons throughout Jefferson County and surrounding areas.

Jefferson College Arnold

Jefferson College Arnold is an attendance site which provides classrooms, a Learning Center, computer labs, bookstore, student services and a business office for the convenience of the residents living in the northern portion of the District. The facility has on-line access to the campus-wide mainframe computer network.

The facility provides courses needed to complete the Associate of Arts transfer degree, the Associate of Applied Science in Business Management, and Accounting Technology. In addition, the AS/400 program is being offered at Jefferson College Arnold.

A significant number of sections of general education, elementary education, computer, child care and science classes are offered each semester. Adult and Continuing Education classes are also offered. The Jefferson College Arnold facility serves approximately 3,000 students each year.

JCTV

Jefferson College Television (JCTV) provides educational and informational programs to residents of Jefferson County over the TCI of Missouri cable system. Daily broadcasts include pre-recorded programs from PBS, EENET, NASA and the Museum of Radio and Television as well as college

credit telecourses and College produced news and information programs. JCTV programming reaches over 12,000 families in Jefferson County from its facilities at Jefferson College.

ITV (Interactive Television)

A consortium consisting of East Central College, Jefferson College, Mineral Area College, St. Charles County Community College, and St. Louis Community College meets regularly to discuss the exchange of interactive television (ITV) credit courses. Jefferson College hosted one ITV course in Fall 1998. ITV allows the consortium to provide credit courses to students in a program area for which a particular college may not have an instructor. ITV will also allow county high schools to receive dual enrollment credit courses via college instructors. Some county school districts have indicated the desire to form a consortium to promote this exchange. Jefferson College has provided a leadership role in this effort.

The strengths of distance learning (telecourses, ITV, and Internet instruction) include providing the opportunity for county residents to take courses that they might not have available to them locally at a suitable location and time. These courses also allow the colleges to provide the instruction at a reasonable cost.

The Learning Center

The Learning Center supports the mission and purpose of the institution by providing developmental instruction, assessment and academic support services for students at Jefferson College, in addition to services which benefit the community at large.

Based on assessment results, students are advised and placed into Learning Center courses as prerequisites for higher level math and college credit English related courses. All courses are designed in a self-paced, competency based format that requires a demonstration of at least 80% mastery before course completion.

The Learning Center has averaged approximately 1,000 enrollments per year, serving over 10,000 students this decade. During this time, mandatory entrance assessment for course placement combined with continuous program research and evaluation have improved services to students. Students who successfully completed Learning Center courses have a 78% success rate in related college credit courses. In addition, student population research and a student evaluation system incorporated into the program help assess, evaluate, and improve services.

Academic Support Services

Over the past several years, Academic Support Services has grown dramatically in both the number of services it provides and the number of students it serves. With the addition of the ACCESS-ABILITY services program, the Assistive Technology Center, and the computerized learning lab, the Learning Center has been able to increase services available to students. The Learning Center now serves over 1,000 students in academic support programs each year. An evaluation of the Peer Tutor program indicated that 95% of students report maintaining or improving their grades while using tutoring services with 60% reporting a grade level increase of 1.4. A student evaluation of services survey conducted 1997-98 showed an excellent rating in these areas: peer tutor program, accommodations for students with disabilities, coordination of

support services, the effectiveness of the ACCESS-ABILITY program, and the effectiveness of academic support workshops.

Assessment Services

The Assessment Services component of the Learning Center offers testing services for students, faculty, and the community. Testing services include placement testing (ASSET), and standardized testing (GED, ACT, C-BASE etc.), telecourse testing, developmental course testing, faculty make-up testing, learning styles and study skills testing, career assessments, and student outcomes testing. Assessment Services offers testing and assessment services used to advise students, help students identify learning styles and improve study skills, assist in career counseling and selection, and provide credit by examination. To support the institution, Assessment Services also provides scanning, processing and data collection services, in addition to services for customized training. Assessment Services conducts vocational assessments for secondary school districts in conjunction with the Area Vocational School. Assessment Services also provides testing for the Division of Family Services in support of the Welfare-to-Work initiative and serves as a GED testing site.

Since 1989, the Assessment Services area of the Learning Center has doubled the amount of testing services it provides to students, faculty, and the community, currently administering approximately 35,000 tests annually. Results from student evaluations led to an improved testing environment with reduced noise levels. In a student survey conducted 1997-98, students rated Assessment Services as excellent in the following areas: hours, test security, environment, and staff.

Instructional Programs and Services

A variety of developmental courses are available to assist students in preparing for college level courses. Courses in English, reading, mathematics and study skills are designed to ensure that students display competency and mastery with regard to the foundation skills necessary for success in college.

A team of adjunct instructors provide one on one instruction for students during day and evening hours. Students benefit from instruction that includes video instruction, computer-based and audio-taped tutorials designed for visual, auditory, and tactile learning styles. All courses are designed in a self-paced, competency based format that requires a demonstration of at least 80% mastery.

Mandatory entrance assessment for course placement combined with continuous programmatic research and evaluation has resulted in improved services for students. A Retention Action Plan has been implemented in addition to a revised student evaluation survey. Based on the results of the survey, a new textbook in Basic College Mathematics was adopted.

Learning Center Programs for High School Students

In collaboration with area districts, Jefferson College offers high school equivalency courses through the Learning Center for students who need to make up high school credit. The participating high schools grant the student permission to take the courses at the College and award a grade and credit to the student when the courses are completed. Students may enroll in a maximum of two 16-week classes each semester. Progress letters are sent to parents and the school. Course offerings include: Basic Math, Algebra, Fundamentals of Writing, Reading Improvement, Basic Study Skills, and World Geography. Approximately 100 high school students enroll in the program each year.

Future opportunities for Extended and Nontraditional Learning include the following:

Currently, all of the developmental courses offered through the Learning Center are either under review or are being revised. This is a major project which is subject to budgetary constraints. Additional resources allocated specifically for course revisions and development could enhance the completion time of course revisions.

The main challenge with telecourses is retention of students in the courses. A study is now underway to try to identify key characteristics of successful telecourse students that could be used to screen students before enrolling.

Because of the increased demand for assessment services, staff have needed to become knowledgeable about a wide variety of testing instruments. If the demand for assessment services continues to grow, additional staffing will be needed.

Curriculum Support

Library Services

Learning Resources, which includes the Library and Audiovisual Services, has been assigned institutional responsibility for the development of library services, audiovisual services, government documents collections, the History Center, and telecourses, which support the instructional goals of the College. The Library provides academic support and serves as a resource for the College and community. The Library staff is well-qualified. Also, the collections are growing, and the services provided are regularly evaluated and updated.

The Library Use Instruction (LUI) program reaches out to students across campus. In 1998, the reference librarian and the technical services librarian taught 88 sessions, serving nearly 1660 students. A library literacy component is included in the course requirements for English Composition I; therefore, efforts are made to ensure that all students enrolled in English Composition I receive instruction.

LUI classes are tailored with faculty input to meet specific research needs of many other classes, incorporating Internet training when appropriate. Results of the 1997 Library Faculty/Staff Survey show 96.2 percent of employees rate LUI as excellent or good. Student survey results are also positive; 68 percent of students rate LUI as good or excellent. This figure does reflect,

however, room for growth in the LUI program. In addition to LUI classes, the staff also teaches open Internet training sessions for students as well as course-integrated instruction. In 1998, thirty-eight sessions were offered.

Also, the Reference Librarian, the Technical Services Librarian, and the Reserve Desk Circulation Assistants spend much time providing point-of-contact instruction.

The fastest growing area of Library services is electronic databases. CD-ROM technology, the campus computer network, and the Internet are used to provide access to a variety of resources.

The Ameritech Library Services Dynix Express system is the Library's integrated online library management system, Jeff Cat. It provides access to the book and videotape collections from several computers in the library, over the campus network, and through the College's web page. Patrons at Jefferson College Arnold can search Jeff Cat in the Learning Center, and courier service delivers requested items daily.

A twelve-station CD-ROM Reference Network provides access to several databases. The usefulness of the CD-ROM Reference Network received the second highest rating in the 1997 student survey.

Twenty computers in the Library Computer and Training Center offer access to the Internet, UMI’s ProQuest Research Library, Ebsco Host, Lexis-Nexis, First Search, and other online databases. The Library's web page offers links to other information resources such as Thomas Legislative Information, Missouri Works, and college financial aid resources. Faculty and staff can search the Library's electronic resources through the campus network and can request books and periodicals by electronic mail, thus improving instruction with up-to-date information.

Library Collections Analysis

The Library's book collection of 58,765 volumes is adequate to meet the research needs of most students and approaches the standard of 60,000 volumes for an excellent collection as set by the Standards for Community, Junior, and Technical College Learning Resources Programs. A basic reference collection is housed at Jefferson College Arnold. The professional library staff and the faculty have made efforts over the past few years to update holdings in vocational and technical fields. This is an area of ongoing concern, since advances in many fields cause books to become outdated quickly. Faculty also assist librarians in weeding the collection. The results of the 1997 Faculty/Staff Library Survey show that 64.8 percent of the faculty feel that the book collection is good or excellent for class assignments, pointing out the need to continue to build the collection.

The Library subscribes to 441 current periodicals, and the collection is supplemented with several electronic products. The print periodical collection is a well-rounded one with general interest magazines, scholarly journals, and titles in vocational/technical fields.

Book and periodical interlibrary loan services are offered free of charge to students and staff. Turn-around time for receipt of periodical articles through interlibrary loan is generally less than forty-eight hours. Also, the Library participates in the Info-Pass program of the St. Louis

Regional Library Network, which opens to patrons the book collections of most college and university libraries in the St. Louis area.

The Library Committee conducts regular surveys of students, faculty and staff. As part of the Library's annual goals and objectives, strategies are developed to address concerns raised in the surveys. Responses to past surveys have resulted in these changes:

Extended evening and weekend hours More current books and periodical subscriptions in both vocational-technical areas and

in Arts and Sciences More quiet study space for students Eight computers added to Library lab Installation of a security system Replacement and addition of photocopiers Windows software added to lab computers Beverages allowed at study tables

Future opportunities for the Library include the following:

An inherent concern which accompanies the growth of the electronic library is the increasing need for technical support.

The library staff and faculty will continue efforts to update the book collection in vocational and technical fields.

The Library Computer and Training Center, with twenty computers, is at its capacity, making it difficult to accommodate larger classes. As the only current location on campus for student Internet access, the lab is very heavily used. Adding Internet access for students in other labs on campus would help alleviate congestion.

Audiovisual Services

Strengths. The audiovisual technician has written and implemented a good inventory control and repair history tracking system. Over the past few years, the quantity of equipment permanently housed in classrooms has increased dramatically. In 1997, all requests from faculty for VCRs and other audiovisual equipment for their classrooms were filled. Since implementation of a system of engraving and physically securing all new equipment, theft of audiovisual equipment has been reduced significantly.

Future opportunities for Audiovisual Services include the following:

As noted in the Sverdrup Corporation's study of the College's facilities, there is a need for increased space for storing audiovisual equipment.

Major purchases are made once a year, and there is no way to anticipate equipment needs a year in advance. Toward the end of the fiscal year, many types of equipment are in short supply because of increased demands.

Writing Center

Strengths. The Writing Center, located in the Arts and Science II, Room 414, is a support service available to all students. The Writing Center provides assistance with any stage of a writing assignment that has been made in any class. The Writing Center also aids with research writing, from note taking to proper citation form. In addition, the Center will review scholarship and program applications, contest entries, and writings, such as poems, for publication. Twenty-six computers are available to students for word processing. In the 1997-98 academic year, a total of 4,192 students used the Writing Center at a low cost per student. Writing Center services are free to students.

A major change in the Writing Center since its implementation in 1994 has been the configuration of work stations. New furniture has made access easy with room to spread out work without disrupting someone at a neighboring station.

Future opportunities of the Writing Center include the following:

An appointment of a Writing Center Director or a Director of Composition would improve the efficiency of operations.

Cooperative Programs--Secondary Schools

Tech Prep

Strengths. Tech Prep is a partnership formed among secondary schools, area business, industry, labor organizations, community leaders, parents, students, and community colleges. Tech Prep encourages a hand-on approach to instruction known as applied academics. By including business in the educational process, Tech Prep uses real-life environments for the instruction of math, science, and communication. It also provides teachers with community resources, such as work sites for internships and job shadowing opportunities, people for classroom presentations, and other community connections.

Tech Prep offers a variety of educational opportunities to students, staff, and community members: Career Institutes, Business and Industry Internships, Eighth Grade Career Expo, National Vocational Educational Week, and Academic Workshops.

Future opportunities for Tech Prep include the following:

A main concern is the limited understanding of the philosophy and purpose of Tech Prep within the school districts of Jefferson County. In the fall of 1997, the Tech Prep director conducted a needs assessment survey throughout Jefferson County. Only about 5% of the respondents could explain Tech Prep and how it was developed. To address this issue, the Tech Prep director implemented a series of share shops in related academic disciplines to broaden understanding and develop the philosophy of Tech Prep. Brochures are currently being developed for distribution to administrators, counselors, teachers, students and parents. In addition, Tech Prep

will be included in Jefferson College’s new technical video, which will improve program awareness.

Students in Transition

Strengths. Jefferson College offers nine general education dual credit courses (CHM111, ENG1O1, ENG102, ENG105, ENG106, HST120, MTH134, MTH180, and SPH175). Credentials for the faculty teaching these courses as well as course prerequisites and other course requirements are the same as for those classes taught on the College campus. Enrollment in the program for each of the last eight terms has steadily increased, from 387 to 560 per academic year. This increase in enrollment is making it a challenge to administer the dual enrollment classes.

This program has three primary purposes. It makes college-level courses available to senior-level students at a convenient location and at an affordable price. The program also adds diversity to the available curricular offerings. Finally, the program extends the services of the College beyond the walls of the institution, making resources of the institution available throughout the County.

Summary

This chapter demonstrates that Jefferson College is committed to excellence in teaching and learning. Ongoing assessment, student feedback, community involvement, academic support services and long-range planning drive the curriculum and provide a comfortable and stimulating learning environment. Special curricula support the open admissions policy and provide a diverse student body with learning opportunities in arts and science, vocational and technical, personal enrichment, and pre-collegiate programs.

A qualified and dedicated faculty, staff and administration, who are committed to student-centered instruction and continued professional growth, strive collaboratively to establish Jefferson College as a premier community college.

Jefferson College has effectively organized its instructional programs to accomplish its mission and purposes. The institution fulfills Criterion Three.

Strengths

An experienced faculty with appropriate credentials A solid general education component with clearly delineated objectives

A system of program/discipline review which keeps course materials current and consistent with the instructional needs of the community

Assessment of student academic achievement which is part of the program/discipline review process

An excellent library and experienced library staff

A strong commitment to providing current technology and enhancing distance learning opportunities to meet student needs

A delivery system for life-long learning Concerns

Staffing, supervising, and assessing students in transition programs

As indicated in the Long-Range Plan, the need to develop a plan for Writing Across the Curriculum

The cost of changing technology, both new equipment and maintenance

Lack of space or facilities for science labs, police institute, computerized composition courses, etc.

Needed recruitment/marketing plans to increase enrollments in some programs

CHAPTER 10

STUDENT OUTCOMES ASSESSMENT

Chapter 10

Student Outcomes Assessment

Criterion Three: "The institution is accomplishing its educational and other purposes."

This chapter discusses the Jefferson College Student Outcomes Assessment Plan, its effect on the College climate, and its potential for improving student outcomes and teaching instructional effectiveness.

A copy of the Jefferson College Student Outcomes Assessment Plan, documents that show the sequence of the last two program reviews, Student Outcomes Committee meeting minutes, and data from assessment procedures are located in the NCA Resource Room.

The History of Student Outcomes Assessment at Jefferson College

Although Jefferson College has been aware of the need to assess student learning outcomes since its inception in 1964, within the last ten years, the College has undertaken a number of activities to expand, refine, and coordinate its system of assessing student learning and academic achievement, tying it directly to the College's mission and purposes. A Blue Ribbon Panel, appointed by the President in 1990, made recommendations that resulted in the creation of the Student Outcomes Committee, which then began to develop a plan for student outcomes assessment. The first draft of the Jefferson College Student Outcomes Assessment Plan was approved with positive comments by NCA on May 11, 1994.

Since its acceptance, the Plan has undergone extensive refinement such as including specific general education objectives, defining student outcomes assessment within the framework of general program review, and making feedback loops using student outcomes assessment data to improve classroom learning.

Another major addition to the assessment program was the appointment of a Coordinator of Assessment Activity. This faculty member chairs the Student Outcomes Committee and acts as liaison among academic divisions, the Decision Support Center (formerly Office of Institutional Research and Planning), and the Vice President of Academic Affairs.

Institutional Commitment to Assessment

Certainly the evolution of the Jefferson College Student Outcomes Assessment Plan shows a very high degree of institutional commitment to student outcomes assessment, for example, allowing release time for a faculty member to serve as Coordinator of Assessment Activity.

Other indications of institutional commitment are: Board of Trustees acceptance of the Plan; the designation of the Vice President of Academic Affairs as the individual responsible for

overseeing the assessment efforts of the institution, a fact noted in both the Jefferson College Student Outcomes Assessment Plan and the Jefferson College Long-Range Plan; the fact that membership of the Student Outcomes Committee is predominately faculty; the encouragement of all faculty and staff to attend assessment workshops such as the one at Forest Park conducted by Thomas Angelo; campus-wide seminars, sometimes in conjunction with the Missouri Funding for Results initiative, on classroom assessment techniques, including a workshop by Jim Nichols' Institutional Effectiveness Associates; the inclusion of student outcomes assessment as a major component of general program review; the timely dissemination and depiction of assessment data by the Decision Support Center, thus helping to create feedback loops that enhance classroom learning; administrative encouragement of multiple assessment measures desired by faculty rather than dependence on one exit test; distinct areas of the Annual Budget set aside specifically for assessment.

Administering the Jefferson College Student Outcomes Assessment Plan

The Vice President of Academic Affairs has been designated as the person responsible for administration of student outcomes assessment. Aiding this officer is the Student Outcomes Committee (SOC), a standing committee comprised of twelve members. The Coordinator for Assessment of Student Outcomes currently serves as Chair of the Student Outcomes Committee and is responsible for seeing that the Committee coordinates institutional assessment of student outcomes.

Student outcomes assessment has two related purposes. The first is to measure the degree to which students have met the general education, program/discipline, and course objectives. Secondly, after being sure that every program/discipline and every course have current student assessment objectives and measures, outcomes assessment checks that data are being used as deemed necessary to work at improvement of student learning. Documents, including course syllabi, stating these objectives and any necessary improvement strategies, are on file in each Division Chair's office, so the Division Chairs are very important in the administration of Jefferson's outcomes assessment as well.

Because the academic review process is on a five-year cycle, SOC also annually reviews the Plan by checking with Division Chairs to see that assessment plans are updated using current data reports and updating the Plan's Matrix sections to include new measures and a current example of exemplary usage of assessment techniques and feedback. The Assessment Coordinator prepares an annual report for the Vice-President. Thus, the plan assures that what we say is what we do.

Highlights of the Jefferson College Student Outcomes Assessment Plan

The Jefferson College Student Outcomes Assessment Plan is an attempt to identify and to encourage conscientious attempts to assess student learning comprehensively both in general education and specifically at the program/discipline and course levels in order to improve teaching and learning. The Plan provides a running narrative of the evolution of outcomes assessment, states the philosophy and goals underpinning the need for assessment, contains a handbook for procedures, includes a matrix of the most current practices with good examples in four areas: Developmental, Transfer, Vocational, and General Education. It also shows how the

Plan is tied to the budget, to The Jefferson College Long-Range Plan, and to a procedure to assess the Plan itself.

Levels of Assessment

The following chart shows the total progression of points for collecting data as students move from entry to departure.

Jefferson CollegeStudent Assessment Collection Points

1.0 At Entry 2.0 During Classes 3.0 At Exit 4.0 After GraduationAdmission Application Form for academic advising

Standardized Test Scores ASSET ACT

Discipline-Based Test Scores (i.e., Nursing admissions)

* Program Assessment in-house & linked to exit assessments and other student outcomes

*Classroom Assessment in-house & linked to exit assessments and other student outcomes

*Essential Occupational Skills Outcomes

Academic Performance Course Grades

Cohort tracking for retention, good standing, and completion rates

Services Used

Self-reported satisfaction and progress: Mid-term Student Surveys

Exit Skills: *CAAP (Gen. Ed.) *C-BASE (Gen. Ed.) *Watson-Glaser (Crit. Thnkg) *ASSET (Basic Skills) *Computer literacy test

*Discipline Exams

*Capstone Projects

*Essential Occupational Skills Outcomes

Academic Performance Overall GPA

Student Evaluation of Services and Satisfaction Graduating Student Opinion Survey

Supplemental Drop Form

*Transfer Data: *Subsequent Enrollment *Performance-Degrees Conferred

*Employment Information *Job Data

*Licensure Tests

Student Assessment--At Entry

Entry assessment is undertaken to maximize student success in course work through appropriate course placement. Entry assessment also provides the baseline data needed for measuring value-added growth at the time of graduation.

Area Vocational School : The Area Vocational School (AVS), being an integral part of Jefferson College, is included in the assessment plan. The AVS asks that each school district schedule a vocational assessment for each of its students who plan to attend the AVS. The assessment consists of three tests: The Career Occupational Preference Picture Inventory (COPS-PIC); the Career Ability Placement Survey (CAPS); and the Vocational Learning Styles Inventory. A search is currently underway for an economical and efficient assessment which demonstrates students' interest and abilities. The Vocational Education-Missouri Mastery Achievement Test (VE-MMAT) is administered to all high school seniors. The ASSET is given to some eleventh and all twelfth grade students who are planning to continue at Jefferson College.

Assessment Services : Assessment Services is the branch of the Learning Center responsible for general testing. There are three goals relevant to gathering baseline data:

1. "Determine vocational interests and aptitudes to assist in training and employability decision-making." Evaluation is made through vocational assessments, high school vocational assessments, and career interest assessments.

2. "Measure academic achievement to determine college readiness and provide testing results to assist in appropriate course selection and placement." All entering students who do not have ACT scores are required to take the ASSET. Assessment Services also administers and scores the ACT, CLEP and computer literacy tests. Other specialized assessment measures administered on request are program-specific admissions testing (e.g., nursing), career assessment, learning styles assessment, study skills assessment, personality assessment, and AVS. Special needs assessment is also handled by this area.

3. "Provide a means for non-high school graduates to obtain a GED equivalency certificate." Thus information is on record for all GED recipients who graduated through this program.

Student Services: Student Services works with the Assessment Services to provide advisors and instructors with class rosters containing current placement information: ASSET scores are noted and Student Services is working on noting ACT scores as well now that the new MIS system is in place. Advisors also receive information about their advisees' course changes and grades. The Office of the Registrar collects data from students who withdraw from classes and from college to determine their reasons for leaving. Information is subsequently forwarded to the faculty.

Classroom Entering Assessment: Test scores do not lock students into a program. Once enrolled in a class, students are often given individual testing, such as the Minimum Essentials Test in Basic

Writing, within the first week of class to assure that they have been placed correctly. If they have been misplaced, they may change a schedule through Student Services.

Student Assessment--During Classes

The following is a broad overview of program and classroom assessment. More detailed documentation is contained in the matrices of the Jefferson College Assessment Plan.

Learning Center and Developmental Education

All courses delivered through the Learning Center are taught in a self-paced, competency-based format. Before the student is permitted to move to the next module, the student must demonstrate 80% competency or mastery of the objective (s).

Students in the English developmental courses are assessed periodically with the Minimum Essentials Test (MET), on which they must score 80% and write an acceptable exit paragraph in order to pass the course. (A copy of the MET and the rubric for grading the exit paragraph are on file in the NCA Resource Room.)

Vocational Programs

Technology Division, Certificate and AAS: The goal of the Technology Division is to prepare students for jobs in the St. Louis/Jefferson County metropolitan area. A list of essential occupational skills was compiled for each program, and these objectives are divided into separate lists, one for each course in the curriculum. Each instructor completes a form listing each student's skill level: "mastered" or "not mastered." Other direct measures of Program/Division goals are feedback from employers of internship students and from employers of past students; indirect measures are job placement results compiled by the Office of Career Services, student awards, teacher recognition or awards. Classroom assessment techniques include tests, quizzes, final exams, homework, papers, reports, drawings, projects, lab work, and problem assignments. Two exemplary programs demonstrating the use of assessment in this area are the Automotive Technology program and the Electronics program. (Note: For details about these and all the following exemplary assessment techniques, see Book II of the Student Outcomes Assessment Plan in the NCA Resource Room.)

Business Division, Certificate and AAS: The goal of the Business Division is to prepare students for employment in the field of study for vocational majors and for transfer to four-year institutions for Associate of Arts majors. Direct measures of division goals are feedback from employers and four-year institutions. Indirect measures include feedback from the Office of Career Services, alumni, and advisory committees, as well as from student awards and faculty awards. Classroom assessment techniques include tests, quizzes, final exams, homework, papers, reports, projects, lab work, and internship assignments. An exemplary use of assessment is in the CIS AS/400 program.

Health and Occupations Division, Certificate and AAS: Nursing: The nursing area has an extensive set of goals which are listed in the Bi-Level Nursing Program Student Handbook. Program goals are directly assessed through NCLEX testing and results, state licensure testing, ARNET results, curriculum

meetings every month, and student evaluation for each course; goals are indirectly assessed by follow-up graduate student surveys and annual advisory committee meetings. In the classroom, instructors use such assessment techniques as mini-nursing care plans, major nursing care plans, procedure check lists and skills check sheets. An exemplary program, demonstrating feedback looping, is the use of the Pre-NCLEX in the Nursing program.

Veterinary Technology--AAS: This area measures its goals of training students in tasks outlined in the American Veterinary Medical Association (AVMA) essential skills and of preparing students to pass national and state board examination mainly with performance-based assessment. Classroom assessment techniques include quizzes and exams, laboratory technique evaluations, minimum numbers of diverse laboratory analyses, and Jeopardy-type question/review games. The Veterinary Technology program undergoes review by the AVMA every two years.

Jefferson College Police Training Institute : This area has established eight program goals identified in the Rules and Regulations Handbook. Program goals are assessed by announced and unannounced Triennial Missouri Peace Officers Standards and Training (P.O.S.T.) Commission audits. Student assessment is mostly performance-based including such tests as handgun and shotgun qualification and physical agility.

Transfer Programs

Math/Science Division: This division is currently engaged in the process of reviewing and revising formalized goals. Direct measures of assessing student outcomes include assignment of regularly graded homework, informal discussions, and formal lab reports. An exemplary use of assessment occurs in the pre-engineering program: during the fourth semester, students take a final examination constructed by the transfer institution, University of Missouri-Rolla, for admission into UMR.

Communication/Arts Division: Each area of this division--Art, English, Foreign Languages, Drama, Music, Philosophy and Speech--has specific, well-defined goals. Primary means of assessing goals include using the Collegiate Assessment of Academic Proficiency (CAAP). In-class student assessment varies by area and includes portfolios, reflective writings, reading logs, revision checks, and peer evaluations. A good example of use of assessment results is the juried evaluation system used in Music.

Social Science Division: Each area of this division--Economics, History, Geography, Psychology, and Physical Education--has well-defined discipline and course goals. Student learning is evaluated in various ways such as journal critiques and performance measures like map location quizzes and P.E. skills tests; and informally with KWL chapter reviews, Muddy Point and Minute Paper. Two exemplary programs demonstrating the use of assessment are

Sociology, in which a pre- and post-test measure student outcomes, and Psychology, in which a test-item analysis gives immediate feedback to students.

Examples of Indirect Student Outcomes Assessment Measures include:

Cohort tracking Academic Progress Service Area Surveys (e.g., Library usage) Mid-Term Student Satisfaction Survey Student, Faculty, and Program Awards

Student Assessment--General Education and Exit Testing

All degree programs at Jefferson College contain a general education component consistent with the institution's mission. The Academic Affairs Committee, working with the faculty and the Student Outcomes Committee, forged a clear definition of "General Education" and designed specific, measurable general education objectives, which are clearly stated in the Jefferson College Catalog and in the Jefferson College Student Outcomes Assessment Plan.

Faculty members are encouraged to participate in the Missouri improvement of teaching and learning initiative called Funding for Results. Jefferson's first project was Reading for Results. Students of those who participate are pre- and post-tested using two measures: a reading survey and the Watson-Glaser Critical Thinking Appraisal (WG-CTA). Another project, linking computer based laboratory systems to TI-83 calculators in order to enhance the learning of college algebra, closely integrated assessment with learning goals and resulted in positive outcomes.

Currently, the major exit level assessment tool for general education is the CAAP test. Each program area identified subtests of the CAAP that measure that area's stated general education goal(s). Feedback from specific sub-sets are used to determine whether goals have been met and what subsequent action, if any, needs to be taken. The CBASE is also used. Occasionally, the ASSET is used as an exit measure. The computer literacy objective is measured by either an in-house competency based test or by passing a computer course.

Divisional outcomes assessment may include tests of projects tied to general education, such as oral presentations or written reports and/or capstone projects (e.g., English Composition 102's research paper.)

Indirect Measures of student academic outcomes include: Graduating Student Opinion Survey Faculty, program, and student awards Advisory Board comments Outside Agency Program Accreditation

(Documents are available in the NCA Resource Room.)

Follow-up Assessment--After Exit

When students withdraw from a course or from college altogether, they are asked by the Office of the Registrar to complete a Supplemental Drop Form. This gives insight into areas, such as time management, financial aid, outside commitment or lack of adequate preparation that might be addressed to improve student success rates.

Once students have exited the institution by graduating or by transferring, attempts are made to track their progress by using:

Transfer data from other institutions Enrollment figures for other institutions Performance at other institutions Employment statistics and employer evaluations Alumni satisfaction surveys

The Role of the Decision Support Center (Formerly the Office of Research and Planning )

An invaluable resource in aiding student outcomes assessment has been the Decision Support Center. This office helps instructors or committees conduct research and then forwards summaries and reports of research to the respective areas. The information is then used to improve student learning.

Summary

Opening a dialog on assessment has been beneficial to the institution. The College learned some things known intuitively but never systematically considered: teachers want to know the extent to which students are learning in their courses; teachers want to know how to improve the degree of student learning; there is an abundance of data available to be analyzed in a way that connects it to improving student learning; setting classroom goals and assessing them are what teachers spend a large percentage of their class time doing; setting general education and program/discipline goals and assessing them are more difficult tasks.

Although working toward a viable student outcomes assessment plan was at first confusing and frustrating, the process opened a dialog about how student learning is assessed and about how teaching and learning can be improved. A positive result of the discussion has been the realization that nearly all faculty have multiple, formal and informal, periodic assessment devices besides a few major tests. Jefferson College is doing a good job of assessing student learning. However, there is now a keen awareness on campus of the need to encourage faculty to document student learning--cognitive, affective and behavioral. With the added support of the Assessment Services and the Decision Support Center and because uniform reporting forms have been devised and filed with the Student Outcomes Committee, documentation is progressing well. The chain that links institutional goals,

institutional assessment, program evaluation, and student outcomes assessment to improvement within each program and within the classroom in order to improve student outcomes is nearly implemented.

Strengths

Jefferson College has an assessment plan in place which has undergone periodic cycles of review and revision. The Plan is thorough beyond NCA suggestions. Though never finished, the process is becoming well established.

Lines of responsibility for tracking student learning are clearly defined among the Faculty, the Division Chairs, the Coordinator of Student Assessment, the Student Outcomes Committee, and the Vice President of Academic Affairs.

Student outcomes assessment is embedded in the program review process and is an integral part of the Annual Budget.

Concerns

The statement of general education objectives needs continual review.

The College needs to continue to develop multiple measures for general education requirements. Some areas have discovered the need for more specific data, such as a breakdown of the CAAP and C-Base into subtests.

The College needs to continue to publicize the results of assessment efforts to all constituent groups including students through such publications as COMPASS, the College's newsletter about assessment.

The College needs to encourage all faculty, staff and administration to participate in assessment of student outcomes.

CHAPTER 11

STUDENT SERVICES

Chapter 11

Student ServicesCriterion Three: “The institution is accomplishing its educational and other purposes.”

Introduction

This chapter shows that the student services of Jefferson College are organized to effectively support student learning.

Respondents of the SACE survey indicated general satisfaction with all components of the College’s student services program, with mean scores ranging from 3.34 (counseling services) to 3.84 (admissions and orientation services). In addition, the survey indicated that students feel the institution is student focused, rating support services personnel as helpful (3.70) and rating the extent to which they feel they receive assistance with personal development (3.51). Respondents of the PACE survey indicated similar levels of satisfaction with the extent to which they felt support services personnel meet the needs of students, with mean scores ranging from 3.57 (technical/campus operations) to 4.00 (administrative).

The following is the mission statement and goals of the Division of Student Services and is available in the NCA Resource Room.

The mission of the Division of Student Services is to provide institutional leadership for advancing student development issues and concerns. This is accomplished through the programs and services that assist students academically and personally throughout their educational experience. It is accomplished by:

1. facilitating student access to programs and services;

2. providing comprehensive support systems that offer guidance and encouragement for personal growth;

3. maintaining an integrated system that encourages people to initiate and achieve their educational goals;

4. empowering students with knowledge, skills, and abilities that maximize their potential to make informed decisions and become more productive citizens; and

5. enhancing the academic community’s appreciation, awareness, and recognition of individual differences and personal needs resulting from a variety of life experiences, physical and

intellectual capabilities, economic and societal factors, as well as racial, cultural, and ethnic differences.

The offices and programs within the Division of Student Services operate according to federal guidelines and professional standards. Each department maintains a current operations guide delineating policies and procedures and an annual plan.

Academic Advising

The College determined a need to more extensively coordinate the faculty-driven academic advising program and, thus, created the Department of Student Developmental Academic Advising in January, 1996. It was required that the department be directed by an individual with experience as a faculty member. The department serves as a support center for advisors and students. The department is staffed by a director, a part-time, temporary staff member and shares a secretary with another department.

The department seeks to make the campus community more conscious of the goals and benefits of developmental advising by encouraging advisors to attend academic advisement conferences and advising workshops. The director serves as the chair of the Student Development Committee which provides guidance for the advising program.

Of the nearly 4000 students at Jefferson College, approximately 3300 are degree-seeking, and about half of that group attend full-time. An attempt is made to assign all full-time, degree-seeking students to a faculty advisor appropriate to their major area of study. According to the spring 1998 advising survey, approximately 43% of students with an assigned advisor met with their advisor during spring 1998 registration. About 25% were advised by another advisor (i.e., Division Chair, Director of Academic Advising, core-advisor, or another faculty member). Thirty-two percent were neither advised by their assigned advisor, nor by any other campus advisor.

The survey also indicated that approximately 90% of those students who met with their assigned advisor rated the campus advising system as “good” or “very good.” At least 53% of the faculty members responding to the spring 1998 faculty survey rated the College’s advising system as “good.”

While all degree-seeking students are strongly encouraged to work with an academic advisor, participation in the academic advising program is voluntary; thus self-advisement is an option open to students. There are several modes by which academic advising is provided to students:

1. Student Orientation, Advisement and Registration (SOAR) - The majority of new, first-time students attend a SOAR program. During this program students meet one-on-one with an academic advisor to discuss their respective degree plans and first semester enrollment. Advising during SOAR is provided by the six division chairpersons, core-advisors and individual full-time members of the faculty, as needed.

2. Full-time Faculty Advising - Degree-seeking students are assigned an academic advisor. Academic advisors are full-time faculty members, division chairs, or selected members of the professional staff. There are attempts made to assign students to a professor with whom they have a class, thus, capitalizing on an existing relationship with students and

instructors. Attempts are made to limit the full-time faculty to a maximum advising load of 25 advisees.

3. Director of Academic Advising - The director of the department advises students who are returning or transferring to Jefferson College, unable to attend a SOAR program or unable to meet with their assigned academic advisor due to scheduling conflicts.

4. Division Chairs - In addition to providing advisement for their assigned advisees, the Division Chairs advise students who are returning or transferring to Jefferson College, unable to attend a SOAR program or unable to meet with their assigned academic advisor due to scheduling conflicts.

5. Director of Jefferson College-Arnold - Advises students by appointment or on a walk-in basis.

Non-degree seeking students and any students not assigned to an advisor may secure advising from one of the five above-mentioned advising modes. Evening students are offered academic advising during peak registration periods at the Hillsboro campus and at the Arnold location.

The faculty-driven advising system presents different challenges for each of the six academic divisions. For example, in the Technology and Business Divisions the Division Chairpersons and the Director of Academic Advisement provide advising to an overload of students in programs which either do not have full-time faculty or which have a large student population in comparison to the availability of advisors. The Technology Division does not have full-time faculty for the Emergency Medical Technology, Fire Science Technology and Industrial Maintenance Technology programs. In comparison to the number of full-time faculty assigned to the Business Division, it advises a large number of students seeking the Associate of Arts Degree as well as the Associate of Applied Science Degree. Admissions and Financial Aid

The Office of Admissions and Financial Aid serves prospective and current students, businesses, employers, faculty and community organizations. The centralization of services related to admissions and financial assistance, due to the reorganization in 1995, allows for effective, efficient delivery of customer service. The staff have been cross-trained and the recently remodeled office has allowed for greater interaction of staff and thus, improved service to students. The office is staffed by a Director, two representatives, and five support staff.

Admissions and RecruitmentThe open admission policy of Jefferson College allows anyone who has attained a high school diploma from an accredited high school or a General Education Diploma (GED) to be admitted to the College as a degree-seeking student. This policy is stated in the College Catalog. The College provides special status for non-degree seeking students.

The program operates under the provisions of an annual recruitment plan. The plan appropriately represents the programs and services of the College and gives prospective students and families the necessary information to make an informed decision in the college selection process. The current

recruitment program administered by this office is limited to recruitment within degree areas, rather than inclusion of targeted initiatives for each of the educational programs offered by the College.

The annual reports from the last four years show that recruitment efforts have been intensified to improve overall awareness of the College within the school districts in and around Jefferson County. Overall enrollment from the school districts within Jefferson County has increased by 20 percent from fall 1994 (479) to fall 1997. (Further information related to enrollment trends is available in the NCA Resource Room.)

The office co-coordinates the New Student Orientation, Advising and Registration Program (SOAR) with the Office of Student Development. New students are invited to participate in SOAR upon admission to the College. SOAR sessions are offered during the registration periods for all semesters both on campus and at the Arnold location. The SOAR program is available in various formats including morning, afternoon and evening sessions. In addition, a video version of the program has been developed for students who are unable to attend a regular program.

The SOAR program, developed in 1995, has had an average participation rate of 760 students annually. Participation in the program was required in 1995 and 1996 for all first-time, degree-seeking students. Beginning in July 1997, participation became recommended. The chart below shows the number of participants compared to the number of degree-seeking students enrolling each term.

TERM/YEAR SOAR participants

First-Time, Degree-Seeking Students

First-Time, Degree-Seeking

SOAR ParticipantsFall 1995 781 963 81%Fall 1996 894 1031 86%Fall 1997 660 854 77%

Financial Aid ProgramsThe Financial Aid Program is managed in accordance with regulations established by the U.S. Department of Education, the Missouri Coordinating Board for Higher Education (CBHE) and the Jefferson College Board of Trustees. The staff participate in regular training offered by the U.S. Department of Education and the Missouri CBHE to maintain accurate program knowledge. Department policies and procedures are maintained in a manual and are updated as needed.

Students must be admitted into a degree program in order to receive federal or state assistance. Provisional admission to the College indicates that a student has not attained the required secondary

education to receive federal aid. The College offers provisional students the opportunity to prove the “ability-to-benefit” through the ASSET placement test.

The financial aid program provides students with personalized instruction regarding the financing of their education. The use of student loans to finance the cost of education is de-emphasized, although loans are publicized as an important source of aid for students to consider. All first-time student loan borrowers are required to participate in individual loan counseling with the staff. In 1996-97, through this loan counseling program, the number of borrowers increased by 42 students, while the average loan debt per student decreased by $552 from $3107 in 1995-96 to $2555 in 1996-97. The College has consistently maintained a satisfactory default rate:

FY93 13.6%FY94 5.6%FY95 10.2%FY96 11.8% (unofficial)

The College scholarship program is supported by the College Board of Trustees, the College Foundation and the Jefferson County community. The most notable scholarship is the Board of Trustees Honors Scholarship. Students who rank in the top ten percent of their graduating class and who are residents of Jefferson County are awarded a full-tuition, renewable scholarship. Jefferson College consistently enrolls 25-30% of this population. An analysis of data collected and published by the Coordinating Board for Higher Education for fiscal year 1997 indicates that Jefferson College compares favorably to state-wide averages for comparable institutions in the categories of scholarship, fellowships, grants, and tuition waivers and in total awards. (This information is located in the 1997-98 Statistical Summary of Missouri Higher Education which is available in the NCA Resource Room.)

Athletics

The Jefferson College Athletic Program provides opportunities for student athletes to train and compete successfully in the National Junior College Athletic Association (NJCAA). The program supports four varsity sports including women’s volleyball and basketball and men’s baseball, which compete at the Division I level and tennis, which competes in Division II. The Athletic Department also hosts high school athletic tournaments, community events, provides summer camps and leagues, and athletic fund raisers. Program staff include a director, three varsity coaches/faculty, one part-time varsity coach, three part-time assistant coaches, one equipment manager, and a part-time secretary.

The Athletic facilities include a well-equipped fitness center, pool, new sound system, baseball field, tennis courts, mat room, utility room and indoor batting cage. The Field House serves as a multi-purpose facility for the campus. The facility contains only one playing floor and two locker rooms, which serve the multiple uses of the facility. These limitations present a challenge when scheduling community activities, competitive events, practices and/or physical education courses simultaneously which require locker room access for both male and female participants.

The College has been able to recruit student athletes who have graduated and have transferred at rates well above the College’s general student population. The most recent year for which data is available (1994) shows that 71% of baseball, 25% of basketball, 60% of tennis and 100% of volleyball athletes who are full-time, first-time, degree-seeking students have completed their associate’s degree and have transferred within the normal completion time.

The cumulative grade point average for the student athletes is comparable to that of the general student body.

The NJCAA competition standards allow for the awarding of tuition, books, fee, room and board. To meet the room and board scholarship needs of the athletic program, the College leases private apartments and provides and/or rents this housing to student athletes. In order to continue to competitively recruit, the College should secure convenient, quality access to housing for student athletes.

1997-98 Athletic Department StatisticsSport National Standing Special Honors

Men’s Baseball - 7th in National Poll - 4 players named to All Conference Team- 2 players named to All Region Team

Men’s Tennis - 7th in National Poll- Finished 3rd in national tournament

- Tennis Coach was inducted into NJCAA Tennis Coaches Hall of Fame - 1998- 1 player named to All American Team

Women’s Basketball

- 18th in National Poll - 4 players named to All Conference Team- 3 players named to All Region Team- 1 player named to All American Team

Women’s Volleyball

- 3rd in National Poll- Reached quarter finals in national tournament

- Volleyball Coach was inducted in NJCAA Volleyball Hall of Fame-1997 and is ranked as the “winningest volleyball coach in the NJCAA”.- 5 players named to All Conference Team- 5 players named to All Region Team- 1 player named to All American Team

Career Connection/New Horizons

The Career Connection/New Horizons program of Jefferson College is part of a four-college consortium. The program is staffed by a director who serves the consortium, a coordinator and a part-time secretary.

Career Connection/New Horizons provides services to targeted populations including Single Parents/Displaced Homemakers and individuals interested in training for careers non-traditional for their gender. The program offers continuous support services from recruitment through graduation. It is an excellent referral system for faculty who are working with students experiencing personal difficulties. In addition, Career Connection/New Horizons is part of a larger referral network of

community agencies and organizations supporting student success. Program participation rates are indicated below.

Program Year Clients Served Students Enrolled Total Credit Hours1995-96 492 247 52401996-97 386 214 45731997-98 311 149 3037Totals

1189610 12850

The decrease in clients served and enrolled may be attributed to changes in the welfare system which make it less likely that participants complete a two-year program.

Career Connection/New Horizons serves the community through the publication of the Career Connection newsletter published twice a year with 7,000 copies distributed to students and the community. In addition, the Today’s Woman Conference has hosted a capacity crowd of 350 for the past three years. The event is sponsored by the program, providing the community with affordable professional development opportunities close to home.

The program also recognizes outstanding students. Since 1993, the program has had two students who were recipients of the State Missouri Breaking Tradition Award. In addition, two students have been recognized as regional winners and 23 received honorable mention.

The program includes a mentoring component that has been very successful in helping students make the transition from school to work. Professional women working in the students’ chosen career paths serve as mentors.

Career Connection/New Horizons serves Jefferson College-Arnold by distributing brochures informing area residents and students of the services provided by the program. The coordinator holds two “Career Awareness” seminars each semester at Jefferson College-Arnold to help adults gain the information needed to return to school. Students and potential students are seen by appointment at JC-Arnold.

Each program activity is evaluated by the participants, including the “Returning Learners Workshop,” “Teen Parent Seminar,” “It’s High Time For Hi-Tech Careers” seminar, “Workforce Preparation,” and “Mentoring.”

Career Services

Career Services provides career exploration and career placement services. The career planning component primarily benefits undecided students, while career placement services is used mostly by the vocational-technical students. In addition, the department operates as a secondary One-Stop Career Center for the community, in partnership with the state program, Missouri WINS (Workforce Initiative Networking System). The department is staffed by a director and a full-time secretary.

Career Services supports instruction and student learning by maintaining up-to-date career resources including computer software, Internet access, numerous business contacts, literature, and videos. These resources are used by many faculty and staff and also are an integral part of the Career Planning and Exploration course (GUD101) curriculum.

Two career fairs, business-technical and health services, are held annually. Both first- and second-year students are encouraged to visit with employer representatives. For the first time in 1998, the career fairs were opened to the public. The number of employers attending the two career days has increased from 14 to 38 between 1988 and 1998 for the Health Career Day, and from 21 to 93 for the Business-Technical Career Day over the same period. Career Services also publishes a biannual employer newsletter, wage and placement data, a pre-employment booklet, and vocational–technical graduate follow-up reports.

Changes to the office since the last NCA self-study include the following: office name changes from Job Placement to Career Planning & Placement (as career planning services were assumed) to Career Services; a new customized office to include a private interview room for the first time; student Internet access; the development of a list of area employer and career web sites; and the purchase of a national college catalog collection on CD-ROM.

While Career Services does not maintain staffing at Jefferson College-Arnold, the department maintains both part-time and full-time job postings as well as a set of college and career reference books at JCA. The Career Planning and Exploration course is offered there as well.

Career placement is tracked by Career Services through the completion of an annual graduate follow-up survey. Survey results indicate that graduates of vocational-technical programs have consistently had an average placement rate of 97% for the last five years. In addition, 12 of the 23 degree or certificate programs placed 100% of 1996 and 1997 graduates in jobs directly related to the graduates’ field of study. (Graduate follow-up reports from the last five years are available in the NCA Resource Room.)

Child Development Center

The Child Development Center (accredited by the Missouri State Board of Education and the Missouri Board for Accreditation) provides early childhood and school-age child care to families associated with Jefferson College and the community. The Center is licensed by the Missouri Bureau of Child Care Safety and Licensure to provide services for up to 80 children, ages two through twelve.

A reorganization of the Center in 1995 resulted in the closing of the Arnold child care facility and the relocation of staff to the Hillsboro campus. The fee structure was revised to accommodate “block scheduling” for students to coincide with their academic schedules. The Center is staffed by a director, a curriculum coordinator, three lead teachers, and two temporary assistants. Students are employed as classroom assistants. The Center serves as an observation/lab/practicum site for students enrolled in the Early Childhood Education and other curricula areas. College and Area Vocational School students used the Center for approximately 2800

observation, lab and practicum hours during the fall 1997 and spring 1998 semesters.

The Center’s philosophy and practice is based on the guidelines for developmentally appropriate practice compiled by the National Association for the Education of Young Children (NAEYC). Lead Teachers are trained in the Missouri Department of Elementary and Secondary Education, Early Childhood Curriculum, Project Construct. “Project Construct” is a process-oriented curriculum and assessment plan. The framework for curriculum and assessment is organized according to four related domains: socio-moral, cognitive, representational, and physical development.

Registrar and Student Records

The Registrar/Student Records Office provides services which assist students as they independently and responsibly pursue issues related to their academic success. The office serves the campus and community by providing data and information regarding enrollment and academic performance. These services support the academic integrity of the educational programs offered by the College. The department staff includes the Registrar, a director, and four support staff. It is further supported in the registration and information dissemination process by the Director and staff assigned to Jefferson College-Arnold.

The various functions of the Registrar/Student Records Office include maintenance of student demographic and academic information in order to produce accurate transcripts to document academic performance; protection of the confidentiality of student information in accordance with the Family Educational Rights and Privacy Act of 1974 as Amended; verification of students for graduation, certification of student eligibility for Veteran’s benefits; and development of the annual College Catalog and the semester Schedule of Classes.

The acceptance of transfer credit from the various types of sending institutions, including accredited, non-accredited, and foreign institutions, is delineated in office policy and procedures. In addition, the Registrar serves as the Transfer Articulation Officer for the College, as mandated by the state of Missouri (Credit Transfer: Guidelines for Student Transfer and Articulation Among Missouri Colleges and Universities).

The Registrar/Student Records office has significantly contributed to the implementation of the new student information system, SCT Banner. Data conversion has been an on-going task as over 30 years of student records have been reviewed. The Registrar serves as the Banner Student System User coordinator, which includes responsibility for data integrity and system access. This office continues to seek new and innovative ways to improve the interface with existing technology at Jefferson College and at other institutions.

Student Development

The Student Development Office provides cultural, educational, social and recreational opportunities to complement the academic programs and to encourage student retention. Student Development is transitioning from an activities model to a more contemporary approach of promoting personal student growth and development. The department additionally provides personal counseling services, community referrals and workshops which support the success of students. The department is staffed by a director and a part-time, temporary secretary.

There are 22 chartered student organizations and other unchartered organizations in areas such as drama, music and athletics. Student participation is reflective of the campus body in regard to age, gender, ethnicity and college program. Student leadership consists of both traditional and non-traditional aged students encompassing both vocational and transfer programs. The program supports community activities such as the American Red Cross blood drives and Special Olympics. Involvement with the community is also evident through the volunteer activities and fund raising efforts of the student organizations.

As personal counseling services are limited to one-quarter of the director’s time, students often cannot secure counseling to deal with personal and/or family issues which affect student learning. The results of the SACE survey indicate that one of the top concerns of students was the availability and quality of counseling services.

Project SUCCESS

The Project SUCCESS-Student Support Services Program is funded by the U.S. Department of Education TRIO program. The program, which was initiated in the fall of 1997, provides enhanced services to low-income, disabled, and first generation college students. Approximately 88% of Jefferson College’s students are eligible for program services. The office served 150 students in its first year. The program is staffed by a director, two coordinators (academic skills and student support), a secretary, and a part-time disability support specialist.

The program focuses on retaining students and assisting them with transfer into a baccalaureate degree program. Program coordinators assist students with the development of individual success plans, career action plans and transfer plans through one-on-one meetings. Seminars related to academic and personal success topics, including time management and study skills, are conducted. Program participants are able to participate in social and cultural events sponsored by Project SUCCESS. The staff also coordinate tutoring for program participants, teach students to use assistive technology and coordinate supplemental instruction for designated courses.

The program staff developed and currently teaches a three-credit hour academic and life skills development course titled “Learning to Learn” (GUD136). In the process of evaluating the first year of services, a year-end survey indicated that the students using program services perceived that the program and its coordinators provide thorough assistance related to academic advising, career planning

and personal assistance. It is anticipated that funding will be sought at the end of the first four-year grant cycle.

Summary

In the process of evaluating the extent to which Jefferson College’s student services program is accomplishing its educational and other purposes, the committee reviewed the service programs within the division of Student Services. This evaluation process resulted in the following findings:

The student services area offers a wide range of services and activities in support of student success.

The office areas are staffed by experienced, well-trained professionals who strive to meet the mission of the institution and their areas of responsibilities.

Programs operating under external regulatory requirements, established by federal, state or other entities, are operating in an appropriate manner.

The programs support the individual educational needs of students.

Strengths

The student services areas of Jefferson College have been reorganized to better support the mission and purpose of the College. Long range plans have been developed in all areas, professional standards have been identified and adopted, and the program areas are supported by the institutional committee process.

Student responses to the surveys assessing satisfaction with service indicate a positive view and an overall level of student satisfaction with the quality of service being provided.

With the acquisition and implementation of a new information management system (SCT’s Banner 2000), the offices of Admissions and Financial Assistance, Registrar and Student Records, and Academic Advising are positioned well to continually improve the quality and scope of service to the College community.

Concerns

There appear to be inequities in the level of availability of service for students enrolled exclusively in either the College’s evening classes or at the Arnold location.

Although the College has a well developed and implemented annual recruitment plan, the College lacks a comprehensive programmatic recruitment and retention effort that delineates the responsibilities and activities needed to maintain or improve the viability of the College’s various academic and services programs.

One of the top areas in need of improvement identified by students completing the SACE survey was a need for improved counseling services on campus. While this continues to be an ongoing concern, it has been partially addressed in the newly established student

development program. More effort is needed in this area as is effort to address the general issues of student health and wellness.

CHAPTER 12

ADMINISTRATIVE SERVICES

Chapter 12

Administrative Services

Criterion Three: “The institution is accomplishing its educational and other purposes.”

Introduction

This chapter shows that the administrative services of Jefferson College are organized effectively to support student learning.

Administrative Services

The institution meets its educational purposes through the support of the following administrative services.

Bookstore

The Jefferson College Bookstore is located on the Hillsboro campus in the Student Center. The Bookstore offers all textbooks, reference books and most supplies needed for credit and continuing education courses. The store sends textbooks and supplies to the Arnold location to support course offerings at JC-Arnold. The Bookstore is staffed by a manager, two clerks, and one part-time clerk. The Bookstore reports to the College’s Business Office.

The Bookstore carries textbooks and supplies ordered by Missouri Baptist and Southeast Missouri State University (SEMO) courses offered on the Jefferson College campus. The store also provides commencement apparel for students and faculty. The Bookstore offers a “book buy-back” option at the end of each semester. Students may sell their used textbooks for a portion of the book’s original sale price. Other items available for purchase in the Bookstore include book bags, sports apparel, greeting cards and gifts, children’s books, paperbacks, and candy. At various times throughout the year, the Bookstore offers discounts on store items (excluding textbooks). The Bookstore supports campus clubs and organizations by donating raffle/prize items.

Central Office Services

Central Office Services performs multiple functions including centralized mail services, printing and duplicating, office supply distribution, and maintenance for office copiers. The office provides the campus with efficient, cost-effective services associated with the mass production and purchasing of services and supplies. The office has recently integrated new equipment into the operation to improve

efficiency and to enable quality production. Central Office Services is staffed by a director and two support staff.

Computer Services

Computer Services, in cooperation with the Campus-wide Computing Committee, developed a five year campus-wide computing plan in 1995. (The plan is available for review in the NCA Resource Room.) Computer Services provides administrative system management, network management, administrative and academic computing hardware and software support, and telecommunications system management campus-wide. The department is staffed by a director, four technicians, three programmers, two operators, and one user services coordinator.

All College information systems have been upgraded to meet the demands of today’s information-based society. The campus is in the process of converting to the SCT-Banner management information system. To date, the Student, Financial Aid and Finance Systems have been successfully implemented. Systems scheduled for future implementation include Human Resources and Alumni.

Information systems have been implemented to increase the efficiency and effectiveness of academic and administrative functions, and the number of institutional workstations has correspondingly risen from about 200 in 1989 to 1033 in 1998. This expansion of information technology has increased the demand for timely, accurate support for academic and administrative workstations beyond the capability of the office’s personnel resources.

Food Service

Brophy's Food Service is an independently contracted company providing food services for Jefferson College. Brophy's Food Service operates a full service cafeteria in the Student Center, a snack bar in the Vocational-Technical building, and vending machines at various locations the Hillsboro campus and at Jefferson College-Arnold.

"Brophy's Place" is located on the Hillsboro Campus, in the Student Center, and serves approximately 250 to 300 customers daily. The Vocational-Technical Building has a snack bar, serving approximately 300 customers daily. Brophy's caters approximately 200 lunches for the campus Child Development Center weekly, and provides meals for senior citizen groups in Jefferson County. Brophy's also provides refreshments and caters banquets for campus events.

The institution recently completed a six-month self-study using the National Association of College and University Food Services (NACUFS) professional standards manual as a guide. Results of the evaluation are located in the NCA Resource Room.

Graphics and Production Services

Graphics/Production Services plans, coordinates and implements the production of publications, graphics, instructional materials and other related services. The office is staffed by a director and a graphic arts coordinator. This office works cooperatively with other offices to produce the College Catalog, Student Handbook, Jefferson College News, Continuing Education News, Semester Schedule of Courses, Student Orientation and Registration (SOAR) materials and educational program brochures, athletic media guides, recruitment publications, and departmental newsletters.

Human Resources

The Human Resources Office serves employees and prospective employees of the College. The goal of the office is to maintain a qualified, thriving and productive institutional workforce through provision of a variety of personnel services. The office is staffed by a director and a secretary.

The office oversees benefits and salary administration; personnel policy administration including production of the employee handbook; coordination of performance appraisal process; coordination of staff development; and production of personnel and other employment publications. In addition, the office manages the recruitment, selection, and placement of employees. The following chart indicates the level of placement activity in regular full-time positions during the last three fiscal years:

Annual Placements 1997-98 1996-97 1995-96Administrative Staff 0 0 0Certified Staff 8 1 6Classified Staff 23 21 28Full-time Faculty 10 10 3

The Human Resources Office produces several publications for employee use including the Faculty & Staff Handbook, the Employee Benefits Handbook, individualized Benefits Statements, and the Personnel Directory. The office develops position announcements, advertises employment vacancies, and receives and processes job applications.

The institution provides useful, although limited staff development opportunities, due to the limited staffing in the Human Resources department. The department strives to meet the needs of the institution and its employees.

Institutional Advancement

The Office of Institutional Advancement seeks to obtain funding needed to ensure excellence in the programs and services offered by the College. The Jefferson College Foundation and Alumni Relations, a recent addition of the College, support this effort. The office is staffed by a director and a full-time secretary. Further discussion of the role of the Jefferson College Foundation is found in Chapter 7.

Alumni Relations seeks to enhance the involvement between alumni and the institution through a variety of activities and programs. Currently, the Offices of Student Development and Institutional Advancement co-coordinate Alumni Relations. A database consisting of current alumni demographic data has been developed. The program is in the process of developing a core group of alumni to plan activities.

Public Relations

The Office of Public Relations maintains an open line of communication between the College and the community. Through available media resources, the office strives to inform its constituents of the programs, services and new initiatives undertaken by the institution. The office is staffed by a director and a part-time secretary.

The Public Relations office serves as the distribution point for all College-related news releases, public service announcements, and advertising. Media relations and photographic services are also coordinated through Public Relations. The office is responsible for publishing the College’s employee newsletter, The Windjammer, hosting the JCTV cable news program Jefferson College Today, coordinating the Jefferson College Speaker’s Bureau, and organizing special events.

Decision Support Center

The Decision Support Center provides timely and accurate information for use in the evaluation of policies, procedures, and institutional performance indicators for administrative and instructional decision-making. The office supports institutional effectiveness through data collection, data aggregation, data analysis, reporting and research consultation. The office is staffed by one director and a part-time research assistant.

The office’s primary responsibility consists of identifying and monitoring the progress of special population students including the academically disadvantaged, economically disadvantaged, physically or mentally disabled, and students in non-traditional careers. Information generated about the persistence and success of special population students is used by the institution to

enhance services for these students so they can achieve and succeed at a rate at least comparable to the entire student body.

A comprehensive long-range plan was produced through the intensive efforts of the Facilities & Program Planning Committee. This plan provides a blueprint for institutional operations and measurable accountability for the next five years.

Summary

In the process of evaluating the extent to which Jefferson College is accomplishing its educational and other purposes, the committee reviewed all administrative programs of the College. This evaluation process concluded that the administrative service areas of Jefferson College are effectively organized to support the mission of the College.Strengths

A comprehensive long-range plan has been developed for the College.

The campus has committed to the implementation of an integrated management information system.

Concerns

Personnel training and professional development opportunities will remain a challenge.

The campus currently lacks timely access to both technical support and system data.

The College program review process has not completed its first five-year cycle for student administrative service programs.

CRITERION 4

“The institution can continue to accomplish its purposes and strengthen its educational effectiveness.”

Chapter 13 Institutional Continuity

CHAPTER 13

INSTITUTIONAL CONTINUITY

Chapter 13

Institutional Continuity

Criterion Four: “The Institution can continue to accomplish its purposes and strengthen its educational effectiveness.”

Introduction

The previous chapters have described and evaluated the extent to which Jefferson College is meeting its mission and purposes. This chapter discusses institutional stability, the planning process, and institutional assessment as they assure that Jefferson College can continue to accomplish its purposes and strengthen its educational effectiveness.

Institutional StabilityJefferson College is a stable institution that has a board, president, administration, faculty and staff which provide the leadership necessary to carry the institution well into the future. Historically the College has enjoyed a stable enrollment and fiscal stability.

The Board of Trustees is recognized for its years of service and experience and its commitment to providing appropriate leadership for the institution. The policies of the Board assure that the College can continue to accomplish its mission and purposes. The Board is also committed to institutional assessment to assure that the institution will continue to meet the needs of a changing society.

Similarly, the president and administration provide the leadership in curriculum, student services, financial management, planning, and community relations necessary for the College to survive well into the future. Although there has been more turnover in administrative positions in the past ten years than was customary in the first twenty-five years of the College’s existence, the administrative officers have appropriate experience and commitment to the institution and its mission to assure its success into the future.

Also, the faculty and staff of the College have many years of service and varied experiences which allow for adaptability and responsiveness to a changing world and give the College stability and continuity.

Throughout its history, through the process of institutional self-study, the College has identified changes necessary to move into the future and to

provide for the needs of the District it serves. As can be seen in the customized training offered through the Business and Technology Center, the Project Success student support services, the 2+2 programs with select four-year institutions, and the expansion of technology campus-wide, Jefferson College has an impressive record of responding to the needs of students and community alike and making appropriate changes which benefit the entire District. The stability of the human, financial, and physical resources and the flexibility and innovations in educational programs guarantee that Jefferson College will flourish as a premier institution.

PlanningA key factor in assuring that Jefferson College can continue to accomplish its purposes and strengthen its educational effectiveness is the institution’s commitment to planning.

Planning at Jefferson College is the product of input from the public at large, from state and federal regulations, from the Coordinating Board for Higher Education, advisory committees, regional accrediting associations, specialized accrediting agencies, and from within the College: students, faculty, administration, and Board of Trustees.

Past Planning Efforts

Using the College's Philosophy and Purposes, a plan for Institutional Development for 1987-1990 was developed and approved by the Board of Trustees in 1987. In the process, the institution's preceding five years of operation, instructional as well as supporting services, were reviewed and the results measured. Also, the study tried to identify internal and external opportunities and constraints that would affect decisions. The document was sent to the Coordinating Board of Higher Education.

In the fall of 1989, the President established a Master Planning Committee charged with continuing the institutional strategic planning process. The goal of this group was to "establish a dynamic, organized plan--'a blue print'--which could be reviewed and updated annually." The Committee was to establish a model and then implement it. The Committee used environmental scanning techniques to collect data on and to analyze student, program, and institutional needs, to examine regulatory and accrediting criteria, to consider federal, state, and local legislative initiatives, and, most importantly, to relate the findings to the statement of philosophy and purposes.

Initially, 140 employees volunteered and a community committee was formed to participate in this planning process which eventually identified 179 institutional needs and 364 strategies for addressing them. These findings were received by the Board.

The Master Planning Committee reconvened during the 1991-92 academic year to "discuss the critical needs and long-range goals of the college as previously identified."

In 1992-93, the planning committee was directed to provide continuity for institutional planning activities related to the submission by the College of a Title III Strengthening Institutions grant application, and the committee was renamed the Comprehensive Development Planning

Committee. Goals were incorporated into the Title III grant applications in the following years, but failure to obtain a grant slowed implementation of some goals. The planning activities were put on hold by the Board following the unexpected resignation of the College President in June 1993.

Current Planning Efforts

In fall 1995, the new College President established the Program and Facilities Planning Committee (PFP) under the purview of the Vice President, which convened in January of 1996. This 28-member committee, again including student, faculty, staff, and administrative representation, was charged to develop a five-year strategic plan containing a concentrated three-year plan to coincide with preparations for the NCA accreditation visit. The Program and Facilities Planning Committee reviewed and updated previous lists of identified institutional needs. It also studied several formal plans:

Sverdrup's Facilities Master Long Range Facilities and Site PlanCollege-Wide Computing PlanFacilities Maintenance & Repair ScheduleTelecommunications & Library PlanStudent Assessment PlanMissouri -Baptist College 2+2 Articulation AgreementUniversity of Missouri-St. Louis/Jefferson College 2+2 ProposalSEMO 2+2 - Project ACCESS - Teacher Education Program Articulations

To develop a written strategic plan by 1997, the committee was divided into six subcommittees to review identified needs and to propose new objectives for addressing unmet needs. The six subcommittee areas were institution-wide, instructional, facilities, personnel, student services, and technology. A proposed financial subcommittee was deferred until financial projections would be available.

Following analysis of annual program reviews and evaluations and external strengths, weaknesses, and opportunities which might affect the College's future operations, each subcommittee examined the data in order to generate new ideas, goals, and objectives. PFP identified 25 goals, 52 objectives, and 167 strategies and identified performance indicators for reaching these goals. (See Jefferson College Long-Range Plan 1998-2002 dated 12/15/97 and summary in Long-Range Planning Worksheet dated 1/23/98 located in the NCA Resource Room.)

The recommendations were presented to the Administrative Cabinet and then, concurrently, to the institutional constituent groups, appropriate standing committees and community advisory committees. Following these reviews, the revised plans were accepted by the Administrative Cabinet and forwarded to the Board.

In addition, the College President held small (6-9) focus group meetings wherein 213 faculty and staff examined the draft and submitted rankings and comments to aid the subcommittees in refining the plan. Also, community surveys elicited feedback; 270 respondents, representing civic organizations and institutional advisory committees, responded.

At its May 1998 meeting, the Board of Trustees accepted the revised Jefferson College Long-Range Plan 1998-2002. Now, there is quarterly monitoring of performance measures within the assigned units of each vice presidential area. Annual evaluations and program reviews are also performed in each unit with the respective vice president presenting summaries and reviews to the Administrative Cabinet. Pertinent information is routed to the Program and Facilities Committee as the cycle begins anew.

Decision-making occurs within the planning cycle but can also take place separately. Items may originate in the Cabinet or within constituent groups, standing committees, or community advisory committees. Following consultation, and when appropriate, decision items are presented to the Board for approval.

While the Program and Facilities Committee has been engaged in identifying institutional needs and goals, the President, with the Board, also sets College-wide goals.

The Jefferson College Long-Range Plan 1998-2002 is a document that provides a five-year plan for immediate identification of priority goals, fast attention to problem areas, a mechanism for accountability, and a network of total College and community communication about where the College is going and how to get there.

An integral part of the planning activities is the Decision Support Center; the director coordinates the institution’s long-range planning activities, including monitoring progress and the effectiveness of the plan’s activities. By providing timely, accurate, and meaningful information for use by managers, faculty, and staff in the examination of policies, practices, and student and institutional performance indicators for administrative and instructional decision-making, the Decision Support Center is an integral support service that contributes to the College’s accomplishment of its mission and purposes.

Assessment

Jefferson College periodically assesses its efficiency and success in several ways. Long-Range Plan: As noted above, the Jefferson College Long-Range Plan 1998-2002 clearly identifies goals, objectives, strategies, performance measures, person responsible, funding mechanism, and implementation status, among other items, thus guaranteeing constant evaluation and accomplishment of goals.

Program Review: As noted in Chapter 9, the program review process has been well established at Jefferson College and has been in use since 1992. The feedback obtained from the process has resulted in program improvements.

Student Outcomes Assessment: Embedded in the Program Review process is multi-measure assessment of student learning at three levels: general education, program/division, and course. A thorough Jefferson College Student Outcomes Assessment Plan (see NCA Resource Room) has been adopted and implemented at all levels. The feedback loop is complete, and results are available.

External Assessment: Also taken into consideration during Program Review are the advice of advisory boards and, of course, reports of accreditation by licensing agencies. The fact that Jefferson

College, by belonging to the NCA, is required to do a periodic self-study is itself a major assessment tool.

Organizational Structure: The very nature of the College’s governance structure, with duties and responsibilities clearly defined, provides an inherent system of checks and balances and feedback loops that perpetually assess.

Summary

Jefferson College can continue to accomplish its purposes and strengthen its educational effectiveness because the institution has a stable administration and faculty and stable financial and physical resources. Additionally, Jefferson College has an appropriate governance structure that allows the institution to respond to changing circumstances, and it has in place a comprehensive planning process and a strong commitment to ongoing institutional assessment.

Strengths:

Jefferson College's administration, faculty, staff, and students have been stable during the institution’s thirty-four year history, successfully meeting challenges and adapting to the changing needs of the District.

Now, because of the Long-Range Plan and strong institutional effectiveness measures and student assessment procedures, immediate feedback loops are in place for quickly identifying and correcting any problems that might arise before they become major challenges.

Jefferson College has an ability to attract grant dollars and gifts.

Administrative policy and procedures facilitate meaningful participatory governance.

Concerns:

As Jefferson College continues to grow, so will the need for improved services for the students.

While historically financial resources have been stable and sufficient to meet institutional needs, new technology and changing student needs will place additional demands on funding as elaborated on in Chapter 7.

Like many institutions, Jefferson has a large number of employees nearing eligibility for retirement. During the 1997-98 academic year, Jefferson College implemented an Early Retirement Incentive Plan (ERIP), which may precipitate many retirements in the next few years.

CRITERION 5

“The institution demonstrates integrity in its practices and relationships.”

Chapter 14 Institutional Integrity

Chapter 15 Federal Compliance

CHAPTER 14

INSTITUTIONAL INTEGRITY

Chapter 14

Institutional IntegrityCriterion Five: “The College demonstrates integrity in its practices and relationships.”

Introduction

This chapter illustrates how Jefferson College supports the values expressed in its mission statement, purposes, and long-range plan through its carefully delineated policies and procedures which guide its ethical relationships with its students, employees, community and peers. These values are:

The College values serving a diverse student body by providing maximum access to superior teaching and learning opportunities

The College values providing appropriate leadership and service in the community

The chart below shows where each value is identified in the mission and purposes statements.

Value #1: The College values serving a diverse student body by providing maximum access to superior teaching and learning opportunities.

Value #2: The College values providing appropriate leadership and service in the community.

Mission Statement Value #l

Value #2

Jefferson College is a student-centered institution of higher education granting the associate degree. Superior teaching and service at Jefferson College result in the acquisition or improvement in student skills, competencies and knowledge.

X

Jefferson College offers a general education curriculum. The learning opportunities at Jefferson College include arts and science, vocational and technical, personal enrichment, and pre-collegiate programs.

X

Jefferson College, an open admissions institution serving primarily Jefferson County residents, admits a diverse student body. The college provides leadership in economic, social and cultural development within the service area.

X X

The purposes of Jefferson College are: Value #1

Value #2

to provide assistance in educational and career planning, in human development, in making of important life decisions and in solving problems of self-identity.

X

to provide vocational and technical education for those persons who desire to upgrade themselves occupationally and for those who wish to prepare for initial employment.

X

to provide instruction extending through two years of collegiate work for those persons who desire to transfer to other institutions of higher education.

X

to provide a general education, including courses and other learning experiences for those persons who desire to enhance their personal, cultural, intellectual, occupational or social development.

X X

to provide as well as recognize non-traditional learning experiences.

X

to provide community educational services including courses, programs and activities for those individuals or organizations desiring such opportunities.

X

to provide leadership for economic, social, environmental and cultural development within the service area of the College.

X

Also supporting the value statements is the Jefferson College Long-Range Plan 1998-2002. An examination of the strategic aims, goals, objectives, and strategies outlined in the long-range plan shows that these value statements are reflected throughout the document.

While policies and procedures are addressed in Chapter 5, it is of importance to note in this chapter that there are two sets of policies and procedures that guide the actions of the College. The Board of Trustees’ policies and procedures are the foundation upon which the integrity of the institution rests; these are delineated in the Policy Manual for the Junior College District of Jefferson County, Missouri. The Vice President's office has worked with the Board of Trustees over the last three years on this manual to separate policy from procedure, to prepare a standard format for all such documents, and to review the documents for consistency. Throughout this process, all the constituent groups reviewed the chapters as they were revised before the chapters were sent to the Board for approval. The Board of Trustees now has a manageable set of policies and procedures, which it is preparing to review thoroughly for currency and revision.

At the time the Board of Trustees policies and procedures were being reviewed, it was also recognized that there was a lack of adequate documentation concerning administrative policies and procedures. Therefore, a second set of documents, the Administrative Policies & Procedures, has been developed for administrative policies and procedures. Such policies and procedures as were currently in effect were identified, re-written in a consistent format, sent to constituent groups for

review, and presented to the Administrative Cabinet for approval. Where no written administrative policies existed, current practices were codified and presented for approval. Because of this process, administrators are better able to deal fairly and effectively in all their relationships with College groups.

INTEGRITY WITH STUDENTS

Integrity with students at Jefferson College is primarily guided by value #1, "The College values serving a diverse student body by providing maximum access to superior teaching and learning opportunities." This value is integrated into the College publications, the academic code, enrollment/orientation processes, instruction, student complaint procedures, marketing/recruiting practices, intercollegiate athletics, diversity, and support activities for students with disabilities.

College Catalog

Through the College Catalog, Jefferson College communicates policies and procedures as they affect students. The Catalog is produced annually with faculty and staff involved in the process. The Registrar, serving as the editor, sends draft copies to program directors, division chairs, deans, and vice presidents. The courses listed in the College Catalog have already been reviewed for accuracy by faculty during program reviews. Any course changes, including deletions, must be approved by the Academic Affairs Committee. This process assures that the Catalog is kept current and accurate and that faculty and staff are aware of its content when it is published.

The Admissions staff, as well as other members of the College staff, distribute the College Catalog to students and interested members of the community. A copy is distributed to all incoming students. Typically, the College prints 6,000 catalogs annually for a freshman class of 1,600. The Catalog is also available on the Internet at the College's web site (www.jeffco.edu).

In addition to listing course offerings, the College Catalog includes nondiscrimination policies for admission and employment, procedures for grade appeals, policies on student conduct, referrals for students with disabilities, and information concerning the Student Right to Know and Campus Security Act. Also included are descriptions of diplomas conferred, student services provided, standards of satisfactory progress, and financial aid services available. The credentials of all the full-time administrators, faculty, and certified professional staff are listed under "Personnel."

By clearly describing the policies, procedures, and services in the College Catalog, the College informs students of policies that might have an impact on their relationship with the College.

Schedule of Courses

Another means of communicating with the students is through the Semester Schedule of Courses. The Schedule is printed each term and is made available to students and the public. The Schedule is also available at the College's web site through the Internet.

The Schedule of Courses describes registration procedures and lists each section of available courses.

The community is advised that small enrollments may cause the cancellation of some sections; however, the administration makes every effort to offer sections at convenient times and locations. The Semester Schedule of Courses is created by faculty and division chairpersons and edited by the Director of Student Records. The draft copy of the Schedule is shared campus-wide prior to printing in order to ensure that all constituencies have the opportunity to review the Schedule for accuracy.

As with the College Catalog, the Semester Schedule of Courses clearly communicates relevant policies and procedures to students.

Student Handbook

Through the Student Handbook, the College communicates to the students what services are offered and what is expected of Jefferson College students. The Student Handbook is published annually with input from organizational sponsors, students, and campus staff. The editor of the Student Handbook is the Director of Student Development. The Student Handbook identifies for the student the various opportunities which exist and extends invitations for student participation. References are made to nondiscrimination as well as to services for those who are in need of special support services. Additionally, the Handbook includes the College's mission statement, academic advisement information, academic support services, student rights and responsibilities, sexual harassment policies, student right-to-know statistics, campus security issues, the drug-free work place guidelines, and the institutional guidelines for unacceptable student conduct. The open-access mission of Jefferson College is referenced in the Handbook through the Admissions and Financial Assistance services available. The College prints 3,000 copies of the Student Handbook each year which are distributed through the Office for Student Development.

The Student Handbook accurately communicates policies and procedures that affect the College’s relationship with students.

Academic Code Manual

The Academic Code Manual addresses faculty issues and responsibilities in the areas of advisement, curriculum changes, testing, academic honesty, grading, instructional program review, academic freedom and student privacy. This document helps guide faculty in their relationship with students.

Specifically, this manual states that faculty are to be responsive to students' needs by assisting students in their academic decision-making. Faculty must follow specific procedures to initiate curriculum changes when adding/dropping a course, changing course credit, or changing a course title. Faculty are to strive to develop a variety of evaluative procedures. The Academic Code states the importance of testing students frequently throughout the semester and of following the College-scheduled final examination period. Concerning academic honesty, the Academic Code states that, "All faculty will fully disclose expectations for academic honesty in writing through a statement in course syllabi as distributed to students." Faculty are to follow guidelines concerning grade reporting, grade changes, the grading scale, deficiency grade reports, grade posting and grade appeals. Faculty play an integral role in instructional program review by preparing specific course information, including updating of all official syllabi. The academic freedom policy allows faculty

"the freedom, within the law, of inquiry, teaching, and research." Faculty responsibilities regarding the privacy of student records are included in the Academic Code in "Appendix A: Summary of Family Educational Rights and Privacy Act of 1974 as Amended." Through this manual, the College clearly delineates policies which guide faculty in ethical dealings with their students.

The Academic Code Manual clearly communicates faculty issues and responsibilities.

SOAR

One very successful way the College communicates with students is through the Student Orientation Advising and Registration program (SOAR). During these orientation sessions, Student Services staff provide students with information about what the College will do and what the students' responsibilities are in order to be successful college students. The SOAR program is offered in varied formats and time frames in order to reach the maximum number of students. A comprehensive four-hour session and an evening two-hour session are provided. A video version of SOAR is available for students who cannot attend the standard sessions. Students are invited and strongly encouraged to attend a SOAR.

The SOAR program helps Jefferson College maintain integrity in its relationship with students by clearly communicating policies and procedures to help students have a successful college experience.

Instruction

Faculty have the greatest impact on students through their instruction. Quality instruction is supported by faculty who have proper credentials which are kept current through professional development activities (see Chapter 9). Faculty show integrity with students by clearly communicating their goals and objectives, methods of instruction, and methods of assessment to students. Faculty relay these expectations to students through their course syllabi, which also include a description of ethical behaviors with warnings against misrepresentation of student work (the academic honesty policy). The course syllabi also describe the grading process. While an established formal appeals process is in place, the Division Chairs report that most grade appeals are handled at an informal level between the faculty member and the student.

One measure of how successfully faculty communicate expectations and fulfill their responsibilities to students can be found in the results of the SACE survey in fall of 1997. This survey revealed that students were most pleased with the Instructional Services category. The mean score for this category 4.10 (on a 5 point scale), which placed instruction in the Collaborative System. While the overall score of 3.81 shows a healthy climate, the 4.10 rating on Instruction highlights the integrity of Jefferson College in this important area.

Student Complaint Procedures

Because Jefferson College strives to maintain a student-centered focus, efforts are made to always allow students a voice in what takes place in their educational environment. When students experience events which require a grievance resolution, policies and procedures are in place to achieve a resolution at the most immediate level possible. Therefore, student to faculty/ staff

member review precedes Committee review or review by an administrative officer. The appeals process is included in several publications, including the College Catalog, the Student Handbook, and the Board of Trustees Policies and Procedures Manual. These publications are available in the College Library. Minutes of the Student Conduct and Scholastic Appeals Committee reflect that grievances are resolved at the most immediate level possible. The institutional Student Conduct and Scholastic Appeals Committee is also in place to decide upon disciplinary action to be taken for occurrences of student misconduct. An appeals process exists when students disagree with the outcomes. While seldom called into session, the Student Conduct Committee functions effectively when needed. During the 1997-1998 academic year, the Student Conduct Committee convened, and through due process, recommendations for disciplinary action were made.

As this shows, the student complaint procedure works effectively.

Marketing

Consistent in all advertising, marketing and public relations at Jefferson College is the effort to provide both accurate and fair information relating to the institution’s academic programs and student policies. Because it serves a diverse student body and disseminates information to a service area of primarily 184,600 Jefferson County residents, the College fully adheres to all “truth in advertising” principles as they relate to educational institutions. As such, all statistics and marketing/advertising statements made within any Jefferson College publication or communication are fully quantifiable.

The College is very conscientious in its approach to ethical marketing and communication activities as evidenced by the lack of superfluous or untrue statements in publications related to its programs, facilities and services. The institution further operates with integrity by cooperating with other area community colleges in not aggressively marketing similar programs or services outside the Jefferson College geographic service area.

In addition to those activities performed through the Public Relations office, the Admissions/Financial Aid office and other campus divisions, Jefferson College’s Public Relations and Marketing Committee and Advisory committees annually assist the public relations director in monitoring, evaluating, and making recommendations to improve the institution’s public relations/marketing programs. Recent accomplishments of the Committee include coordination of a campus-wide “MISSION POSSIBLE” marketing theme, the establishment of a Jefferson College Internet website, the re-design of external publications including the College Catalog, the Jefferson College News community newsletter, and program brochures, and the acquisition of billboard space in Jefferson County. These efforts, coupled with the constant goal of accurate and ethical advertising, have strengthened the impact and overall visibility of the institution.

As related above, the advertising, marketing and public relations at Jefferson College provide both accurate and fair information to the public.

Recruiting

The Office of Admissions has a carefully designed and implemented recruitment plan. This allows the College to actively recruit potential students, while maintaining integrity in all of these activities.

With these recruitment activities, the College’s enrollment has stabilized in the past three years, even with the current good job market available to prospective students.

Intercollegiate Athletics

Jefferson College varsity athletic teams are governed by the National Junior College Athletic Association (NJCAA) and compete in the Midwest Community College Athletic Conference and Missouri Region 16 of NJCAA. Varsity teams participate in women’s volleyball, women’s basketball, men’s baseball and men’s tennis.

Equity: Scholarships are awarded in each of the varsity sports, but the degree of assistance varies with each program. The women’s volleyball and basketball programs each award ten annual scholarships that cover books and fees. In addition, six of the scholarships for each program provide housing and a monthly stipend of $100. The men’s baseball program awards 20 scholarships that provide books and fees. The men’s tennis program offers eight scholarships that cover books and fees. No housing or monthly stipend is provided by the men’s baseball or tennis scholarships. Since the budgets for each sport are comparable with respect to equipment, travel, meals, lodging, recruiting and scholarship amounts, Jefferson College complies with Title IX regulations.

Scholar-Athletes: As previously mentioned, the varsity athletic teams compete under the standards set by the National Junior College Athletic Association. This includes not only the rules that regulate athletic competition but also academic eligibility requirements. The NJCAA requires varsity athletes to carry 12 hours a semester and maintain a 1.75 GPA on a 4.0 scale. Jefferson College varsity athletes have consistently surpassed this requirement. In addition, a study done in 1995 by the Office of Institutional Research showed that Jefferson College athletes have higher graduation, transfer and persistence rates than the general student population for first-time, full-time, degree-seeking students. This study also reported that the women’s volleyball team had a 100% graduation rate during the three years encompassed by the study (1990-1993). To ensure academic success, all athletic teams require study hall time, and progress reports are sent periodically throughout the semester to faculty. The Athletic Department has completed two thorough program reviews within the last five years that validate the integrity of the total program.

The Jefferson College athletic program maintains a high level of integrity by not only complying with NJCAA rules and regulations, but also in its commitment to the success of the athletes. Evidence of this integrity can be found in the fact that the athletic department has had no NJCAA sanctions or citations in the last ten years.

Access and Diversity

Ethnic diversity is limited within the population of Jefferson County, and this is mirrored in the ethnic diversity among students at Jefferson College. The Fall 1997 Fact Book published by the Office of Institutional Research show that 2.7% of the students enrolled during that semester reported themselves as being minority (see chart below for details). This is almost double the minority population of Jefferson County as established in the 1990 census (1.4%).

Ethnicity1992# %

1993# %

1994# %

1995# %

1996# %

1997# %

Nonresident AlienBlack, non-HispanicAmer. Indian/Al.Nat.Asian/Pacific IslanderHispanicWhite, non-HispanicRace/ethnicity unknown

26 0.6% 27 0.6% 10 0.2% 11 0.3% 13 0.3%3166 75.2% 957 22.7%

14 0.4% 17 0.4% 8 0.2% 11 0.3% 13 0.3%3430 87.0% 450 11.4%

12 0.3% 19 0.5% 8 0.2% 4 0.1% 16 0.4%3289 83.0% 614 15.5%

2 0.1% 15 0.4% 46 1.2% 11 0.3% 84 2.2%2941 77.7% 684 18.1%

1 0.0% 25 0.6% 26 0.7% 6 0.2% 26 0.7% 3454 87.8% 396 10.1%

1 0.0% 35 0.9% 18 0.5% 16 0.4% 37 0.9%3519 88.8% 337 8.5%

Total 4210 100.0% 3943 100.0% 3962 100.0% 3783 100.0% 3934 100.0% 3963 100.0%

However, students routinely explore different cultures through a variety of course offerings including Eastern and Western Civilization, World Religions, Mythology, Women in History, and the Midwest Model United Nations. Cultural Council programs held yearly celebrate different foreign cultures with programs of dance, music and art, exposing the student population to a wide variety of human experiences. These programs are covered more extensively in the Integrity with the Community section of this chapter.

Jefferson College also seeks to expand diversity among students through support of international students on campus. Over 55 students, representing 25 countries outside the United States, have attended Jefferson College. The athletic program also supports a diverse student body by recruiting athletes not only from outside the immediate area, but also from foreign countries.

The Recruitment Plan developed by the Office of Admissions delineates specific minority recruitment efforts. One component of this effort is the Special Opportunity Academic Award, a scholarship designed to provide assistance to students from a disadvantaged socioeconomic background. Additionally, Project Success has been implemented to assist students from either low income or first generation college families and/or students with physical or learning disabilities.

Of course, ethnicity is not the only indicator of diversity on the campus. Services are provided for students with special needs through a variety of programs. Career Connection serves the needs of single parents, displaced homemakers, and persons pursuing nontraditional careers for their gender. The New Horizons program works specifically with nontraditional careers (defined as those occupations where 20% or less of the workforce consists of persons of that gender, whether male or female). Another activity sponsored by Career Connection each year is an on-campus day for sophomore girls in high school to explore “high tech” and nontraditional occupations. The Department of Elementary and Secondary Education provides annual "Breaking Traditions Awards" to a postsecondary male and female nontraditional vocational education student who has broken new ground or overcome some barrier in seeking out a nontraditional career. Emblematic of Jefferson’s successful commitment in this area is the fact that a Jefferson College student was

chosen in 1996-97 as the state award winner in the female postsecondary category; her chosen career was in computer assisted drafting (CAD).

Support of Students with Disabilities

The College is committed to providing access to learning and reasonable accommodations for students with documented disabilities, making every effort to comply with standards established by the Rehabilitation Act and the Americans with Disabilities Act. Information about services for students is provided in the Student Handbook, the College Catalog, and a Faculty Resource Guide. In addition, a contact telephone number for students with disabilities is printed in every College publication.

Jefferson College contracted an engineering firm to conduct an analysis of campus-wide facilities and their adherence to ADA requirements. The findings of this independent study, as reported in the Accessibility Audit of Existing Facilities, was published in January of 1995. This study resulted in substantial physical plan modifications and a strategic plan to implement future modifications as needed, including automatic door openers, ramps, and increased accessible parking (this is covered more fully in Chapter 8). In addition, Jefferson College has purchased an electric lift to be used by students using wheelchairs at the graduation ceremony.

Initially, the College formed the Special Needs Committee to discuss and make recommendations concerning the needs of students with disabilities and institutional staffing needs. This resulted in the writing and funding of the Carl Perkins grant, which provided a designated professional to serve in the capacity of an ADA Student Contact Representative and to coordinate support services for students with disabilities. The Assessment Counselor position was added to the Learning Center staff and the ACCESS-ABILITY program was created to provide reasonable support services to students with documented learning, emotional, and/or physical disabilities. An individualized accommodation plan is developed with the student and the faculty to provide services such as extended test-taking time, books on audio cassette tape, readers/writers for exams, adaptive seating, peer tutoring, CD-ROM tutorials, interpreter services, real-time captioning services, and TDD services.

As an addition to the ACCESS-ABILITY program, the Assistive Technology Center (ATC) was created to provide a central location for students who needed adaptive technology to meet their academic goals. The ATC has Internet access and contains a variety of computer software programs that meet the needs of students with visual, learning, and physical disabilities. Recognizing a need for additional support for students with disabilities who elect to transfer to a four-year institution, a TRIO grant was written and funded which provides additional support staff and a specialist to assist with the development of the ATC and to provide enhanced support services for students with disabilities. The ACCESS-ABILITY program averages 180 individual requests for accommodations while providing over 1,000 specific accommodations for students with disabilities each year. When students were asked to evaluate the ACCESS-ABILITY program, all areas assessed received an "A" grade.

Jefferson College has also established a referral network with additional support agencies such as the Missouri Assistive Technology Project, JC Transit, and Missouri Vocational Rehabilitations (a member of their staff has office hours on campus). In addition, the students and staff of Jefferson College have established the Lou Hunter Memorial Scholarship Fund to provide financial assistance for students with visual disabilities. As proof of the success of Jefferson’s commitment to support of students with special needs, Jefferson College was honored recently with a community service award recognizing the outstanding efforts the College has made in support of people with disabilities.

Once again, the overall integrity of Jefferson College’s relationship with students can be found in the results of the SACE Survey. Administered in the fall of 1997, the survey posed questions to the students about five domains of institutional climate (instructional services, student services, administrative and physical services, student focus and social and cultural services) and related the responses to four leadership/organization systems (collaborative, consultative, competitive, and coercive). The overall results indicate a healthy campus climate, yielding a 3.81 mean score or high consultative system. This score is higher than the mean score of all other institutions (3.77) surveyed by NILIE.

INTEGRITY WITH EMPLOYEES

Integrity with employees at Jefferson College is guided by both Value #1, "The College values serving a diverse student body by providing maximum access to superior teaching and learning opportunities," and Value #2, "The College values providing appropriate leadership and service in the community." By providing the best possible employees, and by those employees modeling ethical behavior regarding diversity and leadership, the College supports the provision of the best possible programs and services for the students and the community.

The Human Resources Office at Jefferson College was established in 1992. Since that time, the staff has made great strides in compiling thorough and appropriate documentation for compliance with various federal and state requirements. The following resources substantiate the integrity the College maintains with its College employees.

Faculty/Staff Handbook and Employee Benefits Handbook

Both publications are designed for the employees of Jefferson College and are updated annually. Although the Board of Trustees Policy and Procedure Manual is available at numerous locations around campus, these handbooks serve as an easy reference to policies and procedures that most frequently affect employees. The Human Resources Office is responsible for keeping the handbooks accurate and up-to-date. All employees are responsible for reading and abiding by the policies and procedures stipulated in the handbook. Significant changes to the handbooks are called to the attention of employees at annual meetings.

Protection of academic freedom is clearly supported in the Faculty and Staff Handbook on page 90 where it states “...it shall be the policy of Jefferson

College to maintain and encourage freedom, within the law, of inquiry, teaching, and research.” This policy does restrict faculty from discussing controversial subjects not related to their discipline, and specifies that faculty have the same freedom as other citizens, but cautions that they have an obligation to clearly state that they are not institutional spokespersons.

The Faculty & Staff Handbook and Employee Benefit Handbook accurately communicate ethical policies and procedures to the employees.

Non-discrimination Policies

Jefferson College is an equal employment opportunity, affirmative action employer, making all employment decisions without regard to age, ancestry, color, creed, disability, gender, national origin, race or religion. This equal employment/affirmative action statement is found in the College Catalog, program brochures, applications for admission and employment, the Faculty/Staff Handbook, and other sources as well. The Affirmative Action Plan is updated annually by the Director of Human Resources. Hiring practices show positive advances in the promotion of affirmative action.

Jefferson College has a procedure for resolving complaints of discrimination, available to any student, employee, or applicant who feels he or she has been discriminated against in employment, student programs, or student activities. The College's Title IX Coordinator is the designated College official for any alleged discriminatory act or occurrence falling within the provision of Title IX of the 1972 Education Acts.

These written policies provide ethical guidelines for institutional issues.

Employee Training

Employees have the opportunity for involvement in the search and selection process of new faculty and certified staff. Individuals selected to serve on the Search Committees are given the charge to assist in narrowing the search for the potential new employees. Committee members receive training regarding the hiring process, the legal issues involved in such, and affirmative action guidelines.

All new employees are required to participate in training as well, focusing upon the sexual harassment policy and the drug-free workplace policy enforced by the College. All employees receive annual updates regarding these important policies as well as receiving other pertinent training periodically.

These various types of employee training effectively communicate and support ethical practices.

Employment Contracts

Employment contracts are executed for all full-time faculty and certified staff, as well as adjunct instructors. Contracts are issued annually or per semester, according to the duration of the assignment. The policies of the Board of Trustees, as well as administrative policies, are deemed incorporated into each contract of employment.

These contracts provide accurate information to employees.

Employee Group Representation

All regular employees of the College belong to and have the opportunity to participate in group representation. Three constituent groups, Classified Professional Staff, Certified Professional Staff, and Faculty Senate, have been identified and recognized by the College, as specified in Administrative Policy and Procedure #III.A.001, Internal Institutional Governance. These groups maintain by-laws and elect executive committee representatives to present opinions and issues of the group. Constituent group representatives are invited to all Administrative Cabinet meetings and are frequently asked to bring to the Cabinet the opinions of the groups they represent. Additionally, faculty members may participate in the National Education Association, the recognized bargaining representative of full-time faculty members on matters of salaries, terms, and conditions of employment, to the extent permitted by Missouri statutes. A Statement of Understandings has been developed by negotiating teams and ratified by the faculty and Board of Trustees. Feedback from employee groups is an important part of the Jefferson College decision-making process.

The employee constituent groups provide an effective structure for two-way communication between employees and the administration/board.

Diversity Among Employees

The workforce of Jefferson College demonstrates diversity in many respects. Equal employment opportunities are continually promoted, and this commitment is annually reaffirmed in the College's Affirmative Action Plan. Qualified minorities, females, people with disabilities, veterans with disabilities, and veterans of the Vietnam Era are actively recruited for positions available at the College. All advertisements identify Jefferson College as an "equal employment opportunity" employer. Attracting minorities is a continual challenge as the Jefferson County population has historically had few minorities (1.4% in the 1990 census).

Diversity is also encouraged in employment promotions, transfers, and equal opportunity for on-the- job training. The College uses goods and services of minority and female vendors when possible; for example, the current employee assistance program provider is a business owned by a female. Also, the person in charge of the company which has been contracted to provide food services for the College for over twenty-five years is classified as legally blind.

Employees have several benefits that assist the College in retaining a diverse staff. Employees are allowed to use Earned Sick Leave to care for a dependent; child care facilities and services are offered on the campus; health care coverage for dependents is made available for purchase; and many part-time employment opportunities are provided on campus.

In summary, the Faculty/Staff Handbook and the Employee Benefits Handbook are intended for employee use and are updated annually. Both have been reviewed and have been found to be representative of College policies, which are ethical within the higher education environment. The Affirmative Action Plan is updated annually and maintains compliance with integrity issues. Employment contracts and letters of appointment are issued annually and comply with all policies and ethical issues. Constituent groups have been recognized and used as a voice for all employees to express their opinions and concerns. Jefferson College maintains integrity in matters that affect its employees, and it prides itself in the integrity demonstrated by the employees.

An overall evaluation of the integrity of Jefferson College’s relationship with employees can be derived from the PACE survey administered in the fall of 1997. The survey posed questions about seven institutional climate factors (Formal influence, Communication, Collaboration, Organizational Structure, Work Design/Technology, Student Focus) along with ten customized questions, and related the responses to four managerial systems (collaborative, consultative, competitive, and coercive). The overall results indicate a healthy campus climate, yielding a 3.70 mean score or high consultative system. This mean score is higher than the mean scores for other institutions in the NILIE norm base. Of particular interest to integrity are the results of the Communication category where the mean score was 3.56. This compares to a PACE norm base mean score of 3.36 for this category. This indicates that the College is functioning toward the mid-range of the consultative management style.

INTEGRITY WITH THE COMMUNITY

Integrity with the community is specifically guided by Value #2, "The College values providing appropriate leadership and service in the community." This spirit of leadership and service is reflected in the actions of the College Board of Trustees, through employee leadership in the community, through shared resources, through the use of advisory committees, and through commitment to enhancing the understanding of cultural diversity within the College District.

College Board of Trustees

The Jefferson College Board of Trustees is made up of six members elected by the voters of the College District for six-year terms of office. Current Board members reside in southern, central and north central parts of Jefferson County.

The Board operates under rules consistent with the Missouri Revised Statutes, which include disclosure of financial and other interests. Board meetings are held monthly, with meeting times and agendas announced and posted at least one week prior to regularly scheduled meetings. Meetings are open to the public, and time is allotted at the beginning of each Board meeting for the general public to address the Board directly with questions or concerns.

The Board has developed and adopted policies and procedures that govern the actions of the Board and of the College that use the policy governance model as recommended by the Association of Community College Trustees. Board members sign ethics forms required by the State of Missouri. When an action item might pose a conflict of interest, the minutes record when the affected Board member believes his or her vote might constitute a possible conflict and the intent to refrain from

voting on the issue. Board policy states that policies presented to the Board for approval will be read at one meeting and approved at the next; this practice allows adequate time for reflection before policies are adopted.

Summaries of the Board meetings are reported on Jefferson College Today, a weekly program on the College's cable television channel, are sent to the local newspapers each month, and are included in the in-house newsletter, The Windjammer. Board minutes are open and available to the general public during regular business hours.

Board work sessions, which are open to the public, are held periodically to more fully inform the Board on the operations of the College and issues that face the Board. No action is taken at these work sessions.

Trustees who attend regional or national meetings report to the Board at the next regularly scheduled meeting about items of interest or items relevant to Jefferson College.

All of these activities attest to the integrity of the Board of Trustees.

Leadership/Organizational Membership

The College is a strong supporter of service and other organizations in the County. In order to maintain open communications and cooperation, College personnel represent the College and frequently play leadership roles in local organizations. A survey of Jefferson College employees was conducted to identify community organizations to which College employees belong and to find whether or not they held leadership positions within those organizations. The results of the survey revealed widespread participation in over sixty different kinds of organizations, such as school boards, churches, Chambers of Commerce, Scouts, civic organizations, economic development organizations, and educational organizations. Of those responding to the survey, 76% indicated that they had also held leadership roles in the organizations which they had listed.

The placement by College employees in these leadership roles not only reflects the commitment of College employees to the community, but also the respect the community has for the abilities and integrity of College employees.

Cultural Diversity

Jefferson College supports its mission of providing leadership in developing cultural diversity within Jefferson County by providing rich and varied opportunities for the community to participate in and attend College-sponsored cultural events. Every semester a detailed "Cultural Events" calendar is printed and widely distributed. Included are music productions such as the Community Chorale, the District Music Contest for high school students in four counties, jazz concerts, Broadway showcase, music major recitals, and Chamber Singers' concerts. Theater productions are also offered each semester along with a children's traveling show.

Special Cultural Council festivals, which focus on the art and crafts, dance, and music of a particular culture, are held each year. Recent programs have included the “Chinese New Year Celebration,” “Uta Maduni Wali: Africa,” “ Fiesta de Abril: Latino Sunday,” “Irish 'FEIS'-tival,” “Folk Dances of India,” and “Slavic Folk Fest.”

These cultural events are attended and supported by the community at large as well as by Jefferson College students and staff and exemplify the College’s support of cultural diversity in the community.

Shared Resources

Jefferson College has a long history of sharing resources for the good of the College and the people of the District which it serves. An economic impact study updated in 1996 showed that Jefferson College contributes to the economic well-being of the County by returning an additional $2.05 for every $1.00 of county taxes and state aid invested in the College. Jefferson College serves as a major employer in the county, providing by virtue an estimated 1,469 jobs because of the College's direct spending patterns. A combination of the direct impact of expenditures in the County and the induced impact of additional business value generated by these expenditures resulted in a total economic impact of Jefferson College on the County of over $17 million dollars. A complete listing of all the ties the College has with the community would be too long, but following are examples of ways the College provides leadership and cooperates with individuals and other organizations and institutions to the benefit of all.

Facilities Usage: Jefferson College facilities, such as the Field House, the Viking Room, and the Little Theater, are frequently used by off-campus groups for meetings, workshops, conferences, banquets, and other such uses. A review of one year's facilities use schedule, a copy of which is available in the Resource Room, revealed that over 100 off-campus organizations had scheduled facilities during the year. Many of these organizations used the facilities several times during the year. Representative groups ranged from AAUW, Amateur Radio Operators, Gideons, Jefferson County Community Action, Mastodon Regional Science and Art Fair of Jefferson County, Girl and Boy Scouts, Gifted Conference, to the American Institute of Banking. Area organizations look to the College with pride and seek ways of affiliating with the College. For example, area garden clubs maintain various flower beds on campus. Other groups have donated trees and other items. Recently, the College agreed to become the site for the Jefferson County Veterans Memorial, which now serves as a significant focal point for the College.

The Board policy concerning facilities usage was reviewed and revised in 1996 to reflect recent Supreme Court decisions concerning the use of public facilities. An examination of the facilities schedule reflects appropriate application and administration of the policy. The fees assessed for facilities use are scheduled for review to bring the fees more in line with actual personnel, service, and materials costs incurred by the College.

Continuing Education: The expertise of county residents is shared through the Continuing Education program. Many non-credit courses are developed and taught by community residents who have a particular hobby or interest. In addition, professional certification and recertification courses are provided to help employees meet employer demands. Professionals teach parenting, financial, and other courses for those wanting to improve their personal skills. Children’s programs include swim, dance, computer, and theater courses. Life-long learning is available to Jefferson County residents year round. Over 5,000 registrations each year indicate the interest in continuing education activities and life-long learning experiences.

Jefferson College Library: Several College programs and facilities, while primarily intended for College use, also serve residents of the District who are not students. The Library has reciprocal agreements with other libraries in the area to provide interlibrary loan service for items not available in the Library's collections. The Library has informal agreements with area high schools to provide no-charge info-pass access to the College library collections for high school students

who are referred by the school librarians. The Library also provides low-cost community cards for area residents and no-cost Golden Age cards for senior citizens. Library policies are reviewed regularly by the Library Committee to ensure fair and equitable access is provided to community citizens.

ITV Classroom: The University of Missouri - St. Louis (UMSL) has provided the equipment to outfit an instructional television (ITV) classroom on Jefferson College's campus. This classroom is used both by UMSL to transmit their courses to Jefferson College and by Jefferson College to transmit and receive ITV classes provided by area community colleges. Policies and procedures for the use of the ITV classroom are under development but are being designed for the mutual benefit of Jefferson College and its partners.

JCTV (Jefferson College Television): JCTV, the College's cable television station, also serves as a resource to the community. In addition to providing practical experience in TV production for Jefferson College students, JCTV provides educational and community service types of programming that will benefit the College and the residents of the District. The League of Women Voters conducts debates among local political candidates during election years. Such activities as local sports events, music festivals, and graduations are taped and cablecast on JCTV several times. Information about Board meetings and College activities is provided. Policies concerning use of JCTV and its facilities and equipment are clearly stated and fairly administered.

Child Development Center: The Child Development Center provides state-licensed child care for children ages two to twelve. In addition to state licensing, the Center recently received accreditation by the Missouri Department of Elementary and Secondary Education. The Center is open to children throughout the County whether or not the parent is a student at Jefferson College. Center staff also work with organizations meeting on campus to provide child care for persons attending meetings. The program is reviewed regularly and is revised as indicated.

Tech Prep: The articulation agreements between Jefferson College and the participating school districts work to establish a systematic, articulated education program that will provide a "seamless" transition for high school students interested in pursuing a postsecondary vocational education. The Tech Prep Consortium is composed of representatives from the area comprehensive high schools in Jefferson County, plus Kingston K-12, the Jefferson AVS, and Jefferson College. The Tech Prep Leadership Team helps facilitate curriculum changes in the schools. Jefferson College serves as the fiscal agent for the grant funds with detailed financial information available in the Tech Prep office at Jefferson College. Records are kept, and the required deliverables are submitted to the U.S. Department of Education and to the Department of Elementary and Secondary Education. The project time lines are clearly defined in the proposal, and annual reports are submitted.

Area Vocational School (AVS): Jefferson College provides vocational training for the high schools in Jefferson County through the Area Vocational School located on the Hillsboro campus. Information about the AVS program is included in the counselor handbook provided for the school counselors. This information is accepted by the school districts as an informal agreement with the College for the provision of service. Advisory committees, made up of citizens in the area who have expertise in each vocational program area, provide feedback to help the AVS curriculum remain current and appropriate to the needs of the business community. As plans have been developed for building a new AVS building, each of the K-12 districts have participated in the

planning for the new building. The Jefferson College Foundation is assisting with fundraising for this project.

Advisory Committees

Advisory Committees are appointed by the Board of Trustees for all vocational programs as well as other programs of the College. The criteria used for appointment is that the person selected is aware and currently active in the field of employment being represented. Advisory Committee members provide valuable feedback to faculty in the vocational areas on changes in the field that will affect the curriculum and the employability of the students in the program. The Board of Trustees approves the Advisory Committee lists, checking for gender and geographic diversity as well as for the addition of new talent that may have moved into the area. Board members may also call upon their own knowledge to suggest persons to be added to the committees as needed. A review of the Advisory Committee lists shows that, while some vocational areas were having difficulty finding enough committee members to participate, all had selected persons who were appropriate representatives of the field.

The advice and recommendations of the Advisory Committees are integrated into changes in the programs and curriculum where possible. A notable example is the development of the very successful AS400 computer training program, the impetus for which came directly from Advisory Committee recommendations.

These twenty-eight committees are comprised of over 300 members who help assure relevant input from the community to help guide program content.

Integrity with Peers

Integrity of the College through contractual agreements with peers is guided by Value #2, "The College values providing appropriate leadership and service in the community." When dealing with government grants, business and industry, the College Foundation, cooperative agreements, or subsidiary groups of the College, the College adheres to not only the letter of the law but to the spirit of the law as well. This stance provides leadership in modeling ethical behavior when working with other agencies and organizations.

Government Grants

In supporting the institution's goal of providing affordable access to a quality education, the College participates in government grants as well as grants from private sources. The Board of Trustees approves participation in grants that affect budget, facilities or personnel. The vice president of the specific area is responsible for overseeing the development, analysis, revisions, approvals, submission, tracking, and accurate/timely reporting of the grants. To assure fiscal accountability, copies of funded grants are forwarded to the Office of the Controller. Special committees, such as the Perkins and RTEC Committees, are involved extensively in the grant process.

The requirement for Board of Trustees approval and vice presidential oversight assures integrity in these contracts.

Business & Technology Center

In direct alignment with Value #2, the College has a history of working with business, industry and municipalities throughout the College District. In 1992 the Business & Technology Center was developed to provide training, re-training, small business development, information and referral, and support services that include training grants and business loan assistance. Customized training contracts require approval of the Vice President of Academic Affairs and the Vice President of Finance and Administration. Copies of the contracts are forwarded to the Business Office.

Companies are informed and encouraged to submit applications for customized training funds through the Missouri Customized Training Program. Awarded training funds are received by the College and then forwarded to the eligible companies.

Small business consulting is provided for businesses in Jefferson County in cooperation with the Missouri Department of Economic Development, Jefferson County Economic Development Corporation, and Saint Louis University Small Business Development Center.

The activities of the Business & Technology Center are closely monitored by the Vice President of Academic Affairs and the Vice President of Finance and Administration, which assures ethical conduct.

Jefferson College Foundation

The Jefferson College Foundation, a not-for-profit IRS 501(c)(3) corporation, was founded in 1991 to provide financial assistance to Jefferson College and its students. The funds are raised by support through: annual appeal (alumni, campus fund drive, other donors); capital fund drive (AVS building, equipment); fund raising events (annual banquet, golf tournament); special gifts (planned gifts, real estate, in-kind gifts); grants (foundations, government) and investment earnings. It is governed by a twenty-five member Board of Directors which is composed of community leaders and College representatives. There is also an investment committee (made up of Board members) that examines investment options and authorizes investment changes. An annual report is submitted, which indicates the support provided to the College and students. A Treasurer's report is prepared annually and included in the Office of the Vice President's Annual Report. An external audit is also done annually. Copies of these documents are available in the NCA Resource Room and attest to the integrity of the Foundation.

So that it may fully comply with recent changes in professional accounting practice standards, the Jefferson College Foundation has adopted the use of the Financial Accounting Standard Board's (FASB) Pronouncements 116, 117, and 124, dealing with the reporting of gifts and pledges. These changes conform to new accounting standards being adopted throughout the nonprofit sector and assure that all Foundation activity adheres to ethical standards.

Cooperative Agreements

2+2 and Cooperative Programs: Supporting Jefferson College's philosophy of total education, agreements have been made with several institutions. All of these agreements are reviewed and evaluated annually and approved by the Board of Trustees.

A Memorandum of Agreement has been signed by Jefferson College and Missouri Baptist College, which provides for a 2+2 Program whereby upper division courses in selected program areas that will lead to a baccalaureate degree are offered on the Jefferson College campus. A Steering Committee, comprised of members from each institution, meet annually to coordinate the program. The Missouri Baptist Office in Jefferson College's Student Services building is staffed during regular College hours, making it easy for interested persons to obtain information about the 2+2 program. Printed material which is available for students clearly defines the requirements for the four baccalaureate degree programs. Courses are also included in the Jefferson College Class Schedule and the Missouri Baptist Schedule, and fees are set at a very reasonable rate.

Jefferson College cooperates with other area colleges and universities in order to provide additional educational opportunities for the District's students. Courses are offered on the Jefferson College campus by the University of Missouri-St. Louis and by Southeast Missouri State University, enabling the residents of Jefferson County to continue their education at a local facility.

EMT-Paramedic Training: A cooperative agreement was signed between Jefferson College and Med Ed Consulting which provides an Emergency Medical Technician/Paramedic program for students on the College campus. Courses are listed in the Jefferson College Class Schedule and are offered on a regular basis.

"Students in Transition" Agreements with High Schools: The College provides high school juniors and seniors the opportunity to earn college credit while in high school by offering selected college courses at the area high schools. A Memorandum of Understanding is signed by a College administrator and by each high school superintendent annually. This program is regularly reviewed to be sure academic credibility is maintained.

All of these agreements safeguard the integrity of the cooperative programs.

Subsidiary Groups

Food Service: A three-year contract between Jefferson College and Brophy’s Place was signed to provide food service on the College campus. An auditor's report is submitted to the College on a monthly basis. A percentage of gross sales is paid according to a defined payment schedule. A self-study and National Association of College and University Food Services (NACUFS) evaluation of

facilities and services has been conducted. The written results are available in the NCA Resource Room.

As shown, Jefferson College has contractual agreements that assure integrity in its relationships with peers.

Summary

This chapter has illustrated how Jefferson College’s carefully delineated written policies and procedures guide its ethical relationship with students, employees, community and peers. These policies and procedures support the values derived from the mission statement and purposes. As shown in the chapter, the College does demonstrate integrity in its practices and relationships. Both the student survey (SACE) and the employee survey (PACE) that Jefferson’s NCA Steering Committee administered in fall of 1997 and spring of 1998 corroborate this fact.

This does not mean that no work remains to be completed. Certainly, relationships with any or all of the groups identified is always a dynamic process. Policies and their implementation must be evaluated constantly. Some areas were identified during the self-study process that could be improved. Consistency among all the written documents needs to be carefully monitored; this includes currency of course schedules on the College web page as well as printed materials.

Also, some concern was noted regarding the number of administrative organizational changes including title changes, which may promote a feeling of instability. Perhaps this is one reason for the comparatively low score recorded on the PACE survey regarding “The extent to which the realignment of the administrative structure has been effective,” (item #57) which had a mean score of 3.07. While five of the six top areas in need of improvement that the PACE survey identified were related to relationship with employees, it must be remembered that, while lower, the scores were still within the consultative system.

In final analysis though, Jefferson College is well respected within the community and exhibits integrity with its students, employees, and peers.

Strengths

ethical policies and procedures that are clearly stated and organized

the high rating received by instruction on the SACE survey

the success of services/facilities to support students with special needs

the leadership of the employees in the community

Concerns

consistency among all published materials

number of organizational/title changes in a relatively short time at the institution

CHAPTER 15

FEDERAL COMPLIANCE

Chapter 15

Federal ComplianceIntroduction

This chapter illustrates that Jefferson College meets in full the policies and procedures designed to assure compliance with the 1992 Amendments to the Higher Education Reauthorization Act.

Program length, credit hours, and tuition

Program length, the number of credit hours required for graduation, is determined through interaction between the faculty and advisory committees/councils. Jefferson College meets the requirement of the CBHE that each program can be completed within two academic years. Degree requirements vary from 62 credit hours to 72 credit hours.

The fall and spring semesters consist of 16 weeks of instruction and one week of testing. Some classes are scheduled using a “swing Friday” format. Under this format, classes are scheduled either Monday, Wednesday, and every other Friday, or Tuesday, Thursday, and every other Friday with each class period scheduled for 60 minutes. The amount of time required for credit hour award conforms to the definition commonly used in the state with 750 minutes of lecture or 1500 minutes of laboratory scheduled for each semester hour of credit awarded.

All college credit students are charged tuition at the same rate. In certain areas such as nursing, welding, and EMT, the program fees have been designed to recover increased cost.

Jefferson College does use different tuition rates for in district, out of district, and out of state students. The facility use fee is the same for all students. These tuition rates and fees are published in the Semester Schedule of Courses.

Title IV Compliance

Jefferson College was recertified as an eligible Title IV institution in 1997. The current program participation agreement expires March 31, 2002. The College reapplication date is December 31, 2001. The current program participation agreement applies to both the Hillsboro and Arnold campuses. The agreement covers the institution’s eligibility to participate in the following programs: Federal Pell Grant Program Federal Family Education Loan Program Federal Supplemental Education Opportunity Grant Program Federal Work Study Program

Jefferson College is also eligible for, but has chosen not to participate in, the following programs:

Federal Direct Student Loan Program Federal Perkins Loan Program

All documents required for compliance with the Title IV regulations are located in the Office of Financial Aid, located in the Student Center. Current and prior year information is available. A copy of the College’s Program Participation Agreement is located in the Office of the President.

Loan default rates are listed below: FY93 13.6% FY94 5.6% FY 95 10.2% FY96 11.8% (unofficial)

The evaluation of the institutional default rate and plans for reduction are included in Chapter 11 of the Self-Study Report.

The U.S. Department of Education last reviewed Jefferson College September 20-23, 1993. The report showed two findings:

Finding #1 was that the institution either incorrectly verified or failed to resolve conflicting documentation contained in a student file. The College was required to reimburse the U.S. Department of Education $100 for improper Federal Pell expenditure for the 1991/92 school year.

Finding #2 showed Jefferson College did not perform pro-rata refund calculations for four first time students. These students withdrew prior to the 60% point of the enrollment period. During the program review, Jefferson College adjusted the second 1992/93 Federal Pell Grant payments. Jefferson College also adjusted the 1992/93 accounting ledgers, financial records, Federal Pell Grant Processed Payment Vouchers and the ED/PMS 272 Quarterly report. All adjustments had to be verified by the auditor during the next regularly scheduled audit.

Audit information of financial assistance programs must be obtained from the Controller’s office. The audit was conducted by Deloitte & Touche LLP.

Financial aid information is published in the College Catalog and Semester Schedule of Courses. The Financial Aid Office is located on the second floor of the Student Center Building on the Main Campus.

Institution’s Advertising and Recruitment Materials

As of June 3, 1998, Jefferson College includes the following statement on any official major publications such as the College Catalog, Faculty & Staff Handbook, and Student Handbook:

Jefferson College is accredited by the Commission on Institutions of Higher Education of the North Central Association of Colleges and Universities. Individuals should direct their questions, comments or concerns to the

North Central Association of Colleges and Schools30 North LaSalle Street, Suite 2400Chicago, IL 606021-800-6221-7440 or 312 263-0456Fax 312 263-7462

Public Notification of Comprehensive Evaluation Visit

Jefferson College adequately notified its publics of the NCA comprehensive evaluation visit. A notice was published the first week of January 1999, in local newspapers, College newsletters, etc. (A list of all vehicles and copies of these notices are on file in the NCA Resource Room.)

Professional Accreditation

No adverse actions have been taken against Jefferson College by external accrediting agencies. Specific programs are accredited by the following organizations:

Accrediting Organization: North Central Association of Colleges and Schools American Institute for Drafting and Design American Veterinary Medical Association Missouri Division of Emergency Medical Services Missouri State Board of Nursing National Association of Schools of Music Child Development Center Missouri Accreditation

Institutional Affiliations: American Association of Community Colleges Missouri Community College Association American Technical Education Association Council of North Central Community/Junior Colleges Association of Community College Trustees Missouri School-College Relations Association National Junior College Athletic Association National Association of Student Personnel Administrators (NASPA) American Association of Collegiate Registrars and Admissions Officials (AACRAO) National Council on Student Development (SCSD) Gateway Placement Association Mississippi Valley Telecommunications Association Jefferson County School Counselors Association Missouri Placement Association Missouri Organization of Cooperative Education Programs National Association of Colleges and Employers AVECO (Veterans Organization)

Midwest Association of Financial Aid Administrators (MASFAA) National Association of Financial Aid Administrators (NASFAA) American Counseling Association Missouri Vocational Association National Association of Collegiate Advisors Association (NACADA) Missouri Association of Collegiate Advisors Association (MACADA) National Coalition for Campus Child Care National Association for the Education of Young Children Missouri Association for the Education of Young Children St. Louis Association for the Education of Young Children Missouri School-Age Care Alliance Learning Resources Network (LERN) Missouri Association of Adult Continuing of Community Education Missouri Association of Adult Basic Education Administrations American Society of Training and Development National Council of Marketing and Public Relations (NCMPR) Council for the Advancement and Support of Education (CASE) National Association of College and University Business Officers (NACUBO) Central Association of College and University Business Officers (CACUBO) Committee of Missouri State Higher Education Business Officers (COMSHEBO) Institute of Management Accountants (IMA) Association of Physical Plant Administrators (APPA) Association of College and University Telecommunications Administrators (ACUTA) National Association of College Auxiliary Services (NACAS) Mid-State Association of College Stores (MSACS) National Association of College Stores, Inc. (NACSI) National Association of College and University Food Service (NACUFS) National Council for Resource Development (CRD) National Institute for Staff and Organizational Development (NISOD)

Dual Institutional Accreditation

Jefferson College does not have affiliation with any federally recognized institutional accrediting body, other than the NCA Commission on Institutions of Higher Education.

Summary

Jefferson College meets all requirements for program length and credit hours. Tuition is reviewed on a regular basis and is consistent with other similar colleges. Jefferson College complies with all federal requirements for financial aid, and no accrediting agency has taken any action against the College.

Strengths

Complies with all federal requirements for financial aid

Has notified its publics of the NCA comprehensive evaluation

No accrediting agency has taken action against the College

Concerns

Loan default rate has risen over the last two years covered by this report

CHAPTER 16

SUMMARY AND LOOK TO THE FUTURE

Chapter 16

Summary and Look to the Future

Introduction

Previous chapters in the Self-Study Report have established that Jefferson College meets the criteria for accreditation set by the North Central Association of Colleges and Schools. Chapters 4-15 end with a listing of strengths and concerns identified through the self-study process. The purpose of this chapter is to provide a brief review of those strengths and concerns. The chapter is arranged by criterion and concludes with a request for continued accreditation.

Summary of Strengths and Concerns Identified in the Self-Study Process

Criterion One: “The institution has clear and publicly stated purposes consistent with its mission and appropriate to an institution of higher learning.”

Chapter 4: Jefferson College has clearly stated purposes which are appropriate to an institution of higher education. The College provides programs and services which fulfill its mission and purposes, and the College informs its students and the general public of its mission and purposes through the General Catalog, the Student Handbook and other publications.

Strengths

The mission, purposes and plans of the College provide clear direction and focus for the institution.

Jefferson College employees believe their jobs are relevant to the institution’s mission (identified by the PACE survey as an area of excellence).

The College publishes the mission and purposes for its personnel, students and residents of the District.

The planning process confirms the College’s commitment to its student population through both short and long-range plans.

Concerns

Continuous monitoring of the mission and purposes will be necessary to assure that the College is meeting the needs of its student population and a growing service district.

The purpose statements may need to be revised to assure consistency with the revised mission statement.

Criterion Two: “The institution has effectively organized the human, financial, and physical resources necessary to accomplish its purposes.”

Chapter 5: Jefferson College has a system of governance and administration that fulfills Criterion Two. The Board of Trustees, administration, faculty, staff, and students have significant roles in governing the institution.

Strengths

The Board of Trustees is knowledgeable, experienced and responsive to the needs of the College.

The Policies Manual for the Junior College District of Jefferson College, Missouriprovides clearly organized guidelines for the governance of the College.

Cooperative working relationships exist among administrators, faculty and staff. Representatives from all constituent groups are invited to participate in discussions at the Administrative Cabinet. Thus input from all employee groups is sought in decision making.

Concerns

In spite of improvement, the College needs to continue to explore new avenues for assuring effective communication within the organization.

The College must involve the College community in the implementation of College governance as advocated by the ACCT.

Several PACE items suggest issues needing to be addressed including making decisions at the appropriate level (Item 35) and employees’ ability to influence the direction of the institution (Item 9).

Chapter 6: Jefferson College has effectively organized the human resources necessary to accomplish its mission and purposes. The Board of Trustees is composed of informed people who make effective policies which guide the College. The quality and organization of the employees provide the foundation upon which the services needed to accomplish the mission and purposes are built. And the number, type, and success of students are evidence that the community has the population to support the services offered to accomplish the mission and purposes.

Strengths

The College has an informed, capable Board of Trustees and quality, experienced employees.

The College serves a number of diverse students with differing needs.

The College has benefited from external funding to support additional positions.

Concerns

The College’s dependence on external funding to fund necessary positions must be reviewed.

The level of staffing needed to meet student needs, especially in areas supporting instruction, may need to increase while maintaining favorable faculty to student ratio.

Review of the efficiency and effectiveness of current staff assignments must continue

Chapter 7: Jefferson College is a financially sound institution. Through careful management of the College’s finances, the institution is able to meet its purposes of providing effective teaching and learning to the citizens of the District.

Strengths

The Foundation has provided the College with additional needed funds since its creation in 1991. The Foundation should continue to serve as an excellent additional source of funding in future years.

Sound accounting policies, procedures and practices are in place as evidenced by consistent exemplary findings by independent auditors. The creation of the internal audit function four years ago has contributed to this strong position and should continue to do so in the future.

A new financial accounting system should strengthen the internal controls and as additional features and capabilities of the system are activated greater operational efficiencies and better user services should be realized.

Concerns

The Board of Trustees may soon be faced with the decision to seek an increase in our operating tax levy from the voters.

Funding renovations, improvements, and major maintenance and repair to College facilities will present a challenge in the future.

Restrictions placed on state aid funds limits the flexibility to spend money in areas where it may be most needed in accordance with College-wide priorities.

Chapter 8: Jefferson College allocates and organizes its physical resources in ways appropriate to meet the mission and purposes of the College. The College facilities are well maintained and adequate to meet the current needs of students and staff.

Strengths

The College has made substantive improvements in its facilities and equipment in recent years.

The Board of Trustees and Administration have demonstrated a strong commitment to enhance the facilities and acquire state-of-the-art equipment for instruction and other uses.

Facility improvements are done in a planned manner; preventative maintenance and cyclic maintenance are part of the daily operations of the maintenance staff; and all capital improvements are made in consideration of minimizing future maintenance needs and costs and improving longevity and energy efficiency.

Concerns

Bond funds will be depleted by June 30, 1999. Plant fund balances are projected to be inadequate to maintain the facilities and purchase equipment in the years ahead.

As enrollment grows the College will need more classroom space.

The Arnold facility is inadequate to meet the needs of our students in the northern portion of our service area.

Criterion Three: “The institution is accomplishing its educational and other purposes.”

Chapter 9: Jefferson College is committed to excellence in teaching and learning. Ongoing assessment, student feedback, community involvement, academic support services and long-range planning drive the curriculum and provide a comfortable and stimulating learning environment. Special curricula support the open admissions policy and provide a diverse student body with learning opportunities in arts and science, vocational and technical, personal enrichment, and pre-collegiate programs.

A qualified and dedicated faculty, staff and administration, who are committed to student-centered instruction and continued professional growth, strive collaboratively to establish Jefferson College as a premier community college.

Jefferson College has effectively organized its instructional programs to accomplish its mission and purposes. The institution fulfills Criterion Three.

Strengths

An experienced faculty with appropriate credentials

A solid general education component with clearly delineated objectives

A system of program/discipline review which keeps course materials current and consistent with the instructional needs of the community

Assessment of student academic achievement which is part of the program/discipline review process

An excellent library and experienced library staff

A strong commitment to providing current technology and enhancing distance learning opportunities to meet student needs

A delivery system for life-long learning Concerns

Staffing, supervising, and assessing students in transition programs

As indicated in the Long-Range Plan, the need to develop a plan for Writing Across the Curriculum

The cost of changing technology, both new equipment and maintenance

Lack of space or facilities for science labs, police institute, computerized composition courses, etc.

Needed recruitment/marketing plans to increase enrollments in some programs

Chapter 10: Although working toward a viable student outcomes assessment plan was at first confusing and frustrating, the process opened a dialog about how student learning is assessed and about how teaching and learning can be improved. A positive result of the discussion has been the realization that nearly all faculty have multiple, formal and informal, periodic assessment devices besides a few major tests. Jefferson College is doing a good job of assessing student learning. However, there is now a keen awareness on campus of the need to encourage faculty to document student learning--cognitive, affective and behavioral. With the added support of the Assessment Services and the Decision Support Center and because uniform reporting forms have been devised and filed with the Student Outcomes Committee, documentation is progressing well. The chain that links institutional goals, institutional assessment, program evaluation, and student outcomes

assessment to improvement within each program and within the classroom in order to improve student outcomes is nearly implemented.

Strengths

Jefferson College has an assessment plan in place which has undergone periodic cycles of review and revision. The Plan is thorough beyond NCA suggestions. Though never finished, the process is becoming well established.

Lines of responsibility for tracking student learning are clearly defined among the Faculty, the Division Chairs, the Coordinator of Student Assessment, the Student Outcomes Committee, and the Vice President of Academic Affairs.

Student outcomes assessment is embedded in the program review process and is an integral part of the Annual Budget.

Concerns

The statement of general education objectives needs continual review.

The College needs to continue to develop multiple measures for general education requirements. Some areas have discovered the need for more specific data, such as a breakdown of the CAAP and C-Base into subtests.

The College needs to continue to publicize the results of assessment efforts to all constituent groups including students through such publications as COMPASS, the College's newsletter about assessment.

The College needs to encourage all faculty, staff and administration to participate in assessment of student outcomes.

Chapter 11: In the process of evaluating the extent to which Jefferson College’s student services program is accomplishing its educational and other purposes, the committee reviewed the service programs within the division of Student Services. This evaluation process resulted in the following findings:

The student services area offers a wide range of services and activities in support of student success.

The office areas are staffed by experienced, well-trained professionals who strive to meet the mission of the institution and their areas of responsibilities.

Programs operating under external regulatory requirements, established by federal, state or other entities, are operating in an appropriate manner.

The programs support the individual educational needs of students.

Strengths

The student services areas of Jefferson College have been reorganized to better support the mission and purpose of the College. Long range plans have been developed in all areas, professional standards have been identified and adopted, and the program areas are supported by the institutional committee process.

Student responses to the surveys assessing satisfaction with service indicate a positive view and an overall level of student satisfaction with the quality of service being provided.

With the acquisition and implementation of a new information management system (SCT’s Banner 2000), the offices of Admissions and Financial Assistance, Registrar and Student Records, and Academic Advising are positioned well to continually improve the quality and scope of service to the College community.

Concerns

There appear to be inequities in the level of availability of service for students enrolled exclusively in either the College’s evening classes or at the Arnold location.

Although the College has a well developed and implemented annual recruitment plan, the College lacks a comprehensive programmatic recruitment and retention effort that delineates the responsibilities and activities needed to maintain or improve the viability of the College’s various academic and services programs.

One of the top areas in need of improvement identified by students completing the SACE survey was a need for improved counseling services on campus. While this continues to be an ongoing concern, it has been partially addressed in the newly established student development program. More effort is needed in this area as is effort to address the general issues of student health and wellness.

Chapter 12: The administrative service areas of Jefferson College are effectively organized to support the mission of the College.

Strengths

A comprehensive long-range plan has been developed for the College.

The campus has committed to the implementation of an integrated management information system.

Concerns

Personnel training and professional development opportunities will remain a challenge.

The campus currently lacks timely access to both technical support and system data.

The College program review process has not completed its first five-year cycle for student administrative service programs.

Criterion Four: “The Institution can continue to accomplish its purposes and strengthen its educational effectiveness.”

Chapter 13: Jefferson College can continue to accomplish its purposes and strengthen its educational effectiveness because the institution has a stable administration and faculty and stable financial and physical resources. Additionally, Jefferson College has an appropriate governance structure that allows the institution to respond to changing circumstances, and it has in place a comprehensive planning process and a strong commitment to ongoing institutional assessment.

Strengths:

Jefferson College's administration, faculty, staff, and students have been stable during the institution’s thirty-four year history, successfully meeting challenges and adapting to the changing needs of the District.

Now, because of the Long-Range Plan and strong institutional effectiveness measures and student assessment procedures, immediate feedback loops are in place for quickly identifying and correcting any problems that might arise before they become major challenges.

Jefferson College has an ability to attract grant dollars and gifts.

Administrative policy and procedures facilitate meaningful participatory governance.

Concerns:

As Jefferson College continues to grow, so will the need for improved services for the students.

While historically financial resources have been stable and sufficient to meet institutional needs, new technology and changing student needs will place additional demands on funding as elaborated on in Chapter 7.

Like many institutions, Jefferson has a large number of employees nearing eligibility for retirement. During the 1997-98 academic year, Jefferson College implemented an Early Retirement Incentive Plan (ERIP), which may precipitate many retirements in the next few years.

Criterion Five: “The institution demonstrates integrity in its practices and relationships.”

Chapter 14: Jefferson College’s carefully delineated written policies and procedures guide its ethical relationship with students, employees, community and peers. These policies and procedures support the values derived from the mission statement and purposes. This does not mean that no work remains to be completed. Certainly, relationships with any or all of the groups identified is always a dynamic process. Policies and their implementation must be evaluated constantly. Some areas were identified during the self-study process that could be improved. In final analysis though, Jefferson College is well respected within the community and exhibits integrity with its students, employees, and peers.

Strengths

ethical policies and procedures that are clearly stated and organized

the high rating received by instruction on the SACE survey

the success of services/facilities to support students with special needs

the leadership of the employees in the community

Concerns

consistency among all published materials

number of organizational/title changes in a relatively short time at the institution

Chapter 15: Jefferson College meets all requirements for program length and credit hours. Tuition is reviewed on a regular basis and is consistent with other similar colleges. Jefferson College complies with all federal requirements for financial aid and no accrediting agency has taken any action against the College.

Strengths

Complies with all federal requirements for financial aid

Has notified its publics of the NCA comprehensive evaluation

No accrediting agency has taken action against the College

Concerns

Loan default rate has risen over the last two years covered by this report

A Look to the Future

The self-study process has given Jefferson College the opportunity to identify many strengths and accomplishments that reveal the overall excellence of its programs and services. The Self-Study Report has provided patterns of evidence that Jefferson College is a dynamic institution, which has responded to the needs of its District over the past decade, which has made every effort to address the concerns identified by the 1988 visiting team, and which will be able to respond to the various challenges that lie ahead. In short, Jefferson College has effectively organized its resources, programs and services to provide opportunities for and to meet the needs of its District well into the future.

Request for Continued Accreditation

This Self-Study Report demonstrates that Jefferson College meets all twenty-four General Institutional Requirements as well as the five Evaluative Criteria. The College believes that the self-study process has accurately identified the institution’s strengths and concerns, and that the institution is well positioned to move into the future . Therefore, Jefferson College formally requests that the North Central Association Commission on Institutions of Higher Education grant a ten year continued accreditation, with no other changes in the statement of affiliation status.

APPENDIX A:

BASIC INSTITUTIONAL DATA

APPENDIX B:

SELF-STUDY COMMITTEE STRUCTURE

SELF-STUDYSTEERING COMMITTEE

Self-Study Coordinator:Trish Loomis

Professor of English and Honors Program Director

Data Coordinator:Joe Lange

Director of Research and Planning

Mission and Purposes:Ronald Krive

Professor of Electronics/ Telecommunications Technology

Governance and OrganizationalBarry Ellis

Structure and Human Resources:Professor of History

Financial and Physical Resources:Richard Hardin

Controller

Instructional Programs and Services:Mindy Selsor

Division Chair, Communication/Arts

Student Outcomes Assessment:Linda Johnston

Professor of English and Coordinator of Assessment Activity

Student and Administrative Services:Debbie Below

Director of Admissions and FinancialAssistance

Institutional Continuity:Joe White

Division Chair, Health and Occupational Services

Integrity:Julia Hampton

Division Chair, Social Science

Federal Compliance:Gary Boyher

Assistant Professor of Automotive Technology

SELF-STUDYSUBCOMMITTEE LIST

MISSION AND PURPOSE COMMITTEE

CHAIR: Ron KriveEDITOR: Roger BarrentineADMINISTRATIVE SUPPORT: Vice President Fundis and President AdkinsMEMBERS: Cindy Gordinier Joe Lange

Eleanor Berger Darrell McMillianTom Burke Bev MeyersDennis Eimer Jim NewmanRichard Bell

GOVERNANCE AND ORGANIZATIONAL STRUCTURE COMMITTEE

CHAIR: Barry EllisEDITOR: Myrna SandersADMINISTRATIVE SUPPORT: Vice President FundisMEMBERS: Jane Kost John White

Matt McCready Richard PierceScott Holzer

HUMAN RESOURCES COMMITTEE:

CHAIR: Barry EllisEDITOR: Marilyn EllisADMINISTRATIVE SUPPORT: All vice-presidentsMEMBERS: Brenda Portell Joe Wilson

Barbara Olson Rick DuckworthBob Gross Lisa HollanderKirk Falk Janie Blum

FINANCIAL RESOURCES COMMITTEE:

CHAIR: Richard Hardin and Kathy KuhlmanADMINISTRATIVE SUPPORT: Vice President WattsMEMBERS: Debbie HigginbothamBob Johnson

Tom Ganey Peggy McCraithLynn Walker Terry HiteSue Counte

PHYSICAL RESOURCES COMMITTEE:

CHAIR: Richard Hardin and Jerry GreenstreetADMINISTRATIVE SUPPORT: Vice President WattsMEMBERS: Kathy Henson Gary Olson

John Buschard Tracy JamesLynn Cunningham Wes RobertsonCecil Hampton Jo Ellen Stringer

INSTRUCTIONAL PROGRAMS AND SERVICES COMMITTEE:

CHAIR: Mindy SelsorEDITOR: Debra SuttonADMINISTRATIVE SUPPORT: Dean Thoendel and Vice President SteadmanMEMBERS: Sally Borgerson Ron Boyer

Richard Vaughn Gwen WalshTom Maple Michele SoestBryan Herrick Garry SloanSue Morgan Elaine JohnsonBob Harrison Tom Schuessler

Maureen Orlando

STUDENT AND ADMINISTRATIVE SERVICES COMMITTEE:

CHAIR: Debbie BelowEDITOR: Lynnae DiefenbachADMINISTRATIVE SUPPORT: Vice President Baker and Dean KostMEMBERS: Harold Oetting Chris Lile

Julie Pierce Jane SullivanTracey Kopetzki Sandy BaslerJill West Karen KnightTeresa Wright

INSTITUTIONAL EFFECTIVENESS COMMITTEE:

CHAIR: Joe WhiteEDITOR: Linda JohnstonADMINISTRATIVE SUPPORT: Vice President FundisMEMBERS: Sherry Armstrong Jim McCain

Nancy Smith-Walker Mike TsichlisFred Theis

STUDENT OUTCOMES ASSESSMENT COMMITTEE:

CHAIR: Linda JohnstonEDITOR: Marietta MartinADMINISTRATIVE SUPPORT: Vice President Steadman and Dean ThoendelMEMBERS: Ron Boyer Lloyd Brown

Cliff Castle Bryan HerrickKaren Kearney Chris LileLoretta Ponzar Brenda RussellJim Watson

INTEGRITY COMMITTEE:

CHAIR: Julia Hampton and Gary BoyherEDITOR: Linda BigelowADMINISTRATIVE SUPPORT: President AdkinsMEMBERS: Sheldon Siegel Martha Maxwell

Beth Ferguson Dora MitchellCharlotte Richards Judy WestfallBlake Carroll Nancy HollingsworthChristy Cornelius

RESOURCE ROOM AND EXHIBITS COMMITTEE:

CHAIR: Loretta PonzarADMINISTRATIVE SUPPORT: All vice-presidents and division chairsMEMBERS: Susan Wyman Joyce Lehnhoff

Doris Wolfmeyer Joan KochLisa Vinyard Teresa BastDonna Willhite

SELF-STUDY REPORT PREPARATION TEAM:Writing/Editing: Trish LoomisSecretarial/Technical Support: Vickie MorganProofreading: Linda Bigelow, Susan Morgan, Angel Neuman, Jane Sullivan,

Debra Sutton, Doris Wolfmeyer