Section 4:  FEDERAL REQUIREMENTS

 

 

4.1       The institution evaluates success with respect to student achievement consistent with its mission.  Criteria may include enrollment data; retention, graduation, course completion, and job placement rates; state licensing examinations; student portfolios; or other means of demonstrating achievement of goals.  (Student achievement)

 

__X_  Compliance           ___  Partial Compliance          ___  Non-Compliance

 

Narrative:  Student achievement at Coastal Bend College is highlighted throughout our Vision 2020 strategic plan  Student Success is our overarching theme and is defined in terms of our student’s progression from recruitment and enrollment to persistence and completion.  The primary goals of CBC keep student success as a focus while their measures and targets give us a basis for comparison year-to-year and tell us how we are doing on Key Performance Indicators .   Student achievement is evaluated by internal measures that compare data over time and external measures that compare us with peer institutions. 

Internal

The Coastal Bend College Vision 2020 statement, Keeping Student Success in Sight, is used as the basis for our internal assessments of student achievement; our Institutional Effectiveness process.   Our focus is demonstrated in materials distributed during our designated Institutional Effectiveness Days activities for fall 2012, IE Agenda, IE Days Handouts.

CBC began its Institutional Effectiveness process using the Nichols 5-Column Model to identify mission and goals, objectives, means of assessment and criteria for success, data summary, and use of results for program improvement.  College instructional and administrative educational support (AES) units identified achievement targets and documented measurable action plans designed to facilitate movement toward them. Data was analyzed to determine achievement, the results of which were used to improve programs and services to students, (example). CBC moved Institutional Effectiveness to a web-based assessment management system, TaskStream, beginning in 2010 to map functional unit action plans to the College's strategic plan, set targets and measures, record data and use it to identify achievement and areas for program improvement. The first of 4 primary goals in the plan is to provide a quality educational experience. An example of measuring student achievement within that goal is demonstrated by the highlighted example. The Institutional Research Office tracks the progress each college unit makes toward reaching college goals and reports annually to the College Board of Trustees.  Examples -  (Board report Aug. 2011 Strategic Plan)  Dashpres’ and February 21,2013 KPIPRES.

A second internal measure of student achievement is demonstrated by 2 reports from the Developmental Education unit that provide data for students participating in the CBC Developmental Education Initiative. This information was shared with the College community during Convocation and with the public as part of the CBC publication, CBC Forum. The comparison data is included in the DEI Summary Report for 2012, DEI summary report (2) 2012.xml.


The Instructional Program Review (IPR) process is a third internal measure of student achievement.
CBC Program Review Handbook 2012-2016  Program Review began with instructional units and in fall of 2012 added the baseline review for all Administrative Educational Support units.  As the program cycles up for review, the Institutional Research (IR) office generates grades of all students for the preceding five years who enrolled for any course within a program. Completion and success rates for the CBC district and individual CBC sites are compiled by the IR office for programs to use in their individual Instructional Program Review. Dashboards illustrating CBC's Key Performance Indicators, KPI), for recruitment, enrollment, persistence, and completion are presented annually to the Board of Trustees. (Minutes August 2011, pg. 7, Item 7-A6) ) The KPI reports for 2011 as compared with 2013 (2011 KPI's) (KPI’s 2013), illustrate a downward trend in First Time in College, (FTIC), enrollment with a corresponding upward trend in Dual Credit enrollment for fall semesters.  This is particularly noted as employment activity in the area of Eagle Ford Shale oil exploration provides immediate earning potential competing with FTIC commitment to higher education pursuits.  Persistence fall-to-fall decreased over the same time period.  The number of graduates with certificates and degrees, however, has steadily increased over the baseline in 2008-2009.

External

External measures of student achievement are gathered from several resources. The Texas Higher Education Coordinating Board (THECB) provides several data resources that facilitate the evaluation of student achievement. The Automated Student and Adult Learner Follow Up System (ASALFS) report indicates the direction students take after leaving CBC either as a graduate or a non-returner, as detailed in four areas: (a) Additional Higher Education and Not Employed; (b) Employed and No Additional Higher Education; (c) Additional Higher Education and Employed; or, (d) Employed and/or Additional Higher Education. Students not found are referred back to the institution for additional follow-up, and any new information is reported back to the THECB on Form CB-116. The fall 2011 ASALFS report indicates a total of 796 academic CBC students were pursuing additional education at community colleges, universities and health science centers. During the same time period, 113 technical students and 39 Tech Prep students were also pursuing additional education. The ASALFS report for 2010-2011 indicates that of the 159 academic graduates, 138 (86.8%) were employed and/or pursuing higher education while 21 (13.2%) were not found. Of the technical graduates, 227 (81.1%) were employed and/or pursuing higher education while 53 (18.9%) were not found. The Student Migration Report details fall-to-fall enrollment and transfer rates and compares them to statewide data. THECB's Accountability System provides several measures including persistence, graduation and transfer information and the report on Academic Performance of 2-Year College Transfer Students at Texas Public Universities details achievement of students after transfer. The Gainful Employment-Public Community, State Technical Colleges report for 2010 CBC graduates details employment and wage information as well. The report for 2011 identifies a 2% increase in the graduate employment rate.  The Legislative Budget Board resource provides student success comparison data. Its 2011 information as compared with 2010 indicates over a 25% increase in the percent of students that satisfied their TSI requirements within 2 years. Perkins Data Resources provide the results of college performance against state targets and those results are used to develop strategies for improvement. The strategies are identified in the CBC Project Evaluation Plan and carried out as defined in the timeline of activities (Perkins Plan).

Coastal Bend College annually reports licensure pass rates of students in those programs that are required to pass a licensure exam to practice in the field. This report is submitted to the THECB and the Texas Legislative Budget Board (LBB) on or about November of each year and is published on the THECB Higher Education Accountability System under the Community College Performance section entitled “Excellence – Key Measures”. THECB Annual Licensure Report based on Program-Level Reporting also reports pass rates for these programs and the 2011 report includes the information in the table below: 

Program

Licensure
Taken

Licensure
Passed

Success

Cosmetology/Barber/Styling/and Nail Instructor

5

3

60%

Cosmetology/Cosmetologist, General

58

51

87.93%

Dental Hygiene/Hygienist

26

23

88.46%

Licensed Practical/Vocational Nurse Training

65

59

90.77%

Nail Technician/Specialist and Manicurist

9

8

88.89%

Radiologic Technology/Science-Radiographer

8

7

87.50%

Registered Nursing/Registered Nurse

14

13

92.86%

Pharmacy Technician (New Program)

 

 

 

 

The minimum passing score for those programs is in the table below:

Program

Type Exam

Score Needed to Pass

Cosmetology

Texas State Exam

70%

Dental Hygiene

National Board Dental Hygiene Exam

75%

Licensed Practical/Vocational Nurse

National Council Licensure Exam-VN

80%

Registered Nurse

National Council Licensure Exam-RN

80%

Radiologic Technology

American Registry of Radiologic Technologists

75%

Pharmacy Technician

New Program

 

The Integrated Post- Secondary Education Data System (IPEDS) from the U.S. Department of Education provides a mechanism for a broader national comparison. It publishes the number of degrees and certificates awarded, as well as graduation and transfer-out rates. The IPEDS Data Feedback Report for the 2010-2011 reporting period indicates CBC awarded 256 Associate's Degrees, 252 Level 1 Certificates and 174 Certificates of less than 1 year. CBC far surpassed the comparison IPEDS group in numbers of Certificates awarded (IPEDS). However, the same report indicates that it takes CBC students longer to graduate than the comparison group.

4.2       The institution’s curriculum is directly related and appropriate to the mission and goals of the institution and the diplomas, certificates, or degrees awarded. (Program curriculum)

__X_  Compliance           ___  Partial Compliance          ___  Non-Compliance

 

Narrative:

Mission / Purpose of CBC:

The mission and goals of Coastal Bend College are identified in the Policy Manual, (AD (Local): “The College District is a comprehensive, public community college serving a diverse South Texas area. It is a student-centered institution committed to the highest integrity and to the development of an educational culture that supports creativity, encourages professional development, and promotes excellence in all areas.”

GOALS OF CBC:

Provide workforce education programs leading to associate degrees or certificates;

CBC adheres to the Guidelines for Instructional Programs in Workforce Education 2010 (GIPWE).  Page 11 of the GIPWE states that, “A workforce education program has a competency-based curriculum organized to educate industry-driven learning outcomes. These outcomes are measured in terms of appropriate skills, knowledge, and perspectives mastered by a student to enter a profession related to the program’s career pathway. All workforce education programs must provide students with opportunities to attain competence in oral and written communication as well as math and computer skills. These skills may be demonstrated by the inclusion of either applications or assignments in multiple courses or by courses in these basic competencies”. 

CBC students may earn an Associate of Applied Science Degree through two-year workforce programs (CBC Catalog pg. 73). Certificates are awarded for programs that are two years or less.  Degree plans for degrees and certificates are available on the CBC website at the Programs of Study page. The college adheres to the guidelines of The Workforce Education Course Manual (WECM) in developing its curriculum for workforce programs. The WECM is a web-based inventory of current workforce education courses available for use by Texas public two-year colleges. (WECM courses licensure/certification list) To assure that these programs continue to provide relevant training curriculum, the college also uses advisory committees made up of professionals in the field who advise college officials in planning, conducting, and evaluating programs. Advisory Committee minutes and meeting schedules are posted on the CBC website under the Programs of Study tab.

Provide post-secondary freshman and sophomore courses in arts and sciences that transfer to senior post-secondary institutions and lead to associate degrees;

CBC offers Associate of Arts, Associate of Science, Associate of Arts in Teaching, and specialized academic associate (field of study) degrees.  The College adheres to the guidelines of Texas Administrative Code Title 19, Part 1, Chapter 9, Subchapter J Rule 9.183.  The Lower Division Academic Course Guide Manual (ACGM) is the official list of approved courses for general academic transfer that may be offered (for state funding) by public community and technical colleges in Texas. All courses in each degree plan for AA, AS, AAT, and field of study degrees come from the ACGM. As required by the Texas Administrative Code, the college has incorporated the institution's approved core curriculum into each degree. The Coastal Bend College Core Curriculum is available in the CBC Catalog, Page 76, on the College website and on the THECB Website. In order to obtain approval from the THECB, the college designed the core curriculum to satisfy the exemplary educational objectives, (CBC Catalog Pg. 74), specified for the each core component area, consistent with the Texas Common Course Numbering System (#5).  This assures students and other institutions of higher education that courses taken at CBC are directly related and appropriate to CBC’s and other public Texas higher education institution’s purpose and goals and to its diplomas, certificates or degrees awarded.

Support local and statewide needs for occupational upgrading and workforce development through adult literacy, education, and retraining programs;

CBC’s Continuing Education Department provides quality workforce, avocational and customized non-credit educational opportunities. These programs-- adult vocational education, community service, avocational, customized contract and workforce development training-- provide opportunities for members of the community to increase their knowledge, improve their skills, and enrich their lives through cultural and recreational activities. The course offerings are based on assessment of community and business needs and interests. Continuing education courses are developed with the same thoroughness as credit courses, and instructors are selected based on their knowledge, experience and training in the subjects.

The Continuing Education model at CBC:

·         Assesses needs of community;

·         Develops curriculum;

·         Teaches curriculum;

·         Evaluates curriculum with employer and instructor to ensure needs are met

 

CBC Continuing Education Division offers:

·         Customized contract training for business and industry;

·         Career advancement courses;

·         Non-credit workforce training;

·         Avocational classes for enjoyment;

·         Summer Kids College for youth ages 6-12;

·         Community Leadership training;

·         Mirror courses for those who want to take college courses but not for credit; and

·         Online courses in a wide variety of vocational and avocational areas.

Specific Areas:

Customized Contract Training:

Coastal Bend College Customized Training representatives will work with organizations of all types to customize training that meets defined needs. These courses may be offered at the employer’s place of business, at a CBC campus, or online via the Internet. A Customized Training representative will work with each organization to assess needs, find or develop curriculum and instructors, register students and provide a summary of student evaluations to the instructor for improvement and to the employer.

Adult Basic Education:

The Coastal Bend College Adult Basic Education (ABE) Program provides instruction in reading, writing and mathematics to adults seeking to improve the basic skills necessary to function effectively in their personal and family lives, in the workplace, and in the community. ABE instruction also improves literacy skills necessary for transitioning into the labor market or higher education. Classes are offered in basic skills, GED preparation and English Language Learning for non-native speakers.

Petroleum Industry Training:

Coastal Bend College offers a wide variety of face-to-face and online safety courses including, but not limited to, CDL driver training, SAFEland PEC certification, OSHA, hazardous materials, CPR, First Aide, AED, blood borne pathogens, and HIPPA regulations. A brochure of classes is available and the curriculum can be customized for each company.

 Professional Continuing Education

Many professions require annual or periodic continuing education. Coastal Bend College offers many classes in collaboration with 360 Career Training.

Coastal Bend College provides on campus and online training opportunities for CBC employees via Human Resources development of Academy for Professional Learning opportunities the Distance Learning Department faculty resources options. 

Provide access to post-secondary education with an open admissions policy that includes developmental education programs;

Coastal Bend College has an open admissions policy. “To enroll in an Associate of Arts or Associate of Science Degree program, students must first meet requirements for entrance to CBC. Although CBC is committed to the concept of open door admissions, this does not imply that immediately upon admission a student is eligible to enroll in any course offered. In cases where academic deficiencies are identified, it is necessary that these be overcome before taking university-transfer courses. Students entering CBC with academic deficiencies or low scores on THEA or the local placement exam may be required to enroll in developmental courses.

Coastal Bend College has the Coastal Bend College Student Success Initiative plan in place to help students succeed in reaching their educational goals. This plan incorporates the approved College Preparatory Studies program and the Texas Success Initiative legislative changes.

The 2003 Texas legislature repealed the TASP statute and adopted the Texas success Initiative (TSI) with passage of Senate Bill 286. The TSI requires:

·         Student assessment,

·         An individualized learning plan for students whose skills are not college level,

·         A minimum college readiness state standard,

·         A report indicating student success and effectiveness of the college preparatory studies program.

The intent of the Student Success Initiative is to help students succeed in reaching their educational goals.

Mission Statement
The Student Success Initiative facilitates identification of students’ level of academic preparation in order to provide an academic base for success that incorporates accurate placement through a comprehensive advising system, effective instruction, and utilization of support services to assist students in developing academic skills to enter and succeed in college degree or certificate programs.

Program Objectives

1. All Students

(a) To accurately assess student academic abilities

(b) To provide comprehensive academic, advising, and student support services

(c) To accurately place students in an academic or workforce program

2. TSI-compliant students

(a) To accurately assess student academic abilities

(b) To provide intrusive and comprehensive academic, advising, and student support services for underprepared students

(c) To accurately place students in a prescribed program of developmental activities

(d) To provide sound preparation in developmental English, mathematics, and reading

(e) To provide a varying modalities of course delivery to allow students to fast-track through the developmental sequence and into college level coursework

Enhance the learning environment by providing support services to meet the requirements of educational programs, faculty, and students;

CBC offers a wide range of services designed to meet requirements for educational programs and their curricula, for faculty, and for students.  These services include computer center support, distance learning support, institutional, division, campus and site trainings, human resources support, custodial service and grounds maintenance, library resource support.

A wide range of services are designed to supplement a student’s total college experience. These services include:

·         Working with students in planning college and career goals,

·         Identifying or changing a college major,

·         Explaining testing requirements and results,

·         Assisting with registration and advising processes,

·         Selecting class schedules,

·         Providing special needs and disability services,

·         Establishing degree plans,

·         Helping with financial aid or suspension appeals,

·         Improving academic standing through targeted advising,

·         Providing intrusive advising by checking on student progress throughout the semester;

·         Providing transfer assistance, orientation, hosting transfer and recruitment events,

·         Providing personal counseling and referrals,

·         Providing career and job placement services, and

·         Offering online and face to face workshops and special events designed for student success.

 Workshop topics include student orientations, communication skills, financial aid opportunities, study skills, time management, note taking, avoiding plagiarism, research paper writing, resume writing, money matters, financial literacy, mental health issues, drug and alcohol abuse, etc.  (Student Services Website)

Provide counseling, educational advising, job placement and guidance programs to assist students in achieving their educational, personal, and career goals.

Coastal Bend College’s counselors and advisors strive to help students derive the maximum benefits from their college experience and to add enrichment and satisfaction to their personal development. CBC staff gives special attention to students needing assistance with personal, developmental, social, and career issues. Staff teaches strategies which help students learn to solve problems, make decisions, change behaviors and accept responsibilities. Counselors and staff work to improve the college environment by minimizing educational obstacles while maximizing personal and scholastic success of students.

Counselors, advisors, and a career development advisor assist students in locating career fields best suited to their personalities and interests by administering online as­sessments.

During students’ tenure at Coastal Bend College, a variety of career development focused workshops and special events are offered. These events include (but are not limited to): resume workshops, cover letter workshops, job interviewing techniques workshops, etiquette dinners, workplace attire, and mock job interviews. Workshops and events may be offered outside and inside of the classroom. Services are available to workforce students and academic transfer students at all CBC campuses. An annual city-wide career fair is held in Beeville to assist students with their job search process. For our academic students, representatives from many area universities are present at this event.

CBC students who need assistance in finding full or part-time employment are encour­aged to meet with the Career Development Advisor and set up a student account via the online Coastal Bend College Online Career Center. Creating an account with the Online Career Center will enable students to upload a resume and other job search tools, as well as connect with prospective employers. Employment as­sistance is available to students seeking full-time and part-time job opportunities.

Maintain a campus conducive to learning; that is environmentally and functionally
safe, accessible, attractive, and well-equipped.

Students with Disabilities

Coastal Bend College is committed to student academic success. This commitment includes providing equal opportunities for students with learning and/or physical disabilities. CBC counselors and advisors offer services to help students with disabilities to participate fully in college. They consider individual needs of students in career, academic, and personal counseling. Specialized learning equipment may be arranged for use by disabled students, and special needs students also receive orientation, admissions and registration assistance unique to their requirements. Peer tutoring is available for students on a limited basis, and as is determined by individual need. Special Needs Counselors at each campus will explain the process for requesting services and reasonable accommodations.

 Campus Safety

Although every student and employee must take responsibility for security and safety, CBC continues to recommend, develop, and implement security measures.

CBC, in compliance with the Crime Awareness and Security Act of 1990, continuously collects statistics on campus crime. An annual report is available to students and employees and is disseminated by the Dean of Student Services.

The Student-Right-To-Know and Campus Security Act of 1990, as amended, requires colleges to share information concerning crime policies and statistics with students and employees. The complete set of crime statistics for Coastal Bend College can be viewed at the following web address: http://ope.ed.gov/security.

CBC provides web-based training to help students recognize sexual harassment. The “Preventing Sexual Harassment” training is accessible via the following link: http://training.newmedialearning.com/psh/coastalbendc/index.htm.

Additionally Coastal Bend College has several policies that define sexual harassment and sexual violence, describe processes in reporting violations and processes on how the college is required to react. Policies related to these matters include but may not be limited FDE (LOCAL and LEGAL), FJ (EXHIBIT) and FLBG (LEGAL).

Support Services: Counseling is also provided in the counseling offices as are referrals to supporting agencies.

(CBC Catalog, 2012/13, pp. 67-70)

 Labs/Equipment

Coastal Bend College provides student access to more than 900 computers in Alice, Beeville, Kingsville, and Pleasanton, most of which have Internet connections. In addition, all currently enrolled students are given an E-mail address and access to Campus Connect, the web based program that allows students to check their grades, transcripts, class schedule, etc. online.

Student Success Centers (SSC) at our Beeville, Alice and Pleasanton campuses offer numerous opportunities for students such as tutoring, computer usage, limited printing services, and testing options for students or prospective students. Testing services vary by campus, but may include correspondence testing, make-up exams, ACCUPLACER and other Internet exams.

Free, limited tutorial services may be obtained by contacting the counseling offices or may be coordinated through the Student Success Center (SSC). Professional and student tutoring is available in many subject areas through the SSC, counseling offices, and the TRiO Student Support Services program.

* 4.3     The institution makes available to students and the public current academic calendars, grading policies, and refund policies. (Publication of policies)

 

__X_  Compliance           ___  Partial Compliance          ___  Non-Compliance

 

Narrative:   

 

Coastal Bend College recognizes the need to make available to its students and the public its current academic calendar, its grading policies and its refund policies. CBC publishes a combined Course Catalog, Student Handbook, Housing Handbook, and Continuing Ed Catalog (college catalog). This document is distributed during orientation and registration periods. The college catalog is disseminated to prospective students, local high schools, adult learning centers, workforce centers, and employment centers as requested. This publication is available in both printed and electronic formats and is available via the college website at www.coastalbend.edu and in printed form at each of its sites.

Academic Calendar

The Board of Trustees approves (Board Minutes, March 22, 2012, pg.2, Item 4D) the college’s academic calendar annually. Once approved, the calendar is sent electronically to all CBC personnel via email. It provides information on faculty and staff work days, registration periods, first and last days of classes, dates to add or drop classes, date to apply for gradation, holidays, and dates for final exams. It is accessible for students and the public on its website and is included in the college’s main publication the CBC Catalog, Page 2,

Grading Policies:

The College Catalog, Pages 37-39, Student Handbook, Pages 45, and Dual Credit Handbook, provide information on grading policies. Information provided includes how:

·         Grades can be accessed;

·         Grades of “I” “W” “Q” and “F” are assigned;

·         Grades are interpreted;

·         Grade point averages (GPA) are determined;

·         Repeating courses or changing programs affect GPA calculations and transcripts and the process students need to take to assure correct calculations;

·         Students may request an "Academic Fresh Start”;

·         Students may appeal a grade;

·         Students remain in good academic standing;

·         Students are placed on and removed from probation and suspension; the consequences, and the appeals process;

·         Students in dental hygiene and professional and vocational nursing students are affected by being placed on scholastic suspension or by being placed suspension or probation because of a detrimental situation in a laboratory, clinical, or practicum experience;

·         Students can earn placement on the college’s leadership roll; and

·         Students can graduate with honors.

Individual instructors also provide departmental and course grading policies in class syllabi.

Refund Policies:

The College Catalog, Pages 23-25,36, Student Handbook, Page 42, and Housing Handbook, Page 9, also provide information on refund policies.

Information provided includes how:

·         Financial aid refunds are processed according to federal regulation by the financial aid office when a student withdraws;

·         Students may be required to repay financial aid funds under certain situations;

·         Students are entitled to a full refund if classes are cancelled by the college;

·         Students may cancel housing reservations in order to receive a deposit refund;

·         Students may forfeit apartment and dormitory fees and deposits;

·         Students may be eligible for full and partial tuition refunds based on college deadlines;

·         Certain fees are non-refundable; and

·         Books may be returned for full refunds with receipts.

Refund policies are also distributed via other means including housing contracts and bookstore receipt attachments.

 * 4.4     Program length is appropriate for each of the institution’s educational programs. (Program length)

 

__X_  Compliance           ___  Partial Compliance          ___  Non-Compliance

 

Narrative:   

 

The requirements for CBC’s Associate of Arts and Associate of Science degrees demonstrates that the program length of each degree is appropriate based on Texas Administrative Code Title 19, Part 1, Chapter 9, Subchapter J Rule 9.183. The Texas Higher Education Coordinating Board allows Coastal Bend College to offer the following academic associate degrees which may consist of a minimum of 60 semester credit hours (SCH) and a maximum of 66 SCH:

·         An Associate of Arts (AA),

·         An Associate of Science (AS)

·         An Associate of Arts in Teaching (AAT) degree.

The College can also offer specialized academic associate degrees that incorporate Field of Study curriculum and a portion of CBC’s approved core curriculum if the coursework for both would total more than 66 SCH. The length of study for CBC’s AA and AS degrees is 60 SCH. As required by the Texas Administrative Code, the college has incorporated the institution's approved core curriculum into each degree. The college may implement a core curriculum, including specific courses composing the curriculum, of 42 to 48 lower-division SCH. CBC’s core curriculum consists of 45 SCH containing at least the minimum SCH required in each of the state Core Component Areas (39 SCH). An additional 6 SCH are institutionally designated and 15 more elective SCH are required to earn either degree and to obtain the required 60 SCH.

CBC may also offer specialized academic associate degrees through Fields of Study as approved by the THECB. The Field of Study programs currently offered at CBC include the Associate of Arts in Teaching (63 SCH); the Field of Study Curriculum for Computer Science (64 SCH); and, the Field of Study Curriculum for Criminal Justice (66 SCH). Other programs adopting Field of Study curricula include Mexican-American Studies and Music.

CBC adheres to the Texas Guidelines for Instructional Programs in Workforce Education (GIPWE) to determine the length of its workforce programs. Chapter 3, Pages 10 – 15 define a degree or certificate of completion and establishes minimum and maximum length for each award. In general and as noted in the GIPWE, Each program may have several awards. Generally, it is recommended that the number and type of awards in a program not exceed the following:

·         One AAS or AAA degree;

·         Two level-one certificates, each between 15-42 semester credit hours (SCH);

·         One level-two certificate between 43-59 SCH;

·         One enhanced skills certificate (if applicable) between 6-15 SCH;

·         One or more continuing education certificates (if applicable) between 360 and 779 contact hours; and,

·         One or more marketable skills awards (if applicable) between 9-14 SCH or 144-359 contact hours.

The scope of each Workforce Program is reviewed by its respective Advisory Committee. Samples of Advisory Committee minutes are included within the link.

* 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 the Commission policy “Complaint Procedures against the Commission or its Accredited Institutions.”) (Student complaints)

 

__X_  Compliance           ___  Partial Compliance          ___  Non-Compliance

 

Narrative:

 

The institution is in compliance with Federal Requirement 4.5.  The policies and procedures are reasonable, fairly administered, and well-publicized. The College publishes its policies addressing student complaints in FLD (LOCAL), in the CBC Student Handbook (pgs. 41-44), and in the 2012-2013 CBC Catalog (pg. 55) posted on the website at the publications tab.

These policies provide detailed procedures for various types of complaints and include how to:

·         Identify types of grievances

·         Report a grievance

·         Have representation

·         Appeal an administrative decision

·         Appeal a grievance against a faculty member

 

Policy FLD (LOCAL) states that the terms complaint and grievance shall have the same meaning and outlines the process to be followed in filing and pursuing appeals. The information is also available to each student in hard copy in the publications noted above and electronically at the CBC website on the related Student Services pages including the testing center page,  current students tab, future/new student orientation page, student rights and responsibilities page, and more.  An e-mail is also sent each semester by the Dean of Student Services notifying the students of their rights.  Student rights and responsibilities are also displayed on posters at various locations at each CBC instructional site.

Informal Process

The College District encourages students to discuss their concerns and complaints through informal conferences with the appropriate instructor or other campus administrator.

Concerns should be expressed as soon as possible to allow early resolution at the lowest possible administrative level,  FLD (LOCAL). 

Formal Process

If an informal conference regarding a complaint fails to reach the outcome requested by the student, the student may initiate the formal process.  Consumer complaints can begin at their area of origin and can be reported to the supervisor.  If not resolved at the lowest level then the student complaint/grievance and appeals procedure can be used.  The procedure begins in the office of the Dean of Student Services where the Student Complaint Form is housed.  The Dean will forward complaints to the appropriate offices and retain applicable files after any and all resolutions.  Records of student complaints are kept by the Dean of Student Services. 

In November of 2012 the procedure was reviewed by the Dean and the President’s Leadership Team and documentation used in the process was updated to include the current Student Complaint Forms.  These forms provide a clearer record and assure that the components of the policy are addressed.

An example of a CBC student’s use of the process is demonstrated in the attached sample from 2012.

Grade Appeal Procedure

The 2012-2013 CBC Catalog outlines procedures to be followed for grade appeals on page 44 and the Student Handbook page 30.  All grade appeals must be concluded no later than the semester following the award of the grade. Appeals of grades awarded for the summer sessions must be concluded in the fall semester following the award. Grades awarded in the spring semester must be appealed and resolved in the fall semester following the award. The process includes information on:

·         Time limit for grade appeals

·         Appeals must be in writing to instructor

·         Time limit for instructor response

·         Appeal process

·         Appeal content

·         Procedures for division chair review of appeal

·         Further appeal process

·         Procedure for dean review of appeal

Examples of student grade appeals are demonstrated in attached samples 2007, 2010.

* 4.6     Recruitment materials and presentations accurately represent the institution’s practices and policies. (Recruitment materials)

 

_X__  Compliance           ___  Partial Compliance          ___  Non-Compliance

 

Narrative:   Recruitment materials and presentations provide accurate information regarding admissions requirements, cost of attendance, program availability, and financial aid availability. Equal opportunity statements are included in all publications illustrating the college’s commitment to providing access to all students. Coastal Bend College's Director of Marketing and Publications oversees production of College publications with direct input from instructional, administrative or student service representatives initiating the document to assure accuracy of content. Major College publications are housed electronically at the Marketing and Public Relations website.

Recruitment Materials

The College Catalog serves as the major publication emphasizing educational programs and services. Here readers find descriptions of the degrees and certificates (pgs. 83-120) offered by all the instructional units, and Customized and Continuing Education in pgs. 150-152. The CBC Catalog includes the Student Handbook, wherein a prospective or current student or member of the community can go to find information about admission costs, financial aid, registration processes, and veterans’ services as well as academic and disciplinary policies and practices. The Student Handbook opens with a welcome on page 19, "The learning community that is Coastal Bend College (CBC) is pleased with the choice each new student makes to begin the college experience with this institution." An overview of financial aid opportunities is on page 30 and states, "Monetary assistance available through the financial aid office offers qualifying students government grants, scholarships and college work-study." The Dual Credit Handbook is available in hard copy at the CBC sites and on the dual credit pages of the College website. It provides prospective and current students, parents, counselors and instructors information specific to dual credit. It includes College dual credit contacts, tuition comparisons (pg. 6), eligibility, processes and procedures, expectations (pg. 5), and examples of courses typically offered for dual credit (pg. 12-13). Brochures and booklets are available in both printed and electronic formats and are available in printed form at each of the College sites. Brochures promote individual programs and activities at each site and booklets such as the PIT Safeland.pdf provide more depth of information. These materials are disseminated widely and audiences include prospective students, local high schools, adult learning centers, workforce centers, and employment centers. Though design and production of these materials is managed by the Marketing and Public Relations department the content is provided to them by the applicable program, department or service area during individual contacts with those representatives.

Presentations

College recruiters, advisers, dual credit, customized/continuing education staff, and others give presentations to a variety of audiences about programs and services. Information for those presentations is gathered with input from program or service representatives to assure continuity and accuracy. For example Admissions and Financial Aid resources for presentations are provided by direct input from personnel 2020 FIN LIT flier.pdf or can be accessed directly from the website for the presentation so that information remains consistent and accurate.

College tours are conducted by either college staff or student ambassadors who are trained by a College recruiter assigned by the Dean of Student Services. Recruiters for each College site are active in conducting recruitment visits and provide audiences with a wide range of information that is scrutinized by the originating office or program. Standardized information is provided to assure accuracy of information and adherence to institutional policies and practices.

Examples of college publications include:

·         College Catalog

·         2012-2013 CBC Student Handbook

·         2012 Fall General Information Booklet

·         Quikfacts 2010-2011

·         Housing Handbook

·         Dual Credit Handbook

·         Cosmetology

·         Student services mission statement

·         Workforce Insert

·         Criminal Justice Rack Card

·         2020 FIN LIT flier

Recruitment and Outreach

Recruitment and outreach activities are organized under the Dean of Student Services to provide new students with the information they need to make good academic choices and to ease their transition into Coastal Bend College. Much of the responsibility for distribution of the CBC Catalog is with counselors, adviser/recruiters and staff. Admission policies and procedures to the college and to special programs, tuition and housing costs, and general College policies and procedures are disseminated by these college representatives. Staff attend "College Days" events at local high schools and provide college awareness presentations. They host campus visits for individual high schools and a large multi-high school, on-campus event called "CBC Rocks". The High School Outreach Coordinator plans and implements an annual event for upcoming dual credit students called "Passport" and gives presentations at various high school parent nights as do the Dual Credit Director and Dual Credit Liaison. Community events hosted at each College site are geared to provide awareness of the college and its offerings for a wider range of potential students beyond those of high school age. The materials and information presented to the public at these events are vetted by the Marketing and Public Relations Department to assure consistency and accuracy.

Outreach is also provided by staff of the Cooperative Title V grant, Celebrando Educacion, hosted by Coastal Bend College and Del Mar College. Celebrando Educacion", staff provide outreach to public school districts in the service area by offering one of the first of its kind "Bridge" programs that transitions high school students into dual credit students. Their materials reflect the requirements of the US Department of Education and provide Coastal Bend College standardized program materials as examples for their focus on workforce certificates and A.A.S. degrees. These are distributed during College and Career Fairs hosted on each College site for potential dual credit students.

* 4.7     The institution is in compliance with its program responsibilities under Title IV of the most recent Higher Education Act as amended. (In reviewing the institution’s compliance with these program responsibilities, the Commission relies on documentation forwarded to it by the U. S. Department of Education.)  (Title IV program responsibilities)

 

__X_  Compliance           ___  Partial Compliance          ___  Non-Compliance

 

Narrative: During the 2011 fiscal year, Coastal Bend College disbursed slightly over 16 million dollars to over 3,000 students in federal, state, and private financial aid funds and, therefore, carefully monitors its compliance with its program responsibilities under Title IV of the 1998 Higher Education Amendments.

 

Currently, the auditing firm of Lovvorn and Kieschnick conducts external audits of the financial aid programs at the Coastal Bend College. These yearly external audits have found no areas of non-compliance related to Title IV programs. No litigation issues in connection with financial aid are pending and no dollar amounts are pending from Coastal Bend College to the United States Department of Education.

Coastal Bend College is in compliance with the Jeanne Cleary Disclosure of Campus Security Policy and Campus Crime Statistics Act. The Cleary Act was originally passed in 1990 as part of the Student Right-to-Know and Campus Security Act. It was amended in 1992 and 1998 by the Higher Education Amendment. The federal law requires all institutions of higher education which receive federal financial assistance to produce an annual security report that must be distributed to all current students and employees and a summary of which is made available to all prospective students and employees. Coastal Bend College compiles the required three years of statistical data for Annual Campus Crime Statistics Report and electronically submits the data to the Office of Postsecondary Education Campus Security Statistics. The Annual Crime Statistics Report is provided to students via email, mail, and the CBC’s website.

At this time, Coastal Bend College’s internal and external audits have not produced information, recommendations or conclusions indicating any infraction that may jeopardize its Title IV funding. No known complaints have been filed against the CBC with the United States Department of Education. Furthermore, no adverse communication has been received from the Department of Education on Title IV program responsibilities.

The Fiscal Year 2010 2-year Federal Cohort Default rate for Coastal Bend College was 19.3 percent. The 2011 2-year data will be published in September, 2013.  In recent years, the default rate has fluctuated between 15 and 23 percent. This is higher than the Federal Cohort Default national average rate of 8.6 percent. To assist with default prevention, Coastal Bend College has acquired the services of Texas Guaranteed Student Loan Corporation (TGSLC). Texas Guaranteed works with former students who have fallen behind on loan payments, informing them of options for making payment plans and advises them on strategies to prevent default.

Coastal Bend College was notified May 4, 2007 by the United States Department of Education Dallas Regional Office, that the College had satisfied the definition of an eligible institution under the Higher Education Act of 1965 (as amended) and is re-certified for participation in Federal Financial Aid Programs.

Coastal Bend College submitted our Fiscal Operations Report for 2011-2012 and Application to Participate for 2013-2014 (FISAP) in the Federal Perkins Loan, Federal Supplemental Educational Opportunity Grant (FSEOG), and Federal Work-Study (FWS) Programs on 09/25/2012.  CBC submits FISAP on an annual basis due Oct 1 of every year. The completion of the FISAP is a Department of Education requirement and includes what the College has spent on campus-based funds for FSEOG and CWS for the award year and requests funds for campus-based funds for the following year.  Coastal Bend College does not request Federal Perkins Loan Funds.   As a result, Coastal Bend College submits and maintains a properly executed Program Participation Agreement (PPA) between CBC and the U.S. Department of Education. The provisions listed in the PPA are followed and adhered to as required by the agreement and the guidelines of the U.S. Department of Education. The current PPA expiration date is March 31, 2013 and the new application is being processed.

* 4.8     An institution that offers distance or correspondence education documents each of the following: (Distance and correspondence education)

 

4.8.1  demonstrates that the student who registers in a distance or correspondence education course or program is the same student who participates in and completes the course or program and receives the credit by verifying the identity of a student who participates in class or coursework by using, at the option of the institution, methods such as (a) a secure login and pass code, (b) proctored examinations, or (c) new or other technologies and practices that are effective in verifying student identification.

 

_X__  Compliance           ___  Partial Compliance          ___  Non-Compliance

 

Narrative:   

Student identification is verified by the following:

1.    Admissions. When a student registers for classes at Coastal Bend College, an Application for Admissions form containing the student’s social security number is completed and signed by the student.  Students are encouraged to complete the online Texas Common Application at ApplyTexas.org, but a paper application is available and accepted, if necessary.  The CBC Admissions Office representative downloads a students’ application from the state database. The entry of a student’s social security number triggers creation of a secure student CBC ID number.  There is no additional charge associated with verification of student identity.

2.    Secure Login. The CBC Learning Management System used to deliver online courses is Blackboard.  The Blackboard login username is the student’s last name and last 4 digits of their social security number and the password is their secure CBC ID number.

3.    Instructor verification. Each instructor determines the methods of assessment in his/her course. (http://www.coastalbend.edu/InternetTesting/).  Security systems and technology tools that may be used by instructors include proctored exams, webcams, live discussions and other techniques. They may utilize a lock-down browser as a testing tool and designate specific dates/times tests are open for online testing. An instructor’s evaluation of each student’s performance is also considered verification of each student’s participation.

4.    Proctored exams.  CBC offers proctored examinations at each College site http://www.coastalbend.edu/testingverificationform/ .  Some instructors require students arrange proctors and/or proctor sites for them to approve.  An example of that arrangement might be applicable personnel onboard a military installation.  The process at a CBC proctor site requires the student to identify themselves by presenting a picture ID with a driver’s license or a CBC ID card http://www.coastalbend.edu/corexam/ .

5.    The CBC Student Information System (SIS) is Campus Connect, https://sis.coastalbend.edu/cc3_scripts/cc_server.exe. Use of this system requires student-specific information including an ID and a PIN number.  A student’s birthdate and secure student ID number or social security number are required and students are encouraged to change their PIN after the initial login.  Campus Connect is the mechanism through which students view their grades, register online and view progress information, financial aid status and holds, if applicable.  Announcements are indicated on the opening page where registration information, deadlines, or other general information can be posted by CBC.

6.    FERPA.  Coastal Bend College follows the Family Educational Rights & Privacy Act (FERPA) Policy to protect students.  The policy is outlined on page 49 of the CBC 2012-2013 Catalog.

7.    Graduation Application.  When a student completes a program their Application for Graduation requires their student-specific information and signature and that of their program adviser http://www.coastalbend.edu/graduation/ .

 

4.8.2 has a written procedure for protecting the privacy of students enrolled in distance and correspondence education courses or programs.

 

__X_  Compliance           ___  Partial Compliance          ___  Non-Compliance

 

Narrative:  In accordance with institutional-wide policy, CBC’s Distance Education program abides by the Family Educational Rights and Privacy Act (FERPA) to maintain student record confidentiality. New students are informed of their rights in new student orientation (New Student Orientation Website) and in the catalog under the section “Students Rights” Catalog 2012-2013 . Students also have access to information about student rights on the CBC Website page Student Rights and Responsibilities ,on the CBC Website page Family Education Rights and Privacy Act (FERPA) Information , in the CBC 2012-2014 Student Handbook, as well as the FJ (Legal) and GAA(Legal) sections of the CBC policy manual.

To ensure that all CBC faculty and staff are trained to understand confidentiality and the security of student academic records, CBC conducts annual professional development sessions in FERPA. The most recent examples of FERPA sessions were the 2012 fall convocation breakout session CBC FERPA Training and the 2013 spring (Convocation Break-Out Session).  In the event students want their records released to another party, they are required to complete the Release of Information Request form. This form contains a statement explaining students’ rights under FERPA and authorizes CBC to release student information to the parties indicated on the form. Verification of identification for the student and the other party may be requested.

Another documented procedure in place to protect the privacy of students is a secure username and password for the distance learning online platform Blackboard. Upon completion of registration, all CBC students are automatically assigned a secure CBC ID. This ID is a combination of a username and password and is required for access to online classes on Blackboard. Information about this procedure is documented on the CBC Student Internet Orientation website.

Student privacy is also protected via the CBC Student Information System (SIS) is Campus Connect. Use of this system requires student-specific information including an ID and a PIN number.  A student’s birthdate and secure student ID number or social security number are required and students are encouraged to change their PIN after the initial login.  Campus Connect is the mechanism through which students view their grades, register online and view progress information, financial aid status and holds, if applicable. Students have access to information about the CBC Student Information System under the New Student Orientation web page Campus Connect.

4.8.3  has a written procedure distributed at the time of registration or enrollment that notifies students of any projected additional student charges associated with verification of student identity.

 

_X__  Compliance           ___  Partial Compliance          ___  Non-Compliance

 

Narrative:

To protect the integrity of educational credentials awarded to students enrolled in distance or correspondence education courses or programs, Coastal Bend College takes measures to ensure that a student awarded credit in distance or correspondence education courses is the same student who successfully completes the course and is tested for the achievement of intended student learning outcomes.  Each student is issued a unique CBC student ID that is linked to their social security number.  That ID and their birthdate are used to log into Blackboard.  This method also protects the privacy of the student. Measures are demonstrated in 4.8.1 and 4.8.2 in more detail.

Coastal Bend College does not currently require any additional charges or fees associated with verification of student identity for distance/correspondence education courses.  Any and all costs, directly and indirectly associated with student identity verification, are currently absorbed by Coastal Bend College.

If in the future the college deems it necessary to charge a fee for this service a written procedure to include public documentation and dissemination before student registration, will be established and published after formal Board approval.

* 4.9     The institution has policies and procedures for determining the credit hours awarded for courses and programs that conform to commonly accepted practices in higher education and to Commission policy.  (See the Commission policy “Credit Hours.”) (Definition of credit hours)

 

__X_  Compliance           ___  Partial Compliance          ___  Non-Compliance

 

Narrative: The Coastal Bend College Policy Manual EFA (Legal) p. 2, defines the minimum length of courses and contact hours as:

"Traditionally delivered three-semester-credit-hour courses should contain 15 weeks of instruction (45 contact hours) plus a week for final examinations so that such a course contains 45 to 48 contact hours depending on whether there is a final exam.

Courses delivered in shortened semesters are expected to have the same number of contact hours and the same requirement for out-of-class learning as courses taught in a normal semester.

The College District may offer a course in a nontraditional way (for example, over the Internet or through a shortened, intensive format) that does not meet these contact hour requirements, if the course has been reviewed and approved through a formal, institutional faculty review process that evaluates the course and its learning outcomes and determines that the course does, in fact, have equivalent learning outcomes to an equivalent, traditionally delivered course." identifying minimum length of courses as:

"Traditionally delivered three-semester-credit-hour courses should contain 15 weeks of instruction (45 contact hours) plus a week for final examinations so that such a course contains 45 to 48 contact hours depending on whether there is a final exam.

Courses delivered in shortened semesters are expected to have the same number of contact hours and the same requirement for out-of-class learning as courses taught in a normal semester.

The College District may offer a course in a nontraditional way (for example, over the Internet or through a shortened, intensive format) that does not meet these contact hour requirements, if the course has been reviewed and approved through a formal, institutional faculty review process that evaluates the course and its learning outcomes and determines that the course does, in fact, have equivalent learning outcomes to an equivalent, traditionally delivered course."

CBC uses WECM (the Workforce Education Course Manual) and ACGM (the Lower Division Academic Course Guide Manual) to determine the number of credit hours assigned to each course.  WECM is an inventory of courses in the workforce area and the ACGM is a list of approved academic transfer courses.  Both are available through the Texas Higher Education Coordinating Board. The CBC semester schedule is based on the information above and resides in the Campus Connect section of the website.

An instructor teaching an on-line or hybrid course as defined in Policy EBB (Legal) can use BlackBoard to track student usage and participation. BlackBoard has tracking capabilities and can generate a “performance dashboard” for each student.  The tracking can include the last date and time accessed and the number of days since the previous log-in.  An instructor can also request a course report that will list activity for all students enrolled in that course.  An overall summary of user activity by course for all areas can be extracted that can list active dates, times and days of week of usage.  Black Board can also be used to track student usage in video conference courses that have an on-line component.  Weekend College courses are based on a hybrid format and the on-line component can be tracked as well.