Compliance certification Form

Directions: For each of the Core Requirements and Comprehensive Standards listed below, the institution
should check one of the boxes for the judgment of compliance and then add narrative for the judgment of
compliance in accordance with directions requested in the category description.
?
Compliance
The institution meets the requirement and provides a convincing argument in
support of its determination, and a list of documents (or electronic access to
the documents) demonstrating compliance.
?
Partial Compliance
The institution meets some, but not all, aspects of the requirement. For those
aspects meeting the requirement, the institution provides a convincing
argument in support of its determination, and a list of documents (or electronic
access to the documents) demonstrating compliance. For those aspects not
meeting the requirement, the institution provides the reason for checking
partial compliance, a description of plans to comply, and a list of documents
that will be used to demonstrate future compliance.
?
Non-Compliance
The institution does not meet the requirement and provides the reason for
checking non-compliance, a description of plans to comply, and a list of
documents that will be used to demonstrate future compliance.
Section 2 CORE REQUIREMENTS
2.1
The institution has degree-granting authority from the appropriate government agency or agencies.
(Degree-granting Authority)
Compliance
Partial Compliance
Non-Compliance
Narrative:
Founded in 1898, St. Philip’s began with a sewing class for 20 girls. Over a half century, St.
Philip’s evolved from parochial day school to industrial school to a fully accredited two-year college
offering a diverse curriculum. In 1942, St. Philip’s College (SPC) organized under state law as a public
institution, and became affiliated with San Antonio College (SAC) and the San Antonio Independent
School District. Three years later the affiliation between SPC and SAC changed, as both came under
the authority of the San Antonio Union Junior College District [Ref 1]. In 1982, the District changed
names, becoming the Alamo Community College District (ACCD). The ACCD Board is the legal
entity governing St. Philip’s College today. St. Philip’s College has authority under state law to offer
courses in the eight county service area of the Alamo Community College District [Ref 2] .
The ACCD Board and St. Philip’s College operate under the authority of the Texas Higher
Education Coordinating Board (THECB), which supervises all Texas Junior College Districts [Ref 3].
The degree-granting authority of St. Philip’s College under state law predates the authority of the
THECB. However, the Coordinating Board approves all St. Philip’s College courses and degree
programs [Ref 4].
2.2
The institution has a governing board of at least five members that is the legal body with specific
authority over the institution. The board is an active policy-making body for the institution and is
ultimately responsible for ensuring that the financial resources of the institution are adequate to
provide a sound educational program. The board is not controlled by a minority of board members or
by organizations or interests separate from it. Neither the presiding officer of the board nor the
majority of other voting members of the board have contractual, employment, or personal or familial
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financial interest in the institution.
A military institution authorized and operated by the federal government to award degrees has a public
board in which neither the presiding officer nor a majority of the other members are civilian employees
of the military or active/retired military. The board has broad and significant influence upon the
institution=s programs and operations, plays an active role in policy-making, and ensures that the
financial resources of the institution are used to provide a sound educational program. The board is
not controlled by a minority of board members or by organizations or interests separate from the board
except as specified by the authorizing legislation. Neither the presiding officer of the board nor the
majority of other voting board members have contractual, employment, or personal or familial financial
interest in the institution. (Governing Board)
Compliance
Partial Compliance
Non-Compliance
Narrative:
The Board of Trustees of the Alamo Community College District is the local corporate body
with the authority to govern and oversee the management of the Alamo Community College District,
including St. Philip’s College [Ref 1]. As prescribed by law, the Board consists of nine members who
serve terms of six years. Board members are elected from single-member districts within Bexar County
[Ref 2] [Ref 3].
A review of meeting minutes provides evidence of the active engagement of the Trustees as the
Board promulgates policy, issues regulations, and adopts budgets [Ref 4]. The ability to raise local
revenues from taxes and tuition allows the Board to make decisions on the adequacy of funding within
the context of state revenues received to support educational programs.
The Board adopts policy by the affirmative vote of a majority and allows no secret voting [Ref
5]. The State Open Meetings Act requires the Board to operate in public view, which allows the public
to identify the functioning majority on the Board [Ref 6].
Board policy explicitly addresses conflict of interest. A trustee with substantial interest in a
business entity and/or substantial interest in real property must file an affidavit disclosing the conflict of
interest. Such a member must abstain from voting on contractual matters relating to the business entity
and/or the real property [Ref 7] [Ref 8].
2.3
The institution has a chief executive officer whose primary responsibility is to the institution and who is
not the presiding officer of the board. (Chief Executive Officer)
Compliance
Partial Compliance
Non-Compliance
Narrative:
As President and Chief Executive Officer, Dr. Angie Runnels’ primary responsibility is to the
College [Ref 1]. The President oversees the daily administration and operation of the College, interpreting
policies and procedures to ensure compliance with Alamo Community College District Board Policies and
other legal requirements [Ref 2]. The President reports to the Chancellor, who in turn reports to the Board
of Trustees [Ref 3]. Neither the President nor the Chancellor is the presiding officer of the Board [Ref 4].
2.4
The institution has a clearly defined and published mission statement specific to the institution and
appropriate to an institution of higher education, addressing teaching and learning and, where
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applicable, research and public service. (Institutional Mission)
Compliance
Partial Compliance
Non-Compliance
Narrative:
State law broadly defines the mission of Texas public community colleges, and charges the
Texas Higher Education Coordinating Board with ensuring the compatibility of college mission
statements with the state-defined mission. The state definition of mission notes: “Texas public junior
colleges shall be two-year institutions primarily serving their local taxing districts and service areas in
Texas and offering vocational, technical, and academic courses for certification or associate
degrees…Each institution shall insist on excellence in all academic areas… [Ref 1] [Ref 2] ”
In responding to this state charge and supervision, St. Philip’s College (SPC) meets the state
requirements while articulating a mission specific to St. Philip’s College [Ref 3]. The SPC Mission
Statement commits the College to excellence in academic and technical achievement. Its unique history
as a Historically Black College and a Hispanic Serving Institution provides the context for the current
commitment in the mission statement to meeting the needs of a population rich in its ethnic, cultural, and
socio-economic diversity.
The College takes pride in its individual attention to students in a flexible and sensitive
environment. As a dynamic and innovative institution, St. Philip's College values the role of creative and
critical thought in preparing its students, campus, and community to meet the challenges of a rapidly
changing world.
A committee of thirty-two representative constituents developed the College Mission Statement,
which the Board approved in 1993 [Ref 4]. The SPC Strategic Planning Committee reviews the
Mission Statement every five years, most recently in 2003. The current Mission Statement is published
in all major College publications, including the St. Philip’s College Strategic Plan 2003-2008, the
College Catalog, all class schedules, and on the SPC website.
2.5
The institution engages in ongoing, integrated, and institution-wide research-based planning and
evaluation processes that incorporate a systematic review of programs and services that (a) results in
continuing improvement and (b) demonstrates that the institution is effectively accomplishing its
mission. (Institutional Effectiveness)
Compliance
Partial Compliance
Non-Compliance
Narrative:
Planning and evaluation processes very much depend on research, i.e., on data-based analysis.
The Planning, Research and Effectiveness Department's (PRE) mission is to provide“members of the
college, community, city, state and national governing entities with the most concise, accurate,
meaningful data and information for statistical reference, accountability, evaluation, planning and policy
formation” [Ref 1]. Various reports, monographs and fact books are made available by PRE online and
in print. Direct computer access enhances the ability of administrators, faculty, and staff to use data
resources [Ref 2]. Operating in a robust computer environment, PRE can quickly produce customized
data reports on request [Ref 3]. This data-rich environment supports institution-wide planning and
evaluation at St. Philip’s College.
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Established in 1992, related strategic and unit planning processes drive key institutional
decisions, including program development and resource allocation. The college-wide strategic planning
process most recently produced the St. Philip’s College Strategic Plan, 2003-2008. The unit planning
process defines the operational goals of administrative and academic units at the College, and guides
decision making in the annual budget cycle. The President of the College directs the strategic planning
and unit planning processes, and in that task receives administrative support from the Director of the
Planning, Research and Effectiveness Department (PRE).
The President chairs the Strategic Planning Committee, which consists of administrators, faculty,
and staff [Ref 4]. The Committee develops the Strategic Plan, which includes the College Mission
Statement. Significant within this context is the task of periodically validating the relevancy and
actualization of the goals articulated in the Mission Statement.
Analyzing data from external and internal sources, the College Strategic Planning Committee
develops a St. Philip’s Strategic Plan once every five years. Validating the Mission of the College, the
Strategic Plan articulates a five-year vision, which informs the community and guides the institution [Ref
5]. The Strategic Plan 2003-2008 contains five broad goals:
1. Preserve And Enhance The College Culture, Climate And Image.
2. Strengthen And Create Programs That Position The College For Recognition.
3. Create Culture Of Student Success Through Excellence In Teaching And Learning.
4. Respond To Economic And Human Resource Needs Of Region.
5. Provide Infrastructure To Support Excellence In Teaching And Learning.
For each goal, the College defined several strategic objectives and related action
plans. Fourteen action plans were selected for implementation in 2004-2006 [Ref 6]. Status reports
and outcomes assessment for these action plans are due Spring 2005.
The Mission Statement, the Statement of Values, the Goals, Objectives and the related Action
Plans in the Strategic Plan provide the highest-level direction for the College, fundamentally integrating
and informing the efforts of administrative and academic units engaged in operational planning and
budgeting.
Budget requests must be justified within the context of the Unit Plan so that expenditures
contribute to the success of the College’s Strategic Plan [Ref 7]. Unit Plans must be consistent with the
College Mission, relate to one of the five goals, and may be directed to specific action plans. Individual
unit plans are aggregated into the College Plan 2004-2006 [Ref 8].
The operational planning and the unit planning processes incorporate goal setting, planning,
performance assessment, and accountability for all educational programs, as well as all students,
administrative and academic support services units [Ref 9]. Analysis of qualitative and quantitative data
defines unit strengths, weaknesses, opportunities and challenges; the identification of critical issues for
improvement; and the establishment of objectives and outcome measures to achieve improvement. This
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assessment process provides opportunities for continuing improvement.
Unit plan review occurs progressively, beginning with chairs, through directors, deans, and vice
presidents, to the president. At each level, managers utilize the process to help units focus on needed
improvements. In so doing, unit plans become an integral part of discussions concerning budgetary
priorities and allocations.
Operational planning is a two-year process with the first year assigned to unit self-assessment
and objective setting, and the second year to implementation and accountability. Evaluation of
implementation of the 2004-2006 unit plans is scheduled for late Spring 2005. Copies of all unit plans
are kept in the Department of Planning, Research and Effectiveness, in the respective division offices, as
well as within the units.
Comprehensive Standards: 3.3.1 Institutional Mission and 3.3 Institutional Effectiveness
provides a thorough discussion of the College’s mission and evaluation processes.
2.6
The institution is in operation and has students enrolled in degree programs.
Operation)
Compliance
Partial Compliance
(Continuous
Non-Compliance
Narrative:
In continuous operation since 1898, St. Philip’s College enrolls over 10,000 students in 81
associate degree and 79 certificate programs. Truly a comprehensive community college, the College
has 49% applied science and technology majors, 29% arts and science majors, and 22% liberal arts
majors. Enrollment per program can be viewed on the Planning, Research and Effectiveness’ website
[Ref 1].
2.7
The institution
2.7.1
offers one or more degree programs based on at least 60 semester credit hours or the
equivalent at the associate level; at least 120 semester credit hours or the equivalent at the
baccalaureate level; or at least 30 semester credit hours or the equivalent at the postbaccalaureate, graduate, or professional level. The institution provides a written justification
and rationale for program equivalency. (Program Length)
Compliance
Partial Compliance
Non-Compliance
Narrative:
The College offers 81 associate degrees that contain 60 or more semester credit hours or more [Ref
1] [Ref 2].
2.7.2
offers degree programs that embody a coherent course of study that is compatible with its
stated purpose and is based upon fields of study appropriate to higher education. (Program
Content)
Compliance
Partial Compliance
Non-Compliance
Narrative:
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The premise that certain “common essential qualities, independent of academic discipline, are
necessary for an individual’s intellectual growth and professional development” provides the basis for a
program of general education requirements at St. Philip’s College
[Ref 1]. All degree programs
must include a selection of general education courses, which constitute “at least fifteen (15) semester
hours in the General Academic core course requirements for the Associate of Applied Science Degree
and 46 semester hours in the core for the Associate of Science or the Associate of Arts Degree” [Ref
2]. Program faculty determine the specific general education requirements in considering the field of
study requirements for a degree program.
In defining degree requirements, program faculty may choose general education courses, which
have been identified by the SPC Core Curriculum Committee as the “general education core
curriculum” at St. Philip’s College [Ref 3]. Under State law, all four-year institutions in Texas must
accept the forty-six hours of core courses so identified [Ref 4]. This acceptance validates the courserelated knowledge, competencies, and critical thinking skills as part of a coherent course of study for all
degrees. However, Applied Science and Technology program faculty may choose general education
courses contained in the Texas Higher Education Coordinating Board (THECB) Academic Course
Guide Manual, not all of which may transfer to four-year institutions [Ref 5]. Institutional faculty
therefore exercise independent judgment regarding the specific general education requirements for
degree programs.
The requirements of a specific field of study also must be validated by the THECB, which has
defined an undergraduate field of study curricula for all colleges in Texas. This regulation by the State of
Texas ensures that “the group of lower-division core curriculum courses and/or a successfully
completed group of lower-division field of study courses substitute for similar groups of courses at the
college or university to which they transfer.” [Ref 6]
The faculty teaching in a program define the requirements for a specific field of study. Their
experience within the relevant discipline furnishes the basis for identifying the courses and course content
necessary to provide a coherent body of knowledge for the student. The faculty may choose courses
contained in the THECB Academic Course Guide Maunual and the Workforce Education
CIP/Rubrix Index, some of which may not transfer to field of study programs at four-year institutions
[Ref 5] [Ref 7]. This assessment of what constitutes a coherent course of study reflects the independent
control of programs by institutional faculty.
The SPC Curriculum Committee must confirm the decision of program faculty regarding both
general education and field of study course requirements prior to implementation. The Curriculum
Committee also approves the specific courses in a degree program [Ref 8]. The THECB must approve
degree programs and consequently validate the appropriateness of all fields of study for higher
education [Ref 9].
2.7.3
requires in each undergraduate degree program the successful completion of a general
education component at the collegiate level that is (1) a substantial component of each
undergraduate degree, (2) ensures breadth of knowledge, and (3) is based on a coherent
rationale. For degree completion in associate programs, the component constitutes a minimum
of 15 semester hours or the equivalent; for baccalaureate programs, a minimum of 30
semester hours or the equivalent. These credit hours are to be drawn from and include at least
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one course from each of the following areas: humanities/fine arts; social/behavioral sciences;
and natural science/mathematics. The courses do not narrowly focus on those skills,
techniques, and procedures specific to a particular occupation or profession. The institution
provides a written justification and rationale for course equivalency. (General Education)
Compliance
Partial Compliance
Non-Compliance
Narrative:
A sound general education provides the skills and knowledge which individuals will always need
to develop their potential and meet the challenges and opportunities of the future. Associate of Applied
Science degree programs require 15 semester hours in the General Academic Core. Associate of Arts
and Associate of Science degree programs have a 46 semester hour requirement in the General
Academic Core, which must include at least one course in humanities/fine arts; natural
science/mathematics; social/behavioral sciences; communication; and computation. General education
requirements are clearly identified for each degree [Ref 1].
2.7.4
provides instruction for all course work required for at least one degree program at each level
at which if awards degrees. If the institution makes arrangements for some instruction to be
provided by other accredited institutions or entities through contracts or consortia, or uses
some other alternative approach to meeting this requirement, the alternative approach must be
approved by the Commission on Colleges. In all cases, the institution demonstrates that it
controls all aspects of its educational program. (Contractual Agreements for Instruction)
Compliance
Partial Compliance
Non-Compliance
Narrative:
St. Philip’s College provides instruction for all course work required for each of the 81 degree
programs it offers. However, students attending the College may be instructed via the Internet by
faculty at other colleges participating in the Virtual College of Texas (VCT). Established by the Texas
Association of Community Colleges, the Virtual College includes 50 community college districts and the
four colleges of the Texas State Technical College System. “The mission of VCT is to provide distance
learning access to all Texans wherever they may live, regardless of geographic, distance, or time
constraints.” VCT enhances access to higher education by sharing distance-learning courses among
member colleges [Ref 1]. All courses available through the VCT agreement are part of the LowerDivision Academic Course Guide Manual developed by the Texas Higher Education Coordinating
Board, thus ensuring comparability and transferability between the colleges and programs [Ref 2].
All participating institutions are accredited with the Southern Association of Colleges and
Schools (SACS). The faculty teaching the courses must fulfill the SACS requirements, as verified by
the institution providing the coursework. St. Philip’s College verifies credential of instructors from
provider institutions. This Consortium of Colleges must be approved by the Commission on Colleges;
current negotiations between VCT and SACS address the need for approval.
2.8
The number of full-time faculty members is adequate to support the mission of the institution. The
institution has adequate faculty resources to ensure the quality and integrity of its academic programs.
In addition, upon application for candidacy, an applicant institution demonstrates that it meets the
comprehensive standard for faculty qualifications. (Faculty)
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Compliance
Partial Compliance
Non-Compliance
Narrative:
ACCD Policy defines the acceptable range expressed in full-time equivalency number for the
faculty of all the colleges in the District shall be as follows: Tenure Track Faculty 60% - 70%;
Temporary Faculty 30% - 40% [Ref 1].
With 217 full-time faculty, St. Philip's College strives to maintain a 60:40 full-time to part-time
ratio based upon full-time equivalency (FTE). In Fall 2003, the ratio of full-time to part-time faculty
was 59:41. Due to rapid growth in Fall 2004, the ratio changed to 57:43. As in the past, the College
will develop plans within the constraints of the next budget cycle to restore the ratio as close as possible
to 60:40 [Ref 2] [Ref 3].
St. Philip's College also strives to maintain a low student to faculty ratio based upon full-time
equivalencies (FTE). The Fall 2004 student to faculty ratio was 21:1 [Ref 3].
The Instructional Unit Review (5 year) and biennial operational planning processes provide the
opportunity for reviewing faculty resources. The resulting assessments provide the basis during the
annual budget cycle for adjusting the number of faculty assigned to programs.
2.9
The institution, through ownership or formal arrangements or agreements, provides and supports
student and faculty access and user privileges to adequate library collections as well as to other
learning/information resources consistent with the degrees offered. These collections and resources
are sufficient to support all its educational, research, and public service programs. (Learning
Resources and Services)
Compliance
Partial Compliance
Non-Compliance
Narrative:
The Mission Statement of the St. Philips College Learning Resource Center (LRC) indicates
that one of its continuing goals is to consult with faculty and other users to develop and maintain a print
and non-print collection in a wide spectrum of format, including electronic access resources [Ref 1].
The LRC provides students and faculty access to library collections and other learning resources
through ownership and contracting in order to support the educational programs. The St. Philip’s
College owns and maintains facilities on both the main campus, the Southwest Campus (SWC) and
shares a facility with San Antonio College at the Northeast Campus.
The 30,000-square-feet LRC on the main campus consists of the library, media services,
computer operations and the Southwestern Bell Technology Center. The primary repository for
learning and information resources, the library houses the book and special collections, archives, bound
periodicals, and microform. The library also provides audiovisual and computer technologies to access
resources. The LRC is in compliance with the Americans with Disabilities Act (ADA) standards for
seating and computer workstations.
The 5,401-square-feet Southwest Campus LRC houses learning and information resources
designed to support the technical and workforce programs located on that campus. Students and faculty
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at the SWC LRC have access to book collections, periodicals, audiovisual resources, and computer
resources. The LRC is in compliance with ADA standards for seating and computer workstations.
The LRC participates in the TexShare Interlibrary loan program, document delivery service, and
reciprocal borrowing card program [Ref 2]. The LRC also contracts with other institutions for
reciprocal library privileges and electronic database access.
Electronic-based resources and services are available on campus via the local area network
(LAN) and off campus via the Internet [Ref 3]. The LRC web page is the portal for online services.
An explanation of how to use online resources is available online or through contact with staff via email
or telephone.
The Distance Education web page links to the LRC web page, and all distant learning faculty
and students receive information about LRC services. The library adheres to the Association of College
and Research Libraries (ACRL) Guidelines for Distance Learning Library Services [Ref 4] [Ref 5].
Distance learning students learn about available resources through the LRC and Distant Learning web
pages.
St. Philip's College Learning Resource Center is also a member of Amigos Library Services
[Ref 6]. Amigos provides resources and training to both students and faculty.
The following accrediting agencies have reviewed library resources as a part of their campus site
visitations and by inference have affirmed the resources adequate and sufficient for the programs in their
disciplines: American Culinary Federation, Inc. (ACFEI), Commission on Accreditation of Allied Health
Education Programs: Health Information Technician (HIT), National Accrediting Agency for Clinical
Laboratory Sciences: Histologic Technology (HT), National Accrediting Agency for Clinical Laboratory
Sciences: Medical Laboratory Technician (MLTAD), American Occupational Therapy Association:
Occupational Therapy Assistant (OTA), American Physical Therapy Association: Physical Therapy
Assistant (PTAA), Joint Review Committee on Education in Radiologic Technology: Radiography
(RAD), Commission on Accreditation of Allied Health Education Programs: Respiratory Therapy
(RSTH) and Commission on Accreditation of Allied Health Education Programs: Surgical Technology
(SURGT) [Ref 7].
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)
Compliance
Partial Compliance
Non-Compliance
Narrative:
The St. Philip’s College Mission Statement makes a direct reference to services crucial to
student success, including counseling and guidance, educational support services, services for individuals
with special needs, and quality social and cultural activities [Ref 1]. The St. Philip's College Division of
Student Affairs fulfills the Mission in providing these referenced and other services on the Main Campus,
in addition to admitting and registering students. The full listing of student support services are:
Page 10
•
Counseling Department [Ref 2]
•
Educational Support Services [Ref 3]
•
Special Needs Services [Ref 4]
•
Student Life [Ref 5]
•
Equity Center [Ref 6]
•
College Health Center [Ref 7]
•
Child Development Center [Ref 8]
•
Enrollment Management [Ref 9]
•
Advising and Assessment [Ref 10]
•
Student Affairs Administration [Ref 11]
•
Students Services, SWC [Ref 12]
St. Philip’s College’s Southwest Campus provides comparable student services for almost
3,000 students each semester. In fact, the assortment of student services, ranging from academic
advising, testing, admission, registration, student activities, and health center services, match the quality
of support available to students on the Main Campus of St. Philip’s College [Ref 12].
Clearly, St. Philip’s College provides a wealth of student support programs to address the
myriad needs of its diverse student population. The Student Affairs administration works continuously
to strengthen the services, programs, and activities at every instructional location of St. Philip’s College.
When a prospective student comes to any of the three campuses or two military base satellite
campuses, qualified staff members advise the individual on admission. If needed, new students take the
Accuplacer test to determine skill levels in English, reading and mathematics at one of the Testing
Centers. Used at all ACCD colleges, the Accuplacer is a computer-adaptive placement test developed
by the College Board. (The Accuplacer is the state-approved alternative to the Texas Higher Education
Assessment Examination (THEA) mandated in Texas.) Open more than 50 hours each week, the
Testing Centers, administered by Advising and Assessement, provide convenient and reliable service to
prospective students [Ref 10].
On request, interpreters, scribes and other Educational Support Service staff serve the unique
needs of disabled students, whether prospective or currently enrolled. The availability of high quality
support services for disabled students ensures their ability to perform well on the placement test, and
later, allows them to take full advantage of the rich educational opportunities available at St. Philip’s
College [Ref 4].
Other offices and departments within the Division of Student Affairs contribute directly to the
health, safety, growth and development of the student and the college community. St. Philip’s provides
an on-campus Health Center on the Main and Southwest Campuses maintained by four nurses [Ref 7].
Supplementing the information provided by Health Center personnel are free workshops and classes
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addressing a variety of health issues and problems. Free Smoking Cessation Classes presented to the
college-wide community evidence the college’s continuing movement toward a smoke-free campus.
Finally, child health screenings are held annually to both educate and assist students, faculty, staff, and
their families.
A new and highly successful support program is the First Time in College Program (FTIC).
Approximately 24% of all students entering St. Philip’s College each fall semester have never attended a
college before. These students are statistically most likely to fail and drop out of college. Indeed, the
FTIC cohort has the lowest within and between semester retention rates at St. Philip’s when compared
with students having had prior college experience. Funded through a Title III grant, the First Time in
College Program provides students with specialized advising, orientations, scholarships, and
participation in structured Learning Communities. To date, the program has shown remarkable results
for its participants [Ref 13].
Academic advising remains a critical service for the majority of students at St. Philip’s College.
First-rate academic advising can have a lasting impact on the academic success…the retention and
graduation of students. Accordingly, the experienced staff in the Office of Advising and Assessement,
the Advisors in Residence Program, and the Department of Counseling ensure that all students receive
quality academic advising. These activities complement the ongoing program specific advising provided
by faculty. Each of the ten Advisors in Residence work in academic and vocational departments where
they employ their specialized knowledge of the curriculum and graduation requirements for their
departmental programs. With program specific expertise, the Advisors in Residence are better able
guide their students to successful completion of their certificate and degrees [Ref 14] [Ref 15].
Reinforcing the work of other Student Affairs programs is the St. Philip’s College student
newspaper, The Tiger, which serves as a focal point for sharing vital information to students, faculty,
and staff and the community at large. The Tiger, published regularly and distributed free through the
Office of Student Life, contains articles on current events, campus news, cultural events, health, safety,
and District-wide issues.
2.11
The institution has a sound financial base and demonstrated financial stability, and adequate
physical resources to support the mission of the institution and the scope of its programs and
services.
The member institution provides the following financial statements: (a) an institutional audit (or
Standard Review Report issued in accordance with Statements on Standards for Accounting and
Review Services issued by the AICPA for those institutions audited as part of a systemwide or statewide
audit) and written institutional management letter for the most recent fiscal year prepared by an
independent certified public accountant and/or an appropriate governmental auditing agency
employing the appropriate audit (or Standard Review Report) guide; (b) a statement of financial
position of unrestricted net assets, exclusive of plant assets and plant-related debt, which represents
the change in unrestricted net assets attributable to operations for the most recent year; and, (c) an
annual budget that is preceded by sound planning, is subject to sound fiscal procedures, and is
approved by the governing board.
Audit requirements for applicant institutions may be found in the Commission policy entitled
“Accreditation Procedures for Applicant Institutions. (Resources)
Compliance
Partial Compliance
Non-Compliance
Narrative:
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a. St. Philip’s College has an institutional audit specific to the College which has been prepared by the
firm Garza/Gonzales and Associates, Certified Public Accountants [Ref 1].
b. Included in the District Annual Financial Report are statements related to unrestricted net assets
[Ref 2] [Ref 3].
c. Sound planning and budget development is guided by the District’s Fiscal Affairs Department [Ref
4] [Ref 5]. Each college abides by rules established by the District to include the budget process
outlined in the ACCD Budget Management Handbook [Ref 6]. St. Philip’s College budget
requests are an integral part of unit plans and are reviewed for demonstrated need and contribution
to the College mission and the College Strategic Plan. The College’s Strategic Plan is created,
reviewed, and updated by the Strategic Planning Committee, chaired by the President [Ref 7] [Ref
8] [Ref 9].
As Chief Executive Officer, the President of the College oversees the College budget
[Ref 10]
[Ref 11] [Ref 12]. The ACCD Board of Trustees approves the final District budget, which includes
the College’s allocation [Ref 13].
Please see 3.10.1 for three years of ACCD Financial Audits that include St. Philip’s College.
2.12
The institution has developed an acceptable Quality Enhancement Plan and demonstrates that the
plan is part of an ongoing planning and evaluation process. (Quality Enhancement Plan). (Not
applicable for the Compliance Certification submitted by institutions.
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Section 3 COMPREHENSIVE STANDARDS
Institutional Mission, Governance,
And Effectiveness
3.1 Institutional Mission
3.1.1
The institution has a clear and comprehensive mission statement that guides it; is approved by the
governing board; is periodically reviewed by the board; and is communicated to the institution=s
constituencies.
Compliance
Partial Compliance
Non-Compliance
Narrative :
The Board of the Alamo Community College District approved the Mission Statement of St.
Philip’s College [Ref 1]. The Mission:
St. Philip's College, founded in 1898, is a comprehensive, public community college
whose mission is to provide a quality educational environment, which stimulates
leadership, personal growth, and a lifelong appreciation for learning.
As a Historically Black College and a Hispanic Serving Institution, St. Philip's College
strives to be an important force in the community, responsive to the needs of a
population rich in its ethnic, cultural, and socio-economic diversity. St. Philip's College
seeks to create an environment fostering excellence in academic and technical
achievement while expanding its commitment to opportunity and access.
The College takes pride in its individual attention to students in a flexible and sensitive
environment. As a dynamic and innovative institution, St. Philip's College values the role
of creative and critical thought in preparing its students, campus, and community to meet
challenges of a rapidly changing world.
The College fulfills its mission by providing:
•
General education courses in arts and sciences.
•
Transfer education for students desiring to attend a senior institution.
•
Developmental courses that improve the basic skills of students whose academic
foundations need strengthening.
•
Applied science and technical programs designed to prepare students for
employment or for the updating of skills.
•
Special occupational training and upgrading programs for business, industry, and
government.
Page 14
•
Continuing Education programs for occupational or cultural enrichment.
•
Counseling and guidance designed to assist students in achieving their educational
and professional goals.
•
Educational support services that include library services, tutoring, and open-use
computer labs.
•
Services and appropriate accommodations for special needs individuals.
•
Quality social, cultural, and intellectual enrichment experiences for the community.
•
Opportunities for participation in community research and economic development.
St. Philip’s College has a planning process, which involves academic and administrative units on
a two-year cycle. A significant aspect of that planning process is the task of relating unit plans to the
College Mission, which helps to focus the unit’s host of proposed activities so that they are all in
keeping with the clear direction and spirit found within the College Mission. Understandably, such a
prominent force as the Mission States, which drives much of the planning process, requires periodic
review [Ref 2].
The new 2003-2008 Strategic Plan reaffirmed the St. Philip’s College Mission Statement earlier
approved by the ACCD Board. Now two years into that five-year plan, the Strategic Planning
Committee, chaired by the President, will undertake a new College-wide review of the Mission during
the next cycle in the fall of 2007. Once again, the Mission of the College will be examined, and any
proposed changes will require at that time the final approval by the ACCD Board of Trustees.
Widely disseminated, the Mission Statement is found in all major College publications: Website,
catalog , course schedules, faculty handbook , student policy manual, strategic plan , college plan , fact
books , and unit planning manual [Ref 3] [Ref 4] [Ref 5] [Ref 6] [Ref 7] [Ref 8] [Ref 9] [Ref 10] [Ref
11].
As noted above, the dissemination of the Mission Statement is critical, for not only does it
reflect St. Philip’s vibrant history, it continues to infuse all that the College is through the ongoing vital
process of Unit and Strategic Planning, which in truth, is one way to make the Mission real.
Page 15
3.2 Governance and Administration
3.2.1
The governing board of the institution is responsible for the selection and the evaluation of the chief
executive officer.
Compliance
Partial Compliance
Non-Compliance
Narrative:
The Texas Education Code states: “In addition to powers and duties specifically granted by
this code or other law, each governing board shall… appoint the chancellor or other chief executive
officer of the system…” [Ref 1]. The Alamo Community College District Board of Trustees exercises
this authority in the selection and the evaluation of the System Chancellor [Ref 2]. The Board of
Trustees selected and approved the current Chancellor, Dr. Terrance Kelly, in July 2003 [Ref 3].
The Chancellor recommends the hiring of the President of St. Philip’s College to the Board of
Trustees [Ref 4]. The employment and continued employment of the President requires the approval of
the Board [Ref 5]. The Board approved the employment of the current President of St. Philip’s
College, Dr. Angie Runnels, in December of 1999 [Ref 6]. The Chancellor evaluates the president
annually and forwards the contract for review and approval by the Board [Ref 6] [Ref 8] [Ref 9].
3.2.2
The legal authority and operating control of the institution are clearly defined for the following areas
within the institution=s governance structure:
3.2.2.1 the institution=s mission;
Compliance
Partial Compliance
Non-Compliance
Narrative:
As defined in the Texas Education Code: “Texas public junior colleges shall be two-year
institutions primarily serving their local taxing districts and service areas in Texas and offering vocational,
technical, and academic courses for certification or associate degrees. Continuing education, remedial
and compensatory education consistent with open-admission policies, and programs of counseling and
guidance shall be provided. Each institution shall insist on excellence in all academic areas – instruction,
research, and public service [Ref 1]."
The Texas Higher Education Coordinating Board (THECB) adopted rules requiring each public
two-year college to develop and publish a statement regarding the purpose, role and mission of the
institution [Ref 2]. As part of the institutional effectiveness review process, THECB staff determines if
the purpose, role and mission statement of each institution addresses the specific functions as prescribed
by the Texas Education Code [Ref 3]. The St. Philip’s College (SPC) Mission Statement contains all of
the elements required by the Texas Legislature [Ref 4].
Within the ACCD, the primary authority for the mission statement lies with the ACCD Board of
Trustees that reviews and approves the District and College mission statements
[Ref 5]. The
Board depends upon the St. Philip’s College to develop a mission that is unique to the College but is in
agreement with the District Mission and the Texas Education Code. The President of St. Philip’s
College commissions the Strategic Planning Committee to study and update the mission statement as
Page 16
necessary and then approves the document before it is forwarded to the Board of Trustees for it review
and final endorsement [Ref 6]. The SPC Strategic Planning Committee reviewed and endorsed the
Mission Statement as a result of a process that began in September 2003. The current Mission
Statement is in the St. Philip’s Strategic Plan, 2003-2008 [Ref 7].
3.2.2.2 the fiscal stability of the institution;
Compliance
Partial Compliance
Non-Compliance
Narrative:
The Texas Education Code assigns fiscal responsibility to the Alamo Community College
District (ACCD) Board of Trustees [ Ref 1] [ Ref 2]. The Board has the legal power and duty to:
A.
Collect student matriculation and other session fees; [Ref 3]
B.
Submit appropriations requests; [Ref 4]
C.
Levy and collect ad valorem taxes; [Ref 5] [Ref 6]
D.
Issue Revenue Bonds; [Ref 7]
E.
Acquire and hold real and personal property; [Ref 8] [Ref 9]
F.
Approve an itemized current operating budget; [Ref 10]
G.
Audit accounts; [Ref 11]
H.
Establish an endowment fund; [Ref 12]
I.
Select a depository for College District funds; [Ref 13] and
J.
Receive bequests and donations or other monies or funds. [Ref 14]
The Board of Trustees establishes all fiscal policies, and adopts district and institutional budgets
[Ref 15]. With the assistance of the Chancellor, the Board Standing Committee on Finance analyzes
tuition, fee, property tax, and State revenue estimates. The Committee reviews existing operating
budgets and solicits input on institutional needs from the Chancellor and the college presidents. On
recommendation by the Committee and the Chancellor, the ACCD Board adopts operating budgets for
the District and colleges and establishes tuition and fee levels, and tax rates which ensure institutional
fiscal stability [Ref 16] [Ref 17].
3.2.2.3 institutional policy, including policies concerning related and affiliated corporate entities and all
auxiliary services;
Compliance
Partial Compliance
Non-Compliance
Narrative:
“All authority not vested by the laws of the State in the Coordinating Board or in the Central
Page 17
Education Agency shall be reserved and retained locally in the College District or in the Board as
provided in the laws applicable.” [Ref 1] The ACCD Board of Trustees is the corporate body having
“the exclusive power to manage and govern the College District.” [Ref 2] The Board therefore adopts
all local policy controlling the Alamo Community College District and St. Philip’s College [Ref 3].
(There are no affiliated corporate entities or auxiliary services controlled by the Board.) The Board
publishes policies in print and on-line [Ref 4].
The Board of Trustees delegates authority to the Chancellor and St. Philip’s College President.
The Chancellor and President therefore execute the policies adopted by the ACCD Board. Both
administrators exercise line authority, further delegating responsibility for administrative tasks throughout
the District and College administration [Ref 5].
3.2.2.4 related foundations (athletic, research, etc.) and other corporate entities whose primary
purpose is to support the institution and/or its programs.
Compliance
Partial Compliance
Non-Compliance
Narrative:
Established for the purpose of generating charitable gifts, the Alamo Community College District
(ACCD) Foundation works closely with the President to support St. Philip’s College. The purpose of
the Foundation is [Ref 1]:
•
To maintain, develop, increase and extend the facilities and services of the Alamo Community
College District, and to provide broader educational service opportunities to its students, staff
and faculty;
•
To solicit and receive by gift, grant, devise, or bequest, and to acquire by purchase, lease,
exchange or otherwise, property, both real and personal, either as absolute owner or trustee
thereof, and to manage and administer the same; and,
•
To make out of principal or income, contributions, grants, gifts, loans and transfers of property,
both real and personal, either outright or in trust, or, if by loan, secured or unsecured, to or for
the benefit of the Alamo Community College District.
The ACCD Foundation is a legal corporate entity with bylaws governing its general powers,
operation, and purpose of providing support to the colleges [Ref 2]. All four colleges of the ACCD
benefit from the activities of the Foundation, which has 501 C (3) status, and whose legal authority and
operating control are clearly defined in its bylaws [Ref 3]. All business is conducted according to set
procedures referenced in those guidelines (see Question 3.2.13 for details and Memorandum of
Understanding).
3.2.3
The board has a policy addressing conflict of interest for its members.
Compliance
Partial Compliance
Non-Compliance
Narrative:
ACCD Board policy requires a Board member with substantial interest in a business entity
Page 18
and/or substantial interest in real property to file an affidavit disclosing the conflict of interest before a
vote or decision on any matter involving the business entity or the real property. Such a member must
abstain from voting on contractual matters relating to the business entity and/or the real property.
Moreover, the Board must take a separate vote on any budget item specifically dedicated to such a
contract. In addition to conflict of interest, the policy addresses other ethical issues: bribery, abuse of
office, bank relations, incompatibility of office, gifts and nepotism [Ref 1].
The District recently established an ethics and compliance program administered by the District
Ethics and Compliance Officer and the District Professional Integrity and Compliance Committee.
Program staff provides ethics training and awareness activities; and, conducts compliance audits and
reviews of District policies and procedures. The Standards of Ethical Conduct Handbook provides
guidance to Trustees and all employees of ACCD. An Ethics Hotline for anonymous, confidential
reporting of suspected violations provides a basis for investigating breaches of State law and District
policy. The intent of the program is to reduce the risk of fraud and/or misappropriation of District
assets, and to improve ethics-related decision making at all levels of the organization.
3.2.4
The governing board is free from undue influence from political, religious, or other external bodies, and
protects the institution from such influence.
Compliance
Partial Compliance
Non-Compliance
Narrative:
Elected from single member districts, Trustees represent the interests of their respective districts
and the larger community. Within the context of their responsibility to represent their constituents, each
Trustee is obligated on taking office under the Board’s Statement of Ethics to “resist every temptation
and outside pressure to use [their] position as a community college trustee to benefit either myself or any
other individual or agency at the expense of the total interest of the community college
district.” Moreover, policy requires Trustees to “base (their) personal decisions on all available facts in
a situation; vote my honest conviction in every case, unswayed by partisan bias of any kind; and abide
by the final decision of the Board.” [Ref 1] [Ref 2]
The State Open Meetings Act requires the Board to operate in public view, which allows the
public to determine whether undue influence is evident in Board decisions [Ref 3]. In compliance with
State law, ACCD Board Policy BD requires: notice of meeting time, place and agenda, as well as
requiring the meeting to be open and recorded [Ref 4] [Ref 5].
3.2.5
Members of the governing board can be dismissed only for cause and by due process.
Compliance
Partial Compliance
Non-Compliance
Narrative:
Through petition presented to a State District Court, the Board of Trustees may seek the removal of
any Trustee for incompetence, intoxication or official misconduct. Any Court convicting a Trustee of a
felony or official misconduct shall order immediate removal. Action by a State District Court ensures due
process is afforded to the Trustee [Ref 1].
3.2.6
There is a clear and appropriate distinction, in writing and practice, between the policy-making
Page 19
functions of the governing board and the responsibility of the administration and faculty to administer
and implement policy.
Compliance
Partial Compliance
Non-Compliance
Narrative:
The Board of Trustees of Alamo Community College District notes the fundamental distinction
between policy and administration in the policy statements below:
•
The Board shall have the sole right to adopt policies [Ref 1].
•
The Chancellor shall be the chief administrative officer of the District and shall work under the
direction of the Board [Ref 2].
Board members adhere to an ethics statement which commits them to "delegating authority to
the Chancellor as the District’s chief executive officer and to confining their actions to policy
determination, planning and evaluation of the Chancellor; and, maintaining the fiscal stability of the
District [Ref 3]."
A fundamental distinction between policy and administration is difficult to demonstrate except by
noting the actual operations of the Board. For example, operational practice is evident in the language
of the ACCD Budget, which explicitly places budgetary authority with the President of the College [Ref
4]. Aside from such citations of operational practice, the commitment of the Board in practice to a
policy role is evident in the agenda for the Board’s annual retreat, which explicitly addresses the
distinction between policy and administration.
3.2.7
The institution has a clearly defined and published organizational structure that delineates
responsibility for the administration of policies.
Compliance
Partial Compliance
Non-Compliance
Narrative:
Authority to execute the policies adopted by the Alamo Community College District Board of
Trustees rests in the Administration of the District and St. Philip’s College. As the Chief Executive
Officer of the District, the Chancellor “develops the academic and administrative organization needed to
meet objectives and approves the selection of personnel needed to staff the organization ” [Ref 1].
Serving as Chief Executive of St. Philip’s College, the President oversees “the daily
administration and operation of the college, interpreting policies and procedures to ensure compliance
with ACCD and other legal requirements” [Ref 2]. Delegation of authority within the College occurs in
accordance with a published organizational chart [Ref 3] [Ref 4].
3.2.8
The institution has qualified administrative and academic officers with the experience, competence, and
capacity to lead the institution.
Compliance
Partial Compliance
Non-Compliance
Narrative:
Page 20
Alamo Community College District personnel policies govern the employment of all staff, and
administrative and academic officers at St Philip’s College [Ref 1]. The Human Resources Department
(HR) oversees employment procedures.
To ensure accuracy and consistency across the institution the Classification/ Compensation
Manager reviews all position descriptions, including qualifications, and verifies that the positions have
been established and/or vacated before hiring procedures commence [Ref 2]. Upon authorization, the
HR Department advertises the position and processes applications. Only applicants meeting the
requirements identified in the job descriptions receive consideration for employment.
Actual employment depends on the approval of the Board of Trustees, which acts on the
recommendation of the Chancellor, in the case of the President of St. Philip’s College, or the President
in the case of all other administrative and academic officers. Conversations with those who provided
recommendations and with current and former employers inform those involved in the selection
process. Applicant interviews are critical in providing the ability to select the most qualified
candidate. The success of St. Philip’s College in employing administrators with the experience and
ability necessary to lead the institution is evident from the credentials of those employed [Ref 3].
3.2.9
The institution defines and publishes policies regarding appointment and employment of faculty and
staff.
Compliance
Partial Compliance
Non-Compliance
Narrative:
The ACCD Board of Trustees defines and publishes policies that govern St. Philip’s College’s
appointment and employment of faculty and staff. Specific policies include:
•
Hiring [Ref 1] [Ref 2]
•
Evaluation [Ref 3]
•
Promotion [Ref 4] [Ref 5]
•
Academic Freedom [Ref 6]
•
Tenure [Ref 6]
•
Termination [Ref 7] [Ref 8]
•
Retirement [Ref 9] [Ref 10]
•
Sexual Harassment [Ref 11] [Ref 12] [Ref 13] [Ref 14]
•
Employee Grievances [Ref 15] [Ref 16]
•
Salary [Ref 17] [Ref 18]
•
Leave Benefits [Ref 19] [Ref 20]
Pursuant to these Board policies, the Department of Human Resources develops, implements,
Page 21
communicates, and interprets all employment policies related to faculty and staff and is responsible for
the administration of all employment practices [Ref 21].
The St. Philip’s College Faculty Handbook, Section V-XVII, [Ref 22] clearly defines the
policies and procedure for the filling of full-time, adjunct and continuing education faculty positions;
promotion procedures; evaluation; and termination.
3.2.10 The institution evaluates the effectiveness of its administrators, including the chief executive officer, on
a periodic basis.
Compliance
Partial Compliance
Non-Compliance
Narrative:
St. Philip’s College annually evaluates the effectiveness of its administrators, including the chief
executive officer using a comprehensive performance appraisal process [Ref 1] [Ref 2] [Ref 3].
Incorporated in the evaluation is a review of annual goals, leadership skills, communication ability,
mission of the college, and knowledge of the position. Board policy requires the evaluation and states it
has a two-fold purpose [Ref 4]:
1. To provide information to individual employees concerning job performance and thus contributing to
their professional growth and development.
2. To provide information for use in recommendations concerning other institutional personnel actions.
Evaluations are completed by immediate supervisors and are forwarded for review by the
president who recommends continued or non-renewal of employment to the Chancellor and the Board
of Trustees. President Angie Runnels is evaluated by the Chancellor [Ref 5] [Ref 6] [Ref 7].
Evidence of the evaluation process carried to its conclusion is found in minutes of meetings of the Board
of Trustees.
In addition, non-contract administrators/professional staff is evaluated using the Staff
Performance Appraisal Form, which allows the supervisor to rank the employee as exceeding, meeting,
or below expectations defined in terms of the specific job and the defined performance measures [Ref
8]. Given the presumption of continued employment, supervisors use the evaluation process to improve
administrative performance.
3.2.11 The institution=s chief executive officer has ultimate responsibility for, and exercises appropriate
administrative and fiscal control over, the institution=s intercollegiate athletics program.
Compliance
Partial Compliance
Non-Compliance
Narrative:
St. Philip’s College does not have an intercollegiate athletics program and, therefore,
Comprehensive Standard 3.2.11 does not apply to the College.
3.2.12 The institution=s chief executive officer has ultimate control of the institution=s fund-raising activities.
Compliance
Partial Compliance
Non-Compliance
Page 22
Narrative:
The Chancellor charges each college President with determining the college’s needs and
priorities for grant applications. The President therefore controls the fundraising activities of St. Philip’s
College (SPC), which are undertaken by the Office of Institutional Advancement
[Ref 1]. The
President meets regularly with the Department Director to establish fund-raising priorities. The Director
submits a monthly status report on local, state and federal fundraising to the President.
The President must approve all requests for external funding and assigns grant management to
responsible individuals held accountable for exercising established practices and policies. An
operational budget, approved and signed by the President, is established in the District Grants
Accounting Office within the District Office of Institutional Advancement, which monitors grant funds
and also provides training in grant management at the college level. SPC coordinates external funding
initiatives with the other colleges through the District Office of Institutional Advancement [Ref 2].
Most local, large-scale, private fundraising efforts are the purview of the ACCD Office of
Institutional Advancement, which works very closely with the ACCD Foundation. The President
ensures that the efforts of District Institutional Advancement and the ACCD Foundation address the
needs of St. Philip’s College. St. Philip’s College, the Office of Institutional Advancement, the District
Office of Institutional Advancement, the ACCD Foundation and ACCD colleges meet monthly to
coordinate fundraising efforts and to work on district-wide grants projects. The Director of the SPC
Office of Institutional Advancement represents St. Philip’s College President at these meetings.
3.2.13 Any institution-related foundation not controlled by the institution has a contractual or other formal
agreement that (a) accurately describes the relationship between the institution and the foundation,
and (b) describes any liability associated with that relationship. In all cases, the institution ensures that
the relationship is consistent with its mission.
Compliance
Partial Compliance
Non-Compliance
Narrative:
A 501(c)(3) organization, the Alamo Community College District Foundation “invites
individuals, businesses and other funding sources to invest” in the Alamo Community College District,
including St. Philip’s College. Comprised of community leaders, the ACCD Board of Directors are
“the stewards of the resources” donated to the ACCD Foundation. Consistent with the Mission of St.
Philip’s College, the funding targets of the ACCD Foundation are scholarships, educational enrichment,
technologies for education, professional development, programs and services for students, and building
projects that provide excellent educational facilities [Ref 1] [Ref 2] .
A Memorandum of Understanding establishes the relationship between St. Philip’s College and
the ACCD Foundation, which generally allows the Foundation to raise funds for the four ACCD
colleges, including St. Philip’s College [Ref 3]. St. Philip’s College incurs no institutional liability for the
activities undertaken by the Foundation [Ref 4].
Page 23
3.2.14 The institution=s policies are clear concerning ownership of materials, compensation, copyright issues,
and the use of revenue derived from the creation and production of all intellectual property. This
applies to students, faculty and staff.
Compliance
Partial Compliance
Non-Compliance
Narrative:
ACCD Policy DBD (Legal) states that “an employee who conceives, creates, discovers,
invents, or develops intellectual property may own or be awarded any amount of equity interest or
participation in, or, if approved by the Board, serve as a member of the board of directors or other
governing board or as an officer or an employee of a business entity that has an agreement with the state
or a political subdivision of the state relating to the research, development, licensing, or exploitation of
that intellectual property without creating a conflict of interest [Ref 1]."
The Texas Higher Education Coordinating Board must review and approve the ACCD Board
policy on intellectual property rights, ensuring that the institutional policy contains the elements required
under the Education Code. Among the requirements, the institutional policy must “clearly identify
ownership [Ref 2]."
Employees of the District must comply with the provisions of the United States Copyright Law
[Ref 3]. Subject to certain specific exceptions, the owner of a copyright has the exclusive rights to
reproduce, distribute, perform, or display the copyrighted work or to authorize such reproduction,
distribution, performance, or display by others.
Page 24
3.3 Institutional Effectiveness
3.3.1
The institution identifies expected outcomes for its educational programs and its administrative and
educational support services; assesses whether it achieves these outcomes; and provides evidence of
improvement based on analysis of those results.
Compliance
Partial Compliance
Non-Compliance
Narrative:
Institutional effectiveness efforts at St. Philip’s College focus on three integrated planning
processes: strategic, operational and instructional unit planning. Various institutional initiatives resulting
from focused assessment efforts have been undertaken, and results demonstrated by reference to
specific outcomes. Ad-hoc and external evaluations provide additional opportunity for institutional
assessment and further improvement. Substantial databases allow the participants in this process to
assess the extent to which the institution achieves identified outcomes. Adopted plans provide the basis
for assessing institutional improvement [Ref 1].
Strategic Planning. The College established the Office of Institutional Planning, Research and
Effectiveness in 1988, and committed to assessing institutional effectiveness. Soon after, the College
implemented and integrated, institution-wide strategic and operational planning processes that
incorporate assessment, goal setting, planning, and accountability. Every five years, the College
Planning Committee analyzes institutional data and conducts extensive environmental scans in order to
provide a basis for developing the St. Philip’s College Strategic Plan. Based upon the College Mission,
the plan articulates a five-year vision which guides individual units in developing their semi-annual
operational plans [Ref 2].
The 2003-2008 Strategic Plan contains five goals, each with associated strategic objectives and
action plans. Fourteen action plans were selected for implementation in 2004-2006 [Ref 3]. Status
reports and outcomes assessment for these action plans are due in Spring 2005. For example, College
data reflecting the national trend indicates declining enrollment and retention of African-Americans,
particularly males. The action plan requires an aggressive effort to recruit and retain African Americans
[Ref 4].
Operational Planning. In 1992, the College implemented an operational planning process that
incorporates goal setting, planning, performance assessment, and accountability by each of the
educational programs, and student, administrative and academic support services. Implicit in the
process is a commitment to improvement.
The analysis of qualitative and quantitative data allows each College unit to define strengths,
weaknesses, opportunities and challenges. From these, the unit addresses three to five critical issues,
developing objectives and determining how outcomes will be measured [Ref 5]. Unit plans must relate
to the goals, objectives and action plans of the College Strategic Plan. Unit Plans are reviewed in
progression beginning with chairs, through directors, deans, and vice presidents, to the president. At
each level, managers utilize the process to help units focus on needed improvements. In so doing, unit
plans become an integral part of discussions concerning budgetary priorities, allocations, and staffing.
Page 25
The College Operational Plan is a compilation of all unit critical issues, objectives and outcome
measures, the most recent being the The St. Philip’s College Operational Plan 2004-2006 [Ref 6].
Widely distributed, the plan serves as an accountability tool used by managers for assessment mid to
late in the second year of implementation. Implementation and improvement status reports for the
current plan are due late spring 2005. Operational planning is a two-year process with the first year
assigned to unit self-assessment and objective setting, and the second year to implementation and
accountability. Copies of all unit plans are kept in the office of Planning, Research and Effectiveness, in
the respective division offices, and on some departmental websites [Ref 7].
Instructional Unit Review. Begun in 1992, a well-developed Instructional Unit Review (IUR)
process engages each instructional program in a comprehensive self-assessment process once every five
years. Workshops that include quantitative and qualitative assessment activities are provided for the
faculty in all programs undergoing a review. The IUR process requires a self-study by the faculty of the
individual units, who examine their mission, instruction and curriculum, unit data profile, faculty, and
facilities, equipment and existing unit plans. Evaluation of departmental syllabi establishes if courses and
programs contain expected learning outcomes [Ref 8].
The Instructional Unit Review Committee (IURC) oversees this process, evaluating the selfstudy for both completeness and accuracy of findings. The Committee ensures that the faculty of each
program establishes and monitors the content, quality, and effectiveness of its curriculum. Given the
results of this evaluation process, the deans address deficiencies within the context of operational plans,
which drive budgetary decisions [Ref 9].
Institutional Initiatives. Utilizing benchmarks of retention, graduation, transfer, employment, success
in developmental courses, licensure passage rates, cost effectiveness, etc., the College internally and
regularly evaluates the achievement of its Mission at the institution and program level. These efforts to
assess outcomes have provided the insight critical to determining how to improve educational programs,
administrative and student support services. Conceived as a result of evaluation, the institutional
initiatives below include an effort to assess the attainment of specific outcomes, or to define measurable
outcomes. Program improvement therefore is made evident by the attainment of the outcomes.
•
As an open-entry institution serving a large number of first-generation-in-college students, retention
to graduation is an ongoing concern. The “Advisor in Residence Program” places trained advisors
within academic departments with the responsibility of being a front-line contact for students seeking
help in scheduling, advising and identifying support services. Assessment of retention data before
and after the implementation of the Advisor in Residence Program indicates success [Ref 10].
•
Personnel specifically assigned to the “First Time in College Program” (FTIC) work with small
cohorts of first-generation-in-college students. The students become part of a learning community
and avail themselves of multiple services – intensive advising and mentoring, orientation, career
assessment and student success workshops – all aimed at strengthening their academic performance
and achieving higher retention. Retention rates for these groups are significantly higher than students
not in the program [Ref 11].
•
As early as 1998, the Vice President of Academic Affairs issued a directive to all academic
departments stating that learning outcomes were to be a part of all course syllabi [Ref 12].
Established by the faculty within programs, department syllabi contain learning outcomes that guide
Page 26
all the faculty teaching a course, whether full-time or part-time. In some disciplines, all the faculty
use standardized exit tests to assess learning outcomes of students. The faculty then adjusts either
course content or teaching/learning strategies to improve student learning. Subsequent exit tests
determine if improvement occurred. English, biology and math departments have developed
standardized examinations to assess outcomes at the end of the semester, and have demonstrated
improvements [Ref 13] [Ref 14]. Faculty in disciplines as diverse as English, art, and aircraft
technology, utilize portfolios to assess student-learning outcomes, and make program adjustments
[Ref 15] [Ref 16].
•
The College undertakes a rigorous evaluation of teaching. Student and peer evaluations provide a
basis for faculty, working with their chairs, to develop improvement plans [Ref 17] [Ref 18]. Poor
student performance in a course or program provides the impetus for faculty to adjust teaching
strategies, i.e., program faculty may change course sequence, course content, or course delivery
methods. Changes in course sequence in the Medical Laboratory Program resulted in higher
success rates [Ref 19]. Adding “video-chat” technology to the Internet delivery of Health
Information Technology greatly improved retention rates
[Ref 20]. Introducing more
convenient and less expensive resource materials in the LVN to ADN nursing programs increased
course completion rates [Ref 21]. Aircraft Technology licensure passage rates on the FAA exam
improved in the last three years due to the introduction of test banks [Ref 22].
•
Overall, engaging students improves retention and success. In an effort to assess the level of student
engagement, the College joined twenty-six community colleges across the country utilizing the
Community College Survey of Student Engagement Survey. First administered in the Spring
2004, the survey indicated that students at St. Philip’s College are more engaged in their learning
than at other participating institutions [Ref 23]. However, as part of the Quality Enhancement Plan,
the College seeks to enhance critical thinking skills through student engagement activities.
•
Services provided to students are critical to academic success. In addition to the number of
students served, student services closely tracks achievement and retention. Student services also
actively seek input from students and clients through satisfaction and opinion surveys, and charts a
course for improvement [Ref 24] [Ref 25] [Ref 26] [Ref 27].
•
Continuing Education utilizes licensure passage rates, student and employer surveys, and community
and business surveys to set objectives for improvement [Ref 28].
•
The College participates in the Lumina Foundation Achieving the Dream(AtD) Project, the
purpose of which is to increase the success of low-income and students of color in community
colleges [Ref 29]. By design, the Project creates a “culture of evidence” at participating colleges.
Outcomes used to measure success are: retention; completion of developmental education; success
with C or better in gatekeeper courses; student engagement; and the results of student focus
groups. A comprehensive analysis of St. Philip’s College student success indicates a need to
improve developmental math courses. A special project funded by Title III, studies the impact of
developing modules for each of the content areas for these courses. The College already
established and staffed a math lab, and will focus on improving the success of students in
developmental math [Ref 30].
Ad Hoc Assessments. St. Philip’s College engages in assessment activities outside of the formal
processes described above. Requests for data and analysis from faculty and staff, as well as
Page 27
administrators, result in the generation of many reports by the Office of Planning, Research and
Effectiveness, which are used to generate objectives for improvement [Ref 31].
Review by the Texas Higher Education Coordinating Board. The Texas Higher Education Board
(THECB) annually publishes a report card for all community colleges based upon course completion,
graduation, and transfer, employment and licensure passage rates [Ref 32] [Ref 33] [Ref 34]. The
College is then able to benchmark its success in relation to other institutions of comparable size and
composition [Ref 10]. Further, the THECB holds all workforce programs (applied science and
technology programs) accountable to a prescribed level of success based upon specific measures. A
comprehensive review every four years identifies programs requiring remediation; unless improvement is
evident, programs are discontinued. The last THECB review identified several programs as exemplary
because they exceed standards. A few programs required improvements. The Dietetic Program was
identified with low job opportunities and low graduation rates. After conducting an extensive analysis of
the job market and interest, the program was closed to new enrollments as a preliminary to
discontinuation of the two-year program. However, job market analysis indicated a place for a oneyear certificate in Dietetics, which was initiated [Ref 35].
Program Specific Accreditation. In addition to institutional accreditation from SACS, twenty-one of
the College’s programs are accredited by external agencies and undergo periodic evaluative reviews to
maintain accreditation [Ref 36]. The reviews are comprehensive and programs make adjustments or
improvements as needed following accreditation review. Licensure passage rates, which are a concrete
measure of the effectiveness of student learning outcomes, inform the program on when and how to
change course content, course sequence, or entrance criteria. Subsequent licensure passage rates by
graduates determine if improvements in students’ learning have occurred [Ref 37].
Page 28
PROGRAMS
3.4 Educational Programs Standards for All Educational Programs
(Includes all on-campus, off-campus, and distance learning programs)
3.4.1
The institution demonstrates that each educational program for which academic credit is awarded (a) is
approved by the faculty and the administration, and (b) establishes and evaluates program and
learning outcomes.
Compliance
Partial Compliance
Non-Compliance
Narrative:
Programs cannot be offered, changed or discontinued without the approval of the St. Philip’s
College Curriculum Committee. Ensuring that all programs adhere to applicable State and local
standards, the Committee includes responsible administrators, all department chairs, and faculty at large.
Of the committee’s 34 members, 23 are faculty members. [Ref 1] [Ref 2]
The Curriculum Committee also reviews new course offerings. New courses must be on the list
of approved courses contained in the Academic Course Guide Manual or the Workforce Education
Course Manual, or be individually approved by the Texas Higher Education Coordinating Board [Ref
3] [Ref 4]. Within this context, faculty proposing new courses must establish learning outcomes, which
the Committee reviews and approves [Ref 1].
Related to learning outcomes, note that the College recently evaluated the Core Curriculum to
ensure appropriate intellectual competencies. The evaluating Committee included all academic
administrators and selected departmental chairs. The Committee concluded that learning outcomes for
core courses appropriately address intellectual competencies [Ref 5].
St. Philip’s College Instructional Unit Review Committee (IURC) reviews all instructional
programs (units) on a rotating five-year cycle [Ref 6]. The IURC membership includes responsible
administrators, one faculty member from each department, and four at-large faculty members [Ref 7].
The review process requires a self-study by the faculty in the individual units, who examine their mission,
instruction and curriculum, unit data profile, faculty, facilities and equipment [Ref 8] [Ref 9] [Ref 10].
The IURC ensures that the faculty evaluate the programs, including learning outcomes [Ref 11].
3.4.2
The institution=s continuing education, outreach, and service programs are consistent with the
institution=s mission.
Compliance
Partial Compliance
Non-Compliance
Narrative:
St. Philip’s College “strives to be an important force in the community, responsive to the needs
of a population rich in its ethnic, cultural, and socio-economic diversity.” Providing “continuing
education programs for occupational enrichment” fulfills this mission and establishes the College as a
powerful force in responding to the need to upgrade the overall job skills of the community [Ref 1].
Continuing Education provides “non-credit classes, programs, seminars, workshops, and
Page 29
certification updates for community organizations, business, industry and military and professional
groups” [Ref 2]. Like many community colleges, continuing education programs at St. Philip’s College
have evolved principally into a Workforce Development Program serving both employers and
employees. St. Philip’s College organizes workforce development into three delivery academies:
Academy of Community/Technological Advancement and Training; Academy of Career/Health
Professions and Training; and the Academy of Professional Development and Training [Ref 3].
Individuals interested in acquiring new skills or upgrading skills can enroll in various subject area
courses, e.g., the Welding Program, which offers the following courses: Introduction to Blue Print
Reading for Welders; Introduction to Layout and Fabrication; Introduction to Welding Fundamentals
[Ref 4]. Some programs offer certificates of completion. Students completing the course series in
Leadership Management, for example, receive the Leadership Management Certificate [Ref 5]. Others
prepare students for state licensure or examinations. Students in Message Therapy take 7 classes in
order to prepare for the written and practical portions of the Texas Massage Therapy Examination and
receive licensure [Ref 6]. The Spring 2005 schedule lists 25 different course areas ranging from Air
Conditioning and Refrigeration to Welding; each area has several course offerings [Ref 7].
As part of Workforce Development, St. Philip’s College has successful partnerships with the
Texas Workforce Commission, the Alamo Workforce Development Corporation, the City of San
Antonio, and various corporations and vendors [Ref 8] [Ref 9] [Ref 10] [Ref 11] [Ref 12] [Ref 13]
[Ref 14].
All Workforce Development Certification programs maintain compliance with the Guidelines
for Instructional Programs in Workforce Education established by the Texas Higher Education
Coordinating Board [Ref 15] [Ref 16].
Separate from the continuing education program, St. Philip’s College engages in significant
outreach and service programs. These efforts are important to achieving the Mission of St. Philip’s
College to be “responsive to the needs of a population rich in its ethnic, cultural, and socio-economic
diversity” – a mission, which the College fulfills by providing: “quality social, cultural, and intellectual
enrichment experiences for the community.”
Outreach and service programs can be characterized as college-sponsored and programspecific. The San Antonio Symphony takes up residency at St. Philip’s College each year, furnishing
the community with an opportunity to hear the symphony “in their own backyard.” The College also
sponsors major speakers each year, who reflect the interests of the broader community and again bring
the community onto the campus.
The college-sponsored efforts are important, but so too are the efforts of individual programs to
connect with the community. For example, children under three years of age receive free medical
screenings. Families receive information about local agencies, which serve young children. A “Magic
Closet” provides women and men seeking employment with “career” and job interview clothes. The
Volunteer Income Tax Assistance (VITA) program offers free tax assistance and electronic filing to the
community [Ref 17]. These are among the service programs undertaken by the various academic and
administrative units at the College.
Page 30
3.4.3
The institution publishes admissions policies consistent with its mission.
Compliance
Partial Compliance
Non-Compliance
Narrative:
The Texas Higher Education Code requires Texas community and technical colleges to have
open-admission policies, and the Mission Statement of the Alamo Community College District provides
for access to all populations[Ref 1] [Ref 2]. Within this context, St. Philip’s College Mission Statement
commits to excellence in academic and technical achievement and to expanding access [Ref 3].
The College adheres to an open admissions policy by accepting students graduating from high
school, or passing the GED exam [Ref 4]. While maintaining an open admissions policy to the College,
some technical and vocational programs have specific admission criteria
[Ref 5] [Ref 6]. St.
Philip’s College admits students without regard to age, race, gender, religion, national origin, color,
disability, or the provision of services [Ref 7]. The Division of Academic Affairs, the Division of
Student Affairs and the academic and vocational departments periodically review admissions policies to
ensure compliance with the Mission of the College.
The College publishes admissions policies in the Catalog and Class Schedules, which can be
viewed on the College’s Website under Admissions/Registration [Ref 7] [Ref 8] [Ref 9].
3.4.4
The institution has a defined and published policy for evaluating, awarding, and accepting credit for
transfer, experiential learning, advanced placement, and professional certificates that is consistent with
its mission and ensures that course work and learning outcomes are at the collegiate level and
comparable to the institution=s own degree programs. The institution assumes responsibility for the
academic quality of any course work or credit recorded on the institution=s transcript.
Compliance
Partial Compliance
Non-Compliance
Narrative:
Students transferring from another college must submit an official, complete transcript from the
regionally accredited college or university last attended, bearing the impression of the seal and the
college official’s signature. However, for graduation purposes and to meet prerequisites, a student must
submit official transcripts from all colleges or universities previously attended [Ref 1].
House Bill 2183 adopted by the Texas Legislature requires Texas public colleges and
universities to provide a systemic basis for evaluating transfer credits within Texas [Ref 2]. To this end,
courses identified as part of the Core Curriculum are transferable among all Texas public colleges and
universities, and St. Philip’s College must accept these courses [Ref 3]. The Texas Higher Education
Coordinating Board (THECB) also requires that lower division academic courses identified in the
Lower-Division Academic Course Guide Manual be fully transferable among public colleges and
universities [Ref 4].
Procedures for accepting transfer credit are found in the College Catalog 2004-2006. In
accordance with the THECB rules, the College must notify students (and the sending institution) when
courses are not acceptable for transfer. If an attempt to resolve any issues with the student or
transferring institution fails, then upon notification, the Commissioner of Higher Education (or designee)
Page 31
makes the final determination of transfer credit status [Ref 5].
To facilitate the transfer of credits, the Higher Education Coordinating Board has a statewide
Texas Common Course Numbering System (TCCNS), which assigns course numbers on the basis of
generic course descriptions [Ref 6]. Most of the community colleges and a number of universities in
Texas participate in this system. Certain courses in Applied Sciences and Technology programs do not
comply with the common course numbering system, but instead use the numbering system described in
the THECB Workforce Education Course Manual (WECM). The College accepts THECB commonly
numbered courses and WECM numbered courses for transfer credit [Ref 7].
Within the context of State and District rules, the Office of Records and Registration evaluates
all transfer work, experiential learning, advanced placement, and professional certificates during the
student’s first semester of enrollment. To receive credit by examination requires the written approval of
the departmental chairs, and the Office of Records and Registration. Department chairs also evaluate
credit for experiential learning, which must be approved by the deans, and the Office of Records and
Registration [Ref 8].
3.4.5
The institution publishes academic policies that adhere to principles of good educational practice.
These are disseminated to students, faculty, and other interested parties through publications that
accurately represent the programs and services of the institution.
Compliance
Partial Compliance
Non-Compliance
Narrative:
St. Philip's College publishes three major academic policy documents: the Student Policy
Manual, the Faculty Handbook, and the St. Philip’s College Catalog [Ref 1] [Ref 2] [Ref 3]. The
dissemination of these publications informs students, faculty, staff, administration, and other interested
parties of the basic policies defining good educational practices, and establishes teaching and learning
expectations.
The Student Policy Manual is the primary reference document for students, outlining the
principles of good educational practice. Contained therein are policies defining student rights and
obligations relating to academic records, student conduct, computer usage, grievance procedures, etc.
[Ref 1].
Section II of the Faculty Handbook identifies the duties and responsibilities of the faculty. The
faculty members must: maintain updated course syllabi; conduct evaluations of students’ performance;
and maintain records of students’ attendance and grades. Faculty must maintain professional skills and
subject matter expertise [Ref 2].
The St. Philip’s College Catalog, Section 6, contains information on academic standards,
scholastic probation, and enforced scholastic withdrawal. Attendance requirements define institutional
expectations, allowing students to be dropped and readmitted. This section also explains the grading
system, grade point averages, and the conditions under which a course can be repeated [Ref 3].
3.4.6
The institution employs sound and acceptable practices for determining the amount and level of credit
awarded for courses, regardless of format or mode of delivery.
Page 32
Compliance
Partial Compliance
Non-Compliance
Narrative:
The faculty and administration ensure the academic integrity of the instructional programs of the
College. The Curriculum Committee regularly reviews all courses for consistency of credit awarded
regardless of format or mode of delivery. The Committee also reviews all new courses added to the
College’s curriculum [Ref 1] [Ref 2].
The College Catalog lists all instructional programs and courses [Ref 3]. Each instructional
department is responsible for the academic integrity of courses within its programs. All departments
maintain syllabi for every course [Ref 4].
The St. Philip’s College Instructional Unit Review Committee evaluates each instructional
program in five-year cycles [Ref 5]. These evaluations are designed to ensure the quality of the
program and effectiveness of courses offered in the program [Ref 6].
3.4.7
The institution ensures the quality of educational programs/courses offered through consortia
relationships or contractual agreements, ensures ongoing compliance with the comprehensive
requirements, and evaluates the consortial relationship and/or agreement against the purpose of the
institution.
Compliance
Partial Compliance
Non-Compliance
Narrative:
St. Philip’s College participates in the Virtual College of Texas (VCT), a collaboration among
the 51 two-year college districts/systems in Texas. Established by the Texas Association of Community
Colleges, the purpose of VCT is to enhance access to higher education by sharing distance learning
courses among member colleges.
St. Philip’s College operates in accordance with the Consortium Agreement between the Virtual
College of Texas and the Alamo Community College District, dated January 5, 2005, the VCT
Operations Manual, and the Summary of Guidelines for Provider and Host Colleges’ Credit Course
Responsibilities [Ref 1] [Ref 2] [Ref 3].
A student enrolling at any member institution may take distance courses at any other member
institution. Students receive instruction from the provider institution faculty, but the host institution may
proctor tests [Ref 4].
All courses offered by VCT members are approved by the Texas Higher Education
Coordinating Board in its Lower-Division Academic Course Guide Manual and the Workforce
Education Course Manual, thus ensuring that a given course is comparable to, and transferable among,
all Texas colleges [Ref 5] [Ref 6] [Ref 7].
3.4.8
The institution awards academic credit for course work taken on a noncredit basis only when there is
documentation that the noncredit course work is equivalent to a designated credit experience.
Compliance
Partial Compliance
Non-Compliance
Page 33
Narrative:
St. Philip’s College awards credit for non-credit course work, which falls into three categories:
(a) advanced high school courses; (b) training courses in the armed services; and (c) training related to
employment, including industry certification, professional licensure, and employer validation. In all
cases, students must document the content and the successful completion of the non-credit course or
training. Credit may only be awarded for program-related courses and cannot exceed the credit hours
awarded for the equivalent course work at St. Philip’s College. All non-credit course work must be
validated by reference to the achievement of college level competencies [Ref 1].
Tech Prep articulation agreements between St. Philip’s College and local high schools provide
the basis for awarding credit for high school technical courses. Students must provide a high school
transcript and additional documentation indicating their achievement of college level competencies. The
appropriate departmental chair determines equivalency [Ref 2].
The American Council on Education publishes a “Guide to the Evaluation of Educational
Experiences in the Armed Services” and “The National Guide of Educational Credit for Training
Purposes” which the College uses as a reference in determining course content for military and job
training [Ref 3] [Ref 4].
3.4.9
The institution provides appropriate academic support services.
Compliance
Partial Compliance
Non-Compliance
Narrative:
St. Philip’s College offers academic support services to students on campus. Many of these
services are available via the Internet. While the offering of these services at most community colleges
defines their appropriateness, the unique services provided by the Writing Center, the Advisor in
Residence Program and the ACCD ePortal establish a higher standard of appropriate academic support
service at a community college.
•
The Department of Educational Support Services offers tutoring; diagnostic assessments and
follow-up; counseling; child care funding and referrals; textbook loans; a food bank and clothes
closet; special needs services for disabled individuals; short and long term academic skills
remediation; study skills classes; and, grants development. All of these services are designed to
help students achieve their academic and personal goals. The staffs providing these services are
knowledgeable of the College’s educational programs and interact with faculty on a daily basis to
assist students [Ref 1].
•
The Learning Resource Center (LRC) provides circulation services, computer operations, media
services, reference services, and technical services. The LRC mission is to provide print and nonprint materials to support the educational, cultural, and recreational pursuits of the students, faculty
and staff of the College, the district, their immediate families, and members of the surrounding East
Side community. Students also have access to computers for completing class projects, including
writing assignments, and for connecting to the Internet [Ref 2].
Page 34
•
The Office of Advising/Assessment assists students in college-level and developmental course
placement. All first-time-in-college students must take an official state-mandated test, which
includes Accuplacer, Asset, Compass or THEA (formerly TASP). The Office posts test times and
subject matter on the Admission and Registration web site [Ref 3].
•
The Rose R. Thomas Writing Center has served some 7,300 students since March 1999. Students
schedule appointments with tutors at the Center. Alternatively, students can access writing
resources via the Internet [Ref 4].
•
The Advisor in Residence Program places advisors in academic and technical program offices, e.g.
in the Allied Health Department. These advisors provide a wide range of services: registering
students; developing degree plans; administering placement tests; explaining financial aid; tutoring;
identifying transportation options; and addressing any problems the student is having in class [Ref 5].
•
The ACCD ePortal is a secure site connecting ACCD faculty, staff and students to academic
resources, e-mail, and other online services. Every student has an ePortal ID and Password [Ref
6].
•
Instructional Technologies manages more than 50 student computer labs. These computer labs are
located throughout the main campus, at Southwest Campus, and at remote locations. While many
of the computer labs are part of academic departments and are set up to support particular
curricular needs, at least 10 labs have been established for general use and maybe reserved by any
faculty member for instruction or demonstrations. Instructional Technologies also provides an Open
Lab for student use. The Open Lab is available for student use more than 65 hours a week and is
always staffed by trained computer technicians [Ref 7] [Ref 8].
3.4.10 The institution defines and publishes general education requirements for its undergraduate programs
and major program requirements for all its programs. These requirements conform to commonly
accepted standards and practices for degree programs.
Compliance
Partial Compliance
Non-Compliance
Narrative:
The St. Philip’s College Catalog specifies general education requirements for all associate of
applied science, associate of arts, and associate of science degrees [Ref 1]. Also in the Catalog are
program descriptions and curriculum requirements for each major [Ref 2].
Operating in a complex regulatory environment ensures that general educational and major
program requirements conform to commonly accepted standards and practices. The Southern
Association of Colleges and Schools’ accreditation process establishes important common standards
and practices for academic and technical programs [Ref 3].
Program and course review by the Texas Higher Education Coordinating Board (THECB) also
establishes such standards. For technical programs, those standards are in the Guide for Programs in
Workforce Education [Ref 4]. Core curriculum and course transfer requirements establish the common
standards for academic programs [Ref 5].
Common standards and practices are also evident as a result of external accreditation for twelve
Page 35
of the College’s technical programs. For example, the LVN program is accredited by the Board of
Nurse Examiners for the State of Texas, and the Aircraft Technology program is accredited by the
Federal Aviation Administration [ Ref 6].
Faculty participation in professional associations clearly establishes common standards and
practices within the national context. This participation informs faculty decision making in establishing
program requirements.
3.4.11 The institution protects the security, confidentiality, and integrity of its student academic records and
maintains special security measures to protect and back up data.
Compliance
Partial Compliance
Non-Compliance
Narrative:
The Alamo Community College District Policy Manual addresses the maintenance of a
comprehensive system of student records and reports, custodians of records, types and locations of
records, request procedures, directory information, access by school officials, access by students, fees
for copies, transcripts and transfers of records, and procedure to amend records [Ref 1].
St. Philip’s College students’ records are maintained in accordance with the Family Education
Rights and Privacy Act (FERPA) of 1974. The College publishes the requirements of that Act in the
Student Policy Handbook and the Class Schedule [Ref 2] [Ref 3].
The Alamo Community College District’s Information Technologies “Data Security
Procedures” focus on the District’s special security measures designed to protect and backup
databases [Ref 4].
3.4.12 The institution places primary responsibility for the content, quality, and effectiveness of its curriculum
with its faculty.
Compliance
Partial Compliance
Non-Compliance
Narrative:
The St. Philip’s College Curriculum Committee reviews all new degree or certificate programs,
changes in degree or certificate requirements, and discontinuation of degree or certificate programs, as
well as new course offerings [Ref 1]. The Committee’s review process ensures that all programs
adhere to applicable State and local standards [Ref 2] [Ref 3]. Programs cannot be offered without
approval of the Curriculum Committee. The Committee includes responsible administrators, all
department chairs, and other faculty at large. Of the committee’s 34 members, 23 are faculty members
[Ref 4].
Further, the St. Philip’s College Instructional Unit Review Committee (IURC) reviews all
instructional programs (units) on a rotating five-year cycle [Ref 5]. The IURC membership includes
responsible administrators, one faculty member from each of the College’s sixteen departments, and
four at-large faculty members. Of the committee’s 28 members, 22 are faculty members [Ref 6]. The
review process takes the form of a self-study by the faculty of the individual units, who examine their
mission, instruction and curriculum, unit profile, faculty, and facilities and equipment [Ref 7] [Ref 8] .
Page 36
The IURC oversees this process by evaluating the study for both completeness and accuracy of findings
– including , but not limited to, ensuring that the faculty of each program establishes and monitors the
content, quality, and effectiveness of its curriculum [Ref 9] [Ref 10].
3.4.13 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.
Compliance
Partial Compliance
Non-Compliance
Narrative:
The academic administration at St. Philip’s College places primary responsibility for
coordinating programs and developing curriculum at the program level within each academic and
vocational department. Academically qualified in the discipline, program directors and coordinators are
responsible for program curricula [Ref 1] [Ref 2].
Primary responsibility for curriculum development rests with faculty members, who have the
highest level of expertise in the assigned field. Program directors and coordinators provide feedback
from program faculty and communicate with the departmental Chair, the appropriate Dean, and the
Vice President for Academic Affairs, as well as accrediting bodies. Industry advisory committees,
accrediting bodies, and the Texas Higher Education Coordinating Board, review curricula of Applied
Science and Technology programs.
Chairs oversee related programs organized into departments, which are then organized into two
instructional divisions, Arts & Sciences and Applied Science & Technology
[Ref 3] [Ref 4].
Deans for these divisions manage the Chairs[Ref 5] [Ref 6]. The Vice President of Academic Affairs
exercises overall program coordination [Ref 7]. The qualifications for these administrative positions are
not defined in terms of academic discipline, but instead in terms of the administrative task of
coordinating academic programs. The experience of these administrators as members of the faculty
guides their exercise of administrative responsibilities.
Final review of the curriculum is the responsibility of the Curriculum Committee. The Dean of
Applied Science and Technology chairs this committee, which membership includes the deans and a
cross section of the faculty. Members of these committees are well educated in their discipline and
bring substantial academic experience to the task of curricular development [Ref 8].
3.4.14 The institution=s use of technology enhances student learning, is appropriate for meeting the objectives
of its programs, and ensures that students have access to and training in the use of technology.
Compliance
Partial Compliance
Non-Compliance
Narrative:
Technology is an essential component of student learning at St. Philip’s College. Technological
resources provided on a college-wide and discipline specific basis significantly enhance student learning.
College-Wide Resources
Page 37
In the mid-1980’s, St. Philip’s College moved aggressively to provide computer access to
students. The library moved from a card-based to a computer based system of accessing
resources [Ref 1]. State-mandated remediation provided an opportunity to establish Math, English and
Reading computer labs and to support the use of computers in the classroom. Currently all academic
programs in the College have access to computer labs and appropriate instructional software [Ref
2]. Adopted in 1997, the SPC Technology Plan now guides decisions on the use of computer
technology [Ref 3].
At this time, there are (on and off main campus) approximately 1,800 computers used by
students for lab time (open and scheduled) as well as, classroom instruction by faculty. The Division of
Instructional Technologies maintains the computer systems and software. Technicians in the labs are
available to students and faculty who may need assistance. Technicians also provide on-site instruction
in the use of the computer and software. In a recent survey, both students and faculty responded
positively to the quality of technical assistance [Ref 4].
In the classroom, faculty use laptop computers with LCD projectors. Connections to the
Internet exist in many classrooms. Most faculty members use the laptops, which have Power Point, to
present their lectures and resources. WebCT is also available for classroom applications and Internet
course offerings [Ref 5] [Ref 6].
Discipline -Specific Resources
Academic and technical programs make discipline-specific technology available to students.
The Natural Science Department has a computer lab available for student usage where students can
check out software involving physics lab projects, human anatomy dissection, and applications, which
present topics in chemistry [Ref 7].
The Allied Health and Nursing students have hands-on access in the laboratory and classroom
to a Human Patient Simulator (HPS) developed by METI. The HPS is a life-size computer modeled
manikin controlled by the instructor, which can model the effects of various anesthetics, tensionpneumothorax, cardiovascular hemodynamic changes/events, shock (cardiogenic and non-cardiogenic),
anaphylaxsis, ACLS algorithms, airway reactive diseases/disorders, etc. The dominant student users of
this technology are AAS Respiratory Care Technology and ADN Nursing [Ref 8].
St. Philip’s College is fortunate to house the General Motors and Comprehensive Automotive
programs. Automotive collision utilizes computer modeling for automotive repairs (I-CAR technology)
[Ref 9] [Ref 10].
Tourism/Hospitality/Culinary Arts students have access to a computer lab where students can
use management applications, and have three industry-styled kitchens for actual hands-on lab
experiences [Ref 11].
Radiology Technology has available three State regulated and licensed energizing rooms, which
provide students with hands-on experiences. Each energizing room uses a single-phase high frequency
technology for generating radiation that produces x-rays [Ref 12].
Page 38
Computer modeling and systems are utilized in other areas of the College; Manufacturing-CNC
(Computer Numerical Control, Business Information Solutions-Microsoft Academy [Ref 13] [Ref 14].
The Aircraft Technology and Diesel Technology programs provide training on technologies
current in their field [Ref 15] [Ref 16].
Industry Practicum, Clinical, and Internships
Each technical program maintains faculty in industry relations through advisory committees,
which assist the program developing practicum, clinical, and/or internships. Through these affiliations
students receive hands-on experiences with the technology specific to the industry [Ref 17].
Page 39
3.5 Educational Programs:
3.5.1
Undergraduate Programs
The institution identifies college-level competencies within the general education core and provides
evidence that graduates have attained those competencies.
Compliance
Partial Compliance
Non-Compliance
Narrative:
The Texas Higher Education Coordinating Board (THECB) requires all public community
colleges to identify a 42-hour core curriculum. The core courses identified must be “substituted for the
receiving institutions core curriculum.” The THECB does not prescribe the core courses, nor seek to
impose a uniform curriculum [Ref 1].
The Core Curriculum Committee recently completed a 5-year analysis of the Core Curriculum
at St. Philip’s College, petitioning the THECB to accept a 46-hour Core Curriculum. Growing out of a
curriculum long designed for transfer, the current core serves the needs of students in the arts and
sciences who transfer to four-year institutions. However, the courses in the core curriculum also
respond to the needs of the students in the applied sciences and technology programs who may transfer
to professional institutions, or may enroll in four year programs after completing an associate degree
[Ref 1] [Ref 2].
In developing the core curriculum, the THECB requires the institution to identify courses, which
address basic intellectual competencies. “The intellectual competencies required in every core
(Reading, Writing, Speaking, Listening, Critical Thinking, and Computer Literacy) are either tied directly
to courses with similar titles or implicit in course offerings in several disciplines. For example critical
thinking is taught in mathematics as well as humanities, logic and ethics. Listening skills are taught in
speech, reading and English.” Within each department, the chair must evaluate the extent to which
courses address basic competencies, using a standard scale…0 (none) to 3 (extensive). An analysis of
core course competencies indicates that all core courses have components addressing required
competencies and when taken in whole, all competencies are addressed.
Measuring students’ mastery of the competencies inherent in the general education core remains
a challenge. Recognizing the need for a more rigorous means of measuring student mastery of
competencies, the College submitted a plan to the THECB that will measure outcomes in 2004-2009.
The plan calls for a Core Curriculum Evaluation Committee to do the following:
1.
Identify a variety of tools to assess strengths and weaknesses in our current core curriculum
as related to student outcomes;
2.
Develop a comprehensive proposal to effectively evaluate student outcomes identified in the
core;
3.
Implement the plan within departments to improve core curriculum learning experiences for
students based upon review of data findings and interpretations [Ref 2].
A significant step toward these goals will be achieved with the implementation of the Quality
Page 40
Enhancement Plan that focuses on the cultivation of critical thinking skills throughout the curriculum.
3.5.2
The institution awards degrees only to those students who have earned at least 25 percent of the
credit hours required for the degree through instruction offered by that institution.
Compliance
Partial Compliance
Non-Compliance
Narrative:
St. Philip’s College awards Associate Degrees and Certificates of Completion only to students
that complete at least 25 percent of the credit hours required through instruction offered at St. Philip’s
College. In addition, for the Associate of Applied Science Degree, at least 15 semester credit hours
must be completed through instruction by the Applied Science Department in which the degree is
offered. These requirements are prescribed and published in the St. Philip’s College Catalog20042006 [Ref 1].
The Office of Records and Registration is responsible for overseeing that all graduates meet the
above requirements.
Page 41
3.6
Educational Programs:
Graduate and Post-Baccalaureate Professional
Programs
3.6.1 The institution=s post-baccalaureate professional degree programs, and its master=s and doctoral
degree programs, are progressively more advanced in academic content than undergraduate
programs.
Compliance
Partial Compliance
Non-Compliance
Narrative:
This does not apply to St. Philip’s College.
3.6.2
The institution ensures that its graduate instruction and resources foster independent learning,
enabling the graduate to contribute to a profession or field of study.
Compliance
Partial Compliance
Non-Compliance
Narrative:
This does not apply to St. Philip’s College.
3.6.3
The majority of credits toward a graduate or a post-baccalaureate professional degree is earned
through the institution awarding the degree. In the case of graduate and postbaccalaureate
professional degree programs offered through joint, cooperative, or consortia arrangements, the
student earns a majority of credits from the participating institutions.
Compliance
Partial Compliance
Non-Compliance
Narrative:
This does not apply to St. Philip’s College.
Page 42
3.7 Faculty
3.7.1
The institution employs competent faculty members qualified to accomplish the mission and goals of
the institution. When determining acceptable qualifications of its faculty, an institution gives primary
consideration to the highest earned degree in the discipline in accordance with the guidelines listed
below. The institution also considers competence, effectiveness, and capacity, including, as
appropriate, undergraduate and graduate degrees, related work experiences in the field, professional
licensure and certifications, honors and awards, continuous documented excellence in teaching, or
other demonstrated competencies and achievements that contribute to effective teaching and student
learning outcomes. For all cases, the institution is responsible for justifying and documenting the
qualifications of its faculty.
Compliance
Partial Compliance
Non-Compliance
Narrative:
All teaching faculty (full and part-time) requesting employment with St. Philip’s College must
meet the criteria established by the Southern Association of Colleges and Schools (SACS). The College
employs only those faculty qualified under the SACS guidelines.
The senior departmental secretary in each department compiles the employment package,
including transcripts, for administrative review. (All faculty applicants must submit official transcripts
prior to their employment). First, the area Dean and then the Vice President for Academic Affairs
meticulously examines the employment package to ensure compliance with SACS criteria before review
by the President. After approval by the President, all packages are forwarded to the Alamo
Community College District (ACCD) Human Resources Department (HR) for final determination
regarding compliance.
ACCD Human Resources maintains applications and transcripts in a modern and
technologically advanced Digital Document Management System [Ref 1]. SACS asked the ACCD
Human Resources to demonstrate the digital document system at its Annual Meeting in San Antonio in
2002.
Ensuring that faculty applicants meet SACS criteria does not ensure employment. Employment
is a competitive process. Qualified applicants may be denied consideration due to poor undergraduate
or graduate performance. The employment process validates applicant credentials and general
character at several levels before the applicant is employed.
The Roster of Instructional Staff lists all St. Philip’s College faculty and their credentials [Ref 2].
3.7.2
The institution regularly evaluates the effectiveness of each faculty member in accord with published
criteria, regardless of contractual or tenured status.
Compliance
Partial Compliance
Non-Compliance
Narrative:
St. Philip’s College regularly evaluates the effectiveness of each faculty member in accord with
published criteria regardless of contractual or tenured status. Departmental chairpersons must evaluate
full-time and part-time faculty annually [Ref 1]. The appropriate dean evaluates the chairpersons [Ref
Page 43
2]. Prior to completion of each evaluation, all tenure-track faculty members are required to conduct a
self-evaluation [Ref 3]. This comprehensive self-evaluation is one of the elements used by the
chairperson in evaluating full-time faculty. For both full-time and part-time faculty, the chairperson
utilizes a standard evaluation form to assess faculty performance [Ref 4].
Once an assessment is complete, the chairperson meets with the faculty member and reviews
the evaluation. The appropriate dean and the Vice President for Academic Affairs review the evaluation
and forward it to the ACCD Human Resources Department where the evaluation is placed in the faculty
member’s file.
St. Philip’s College publishes in the College Faculty Handbook full guidelines for evaluating
faculty. The handbook is distributed to all new faculty members and is found online [Ref 1].
3.7.3
The institution provides evidence of ongoing professional development of faculty as teachers,
scholars, and practitioners.
Compliance
Partial Compliance
Non-Compliance
Narrative:
At the heart of the institution is learning. St. Philip’s College values “the nurturing of learning
through caring and understanding” and “seeks to create an environment fostering excellence in academic
and technical achievement” [Ref 1] [Ref 2]. The faculty plays the most critical role in the intellectual
achievement of the students, and they must themselves be learners. Obviously, professional
development is critical to the vitality of the faculty.
The St. Philip’s College Strategic Plan articulates several goals, among which is Goal 3: “Create
Culture Of Student Success Through Excellence in Teaching and Learning.” The Plan commits the
College to: expanding teaching models and technology; learning-style specific instruction, studentcentered learning, individualized instruction, hybrid teaching (combining classroom and online
instruction), teaching mastery skills, and instructional innovation
[Ref 3]. Specific action plans
define how these goals will be achieved, which requires faculty development. The College consequently
commits substantial resources for professional development of its faculty.
Instructional Innovation Center [Ref 4]
•
The Instructional Innovation Center (IIC) plays an important role in the professional development of
St. Philip’s College faculty, offering a wide array of opportunities for development as teachers,
scholars and practitioners [Ref 4]. Staffed by pedagogically and technically trained personnel, the
IIC is a resource center providing and coordinating training and workshops for faculty and staff,
custom training, one-on-one consultations (technical, teaching, learning, course development),
multimedia computer lab access, grant writing support and special events coordination (i.e., adjunct
faculty mini-conference)
[Ref 5]. Among its offerings are: Master Teacher Certification;
Educational Research; Heart of Learning Discussion Groups; Adjunct Support Center; and online
Teaching Excellence in Distance Learning. Evidence of active participation by faculty, including
adjunct, is found in the IIC Facts and Figures [Ref 6]. During the 2003-2004 academic year 102
(48%) full-time faculty members and 80 (22%) adjunct faculty members (unduplicated) participated
Page 44
in one or more IIC training sessions.
Conferences [Ref 7]
•
ACCD Employee Development Conference. All District employees participate in teaching/learning,
technology, professional development, and personal interest workshops.
•
Professional Conferences and Workshops. The College funds faculty participation in conferences
and workshops.
•
National Institute for Staff and Organizational Development Conference.
•
Texas Community College Teachers Association Conference. The College provides registration fee
and a portion of the travel for a large number of the full-time faculty.
•
SPC Adjunct Faculty Mini-Conference. No charge to SPC adjunct faculty to participate in
teaching/learning and technology workshops.
Workshops and Seminars [Ref 7]
•
SPC Instructional Innovation Center. The College sponsors training, seminars, and one-on-one
consultations addressing: Master Teacher Certification, Teaching Excellence in Distance Learning
Certification, Classroom Assessment Techniques, Classroom Research Opportunities, WebCT,
Webmaster, Multimedia and Streaming Media, Computer Applications, and special requests.
•
ACCD Information Systems Training. The District trains faculty in computer applications.
•
SPC Continuing Education. The SPC Continuing Education Department offers various job and skill
specific courses.
•
Starlink Videoconference. The College establishes a connection to STARLINK, which allows
faculty to participate in a variety of professional development programs focusing on the community
college experience.
•
SPC Heart of Learning Discussion Group. Informal discussion sessions allow the vocational faculty
both to expand their technical knowledge and improve their teaching skills.
•
SPC President’s Lecture Series. The College President provides the college and community the
opportunity to hear noted speakers' perspectives on a broad range of local, regional, state, national,
and international issues.
Undergraduate and Graduate Tuition Assistance [Ref 7]
•
ACCD Employee and Dependent Tuition Assistance Program. The College funds tuition for
ACCD academic and continuing education courses for employees and dependents.
•
Upward Mobility Tuition Assistance. The College provides tuition assistance for full-time faculty
and staff to register for courses at other institutions.
Grants [Ref 7]
Page 45
•
SPC Center for Educational Research Grants. The District provides $2000 grants to perform
classroom research and assessment using CATs methodologies.
•
ACCD Instructional Innovation Grants. The District provides $2000 grants for innovative
instructional projects designed to impact students’ learning through experimentation with innovative
approaches to classroom instruction.
•
ACCD Foundation Mini-Grants. The ACCD Institutional Advancement Office provides limited
funds on a competitive basis for professional development for college faculty seeking to improve
their classroom skills.
Funding and Participation
•
St. Philip’s College Instructional Innovation Center [Ref 4]
Participation in IIC workshops and services is substantial with 50% of all faculty utilizing some
aspect of IIC services during the most recent academic year [Ref 6]. Primary funding for the IIC is
through Title III Department of Education. This past year’s allocation was $232,824.
•
Travel and Professional Development
The College provided funds for travel and professional development, with approximately 123
faculty participating this past year at a cost $95,000.
Accountability
•
3.7.4
Annual Performance Evaluation
Professional development is of such critical importance to the continuous improvement of quality
instruction at the institution that faculty must show evidence of their own growth and development as
part of their annual performance evaluation and before earning tenure and promotion [Ref 8]. The
Faculty Handbook contains detailed information addressing faculty development requirements for
faculty seeking tenure and promotion [Ref 9].
The institution ensures adequate procedures for safeguarding and protecting academic freedom.
Compliance
Partial Compliance
Non-Compliance
Narrative:
St. Philip’s College adheres firmly to the American Association of University Professors’ “1940
Statement of Principles on Academic Freedom and Tenure.” Alamo Community College District
policies, as approved by the governing Board of Trustees, have established procedural guidelines and
policies incorporating the AAUP’s 1940 Academic Freedom statement.
The Administrative Policy and Procedure Manual for the District and the St. Philip’s
College Faculty Handbook both contain the policies and procedures addressing Academic Freedom:
•
Employee Rights and Responsibilities: Academic Freedom and Tenure, Policy DGC (Local) [Ref
1]
•
Term Contracts: Dismissal, Policy DMAA (Local) [Ref 2]
Page 46
•
Term Contracts: Nonrenewal, Policy DMAB (Local) [Ref 3]
•
Term Contracts: Resignation, Policy DMAC (Local) [Ref 4]
•
Termination of Employment: Tenure, Policy DMB (Local) [Ref 5]
Within each of these policies are procedures that allow for a grievance process and protect
tenure. However, dismissal of tenured faculty, when undertaken, is based on two prominent issues:
discontinuance of a course of study or extraordinary financial emergencies, and/or adequate cause
defined as professional incompetence, moral turpitude, or gross neglect of professional responsibilities.
3.7.5
The institution publishes policies on the responsibility and authority of faculty in academic and
governance matters.
Compliance
Partial Compliance
Non-Compliance
Narrative:
St. Philip’s College policies on the responsibility and authority of faculty in academic and
governance matters are published in the following documents:
•
The Alamo Community College District Policy Manual, “Faculty” section, described the role of
a faculty member in accordance to the ranks of instructor, assistant professor, associate
professor, and professor; faculty criterion; protection offered by academic freedom, and bound
by accompanying responsibilities [Ref 1].
•
St. Philip’s College Faculty Manual delineates faculty’s role in participatory governance, defines
rank and title, duties and responsibilities, instructional responsibilities, professional development,
faculty activities, performance evaluation guidelines, faculty promotion procedures, academic
freedom, tenure, termination of employment, retirement, and grievance procedures [Ref 2].
•
St. Philip’s College Adjunct Faculty Handbook provides guidance in reference to adjunct
faculty duties and responsibilities on the delivery of quality education for all students, and
instructional policies and procedures [Ref 3][Ref 4].
Page 47
3.8 Library and Other Learning Resources
3.8.1
The institution provides facilities, services, and learning/information resources that are appropriate to
support its teaching, research, and service mission.
Compliance
Partial Compliance
Non-Compliance
Narrative:
The Learning Resource Center (LRC) collection consists of 112,197 volumes, including books,
serials backfiles, and government documents, all of which are accessible through the library’s online
public access catalog. There are 577 current serials subscriptions in paper, microform, and electronic
formats. 910,880 microform units and 11,300 audiovisual materials include audio, video, CD, and
DVDs.
The St. Philip’s College main campus LRC is approximately 30,000 square feet (SF). The
Southwest Campus LRC is 5,401 SF. A virtual library without book or periodical collections at the
Northeast Campus LRC occupies a 217 SF area [Ref 1].
All students and faculty have access to library services. The open public areas and stacks in the
main campus LRC occupy approximately 20,000 SF, and the facility seats 309 users. In addition, there
are two group study rooms, nine individual study carrels and eleven wheelchair accessible stations. A
bibliographic instruction classroom contains thirty computer workstations, while the SBC Technology
Center houses over fifty computers in the reference area.
Occupying 4,082 SF in the LRC, staff areas include offices, workrooms, storage areas,
archives, copy room, circulation, and computer services. An additional 1,211 SF provide office and
work areas for Technical Services. Media Service utilizes 3,949 SF for graphic production, video
editing, sound recording, equipment storage and circulation, darkroom, and a TV studio.
Those faculty and administrators developing the new Capital Improvement Plan recognize the
impact of enrollment growth on the LRC. The need for additional seating capacity is evident, especially
as student enrollment continues to climb. Existing archival storage needs expansion in the coming years.
Group study rooms and the children’s room will require further enlargement. More media production
facilities for students, faculty, and staff are necessary. Ultimately, the current planning effort will define a
“state of the art” facility, which will incorporate the technology necessary for student success.
•
St. Philip's College LRC’s services are adequate and support the needs of students and faculty
[Ref 2].
•
The special needs population is able to conveniently use library facilities and resources [Ref 3].
•
Reference services are vital services for students and faculty [Ref 4].
•
To maintain an adequate collection, SPC LRC librarians have collection development area
assignments [Ref 5].
•
Informational resources are available to students online [Ref 6].
•
Electronic databases may be accessed alphabetically and by subject [Ref 7] [Ref 8].
Page 48
3.8.2
•
The print periodicals collection has open stacks, is self-service, and has an online catalog [Ref 9]
[Ref 10].
•
Media Services provides graphic production services and equipment delivery in a timely manner
to support instruction and other institutional events [Ref 11] [Ref 12].
The institution ensures that users have access to regular and timely instruction in the use of the library
and other learning/information resources.
Compliance
Partial Compliance
Non-Compliance
Narrative:
Reference Services at the St. Philip's College Learning Resource Center (LRC) provide general
orientations and tours for students, faculty and other users. Library guides and tutorials online also orient
users to available resources [Ref 1]. On-line request forms allow users to request and schedule
instruction [Ref 2]. LRC policies are on-line [Ref 3].
LRC users receive specific guidance from the librarians at the Reference Desk, including
specific bibliographic instruction. Many electronic databases have online guides, e.g., the Ebsco
Electronic Database [Ref 4].
The LRC conducts user surveys online in the spring and fall semesters [Ref 5]. Data from these
surveys provide a basis for improving library services. Evaluation is an ongoing process to enhance,
modify and improve bibliographic or library instruction.
3.8.3
The institution provides a sufficient number of qualified staff—with appropriate education or
experiences in library and/or other learning/information resources—to accomplish the mission of the
institution.
Compliance
Partial Compliance
Non-Compliance
Narrative:
Full-Time Enrollment (FTE) at St. Philip’ College was 6,527 in 2002-03 [Ref 1]. The
Association of College and Research Libraries (ACRL) guidelines require twenty-one staff for
enrollment of between 5,000 and 6,999 FTE. FTE enrollment at SPC jumped to 7,541 in 2003-04
[Ref 2]. ACRL requirements for this level of enrollment are: one administrator, eight professionals, nine
technicians, and seven other staff members for a minimum total of 25 staff members [Ref 3].
Currently, the LRC employees are: one administrator; 12 professional staff members, including
5 professional non-librarian staff members; 9.5 technicians; and 2.38 part-time staff members for total
25.88 staff members.
Staff qualifications are exemplary and reflect the rich diversity and dedication of the College.
The current Dean of the Learning Resource Center, Adele S. Dendy, has a doctorate in Higher
Education in addition to a Master of Library Science. Two of the three reference library faculty
members have earned a second masters degree and the entire library faculty have either the American
Library Association (ALA) accredited MLS, MLIS, or equivalent degree. The majority of the LRC
staff has a Bachelors degree [Ref 4].
Page 49
The Media Services professional staff is well grounded in their arts and craft, with training in
photography and the graphic arts. Their creative projects are seen throughout the College and they are
celebrated for their consistently high quality graphic productions, audio visual presentations, and designs.
The technical staff is highly trained and capable of fulfilling the requirements of a modern
computer-based learning resource center and engages in ongoing professional development activities.
The LRC maintains its own server and web pages in support of the 220 computers for which it is
responsible. The LRC’s Web Site is frequently updated and an intranet is available to keep the LRC
staff informed of internal issues, concerns, and new developments. Due to the high quality design and
use of the LRC web pages, the LRC registers among the highest hits in the Alamo Community College
District! This is a testament to the quality of the work of the LRC Webmaster.
Page 50
3.9 Student Affairs and Services
3.9.1
The institution publishes a clear and appropriate statement of student rights and responsibilities and
disseminates the statement to the campus community.
Compliance
Partial Compliance
Non-Compliance
Narrative:
The Alamo Community College District has a clearly stated set of policies concerning students
[Ref 1]. Students’ rights and responsibilities are published in the St. Philip’s College Student Policy
Manual [Ref 2].
All students attending orientation or study skills classes receive the manual. The manual may be
viewed on the Internet by all students. All administrative offices have copies of the manual, which
faculty and staff may share with students.
3.9.2
The institution protects the security, confidentiality, and integrity of its student records.
Compliance
Partial Compliance
Non-Compliance
Narrative:
St. Philip’s College adheres to all provisions of the Family Education Rights and Privacy Act of
1974 (FERPA) and the Texas Open Records Law. The College publishes information regarding the
security, confidentiality, and integrity of all student records in the College Catalog and the Class
Schedule[Ref 1] [Ref 2]. Especially important for students is the distinction between information
presumed to be public, referred to as Directory Information, and information presumed to be private.
Students may apply to have Directory Information kept private and may allow information presumed
private to be released [Ref 3].
On employment in Student Affairs offices, all staff receives information and training on their
responsibilities to preserve the confidentiality and integrity of student records and their communications
with individual students. Student Affairs administrators schedule refresher training for all staff accessing
student records, especially for those personnel providing direct academic advising service to students
[Ref 4]. Administrators and staff regularly attend workshops and seminars related to FERPA and
HIPAA (Health Insurance Portability and Accountability Act of 1996). In acknowledgement of their
responsibilities under FERPA, all staff members must periodically sign a statement of the basic principles
underlying the need to preserve the confidentiality and integrity of student record [Ref 5].
ACCD protects and secures electronic access to all records in the robust Student Information
System (SIS) and also trains all District employees in the use and protection of information. Limited
passwords restrict access to certain levels and functions within SIS. Moreover, periodic reports on
computer use by all operator numbers enable St. Philip’s College’s Department of Enrollment
Management to monitor the actions of SIS users across the college. This procedure ensures that only
proper commands are utilized to register and record information for students, which in turn facilitates the
tracking of incorrect advising and misuse of SIS. Critical passwords, e.g., those used for off-campus
registration, are changed frequently to help protect full access to the Student Information System. All of
the stored student records on the Student Information System are periodically downloaded, and
preservation copies sent to a distant secure site for safekeeping.
Page 51
The Alamo Community College District (ACCD) maintains industry-standard methods for
digital maintenance of paper documents. All student records are stored electronically utilizing the Digital
Document Management System (DDMS) to scan, store, retrieve, and protect documents. The DDMS
allows only authorized administrators, faculty, and staff to access student records [Ref 6].
The administration of placement tests – GED tests, CLEP tests, and distance learning
examinations – present unique information security concerns. The Office of Advising and Assessment
administers these tests for the great majority of incoming and continuing students [Ref 7]. Whether on
campus, high school campuses, and military bases, or at other sites, administrative control of the
examination process is critical. Careful checking of student identifications is mandatory throughout each
phase of testing. Elaborate procedures, security checks, and trained staff ensure a controlled
environment in which test integrity is achieved and maintained for all students [Ref 8].
3.9.3
The institution provides services supporting its mission with qualified personnel to ensure the quality
and effectiveness of its student affairs programs.
Compliance
Partial Compliance
Non-Compliance
Narrative:
The St. Philip’s College (SPC) Mission Statement includes direct reference to critical services
vital to student success, including counseling and guidance; educational support services; services for
individuals with special needs; and quality social and cultural activities [Ref 1]. The SPC Division of
Student Affairs fulfills the Mission in providing the referenced services on the Main Campus, in addition
to admitting and registering students. The Equity Center, College Health Center, Child Development
Center, and Enrollment Management Department provide additional support services not referenced,
but consistent with the Mission to provide “a quality educational environment.” Please see Core
Requirement 2.10 for a full list of services and their websites.
St. Philip’s College’s Southwest Campus furnishes comparable student services for
approximately 3,000 students enrolled in classroom instruction, and vocational and technical training
each semester. Indeed, the array of services provided to students – ranging from academic advising,
testing, admission, registration, student activities, and health center services – all mirror the quality and
breadth of student support furnished at St. Philip’s Main Campus [Ref 2].
As the student population grows, maintaining the effectiveness of all student services is
paramount. The two-year Unit Planning process allows each department to assess program
effectiveness. Administrative units within the Office of Student Affairs identify objectives and focus on
measurable outcomes to determine effectiveness. An annual assessment allows for modifications in the
Unit Plans. Examples of Unit Plans may be found on the Educational Support Services and the
Enrollment Management websites [Ref 3] [Ref 4].
The Vice President for Student Affairs, departmental dean, and directors oversee the complex
array of student services. These administrators direct the highly qualified professional staff that provides
essential services to students [Ref 5].
Page 52
RESOURCES
3.10 Financial and Physical Resources
3.10.1 The institution=s recent financial history demonstrates financial stability.
Compliance
Partial Compliance
Non-Compliance
Narrative:
St. Philip’s College historical financial status demonstrates financial stability, which is shown in
the College’s audited financial statements and the annual budget allocation. St. Philip’s College’s
financial stability is reflected in the FY 2004 audited financial statements in the Statement of Operating
Revenues, Operating Expenses, and District Support [Ref 1]. Also, the Independent Auditors Report
expresses the auditor’s opinion regarding the financial statements included in the audit [Ref 2]. The
College’s financial stability is also fully documented in the annual District allocated budget managed by
the College to cover personnel and operating expenses for fiscal year 2005, 2004, and 2003 [Ref 3]
[Ref 4] [Ref 5]. St. Philip’s College’s financial stability is demonstrated through grant funds that are also
used to cover a portion of the institution’s personnel and operating expenses [Ref 6].
In addition, Alamo Community College District Annual Financial Audits for the fiscal years
ending 2002, 2003, and 2004 are provided [Ref 7] [Ref 8] [Ref9].
3.10.2 The institution provides financial statements and related documents, including multiple measures for
determining financial health as requested by the Commission, that accurately and appropriately
represent the total operation of the institution.
Compliance
Partial Compliance
Non-Compliance
Narrative:
St. Philip’s College is one of four colleges of the Alamo Community College District, and has
been included as a part of the District’s annual financial audit. The District’s financial statements are
considered to be those of a special purpose primary government and are therefore prepared in
accordance with General Accounting Standards Board (GASB) Statement No. 14 [Ref 1]. Therefore,
the District is a special purpose primary government that includes St. Philip’s College as a part of its
legal structure. The District serves as a primary government because it provides the following benefits in
accordance with its legal structure:
•
Have a separate elected governing body.
•
Determine its budget, include the budgets for each college, without another government having
the authority to approve or modify that budget.
•
Levy taxes or set rates for the District as a whole without approval by another government.
•
Set tuition and fee rates for the District as a whole without approval by another government.
•
Issue bonded debt for the District as a whole without approval by another government.
St. Philip’s College’s operational financial health can be determined through the Statement of
Operating Revenues, Operating Expenses, and District Support found in the College’s FY 2004 audited
Page 53
Financial Statement [Ref 2]. Included in this audit is the college specific management letter that details
the auditor’s opinion on the financial statements [Ref 3]. The College manages an annual District
allocated budget that covers personnel and operating expenses, which are provided for fiscal year
2005, 2004, and 2003 [Ref 4] [Ref 5] [Ref 6]. St. Philip’s College also manages grants that cover
personnel and operating expenses throughout the institution [Ref 7].
Documents from the rating agencies of Standard and Poor’s and Moody’s Investors Service
address the sound financial health of the District and its colleges [Ref 8] [Ref 9].
3.10.3 The institution audits financial aid programs as required by federal and state regulations.
Compliance
Partial Compliance
Non-Compliance
Narrative:
The Alamo Community College District (ACCD) manages all financial aid for the four District
colleges, including St. Philip’s College. Accordingly, the ACCD conducts all financial aid audits in
accordance with state and federal regulations. These audits require letters of compliance from the
external audit agency for federal and state awards, including separate schedules of expenditures for
federal and state awards.
The letters of compliance prove that federal awards comply with the Government Auditing
Standards for FY’s 2002, 2003, 2004 , and OMB Circular A-133 for the federal awards for FY’s
2002, 2003, 2004 [Ref 1] [Ref 2] [Ref 3] [Ref 4] [Ref 5] [Ref 6]. Letters of compliance comply with
the State of Texas Single Audit Circular for the state awards including FY’s 2002, 2003, 2004 [Ref 7]
[Ref 8] [Ref 9].
As a part of the audited financial statements, a detailed Schedule of Expenditures of Federal
Awards for FY’s 2002, 2003, 2004, and a detailed Schedule of Expenditures for State Awards for
FY’s 2002, 2003, 2004 are provided [Ref 10] [Ref 11] [Ref 12] [Ref 13] [Ref 14] [Ref 15].
3.10.4 The institution exercises appropriate control over all its financial and physical resources.
Compliance
Partial Compliance
Non-Compliance
Narrative:
The Alamo Community College District Administration and the President of St. Philip’s College
each exercise control in their respective areas over financial and physical resources. Board policies
clearly define administrative duties and fiduciary responsibilities; the individuals in responsible
administrative positions are accountable for implementing fiscal policies and ensuring appropriate
practices. In accordance with Board Policy, all accounts are subject to review by internal and/or
external auditors. These policies define that the scope of internal auditing, including the examination and
evaluation of the adequacy and effectiveness of the system of internal control, and the performance of
those charged with fiduciary responsibilities [Ref 1]. The review includes:
•
The reliability and integrity of financial and operating information and the means used to identify,
measure, classify, and report such information.
•
The systems established to ensure compliance with those policies, plans, procedures, laws, and
regulations, which could have a significant impact on operations and reporting on the extent of
Page 54
compliance.
•
The means of safeguarding assets, and as appropriate, verifying the existence of such assets.
•
Appraising the efficiency with which resources are utilized.
3.10.5 The institution maintains financial control over externally funded or sponsored research and programs.
Compliance
Partial Compliance
Non-Compliance
Narrative:
The President of St. Philip’s College exercises financial control over externally funded or
sponsored programs. Most grants obtained at SPC are obtained by the Office of Institutional
Advancement whose Director reports directly to the President, and all grants are processed through that
office [Ref 1].
The President must approve all requests for external funding made by faculty and staff and she
assigns the management of these grants to responsible individuals to act as grant/project directors.
These individuals are held accountable for the exercising of appropriate practices and policies of the
Office of Institutional Advancement [Ref 2] [Ref 3].
Each grant manager, upon receipt of grant contracts must develop an operational budget that is
signed by the President before an account of the grant may be set up by the District Grants Accounting
Office. Changes to grant budgets must go through the same SPC approval process. Grants
Accountants in the ACCD Office of Grants Accounting provide accounting support services for each
grant. ACCD accounting procedures are subject to policies established by the Texas Higher Education
Coordinating Board [Ref 4] [Ref 5].
In an effort to provide assistance to all grants received by the Alamo Community College
District and its colleges the Grants Manager with the District Office of Institutional Advancement
conducts annual monitoring of grants received by SPC and the other colleges. The Grants Manager at
the District level also provides support for training and facilitating grants management to ensure
compliance at the college level with OMB circular-133. All programs and accounts are subject to
review by the District’s internal auditor and/or external auditor(s) [Ref 6].
3.10.6 The institution takes reasonable steps to provide a healthy, safe, and secure environment for all
members of the campus community.
Compliance
Partial Compliance
Non-Compliance
Narrative:
As one of the colleges of the Alamo Community College District (ACCD), St. Philip’s College
provides a healthy and safe environment for students, faculty, and staff. ACCD Board Policies address
comfort, hygienic conditions, and safety for students, faculty, District employees, and the general public
[Ref 1] [Ref 2] [Ref 3] [Ref 4]. St. Philip’s College is included in the District Safety Plan. The
District Safety Coordinator oversees and responds to safety issues and is responsible for
implementation of the safety plan [Ref 5].
The College benefits from the services provided by the Alamo Community College Department
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of Public Safety (DPS), which mission is … “through a high level of proficiency, to provide a safe
environment in which all members of the District community may work, teach, study and learn.” DPS
“stresses service, the protection of life, property and investment, the security of the campuses, and the
pursuit of excellence in campus law enforcement and safety” [Ref 6].
The ACCD Board commissions DPS Officers, who receive their peace officers license from the
State of Texas [Ref 7]. The officers are vested with all the power, privileges, and immunities of peace
officers in the enforcement of state and federal statutes and the rules and regulations promulgated by the
ACCD Board of Trustees. DPS assigns three patrol officers to St. Philip’s College during the day and
evening shifts and two at night, and provides a Courtesy Patrol. Twenty emergency telephones are
located throughout St. Philip’s College on the Main campus and Southwest Campus: Each telephone is
a direct line to the ACCD DPS Dispatch Office. District DPS also provides crime prevention and
personal safety information, and Registered Sex Offender links [Ref 8].
In accordance with the Clery Act, the ACCD annually publishes a Crime Report, which
includes safety tips from the ACCD Police Department [Ref 9]. Even with its combined three
campuses spread across the city, St. Philip’s College had only 3.5 crime incidents per 1,000 enrolled
students in 2003.
Complementing the efforts from the District to enhance safety and security on campus are
articles published in the St. Philip’s College student newspaper, The Tiger. These articles offer valuable
safety tips and information regarding services available to students.
Offices and departments within the Division of Student Affairs contribute directly to the health
and safety of the college community. St. Philip’s provides an on-campus Health Center on the Main
and Southwest Campuses. Three Licensed Vocational Nurses (LVNs) and one nurse with a Bachelor
of Science degree in Nursing (BSN) staff both centers [Ref 10]. Supplementing the information
provided by Health Center personnel are free workshops and classes addressing a variety of health
issues and problems. Free Smoking Cessation Classes presented to the college-wide community reflect
the continuing effort to move St. Philip’s College to a smoke-free institution. Child Health Screenings
and Blood Drives are all held annually to both educate and assist students, faculty, staff, and their
families [Ref 11]. As evidence of the growing emphasis on wellness at St. Philip’s, a college-wide
Wellness Committee was established which currently sponsors brown-bag meetings at which critical
health concerns are explored, such as fitness, physical conditioning, and weight control, including a
recent campaign against unhealthy diets [Ref 12].
St. Philip’s College is in compliance with the ADA regulations established by the Texas
Department of Licensing and Regulations that assures the safety of persons with disabilities. The
Campus ADA Coordinator monitors compliance and addresses ADA concerns. Educational Support
Services department employs a full-time Learning Disabilities Coordinator and provides services and
online information for students with physical, visual, and health impairments [Ref 13] [Ref 14].
3.10.7 The institution operates and maintains physical facilities, both on and off campus, that are adequate to
serve the needs of the institution=s educational programs, support services, and mission-related
activities.
Compliance
Partial Compliance
Non-Compliance
Narrative:
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Located just east of downtown San Antonio, the main campus is the principle site for the
facilities of St. Philip’s College. The Southwest Campus provides additional facilities for teaching and
student services. Also, courses are held at joint venue facilities at the Northeast Campus and the
Advanced Technology Center [Ref 1]. The St. Philip’s College 2003 –2004 Fact Book describes 22
buildings, with 898,913 SF on 71.52 acres. The main campus consists of 15 buildings with 551,608
SF on 50.82 acres. Sitting on 15.7 acres, the Southwest Campus has 3 buildings with a total of
300,643 SF. The Northeast Campus is a 3.5-acre site, with 3 buildings having a total of 23,797 SF.
The Advanced Technology Center has a single 22,865 SF on 1.5 acres [Ref 2].
The ability of St. Philip’s College to successfully operate academic, student support, and other
mission-related programs demonstrates the viability of institutional facilities, all but a few of which were
built or remodeled since 1985.
Physical size and age of campus building is a testament to the adequacy of college facilities [Ref
3]. Building design relates to program requirements, both in new construction and rehabilitation/reuse.
Whether by original design or adaptation, programs occupy current buildings for their particular and
specific usage. Program-related review by relevant national accrediting organizations validates program
design and use [Ref 4].
The Alamo Community College District establishes policies regarding facilities development at
St. Philip’s College, requiring a licensed architect to “prepare architectural plans and specifications for
any alteration or addition to an existing building owned by the District…” Board policy also requires
accessibility for disabled. Under the Executive Vice Chancellor, the ACCD Facilities office oversees
planning, project management, construction, maintenance and operation of all District facilities, although
each campus delegates responsibilities for facilities [Ref 5].
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Section 4 FEDERAL REQUIREMENTS
4.1
When evaluating success with respect to student achievement in relation to the institution=s mission,
the institution includes, as appropriate, consideration of course completion, state licensing
examinations, and job placement rates.
Compliance
Partial Compliance
Non-Compliance
Narrative:
St. Philip’s College annually collects, reports, and utilizes course completion, state licensing
examinations, and job placement rates as part of its institutional effectiveness efforts. The State, as well
as the College, considers these factors important indicators of student achievement in relation to the
mission of a community college. They are utilized by the College when evaluating the success of
individual programs during the Unit Planning Process [Ref 1]. As part of the Instruction Unit Review
process, faculty and administrators evaluate student achievement program by program by reference to
the comparative data on course completion, state-licensing examinations, and job placement rates [Ref
2]. The THECB establishes performance standards and periodically evaluates St. Philip’s College, as
well as all State community colleges, with regard to course completion, state licensing examination, and
job placement rates. If deficient in any of these success indicators, the College develops plans to
improve and/or make a change in the status of a program.
St. Philip’s College course completions can be found in the Legislative Budget Board
Performance Measures, licensure passage rates in the 2003 Statewide Annual Licensure Report,
and the successful employment of graduates in the Data Resources for Perkins Measures and
Standards Program-Level Measures [Ref 3] [Ref 4] [Ref 5].
4.2
The institution maintains a curriculum that is directly related and appropriate to the purpose and goals
of the institution and the diplomas, certificates, or degrees awarded.
Compliance
Partial Compliance
Non-Compliance
Narrative:
St. Philip’s College awards the Associate of Arts and Associate of Science degrees to students
who successfully complete academic programs. There is a 46-hour core course requirement and
discipline specific requirements. Completion of the curricular requirements allows students transferring
to four-year institutions to advance to the baccalaureate degree. Applied Science and Technology
programs have general education and field specific requirements for all associate degrees and
certificates. Degree programs provide relevant job entry skills and advance students to employment
[Ref 1].
These degree programs fulfill the College Mission to provide general education in the arts and
sciences preparing students who wish to transfer to a senior institution, and to provide an education in
applied science and technology preparing students for employment. As the principal purpose of
community colleges, St. Philip’s fulfills this responsibility under State Law and ACCD Board Policy [Ref
2].
4.3
The institution makes available to students and the public current academic calendars, grading
policies, and refund policies.
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Compliance
Partial Compliance
Non-Compliance
Narrative:
St. Philip’s College publishes the current academic calendar, grading policies, and refund
policies in all college catalogs, course schedules and other publications [Ref 1] [Ref 2] [Ref 3] [Ref 4].
4.4
The institution demonstrates that program length is appropriate for each of the degrees offered.
Compliance
Partial Compliance
Non-Compliance
Narrative:
The Texas Higher Education Coordinating Board (THECB) defines program length, specifically
requiring a minimum of 60 and a maximum of 66 credit hours for Associate of Arts and Sciences
degrees [Ref 1]. The THECB also defines program length for certificate programs: for continuing
education, requiring 360 continuing education units; and for applied science and technology degrees,
requiring that credit hours be awarded when program hours meet or exceed 780 [Ref 2].
St. Philip’s College Curriculum Committee reviews and approves all new degree programs.
Under THECB rules, the Committee focuses, in arts and sciences programs, on field of study courses
required, and in the applied science and technology programs, on the twenty-five percent coursework
required in general education, and the field of study course required. The list of degrees and majors
offered and program length is published in the St. Philip’s College2004-2006 Catalog [Ref 3].
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 AThe Review of Complaints Involving the Commission or its Accredited Institutions.@)
Compliance
Partial Compliance
Non-Compliance
Narrative:
The St. Philip’s College Student Policy Manual contains multiple procedures for addressing and
responding to written student complaints: Discrimination Grievance Procedure, Academic Grievance
Procedure, and Sexual Harassment Grievance Policy. In disciplinary matters, the Manual provides a
student with the opportunity to submit a written request for consideration to the President of St. Philip’s
College. The policies regarding Maintaining Campus Order During Declared Periods Of Disruption
contained in the Student Manual allow students who have been notified that “consent to remain on the
campus or facility has been withdrawn” may submit a request for a hearing to the Chancellor or
President. In addition, the Manual outlines the SPC policy of responding to a student’s written request
relating to the Family Education Rights and Privacy Act of 1974. The St. Philip’s College Student
Policy Manual is distributed in all college orientation courses, and is available in administrators’ offices
and online [Ref 1].
4.6
Recruitment materials and presentations accurately represent the institution=s practices and policies.
Compliance
Partial Compliance
Non-Compliance
Narrative:
Through various media and in print, online, and by CD ROM, the College guides students to the
Office of Student Recruitment. The Student Recruitment home page asks: “Have Questions about St.
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Philip’s College?” [Ref 1]. Students may request more information, find out about campus tours, or
contact a recruiter [Ref 2]. Prospective students can also inquire about any of the College’s 81 degrees
and certificates. Program details include curriculum, career opportunities, length of programs, cost per
semester, and entry-level pay [Ref 3]. These same program descriptions are available in print format.
Recruitment efforts focus on accurately representing the various degree programs of St. Philip’s
College and emphasize the quality of the faculty. The accessibility of the campuses, the convenience of
course scheduling, and the availability of student services depict the College as a place of opportunity.
Graduate and employment rates establish realistic expectations. A snapshot of the student population
communicates the diversity of ethnicity and culture. These materials include information published in the
St. Philip’s CollegeCatalog2004-2006, recruitment brochures, and presentations [Ref 4] [Ref 5] [Ref
6] [Ref 7].
The catalog and course schedules present the critical procedures which new and transfer
students must follow to gain admission to St. Philip’s College. These documents cover an array of
information concerning the Texas Success Initiative (TSI), which affects a large majority of students
seeking admission to state-supported colleges and universities in Texas. Additionally, the Admission
and Registration section of the catalog defines new and transfer students, details transcript requirements,
explains various types of admission and readmission status, indicates how the College evaluates
credentials, and provides other information vital to all students [Ref 4] [Ref 8].
4.7
The institution publishes the name of its primary accreditor and its address and phone number.
Compliance
Partial Compliance
Non-Compliance
Narrative:
St. Philip’s College publishes accreditation status in the Catalog and on the Website
[Ref 1]
[Ref 2]:
St. Philip’s College is accredited by the Commission on Colleges of the Southern
Association of Colleges and Schools (1866 Southern Lane, Decatur, Georgia 30033-4097;
Telephone number 404-679-4501; Website www.sacscoc.org) to award degrees in
Associate of Arts, Associate of Science, Associate of Applied Science, and Certificates of
Completion.
4.8
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 Secretary of Education. )
Compliance
Partial Compliance
Non-Compliance
Narrative:
Financial aid is an Alamo Community College District (ACCD) managed operation.
Accordingly, the audits for financial aid programs at St. Philip’s College, including state and federal
awards under Title IV of the 1998 Higher Education Amendments, are incorporated in the District’s
audited financial statements.
In addition, the St. Philip’s College 2004 financial audit includes reports or letters of compliance
completed by the external auditors authorized to conduct such audits for federal and state awards as
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well as a Schedule of Expenditures for Federal Awards and Schedule of Expenditures for State
Awards. The College’s audited financial statements include letters of compliance which prove that
federal awards are in accordance with the Government Auditing Standards for FY 2002, for FY 2003,
and for FY 2004 [Ref 1] [Ref 2] [Ref 3].
Included as well in the audited financial statement are letters of compliance in accordance with
OMB Circular A-133 for the federal awards for FY 2002, for FY 2003, and for FY 2004 [Ref 4] [Ref
5] [Ref 6]. Letters of compliance in accordance with the State of Texas Single Audit Circular for the
state awards are included for FY 2002, for FY 2003, and for FY 2004 [Ref 7] [Ref 8] [Ref 9].
As part of the audited financial statements, a detailed Schedule of Expenditures of Federal
Awards, for FY 2002, for FY 2003, and for FY 2004 [Ref 10] [Ref 11] [Ref 12], and a detailed
Schedule of Expenditures for State Awards for FY 2002, for FY 2003, and FY 2004 [Ref 13] [Ref
14] [Ref 15] are also included.
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