SACS 5th Year Report

Transcription

SACS~COC
Southern Association of Colleges and Schools
Commission on Colleges
THE FIFTH-YEAR INTERIM REPORT
Name of Institution:
George Corley Wallace State Community College
(Wallace Community College Selma)
Address of the Institution:
3000 Earl Goodwin Parkway
Selma, AL 36702
Name, title, contact numbers of person(s) preparing the report:
Mr. Raji Gourdine
Associate Dean of Instruction/Accreditation Liaison
[email protected]
334 876-9292 Office
334-505-2539 Cell
334-876-9392 Fax
Date of Submission: 08/28/15
April 201 5
Wallace Community College Selma
SACS Leadership Teams
Technical Support
For technical questions regarding the navigation of the WCCS Fifth Year Report Site, or USB
Flash Drive, please contact:
Robby Bennett
Director of Technical & Informational Services
[email protected]
(334) 876-9228 (Office)
or
Eric Allison
WCCS QEP Development Co-Chair
[email protected]
(334) 876-9269 (Office)
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Table of Contents
Part I Signatures Attesting to Integrity
Part II Institutional Summary
Part III Fifth Year Compliance Certification
Part IV Not Applicable
Part V QEP Impact Report
Appendix A QEP Executive Summary
Part III
Core Requirements
2.8
2.10
Faculty
Student Support Programs
Comprehensive Standards
3.2.8 Qualified Administrative/Academic Officers
3.3.1.1 Institutional Effectiveness
3.4.3 Admissions Policies
3.4.11 Academic Program Coordination
3.11.3 Physical Facilities
3.13A Accrediting Decisions of Other Agencies
3.13B Compliant Procedures against the Commission of Its Accredited Institutions
3.13C Reaffirmation of Accreditation and Subsequent Report
Federal Requirements
4.1
Student Achievement
4.2
Program Curriculum
4.3
Publication of Policies
4.4
Program Length
4.5
Student Complaints
4.6
Recruitment Materials
4.7
Title IV Program Responsibilities/Comprehensive Standards 3.10.2 Financial Aid
Audits
4.8.1 Distance/Correspondence Education: Student Identification
4.8.2 Distance/Correspondence Education: Privacy Procedures
4.8.3 Distance/Correspondence Education: Charge Notice
4.9 Definition of Credit Hours
QEP Impact Report
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Southern Association of Colleges and Schools
Commission on Colleges
INSTITUTIONAL SUMMARY
FORM PREPARED FOR COMMISSION REVIEWS
GENERAL INFORMATION
Name of Institution George Corley Wallace State Community College (Wallace Community
College Selma)
Name, Title, Phone number, and email address of Accreditation Liaison
Mr. Raji Gourdine, Associate Dean of Instruction
(334) 876-9292; raji.gourdine @wccs.edu
Name, Title, Phone number, and email address of Technical Support person for the
Compliance Certification
Mr. Robby Bennett, Director of Institutional Research
(334) 876-9228; [email protected]
IMPORTANT:
Accreditation Activity (check one):
Submitted at the time of Reaffirmation Orientation
Submitted with Compliance Certification for Reaffirmation
Submitted with Materials for an On-Site Reaffirmation Review
Submitted with Compliance Certification for Fifth-Year Interim Report
Submitted with Compliance Certification for Initial Candidacy/Accreditation Review
Submitted with Merger/Consolidations/Acquisitions
Submitted with Application for Level Change
Submission date of this completed document: August 28, 2015
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EDUCATIONAL PROGRAMS
1. Level of offerings (Check all that apply)
Diploma or certificate program(s) requiring less than one year beyond Grade 12
Diploma or certificate program(s) of at least two but fewer than four years of work beyond
Grade 12
Associate degree program(s) requiring a minimum of 60 semester hours or the equivalent
designed for transfer to a baccalaureate institution
Associate degree program(s) requiring a minimum of 60 semester hours or the equivalent
not designed for transfer
Four or five-year baccalaureate degree program(s) requiring a minimum of 120 semester
hours or the equivalent
Professional degree program(s)
Master's degree program(s)
Work beyond the master's level but not at the doctoral level (such as Specialist in
Education)
Doctoral degree program(s)
Other (Specify)
2. Types of Undergraduate Programs (Check all that apply)
Occupational certificate or diploma program(s)
Occupational degree program(s)
Two-year programs designed for transfer to a baccalaureate institution
Liberal Arts and General
Teacher Preparatory
Professional
Other (Specify)
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GOVERNANCE CONTROL
Check the appropriate governance control for the institution:
Private (check one)
Independent, not-for-profit
Name of corporation OR
Name of religious affiliation and control:
Independent, for-profit *
If publicly traded, name of parent company:
Public state * (check one)
Not part of a state system, institution has own independent board
Part of a state system, system board serves as governing board
Part of a state system, system board is super governing board, local governing board has
delegated authority
Part of a state system, institution has own independent board
* If an institution is part of a state system or a corporate structure, a description of the system operation
must be submitted as part of the Compliance Certification for the decennial review. See Commission
policy “Reaffirmation of Accreditation and Subsequent Reports” for additional direction.”
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“WCCS: Building Bridges to the Future”
George Corley Wallace State Community College (Wallace Community College Selma) had its
origin on May 3, 1963, as William Rufus King State Vocational Technical School in honor of a
famous Alabamian that served 29 years as a United States Senator and Vice President of the
United States in 1852 under President Franklin Pierce. He was also responsible for giving Selma
its name. Located on ninety three acres inside the city limits of Selma, the home of historic
events from the Civil War to Civil Rights, the College has also become a landmark in Selma’s
history.
On October 1, 1973, the Alabama State Board of Education authorized the second change of the
institution’s name to George Corley Wallace State Community College. Mr. Charles L. Byrd,
who had been the Director of the Technical Institute, was appointed President. In 1990, under the
administration of the first African American President Dr. Julius Brown the marketing name of
the College became Wallace Community College Selma (WCCS). Mr. Effell Williams, Sr.
served as the Interim President from May 2000 until July 31, 2000. On August 1, 2000, Dr.
James M. Mitchell became the third and most visionary president who led the College to its
present role as a powerful influence on the upward mobility of citizens in Selma and surrounding
areas. Responsive to the needs of the service area, Wallace Community College Selma expanded
its educational thrust in the following areas: transfer programs, student services, community
involvement, workforce development, and technology. Quality instruction, strong student
support services, and access to opportunity became the clarion call of the Institution.
Because of its sound fiscal management , the College continued its pace forward by improving
the infrastructure and expanding the facilities to create a learning environment to prepare for the
demands of the 21st century; thus, transforming the College into a progressive and innovative
institution of higher learning.
The College serves a seven-county region representing the western part of the state and
encompasses many of the most economically challenged counties in Alabama known as the
“Black Belt.” Through various partnerships and externally funded grants, the College is
impacting west Alabama through work force development, community service, and educational
opportunities. In order to meet the demands of the college’s services area, the college sought to
establish new initiatives that would increase the number of high school graduates, increase postsecondary success among students from underserved backgrounds and prepare students for the
demands of the workforce.
In 2005, the college partnered with the Alabama State Department of Education to improve math
and science knowledge and skills necessary for success in postsecondary studies and in the
workforce. WCCS became the only community college to be named as an AMSTI site. WCCS,
in conjunction with ASU, and JSU, received the honor of piloting a new AMSTI Lead Teacher
program in schools hoping to become AMSTI schools during the summer of 2007, and
conducting a Grades K-12 Leadership Academy for Math, Science, and Technology (LAMST)
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during the summer of 2006. Since that time, WCCS has provided professional development and
training to thousands of teachers statewide.
In 2007, the college partnered with SECME, the Bill and Melinda Gates Foundation, and the
Selma City School System to house the first and only Early College Program in the State of
Alabama. Over the past seven years the Early College program has produced impressive results.
Many of the graduates have received full scholarships to four-year universities and colleges.
Today, the college continues to house the Early College Program in partnership with Dallas
County School System.
The Advanced Visualization Center is instrumental in developing and implementing innovative,
engaging curricula for education and workforce development while providing teaching and
training opportunities and allows for educators and entrepreneurs to virtually transform the
learning experience. Through the Advanced Visualization Center, the College is also able to
develop critical thinking skills in its students; create a learning institute, bridge the gap between
education and the workforce, project based learning/collaborative, develop learning
communities, improve quality workforce development and develop interactive learning
experiences that are beneficial to students, the community and future growth.
In collaboration with community organizations the college has hosted national and international
speakers such as: Senator Barak Obama, Secretary of Education Eric Holder, Vice-President
Joseph Biden, South African activists/politician Winnie Mandela, and many others.
Wallace Community College Selma continues to expand its mission and goals to focus on
meeting the needs of its students and the community. While celebrating its rich history, the
College is constantly making strides toward excellence and building bridges to the future.
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Wallace Community College Selma
List of Degrees
ASSOCIATE IN ARTS DEGREE
The Associate in Arts degree program is intended to meet the needs of students who plan
to transfer to a senior institution and pursue a course of study in a liberal arts area. This is a
planned university-parallel program designed to meet the requirements of the first two years
of a Bachelor of Arts degree. The primary purpose of the Associate in Arts Program is to
serve as a curriculum for individuals intending to transfer to a four-year college or university
to pursue a bachelor’s degree in fine arts, humanities, law, foreign language, social sciences,
and education-related disciplines. Secondarily it serves as a General Studies curriculum for
students who are interested in a liberal arts baccalaureate education but have not yet made a
firm decision with respect to their baccalaureate major. Area V requirements vary with
individual four-year institutions; thus, students must obtain an approved university parallel
(STARS) plan from the appropriate academic advisor.
ASSOCIATE IN SCIENCE DEGREE
The Associate in Science degree program is intended to meet the needs of students who
plan to transfer to a senior institution and pursue a course of study in a general field or a
specialized professional field. This is a planned university.
ASSOCIATE IN APPLIED SCIENCE DEGREE
The Associate in Applied Science degree is offered in certain academic occupational
programs such as Associate Degree Nursing, Business Administration, and Computer
Information Systems. The Associate in Applied Science degree is also offered to students
who satisfactorily complete the prescribed general education requirements during or after the
completion of a Career/Technical Program. More specifically, the Associate in Applied
Science degree is available in the following Career/Technical programs: Office
Administration, Drafting and Design Technology, Electrical Technology, and Industrial
Maintenance Technology occupational courses which are pertinent to that particular field as
well as general education courses intended to strengthen the student’s basic skills and
employability potential.
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ASSOCIATE DEGREE NURSING (A.D.N.) PROGRAM
BUSINESS ADMINISTRATION (BUS) PROGRAM
COMPUTER SCIENCE (CIS) PROGRAM
COSMETOLOGY (COS) PROGRAM
DRAFTING AND DESIGN TECHNOLOGY (DDT) PROGRAM
ELECTRICAL TECHNOLOGY (ELT) PROGRAM
INDUSTRIAL MAINTENANCE TECHNOLOGY (INT) PROGRAM
OFFICE ADMINISTRATION (OAD) PROGRAM
 ACCOUNTING OPTION
OFFICE ADMINISTRATION (OAD)
 COMPUTER SYSTEMS TECHNOLOGY OPTION
OFFICE ADMINISTRATION (OAD) PROGRAM
 MEDICAL TRANSCRIPTION OPTION
PRACTICAL NURSING (LPN) PROGRAM
PATIENT CARE TECHNICIAN (PCT) PROGRAM
MASONRY/BUILDING TRADES (MAS) PROGRAM
WELDING TECHNOLOGY (WDT) PROGRAM
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Locations
All course work toward a degree, diploma or certificate can be obtained primarily through
traditional classroom instruction on the campus of Wallace Community College Selma, in Selma
Alabama. Courses are offered during the day, night and weekends for students.
Distance Education
In 2002 the College began offering distance credit offerings through electronic delivery. The
Associate in Science and the Associate in Arts degrees can be completed primarily through
electronic means. Students from throughout the College’s service area and beyond are able to
take distance education courses based on the Institution’s admission policy. On December 15,
2008 the college submitted a substantive change request to offer 50% or more Distance
Education courses online. In response to that request, the college was approved in 2009 to offer
50% or more Distance Education online. For each educational program the program is delivered
using asynchronous technology.
Accreditation
Wallace Community College Selma is accredited by the Commission on Colleges of the
Southern Association of Colleges and Schools to award Associate in Arts, Associate in Applied
Science Degrees. Initial accreditation was granted in December, 1974, and accreditation was
reaffirmed in December 1979, 1989, 1999, and 2010.
Other Accreditations and Certifications
Wallace Community College Selma’s educational programs are also accredited by the following
agencies:
 Associate Degree Nursing – Accreditation Commission for Education in Nursing
(ACEN), full approval from the Alabama Board of Nursing
 License Practical Nursing – Accreditation Commission for Education in Nursing
(ACEN), full approval from the Alabama Board of Nursing
 Cosmetology – Alabama State Board of Cosmetology
 The following programs are certified under the National Center for Construction
Education and Research (NCCER): Electrical Technology, Masonry/Building Trades,
Welding Technology, and Industrial Maintenance Technology
 The following programs are certified under The Accreditation Council for Business
Schools and Programs (ACBSP): Business Administration, Computer Information
Systems and Office Administration
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Relationship to the U.S. Department of Education
Wallace Community College Selma has no limitations suspensions or terminations from the U.S.
Department of Education in regard to student financial aid or other financial aid programs during
the previous three years. There has been no reimbursement or any other exceptional status in
regard to deferral or state financial aid.
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Part III: The Fifth-Year Compliance Certification
2 CORE REQUIREMENTS
2.8
The number of full-time faculty members is adequate to support the mission of the institution and to
ensure the quality and integrity of its academic programs.
Upon application for candidacy, an applicant institution demonstrates that it meets the
comprehensive standard for faculty qualifications. (Faculty)
X In Compliance
In Partial Compliance
Not in Compliance
Narrative
2.8 Number of Faculty
Introduction
The number and type of faculty employed by the College are appropriate and sufficient to ensure the
quality and integrity of its programs. Moreover, the number and qualifications of such faculty are
sufficient to fulfill basic faculty functions: curriculum design, development, and evaluation; teaching;
identification and assessment of appropriate student learning outcomes; student advising; creative
activities and professional service.
Definition of Full-Time Faculty. The Alabama Community College System distinguishes two kinds
of faculty: academic instructors and technical instructors. Academic instructors teach courses that are
usually intended for transfer (e.g., English, history, mathematics, etc.). Technical instructors teach
career/technical courses that are usually intended for immediate employment. Thus, the Board
of Trustees Policy 608.01, and page 66 of the 2007 WCCS Faculty/Staff Handbook, states that each
full-time academic instructor shall teach 15 to 16 credit hours per term (or the equivalent as determined
by the President) for the fall and spring semesters of the academic year. For the summer term, each
full-time academic instructor shall teach 12 to 13 credit hours (or the equivalent as determined by the
President). The normal full-time teaching load for each technical instructor is based on contact hours
instead of credit hours and cannot exceed 30 contact hours per week in any College term.
To facilitate the offering of distance education, full-time faculty teaching online classes may elect to
post a portion of their assigned teaching load as virtual contact hours to reflect unusual times required
for electronic communication with distance education students.
Definition of Regular/Permanent Faculty. According to the Code of Alabama 1975 subsection (h) of
Section 16-24B-3, as amended by the Students First Act 2011 on pages 6 through 14, full-time faculty
are considered probationary or non-tenured for a period of three years or six consecutive semesters
(excluding summer) following initial employment. At the successful conclusion of the probationary
period, each full-time faculty receives tenure or non-probationary (permanent) status.
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Definition of Student/Faculty Ratios. Student/Faculty ratio is defined as FTE/Number of Faculty. The
College does not set rigid or minimal student-faculty ratios, (except as required by the NLN for nursing
clinical practice sections). However, the College does monitor student-faculty ratios on a continuous
basis and with a variety of enrollment reports.
According to the United States Department of National Center of Education Statistics, the average
student FTE per full-time faculty for two-year colleges in the United States was 21:1 for fall 2011.
Table 1 documents the overall average class size by discipline in all areas of instruction at WCCS from
fall 2010 through Summer 2014. During this period, the overall student/faculty ratio was 16:1 for a
combination of traditional and E-Learning classes which is lower than the average student/faculty ratio
according to the National Center of Education Statistics. The average student/faculty ratio in academic
classes was 21:1, in technical classes the ratio was 10:1 and E-Learning classes the ratio was 24:1.
These findings clearly illustrate the College’s intent to provide an appropriate student-to-faculty
learning environment.
Table 1
Summary Table of Overall Student/Faculty Ratios from Fall 2010-Summer 2014
Overall WCCS
Academic
Technical
E-Learning
Class Size
Class Size
Class Size
Class Size
Average
Average
Average
Average
Fall 2010
20
25
15
27
Spring 2011
17
22
13
26
Summer 2011
18
25
11
31
Fall 2011
18
25
11
27
Spring 2012
17
22
11
24
Summer 2012
13
16
8
21
Fall 2012
17
22
9
25
Spring 2013
15
19
9
22
Summer 2013
12
16
8
18
Fall 2013
16
20
9
22
Spring 2014
14
18
14
19.21
Summer 2014
12
17
10
18.68
Overall Average
16
21
10
24
To view the disaggregated faculty data by program and discipline refer to the Credit Hour Production
Report in each Discipline from Fall 2010 through Summer 2014.
To view the disaggregated faculty data for eLearning refer to the Credit Hour Production Report in
each Discipline from Fall 2010 through Summer 2014.
Fulfillment of Mission. The educational mission of the College (revised October 2013) is, "to provide
high-quality learning-centered educational opportunities and services, through varied instructional
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delivery modes that are responsive to individual, community, and state needs." The College employs
all faculty (full-time and part-time for academic, technical, and distance education) with the intent of
fulfilling its mission. The number of full-time faculty employed by the College ensures the knowledge
base of each discipline, as well as, the stability and the discipline integrity—all of which are necessary
for the maintenance and effective operation of all instructional programs. The number of full-time
faculty ensures a visible faculty presence on campus and contributes to meaningful, sustained
engagement with students and effective student mentoring and advising. Full-time faculty provide
valuable service to the institution in the form of ongoing curriculum development, program assessment,
and a variety of other activities as evidenced by the list of Standing Committees. All of these
committees benefit from faculty input and participation. Aside from matters of curriculum integrity
and student engagement, full-time faculty also have a role with respect to overall College planning. At
present, four (4) full-time faculty members serve on the College's Planning Council and thus have
direct input relative to periodic review of the College's mission.
The College employs part-time (adjunct) faculty for two major purposes. Most frequently, part-time
faculty are employed to accommodate increased student demand to teach courses for which full-time
faculty are not available (i.e., either their existing schedule does not permit this, or they cannot or do
no request an overload contract). A second major reason for part-time faculty employment is for
instruction in areas in which a specific subject expertise is required, but the creation of a full-time
faculty position is not justified. Three examples of such specific expertise needs are Theater (THE),
Philosophy (PHL), and Criminal Justice (CRJ). Each of these areas requires a specific content
expertise, but at present the College does not have the credit hour need or justification for a full-time
faculty position.
Overall, the College employs well-qualified faculty. For example, during 2013-2014, the College
employed 99 full-time and part-time faculty members whose credentials are summarized in Table 2.
Table 2
2013-2014 Faculty Credential Summary
Highest Degree
Number of Faculty
Ph.D.
6
M.A., M.S., M.Ed.
82
B.S.
4
A.A.S
6
Cert.
1
Total
99
Number of Full-Time Faculty Needed to Achieve Mission. The College utilizes a continuous
monitoring process to ensure that each College program and discipline maintains an adequate number
of faculty to achieve its educational mission. The number of full-time faculty is determined by
program, number of students enrolled, and credit hour production by discipline. As a general rule, the
majority of credit courses offered in each College program and discipline are taught by full-time
faculty (see Table 3 for Credit Hour Production from Fall 2010 to Summer 2014). These data are
derived from the more detailed Credit Hour Production Reports for Discipline and Semester from Fall
2010 through Summer 2014 which identifies the percent of credit hours produced by full-time and part13
time faculty in each College program or discipline.
The faculty-to-discipline (or subject area) enrollment ratio is under continuous review by Department
Chairs, Directors, the Dean of Students, and the Dean of Instruction. One of the tools used to monitor
discipline enrollment is the Credit Hour Production Report. When continuous enrollment in a
discipline increases to a degree sufficient to support the employment of a new full-time faculty
member, the appropriate department chair or director makes a formal request to the Dean of
Instruction. (Refer to WCCS Organizational Chart)
Additionally, full-time faculty members may be awarded an overload contract to teach additional
courses in their respective disciplines on an as-needed basis. Full-time faculty may teach only one
overload per semester according to State Board Policy 608.03. As stated on page 67 of the 2007 WCCS
Faculty/Staff Handbook, requests to teach an overload must be requested by faculty and be approved
by the Department Chair and the Dean of Instruction before submission to the President for final
approval.
During the 2010 fall semester, the College employed 57 full-time faculty members who taught the
majority of credit hours generated by students enrolled in the College. In addition to full-time faculty,
the College also employed 41 adjunct or part-time faculty for a total of 98 faculty members. For the
2011 spring semester, the College employed 59 full-time and 38 part-time faculty for a total of 97
faculty members. For the 2011 summer semester, the College employed 42 full-time and 35 part-time
for a total of 77 faculty members. (Credit Hour Production Reports for Fall 2010-Summer 2011)
the College employed 40 adjunct or part-time faculty for a total of 103 faculty members. For the 2012
spring semester, the College employed 58 full-time and 38 part-time faculty for a total of 96 faculty
members. For the 2012 summer semester, the College employed 45 full-time and 26 part-time faculty
for a total of 71 faculty members (Credit Hour Production Reports for Fall 2011-Summer 2012).
the College employed 42 part-time faculty for a total of 104 faculty members. For the 2013 spring
semester, the College employed 59 full-time and 39 part-time faculty for a total of 98 faculty members.
For the 2013 summer semester, the College employed 47 full-time and 22 part-time faculty for a total
of 69 faculty members (Credit Hour Production Reports for Fall 2012-Summer 2013).
the College employed 38 adjunct or part-time faculty for a total of 99 faculty members. For the 2014
spring semester, the College employed 63 full-time and 40 part-time faculty for a total of 103 faculty
members. For the 2014 summer semester, the College employed 52 full-time and 17 part-time faculty
for a total of 69 faculty members (Credit Hour Production Report for Fall 2013 - Summer 2014).
The following Credit Hour Production Table provided below illustrates that full-time WCCS faculty
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consistently taught the majority of the credit hours produced by the College from fall 2010 to summer
2014.
Table 3
Credit Hour Production Report for All Full-Time and Part-Time Faculty
Semester/Year
Credit
Credit
Credit
%Credit
%Credit
Hours
Hours
Hours
Hours
Hours
Produced
Produced
Produced
Taught by
Taught by
by Fullby PartFull-Time
Part-Time
Time
Time
Faculty
Faculty
Faculty
Faculty
Fall 2010
22,101
15,075
7,025
68.2%
31.8%
Spring 2011
19,861
14,725
5,136
74.1%
25.9%
Summer 2011
17,499
12,298
5,201
70.3%
29.7%
Fall 2011
22,246
16,222
6,024
72.9%
27.1%
Spring 2012
20,001
14,598
5,403
73.0%
27.0%
Summer 2012
10,531
7,985
2,546
75.8%
24.2%
Fall 2012
19,608
14,519
5,089
74.1%
25.9%
Spring 2013
17,142
13,315
3,827
77.7%
22.3%
Summer 2013
9,976
7,684
2,292
77.1%
22.9%
Fall 2013
18,332
13,962
4,370
76.2%
23.8%
Spring 2014
16,322
12,838
3,484
78.7%
21.3%
Summer 2014
9,367
7,329
2,038
78.2%
21.8%
*Credit Hour Production Reports by Semester and Discipline from Fall 2010-Summer 2014
Table 4 shows the Credit Hour Production produced by full-time and part-time E-Learning faculty. It
shows a slight increase in the percentage of credit hours taught by full-time faculty from fall 2011
(30.8%), fall 2012 (45.7%), and fall 2013 (46.6%) respectively.
Table 4
Credit Hour Production Report for E-Learning Full-Time and Part-Time Faculty
Semester/Year
Credit
Credit
Credit
%Credit
%Credit
Hours
Hours
Hours
Hours
Hours
Produced
Produced
Produced
Taught by
Taught by
by Fullby PartFull-Time
Part-Time
Time
Time
Faculty
Faculty
Faculty
Faculty
Fall 2010
6,189
2,081
4,108
33.6%
55.4%
Spring 2011
5,973
2,318
3,655
38.8%
61.2%
Summer 2011
8,061
3,903
4,158
48.4%
51.6%
Fall 2011
6,546
2,107
4,529
30.8%
69.2%
Spring 2012
6,061
2,107
3,954
34.8%
65.2%
Summer 2012
5,221
2,770
2,451
53.1%
47.0%
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Fall 2012
Spring 2013
Summer 2013
Fall 2013
Spring 2014
Summer 2014
5,442
5,153
4,927
5,169
4,621
4,851
2,486
2,562
2,887
2,410
2,370
3,032
2,956
2,591
2,040
2,759
2,251
1,819
45.7%
49.8%
58.6%
46.6%
51.3%
62.5%
54.3%
50.3%
41.4%
53.4%
48.7%
37.5%
*Credit Hour Reports for E-Learning from Fall 2010-Summer 2014
For each course taught, all faculty (full-time, part-time, and E-Learning) utilize common textbooks,
common syllabi, and common learning outcomes, and they must possess the same minimum academic
credentials to be qualified to teach. To ensure that all E-Learning faculty have adequate resources for
instructional development and delivery despite their location, the College provides each E-Learning
instructor with the College’s E-Learning policy manual, online 24/7 access to students via the ELearning server, a personal laptop computer, a College email account, and Microsoft Office Suite
training. Bi-annual training workshops are offered in such areas as course management software, the
appropriate use of social networking in online classes, the use of Smarthinking (online tutoring) in
online classes, podcasting (uploading audio files) in online classes, webcasting in online classes,
techniques for managing cooperative learning in online classes, and creative instructional strategies for
online classes (e.g., problem solving, collaboration, investigation, observation, interactive lab
simulations, peer assessment, PowerPoint, Graphic Designs, and website development). Some
examples of resource materials for E-Learning instructors are provided in the E-Learning Professional
Development Materials. The College has implemented E-Learning faculty training (full-time and parttime) in the College’s Advanced Visualization Center (AVC) in order to incorporate the innovative use
of 3-D objects in online instructional delivery and to better prepare students for workforce development
and higher education opportunities. In addition to 3-D object development, some nursing faculty have
recently begun using Camtasia software for presentation of online pre-clinical instruction, and
complete hybrid courses have been developed in the areas of speech, general biology and nursing. The
College also ensures the quality of all E-Learning instruction by the use of bi-monthly instructor
webpage and website evaluations and bi-annual performance evaluations of instructors. In summary,
all E-Learning instructors meet the same academic standards as traditional instructors and are required
to create a rich learning environment for their students by incorporating a variety of instructional
strategies into the online venue. Refer to Standard 4.8.1, 4.8.2, and 4.8.3 E-Learning.
Additional evidence of the quality and integrity of the College’s instructional programs and of quality
and integrity of the faculty the College employs to offer its instructional programs includes the
following:
1. The College’s Licensed Practical Nurse (LPN) Program is accredited by the Alabama Board of
Nursing (ABN), as evidenced by the LPN Annual Board of Nursing Program Review Letter,
and by the National League for Nursing Accrediting Commission (NLNAC) as evidenced by
the LPN Program NCLEX Summary published by the ABN.
2. The College’s Associate Degree Nurse (ADN) Program is accredited by the Alabama Board of
Nursing (ABN) as evidenced by the ADN Annual Board of Nursing Program Review
16
Letter and by the National League for Nursing Accrediting Commission (NLNAC) as
evidenced by ADN Program NCLEX Summary published by the ABN.
3. Both the College’s Cosmetology (COS) Program and the College’s Cosmetology Instructor
Training (CIT) Program are accredited by the Alabama Board of Cosmetology (ABC) as
evidenced by a letter from the Alabama Board of Cosmetology.
4. Four (4) of the College’s career/technical programs, Electrical Technology (ELT), Industrial
Maintenance Technology (INT), Masonry/Building Trades (MAS) and Welding Technology
(WDT) are certified by the National Center for Construction Education and Research
(NCCER). The respective faculties of these four programs are also certified by the NCCER as
evidenced by NCCER Certificates from the National Center for Construction Education and
Research. At present, the Drafting and Design Technology (DDT) program is not nationally
certified, but that program is actively pursuing certification possibilities offered by the
American Drafting and Design Association (ADDA).
Responsibilities and Basic Functions of Full-Time Faculty. The responsibilities and basic functions
of all full-time faculty are stated in each Full-Time Faculty Contract as well as in the 2007 WCCS
Faculty/Staff Handbook on pages 62-64. All College programs benefit from the guidance of full-time
faculty who direct all decisions related to course development and content delivery from planning
through assessment for both traditional and E-Learning courses, and full-time faculty constitute a
sufficient resource for carrying out basic faculty functions. The qualifications and expectations for
teaching are the same for all part-time and full-time faculty, thus ensuring the quality and integrity of
all College courses. All faculty, both full-time and part-time, have access to a wide variety of College
resources to ensure the quality and integrity of both academic and career/technical programs.
The responsibilities and basic functions of all part-time faculty are stated in each Part-Time Faculty
Contract. Wherever necessary and beneficial, the work of the full-time faculty is supplemented and
enhanced by the employment of part-time faculty, including E-Learning faculty, whose experience and
special qualifications broaden and enrich the curriculum and increase the variety of learning
opportunities for students.
Also, to ensure the quality and integrity of the College’s programs, full-time faculty, including program
directors and department chairpersons, engage in the following duties: carry out teaching assignments,
evaluate student work, document and evaluate student learning outcomes, document and evaluate the
institutional effectiveness of the department or program, provide academic advising and registration,
maintain currency in their disciplines or technical areas, work collaboratively in curriculum
development and improvement, and complete other duties which support the mission of the College.
Curriculum design for new programs is developed by collaborative efforts among the Dean of
Instruction, Associate Deans, and Department Chairs who represent faculty input. Subsequent revisions
of established curriculums are initiated at the Department Chair level. All curriculum changes must be
submitted and approved by the Curriculum Committee, Dean of Instruction, and the President. The
Department Chairs serve as a resource to carry out the basic functions outlined above. Additional
personnel, who includes: lab coordinator, counselors, E-Learning technical specialist, testing proctors,
and part-time faculty provide additional assistance in helping faculty carry out their basic functions.
17
Faculty members also serve as role models to students and to the community at large by carrying out
their various responsibilities with personal integrity and with an understanding of the need for
accountability.
Employment Policies of Part-Time Faculty. Part-time faculty are required to meet the same
minimum education and experiential requirement as full-time faculty. In technical areas, such as
welding and masonry, the focus on faculty preparation tends to be on successful trade experience in
addition to minimal educational certification. In academic areas, in order to assure accurate
documentation of faculty credentials (both full-time and part-time), the College created a Faculty
Credential Approval Form (and an accompanying process for form completion). This form is initiated
and signed by the instructional department chairperson or program director who intends to employ the
faculty member. The completed form is then sent to the Dean of Instruction and the SACS Liaison for
approval and signature. In the case of faculty teaching courses intended for transfer, the credential form
must identify a minimum of 18 graduate semester hours in the teaching discipline and must be
accompanied by copies of official transcripts documenting successful completion of those courses. The
Personnel Generalist places the final signed form, which includes official transcripts, in the faculty
member's personnel file. In the case of nursing and other licensed professionals, such as
cosmetologists, the form must also cite the appropriate license or certification.
In addition to the use of the Faculty Credential Approval Form which documents the graduate
credentials of all academic faculty, the College also employs an Applicant Qualifications/Verification
Form which is used to confirm that the qualifications of any new hire (faculty or staff) are, in fact,
consistent with the published job announcement.
In addition to the foregoing process, at the beginning of each semester, each department chair must
obtain approval from the President for each part-time faculty member considered for employment
during that semester.
Distribution of Faculty Across Academic Programs and Distance Education. Credit Hour
Production Reports from fall 2012 through summer 2014 provide information on how full-time, parttime, and E-Learning faculty are distributed across the College's disciplines and programs. Refer to
Table 4 above for E-Learning distribution and Table 5 and the links below for program and discipline
distribution.
18
Table 5 Credit Hour Production by Program from Fall 2012 through Summer 2014 for All
Faculty
Semester/Year
Program Number Number
Credit
Credit Credit
%
%
of Full- of PartHours
Hours
Hours Credit Credit
Time
Time
Produced Taught Taught Hours
Hours
Faculty Faculty
by
by
Taught Taught
FullPartby
by
Time
Time
FullPartFaculty Faculty Time
Time
Faculty Faculty
AA/AS
22
24
10690
7175
3515
67.1
32.9
Fall 2012
AAS
18
7
4060
3362
698
82.8
17.2
Certificate
17
3
3261
3138
123
96.2
3.8
Only
AA/AS
23
23
9113
6636
2477
72.8
27.2
Spring 2013
AAS
18
5
4002
3534
468
88.3
11.7
Certificate
17
3
2998
2827
171
94.3
5.7
Only
AA/AS
20
16
5685
3738
1947
65.8
34.2
Summer
2013
AAS
12
0
1840
1840
0
100.0
0.0
Certificate
14
1
1962
1947
15
99.2
0.8
Only
AA/AS
23
24
9997
7079
2918
70.8
29.2
Fall 2013
AAS
18
7
3336
2811
525
84.3
15.7
Certificate
16
2
3350
3281
69
97.9
2.1
Only
Spring 2014
AA/AS
AAS
Certificate
Only
23
18
14
21
5
1
8934
3552
2962
6622
3147
2851
2312
405
111
74.1
88.6
96.3
25.9
11.4
3.7
Summer 2014
AA/AS
AAS
Certificate
Only
22
12
12
10
0
1
5550
1722
1916
3820
1722
1892
1730
0
24
69.1
100
98.7
30.4
0
1.3
The enrollment data for the AA and AS degree programs (Biology, Chemistry, Computer Information
Systems, Economics, English/Literature, History, Mathematics, Music, Philosophy, Psychology,
Sociology, Speech, and Theater) indicate that 70 percent of the credit hours produced were produced
by full-time faculty. Chart of No. of Faculty and Credit Hour Production for AA and AS degree for
Fall 2012 - Summer 2014
19
The enrollment data for the AAS degree programs (Associate Degree Nursing, Business
Administration, Computer Information Systems, Drafting and Design, Electrical Technology,
Industrial Maintenance, and Office Administration) indicate that 90.7 percent of the credit hours were
produced by full-time Chart of No. of Faculty and Credit Hour Production in AAS degrees for Fall
2012 - Summer 2014.
The enrollment data for the Certificate Only programs (Cosmetology, Criminal Justice, Masonry,
Nursing Assistant, Practical Nursing, and Welding) indicate that 97.1 percent of the credit hours was
produced by full-time faculty. Chart of No. of Faculty and Credit Hour Production in Certificate Only
for Fall 2012 - Summer 2014.
The average percentage credit hour production produced by full-time E-Learning faculty is 46.2
percent; however, E-Learning part-time faculty are required to meet the same minimum education and
experiential requirement as full-time faculty and have specific training in teaching in the E-Learning
environment as noted earlier. Therefore, the number of full-time faculty members is adequate to
ensure the quality and integrity of distance learning classes at the College. Credit Hour Reports for ELearning from Fall 2010-Summer 2014.
In order to provide high quality instruction, the College employs faculty who are fully qualified for the
teaching duties assigned to them. The credential requirements for each faculty member are determined
by the courses to which they are assigned regardless of venue or status (traditional or distance learning;
full-time or part-time) and are specified in the Faculty Roster for Full-Time and Part-Time Faculty. The
Faculty Roster identifies the specific courses taught by each instructor. The Roster also identifies
courses, degrees, and other credentials relevant to the teaching assignment of that faculty member. In
addition to the specific credentials identified in the roster, official transcripts of all faculty are available
for review upon request in the Office of the Personnel Generalist.
Faculty Workloads. The number of full-time faculty employed by the College does not affect faculty
workloads. There are two reasons for this. First, full–time faculty workload is firmly established in
Alabama State Board of Education Policy 608.01. Second, increased student demand for courses in
any specific discipline is met in the short-term by hiring additional part-time instructors and in the
long-term by hiring additional full-time instructors. Thus full-time faculty workloads remain relatively
constant with the exception of occasional overload contracts as discussed earlier. Overload contracts
are not mandatory and are awarded at the request of the faculty member and approval of the
President. Employment of part-time instructors acts as a flexible accommodation of changing and
increased student demand.
Summary and Conclusion
The number and qualifications of faculty (both full-time and part-time) employed by the College are
sufficient to ensure the quality and the integrity of the College’s academic and career/technical
programs. Moreover, the variety and type of faculty employed are clearly determined by the mission of
the College and are sufficient to fulfill basic faculty functions.
Return to Table of Contents
20
Evidentiary Documents
Adjunct Approval 2015.pdf
ADN Annual Board of Nursing Review Letter.pdf
ADN letter of accreditation.pdf
Applicant Qualifications Verification Form 2015.pdf
Board Policy 608.01.pdf
Board Policy 608.03.pdf
Chart of No. of Faculty and Credit Hour Production for AA and AS degree for Fall 2013.doc
CHPR AAS degrees for Fall 2012-Summer 2014.pdf
CHPR E-LEARNING Fall 2010-Summer 2014 7.pdf
CHPR E-LEARNING Fall 2010-Summer 2014 8.pdf
CHPR E-LEARNING Fall 2010-Summer 2014.doc
CHPR E-LEARNING Fall 2010-Summer 2014.pdf
CHPR for AA and AS degree for Fall 2012-Summer 2014.pdf
CHPR for Fall 2010-Summer 2011 in each Discipline.pdf
CHPR for Fall 2011-Summer 2012 in each Discipline.doc
CHPR for Fall 2012-Summer 2013 in each Discipline.doc
CHPR in CERTIFICATE ONLY for Fall 2012-Summer 2014 1.pdf
Combined CHPR for Fall 2013-Summer 2014.pdf
Combined CHPR in each Discipline Fall 2010-Summer 2014 1.pdf
Combined CHPR in each Discipline Fall 2010-Summer 2014 7.pdf
Combined CHPR in each Discipline Fall 2010-Summer 2014.doc
Combined CHPR in each Discipline Fall 2010-Summer 2014.pdf
Cosmetology Letter of certification.jpg
E-Learning Professional Development Materials 2015.pdf
Faculty Credential Approval Form 2015.pdf
Faculty Roster --Report--Fall 2013-Summer 2014 07282015 All Faculty.pdf
Full-Time Faculty Contract 2014.pdf
Job Announcement 2015.pdf
LPN Annual Board of Nursing Program Review 2013.pdf
LPN Program NCLEX Summary 2015.pdf
national center of education statistics.pdf
NCCER CERTICATES.pdf
Organizational Chart 2014-2015.pdf
Page 66 (Faculty Handbook).pdf
Page 67 (Faculty Handbook).pdf
Pages 62-64 (Faculty Handbook).pdf
Part time faculty contract 2015.pdf
Planning Council 2013-2014.pdf
Request to teach overload.pdf
RN Program NCLEX Summary.pdf
21
standing committee 2014-2015.pdf
Student First Act pages 6-14.pdf
22
2.10
The institution provides student support programs, services, and activities consistent with its
mission that promote student learning and enhance the development of its students. (Student
Support Services)
X In Compliance
Not in Compliance
Narrative
2.10 Student Support Services
The institution provides student support programs, services, and activities consistent with its
mission that promote student learning and enhance the development of its students. (Student
Support Services)
Compliance
Narrative: Wallace Community College Selma (WCCS) makes intentional efforts to ensure
that support services are accessible and meet the needs of all levels of students, including
traditional and online students. WCCS offers courses both on-campus and online. As stated in
the WCCS 2013-2016 Strategic Plan, 67% of the students are enrolled full-time and 33% are
enrolled part-time. In addition, 42% of students attending WCCS live outside of the county in
which the college is physically located. Student Profile Reports for 2013 show that 53% of the
student body are enrolled in at least one online course and 47% only take classes in a traditional
face-to-face setting. The College offers a wide variety of student support services that promote
student learning and enhances social and cognitive development of its students as well as
serves all levels of students. As listed in the WCCS College Catalog and Student Handbook
2012-2014 on pages 159-161 among the supportive services provided are guidance and
counseling, services for students with disabilities, academic support services, and student
activities.
WCCS provides student support services that are consistent with and support its mission to
provide high-quality learning-centered educational opportunities and services, through varied
instructional-delivery modes that are responsive to individual, community and state needs. To
ensure that the student support services needs consistently promote and support learning all
these services are coordinated through the Office of Student Services and the Office of Dean of
Instruction. To enhance the services offered to both online and traditional students and to
provide greater self-service access to student records, academic advising, and financial
services, Banner was implemented during the Fall 2014 Semester.
Currently, the College has no off-campus institutional sites; however a variety of programs and
courses are offered online. To serve the needs of students taking distance education courses,
the College utilizes its website, its online Learning Management System, and a variety of
supplemental online resources to ensure that students have access to support programs,
services, and activities. A brief description of the services and how online students can access
23
them are as follows:
Admission
WCCS’s open door admission policy provides educational access to individuals with a desire
and documented ability to benefit from the Colleges’ offerings. Students can complete the
admission process on campus through the Office of Admissions and Records and online. All
online students can initiate and complete the entire admission process through the My Wallace
Selma link of the college’s website. The WCCS Graduating Student Surveys (2013) found that
85% of graduates were either "Very Satisfied" or "Satisfied" with the general admissions
process.
Student Support Services (SSS): Student Support Services is a federally funded TRIO
program that provides the following services to students who meet the eligibility criteria:
financial literacy, economic education, personal and career counseling, academic advising,
professional tutoring, study skills class, life skills workshops, cultural enrichment, and transfer
opportunities. The program is funded to serve first-generation, low-income students, and
students with disabilities. The Division of Student Support Services provides opportunities for
academic development, assists participants with basic college requirements, and serves to
motivate participants towards the successful completion of their postsecondary education.
Detailed descriptions of these services are explained in the WCCS College Catalog and Student
Handbook, page 159. According to the WCCS Graduating Student Survey (2013) 81% of
graduates either "Very Satisfied" or "Satisfied" with Student Support Services. In addition,
results from WCCS Graduating Student Survey (2014) shows 90% of graduates were either
“Very Satisfied” or “Satisfied” with Student Support Services. Online students can click on
Chat with an Expert link on the WCCS Homepage and Counselor Online link within their
online course to have immediate access to real-time advising and counseling services.
Guidance and Counseling: As stated in the WCCS College Catalog and Student Handbook,
page 159, counselors are available to help students understand and cope with challenges
students face in college. Counselors provide assistance and a variety of activities which help
students develop their academic skills, broaden their educational experiences, and overcome
problems that could interfere with their academic success. Advisors are available to assist
students in selecting courses to complete degree requirements and serve as a referral source for
numerous other institutional services. The WCCS Graduating Student Survey (2013), found
that only 85.61% of graduates were either “Very Satisfied” or “Satisfied” with counseling
services but, 91.37% percent were either “Very Satisfied” or “Satisfied” with faculty
advising. Also, the WCCS Graduating Student Surveys (2014) showed that 82.3% of the
graduates were “Very Satisfied” or “Satisfied” with counseling services and 93.07% of
graduates were either “Very Satisfied” or “Satisfied” with faculty advising. Online students
have access to real-time advisement and counseling services online. Online Student Coaches
are available to address the needs of these services for online students.
Student Coaching: Student coaching expands the developmental advising model by helping
students to navigate personal issues that can ultimately impede their ability to achieve their
academic goals. More specifically, student coaching assumes a mentoring role to help students
24
bridge the informational gaps and navigate personal challenges that can interfere with their
academic achievement. The student coaching concept engages the student on four levels
including, (a) promotes student engagement with instructors, (b) promotes student engagement
with support services within the institution, (c) promotes student engagement with external
partnerships within the community, and (d) ultimately promotes the student personal
engagement in his or her own life and academic development. Coaches engage in mentoring
sessions with students through email, telephone conversations, face-to-face meetings, and
online chat session. The mode, method, and time of contact for coaching sessions is determined
at the discretion of the student. To further enhance the College's outreach to online students,
the online student counselors/coaches receive periodic student academic progress reports from
online instructors identifying students who are "at risk" of failing or dropping out. The online
student counselors/coaches then contact those students to assist in connecting with academic
support services that addresses their needs and provides an individualized support plan.
Tutorial Services: WCCS offers tutoring to all full and part-time students through individual
and group peer tutoring as well as by professional instructors in a face-to-face setting and online
(WCCS College Catalog and Student Handbook 2012-2014, page 159). Online tutoring is
available to students through SMARTHINKING and is accessible from any internet-connected
computer. SMARTHINKING is designed to provide online tutorial services via professional
educators. Tutors are available 24/7. SMARTHINKING offers highly qualified online tutors
for all academic courses taught at the College. The SMARTHINKING Usage Report for 2013
and 2014 shows the three most accessed subject areas include Essay Center, Algebra, and
Writing (All Subjects). While SMARTHINKING provide online tutoring for all subject areas
at the College, below is a table of the most frequently used services.
SMARTHINKING Usage Report
Year
2013
2014
Subject
Essay Center
Writing (All Subjects)
Algebra
Essay Center
Algebra
Writing (All Subjects)
Sessions
593
98
72
471
94
71
Hours
415
40
36
330
44
29
According to the WCCS Graduating Student Survey (2013), 76.98% of graduates were either
“Very Satisfied” or “Satisfied” with Tutorial Services. Also, the WCCS Graduating Student
Survey (2014) showed that 72.87% of graduates were either “Very Satisfied” or “Satisfied with
Tutorial Services. WCCS Graduating Student Surveys (2015) showed that 78.49% of graduates
were either "Very Satisfied" or "Satisfied" with Tutorial Services.
Services for Students with Disabilities: WCCS makes every effort to assist students with
disabilities by providing reasonable accommodations and services in accordance with the
Americans with Disabilities Act (ADA) of 1990. Students can access information regarding
institutional policies and procedures that has been established to assist anyone with needs for
25
accommodations and/or with general concerns covered by the ADA on page 160-161 of the
WCCS College Catalog and Student Handbook 2012-2014. Online students can also obtain this
information in the Student Services section on the college website. Students can initiate request
for special accommodations by contacting the ADA Coordinator by telephone, email, submitting
an online contact form, or office visit. Students may access the form on the WCCS Homepage
or the E-Learning website. Completed forms are emailed directly to the ADA Coordinator’s
email address.
Financial Aid/Veteran’s Services: As stated in WCCS College Catalog and Student Handbook
2012-2014 on pages 161-169, the College offers financial aid services to all students. The
WCCS Financial Aid Office is committed to providing students and parents with the resources
and information needed to become financially responsible. The Office of Financial Aid provides
the following services for students on campus and online: instructions on how to apply for
financial aid, assistance with completing financial aid forms, and advisement on the types of
financial aid they are eligible to receive. The complete final aid application process has been
electronically automated to meet services needs of both traditional and online students. Online
students can access information regarding how to apply for financial aid and receive counseling
regarding how to complete financial aid forms via online student coaching/counseling services or
speaking directly with a Financial Aid representative. The WCCS Graduating Student Survey
(2013) results show that 83.22% of graduates were either “Very Satisfied” or “Satisfied” with
financial aid services and only 38.13% were either “Very Satisfied” or “Satisfied” with veteran’s
services. It is important to note that more than 60% of the students surveyed indicated that
veteran services was not applicable to their interests. Also, the 2014 WCCS Graduating Student
Survey results show that 91.4% of graduates were either “Very Satisfied” or “Satisfied” with
financial aid services and only 41.86% were either “Very Satisfied” or “Satisfied” with veteran’s
services. Please note that the 2014 survey showed that more than 57% of the students surveyed
indicated that veteran services were not applicable to their interests.
Student Activities: In support of the College mission, WCCS seeks to respond to students’
changing needs and to promote a higher level of student engagement. WCCS views student
participation in extracurricular activities and organizations as essential to student learning and
development. Also, online students can access a list of all student activities under the Calendar
section of the College’s website. According to the WCCS Graduating Student Survey (2013),
71.94% of graduates were either “Very Satisfied” or “Satisfied” with student activities.
According to the WCCS Graduating Student Survey (2014), 83.34% of graduates were either
“Very Satisfied” or “Satisfied” with student activities. The Office of Student Services ensures
that the following activities are open to all students.
Athletics: WCCS offers students the opportunity to participate in the following athletic
activities: basketball, baseball, and volleyball. WCCS is a member of the Alabama Community
College Conference and the National Junior College Athletic Association. According to the 2014
WCCS Graduating Student Survey, 56.25% of graduates were either “Very Satisfied” or
“Satisfied” with athletic facilities.
Clubs and Organizations: WCCS offers a variety of student clubs and organizations to its
students. Club membership allows students to develop their leadership skills and to participate in
26
activities with other students having similar interests and goals. A listing of clubs and
organizations can be found in the WCCS College Catalog and Student Handbook, pages 183186.
Student Center: The WCCS Student Center provides convenience for students and affords them
a congenial meeting place between classes (WCCS College Catalog and Student Handbook
2010-2012, page 186). According to the 2014 WCCS Graduating Student Survey, 93.02% of
graduates were either “Very Satisfied” or “Satisfied” with the Student Center.
Student Government Association: The purpose of the WCCS Student Government
Association organization is to provide effective representation of student opinion in all phase
of college. The organization also helps provide various campus activities to enhance the
student's enjoyment of college life and to stimulate personal growth and social
development. Information regarding the Student Government Association can be found in
the WCCS College Catalog and Student Handbook 2012-2014 on page 184.
Writing Center
The Writing Center (WC) at WCCS is committed to providing support and supplemental
resources for students for every stage of the writing process. The Center offers the following
services to students: computer lab with writing software, tutorial assistance with writing
assignments, employment preparation support – resumes, job applications, cover letters, and
supplemental writing resources – dictionaries, thesauri, writing handbooks, citation formats. In
addition, the WC assists in developing the writing skills of students by providing instructional
support to faculty in the following areas: creating writing assignments, teaching at-risk-writers,
and incorporating technology into the writing process. The Writing Center utilizes
SMARTHINKING to assist in developing writing skills for online students. Each component
of the Writing Center helps to reinforce objectives taught in the classroom. Students can
assess the Writing Center resources online or at the Center’s campus location. Currently, an
online chat tutoring session is not available through the Writing Center for online
students. However, online students can email papers to the Writing Center Coordinator and
receive feedback. The 2013 Writing Center Survey showed that 99% of the students who
visited the center rated their experience as “Very Helpful” or “Somewhat Helpful”.
Community Education - English Second Language Service
Community Education Department of WCCS provides opportunities for personal enrichment that
support life-long learning to improve the civic, social, and cultural quality of a students’ life. The
continuing education department currently offers an English as a second language course to
support the specific needs of its Spanish speaking student population. The objective of this noncredit course is to develop communication skills, in reading, listening, speaking and writing the
English language. This course also addresses language barriers that sometimes exist between
instructional staff and WCCS students who speak English as a second language. The resources
in this course help support student learning by assisting students with course assignments and
interpreting instructor requirements for the courses in which they are enrolled.
27
Library and Learning Resources
The mission of the Library/Learning Resource Center at WCCS is to provide modern, high
quality, interactive library services that coordinates and integrates into the general instruction
program of the college. The Library Learning Resource Center provides quality, cost-effective
information that is sufficiently flexible to meet the challenges of educational, societal, and
technological change. During the Summer of 2014, WCCS upgraded its electronic card catalog
to DESTINY, a service which provides access to the OPAC (Online Public Access Catalog) and
cataloging/classification of library resources. DESTINY enables students to view library
holdings online, a fact which has greatly enhanced services. Individuals may reach DESTINY
via the WCCS Catalog link on the College Library Website. WCCS students, faculty, and staff
have access to books, videos, CD/DVDs and current periodicals.
Since 1999, the Alabama Virtual Library (AVL) has provided all students, teachers, and citizens
of the State of Alabama with online access to essential library and information resources. Patrons
have access to databases such as Academic Search Premier, Literature Resources from Gale,
Health Source: Nursing/Academic, etc. via the AVL. The AVL allows students and faculty to
access subscriptions from a remote site with a password obtained through the WCCS LRC or
through a local public library. In addition, a request for an AVL CARD is provided as a link on
the WCCS Library Website or by emailing the library staff. Students have the option of
physically picking up the card, the librarian can mail it back to them, or the information can be
returned to them through email.
Each of these components addresses the specific library resource needs for patrons both on
campus and online. Online students may access resources from the WCCS E-Learning
homepage and from the online course webpage. The WCCS Graduating Student Survey
(2013) results show that 91.37% of graduates were either “Very Satisfied” or “Satisfied” with
library resource services. According to the 2014 WCCS Graduating Student Survey, 87.7% of
graduates were either “Very Satisfied” or “Satisfied” with library resource services.
Placement Testing
To ensure that students are enrolled in the appropriate college-level courses, WCCS provides
placement assessments through the Office of Student Services. The placement test is
administered on campus for traditional and online students; however, to assist students in their
efforts to achieve maximum performance on the placement exam, WCCS offers the following
services online: testing procedures, testing taking tips and practice exams. Remote online testing
is available.
Bookstore
WCCS offer bookstore services through Barnes and Noble bookstore. The campus bookstore
given students access to the following resources: textbooks, apparels, supplies supplemental
resources. All of these resources can be purchased at the on campus store location or online. The
college accommodates the specific needs of online students by providing e-books, hard copy
28
textbooks, apparel, and supplies for face-to-face and online courses. Students can make a
purchase by visiting the bookstore on campus or online. This link is found on the college website
Bookstore. Online students can access book store resources on the WCCS website under the
"Book Store" link. Book store orders can be placed online. The Bookstore is responsible for
shipping and handling. According to the 2014 WCCS Graduating Student Survey, 95.31% of
graduates were either “Very Satisfied” or “Satisfied” with bookstore services.
Each program participates in the College’s annual planning process and uses the process to
measure effectiveness and make improvements. Additionally, many programs conduct surveys
and produce annual reports that allow them to measure outcomes.
Return to Table of Contents
2013 Writing Center Data.pdf
ADA Contact Form.pdf
Alabama Virtual Library Home Access Card.pdf
Alabama Virtual Library.pdf
Chat With An Expert.pdf
Counselor Online.pdf
Graduating Student Survey 2012-2013.pdf
Individualized Support Plan.pdf
Smarthinking Usage Report for 2013 and 2014.pdf
Student Profile Reports 2013.pdf
WCCS 2013-2016 Strategic Plan Page 10.pdf
WCCS College Catalog and Student Handbook 2012-2014 Page 184.pdf
WCCS College Catalog and Student Handbook 2012-2014 Pages 161-169.pdf
WCCS College Catalog and Student Handbook ADA 2012-2014 Pages 160-161.pdf
WCCS College Catalog and Student Handbook Page 159.pdf
WCCS Graduating Student Surveys (2013).pdf
WCCS Library Website.pdf
WCCS MyWallace Selma Homepage.pdf
29
3 COMPREHENSIVE STANDARDS
3.2.8
The institution has qualified administrative and academic officers with the experience,
competence, and capacity to lead the institution. (Qualified Administrative/Academic
Officers)
X In Compliance
Not in Compliance
Narrative
3.2.8 Qualified Administrative and Academic Officers
Wallace Community College Selma (WCCS) has qualified, experienced and competent
administrative and academic officers who are capable of providing effective leadership necessary
to accomplish the College's mission and goals. Attached are current Job Descriptions and
Resumes for each of the College's Administrative and Academic officers. Appropriate sections
of each résumé are highlighted in yellow to illustrate significant characteristics of each officer's
education and experience which qualify that individual to fulfill the leadership role of that
particular position.
The President of the College is authorized by the Board of Trustees policies 602.01 and
602.02 to appoint all faculty and staff at the local level. Careful consideration is given to select a
qualified individual for each position. Prior to posting a vacancy, the job announcement which
includes qualifications, is sent to the Board of Trustees for review. Search committees appointed
by the President are utilized in filling all full-time administrative, faculty, and staff positions.
Each search committee reviews all applications and critically examines the educational,
experiential, and other required qualifications of each applicant which are then documented on
an Applicant/Verification Form. This form is essentially a customized check list for all specific
job qualifications for each position. The search committee interviews every applicant determined
to be qualified per the Applicant Verification Form and then selects three (3) finalists for the
President's consideration. Following an interview, the President selects one of the finalists to fill
the position and also notifies the Board of Trustees of his decision.
Attached is an organizational chart which clearly illustrates administrative lines of authority and
responsibility.
No staff members with non-traditional credentials have been appointed as evidenced by the
following table which identifies the College's administrative and academic administrators, and
summarizes their responsibilities, educational qualifications, and professional experience.
30
Name
Title
Responsibilities
Dr. James
Mitchell
President
Job Description
Jacqueline T.
Smith
Donitha
Griffin
Dr. Charles
Blackledge
(Retired)
Dean of
Business and
Finance
Job Description
Dean of
Students/
Executive
Assistant to
the
President/Inter
im Dean of
Instruction
Job DescriptionDean of
Students/Executi
ve Assistant to
President
Interim Dean
of Instruction
Job Description
Job DescriptionInterim Dean of
Instruction
31
Educational
Qualifications
Shaw University
B.A. Major:
Behavioral Science
Minor: Public
Administration
Fayetteville State
University
M.A., Major:
Education
Administration
Minor: Education
Fayetteville State
University
Ed. D., Major:
Educational
Leadership
Faulkner University
B.S., Major: Human
Resources
Management
Faulkner University
M.S., Major:
Management
Wallace Community
College Selma
A.S., Major:
Transfer Program
University of
Alabama
B.S., Major: Social
Work
Minor: Education
Troy University at
Montgomery
M.S., Major:
Counseling
Minor: Human
Development
Mobile Branch
Junior College
A.S., Major: Two
year certificate
Professional
Experience
Summary of
Professional
Experience
Résumé
45 years of
experience
Summary of
Professional
Experience
Résumé
20 years of
experience
Summary of
Professional
Experience
Résumé
18 years of
experience
Summary of
Professional
Experience
Robby
Bennett
Ghytana
Goings
Raji Gourdine
Technology &
Information
Services
Director
Arts &
Sciences
Chairperson/In
structor
Assistant
Dean of
Instruction/
Technical
Programs/
Job Description
Job Description
Job Description
32
Alabama State
University
B.S., Major:
Secondary
Education
Minor: English
University of South
Alabama
M.A., Major:
History
University of
Alabama
PhD, Major:
Administration of
Higher Education
Minor: Law in
higher education,
network analysis
and planning.
Auburn University
at Montgomery
B.S., Major:
Business
Information
Systems
Minor: Business
Administration
University of
Alabama at
Huntsville
18 semester hours in
general studies
Alabama State
University
B.S., Mathematics
Education
Alabama State
University
M.S., Mathematics
Education
Livingston
University
B.S., Major:
Sociology
Minor: Political
Résumé
48 years of
experience
Summary of
Professional
Experience
Résumé
29 years of
experience
Summary of
Professional
Experience
Résumé
15 years of
experience
Summary of
Professional
Experience
Résumé
Instructional
Division
Administrator
Betty Bentley
Tammie
Briggs
Veronica
Brown
Minnie
Carstarphen
Becky Casey
(Retired)
Talent
Search/Gear
Up Director
Associate
Dean of
Learning
Licensed
Practical
Nursing/
Nursing
Assistant
Director
Library/
Learning
Resource
Center
Director
Associate
Degree
Nursing
Job Description
Job Description
Job Description
Job Description
Job Description
33
Science
Troy University at
Montgomery
M.S., Major:
Counseling
Alabama State
University
B.S., Major:
Business Education
Minor: History
University of
Alabama at
Birmingham
M.Ed., Major:
Guidance
Minor: Counseling
Alabama State
University
B.S., Major:
Mathematics
Alabama State
University
M.S., Major:
Mathematics
University of
Alabama
B.S.N., Major:
Nursing
Troy University at
Montgomery
M.S.N., Major:
Nursing Education
Livingston
University
B.S. Major:
Business
Administration
University of West
Alabama
M.S., Major:
Library Media
University of
Alabama
B.S.N., Major:
23 years of
experience
Summary of
Professional
Experience
Résumé
40 years of
experience
Summary of
Professional
Experience
Résumé
19 years of
experience
Summary of
Professional
Experience
Résumé
31 years of
experience
Summary of
Professional
Experience
Résumé
26 years of
experience
Summary of
Professional
Experience
Director
Lonzy Clifton
Kathleen
Holliman
Earlene
Larkin
Director of
Admissions/C
ounselor
Chairperson/In
structor
Coordinator of
Institutional
Effectiveness
and Research
Job Description
Job Description
Job Description
34
Nursing
University of
Alabama at
Birmingham
M.S.N., Major:
Adult Health
Nursing
Auburn University
at Montgomery
B.S., Major:
Political Science
Troy University
Montgomery
M.S., Major :
Counseling
Minor: Human
Development
Mississippi Delta
Junior College
A.S., Major:
Secretarial Science
Delta State
University
General Education
Courses
Mississippi State
University
B.S., Major:
Business Education
University of West
Alabama
M.Ed., Major:
Education
Minor: Business
Education
Alabama State
University
B.S., Major:
Business Education
University of
Montevallo
M.Ed., Major:
Educational
Leadership
Résumé
36 years of
experience
Summary of
Professional
Experience
Résumé
17 years of
experience
Summary of
Professional
Experience
Résumé
39 years of
experience
Summary of
Professional
Experience
Résumé
42 years of
Anessa Kidd
Kathy Moore
Johnny Moss,
III
Felicia
Sanders
Interim
Financial Aid
Director
Student
Support
Services
Director
AVC Director/
Marketing &
College
Relations
Director
E-Learning
Director
Job Description
Job Description
Job Description
Job Description
35
Alabama State
University
B.S., Major:
Elementary
Education
Troy State
University
M.S., Major:
Counseling &
Human
Development
Walden University
Ed.S., Major: Adult
Education
University of
Maryland
University College
B.S., Major:
Management
Minor: Business
Administration
Troy University
M.S., Major:
Counseling
Minor: Psychology
Troy University
M.S., Major:
Human Resources
Management
Tuskegee University
B.S., Major:
Finance
Minor: Business
Administration
Troy University at
Montgomery
M.B.A., Major:
Finance
Minor: Business
Administration
Faulkner University
B.S., Major:
Business
Administration
experience
Summary of
Professional
Experience
Résumé
10 years of
experience
Summary of
Professional
Experience
Résumé
27 years of
experience
Summary of
Professional
Experience
Résumé
19 years of
experience
Summary of
Professional
Experience
Tracey
Shannon
Interim ADN
Director
Job Description
South University
M.S., Major:
Business
Administration
Résumé
Troy University
Montgomery
Summary of
Professional
Experience
7 years of
experience
Doctor of Nursing
Practice, Education
Résumé
M.S. Major:
Nursing
25 years of
experience
The University of
Alabama
B.S. Major: Nursing
Shandra
Smith
Lula Snowden
Maxine
Sturdivant
Workforce
Innovation
Director
Adult
Education
Director
WriteNow!
Director
Job Description
Job Description
Job Description
36
Eastern Kentucky
University
B. A., Major: Social
Work
Minor: Vocational
Rehabilitation
University of
Alabama
M.S.W., Major:
Social Work
Auburn University
at Montgomery
B.S., Major:
Mathematics
Minor: Education
Troy University at
Montgomery
M.Ed., Major: Adult
Education
Troy University at
Montgomery
A.S., General
Studies
Troy University at
Summary of
Professional
Experience
Résumé
36 years of
experience
Summary of
Professional
Experience
Résumé
17 years of
experience
Summary of
Professional
Experience
Résumé
DeAndres G.
Inge
AMSTI
Director
Job Description
Montgomery
B.S., Psychology
and English
University of West
Alabama
Master of Education
Major: English
Walden
University Ed.S.,
Major: Adult
Learning
Auburn University
at Montgomery
M.Ed., Major:
Elementary
Education
Jackson State
University
B.S., Major:
Elementary
Education
6 years of
experience
Summary of
Professional
Experience
Résumé
25 years of
experience
Board of Trustees Policy 607.01 mandates a yearly evaluation of all college personnel based on
their job performance. A formal evaluation instrument or form is used as a guide for, and
documentation of, each employee's annual performance. The responsibility for the evaluation of
the President lies with the chancellor; all other personnel are evaluated by their immediate
supervisor. Attached are blank Sample Academic and Sample Administrative performance
evaluations forms. Ongoing evaluations are used to ensure that there are continued competencies
for individuals who hold these positions. Copies of the annual performance evaluations of all
College academic and administrative officers are available for review upon request in the Office
of the Human Resources Generalist.
Return to Table of Content
2015 Curriculum_Vita 2015-Tracey Shannon.pdf
ADN Director Job Description.pdf
Adult Education Director Job Description.pdf
AMSTI Director.pdf
Anessa Kidd Resum.pdf
Applicant Verification Form.pdf
Assistant Dean of Instruction Job Description Raji Gourdine.pdf
Associate Dean of Learning Job Description Tammie Briggs.pdf
37
AVC Director Job Description.pdf
Betty Bentley Resume.pdf
Business Education Chairperson.pdf
Charles Blackledge Dean of Instruction Resume.pdf
Dean of Business and Finance Job Description.pdf
Dean of Students Job Description.pdf
DeDe's Inge Resume.pdf
Department Chairperson Arts and Sciences--Ghytana Goings.pdf
Director of Admissions Job Description.pdf
Director Workforce Innovations--Shandra Smith--Job Description.pdf
Donita Griffin Resume.pdf
E-Learning Director Job Description Felicia Sanders.pdf
Earlene Threatt Larkin - Professional Resume (1).doc
Earlene Threatt Larkin Resume.pdf
Evaluation Form-Administrative Staff.pdf
F Sanders Resume (1).doc
Felicia Sanders Resume.pdf
Ghytana S Goings Resume-April 2014.pdf
Institutional Effectiveness and Research Job Description.pdf
Intermin Dean of Instruction.pdf
Jacqueline T Smith Resume 2013.doc
Jacqueline T Smith Resume.pdf
James Mitchell_resume 2012 (1).pdf
Job Description Anessa Kidd.pdf
Job Description Tracey Shannon.pdf
Job Description Donitha Griffin--Dean of Instruction.pdf
Job Description--Director of Technology--Robby Bennett.pdf
Johnny Moss Resume.pdf
Kathleen Holliman Resume.pdf
Kathy Moore Resume.pdf
Library Director Job Description.pdf
Lonzy Clifton Resume.pdf
Lonzy Clifton Summary of Professional Experience.pdf
Lula Snowden Resume.doc
Lula Snowden Resume.pdf
Maxine Sturdivant Resume.pdf
Minnie Carstarphen Resume.pdf
Organizational Chart 2014-2015.pdf
Performance Appraisal Form (Instructor).pdf
Policy 602.01.pdf
Policy 602.02.pdf
Policy 607.01.pdf
Practical Nursing Director Job Description.pdf
38
President Job Description.pdf
Raji Gourdine Resume.pdf
Robby Bennett Resume.pdf
Shandra Jackson Smith Resume.pdf
Student Support Services Director Job Description.pdf
Summary of Professional Experience--Ghytana Goings.pdf
Summary of Professional Experience Felicia Sanders.pdf
Summary of Professional Experience Earlene Threatt Larkin.doc
Summary of Professional Experience Earlene Threatt Larkin.pdf
Summary of Professional Experience Jacqueline T Smith 2013 .pdf
Summary of Professional Experience Jacqueline T Smith 2013.pdf
Summary of Professional Experience--Anessa Kidd.pdf
Summary of Professional Experience--Becky Casey.pdf
Summary of Professional Experience--Betty Bentley.pdf
Summary of Professional Experience--Charles Blackledge.pdf
Summary of Professional Experience--DeAndres Inge.pdf
Summary of Professional Experience--Donitha Griffin.pdf
Summary of Professional Experience--James Mitchell President (2).pdf
Summary of Professional Experience--Johnny Moss.pdf
Summary of Professional Experience--Kathleen Holliman.pdf
Summary of Professional Experience--Kathy Moore.pdf
Summary of Professional Experience--Lula Snowden.pdf
Summary of Professional Experience--Maxine Sturdivant.pdf
Summary of Professional Experience--Minnie Carstarphen.pdf
Summary of Professional Experience--Raji Gourdine.pdf
Summary of Professional Experience--Robbyn Bennett.pdf
Summary of Professional Experience--Shandra Smith.pdf
Summary of Professional Experience--Tammie Briggs.doc
Summary of Professional Experience--Tammie Briggs.pdf
Summary of Professional Experience--Tracey Shannon.pdf
Summary of Professional Experience--Veronica Brown.pdf
Talent Search-Gear Up Director Job Description.pdf
Tammie Briggs Resume.pdf
Veronica Brown Resume.pdf
WriteNow Director Job Description.pdf
39
3.3.1.1
The institution identifies expected outcomes, assesses the extent to which it achieves these
outcomes, and provides evidence of improvement based on analysis of the results in
educational programs, to include student learning outcomes. (Institutional Effectiveness:
Educational Programs)
X In Compliance
Not in Compliance
Narrative
3.3.1 Institutional Effectiveness
The institution identifies expected outcomes, assesses the extent to which it achieves these
outcomes, and provides evidence of improvement based on analysis of the results in the
following area: (Comprehensive Standard 3.3.1)
Narrative: Wallace Community College Selma (WCCS) identifies expected outcomes, assesses
the extent to which it achieves these outcomes, and provides evidence of improvement based on
analysis of results in its educational programs, to include student learning outcomes. Through
the Institutional Effectiveness Process, WCCS engages in an ongoing practice of planning and
assessment that supports the institution’s educational programs. The institutional effectiveness
process focuses on the design and improvement of educational programs to enhance student
learning. This has been a longstanding institutional priority and has been periodically revised to
provide continued and improved support for the College’s mission.
Overview of Educational Program Assessment Process
The institution primarily utilizes the assessment results gathered from the WCCS Institutional
Effectiveness Process and the program review process to improve educational programs. These
assessment components focus on identifying strengths and weaknesses of educational programs
and are strategically incorporated into the College’s overall planning process. Data concerning
areas such as student learning outcomes assessments, student demographics, enrollment,
evaluations of faculty, staff, programs, and services as well as information gathered for local,
state, and federal reporting are analyzed to provide information concerning the College’s
performance. This assessment is conducted primarily by the Office of Institutional Research and
includes input by the President’s Cabinet, the President’s Advisory Committee, and the Planning
Council. The Planning Council is a fifteen-member committee appointed by the president. From
the membership, the president names a chairperson and secretary. The president of the College
and members of the President’s Cabinet serve as permanent members of the Planning Council.
Other Planning Council members who are representatives of the WCCS faculty and staff serve
two-year terms. The Planning Council’s primary functions are to assure that the planning process
is understood by all College employees and that there is broad based participation. The Council
serves as an agent who collects and disseminates information and data relevant to College
planning, and to assure that all organizational elements of the College create measurable goals
and objectives.
40
Through the institutional effectiveness planning process, the mission and purpose of the College
are reviewed, measurable goals are established, and expected outcomes are identified based on
the previous year’s results. Institutional Effectiveness Plans (IEP’s) are created and evaluated at
the divisional/departmental level. WCCS engage in ongoing planning and evaluation in
accordance with Core Requirement 2.5. At the beginning of the College’s fiscal year, each
division and department engages in an extensive planning and evaluation process to ensure that
divisional/departmental goals and learning outcomes are clearly defined in measurable
terms. The following link shows a diagram and a general overview of how the planning
activities are facilitated each planning year to ensure that expected outcomes are clearly defined
in measurable term, expected outcomes are continuously evaluated, and results are used to
improve each educational program. Click Diagram:
 Step 1: The College schedules at least two official College-wide planning dates for all
departments to meet and develop planning goals for the upcoming academic year.
Mandatory attendance to respective departmental planning meetings is required for all
of the college’s employees. As indicated in sample departmental planning meetings
minutes the planning process facilitates a focus on the College’s mission and strategic
goals.
 Step 2: The educational program department chairs are responsible for facilitating the
planning process and collaborating with faculty within to ensure that all expected
outcomes are clearly defined in measurable terms for each educational program
within their respective divisions.
 Step 3: In conjunction with the budget planning process, goals are established,
intended educational outcomes, methods used to assess the intended outcomes, and
the criteria used to determine success are documented in the first three columns of the
Institutional Effectiveness Plan document. The Institutional Effectiveness Plan are
reviewed by the Planning Council and ultimately approved by the President.
 Step 4: These planning documents are then forwarded to the divisional deans and
WCCS Office of Institutional Effectiveness for further review and to ensure that all
expected outcomes included in the official WCCS Assessment Report are clearly
defined in measurable terms and align with the institutional mission for all of the
College’s educational programs.
 Step 5: After goals, measurable outcomes, and criteria for measuring has been
established and reviewed, each educational program implements activities.
 Step 6: At the end of each fiscal year, all data collected from the assessment activities
are evaluated and uses of results are documented. After the loop, is closed the process
begins again.
In 2013, WCCS developed a three year Strategic Plan, which identifies specific strategies to
achieve the institutional goals. The Strategic Plan was designed to address the emerging
prevailing trends, opportunities and challenges in the service area of the institution, the state of
41
Alabama as well as the Country. The Plan is also used to ensure that the College engages in
ongoing, integrated, and institution-wide, research-based planning and evaluation processes in
accordance CR 2.5. The College’s goals are identified in the strategic plan and are centered on
the following areas:
 Quality Teaching/Learning
 Access
 Technology Integration
 Workforce and Economic Development
 Professional Development
 Student Focus/ Services Success
 Diversity
 Community Development and Lifelong Learning
 Public Relations
 Efficiency of Operations
 Enrollment Management
As indicated in the President’s Goals 2014-2015, the College’s planning and assessment ensures
an integration of the following key performance indicators:
 Enrollment
 Retention
 Graduation
 Transfer
 Licensures Attainment
 Program Specific National Accreditation and/or Certifications
 Job Placement
Documentation of Assessment Activity
The College has adopted a five column reporting model as noted in Table 1 below, to document
how assessment data is used to improve educational programs. Column one of the assessment
42
document contains the institutional goals and column two contains the program level goals that
corresponds to the institutional goals for each educational program. In addition to developing
clearly defined measurable goals in column one and two, each program is required to identify
measurement criteria and assessment instruments that will be used to measure the set goals in
column three of the Institutional Effectiveness Plan. As noted in the sample assessment
documents, the fourth column details the assessment results and the fifth column details how the
results were used to improve educational programs.
Table 1 - Five Column Assessment Reporting Document
Strategic
Intended
Means of
Summary
Goal/Strategy
Educational
Assessment and
Highlights of
Outcomes
Criteria for
Assessment
Success
Results
Goal 6: Promote 5. Explore
a. Meet with
In meetings with
student success
strategies to
developmental
developmental
and
increase
education
faculty was
development
retention and
faculty to
determined that
through services completion for
intervention
faculty would
consistent with
students enrolled strategies aimed identify "at risk"
student needs,
in
at increasing
students are
interests and
developmental
retention.
referred students
abilities.
education
to student
(Student
program.
coaching
b. Meet with
Focus/Services
student coaching department.
Success)
department to
explore
5b. Piloted
feasibility of
student coach
incorporating
services for
student coaching developmental
in
education
developmental
students. Results
education
showed a 4%
program.
increase in Fall
to Spring
retention in
2013-2014 for
students
coached.
Goal 3: Expand
Increase faculty English Faculty Conducted
the development awareness of
Pilot team to
meetings and
of educational
technologywork with Eworkshops to
and
based resources Learning and IT train pilot
administrative
that the College Departments to
faculty on new
technology that
currently has to
implement the
system.
enhance student support and
College's new
43
Use of Results
for
Improvement
of Program
College decided
to expand
student coaching
services and
provide a student
coach for all
developmental
education
students who
were enrolled in
2 or more
developmental
education
courses
simultaneously.
Faculty will
continue to
explore options
for scaling up
coaching
initiative for
developmental
students.
As a result of the
skills gained
from workshops
faculty was able
to effectively
implement new
Learning
learning and
improve college
management
processes and
functions.
(Technology)
enhance
instruction.
Web 2.0
Learning
Management
System.
Goal 5: Provide
staff
development
and training
opportunities
that encourage
faculty and staff
to become more
proficient in the
delivery of
student services,
instructional
services, and
operational
services.
(Professional
Development)
Provide
adequate
financial support
to meet the
professional
development
needs of the
A.D.N. faculty.
100% of the
A.D.N. faculty
members will
attend at least
one professional
development
workshop
annually.
100% of nursing
faculty obtained
24 Continuing
Education Units
(CEU's) over the
past two years in
order to renew
their RN
licensure.
January 2013,
Dr. Taylor
attended a
conference in
Las Vegas,
Nevada on test
item writing and
on teaching the
students to
critically think
using evidencebased practice.
Management
System. Also, all
traditional
faculty added an
online
component to
their traditional
class offerings.
Faculty attended
a presentation by
Dr. Taylor on
the relationship
between student
learning
outcomes,
course
objectives, and
student
evaluation using
NCLEX-style
test items. Also
discussed was
how to write
testing policies
to improve
outcomes and
how to present
critical content
and skills using
technology.
Various assessment instruments are used to determine if the learning outcome has been
achieved. As noted in the assessment plan, assessment instruments selected are quizzes, lab
exercises, essay assignments, embedded test items, exit exams, research papers, speech outline
manuscripts, skills assessment check list, NCLEX licensure exams, Cosmetology state licensing
exams, and business/industry surveys. Each assessment activity is developed, reviewed, and
evaluated by faculty who teach within the discipline and division chairs on a regular basis to
ensure that assessment instruments are relevant and appropriate methods for measuring the
effectiveness of the College’s educational programs. The evidence that the assessment activities
stated in the Institutional Effectiveness Plan were implemented for each educational program is
detailed in the fourth column of the document. As demonstrated in the assessment plans
department chairs and faculty determines the need for multiple methods to gain comprehensive
feedback and to accurately assess some educational outcomes. Examples of multiple assessment
methods are included in Table 2 below:
44
Table 2 - Examples of Multiple Assessment Measures
Skills Objective Assessed
Multiple assessment methods utilized
Assess student’s ability to write and organize a  essay writing assignment
5-part essay free of major errors for student
 multiple-choice exam
enrolled in Associate in Arts and Associates in
 punctuation editing assignment
Science educational programs
Assess student’s ability to install, upgrade, and
troubleshoot software and hardware for
student in CIS educational program
Assess student’s ability to analyze exponential
and logarithmic functions for student enrolled
in Associate in Arts and Associates in Science
educational programs
Assess students ability to demonstrate critical
thinking skills in providing collaborative care
for clients with selected health alterations in a
variety of settings for students enrolled in the
Licensed Practical Nursing educational
program
 interactive lab activities
 written exams
 Embedded test items on Pre-test and
Post-test assessments
 Department generated Quiz assessment
 Clinical rotation exercises specifically
designed for problem scenarios that
require students to prioritize client care
 Health Education Services Inc. (HESI)
critical thinking exam
Faculty members who teach within the program in collaboration with Division Chairs are
responsible for reviewing and analyzing assessment reports to develop and implement researchbased solutions that improve educational programs. The following contents of Table 3 are
examples of assessment results used to make program improvements:
Table 3 - Examples of Program Improvements Based on Assessment Results
Planning Year
Evidence of improvement based on assessments
2011-2012
 To improve student success in the ADN program, the
assessment criteria used to determine mastery in the
advance clinical courses was revised to include a more
comprehensive approach.
 To expand graduate skills in the Cosmetology program
additional program equipment was purchased, a new
student dress code was adopted; additional workshops
demonstrating professional products were incorporated
into the curriculum as a result of recommendation
made from the industry Advisory Board Committee’s
review of Cosmetology curriculum.
 To improve success in the clinical component of the
LPN program, new course sequences criteria was
implemented and additional content review
components were incorporated at various intervals for
students who demonstrated skill deficiency.
45
 In the Developmental Education program, additional
assignments were incorporated into the Developmental
English course to improve student’s writing skills.
 In the General Education Program, lecture and lab
sessions were revised to place additional emphasis on
the role of science and scientific problem solving to
strengthen student knowledge of scientific method.
2012-2013
 In Arts & Science program student learning outcomes
were calculated on the basis of traditional offerings and
online offerings separately to evaluate the program’s
effectiveness with online course offerings
 In the Developmental Education program, new hybrid
math course was piloted to offer courses to a broader
range of students
 The Business department implemented a graduate
reporting system which included surveys, personal
interviews and telephone calls to improve the number
of program graduates who were securing gainful
employment or continuing their education in that area.
 The ADN program implemented an electronic
documentation system that used the same technology
that is currently being used in the industry to better
prepare nursing students for the workforce as all
hospitals will be implementing a similar system by
2014.
2013-2014
 In the Business program, the department began the
process for seeking ACBSP accreditation to increase
program notoriety and to increase recruiting
effectiveness in the Business Program
 In the Cosmetology Program, an E-Learning Theory
Classes was implemented to place Wallace Community
College Selma Cosmetology Department on the cutting
edge of technology and allowed most students to
become familiar with the use and functions of
computer technology in the classroom. The use of
computer technology has also prepared our students for
computer savvy salons that are in today’s industry!
 In the Computer Science Program, to increase
enrollment and attract more students the curriculum
was updated to include skills that were more relevant
for industry demands.
46
 In the Office Administration Program, to increase
transfer rates within the program, the Business
Department Chairperson taught Orientation 101 to the
Office Administration majors to ensure that students
were more informed of the transfer possibilities and job
opportunities for Office Administration majors
 In the Cosmetology Program to improve enrollment
and graduation rates faculty implemented an
enrollment management program that focused on
tracking and managing recruitment, enrollment,
retention, graduation, licensure and placement.
 Practical Nursing department faculty developed a color
coded test item analysis assessment tool to evaluate
student performance to practice exams designed to
prepare program graduates to sit for the NCLEX-PN
licensure exam. This tool was then used to implement
exam preparation strategies that address weaknesses.
As a result Graduate performance on the NCLEX-PN
exam increased to 100% for 2013-2014 academic
years.
General Education and Career Technical Programs Student Learning Outcomes:
WCCS has developed effective methods for identifying expected student learning outcomes and
assessing the extent to which the programs have been successful in achieving their learning
outcomes for both general education and career technical programs. The assessment of student
learning outcomes is embedded in the Institutional Effectiveness Planning process and in the
program review process. As noted in Table 4 specific student learning outcomes are assessed
using various assessment procedures, including, but not limited to: writing assignments are
assessed with writing rubrics, interactive lab activities, etc. The Student Learning Outcome
reports for both General Education and Career Technical programs are published in Section V
(Student Learning Outcomes) and in Section VI (Program Reviews) of the annual Institutional
Effectiveness Plan Assessment Reports for 2011 – 2012, 2012 – 2013, and 2013 – 2014.
Table 4 Examples of Student Learning Outcome Assessment Documentation
Strategic
Goal/Strategy
Goal 1.2: Provide
Associate in Applied
Science Degree and
certificate programs
that prepare students
for immediate
placement into the job
market.
Intended
Educational
Outcomes
1. Graduates of the
Accounting program
will be able to
demonstrate the
ability to prepare and
manage financial
records and manage
information to meet
industry standards.
Means of Assessment
and Criteria for
Success
1. At the end of
program, 90% of the
graduates will be able
to complete a
comprehensive
problem covering all
steps in the
accounting cycle with
70% or higher
47
Summary Highlights
of Assessment
Results
1. 100% of the
graduates completed a
comprehensive
problem covering all
steps in the
accounting cycle with
70% or higher
accuracy as evaluated
by the instructor in
Use of Results for
Improvement of
Program
1. The objective was
met. The instructor
continued to add more
class time and
exercises for
reviewing the steps in
the accounting cycle
in OAD 136 as
reflected in the
(OAD program).
Goal 1.2: Provide
Science Degree and
for immediate
market.
1. Students will
demonstrate the basic
computer skills
necessary to function
effectively in a
technological society
(CIS program)
Goal 1.2: Provide
Science Degree and
for immediate
market.
1. Students will
demonstrate the basic
computer skills
necessary to function
effectively in a
technological society
(CIS program)
accuracy as evaluated
by the instructor in
OAD 136 and
documented in the
class record book.
1. 70% of the students
who complete
Introduction to
Information Systems
will demonstrate
knowledge of
computer concepts by
completing lab
exercises and unit
exams with at least
70% accuracy.
1. 70% of the students
who complete
Introduction to
Information Systems
will demonstrate
knowledge of
completing lab
exercises and unit
exams with at least
70% accuracy.
OAD 136 and
documented in the
class record book.
revised lesson plans.
1. 77% of students
who completed the
course demonstrated
knowledge of
completing lab
exercises and unit
exams with at least
70% accuracy.
1. The goal was met.
Results have been
student & different
strategies such as
more assignments
were developed to
further improve the
students’ knowledge
of basic computer
skills.
1. 77% of students
who completed the
course demonstrated
knowledge of
completing lab
exercises and unit
exams with at least
70% accuracy.
1. The goal was met.
Results have been
student & different
strategies such as
more assignments
were developed to
further improve the
students’ knowledge
of basic computer
skills.
Assessment of Online and Distance Education courses/programs:
Student Learning Outcomes assessment occurs in both online and traditional courses. After
assessment data is collected for each course that have both traditional and corresponding online
components, faculty in each discipline reviews the data and make recommendations for revisions
to improved student success. As demonstrated below in Table 5 student performance in online
courses is consistent with those in traditional courses:
Table 5 - Evaluations of Student Learning Outcomes for Distance Education Students
Statement of Purpose: Students will demonstrate the ability to think critically and effectively and will be able to apply
the principles of the research method.
Strategic
Intended Educational Means of Assessment
Summary
Use of Results for
Goal/Strategy
Outcomes
and Criteria for
Highlights of
Improvement of
Success
Assessment Results
Program
Goal 1: Promote
and provide
teaching and
learning
environments
and experiences
that encourage
the
development of
knowledge,
skills,
1. 60% of
students will be
able to identify
Students will
an unknown
complete
object utilizing
appropriate
the scientific
laboratory
exercises relating method of
problem solving
to the scientific
method and will and be able to
correctly identify
complete two
the parts of the
major lecture
BIO 103
48
1. Combined:
64.9% of the
students
completed this
Student
Learning
Outcome.
1b. E-learning:
87.3% of the
students
Faculty decided
that additional
emphasis should
be placed on the
role of the
scientific
problem solving
in lecture and
laboratory
sessions
throughout the
behaviors, and
values for
students in
order for them
to be successful
in the workforce
or subsequent
education.
examinations.
Goal 1: Promote
and provide
teaching and
learning
environments
and experiences
that encourage
the
development of
knowledge,
skills,
behaviors, and
values for
students in
order for them
to be successful
in the workforce
or subsequent
education.
ENG 101
Students will be
able to write an
organized 5-part
essay free of
major writing
errors.
scientific
method.
1a. Students will
analyze the parts
of model 5-part
essay on essay
assignment and
multiple choice
exams.
1b. At least 60%
of students will
earn a grade of
70% or better on
an essay
assignment and
on a multiplechoice exam.
1c. Students will
demonstrate
knowledge of
the sentence
punctuation
patterns and of
formal types of
49
completed this
Student
Learning
Outcome.
Traditional:
72.2% of the
students
completed this
Student
Learning
Outcome.
1a-b.
Combined:
72% of students
met this Student
Learning
Outcome.
E-learning:
59% of students
met this Student
Learning
Outcome.
Traditional:
78% of students
met this Student
Learning
Outcome.
1c-d.
Combined:
71% of students
met this Student
Learning
Outcome.
course.
1a-b. This
objective was
met by the
students who
completed this
course in the
traditional
course. For the
slightly lower
preforming
ELearning
sections, faculty
decided to
incorporate
more written
exercises from
the
MyWritingLab
resource into
the curriculum.
Faculty
continued
ongoing review
of results to
determine
additional
strategies that
could further
improve
students’
knowledge of
the five-part
essay
phrases by
combining
sentences on
written
exercises.
Goal 1: Promote
and provide
teaching and
learning
environments
and experiences
that encourage
the
development of
knowledge,
skills,
behaviors, and
values for
students in
order for them
to be successful
in the workforce
or subsequent
education.
HIS 101
1. Students will
be able to
examine the
depth to which
religion
impacted ancient
civilization, such
as Babylon,
Medo/Persia,
Greece and
Rome.
continued.
E-learning:
62% of students
met this Student
Learning
Outcome.
1c-d. This
objective was
met by the
students who
1d. 60% of
Traditional:
completed this
students will
75% of students course. No
earn a grade of
met this Student modifications
70% or better on Learning
were required at
a multiple-choice Outcome.
this time;
exam.
however,
ongoing review
of results to
determine
additional
strategies that
could further
improve
students’
knowledge of
punctuation of
sentence patterns
continued.
1a. 65 % of
1. Combined:
1. All objectives
students will
50% of the
were not met by
demonstrate
students convey the students
70% mastery or
the effect of
who completed
better of their
monotheism and this course.
knowledge of
polytheism in
Faculty
monotheism in
ancient societies determined that
ancient societies in an oral
the method of
in an oral
presentation.
assessment used
presentation.
for this
assessment was
E-learning: 29
1b. 65% of
not appropriate
% of the
students will
students convey for
demonstrate
E-Learning
the effect of
70% mastery or
monotheism and instructional
better on the film polytheism in
delivery.
critique that
ancient societies Modifications
outlines the
include review
in an oral
church/state
and revision of
presentation.
relationship.
Traditional: 71 this objective
50
% of the
students convey
the effect of
monotheism
and polytheism
in ancient
societies in an
oral
presentation.
Goal 1: Promote
and provide
teaching and
learning
environments
and experiences
that encourage
the
development of
knowledge,
skills,
behaviors, and
values for
students in
order for them
to be successful
in the workforce
MUS 101
Students will be
able to
differentiate an
understanding of
the
aesthetic/stylistic
characteristics
(i.e. styles,
forms,
composers,
representative
works) of four
historical music
periodsBaroque,
1a. Students will
examine four
historical music
periods –
Baroque,
Classical,
Romantic,
Twentieth
Century and
Beyond – and
recognize the
aesthetic/stylistic
characteristics of
these periods.
51
1a.-1d.
Combined:
77% of the
students who
completed this
course met this
Student
Learning
Outcome.
E-learning:
85.5% of the
students who
completed this
course met this
Student
due to problems
in implementing
this assessment
in the e-learning
environment.
Faculty
proposed that
PowerPoint
presentations
would be a
more effective
assessment tool
for all
instructional
delivery
formats. The
faculty
continues
on-going review
of the results to
determine
additional
strategies that
could further
improve the
student’s
knowledge of
all criteria.
1a.-1d.This
objective was
met by the
students who
completed this
course. No
modifications
were required at
this time.
However, the
faculty
continued ongoing review of
results to
determine
additional
strategies that
or subsequent
education.
Classical,
Romantic, and
Twentieth
Century and
Beyond.
1b. At least 60%
of MUS 101
students will be
able to correctly
characterize the
four historical
music periods
and recognize
the
aesthetic/stylistic
characteristics of
these periods
with at least 70%
accuracy on a
written exam.
Learning
Outcome
Traditional:
70% of the
students who
completed this
course met this
Student
Learning
Outcome.
could further
improve the
student’s
knowledge of
composers from
various
historical music
periods.
1c. Students will
choose two
composers from
two different
historical music
periods and
create an essay
report of facts
relevant to each
composer’s life
and music.
1d. At least 60%
of MUS 101
students will be
able to display
mastery of this
activity with at
least 70%
accuracy.
Education Program Evaluations and Program Reviews
In addition to the institutional Effectiveness Plan and process, WCCS also engages in a
comprehensive review of each educational program on a five year cycle as noted in Table 6. The
program review process plays a significant role in the institutional effectiveness process at
Wallace Community College Selma. In the program review process, the educational program is
52
assessed to determine the extent to which they have been successful in achieving their learning
outcomes. The process of program review was developed and modified as a result of the
guidelines provided by the Alabama Community College System for reviewing instructional
programs. The Board of Trustees Policy 903.01 mandates that an institution evaluates all
educational programs during a five year cycle and more, if warranted.
Table 6 – Program Review Schedule
WCCS Program Review Schedule
2015-2016
Cosmetology
2016-2017
Drafting
ADN
Electrical
Technology
Industrial
Maintenance
2017-2018
Office
Administration
Computer
Science
2018-2019
Masonry
2019-2020
Welding
AA/AS
2010-2011
2011-2012
2012-2013
2013-2014
Business
Administration
Patient Care
Technician
Health
Information
Technology
2014-2015
Cosmetology
Drafting
Office
Administration
Masonry
Welding
LPN
Criminal
Justice
Business
Administration
ADN
Electrical
Technology
Computer Science
AA/AS
Criminal
Justice
LPN
Industrial
Maintenance
Program reviews (AA&A/S, Drafting, CIS and OAD) have become a significant facet of the
planning process and have been instrumental in improving the quality of our programs and
expanding student learning. The review of each program includes a comprehensive review of the
following items: 1) program goals, 2) program weaknesses, 3) program strengths, 4) summary of
recommendations for program improvements from current review cycle, 5) summary of program
improvements and changes implemented since last review cycle, 6) evaluation of program
mission as it relates to the institutional mission, student learning outcomes, enrollment data, and
completion data, and 7) a review of SACS compliance standards that relate to educational
programs. There is a follow up reporting conducted the subsequent year detailing findings used
to make progress toward addressing program weaknesses. Evaluation of the above mentioned
elements as well as other variables serve to document the overall effectiveness of education and
student learning. The WCCS program review process and the WCCS Institutional Effectiveness
planning process place special emphasis on assessing the quantity and quality of student learning
that take place within each educational program.
53
Wallace Community College Selma does not use samplings in its program review
process. Program reviews are conducted on all educational programs in accordance with the
official WCCS Program Review Schedule.
2011-2012 Institutional Effectiveness Report.pdf
2012 Drafting Program Review.pdf
2013 Computer Information Program Review.pdf
2013 Office Administration Program Review.pdf
2014 AA-AS Program Review.pdf
Departmental Planning Meeting Minutes.pdf
Diagram of the General Overview of the Planning Process.pdf
Five Year Cycle Program Review.pdf
Planning Council Members.pdf
Policy 903.01.pdf
President's Goals 2014-2015.pdf
Program Review Follow Up-Use of Findings Report.pdf
Sample Assessment Plans.pdf
Sample IEP with language.pdf
Sample Use of Results Documents.pdf
STRATEGIC PLAN 2013-2016.pdf
Associated Objectives
3-1. Internet Courses
54
3.4.3
The institution publishes admissions policies that are consistent with its mission. (Admissions
Policies)
X In Compliance
Not in Compliance
Narrative
3.4.3 Admission Policies
Narrative: In keeping with the mission to provide greater access to students,
Wallace Community College Selma (WCCS) operates under an “open door” admissions policy.
WCCS admission policies are published and consistent with our mission to provide high-quality
educational opportunities and services responsive to individual, community, and state
needs. WCCS admission policies are established by Board of Trustees Policies and Guidelines
801.01, 801.02, 801.03, 801.04, 801.05, 801.06. The admission policies and requirements are
published in the WCCS Catalog and Student Handbook 2012-2014, pp. 20-30, College’s course
schedule and on the College’s website. The Catalog is given to every student during the
Freshman Orientation and Registration program and is thoroughly covered in orientation to
college (ORI 101) courses, which is a required course for all students. The admission policies
describe the requirements for general admission of first-time college students, transfer students,
and international students. The admission policies also cover admission for high school
accelerated students and dual enrollment students.
The Office of Admission and Records is responsible for communicating the admissions policies
accurately and effectively to prospective student and other constituents. The Office of
Admission and Records is also charged with the responsibility for administering the admission
policies of the College and collaborating with all divisions and programs of the institution to
ensure that the admission policies are clear, and consistently implemented.
The admission
policy grants admission to entering freshmen, transfer students, transient students, audit students,
accelerated high school students, dual enrolled students, international students, ability to benefits
students, as well as any student seeking readmission. Students without a high diploma
or GED that demonstrate an “ability-to-benefit” prior to enrollment are admitted to certificate
only programs and courses not creditable toward an associate degree. Students admitted under
these provisions are classified as “Non-Degree-Eligible” students and must demonstrate their
ability to benefit by making a minimum ATB (Ability to Benefit) qualifying score on an
approved ATB test. The Alabama Community College System sets and periodically reviews
system-wide admission policies; however, some programs maintain additional requirements.
Two programs at the college have special admissions’ polices: Practical Nursing and Associate
Degree Nursing (PN/ADN). The program admissions requirements are set by the Alabama
Community College System WCCS admission counselors disseminate nursing admission
requirements to students who are interested in either program http://www.wccs.edu/. The
requirements are thoroughly explained and students are given a degree plan to make sure they
55
remain on track prior to submitting an application for admission. All applications and transcripts
for the nursing programs are reviewed and evaluated in the Office of Admission and Records.
The President has selected a nursing admissions’ committee to ensure the requirements are
carried out. The admissions’ committee meets regularly to review admission policies and select
students for both programs. Criteria for these programs are published in program brochures as
well as in the WCCS Catalog (pp. 48-56, pp. 112-117) and Student Handbook 20122014. Admission policies are applicable to both traditional and distance learning students.
801.01 Admission and Guidelines.pdf
Admissions WCCS Website.pdf
ADN and PN Program.pdf
Fall 2015 Course Schedule.pdf
Nursing WCCS.pdf
PN Admission Requirements-Griffin-3.4.3.pdf
WCCS 2012-2014 Catalog Handbook -pg 20-30.pdf
56
3.4.11
For each major in a degree program, the institution assigns responsibility for program
coordination, as well as for curriculum development and review, to persons academically
qualified in the field. In those degree programs for which the institution does not identify a
major, this requirement applies to a curricular area or concentration. (Academic Program
Coordination)
X In Compliance
Not in Compliance
Narrative
For each major in a degree program, Wallace Community College Selma (WCCS) assigns
responsibility for program coordination as well as curriculum development and review to persons
academically qualified in their field. All program directors and department chairs are hired as
WCCS faculty or qualified staff. The College recruits highly qualified professionals who hold
credentials from accredited institutions within their fields of study and who are capable of
performing the responsibilities of program coordination. Faculty must satisfy faculty credentials
established in Alabama State Board Policy 605.02. This policy stipulates both academic
requirements and experiential requirements for faculty positions. A faculty credential form is
completed for each faculty member and signed by the department chair/program director, SACS
Liaison, and VP for Instruction.
In addition, WCCS has qualified, experienced and competent administrative and academic
officers who are capable of providing the effective leadership necessary to accomplish the
College's mission and goals. Attached is a current Job Description for each of the College's
program director and department chair and a Résumé for the current occupant of each of these
positions. Appropriate sections of each résumé are highlighted in yellow to illustrate significant
characteristics of each officer's education and experience which qualify that individual to fulfill
the leadership role of that particular position.
The Office of E-Learning is located in the Instructional Division. The executive level
administrator of the program is the Associate Dean of learning. The Associate Dean of Learning
has 12 years of experience teaching in a traditional class setting and 11 years of experience
teaching online. The Associate Dean of Learning also served on the system design team for the
last two years of in-house programming of the current Learning Management System. In
addition, the E-Learning Director has a combined 3 years of experience teaching in a traditional
class setting and teaching online as an adjunct instructor. The E-Learning Director also served as
the E-Learning Technical Specialist for 7 years. Some of the duties of the E-Learning Technical
Specialist include conducting online instructor website reviews, provide training for online
instructors, and provide training for online students.
57
Name
Title
Responsibilities
Dr. Charles
Blackledge
(Retired)
Interim Dean of
Instruction
Job Description
Donitha
Griffin
Dean of Students/
Executive
Assistant to the
President/Interim
Dean of
Instruction
Job DescriptionDean of
Students/Executi
ve Assistant to
President
Job DescriptionInterim Dean of
Instruction
Tammie
Briggs
Associate Dean of
Learning
Job Description
58
Educational
Qualifications
Mobile Branch Junior
College
A.S., Major: Two
year certificate
Alabama State
University
B.S., Major:
Secondary
Education
Minor: English
University of South
Alabama
M.A., Major: History
University of
Alabama
PhD, Major:
Administration of
Higher Education
Minor: Law in higher
education, network
analysis and
planning.
Wallace Community
College Selma
A.S., Major: Transfer
Program
University of
Alabama
B.S., Major: Social
Work
Minor: Education
Troy University at
Montgomery
M.S., Major:
Counseling
Minor: Human
Development
Alabama State
University
B.S., Major:
Mathematics
Alabama State
University
Professional
Experience
Summary of
Professional
Experience
Resume
48 years of
experience
Summary of
Professional
Experience
Résumé
18 years of
experience
Summary of
Professional
Experience
Résumé
Raji
Gourdine
Ghytana
Goings
Veronica
Brown
Becky
Casey
Kathleen
Holliman
Assistant Dean of
Instruction/
Technical
Programs/
Instructional
Division
Administrator
Job Description
Arts & Sciences
Chairperson/
Instructor
Job Description
Licensed Practical
Nursing/Nursing
Assistant Director
Associate Degree
Nursing Director
Chairperson/
Instructor
Job Description
Job Description
Job Description
59
M.S. Major:
Mathematics
Livingston
University
B.S., Major:
Sociology
Minor: Political
Science
Troy University at
Montgomery
M.S., Major:
Counseling
Alabama State
University
B.S., Mathematics
Education
Alabama State
University
M.S. Mathematics
Education
University of
Alabama
B.S.N., Major:
Nursing
Troy University at
Montgomery
M.S.N., Major:
Nursing Education
University of
Alabama
B.S.N., Major:
Nursing
University of
Alabama at
Birmingham
M.S.N., Major: Adult
Health Nursing
Mississippi Delta
Junior College
A.S., Major:
Secretarial Science
Delta State
University
General Education
Courses
17 years of
experience
Summary of
Professional
Experience
Résumé
22 years of
experience
Summary of
Professional
Experience
Resume
14 years of
experience
Summary of
Professional
Experience
Résumé
30 years of
experience
Summary of
Professional
Experience
Résumé
36 years of
experience
Summary of
Professional
Experience
Résumé
38 years of
experience
Felicia
Sanders
Connie
Wallace
David
Hobbs
Eric
Rodgers
E-Learning
Director/Adjunct
Instructor
Lead Instructor
for Cosmetology
Lead Instructor
for Drafting
Lead Instructor
for Electrical
Technology
Job Description
Job Description
Job Description
Job Description
60
Mississippi State
University
B.S., Major:
Business Education
University of West
Alabama
M.Ed., Major:
Education
Minor: Business
Education
Faulkner University
B.S., Business
Administration
South University
M.S., Business
Administration
South University
Additional Studies in
Information Systems
Athens State College
B.S., Vocational
Education
Wallace Community
College
Cosmetology
Certificate
Auburn University
B. S., Industrial
Design
Additional Studies at
the University of
Alabama
Birmingham
Certificate Awarded
in Advanced
AutoCAD R13
Wallace Community
College Selma
Certificate in
Structural Welding
Summary of
Professional
Experience
Résumé
8 years of
experience
working with
the online
division
3 years of
teaching
experience
Summary of
Professional
Experience
Resume
30 Years of
Experience
Summary of
Professional
Experience
Resume
18 Years of
Experience
Summary of
Professional
Experience
Dale Moore
Kenny
Allen
Calvin
Griffin
William
Franklin
Elliott
Maxine
Sturdivant
Lead Instructor
for Industrial
Maintenance
Lead Instructor
for Masonry
Lead Instructor
for Welding
Lead Instructor
for Elective
Courses
Lead Instructor
for English
Job Description
Job Description
Job Description
Job Description
Job Description
61
Certificate in
Electrical Technology
A. A. S., Electrical
Technology
Wallace Community
College Selma
A.A.S., Industrial
Electricity
Athens State
University
B.S., Career
Technical Education
Wallace Community
College Selma
A.S. Degree
Brick Masonry
Certificate
Faulkner University
B. S., Business
Administration
M.S., Management
Wallace Community
College Selma
A. S. & Certificate in
Welding Technology
Wallace Community
College Selma
A. A. S., Major:
Business
University of
Montevallo
B. S., Major: Physical
Education
University of
Montevallo
M.A. Major:
Physical Educational
Troy University
Montgomery
A.S., Major:
General Studies
Troy University
Montgomery
B.S., Major:
Resume
11 Years of
Experience
Summary of
Professional
Experience
Resume
Summary of
Professional
Experience
Resume
15 years of
Experience
Summary of
Professional
Experience
Résumé
23 Years of
Experience
Summary of
Professional
Experience
Résumé
23 Years of
Experience
Summary of
Professional
Experience
Résumé
6 Years of
Gordon
Welch
Dr. Holley
Owens
Dr. Janet
Pugh
Lead Instructor
for Humanities &
Fine Arts
Lead Instructor
for Natural
Sciences &
Mathematics
Lead Instructor
for History, Social
and Behavioral
Science
Job Description
Job Description
Job Description
62
English
Minor: Psychology
University of West
Alabama
M. S., Major:
Continuing Education
& Additional 18
hours in English
Walden University
Ed.S., Major: Higher
Education Adult
Learning
University of
Montevallo
B.S., Major:
Music Education
New Orleans Baptist
Theological Seminary
M.S. Major:
Church Music
Stillman College
B.S., Major:
Biology
Minor: Chemistry
Florida A&M
University
M.S. Major:
Environmental
Sciences
University of
Nebraska at Kearney
& Western Kentucky
University
Additional 18 hours
in Biology
Florida A&M
University
PhD., Major:
Environmental
Toxicology
San Diego State
University
B.A., Major:
Psychology
California State
Experience
Summary of
Professional
Experience
Résumé
42 Years of
Experience
Summary of
Professional
Experience
Résumé
16 Years of
Experience
Summary of
Professional
Experience
Résumé
University
M.A., Major:
Psychology
Howard University
PhD., Major:
Educational
Psychology
32 Years of
Experience
All degree programs at WCCS undergo a program review at least once every five years, and
more often if the effectiveness of efficiency of the program is impaired according to Board of
Trustees Policy 903.01. As indicated in Board of Trustees Policy 711.01, programs within the
technical division shall establish a program/craft advisory committee to ensure the currency of
the curriculum, and to enlist the profession views of key business and industry individuals
concerning the conduct of the programs. The WCCS program director or lead instructor within
the department holds the primary responsibility for curriculum development and review.
However, program directors/department chairs are charged with the responsibility of curriculum
coordination and also ensuring rigor within the curriculum and overseeing and coordinating the
Program Review process in concert with the externally directed program advisory committee.
Curriculum development is largely controlled by the Alabama Community College System;
however, electives within the curriculum are determined by each college. In the event there is a
change requested in a course or program, the division chairperson/program director has the
responsibility of preparing information and presenting the change to the Dean of Instruction, the
curriculum committee, and the President for approval.
ADN Director Job Description.pdf
Alabama State Board Policy 605.02.pdf
Assistant Dean of Instruction Job Description Raji Gourdine.pdf
Associate Dean of Learning Job Description Tammie Briggs (1).pdf
Becky Casey Resume.pdf
Board of Trustees Policy 711.01.pdf
Board of Trustees Policy 903.01.pdf
Calvin Griffin Resume.pdf
Calvin Griffin Summary of Professional Experience.pdf
Charles Blackledge Dean of Instruction Resume.pdf
Connie Wallace Resume.pdf
Dale Moore Resume.pdf
David Hobbs 2015 Summary of Qualifications.pdf
David Hobbs Resume.pdf
Dean of Students and Assistant to the President Job Description.pdf
Department Chairperson Arts and Sciences--Ghytana Goings.pdf
63
Donitha Griffin Resume.pdf
E-Learning Director Job Description.pdf
Eric Rogers Resume.pdf
Faculty Credential Approval Form.pdf
Felicia Sanders Resume.pdf
Frank Elliott Resume NEW.pdf
Ghytana S Goings Resume-April 2014.pdf
Gordon Welch Resume.pdf
Holly Owens Curriculum Vitae.pdf
Interim Dean of Instruction.pdf
Janet Cathey Pugh Resume.pdf
Job Description - Kathleen Holliman.pdf
Job Description Donitha Griffin--Dean of Instruction.pdf
Kathleen Holliman Resume.pdf
Kenny Allen Resume.pdf
Kenny Allen Summary of Professional Experience.pdf
Lead Instructor Job Description.pdf
Maxine Sturdivant Resume.pdf
Practical Nursing Director Job Description.pdf
Raji Gourdine Resume.pdf
Standing Committee 2013 2014.pdf
Summary of Professional Experience--Ghytana Goings.pdf
Summary of Professional Experience Felicia Sanders.pdf
Summary of Professional Experience Connie Wallace.pdf
Summary of Professional Experience--Becky Casey.pdf
Summary of Professional Experience--Charles Blackledge.pdf
Summary of Professional Experience--Donitha Griffin.pdf
Summary of Professional Experience--Frank Elliott.pdf
Summary of Professional Experience--Kathleen Holliman.pdf
Summary of Professional Experience--Raji Gourdine.pdf
Summary of Professional Experience--Tammie Briggs.pdf
Summary of Professional Experience--Veronica Brown.pdf
Summary of Qualifications - Dale Moore.pdf
Summary of Qualifications Gordon Welch.pdf
Summary of Qualifications Holly Owens.pdf
Summary of Qualifications Janet Pugh.pdf
Summary of Qualifications Maxine Sturdivant.pdf
Summary of Qualifications-Eric Rogers.pdf
Tammie Briggs Resume.pdf
Veronica Brown Resume.pdf
64
3.11.3
The institution operates and maintains physical facilities, both on and off campus, that
appropriately serve the needs of the institution's educational programs, support services, and
other mission-related activities. (Physical Facilities)
X In Compliance
Not in Compliance
Narrative
3.11.3 Physical Facilities
The institution operates and maintains physical facilities, both on and off campus, that
appropriately serve the needs of the institution’s educational programs, support services, and
other mission-related activities. (Physical facilities)
Narrative: Wallace Community College Selma (WCCS) operates and maintains physical
facilities that appropriately serve the needs of the institution’s educational programs, support
services, and other mission-related activities. As of today, the institution’s physical facilities
consist of twenty-seven buildings (27) with more than 304,124 gross square feet and ninety-three
acres of land. Photos and maps of the College are included in the 2012-2014 editions of the
College Catalog and Student Handbook. In addition, the WCCS Website features a virtual tour
that provides a visual illustration of each building and its location.
The Physical Plant department is a multifaceted department that consists of facilities planning
and design, building maintenance, building services, landscape management and asset
management. The Physical Plant department is charged with the responsibility of management of
the College's physical assets and plays a major leadership role in supporting the College's
teaching, research, and student life activities through the formulation and implementation of all
capital and renovation projects as well as the day to day management and operation of the
campus' facilities. Overall, The Physical Plant department directs the operations of the College's
buildings, grounds, building services, housekeeping, maintenance and utilities to provide a safe
and healthy environment for the students, faculty, staff, and visitors. The department’s primary
focus is to ensure that all campus locations are appropriately served to meet the needs of the
institution and its constituents.
The present physical layout and the proposed long range facilities master plans demonstrate the
College’s commitment not only to serve educational programs and support services, but also
community activities. The annual Facilities Master Plans: 2009, 2010, 2011, 2012, 2013 and
2014 outlines the plan for current and future needs of the College. The Facilities Master Plan is
revised annually and submitted to the Department of Postsecondary Education and to the
Alabama Commission on Higher Education. The Facilities Master Plan includes a three to five
year plan for new construction, acquisition projects, renovation/remodeling projects, major
capital equipment projects and deferred maintenance/facilities renewal projects. The Facilities
65
Master Plan Committee meets semi-annually to review and discuss the present and future needs
of the College, including deferred maintenance. The Facilities Master Plan committee makes
recommendations to the President for final approval. Those projects recommended and
approved, are included in the institution's Annual Operations Budget 2012, 2013, and
2014. Included on the five-year Facilities Master Plan is a 21-acre site for a new off-campus
site, a state-of-the-art Civic Center, new perimeter and access roads on the rear of the campus, a
clock tower, campus security alert system, a baseball/softball complex and fleet equipment.
The College has sufficient technological infrastructure to meet the needs of the institution, to
include distance learning. The WCCS Technology Inventory Adoption Patterns outlines the
technology infrastructure for our entire campus, including distance and e-learning education
areas. Wallace Community College Selma has technology that provides for Camtasia videos,
podcasts, online course shells for traditional classes, and real-time streaming lectures. According
to the WCCS Inventory of Classroom/Laboratory/Conference Room Computing Resources, the
physical plant facilities include twenty-eight computer (28) labs with more than 600
computers. Many of these labs are open to the general public. In addition, the College is nearing
final construction and improvements to the College’s information technology infrastructure. In
2012, the College contracted with Ellucian for the implementation of Banner Administrative
Software. This software provides an integrated system of processing and accessing data for all
divisions and functions of the College.
The Physical Plant Director is responsible for routine preventative and deferred maintenance.
The Preventative Maintenance Plan and related Checklist indicate the daily, weekly, monthly,
quarterly, and annual activities that must be performed for the continued uninterrupted operation
of the College. Deferred maintenance is also addressed in the annual Facilities Master
Plan. Construction and renovation activity remains brisk on campus. Construction was
completed for the final phase of the upgrade from flat roofs to new metal roofs on three
remaining buildings, eliminating the need for on-going repairs and replacements due to water
leaks and lend to the aesthetics of the campus, giving a uniformed appearance to all campus
structures. In addition, substantial improvements have been made through repairs and
replacements in the gymnasium, upgrade of the campus exterior lighting and infrastructure
improvements. The College recently purchased fifteen plus acres on the northeast perimeter of
the campus to ensure the College has sufficient real estate to meet its growth
expectations. These projects all reaffirm the College’s commitment to recruiting, admitting and
retaining top-caliber students by providing a safe and well maintained environment.
Space Utilization Reports: 2009, 2010, 2011, 2012 and the ACHE Space Inventory Report
2013 demonstrates the adequacy of the physical facilities of the College to support its programs
and services. The physical facilities include state-of-the-art class/lecture rooms, simulation labs,
nursing clinical labs, computer labs, biology labs, increased welding laboratory space, a new
industrial maintenance lab, and recent updates in all technical program laboratories. The Capital
Assets Report 2009, 2010, 2011, 2012, 2013, and 2014 shows a significant dollar amount spent
on alterations and improvements to the physical facilities. The addition of the Hank Sanders
Technology Center, the Health Sciences Building, and the New Student Center Building, further
demonstrate the College’s commitment to maintaining adequate facilities. Within the next two
66
years, the College expects to expand significantly its health occupations related
programs. Continued growth in this and other areas will require investment in additional
simulation and teaching facilities. The College’s Facilities Master Plan includes the renovation
of the old student to house high-fidelity simulation rooms and construction of a Multi-Purpose
Technical Center which would include learning spaces designed to promote learning
experiences; simulation based experiential learning and dynamic teaching. These new spaces, in
the form of flexible capacity multipurpose classrooms and student learning, simulation, and
interaction areas, will enable students and faculty to use a range of technologies for presentation,
communication, simulation, and collaboration. In addition, the College recently purchased
fifteen plus acres on the northeast perimeter of the campus to ensure the College has sufficient
real estate to meet its growth expectations. It is the belief of WCCS that adequate, wellmaintained facilities for all programs enable an institution to achieve its educational goals and to
more effectively serve its constituents.
Graduating Student Surveys for 2012-2013 and 2013-2014 indicate that the College has
adequate facilities to meet student needs. As a matter of fact, ninety-eight and five tenths percent
(98.5 %) of the graduating students gave the physical facilities a rating of satisfactory or very
satisfactory. The College also maintains facilities within its service area for the Alabama Math
and Science Technology Initiative programs. The WCCS Alabama Math and Science Initiative
facilities meet and/or exceed the requirements as set by the State Guidelines for AMSTI SITE
Operations for FY 2013. In addition, a Facilities Use Survey is completed by individuals and
community organizations that use our facilities for different private and community events. This
survey shows a positive overall satisfaction rate. Overall, the faculty, staff, students and visitors
have indicated a great level of satisfaction with the College’s facilities and the maintenance and
upkeep of those facilities.
ACHE Facilities Inventory 2013.pdf
ACHE Facilities Inventory 2015.pdf
Capital Asset Report 2009.pdf
Facilities Master Plan 2009.pdf
Facilities Master Plan Committee.pdf
67
Facilities Use Survey Sample.pdf
Facilities Use Agreement Results.pdf
Graduating Student Survey 2012.pdf
Graduating Survey 2010 2011.pdf
Guidelines for AMSTI-2013.pdf
Preventative Maintenance Plan.pdf
Preventative Routine Maintenance Schedule.pdf
SPACE DATA REPORT 2012.pdf
SPACE DATA REPORT 2009 .pdf
SPACE DATA REPORT 2009.xls
WCCS 2012-2013 Budget.pdf
WCCS 3D Campus Map.jpg
WCCS College Catalog and Student Handbook Pages 200-201.pdf
WCCS Technology Inventory Adoption Patterns.pdf
68
3.13.A
The
institution
complies
with
the
policies
of
the
Commission
on
Colleges.
Applicable Policy Statement. Any institution seeking or holding accreditation from more than
one U.S. Department of Education recognized accrediting body must describe itself in identical
terms to each recognized accrediting body with regard to purpose, governance, programs,
degrees, diplomas, certificates, personnel, finances, and constituencies, and must keep each
institutional accrediting body apprised of any change in its status with one or another
accrediting body. (Accrediting Decisions of Other Agencies)
X In Compliance
Not in Compliance
Narrative
Wallace Community College Selma complies with the Commission on Colleges relative to its
policies and procedures. The College has a standing SACS Committee that is comprised of the
SACS Liaison, President, Deans, Associate Deans, faculty, and the Directors of Admission,
Library Services, E-Learning, and QEP. This Committee meets regularly to review standards of
the Commission to ensure compliance. The SACS Liaison is responsible for updating the
Committee on any revised policies and procedures.
The following programs: Associate in Applied Science in Business Administration, Computer
Information Systems, and Office Administration are accredited by Accrediting Council for
Business Schools and Programs (ACBSP). The ACBSP Board of Commissioners of the
Associate Degree Commission notified the College on May 19, 2015 of its decision to grant
accreditation to the College. Also, the institution offers an Associate Degree Nursing Program
and a Certificate License Practical Nursing Program that are accredited by the Accreditation
Commission for Education in Nursing (ACEN), formerly known as the National League for
Nursing Accrediting Commission, Inc. (NLNAC). Both Nursing programs currently have full
accreditation status. A formal notification letter was received on April 9, 2014 of the actions
taken by ACEN relative to the A.D.N. Program extending its accreditation through fall of
2021. A formal notification letter was received on April 3, 2009 of the actions taken by ACEN
relative to the L.P.N. Program extending its accreditation through fall of 2016. No negative
action against the institution has been taken by the ACEN nor has accreditation ever been
terminated.
The purpose of the Practical Nursing and Associate Degree Nursing Programs of WCCS is to
offer educational opportunities that allow individuals to complete their educational goals of
becoming a nurse at any level. The program operates within the guidelines and with full
approval of the Alabama Board of Nursing, (ABN) and meets the accreditation standards of
ACEN.
Additionally, the College has not voluntarily withdrawn its accreditation from ACEN. WCCS
describes itself in identical terms with regards to purpose, governance, programs, degrees,
diplomas, certificates, personnel, finances, constituencies, and change in accreditation status as
69
affirmed by the receipts of the agency’s confirmation letters relative to each program’s selfstudy.
ACCBS.pdf
ADN Program Notification Letter from ACEN.pdf
LPN Program Notification Latter from NLNAC.pdf
70
3.13.B
The institution complies with the policies of the Commission on Colleges.
Applicable Policy Statement. In addition to FR 4.5 regarding complaints, the Commission also
requires, in accord with federal regulations, that each institution maintains a record of
complaints received by the institution. This record is made available to the Commission upon
request. (Complaint Procedures against the Commission or Its Accredited Institutions)
X In Compliance
Not in Compliance
Narrative
Wallace Community College Selma (WCCS) has adequate procedures in place for addressing
informal and formal student complaints. The College maintains past records of student
complaints related both to student services and instructional services (grade appeals) in the office
of the respective Deans. A log of student complaints received by the Dean of Students, Dean
of Instruction, and Director of E-Learning are kept on file in each respective office.
Any student grievance against another student or against a member of the WCCS faculty, staff,
or administration should be addressed first to the Dean of Students for informal mediation.
Appropriate corrective action will be taken immediately; however, if the grievance cannot be
informally resolved, a formal procedure will be followed. These procedures protect the student’s
right to file a grievance and provide the right of due process for all parties involved in the
grievance. The grievance procedures for WCCS students are published in print and online in the
WCCS College Catalog and Student Handbook 2012-2014 on pages 181-182. All in-coming
freshmen receive a copy of the Student Handbook during New Student Orientation. All
publications are available online and in-print. The College also orients students to these
procedures in the Orientation to College class which is required for all incoming students.
Distance learning student complaints are handled in a manner that is consistent with traditional
face-to-face students. Students enrolled in online courses follow the same procedure; however,
they may request that meetings be conducted through alternate arrangements. Grievance
procedure meetings may be held with students or employees attending in person at the specified
meeting location, with students or employees attending the meeting through electronic means
such as a conference telephone call to the specified meeting location, or by a combination of
students or employees attending in person and students or employees attending through
electronic means such as a conference telephone call to individuals gathered at a specified
meeting location.
In addition, the College has a separate procedure for student appeal of a final grade. The Final
Grade Appeal Procedure is published in print and online in the WCCS Catalog and Student
Handbook 2012-2014 on pages 192-193. An Appeal of a Final Grade Form is available in the
Office from the Dean of Instruction and online at www.wccs.edu.
71
E-Learning Complaint Log.pdf
Final Grade Appeal (Detailed).pdf
Student Complaint (Detailed).pdf
Student Complaint Log (Detailed).pdf
Student Services Student Complaint Log .pdf
WCCS 2012-2014 Student Catalog and Handbook Pages 181-182.pdf
WCCS Website Grade Appeal Form.pdf
72
3.13.C
The institution complies with the policies of the Commission on Colleges.
Applicable Policy Statement. An institution includes a review of its distance learning programs
in the Compliance Certification and in its Fifth-Year Compliance Certification. (Reaffirmation
of Accreditation and Subsequent Reports)
X In Compliance
Not in Compliance
Narrative
3.13 C Narrative:
Wallace Community College Selma has conducted an appropriate review of its distance learning
programs/courses and has included evidence from the review in the Compliance Certification of
this Fifth Year Report when addressing applicable standards.
Analysis of full-time faculty by method of delivery includes data on the number of faculty
delivering instruction in distance education modalities in Table 4 under CR 2.8. As noted in
Table 4, over 50% of online courses are taught by full-time faculty in the last two academic
years.
Student services are consistent with and support the College’s mission by providing high-quality
educational opportunities and services that are responsive to individual, community and state
needs. As listed in the WCCS College Catalog and Student Handbook 2012-2014, among the
supportive services provided are guidance and counseling, services for students with disabilities,
academic support services, and student activities identified under CR 2.10. The College makes
intentional efforts to ensure that each of these support services is accessible and meets the needs
of all levels of students, including traditional and online students.
The effectiveness of educational programs and student learning outcomes are addressed in CS
3.3.1.1. As noted, student-learning-outcomes assessment occurs in both online and traditional
seated courses. The same student-learning-outcomes, methods of assessments, and measurement
criteria are used to assess the extent to which learning has been achieved for both the online and
traditional seated courses. As noted in the Assessment Report Table for 2011-2012, 2012-2013,
and 2013-2014 student performance in online classes are consistent with traditional classes.
WCCS’s open door admission policy provides educational access to individuals with a desire
and documented ability to benefit from the College's offerings. All students must complete the
admission’s application online via the College’s website in accordance with CS 3.4.3. The
admission policies and requirements are published in the WCCS’ Catalog and Handbook 20122014, pp. 20-29, College’s course schedule, and the College’s website.
Technology infrastructure used in the delivery of online courses is appropriate to the nature and
objectives of the program and courses in accordance with CS 3.11.3. The E-learning Department
73
at WCCS has adopted a web based learning management system that was designed by the
Associate Dean of Learning, and E-learning staff, and implemented by the IT Department at the
College.
Wallace Community College Selma currently offers distance education courses in Arts and
Science and Associate Degree Nursing Programs. Online educational courses and
programs offered for credit through WCCS meet the minimum program and institutional
standards established by the Alabama Community College System in accordance to FR 4.2,
Program Curriculum.
The program length is appropriate for the education programs (both campus-based and distance
education) in accordance with FR 4.4.
Wallace Community College Selma (WCCS) has adequate procedures in place for addressing
written student complaints, and follows those procedures when resolving student complaints in
accordance to FR 4.5.
In accordance with FR 4.8.1, WCCS demonstrates that students who register in distance
education programs are the same students who participate in the course and receives the credit by
requiring each student to use an (1.) authentic secure login, and pass code, and (2.) requiring
each student to participate in proctored examinations. Guidelines for ensuring that the students
who register in the distance education course or program is the same students who participate in
and complete the course or program is outlined in E-learning Exam Policy. For verification
purposes, each E-Learning student is required to take two proctored exams (Midterm and Final)
that require students to provide photo identification (driver’s license, or student identification
card) to the proctor.
Requirements for determining credit hours for both online and seated/traditional courses are
presented under FR 4.9.
Admission Policies Catalog and Handbook Pp 21-29.pdf
Admission Website Link.pdf
Admissions via the College's Website.pdf
Spring 2015 Course Schedule.pdf
Table 4 Credit Hour Production by full-time and part-time faculty.pdf
WCCS E-Learning Exam Policy.pdf
WCCS Student Catalog and Handbook Pages 159-161.pdf
74
4 FEDERAL REQUIREMENTS
4.1
The institution evaluates success with respect to student achievement, including as
appropriate, consideration of course completion, state licensing examinations, and job
placement rates. (Student Achievement)
X In Compliance
Not in Compliance
Narrative
4.1 Student Achievement
Narrative:
The college employs the Institutional Effectiveness Plan to formulate objectives consistent with
the institution’s philosophy, mission and goals. Section II of the document outlines the
institutional effectiveness process. The Institutional Planning Process provides procedures for
evaluating the extent to which the objectives are being achieved and offers results of the
evaluations to improve educational programs, services, and operation. The President, with input
from the Planning Council, evaluates the Institutional Effectiveness Plan and makes adjustments
to improve its efficiency and relevance. Evaluation is a part of each step in the Institutional
Effectiveness Plan. Written reports of accomplishments, objectives to be continued, and
problems encountered are a vital part of evaluating the process at the unit, departmental, and
divisional (college-wide) levels.
In accordance with its mission to provide high quality educational opportunities and services
through varied instructional-delivery modes that are responsive to individual, community, and
state needs, Wallace Community College Selma (WCCS) utilizes data relative to course
completion, state licensing examinations and job placement, as well as information gathered
from local, state, and federal reporting to evaluate the College’s success with respect to student
achievement. Each of these criteria are appropriate performance indicators that assist the
College in its efforts to assess the extent to which it is adequately providing quality services that
meet the individual needs of the students. The specific data collection resources include the
following: local data collection software system (AS400) and Banner, IPEDS Data Feedback
Report 2010, IPEDS Data Feedback Report 2011, IPEDS Data Feedback Report 2012 and
WCCS program reviews. The findings from these performance indicators are evaluated on a
regular basis to ensure that the College retains its eligibility to receive Title IV Student Financial
Assistance for all educational programs, retains its eligibility to receive Perkins funding for
technical programs, and consistently implements curriculum/program enhancements that
improve student achievement.
Course completion rate data is reviewed by the WCCS Financial Aid department on a regular
basis to ensure that the college remains eligible to receive Title IV Student Financial
75
Assistance. The College’s threshold for course completion rates are set by the Department of
Education. In accordance with Title IV Federal Financial Aid requirements for academic
progress, students are required to pass a minimum of 2/3 of all classes attempted each academic
year. Students are notified of this requirement on page 167 of the WCCS College Catalog and
Student Handbook. Data regarding students who complete credit courses at the College is listed
in the table below. A comparison of course completion rates for the last three years revealed that
student achievement for this performance indicator exceeds the established threshold
documenting that approximately 74% of our students who enroll in credit courses complete their
course work. Table 1 below represents the number of courses taken by students from Fall 2009
– Summer 2014 and the number of students receiving a passing grade.
Table 1
Wallace Community College Selma Credit Course Completion Rates 2009 -2014
Year
Course
Courses
% Completion
Enrollment
Completed
Fall 2009 – Summer 2010
18,487
19,489
16,764
14,855
14,007
13,367
14,228
12,544
11,121
10,705
72.30%
73.01%
74.83%
74.86%
76.43%
In light of the above referenced results, many students complete far more courses than those who
do not. In addition, they completed course sets to earn specific degrees as indicated by data
contained in Table 2 below. Each year the number of students completing their respective
programs of study has shown consistent progress over the past four years.
Table 2
Year
2010
2011
2012
2013
Degree Completed in 2010 -2013
Number of
Number of
A. A. Degrees
A. S. Degrees
47
50
53
99
65
65
36
90
Number of
A.A.S. Degrees
105
125
119
100
According to data submitted in the IPEDS Data Feedback Report 2010 and IPEDS Data
Feedback Report 2011, 27% of first-time, full-time students at WCCS graduated within 150% of
“normal time completion”. In addition, the findings in the IPEDS Data Feedback Report
2012 revealed that the College’s performance in this area increased to 28%. The data recorded
in the IPEDS report compares the College’s performance with 30 institutions in the Southeast
region with similar characteristics. A peer comparison revealed that the College’s performance
in the area of “degree completion” exceeded the performance of similar “comparison”
institutions for the last three years of reporting.
76
WCCS utilizes transfer rate data to evaluate the success of its educational programs. Data
relative to academic transfer programs is collected and assessed in the College's local data
collection software. Table 3 below details the number of students who transferred to the senior
institutions in state.
Table 3
TRANSFER DATA BY COLLEGES
ACADEMIC YEAR &
NUMBER OF TRANSFERS
COLLEGE
2011
2012
2013
195
175
154
ALABAMA STATE UNIVERSITY
457
417
506
AUBURN UNIVERSITY MAIN CAMPUS
AUBURN UNIVERSITY MONTGOMERY (AUM)
279
283
315
187
148
126
TROY UNIVERSITY MONTGOMERY
199
176
140
UNIVERSITY OF ALABAMA BIRMINGHAM
(UAB)
288
318
351
UNIVERSITY OF ALABAMA MAIN CAMPUS
80
74
92
UNIVERSITY OF WEST ALABAMA
The above data in Table 3 reflects that the College is consistently assisting students in
accomplishing their transfer goals. WCCS is fulfilling its mission to provide general education
and collegiate programs at the freshman and sophomore levels that prepare students for transfer
to other colleges and universities.
WCCS recognizes the importance of providing quality developmental programs that assist
individuals in improving learning skills and overcoming educational deficiencies. The College
collects pass/fail rate data in developmental courses to assist in its efforts to continually improve
the effectiveness of the developmental programs. That data is documented in the CAPP 2010
Report and is reflected in Table 4 below:
Table 4
Percent of students completing developmental courses and earning passing grade
Developmental
No. Students
No. Students
% of Students
Course
Enrolled at the
Earning Passing
Earning Passing
Subject
End-of-Term
Grade
Grades
(Fall 09 – Spring (Fall 09 – Spring 10) (Fall 09 – Spring 10)
10)
English
113
72
48.1%
Mathematics
378
213
44.1%
Reading
73
49
50.7%
In addition to tracking pass/fail rate data, the College also tracks performance of students who
77
passed developmental courses in collegiate credit courses. The 2009-2010 CAPP
report documents the percentage of students who met developmental course requirements in
English or mathematics in the previous three semesters and earned a grade of “C” or better in
collegiate credit English or Mathematics in the Spring of 2010. That data is included in the
Table 5 below:
Table 5
Collegiate
Credit
Course
English 101
or ENG 100
Mathematics
No. of
Students
Earning a “A”
or better
No. of Students
Earning a “B”
or better
Overall % of
Students
Earning a “C”
or better
4
No. of
Students
Earning a
“C” or
better
9
0
7
15
16
53%
23%
Data relative to performance in developmental courses is reviewed on a regular basis by the
division chair and faculty that teach the developmental courses. The College recognizes that
there is a significant gap in the number of students who perform satisfactory in developmental
courses and then go on to collegiate credit courses. An extensive review developmental
student’s performance within the developmental courses and in the subsequent collegiate-level
courses revealed that this population of students struggle with persistence to course completion,
developmental course sequence completion, and degree completion. Hence, the College was
highly motivated by feedback received from the office of institutional effectiveness to develop a
reform strategy to address the problems facing its Developmental Education Department. As a
result of the above findings, the following actions were taken and revisions were implemented to
improve former developmental student’s performance in collegiate credit English courses:

English and Math faculty who taught developmental education courses met with faculty
that taught the corresponding credit-level courses to discuss the factors that were
potentially impeding former developmental student’s achievement in credit level
courses. Out of these collaborative discussions emerging themes revealed major
implications regarding curriculum alignment, attendance expectations, and non-cognitive
skill development for students. A detailed summary of the meetings can be found in the
Developmental Studies Department Minutes Document.

The reform strategy included the following departmental revisions: 1) the Developmental
Studies Department was organizationally transferred from the Student Support Services
Department to the Instructional Department, 2) faculty implemented alternative
accelerated instructional approaches in on-campus courses, and 3) the day-to-day
operations of the department was assigned to a new department
supervisor. Documentation of these departmental revisions can be found in the
Developmental Studies Department Minutes Document and campus-wide announcement
78
from the President’s office.
The production and distribution of the CAPP Report was discontinued by the College’s state
governing agency (Alabama Department of Postsecondary) in 2011. However, the college
continued to collect and analyze pass/fail data for developmental education courses and to track
student performance data in subsequent credit-level courses after they completed the respective
developmental education course sequence. Table 6 through Table 11 show the follow-up and
early findings data of student performance after the College implemented its reform initiative in
the developmental education program.
Table 6
Developmental
No. Students
No. Students
% of Students
Course
Enrolled at the
Earning Passing
Earning Passing
Subject
End-of-Term
Grade
Grades
(Fall 11 – Spring (Fall 11 – Spring 12) (Fall 11 – Spring 12)
12)
English
235
144
61.27%
Mathematics
451
232
51.44%
Reading
41
32
78.04%
Table 7
Collegiate
Credit
Course
(Fall 11 –
Spring 12)
English 101
or ENG 100
Mathematics
No. of
Students
Earning a “A”
or better
No. of Students
Earning a “B”
or better
Overall % of
Students
Earning a “C”
or better
18
No. of
Students
Earning a
“C” or
better
41
4
7
21
63
57.96%
48%
Table 8
Developmental
No. Students
No. Students
% of Students
Course Subject
Enrolled at the EndEarning Passing
Earning Passing
of-Term
Grade
Grades
English
Mathematics
Reading
(Fall 12 – Spring 13)
185
343
37
139
223
27
79
75.1%
65.0%
72.9%
Table 9
Collegiate
Credit
Course
No. of Students
Earning a “A”
or better
No. of Students
Earning a “C”
or better
8
No. of
Students
Earning a
“B” or better
21
50
Overall % of
Students
Earning a
“C” or better
36.0%
English 101
or ENG 100
Mathematics
24
51
104
46.6%
Table 10
Developmental
No. Students
No. Students
% of Students
Course
Enrolled at the
Earning Passing
Earning Passing
Subject
End-of-Term
Grade
Grades
(Fall 13 – Spring
(Fall 13 – Spring
(Fall 13 – Spring
14)
14)
14)
English
203
124
61.08%
Mathematics
366
225
61.48%
Reading
44
27
61.36%
Table 11
Collegiate
Credit
Course
(Fall 13 –
Spring 14)
No. of
Students
Earning a “A”
or better (Fall
13-Spring 14)
No. of Students
Earning a “B”
or better (Fall
13-Spring 14)
Overall % of
Students
Earning a “C”
or better (Fall
13-Spring 14)
13
No. of
Students
Earning a
“C” or
better (Fall
13-Spring
14)
37
English 101
or ENG 100
Mathematics
1
14
41
84
68.29
61.67%
As indicated in the initial performance data in 2009-2010 (Table 4 & 5) and the performance
data in 2013-2014 (Table 10 & 11) data collected after implementation of reform strategies,
course completion rates for developmental education courses have increase by 13.2% for English
and 7.34% for Math. In addition, Table 11 show a 38.6% increase in the number of
developmental education students who go on to pass the subsequent credit level English course
and a 15.3% increase in those who go on to successfully pass subsequent credit level Math
courses. Early finding indicate that the College’s aforementioned reformed strategies have
positively impacted student achievement.
80
State Licensing Examination results are considered when evaluating student success and
achievement. Performance rates on state licensure examinations are evaluated annually by
faculty and external Advisory committee members to ensure that technical programs remain
eligible to receive Perkins federal funds. Table 12 show student performance data for
Cosmetology state licensing examinations.
Based on Cosmetology Advisory
Committee’s recommendations in 2012 for strategies to increase state board pass/fail rates the
College installed new work stations and upgraded styling equipment in its Cosmetology
facilities. As a result, student performance on the written component of the exam increased by
13% and the actual number of students attempting the state board license exam increase by 45%
from the previous year.
Table 12
Rate of completers passing licensure or certification examinations excluding health
professions programs
Year
No. of Completers
No. of Completers
Pass Rate for
Taking Examination Passing Examinations
Completers
2011
6
6
100
2012
11
11
100
Table 13 details the licensure passage rates for WCCS and Practical Nursing, and Nursing
Assistance programs. The threshold for passage rates for nursing programs are set by the
Alabama Board of Nursing and the ACEN (Accrediting Commission for Education in Nursing)
formally NLNAC. The Alabama Board of Nursing requires an 80% passage rate and ACEN
require program passage rates to be above the national average. As noted in Table 13 WCCS
nursing program passage rates are well above these set thresholds.
Table 13
Rate of first-time examinees on state or national licensure or certification
examinations for health professions programs
Name of
Time Period
No. of First-time No. of First-time Pass Rate
Examination
(mo. /yr.)
Examinees
Examinees
Passing Exams
NCLEX-RN
10/09 – 9/10
43
40
93.0%
NCLEX-PN
10/09 – 9/10
51
50
98.0%
Nursing
10/09 – 9/10
26
24
93.0%
Assistant
NCLEX-RN
10/10 – 9/11
34
32
97.44%
NCLEX-PN
10/10 – 9/11
50
49
92.00%
Nursing
10/10 – 9/11
32
6
81.25%
Assistant
NCLEX-RN
10/11 – 9/12
40
37
92.5%
NCLEX-PN
10/11 – 9/12
49
44
89.8%
81
Nursing
Assistant
NCLEX-RN
NCLEX-PN
NCLEX-RN
NCLEX-PN
10/11 – 9/12
26
24
93.0%
10/12 – 9/13
10/12 – 9/13
10/13 – 9/14
10/13 – 9/14
49
28
22
28
31
25
21
28
63.3%
89.3%
95.5%
100.0%
As indicated in Table 13 the pass rate on the nursing assistant certification exam dropped
significantly in 2010-2011. Faculty identified a direct correlation with the time frame of the
scheduled exam and student success rate. Students who tested within one month after program
completion passed the test 100%. Students who tested more than one month after program
completion had a pass rate of 50%. Despite many efforts by the Program Director to get test
dates scheduled with NACES within one month of program completion, we were not successful
because of the volume of students applying for the test site.
Consequently, in the fall of 2010 and spring of 2011 approximately 40% of students tested
beyond two months after program completion. With this occurrence the College saw a drastic
drop in the programs certification pass rate. To increase our student’s success rate on the
certification exam we explored the option of becoming an onsite testing center through NACES.
In the fall of 2011 the NAS certification examination was administered by NACES in the health
science building on the campus of WCCS. With this option the College was allowed select our
on test dates and we only tested the graduates of our program. The fall 2011 graduating class had
a 100% certification pass rate. In addition, the program increased its overall passage rates for
Nursing Assistant graduates from 81.25% in 2010-2011 to 93.0% in 2011 – 2012 academic
years. Documentation of these revisions can be found in Practical Nursing Department
Institutional Effectiveness Plans.
Also, from the 2009/2010 to 2010/2011 academic year the RN program experienced a 20%
decrease in the number of student who took the NCLEX-RN license examine. To increase
program retention and completers the faculty decided to focus on strengthening student skillbased knowledge in the clinical component of the program. Consequently, more simulationbased instruction was incorporated into the clinical components of the curriculum. The
simulations allowed the instructors to create a broader range of crisis scenarios to emulated realworld experiences that students may encounter in the work place. The simulation scenarios
helped the students to close the knowledge gaps that sometime exist between theoretical
concepts and practical application. As result of these efforts, as indicated in Table 13 the RN
program experienced a 17% increase the number of students who took the RN NCLEX from
2010/2011 to 2011/2012 academic year.
In April of 2013 the National Council for State Board of Nursing revised the test plan for the
NCLEX-RN exam to emphasis more critical thinking and leadership management
assessments. Due to the timing of the release of the revisions, WCCS ADN faculty did not have
time to incorporate these revisions into the ADN curriculum for the 2013 academic
year. Consequently, students who took the NCLEX-RN exam in the 2012-2013 academic years
experienced a significant drop in board passage scores (63.3%). To address this deficiency the
82
ADN faculty developed a Plan for Improvement for 2014 Graduating Students to better prepare
RN students to sit for the new format of the NCLEX-RN exam. The plan included such action
items as: one-on-one student conferences to address individual questions about daily class
lectures, faculty attended professional development conference that focused on teaching critical
thinking skills, revising testing preparation format to include pretest components, and revised
student progress monitoring system to identify "at risk" students early. As a result of the
improvement plan efforts the 2014 NCLEX-RN exam scores rebound to 95.5%, which is a
32.2% increase over the previous year's performance.
As indicated in the Gainful Employment Operations Manual, the Department of Education
requires all institutions to collect job placement data for Gainful Employment (GE) programs,
which are primarily classified as Career and Technical programs. WCCS also collects and
publishes job placement data on its Career and Technical Programs in the Gainfully Employed
Report. This report is readily accessible for public viewing on the College’s website. Table 14
lists the job placement rates for Technical Programs for the 2011-2012 academic years.
Table 14
Gainful Employment Rates for Career & Technical Program
2011 – 2012 Academic Year
Career & Technical Program
Job Placement Rates
Cosmetology
100%
Cosmetology Instructor Training
100%
Drafting & Design Technology
50%
Electrical Technology
55%
Industrial Maintenance Technology
46%
Masonry Building Trades
85%
Nursing Assistant
90%
Office Administration
64%
Practical Nursing
95%
Welding Technology
43%
Additionally, the college collects and evaluates job placement data to retain its eligibility for
Perkins federal funds. Job placement thresholds for WCCS technical programs are set by the
core indicator guidelines established in the Perkins federal grant. As indicated in Core Indicator
4P1 of the 2011-2012 Perkins Act Performance Report the required job placement threshold for
Career & Technical programs is 79%.
It is noted in the report that the College’s overall job placement rate was 45.89%. As a result of
low performance in the job placement indicator the College has hired a Job placement
coach. The addition of this position is expected to increase job placement of perspective
graduates and to increase efficiency in tracking post-graduates of Career & Technical
programs. This data documents that the College is fulfilling its mission to provide training for
Business and Industry that meets employer needs.
To further document student achievement and to ensure the quality of our instructional programs
83
WCCS conducts periodic program reviews. The program reviews include data relative to state
licensing examinations, where applicable, and job placement. Program reviews have become a
significant facet of the planning process and have been instrumental in improving the quality of
our programs and expanding student learning. Evaluation of the above mentioned performance
indicators serve to document the overall effectiveness of education and student achievement. The
WCCS program review process and the WCCS Institutional Effectiveness planning process
place special emphasis on assessing the quality of student achievement and student learning that
take place within each educational program.
Therefore, when evaluating success with respect to student achievement, WCCS does take into
consideration course completion, state licensing examinations, and job placement rates, as
indicated by the foregoing information.
2010 IPEDS Data Feedback Reports.pdf
2011 IPEDS Data Feedback Report.pdf
2011 IPEDS Data Feedback Reports.pdf
2011-2012 College Perkins Act Performance Report Core Indicator 4P1.pdf
2013-2014 Practical Nursing IEPs.pdf
AL Board of Nursing Passage Rate.pdf
Alabama College System College Accountability Performance Profile.pdf
Campus Wide Announcement.pdf
Cosmetology Advisory Committee Meeting 2012.pdf
Developmental Studies Department Minutes Document.pdf
Diagram of the General Overview of the Planning Process.pdf
Gainful Employment Operations Manual.pdf
Gainfully Employed Report 2011-2012.pdf
Institutional Effectiveness Plan 2007 - 2012.pdf
Institutional Effectiveness Process.pdf
IPEDS Data Feedback Report 2012.pdf
Plan For Improvement.pdf
Program Review.pdf
84
4.2
The institution's curriculum is directly related and appropriate to the purpose and goals of the
institution and the diplomas, certificates or degrees awarded. (Program Curriculum)
X In Compliance
Not in Compliance
Narrative
4.2 Program Curricula
Narrative:
Wallace Community College Selma (WCCS) offers educational programs that are appropriate to
the mission and goals of the Institution and the certificates and degrees awarded. The College is
approved by the Alabama State Board of Education and accredited by the Commission on
Colleges of the Southern Association of Colleges and Schools to offer associate degrees and
certificates at the two-year college level. The mission of the College is to provide high-quality
learning-centered educational opportunities and services, through varied instructional-delivery
modes that are responsive to individual, community, and state needs. To accomplish this
mission, WCCS has established institutional goals of intended results, the two of which are
directly related to the College’s program offerings: 1) WCCS provides general education and
collegiate programs at the freshman and sophomore levels that prepare students for transfer to
other colleges and universities; 2) Workforce development initiative that include GED
preparation; specialized job readiness technical, vocational, and career education programs to
prepare students for employment, retrain existing employees, and promote local and state
economic development and competitiveness. Other services include developmental education,
which assists students in achieving their educational goals; continuing education services, which
are intended to provide individuals with personal enrichment activities.
WCCS offers many educational programs through different degree and certificate plans to meet
the needs of its students as described in the WCCS College Catalog and Student Handbook on
pages 50 - 110. According to Alabama State Board Policy 712.01, WCCS is authorized to offer
programs of study leading to the Associate in Arts, the Associate in Science, the Associate in
Applied Science, the Standard Certificate, Applied Science Certificate, Short Standard
Certificate, and the Short-Term Certificate. Guidelines for distribution of courses and areas of
study within the program are established by the Alabama Community College System. Many of
our faculty serves on the statewide committee for each discipline. Academic students can obtain
the Associate in Science (AS), the Associate in Arts (AA), or the Associate in Applied Science
(AAS) degree by completing core requirements within five basic areas as designated and
approved by the Articulation and General Studies Committee (AGSC) and Statewide
Articulation Reporting System (STARS). The five basic areas are: 1) written composition; 2)
humanities, 3) science and math; 4) social and behavioral sciences; and 5) pre-professional
electives. Students earning an AA or AS degree are eligible to transfer up to 4 semester hours to
a four-year institution as described in the College Catalog on pages 36-38.
85
By following program requirements, Technical Division students complete programs that lead to
AAS degrees, Standard Certificates, or Short-Term Certificates. Curricula requirements for all
programs are verified and approved by the Alabama Community College System. Specific
technical programs such as welding, masonry/building trades, and electrical
technology follows the National Center for Construction Education and Research
(NCCER) curricula which are based on industry standards, thus assuring that these programs are
competency-based. Both WCCS nursing programs, LPN and RN, are accredited by the National
League for Nursing Accrediting Commission (NLNAC) and by the Alabama State Board of
Nursing. The WCCS Nursing Assistant Program is accredited by the Alabama Department of
Health. The WCCS Cosmetology Program is accredited by the Alabama State Board of
Cosmetology.
In keeping with the institutional goal to provide educational opportunities to support lifelong
learning and the civic, social, and cultural quality of life for area citizens, WCCS offers
Continuing Education instructional activities. This includes courses, seminars and workshops
provided to organizations, governmental agencies and the general public in compliance with
State Board Policy 721.01. Specifically, these include occupational upgrading or skills courses,
personal enrichment and professional development activities to enhance quality of life, and
promote leisure activities, or upgrade skills.
Transfer Curriculum
The College’s Associate in Arts and Associate in Science degrees are offered to meet the needs
of transfer students. New students planning to transfer to a four-year institution receive
information during orientation to aid them in selecting courses that transfer to colleges and
universities with no loss of credit. All of Alabama’s public colleges and universities utilize
transfer agreement, which students can acquire through web-accessible database systems.
Public college and university transfer guides are managed through the Statewide Transfer and
Articulation Reporting System (STARS). New students planning to transfer to a public college
or university are instructed to print a STARS Guide upon registration. The STARS system
allows public two-year college students in Alabama to obtain a Transfer Guide/Agreement for
the major of their choice, guiding them through the first two years of coursework and preventing
loss of credit hours upon transfer to the appropriate public four-year university in Alabama. The
Alabama Articulation and General Studies Committee are responsible for the oversight and
monitoring of the STARS System. All courses approved for the STARS guide are included in
the Alabama Community college System Course Directory.
Career Technical Education Curriculum
The College offers career technical Associate of Applied Science degrees in Office
Administration, Drafting and Design Technology, and Nursing. Certificates are offered in
Cosmetology, Cosmetology Instructor Training, Criminal Justice, Masonry/Building Trades,
Licensed Practical Nursing, Nursing Assistant, and Welding. The Alabama Community College
System provides technical programs with example course plans of instruction to assist instructors
86
with course planning. These plans are developed and reviewed periodically by statewide
committees consisting of instructors and field experts from the Alabama Community College
System. All certificates must meet criteria established by the State Board Policy 712.01,
Degrees and Awards and its corresponding guidelines.
Program Advisory Committees are a vital part of the success of technical programs. Individuals
from local businesses, industries, schools, and the community serve on committees to ensure that
instructors are aware of the latest technology, changing workforce, and workplace skills in their
respective areas. Instructors meet with Advisory Committee members for a formal meeting to
discuss 1) the mission statements of the institution and the program; 2) admission requirements;
3) program content; 4) program length; 5) program objectives; 6) competency tests; 7)
instructional materials; 8) methods of evaluation; 9) level of skills and/or proficiency required
for completion; 10) appropriateness of the delivery mode for the program; 11) equipment; 12)
credentialing agencies for program, instructor, and students; 13) verification of worker earnings
in the field to be used in program brochures and recruitment; and 14) advisory committee ideas
regarding recruitment. Instructors prepare minutes of their meetings to use in planning necessary
curriculum changes and purchases and submit them to the Dean of Instruction’s office after the
meeting.
Program Review
A comprehensive review of each program is conducted at least once every five years in
accordance with State Board Policy 903.01. Faculty members in each program work with their
respective division chairs and the Dean of Instruction to ensure comprehensive program reviews
are conducted on a complete and timely manner. Reports include modifications or changes to
the program within the last five years; program costs during the five-year period; information
related to the vitality of the program, which may include enrollment rates, employability of
graduates, completion rates, transfer rates, and performance of students at transfer institutions; an
overview of equipment and facilities; and a discussion of the uniqueness of the
program. Findings and recommendations are provided for use in planning program outcomes.
All of the College’s curricula are derived from the goals and purposes of the Institution. The
College’s Curriculum Committee is chaired by a faculty member and is also comprised of faculty
members and staff (Standing College Committee Membership). Its function is to assure that
relevant State Board policies are followed, to review the creation of new programs, and to review
the modification of existing programs or courses. Following review, the Curriculum Committee
recommends changes in new or existing curricula programs to the President who has final
approval over all curricula issues (Curriculum Committee Minutes). The curricula for traditional
and distance education are the same excluding the mode of delivery.
Distance Education
Our curriculum programs offer courses in seated/traditional, hybrid, and online
delivery. Expectations for curriculum content, amount of work, and assessment of student
learning outcomes for a course are the same regardless of delivery method. For example the
same instructor teaches both the seated/traditional and online version of the course utilizing the
87
same curriculum.
Dual Enrollment
The curriculum offered to all dual enrollment students (both on-site and off-site) is the same as
offered on campus and is directly related and appropriate to the mission and goals of the
institution and the diplomas, certificates, or degrees awarded.
Non-College Level Credit and Non-Credit Curriculum
In keeping with the goal of the College to "promote student success and development through
services consistent with student needs, interests and abilities", the College offers
transitional/developmental coursework and Adult Education. Students pursuing a degree or
certificate program must take the COMPASS test or submit ACT scores to be admitted to the
College. The COMPASS test is an untimed, computerized test that helps the College evaluate
students’ skills and place them in appropriate courses. COMPASS offers tests in reading,
writing, math, and English. Students receive COMPASS test results immediately upon
completion of testing, and the score report includes placement messages informing students what
courses to take.
The Adult Education program provides quality adult education and literacy services at no cost.
Adult Education classes provide a second opportunity for adult learners committed to improving
their academic and life skills. Instruction is based on individual student need and may range from
one-on-one tutoring to group instruction. Computer-based and distance education instructional
programs may be offered, as well as day and evening classes. The Adult Education program
participates in the same program review as all other technical programs and also has its own
advisory committee. The criteria for faculty and faculty duties mirror the criteria for all other
instructors.
Faculty Engagement
Consistent with the College’s mission to provide “high-quality learning-centered educational
opportunities”, faculty engages in multiple activities including the following:

Implement the curricula as established by the curriculum standards of the Alabama
Department of Postsecondary Education (DPE). The Curriculum Standards established
by the DPE are the standards of quality used to establish the curricula offered at WCCS;

Develop program learning outcomes for each program;

Develop course-level learning outcomes;

Maintain a web presence so that students have easy access to course documents and
resources;

Participate in state-wide curriculum improvement projects to review all curriculum
standards and course descriptions for content, currency, and viability. College faculty
88
has participated in state-wide curriculum improvement processes for several programs,
including Nursing, Welding, Office Administration, and Computer Information Science.

Participate in department review and selection of textbooks and learning materials;

Participate in advisory committee meetings (each college program has an outside
advisory committee composed of industry and community experts to explore
competencies and to make suggestions for program improvement); and

Participate in self-study and accreditation visits and/or in program review.
Such levels of faculty engagement and analyses help ensure the academic appropriateness and
rigor of the college’s curriculum.
712.01 (1).pdf
712.01 Guidelines.pdf
AGSC & STARS Main Entry Page.pdf
Community Education Sp2015.pdf
Curriculum Committee Minutes 2014.pdf
Goal 6 Adult Education 2013 2016.pdf
Goal 8 Community Development 2013 2016 .pdf
Goals 2013 2016 .pdf
Mission Statement .pdf
NCCER.pdf
pages 36-38.pdf
Plans of Instruction - Alabama Community College System.pdf
standing committee 2014-2015.pdf
State Board Policy 721.01.pdf
State Board Policy 903.01.pdf
Student Handbook pages 50-110.pdf
89
4.3
The institution makes available to students and the public current academic calendars, grading
policies, and refund policies. (Publication of Policies)
X In Compliance
Not in Compliance
Narrative
4.3 Publication of Policies
Narrative: Wallace Community College Selma (WCCS) makes available to students and the
public current academic calendars, grading policies, and refund policies through the WCCS
College Catalog and Student Handbook, 2012-2014. The policies are discussed in detail during
student orientation. The WCCS College Catalog and Student Handbook, 2012-2014 is made
available in print and in PDF documents on the College’s website. The College’s advisors,
counselors, and recruiters distribute this publication at the College and throughout the College’s
service areas. This publication can be found in various locations on the College campus
including the Office of Admission and Records, faculty offices, the Office of Student Support
Services, the Administrative Building lobby, Financial Aid Office, and the Library.
The Academic Institutional Calendar, which outlines important dates and deadlines, is printed in
the WCCS College Catalog and Student Handbook, 2012-2014, on pages 5-11 as well as on
the College Website in PDF format. The academic calendar must be approved by the Board of
Trustees and is published annually.
A review of the College’s grading and refunding policies is presented to students during new
student orientation. Grading policies are printed in the WCCS College Catalog and Student
Handbook 2012-2014, on pages 32-35 and on pages 170-171. The institution's grading policies
reflect Board of Trustees Policies 713.01, 713.02, 713.03, 713.04, 713.05, 713.06. Refund
policies are also printed in the WCCS College Catalog and Student Handbook 2012-2014,
on pages 31-32 as well as in each semester’s published class schedule. Both policies are on the
College’s website in PDF format. The policy adheres to Board of Trustees Policy 803.02,
Refunds.
Distance learning students can access electronic copies of the College catalog which contains all
policies and the schedule from the College's website.
Board of Trustee Policy 713.01.pdf
Board of Trustees Policy 713.02_Grading System_Optional Grades for Institutional Grade
Courses.pdf
90
Board of Trustees Policy 713.03_Grading System_Repetition of Courses.pdf
Board of Trustees Policy 713.04_Grading System_Course Forgiveness.pdf
Board of Trustees Policy 713.05_Grading System_Academic Bankruptcy.pdf
Board of Trustees Policy 713.06_Grading System_Student Course Overload.pdf
WCCS 2012-2014 Catalog Handbook.pdf
WCCS 2012-2014 Student Handbook pages 32-35.pdf
WCCS Fall Schedule 2013.pdf
WCCS Student Handbook pages 170-171.pdf
WCCS Website-College Catalog.pdf
91
4.4
Program length is appropriate for each of the institution's educational programs. (Program
Length)
X In Compliance
Not in Compliance
Narrative
4.4 Program length
The institution demonstrates that program length is appropriate for each of the degrees offered.
Compliance
Narrative:
Wallace Community College (WCCS) offers educational programs leading to the Associate in
Arts degree, the Associate in Science degree, and the Associate in Applied Science degree. In
addition, WCCS offers programs leading to the Standard Certificate and the Short Term
Certificate. In accordance with the Board of Trustees Policies 712.01 and 715.01, the Associate
in Arts (AA) and Associate in Science (AS) degree programs shall be comprised of at least 60
semester credit hours, but no more than 64 semester credit hours. The Associate in Applied
Science (AAS) degree programs shall be comprised of at least 60 semester credit hours, but no
more than 76 semester credit hours. WCCS’s Curriculum Committee carefully reviews course
deletions and additions and ensures that all program semester credit hour requirements meet the
State credit hour mandated ranges (Curriculum Committee Minutes of May 25, 2012).
Guidelines and procedures for establishing new instructional programs are specifically outlined
on pages 75-86 of the Board of Trustees Guidelines Book.
WCCS adheres to relevant Board of Trustees policies regarding program length for the
Institution’s educational degree programs as published in the WCCS College Catalog and
Student Handbook, 2010-2014 on pages 38-96. There is not a difference in program length in
regard to traditional or distance education, nor does WCCS offer educational programs that differ
from accepted practices.
WCCS clearly demonstrates that program length is appropriate for each of the degrees offered.
The WCCS College Catalog and Student Handbook, 2012-2014 detail the number of credit hours
required for each degree program (A.A., A.S., and A.A.S.) on pages 39–100. The WCCS
Website and the degree plans of study (e.g., Associate Degree Nursing Degree Plan, and
Associate in Science Degree Plan) detail the specific completion requirements and total number
of credit hours which must be earned for graduation. In all cases, the minimum and maximum
length of each program is mandated by the Alabama Community College System and is
consistent with the length of analogous degree programs at other Alabama two-year colleges and
in accordance with the Board of Trustees Policy 712.01. The Associate in Arts and Associate in
Science degree programs offered at WCCS meet the semester hour requirements set forth in
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Board of Trustees Policy 712.01.
In addition to adhering to the policies and guidelines set forth by the ASBE, WCCS also
conforms to the guidelines provided by the Alabama Articulation and General Studies
Committee (AGSC) which oversees the work of Alabama’s public college articulation program,
Statewide Articulation Reporting System (STARS). Program length for transfer degrees is
published in the AGSC Ratified Templates section on the AGSC website. College compliance
with AGSC/STARS requirements and standards provides an additional measure of degree
program quality assurance as well as committed assurance of both credit course and degree
program transfer to senior public colleges in Alabama.
WCCS demonstrates that the length of its programs is sufficient for students to gain mastery of
program subject matter. For example, three-year licensure examination scores of Associate
Degree Nursing graduates show that Associate Degree Nursing graduates consistently perform at
a high level on state licensure examinations. Additionally, WCCS offers no accelerated degree
programs.
2012-2014_Catalog_Handbook Pages 39-100.pdf
2015 Associate Degree Nursing NCLEX Rates.pdf
712.01.pdf
715.01.pdf
AGSC - Ratified Templates.pdf
AL State Board of Education_Guidelines Book.pdf
Curriculum Committee Meeting 5.25.12 .pdf
Degree Plan Associate Degree Nursing.pdf
Degree Plan Associate in Science.pdf
SBE Establishing New Programs - Guidlines and Precesses.pdf
WCCS 2012-2014 Catalog and Student Handbook pages 38-96.pdf
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4.5
The institution has adequate procedures for addressing written student complaints and is
responsible for demonstrating that it follows those procedures when resolving student complaints.
(See Commission policy "Complaint Procedures for the Commission or its Accredited
Institutions.") (Student Complaints)
X In Compliance
Not in Compliance
Narrative
4.5 Student Complaint
The institution has adequate procedures for addressing written student complaints and is
responsible for demonstrating that it follows those procedures when resolving student
complaints.
Narrative: Wallace Community College Selma (WCCS) adheres to Southern Association of
Colleges and Schools (SACS) policy regarding student complaints, has adequate procedures in
place for addressing written student complaints, and follows those procedures when resolving
student complaints. Appropriate grievance procedures for WCCS students are published in the
WCCS General Catalog and Student Handbook 2012-2014, in print and online, on pages 181182. The Catalog and Handbook is disseminated during student orientation.
Students are advised that complaints regarding student records; disciplinary action; employment;
violations of the Americans with Disabilities Act; discrimination on the basis of race, religion,
age, or national origin; sex discrimination; sexual harassment; and related matters should be
addressed first to the Dean of Students for informal mediation. Should informal mediation fail,
published procedures provide a formal process by which student grievances may be addressed.
Due process rights of all parties are ensured. Records of due process provided for formal student
grievances are maintained in the Office of the Dean of Students.
In addition to procedures for handling student complaints regarding the above described issues,
the College has a separate procedure for appeal of a final grade. The Final Grade Appeal
Procedure is published in the WCCS General Catalog and Student Handbook 2012-2014, in print
and online, on pages 192-193. An Appeal of a Final Grade Form is available in the Dean of
Instruction's Office and online. A copy of all past and current student grade appeals as well as a
complaint and resolution log is maintained in the Deans' of Instruction and Student Services
offices. Distance learning students who have a complaint must follow the same procedures;
however, they may request that meetings be conducted through alternate arrangements.
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E-Learning Complaint Log.pdf
Final Grade Appeal (Detailed).pdf
Student Serrvics Student Complaint Log .pdf
WCCS Website Grade Appeal Form.pdf
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4.6
Recruitment materials and presentations accurately represent the institution's practices and
policies. (Recruitment Materials)
X In Compliance
Not in Compliance
Narrative
Federal Requirement 4.6: Recruitment Materials
Recruitment materials and presentations accurately represent the institution’s practices and
policies.
Judgment of Compliance: The College certifies COMPLIANCE.
Narrative:
Wallace Community College Selma (WCCS) has developed recruitment materials and
presentations that accurately represent the Institution’s practices and policies. Recruitment is a
College-wide priority at Wallace Community College Selma (WCCS). Administrators, faculty,
staff, and students are included in the student recruitment process. Recruitment materials and
presentations provided accurately represent the College’s practices and policies. Information
provided to prospective traditional and distance learning students and the general public
generally comes from one of the following: the College's website, the College Catalog, class
schedules, campus tours, and promotional products. The College has established a
Facebook, Twitter, and YouTube that can be accessed from the College's home page.
This Institution’s Enrollment Management Specialist is the official recruiter for the institution
and reports to the Director of Admission and the Dean of Students. However, the College has a
recruitment committee that consists of the Director of Admission, the Enrollment Management
Specialist, the Financial Aid Director, and faculty from both Arts and Sciences and the Technical
Department. The College’s staff and faculty also participate consistently with recruitment
activities and events. The Recruitment Committee visits various College Fairs and other
functions throughout the service area to distribute College information.
Under the supervision of the College’s Director of Marketing and of Department Directors,
brochures are prepared by various departments and distributed within the College service area at
career/college fairs and high schools; brochures are also mailed upon request. The Director of
Marketing is responsible for radio/newspaper releases and ensuring accurate and current
information displayed on the College’s marquee.
WCCS hosts several informative and recruitment events such as Middle School Knowledge Day,
Career/College Fairs, High School Counselors’ Day, and High School Senior Day. During these
events, presentations are given by faculty/staff and recruitment materials are distributed.
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Recruitment materials are designed to maximize the College’s exposure to the public and include
information about academic, continuing education opportunities, the Adult Education program,
student services, college life, admissions procedures, dual enrollment, financial aid information,
and tuition and fees. All recruitment materials must be approved by the Dean of Student Affairs
and the College President prior to publication to ensure that the materials accurately represent the
institution.
An ongoing student survey of graduating students is conducted by Student Services. The purpose
of the survey is to assess the effectiveness of communicating the institution’s practices and
policies as well as overall satisfaction with WCCS. The most recent survey indicated that 98.5%
of all students were satisfied or very satisfied with the college in general, while 95.3% of those
surveyed indicated that they were satisfied or very satisfied with college advertising, radio
announcements, flyers and other methods used in communicating college information.
The content of all brochures and recruiting publications (broadcast advertising, recruitment
brochures, Career/College Fair publications, etc.) is drawn entirely from information contained
in the WCCS College Catalog/Student Handbook 2012-2014 and the Semester Course
Schedules. The College Catalog is reviewed and updated by the president, all deans, and
department chairs periodically to ensure both content accuracy and content consistency with the
Alabama Community College System policies described above.
Promotional Materials.jpeg
WCCS Catalog and Studenthandbook Webpage.pdf
WCCS Facebook Page.pdf
WCCS Spring Schdedule.pdf
WCCS Twitter Account.pdf
WCCS viewbook recruitment.pdf
WCCS Website.pdf
WCCS YouTube Channel.pdf
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4.7.
3.10.2.
4.7. The institution is in compliance with its program responsibilities under Title IV of the 1998
Higher Education Amendments. (In reviewing the institution's compliance with these program
responsibilities, the Commission relies on documentation forwarded to it by the U.S. Secretary
of Education.)
3.10.2. The institution audits financial aid programs as required by federal and state
regulations. (Financial Aid Audits)
(Title IV Program Responsibilities/financial aid audits)
X In Compliance
Not in Compliance
Narrative
3.10.2 Financial Aid Audits
Narrative:
Wallace Community College Selma demonstrates compliance in the auditing of financial aid
programs as required by federal and state regulations. The financial aid programs are audited
annually by the Department of Examiners of Public Accounts as a part of the regular institutional
audit.
Federal Title IV programs are audited in compliance with the Single Audit Act as required by the
U.S. Department of Education (USDOE). The Single Audit Act requires that Wallace
Community College Selma has an audit conducted in accordance with the Office of Management
and Budget’s Circular A-133. Financial aid programs are included in the annual audit of the
College’s financial records by the Department of Examiners of Public Accounts. A
comprehensive, single state audit report is provided by the Department of Examiners of Public
Accounts when the audit of all state agencies has been completed. Documentation from the
auditor indicating the audit schedule and frequency is not made public to the institution.
An unqualified opinion was issued on the basic financial statements, which means the College’s
financial statements present fairly, in all material respects, its financial position and the results of
its operations for the fiscal years 2012, 2013, and 2014. The College has received auditor’s
reports for the last three years, which includes audits of federal financial aid programs. Although
in 2012 and 2013 deficiencies were reported, corrective action has been taken. As a result the
2014 audit indicated that there were no significant deficiencies or non-compliance issues
pertaining to the College’s financial aid programs. The College’s federal financial aid programs
consist of the Federal Pell Grant, Federal Supplemental Opportunity Grant, and Federal College
Work Study. The College has been provisionally approved to participate in the Title IV
programs as demonstrated in the most recent Eligibility and Certification Approval Letter. The
College has just recently submitted the Re-certification Application for Approval to Participate
in Federal Student Financial Aid Programs.
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In order to ensure compliance with federal, state and college regulations the staff members in the
Office of Financial Aid have established and follow rules and use best practices recommended
by the USDOE and other governing bodies. We have also implemented various automated
safeguards and internal audit procedures to ensure accurate account and fund management.
Federal Requirement 4.7: Title IV Program Responsibilities
The college is in compliance with its program responsibilities under Title IV of the most recent
Higher Education Amendments.
Narrative: George Corley Wallace State Community College-Selma (WCCS) is in compliance
with all federal regulations for distribution of Federal Title IV aid. WCCS has received
provisional approval to participate in and receive Federal Title IV funds as indicated in
the Program Participation Agreement (PPA) and Eligibility and Certification from the U.S.
Department of Education (USDOE). This agreement will not expire until September 30,
2015. The provisional approval status is a result of late submission of audit. As stated, in the
Chancellor’s memo dated April 7, 2015 “the late filed or missing statements were in no way due
to the fault of the colleges, but related to decreased revenues and manpower to support the State
of Alabama Department of Public Examiners to enable it to produce timely reports.”
The college has no reportable finding/noncompliance for the 2014 award year. Although, in
2012 and 2013 deficiencies were reported and corrective action has been taken;

The college has not been placed on the reimbursement method nor required to obtain a
letter of credit in favor of USDOE;

No complaints related to financial aid filed with USDOE;

No impending litigation issues with respect to financial aid activities;

No unpaid dollar amounts due back to USDOE;

The USDOE conducted a program review in 2013; the college received the Final
Program Review Determination Letter July 30, 2015. Although there was a minimal
liability assessed the amount has been paid and all findings are considered closed.

The college does not participate in student loan programs;

At this time no infractions exist to regulations which would jeopardize Title IV funding.
Financial aid programs are audited each year as a part of the annual audit required by federal and
state regulations. The audit is conducted in accordance with government auditing standards, the
Single Audit Act [1] (Public Law 104-106) and Office of Management and Budget’s Circular
(OMB) A-133. These annual audits include tests of compliance with applicable federal laws
and regulations and review of internal controls used in administering federal financial assistance
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programs.
The Office of Financial Aid assures that only qualified individuals receive Federal Title IV aid as
demonstrated in the most recent annual fiscal audit. In order to ensure compliance with federal,
state and college regulations the staff members in the Office of Financial Aid have established
procedures to ensure accurate and effective program management.
Procedures:

Monthly reconciliation of federal and state funds;

Conduct proper verification of student’s information;

Review student’s satisfactory academic progress at the end of each term enrolled;

Follow rules and best practices put in place by USDOE and other governing bodies.
Chancellor's Memo.pdf
Eligibility and Certification Approval Letter.pdf
Eligibility and Certification Report.pdf
Final Program Review Determination Letter.pdf
Financial Aid Reconcilation Procedure.pdf
George Corley Wallace State Community College Financial Statement 11-12 (1).pdf
George Corley Wallace State Community College Financial Statement 12-13.pdf
George Corley Wallace State Community College Financial Statement 13-14.pdf
Program Participation Agreement.pdf
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4.8.1
An institution that offers distance or correspondence education documents and demonstrates
that the student who registers in a distance or correspondence education course or program is
the same student who participates in and completes the course or program and receives the
credit by verifying the identity of a student who participates in class or coursework by using, at
the option of the institution, methods such as (a) a secure login and pass code, (b) proctored
examinations, or (c) new or other technologies and practices that are effective in verifying
student identification. (Distance/Correspondence Education: Student Identification)
X In Compliance
Not in Compliance
Narrative
4.8.1 Distance/Correspondence Education: Student Identification
Narrative: The E-Learning Department at Wallace Community College Selma (WCCS) has
adopted a web based learning management system that was designed by the Associate Dean of
Learning, the E-Learning staff, and programmed by IT Department at the college. The ELearning Web 2.0 Learning Management System (LMS) allows students and faculty to
participate in classes delivered online, or to use online materials and activities for instruction
through a secure portal by using a personal login ID and unique password. Course development
of E-Learning courses is the responsibility of the instructor. Each distance education course
provides for timely and appropriate interaction between and among students and faculty. The
objectives and assessment measures for both E-Learning and traditional courses are the
same. The only difference in these course offerings is the mode of instructional delivery. The
College employs the Institutional Effectiveness Plan to formulate objectives consistent with the
institution’s philosophy, mission and goals.
The E-Learning Department at WCCS is one of the departments in the instructional division
supervised by the Associate Dean of Learning and the Vice President for Instruction. The Vice
President for Instruction is ultimately responsible for all academic, technical, and vocational
programs and courses. The Vice President for Instruction is supervised by the President who
reports to the Chancellor of the Alabama Community College System. The Associate Dean of
Learning and Director of E-Learning work with the appropriate department chairpersons to
determine which courses should be offered through distance education each
semester. Instructors of distance education courses are accountable to the Director of ELearning, their department chairperson, Associate Dean of Leaning and the Vice President for
Instruction regarding accreditation standards, mission of the college, processes, procedures, and
course content.
In addition, the Director of E-Learning and the E-Learning Technical Specialist are responsible
for providing comprehensive training and assistance to faculty members to ensure that they have
the skills necessary to teach distance education courses. The E-Learning Technical Specialist is
also responsible for providing comprehensive training and assistance to the student population to
ensure that they have the skills necessary to successfully navigate the distance learning
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environment.
Wallace Community College Selma (WCCS) demonstrates that students who register in distance
education programs are the same student who participate in the course and receives the credit by
requiring each student to: (1) authentic secure login and pass code when logging into the system
and (2) participate in proctored examinations. These guidelines for ensuring that the students
who register in the distance education course or program is the same student who participates in
and complete the course or program are outlined in E-Learning Student Handbook and ELearning portal.
Prior to enrolling in online courses students are required to complete the College’s admission
process. WCCS admission process requires that all applicants must complete an application for
admission which may be obtained from the Office of Student Services or completed online
through My Wallace Selma. It is also found in the WCCS Catalog and Student Handbook on
pgs. 20-28. The admission process requires the following:
1. Students must complete an application for admission.
2. All students must complete a Student Identification Form to verify their identity during
the admissions process. In accordance to Board of Trustees Policy 801-01, all students
must provide one or two secondary type(s) forms of documentation (valid driver’s
license, passport, social security and birth certification) for admission to Alabama
Community Colleges. All international students must provide an acceptable VISA. This
must be presented in person or a notarized copy must be mailed.
3. After the students’ identification has been verified, a unique student identification
number is issued to the students.
4. Next, students must use their unique college-issued student identification number to
establish their authentic login and password that is hosted by a LMS.
5. Online students must use the authentic login and password to gain access to their online
courses on the E-Learning portal homepage. Only students who are officially enrolled in
online courses can gain access to online course(s) or program content. There are no
additional charges associated with verification purposes; therefore, WCCS has no written
procedures of any projected additional student charges.
To further verify that the students who are enrolled in the course are the same students who
participates in the course and receives the credit for the course, the College provides an ongoing
verification process that requires all online students to take two proctored examinations for each
online course. A proctored midterm examination is given at the midpoint of the online course
and the proctored final examination is given at the end of the online courses. All proctored
exams are administered by WCCS online instructors and/or an approved WCCS contracted
proctor employees. Prior to gaining access to testing materials students are required to provide
photo identification (driver’s license, or student identification card) to the proctor. Proctored
examinations may be given at various approved testing sites that are conveniently located to
102
students' physical address. Only WCCS official proctors are able to administer tests. Proctor
duty forms are given to proctors and provides specific responsibilities and duties related to
testing. The E-Learning Director reviews proctor duties and responsibilities during proctor
orientation. Proctors must verify the student identification to the class roster. The Exam Policy
states that students’ identification must be verified by the College’s official designee at the time
the proctored exam is administered. At each testing session, students are required to verify their
identity by signing the course sign-in sheet at the testing site.
Policy 801.01.pdf
WCCS Contracted Proctored Employee Contract.pdf
WCCS E-Learning Exam Policy.pdf
WCCS E-Learning Exam Sign-In Sheet.pdf
WCCS E-Learning Login.pdf
WCCS MyWallace Selma Homepage.pdf
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4.8.2
An institution that offers distance or correspondence education documents that it has a written
procedure for protecting the privacy of students enrolled in distance and correspondence
education courses or programs. (Distance/Correspondence Education: Privacy Procedures)
X In Compliance
Not in Compliance
Narrative
4.8.2 Distance/Correspondence Education: Privacy Procedures
Narrative: The Learning Management System allows students and faculty to participate in
classes delivered online, or to use online materials and activities for instruction through a secure
portal by using a personal login ID and unique password. E-Learning allows instructors to create
a virtual classroom environment that is available around the clock. Instructors use E-Learning to
post course materials such as syllabi, lecture notes, handouts, and streaming video and audio
files; to send announcements; to email students in their course; to collect assignments; to
facilitate student collaboration and discussion using discussion boards; and to securely post
grade. Only the administrators and the online instructors have the accessibility to view students’
grades that are in that instructors’ online course.
All online instructors and proctors are informed of their responsibility to protect the privacy of
students’ educational records during new hire orientation as stated on pg. 83 in the Faculty and
Staff Handbook. All existing proctors are reminded of this responsibility in the proctored
guidelines. The proctor exam guidelines documents are reviewed annually. Existing instructors
are reminded of this responsibility regarding the Family Educational Rights and Privacy Acts of
1974 (FERPA) in the E-Learning Facilitation Requirements annually. To further ensure this
practice of students’ confidentiality, online instructors must sign the E-Learning Facilitation
Requirements at the beginning of each calendar year.
As stated on pgs.156-159 in the WCCS Catalog and Student Handbook, WCCS complies with
the requirements of the FERPA which requires the college to protect the students’ confidentiality
regarding any information pertaining to the student’s educational records. According to FERPA
guidelines, educational records include records, files, documents, and other materials that contain
information directly related to students and are maintained by an educational agency or
institution or by a person acting for such agency or institution. Wallace Community College has
established policies for initially instructing and periodically reminding school officials of
FERPA's confidentiality requirements before it gives them access to the computer
system. School officials are informed of the criteria Wallace Community College Selma uses to
determine legitimate educational interest and of their responsibility for assuring that access is not
abused.
Responsibility for protection of the privacy of students educational records rest primarily with
the Dean of Students of the College. However, it is the E-Learning Director responsibility to
notify new employees of this requirement and ensure existing employees are reminded annually.
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Students are notified of their FERPA rights during new student orientation and the Orientation
101 course. In addition, students are reminded annually thereafter through the WCCS Catalog
and Student Handbook on pgs. 156-159, E-Learning Student Handbook on pg.15, the WCCS
website under the Consumer Student Information link and as a link on the E-Learning home
page.
In general, the college does not release educational records without the consent of the student.
Based on the guidelines of FERPA, WCCS must obtain written consent from students before
disclosing any personally identifiable information from their educational records. As stated on
pg. 158 in the WCCS Catalog and Student Handbook, the student must complete, and sign a
Permission to Release Student Information Form. The written consent are accepted and filed
with the Dean of Students. The written consent must: (1) specify the records to be released (2)
state the purpose of the disclosure, (3) identify the party or class of parties to whom disclosure
may be made, and (4) be signed and dated by the student. The information will be released to
inquiring individuals or agencies unless students sign a Do Not Release Directory Information
Form during the first two weeks of the term. Do Not Release Directory Information Forms are
available in the Office of Student Services. This form must be re-submitted annually.
Students FERPA rights and a copy of the permission to release student information form can be
located on the WCCS website and E-Learning home page.
E-Learning Home Page.pdf
E-Learning Student Handbook Page 15.pdf
WCCS Catalog and Student Handbook Page 158.pdf
WCCS Catalog and Student Handbook Pages 156-159.pdf
WCCS Consumer Student Information.pdf
WCCS E-Learning Facilitation Requirements.pdf
WCCS Faculty and Staff Handbook Page 83.pdf
WCCS Permission to Release Student Information.pdf
105
4.8.3
An institution that offers distance or correspondence education documents that it has a written
procedure distributed at the time of registration or enrollment that notifies students of any
projected
additional
student
charges
associated
with
verification
of
student
identity. (Distance/Correspondence Education: Charge Notification)
X In Compliance
Not in Compliance
Narrative
4.8.3 Distance/Correspondence Education: Charge Notice
Narrative: As noted in the College’s published fee schedule there are no additional student
charges to enroll in online courses. Therefore, WCCS has no written procedures of any projected
additional student charges associated with verification purposes as demonstrated in the tuition
and fee schedule.
WCCS TUITION & FEES 2015.pdf
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4.9
The institution has policies and procedures for determining the credit hours awarded for courses
and programs that conform to commonly accepted practices in higher education and to
Commission policy. (See Commission policy "Credit Hours."). (Definition of Credit Hours)
X In Compliance
Not in Compliance
Narrative
4.9 Definition of Credit Hours
Narrative: Wallace Community College Selma (WCCS) has policies and procedures for
determining the credit hours awarded for courses and programs that conform to commonly
accepted practices in higher education and to Commission policy. WCCS complies with Board
of Trustees policy 705.01 in defining credit hours and determining how credit is awarded to
courses. According to this policy, semester hours of credit are based upon the average number of
hours of instruction taught weekly during a 15-week or 16-week period, with an hour of
instruction defined as not less than 50 minutes of instructor/student contact.
The distance education courses offered by WCCS range from one to four semester hours and are
equivalent to the traditional courses in terms of transferability with no distinction of course
delivery mode indicated on the college transcript. There are no differences in course content and
expected student learning outcomes.
Wallace Community College Selma ensures that its online courses are of reasonable length and
include both content and contact sufficient to maintain high academic quality. The College has
an Online Committee that is committed to ensuring quality of online courses.
Board of Trustees policy defines the circumstances in which the institution can offer credit when
it differs from commonly accepted practices in higher education in accordance with the
guidelines denoted in the Board of Trustees policy 706.1: Credit Awarded Through NonTraditional Means and as published in the WCCS College Catalog and Student Handbook 20122014,pgs. 26-27. Credit awarded through non-traditional means for academic transfer courses
may be awarded portfolio review by a Prior Learning Assessment Specialist at the College,
through statewide articulation agreements for technical students, and other statewide programs
identified by Alabama Community College System (ACCS).
Credit awarded through nontraditional means for academic transfer courses may be awarded by
examinations, nationally recognized guidelines, or through other statewide programs. The types
of non-traditional credits are listed below and outlined in WCCS College Catalog and Student
Handbook 2012-2014 on pages 26-27:
1. College Level Examination Program (CLEP)
WCCS honors credit through CLEP examinations. A minimum score at or above the 50th
percentile on both general examinations are required for specific course credit.
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2. Alabama State Trooper and Police Academy
Graduates of the Alabama State Trooper’s Academy are granted 15 semester hours in the
following subjects:
CRJ 110 Intro. Law Enforcement
CRJ 116 Police Patrol
CRJ 220 Criminal Investigation
CRJ 216 Police Organization & Administration
PED Physical Education Activity
Graduates of the Alabama Police Academy are granted 9 semester hours in the following
subjects:
CRJ 110 Intro. Law Enforcement
CRJ 116 Police Patrol
PED Physical Education Activity
The training objectives, covered through the Alabama Department of Corrections Training
Academy, are evaluated to ensure that the Academy content is equivalent to the content in the
collegiate course for which credit is being awarded.
The College follows the review process as outlined when awarding collegiate credit for law
enforcement academy work:

The enrolled candidate makes a request and submits appropriate certifications/
certificates to the Office of Admissions and Records for review.

The Department of Instructions reviews certifications and training objectives to
ensure accuracy of course equivalency.

Once the review process is completed and approved by the Dean of Instructions, a
Prior Learning Credit document is completed and forwarded to the Office of
Admissions and Records for awarding credit.

The Office of Admissions and Records awards the credit for the appropriate courses
and the Prior Learning Credit document becomes a part of the student’s permanent
academic record.
3. Specialized Military Training
WCCS adheres to policies prescribed by the Guide to the Evaluation of Educational Experiences
in the Armed Services in granting credit for military course work.
4. Advanced Placement Test (AP)
WCCS will accept for credit a score of three or higher on Advanced Placement subject
examinations.
5. Credit for Prior Experience or Vocational Training
The prior learning assessment process (PLA) applies only to non-academic transfer courses and
108
certificate programs. Prior Learning Assessment is a means for students to receive college level
credit for learning that took place in a non-traditional learning environment such as on the job
training, military training, professional development seminars, volunteerism and experienced in
field, as noted in the Prior Learning Assessment Specialist Guide. PLA relies heavily on
aligning learning gained through experience with outcomes found in traditional courses of higher
education. The College documents that the credit awarded represents collegiate coursework
relevant to the associated program in scope, depth, and time consistent with course content and
level of instruction. The College follows the process as outlined in the Prior Learning
Assessment Specialist Guide when awarding technical credits through non-traditional means.
The process is assessed by the following:

Student submits a portfolio and supporting documentation to the PLA specialist.

PLA specialist reviews portfolio for all relevant documentation and forwards to
Faculty Evaluator.

Faculty Evaluator examines evidence for appropriate depth and breadth of learning to
determine whether skills and/or theory evaluations are required and schedules as
needed.

Faculty Evaluator recommends which course(s) to award credit and provides report to
Department Chair.

Program Department Chair ensures accuracy of the PLA process and recommends if
credit is warranted, notifies PLA Specialist of decision.

PLA notifies student and registrar and PLA document is filed in student’s permanent
record.
The College calibrates documented student learning to the amount of academically engaged time
for a typical student via the four general categories of instructions as described below and as
defined by the Board of Trustees policy 705.01: Converting Contact Hours to Credit Hour
Equivalencies:
1.
Theory. Instruction focuses on principles, concepts, and ideas. It includes lectures and
other standard classroom instructions. Credit hours for theory are determined by a
ratio of 1:1 (one hour of credit for hour of theory instruction as defined).
2.
Experimental Laboratory. Instruction focuses on experimentation in a classroom
laboratory or hands-on learning experiences. Experimental Laboratory instruction is
generally required in conjunction with the theory of an academic course. Credit hours
for Experimental Laboratory are determined by a ratio of 2:1 or 3:1 (one hour of credit
for two hours or three hours of credit of “experimental” instruction as defined).
3.
Practical Application Laboratory. Experience-based instructions focus on real-world
activities in a simulated environment for the purpose of developing occupational
109
competencies related to program specific work products. Credit hours for Practical
Application Laboratory are determined by a ratio of 2:1 or 3:1 (one hour of credit for
two or three hours of “practical application” instruction as defined).
4.
Clinical Practice. Experience-based instructions focus on real-world activities
generally in healthcare occupational programs. Typically, these are out-of-class
assignments each week that are used to prepare students for clinical
experiences. Credit hours for Clinical Practice are determined by a ratio of 3:1 (one
hour of credit for three hours of “clinical practice” instruction as defined).
5.
Preceptorship (P3 or P5). Advanced experience-based instruction for the purpose of
enhancing occupational competencies in the healthcare profession. Credit hours for
Preceptorship are determined by a ratio of 3:1 or 5:1 (one hour of credit for three or
five hours of “preceptorship” instructions as defined).
6.
Internship. Internships include cooperative education, apprenticeship, or practicum
sponsored work instructions. Credit hours for “internships” are determined by a ratio
of 5:1 (one hour of credit for five hours of internship instruction as defined).
CRJ Training Objectives.pdf
PLA Recommendations Form.pdf
PLA Specialist Guide.pdf
Policy 705.01.pdf
Policy 706.01.pdf
WCCS Catalog and Handbook pgs 26-27.pdf
110
Part V: The Impact Report of the Quality Enhancement Plan
The QEP Impact report begins on the following page.
111
Wallace Community College
Write Now! Writing Across the Curriculum
Wallace Community College Selma’s (WCCS) initial goals of the QEP were designed to foster awareness
and further develop a culture of writing on our campus. Outcome measurements were based upon
methodology and evaluation. Strategies used to meet these objectives were to create an both on-campus
and an online writing support centers, develop course materials to facilitate Writing Across the
Curriculum (WAC), and foster professional development for the College community. The College is
confident that its QEP has made an impact on student learning as well as the environment supporting
student learning.
I.
A succinct list of the initial goals and intended outcomes of the QEP
QEP Goal 1: Create an Institutional Culture of Writing
 Objective One: Integrate Writing Across the Curriculum (WAC)
Strategy 1: Implement a professional development program to train faculty cohorts in
writing across the curriculum strategies
Strategy 2: Emphasize discipline-based writing by facilitating the development and
inclusion of contextual writing assignments in academic courses
QEP Goal 2: Enhance Student Writing
 Objective One: Establish programs and services to develop and enhance students’ writing skills.
Strategy 1: Plan and implement a brick-and-mortar Writing Center on campus
Strategy 2: Develop online writing support tools to facilitate 24/7 assistance for
enhancing student writing skills
 Objective Two: Improve use of grammar, mechanics, content and organization of writing skills.
Strategy 1: Track writing assignments to demonstrate fewer identifiable writing errors
II.
A discussion of changes made to the QEP and the rationale.
The focus, timeline, goals, objectives, and overall mission of the Quality Enhancement Plan
remained as originally intended. However, in an effort to improve the efficiency and impact of
the implementation phase, the following changes were made:
Change 1: Revise grading rubric
The QEP Director and English faculty revised the original rubric to measure Student Learning Outcomes
(SLOs) developed for this initiative. Initially, the original rubric evaluated students in the following areas:
Content, Insight, Sentence Integrity, Grammar/Mechanics and Modern Language Association (MLA)
Style. The focus of Write Now! was a global perspective to writing improvement rather than the
correction of individual writing deficiencies. Therefore, the QEP Director and English faculty agreed that
the structure of the original rubric overly emphasized the mechanics of writing rather than the process of
writing and that the revised rubric would allow for a more holistic assessment of writing as a process and
not as an assessment of the components as separate entities. The revised rubric allowed more teacher
objectivity than subjectivity, and it provided a teacher/subject friendly, standard assessment tool for inter
discipline evaluation rather than discipline specific evaluation.
112
The original rubric was revised to ensure that student writing assessments would reflect the focus and
emphasis of the QEP initiative. The revised WCCS Rubric would evaluate students’ writing in the
following areas: Focus/Purpose/Thesis, Idea and Content Development, Organization, Language and
Style, and Conventions (grammar, punctuation, capitalization, spelling, usage). Additionally, the revised
WCCS Rubric would also contain the same components of the Compass eWrite rubric, a nationally
standardized assessment tool used for the external assessment. The process for the revised Rubric
involved three levels of approval: (1)English faculty, (2) QEP Implementation Team, and (3) President.
Change 2: Modification of Student Learning Outcomes to include measurable goals and criteria for
success
To effectively relate assignments to the student learning outcomes and ensure consistent application of
scoring methods established in the QEP rubric, the QEP Director and English faculty collaborated with
the Office of Institutional Effectiveness to modify the student learning outcomes to include measurable
goals and criteria for success. The revised learning outcomes focused more on the holistic improvement
of writing skills and less on the correction of individual grammar deficiencies.
The revised student learning outcomes are listed below.
 Learning Outcome One: Students in English 101 courses will demonstrate an understanding of
components of the writing process related to clear focus, purpose, and thesis by earning a score
of 3 or better on writing samples in these rubric categories.
 Learning Outcome Two: Students in English 101 courses will demonstrate an understanding
of how to generate writing samples that are specific with ideas and content that are well
developed and supportive by earning a score of 3 or better on the Idea and Content Development
component of the rubric.
 Learning Outcome Three: Students in English 101 courses will demonstrate an understanding
of how to generate writing samples that are well organized, logical, and coherent by earning a
score of 3 or better on the organizational component of the rubric.
 Learning Outcome Four: Students in English 101 courses will demonstrate an understanding
of skillful use of language, insightful vocabulary, and variety in sentence structure in the writing
process by earning a score of 3 or better on the language and style components of the rubric.
 Learning Outcome Five: : Students in English 101 courses will demonstrate an understanding
of how to appropriately use grammar, punctuation, capitalization, and spelling in the writing
process by earning a score of 3 or better in the conventions component of the rubric.
 Learning Outcome Six : Seventy percent of students in English 101 courses will be able to
write an organized 5-part essay free of major writing errors.
 Learning Outcome Seven: Students will initiate the use of the Writing Center as evidenced by
a 10% increase of visits of students to the Writing Center.
 Learning Outcome Eight: Sixty percent of students who visit the Writing Center will indicate
less reluctance or intimidation to the writing process.
Change 3: Change the instrument used for the initial collection of data
The executive summary indicated that the baseline would be established using external generated
placement scores from the COMPASS writing skills test, a multiple-choice assessment that only requires
students to identify and correct errors in the areas of usage, mechanics, basic grammar, and
punctuation. The College’s placement testing, COMPASS, required no writing. To that end, Institutional
Effectiveness and the QEP Director determined that the initial collection of data should be established
using an instrument that would be consistent with the writing skills that the QEP was designed to
113
address. Therefore, the external assessment used to create the baseline for the QEP was changed to the
COMPASS writing essay test (e-Write).
The Compass e-Write test consists of three writing prompts that define an issue or problem. Students are
required to choose one writing prompt and respond by taking a position on the issue described in the
writing prompt. A scoring engine via the Internet provides an instantaneous evaluation of a student's
writing skills using rubric scores of 1-4. E-Write provides rubric scores in the following areas:





III.
Focus—Consistency and clarity in identifying and maintaining the main idea or point of view
Content—Extent to which the topic is addressed by the development of ideas and the specificity
of details and examples
Organization—Unity and coherence achieved through logical sequence of ideas
Style—How effectively the chosen language enhances the writer's purpose
Conventions—Control of mechanics in grammar, usage, spelling, and punctuation.
Impact of the Quality Enhancement Plan on Student Learning Including the Achievement
of Identified Goals and Outcomes
Goal 1: Create a culture of writing
Objective One: Integrate Writing Across the Curriculum (WAC)
Strategy 1: Implement a professional development program to train faculty cohorts in writing
across the curriculum strategies
Professional Development
Professional development was and continues to be an important part of the QEP. Beginning fall 2010, bimonthly professional development workshops were conducted with all faculty. WAC experts were hired
as consultants in order to foster an institutional climate supportive of writing. The workshops conducted
are outlined below:








Foundations for Writing to Learn in all Disciplines
The Writing of Writing Assignments
Foundations of Technical Writing
How to Manage the Writing Paperwork
Learning Communities for WAC Implementation
Sustainability and WAC
Pearson Lab Training
o MyWritingLab (Developmental)
o MyWritingLab (ENG 101 & 102)
o MyPsychLab
o MyHistoryLab
Writing Across the Curriculum for Technical Faculty
o Getting Started
o Rubric Usage
o Developing Writing Assignments
114

o Strategic Teaching for Writing
Writing Across the Curriculum for Academic Faculty
o Writing in Arts and Science
o Developing Writing Assignments
o Strategic Teaching for Writing
The QEP Director established learning communities (LC) as a way to increase the efficiency of the WAC
initiative and to provide additional professional development support for those instructors who taught in
disciplines that had not formerly required writing intensive assignments. English faculty led each
interdisciplinary LC and served as facilitator and the subject matter experts for the group. The LC worked
together to create writing assignments for all disciplines, held discussion on strategies instructors could
use to create an environment in their classroom to encourage the students’ best writing, and provided
technical support for how to use the WCCS rubric to assess writing assignments. The LC participated in
face-to-face meetings and online discussion meetings using the College’s online learning management
system. Handouts from professional development workshops were stored on the Writing Center website
and made available for future reference and virtual training initiatives. Faculty evaluations conducted on
workshops and learning communities showed a 90% satisfaction rating with the professional development
training received.
Strategy 2: Emphasize discipline-based writing by facilitating the development and inclusion of
contextual writing assignments in academic courses
Each General Education course with the exception of mathematics developed at least one Student
Learning Outcome that focused on writing. Math, technical, and nursing instructors incorporated
supplemental writing assignments related to their previously established learning outcomes. Writing
Across the Curriculum was introduced in increments starting with psychology, music, history, and health
during the 2013 spring semester. Math and science courses were included during the 2013 fall
semester. After implementing the WAC initiative, ninety percent of faculty included a writing
assignment on their syllabi. Thus, the College was successful in meeting its goal of creating a culture of
writing.
Table 1
Writing Focused General Education Student Learning Outcomes
Learning Outcomes
PSY 200
Students will be able to write a research paper on a psychology topic that demonstrates an understanding of the
topic and of critical thinking as applied to the topic.
SPH 107
Students will write a speech outline or manuscript that is coherently organized with an introduction, body, and
conclusion.
HIS 101
Students will demonstrate their understanding of how religion impacted ancient civilization, such as Babylon,
Medo/Persia, Greece and Rome in a written critique of a film that focuses on church/state relationship.
ECO 231
Students will draw a diagram and write an explanation of societal demand and supply curves which are the
foundation for macroeconomics.
MUS 101
Students will be able to differentiate an understanding of the aesthetic/stylistic characteristics (i.e. styles, forms,
115
composers, representative works) of four historical music periods-Baroque, Classical, Romantic, and Twentieth
Century and Beyond on an essay assignment.
THR 126
Students will understand the evolution of theater as an art form and social expression from prehistoric to
modern eras in an essay question on a written exam.
PHL 206
Students will recognize ethical issues, and apply ethical models, to societal and personal ethical problems in an
essay question on a written exam.
BIO 103
Students will demonstrate understanding of scientific method by completing appropriate laboratory exercises
and explaining findings in a written laboratory report.
Goal 2: Enhance Student Writing
Objective One: Establish programs and services to develop and enhance students’ writing skills.
Strategy 1: Plan and implement a brick-and-mortar Writing Center on campus
Writing Center
The Writing Center offers services to help students achieve their writing goals. It opened in August 2011
to promote peer interaction and feedback as well as provide professional tutoring services. The Writing
Center consists of computer labs, individual tutoring stations, a group tutoring lab, the QEP Director’s
office and the Coordinator’s office. The Center is currently open for students attending day and night
classes. Online services include:





One-on-one paper reviews,
Individual and group tutoring,
Writing instruction pages on our website,
Updates and writing advice on the Writing Center Blog
Monthly newsletter to keep student and faculty abreast of services and activities in the
Writing Center
The Writing Center provides workshops on an ongoing basis for a variety of topics. Some examples of
available workshops are:









Overview of APA, MLA, and Chicago Styles
The Writing Process
Thesis Development
ESL Courses for Non-Native English Speakers
Resume and Cover Letter Writing
Effective Essay Strategies
Writing a Research Paper
Faculty Writing Assistance (as needed and also offered as individual consultations)
o Academic Writing
o Grammar Skills
Secretarial Writing Skills
o Memo Writing
o Writing Effective Minutes
116
Selected English 101 classes reported to the Writing Center for specialized instruction; however, the
Writing Center was available to all students. Many of the students from selected English 101 courses
returned for additional group and individual tutoring sessions. The individual tutoring session surveys
demonstrated a 99% satisfaction rating. Written as well as oral responses demonstrated an overall
appreciation for the services offered through the Writing Center. Sample student responses are listed
below:
· I honestly can’t think of anything to make it better. The speaker kept the entire class involved and
attentive the entire time. Great speaker and very informative. –Student
· On the way out last night, I talked to one of the students who’d been using the Writing Center. He told
me you’d really helped him with his classes, and his grades had improved. It was exciting to hear a
student talking about the Write Now! program. –Faculty
· The experiences I’ve had since coming into the Writing Center have helped me with all of my course
studies. –Student
· I wish to applaud the hard working team in the new Writing Center. Mrs. Sturdivant, Mrs. Gibson, and
the peer tutors have gone beyond the call of duty when it comes to helping my students with their
writing skill- Faculty
· I retired from the military with limited writing skills, the Writing Center has given me the confidence I
needed to feel comfortable with writing-Student
The number of students requesting assistance from the Writing Center increased each semester, as seen
in Table 2 below.
Table 2
Writing Center Support
Writing Center Visits
2011-12
181 visits
2012-13
806 visits
2013-14
925 visits
The data in Table 2 show a significant increase in visits to the Writing Center. The College believes this
increase is due to the faculty incorporating writing assignments in the curriculum that encourage students
to utilize Writing Center services. Hence, students were able to apply Writing Center resources to
enhance their writing skills.
Strategy 2: Develop online writing support tools to facilitate 24/7 assistance with enhancing
student writing skills
Writing Center Online Resources
Since its implementation in 2012, there have been more than 13,044 visits made to the WCCS Writing
Center website. The website was created to provide writing resources for students anytime and anywhere.
On this website, students and faculty are able to find resources and services offered in the Writing Center.
The website has online resources to support the teaching of writing in both academic and technical
courses. The resources include resume and cover letter templates to assist students with job placement,
grammar tips and examples, and a variety of writing resources.
Smarthinking
117
Pearson’s Smarthinking is used as a means for improving institutional and learning outcomes (1-6) for
students enrolled in online and traditional courses. This invaluable resource offers an on-demand tutoring
service where the online tutors focus on the unique needs of each student by giving feedback on each
writing assignment submitted. Smarthinking allows students to initiate, submit, retrieve, and revise their
writing.
Freshmen composition instructors require students submit at least one writing assignment to
Smarthinking as a way of introducing them to this resource and showing them the relevance of this
service to their academic success. The data in Table 3 show a slight decline in the use of Smarthinking
during the 2013-14 academic year. However, visits to the on-campus Writing Center increased during the
same academic year. We remained convinced that the impact of the tutorial services offered on WCCS
campus did positively enhance student writing skills.
Table 3
2011-12
Smarthinking Usage
2012-13
2013-14
734
700
554
MyWritingLab
MyWritingLab for Composition, implemented during the 2012 spring semester, is used to impact the
writing skills of students enrolled in English composition courses. This resource requires students to take
an initial assessment that identifies their specific deficiencies in grammar, mechanics, content, and
organization of writing skills. The system creates the students’ learning path based on the assessment
results. MyWritingLab is an interactive, online resource that allows students to work on their individual
weaknesses anytime and anywhere. In addition, instructors are able to create electronically graded quizzes
for their students. MyWritingLab is beneficial for instructors because it allows them to replace valuable
time spent creating and grading quizzes with actively teaching, planning, and addressing the individual
needs of their students.
Objective Two: Improve use of grammar, mechanics, content, and organization of writing skills.
Strategy 1: Track writing assignments to demonstrate fewer identifiable writing errors.
The QEP Director and English faculty collected, assessed, and analyzed writing samples from students
exiting English 101. The writing samples were collected at the end of the semester from traditional
English 101 courses. The WCCS Rubric was the assessment tool used to measure the impact of the QEP
on students’ writing. Students could score between a 1 and a 5, with 1 (inadequate) being the lowest score
and 5 (exemplary) being the highest. Student attainment a 3 (sufficient) or higher on writing samples
served as evidence of the impact on enhancing student writing skills. The results of the data collected are
shown in Tables 4-8.
The baseline scores were collected during the 2011 fall semester. In an effort to validate the internal
assessment tool, two baselines were established, one using the external (eWrite) rubric as stated in the
executive summary, and one using the internal (WCCS) rubric. Tables 3-7 show the 2011-12 results, both
assessments revealed the consistency of scores on the internal and external assessment. The collection of
data from the external rubric will serve as a basis for comparison with the subsequently acquired data.
118
Achievement of identified goals and outcomes
The Writing Center, professional development, online resources, Smarthinking, and Mywritinglab helped
achieve identified goals and outcomes and proved to influence student achievement and the culture
supporting students’ writing performance.
Tables 4-8 show the results of writing samples and surveys collected to measure the impact of writing
resources used for the QEP. The data in Table 4 specifically reflects 20.6% growth indicating that WCCS
students are able to demonstrate an understanding of components of the writing process related to clear
focus, purpose, and thesis. The data in Table 5 likewise reflect a 14.7% increase in students’ ability to
demonstrate awareness in the areas of idea and content that are well developed and supportive. The data
in Tables 6 respectively show an 8.2% increase in demonstrated proficiency in organized, logical, and
coherent writing skills. The data in Table 7 reflect a 15.7% advance in language and style proficiency.
Finally, Table 8 reflects a 9% increase in the ability to appropriately use grammar, punctuation,
capitalization, and spelling in the writing process.
Table 8 is the result of data collected from both online and traditional students enrolled in English 101
and shows that students met the 70% criteria for success. The results of these data show that over a threeyear period, students’ writing enhanced in the areas measured by the WCCS rubric and the Compass
eWrite. The College believes this increase is due to student engagement in writing across the curriculum
and other supportive resources. The fall 2014 data are trending toward indicating the same levels of
improvement experienced during the first three years of data collection.
Learning Outcome One: Students will demonstrate an understanding of components of the writing
process related to clear focus, purpose, and thesis by earning a score of 3 or better on writing samples in
these rubric categories.”
(Scale: 5=Exemplary, 4= Proficient, 3=Sufficient, 2=Developing, 1=Inadequate)
Table 4
2011-12 eWrite
n=178
2.91
Learning Outcome One
2011-12 (WCCS Rubric) 2012-13
n=158
n=127
2.96
n=number of writing samples collected
3.27
2013-14
n=116
2014
n=60
3.51
3.62
Learning Outcome Two Students will demonstrate an understanding of how to generate writing samples
that are specific with ideas and content; that are well developed and supportive by earning a score of 3 or
better on the idea and content development components of the rubric.
Table 5
Learning Outcome Two
2011-12 (eWRite)
2011-12 (WCCS Rubric) 2012-13
n=178
n=158
n=127
2.79
2.81
3.28
2013-14
n=116
3.20
2014
n=60
3.30
Learning Outcome Three: Students will demonstrate an understanding of how to generate writing
samples that are well organized, logical, and coherent by earning a score of 3 or better on the
organizational component of the rubric.
Table 6
Learning Outcome Three
119
2011-12 (eWrite)
2011-12 (WCCS Rubric)
n=178
n=158
2.79
2.88
2012-13
n=127
2.74
2013-14
n=116
3.02
2014
n=60
3.10
Learning Outcome Four: Students will demonstrate an understanding of skillful use of language,
insightful vocabulary, and variety in sentence structure in the writing process by earning a score of 3 or
better on the language and style components of the rubric.
Table 7
Learning Outcome Four
2011-12 (eWrite)
2011-12 (WCCS Rubric) 2012-13
n=178
n=158
n=127
2.74
2.69
3
2013-14
n=116
3.17
2014
n=60
3.25
Learning Outcome Five: Students will demonstrate an understanding of their ability to appropriately use
grammar, punctuation, capitalization, and spelling in the writing process by earning a score of 3 or better
in the conventions component of the rubric.
Table 8
Learning Outcome Five
2011-12 (eWrite)
2011-12 (WCCS rubric)
2012-13
n=178
n=158
n=127
2.67
2.59
2.94
2013-14
n=116
2.91
2014
n=60
2.98
Learning Outcome Six: Seventy-five percent of students participating in English 101 will be able to
write an organized 5-part essay free of major writing errors as evidenced by scoring a 70% or above.
Table 9
ENG. 101
Scoring %
2011-12
78%
Learning Outcome Six
2012-13
72%
2013-14
79%
Learning Outcome Seven: Students will initiate the use of the Writing Center as evidenced by a 10%
increase of visits of students to the Writing Center (Table 2).
Learning Outcome Eight: Sixty percent of students who visit the Writing Center will indicate that they
exhibit less reluctance or intimidation to the writing process in Writing Center surveys.
 Ninety-eight percent of students surveyed reported feeling better about their ability to express
themselves through writing after taking English 101.
 Ninety-eight percent of students surveyed reported having a better appreciation of the writing
process after taking the English 101 courses.
Overall, there was an increase in the development of students’ writing skills. Dialogue with faculty
revealed concerns about students’ reading comprehension ability The College continues to think of new
and innovative ways to improve students’ writing skills and may consider focusing on reading
comprehension as the next QEP.
120
Unanticipated Outcomes
Although there was total buy in during the planning stages of the QEP, the faculty underestimated the
additional time and effort required for implementing the plan. The English faculty showed concerns about
additional time needed to set up MyWritingLab accounts, collect pre and post writing assessments, and
assess writing samples for QEP data. In an effort to alleviate some of their concerns, the QEP Director
developed individual schedules for each instructor based on their classroom and work schedules.
During the beginning stages of implementation, technical faculty expressed concerns with assessing
writing assignments. Their concerns lead to the creating of interdisciplinary learning communities
comprised of academic and technical instructors. In addition, writing workshops were created for
technical faculty to assist with creating writing assignments relevant to their field of study and assessing
writing assignments using the approved rubric. Ultimately, within the second year of implementation,
there were noticeable changes in the attitudes of technical faculty concerning the development and
assessment of writing assignments.
IV. Reflections on the QEP Experience
As an institution, we understand that effective writing is an essential skill needed for success in one’s
college experience and beyond. As a goal to nurture a writer over time through collaborative learning, the
College discovered new insights into the students concerns and hesitation about the writing process. We
made adjustments in order to better accommodate their learning experience. The goal was not to produce
an immediate and error-free paper, but to nurture a writer over time through collaborative learning. The
QEP has given the College an opportunity to revitalize its learning environment, while making an impact
on both students and faculty. Professional development activities have been instrumental in creating an
atmosphere of teamwork between and among curricula, and the College anticipates a continuous change
in its culture towards learning and writing.
We learned that there continues to be an increase in the percentage of students entering the College
requiring developmental courses. Therefore, we have begun strategic collaboration with local high
school English teachers. To this end, the QEP Director started meeting with local school systems to
discuss expectations at the next level and discussing writing and reading strategies to help bridge the
gap between high school and higher education.
We learned that professional staffing is essential for a physical writing center. Peer tutors were very
helpful; however, in order to foster the writing environment through collaborative learning, professional
staffing was important. In addition, we learned that due to transitory nature of student attending twoyear colleges, it was difficult to staff writing centers with peer consultants.
We learned that students have a desire to be effective writers, and because of their desire, the College
must be creative and effective in its design and delivery of writing instruction. Therefore, Wallace
Community College is committed to offering educational opportunities that improve the writing culture
on its campus. Through consistent data analysis, Wallace Community College will make changes to,
create opportunities for, and enhance the quality of the educational experience for its students and faculty.
121

SACS 5th Year Report

Transcription

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