Southern Association of Colleges and Schools
Commission on Colleges
Name of Institution – Coastal Bend College
Date of Submission – March 8, 2013
In order to be accredited by the Commission on Colleges, an institution is required to conduct a comprehensive compliance audit prior to the filing of the Compliance Certification. The comprehensive compliance audit includes an assessment of all programs and courses offered by the institution on-campus and off-campus, and those offered through distance learning. The Compliance Certification, signed by the institution’s chief executive officer and accreditation liaison, attests to the institution’s honest assessment of compliance with the accreditation requirements of the Commission on Colleges (including Core Requirements, Comprehensive Standards, and Federal Requirements) as applied to all aspects of the institution.
Completion of the Compliance Certification
The Compliance Certification consists of four parts:
Part 1 Signature Page for the institution’s chief executive officer and the accreditation liaison
Part 2 List of all substantive changes that have been reported and approved by the Commission since the institution’s last reaffirmation as well as the date of approval
Part 3 The institution’s assessment of compliance with the Principles of Accreditation
Part 4 An attached and updated “Institutional Summary Form Prepared for Commission Reviews” that (a) lists all locations where coursework toward a degree, certificate, or diploma can be obtained primarily through traditional classroom instruction and (b) describes distance education credit offerings that can be obtained primarily through electronic means.
For each Part, please follow the directions provided. For Part 2 above, if there have been no institutional changes that required reporting or approval since the institution’s last comprehensive review please indicates it as well.
Part 1. SIGNATURES ATTESTING TO COMPLIANCE
By signing below, we attest to the following:
1. That Coastal Bend College has conducted an honest assessment of compliance and has provided complete and accurate disclosure of timely information regarding compliance with the Core Requirements, Comprehensive Standards, and Federal Requirements of the Commission on Colleges.
2. That Coastal Bend College has attached a complete and accurate listing of all programs offered by the institution, the locations where they are offered, and the means by which they are offered as indicated on the updated “Institutional Summary Form Prepared for Commission Reviews,” and that the comprehensive assessment of compliance reported on the Compliance Certification includes the review of all such programs.
3. That Coastal Bend College has provided a complete and accurate listing of all substantive changes that have been reported and approved by the Commission since the institution’s last reaffirmation as well as the date of Commission approval.
Name of Accreditation Liaison - Randy L. Lindeman
Signature Randy L Lindeman
Date: March 7, 2013
Chief Executive Officer
Name of Chief Executive Officer - Dr. Beatriz Espinoza
Signature Dr. Beatriz Espinoza
Date: March 7, 2013
Part 2. LIST OF SUBSTANTIVE CHANGES APPROVED
SINCE THE LAST REAFFIRMATION
Note: With the passage of the revised 2010 federal regulations for accrediting agencies, institutions are expected to notify and seek approval of additional substantive changes that occur between decennial reviews. Please note the revised list below. (New required reporting is underlined.)
Directions: For each substantive change approved since the institution’s initial accreditation or last reaffirmation review, briefly describe the change and provide the date of Commission approval. If no substantive changes requiring approval have been submitted since the last comprehensive review, write “none” in the first column. If, in the review of substantive change, the institution discovers substantive changes that have not been reported according to Commission policy, the changes should be reported immediately to Commission staff.
Substantive changes requiring approval:
· Any change in the established mission or objectives of the institution
· Any change in legal status, form of control, or ownership of the institution
· The addition of courses or programs that represent a significant departure, either in content or method of delivery, from those that were offered when the institution was last evaluated
· The addition of courses or programs of study at a degree or credential level different from that which is included in the institution’s current accreditation or reaffirmation.
· A change from clock hours to credit hours
· A substantial increase in the number of clock or credit hours awarded for successful completion of a program
· The establishment of an additional location geographically apart from the main campus at which the institution offers at least 50 percent of an educational program.
· The establishment of a branch campus
· Closing a program, off-campus site, branch campus or institution
· Entering into a collaborative academic arrangement such as a dual degree program or a joint degree program with another institution
· Acquiring another institution or a program or location of another institution
· Adding a permanent location at a site where the institution is conducting a teach-out program for a closed institution
· Entering into a contract by which an entity not eligible for Title IV funding offers 25 percent or more of one or more of the accredited institution’s programs
Access hhtp://www.sacscoc.org and click onto “Policies” for additional information on reporting substantive change, including examples of the changes listed above.
Part 3. INSTITUTIONAL ASSESSMENT OF COMPLIANCE
Directions: For each of the Core Requirements, Comprehensive Standards, and Federal Requirements listed below, the institution should place an “X” before the judgment of compliance and then add narrative in support of its judgment 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 provides documents or a sampling 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 provides a list of documents or sampling 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.
Note 1: Several of the standards/requirements require that an institution provide a policy. When developing policies and procedures addressing the requirement outlined in a standard, an institution may want to refer to a best practice statement approved by the SACSCOC Board of Trustees that outlines criteria for a functional policy and procedures for implementation. The document, “Developing Policy and Procedure Documents,” can be found at http://www.sacscoc.org/policies.asp. .
Note 2: All standards/requirements marked with an asterisk will be reviewed by both the Off-Site Reaffirmation Committee and the On-Site Reaffirmation Committee regardless of the judgment rendered at the time of the off-site review.
Section 1: THE PRINCIPLE OF INTEGRITY
Section 2: CORE REQUIREMENTS
2.1 The institution has degree-granting authority from the appropriate government agency or agencies.
_X__ Compliance ___ Partial Compliance ___ Non-Compliance
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. Both the presiding officer of the board and a majority of other voting members of the board are free of any contractual, employment, or personal or familial financial interest in the institution. (Governing Board)
_X__ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative: The Coastal Bend College Board of Trustees governs Coastal Bend College. This Board consists of seven members, each of whom attends meetings regularly as witnessed by the minutes from 2007-2012, which are included in Appendix A. Each of the seven members serves a term of six years (Policy Manual, “Board Members Elections”, BBB (Legal)). The officers of the Board are the Chair, Vice Chair, and Secretary. All Board members are elected by the voters of Bee County. When a trustee vacates a place and his or her term has not expired, the Board appoints a replacement to serve the unexpired term (Minutes, September 19, 2009, pg. 4, Item 7B), (Minutes, January 13,2010, pg. 2, Item 3 & 4), (Minutes, January 21,2010, pg. 2, Item 6A). The person that is appointed then must seek reelection if he or she so chooses (Policy Manual, “Board Members Vacancies and Removal from Office,” BBC (Legal)). Canvass returns for May 8, 2010 Coastal Bend College Trustee Election can be found in the Minutes of May 13, 2010 (Minutes, May 13, 2010, p. 4, Item 6A).
The current members of the Board of Trustees are listed with photographs on page 10 of the Coastal Bend College catalog (Catalog, 2012-2013). The table below shows the names, positions, and current addresses of all members of the Coastal Bend College Board of Trustees. The table also shows their employment and the year their current term expires.
Legal Body with Specific Authority
In accordance with the Texas Education Code, the Board is the legal body with authority to govern the College District (Policy Manual, “Board Legal Status,” BA (Legal)). The Board has specific authority over Coastal Bend College. The specific authority is witnessed by the minutes of regular meetings where the Board must consider, discuss, and approve, among other issues, the budget for each new academic year, employment contracts for full-time and part-time employees, overload contracts, resignations and retirements, setting and adopting the tax rate (Minutes, 9-16-2012, pg. 2, Item 6A), changes to tuition and fees (Minutes, November 18, 2010, pg. 3, Item 6C), proposed changes to Coastal Bend College core curriculum, (Minutes, August 19, 2010, pg. 5, Item 6E; Minutes, May 19, 2011, pg. 3, Item 6B), the Coastal Bend College president’s report on activities for each academic year (Minutes, September 16-2010, pg. 4, Item 7A2), and to conduct the evaluation of the Coastal Bend College president (Minutes, June -7,2011, pg. 2, Item 3A).
Board Activity and Policy-Making
The Board is active in holding meetings every third Thursday of each month at 5pm in the Sandy Dirks Board Room at Coastal Bend College, Robert J. Beasley Administration Building (Minutes, January 19, 2012). Each meeting lasts as long as necessary to address each item on the agenda. Members also meet for special meetings and public hearings whenever the Chairperson of the Board or Coastal Bend College president calls such a meeting (Policy Manual, “Board Meetings” BD (Local)). For example, a special meeting was called on February 25, 2012 to discuss the Coastal Bend College presidential search and possible revisions to the 2011-2012 operating budget (Minutes, February 25, 2012, pg. 2, Item 4). The minutes of all Board meetings are distributed via College email and published on the Coastal Bend College website in the Boardbook.
The Board is active in making policies to govern the Board and Coastal Bend College (Policy Manual, “Board Legal Status: Powers, Duties, Responsibilities,” BAA (Legal)). According to the Policy Manual, these policies “compile federal law, state law, and court decisions.” According to the policy on “Policy and Bylaw Development”, “The Board shall adopt such rules, regulations, and bylaws as it deems advisable” (Policy Manual, BE (Legal)).
Policies are continually reviewed and revised in accordance with each new Policy Manual Update submitted by TASB Policy Service (Minutes, August 18-2011, pg. 3, Item 6B).
For example, at the regular Board meeting on June 19, 2008, The Board reviewed a TASB update to policy ECC Local, concerning Course Drop Limits. The Board carried the motion to “add, revise, or delete the Local Policies as recommended by TASB Policy Services and according to the Instruction Sheet for TASB Localized Policy Manual Update 23” (Minutes, June 19, 2008, pg. 3, Item 6D). At the same meeting, “CBC Procedures for Implementing SB 1231 – 6-Hour Drop Limit was discussed as part of Policy ECC (Local ) (Minutes, June 19,2008, pg. 3, Item 6D), and, on July 24, 2008, “on a motion made by Mr. Moron and seconded by Dr. Hogue, the Board unanimously approved Coastal Bend College’s procedure for implementing SB 1231 – 6-Hour Drop Limit as recommended by President Baynum” (Minutes, July 24, 2008, pg. 3, Item 6G). On December 18, 2008, the Board, at the recommendation of the College president, also revised Policy DJ Local, concerning instructor workloads (Minutes, December 18, 2008, pg. 3, Item 8D). On August 27, 2011, the Board heard a request “from a community group to serve alcohol on campus,” and, after weighing legal factors as well as the precedents set by other Colleges, the Board voted “to continue with the practice of not allowing alcohol to be served on campus” (Minutes, August 27, 2011, pg. 2, Item 4B).
Ultimate Responsibility for Financial Resources
In its role of being ultimately responsible for financial resources, the Board sets and collects tuition, rentals, rates, charges, and fees considered necessary to efficiently support the institutional goals for providing a sound educational program. For example, on April 19, 2012, the Board met to set tuitions and fees for the 2012-2013 fiscal year (Minutes, April 19, 2012, pg. 2, Item 6A). On August 20, 2012, the Coastal Bend College Board of Trustees met to approve a new tax rate after reviewing the “proposed 2012 Tax Planning Calendar and tax documents” provided by Linda Bridge, the Bee County Tax Assessor-Collector (Minutes, August 16, 2012, pg. 3, Item 6B). On September 20, after holding the required public hearings and, receiving no public comments or concerns, the Board adopted the new tax rate (Minutes, September 20, 2012, pg. 2, 6A). The Board also makes decisions on any purchases, investments, or contracts necessary to ensure that Coastal Bend College is meeting its institutional goals most effectively, such as on December 16, 2010, when the Board approved “the purchase of computers in the amount of $65,893.80 for the distance learning classrooms at the College’s four sites” (Minutes, December 16, 2010, pg. 3, Item 6A).
For the Coastal Bend College Board of Trustees, budget planning is “an integral part of overall program planning so that the budget effectively reflects the College District’s programs and activities and provides the resources to implement them. In the planning process, general educational goals, specific program goals, and alternatives for achieving program goals shall be considered” (“Annual Operating Budget,” CC (Local)). Furthermore, the policy states that “Budget planning and evaluation are continuous processes and should be a part of each month’s activities” (“Annual Operating Budget,” CC (Local)).
For example, on July 19, 2012, the Board met with Dr. Espinoza for the consideration and discussion of the first reading of the 2012-2013 proposed budget (Minutes, July 19, 2012, pg. 3, Item 6B). Every year before September 1, the Board meets to adopt and approve “an itemized budget covering the operation of the College District” for the next fiscal year (Policy Manual, “Annual Operating Budget,” CC (Legal)). For example, on August 16, 2012, Coastal Bend College president Dr. Espinoza told the Board “that the proposed budget reflects the follow-up of the first reading of the budget discussed on July 19 with revisions through August 10 . . . . Discussion was held. Mrs. Fischer moved to approve the 2012-2013 budget as presented. Mr. Arnold seconded. The motion carried” (Minutes, August 16, 2012, pg. 3, Item 6A).
A minority of Board members cannot control the Board. According to the Policy Manual, “The affirmative vote of a majority of all Board members shall be required to transact business. Each action of the Board supported by the majority is binding on the whole Board. Board members as individuals shall not exercise authority over the College District, its property, or its employees. Except for appropriate duties and functions of the Board President, an individual member may act on behalf of the Board only with the express authorization of the Board. Without such authorization, no individual member may commit the Board on any issue” (“Board Members Authority,” BBE (Local)). This policy is enforced by the fact that there must be quorum of four members present at a meeting for the Board to convene; otherwise, the meeting is adjourned and rescheduled for a later date, as occurred on March 23, 2010 at a special meeting when six trustees were unable to attend. According to the minutes, “due to a lack of a quorum, the special meeting was not held” (Special Minutes, March 23, 2010).
No Conflict of Interest
Coastal Bend College policy ensures that all of the trustees are free from contractual, employment, or personal or familial financial interest in the institution (“Ethics Conflicts of Interests Disclosure,” BBFA (Legal)). Each member adheres to the “Statement of Ethics” derived from the National School Boards Association. If, by chance, the Board must vote on an issue pertaining to any stock that a Board member is a shareholder in, the member in question abstains from the vote.
Statement of Ethics: As a member of the Board, I will strive to improve community College education, and to that end I shall adhere to the following ethical standards:
1. Attend all regularly scheduled Board meetings insofar as possible, and become informed concerning issues to be considered at those meetings.
2. Bring about desired changes through legal and ethical procedures, upholding and enforcing all applicable statutes, regulations, and court decisions pertaining to community Colleges.
3. Work with other Board members to establish effective Board policies and to delegate authority for the administration of the College District to the Chief Executive Officer.
4. Work with other Board members to establish effective policies and practices prohibiting unlawful discrimination, including conduct that constitutes sexual harassment.
5. Recognize that I should endeavor to make policy decisions only after full discussion at publicly held Board meetings.
6. Render all decisions based on the available facts and my independent judgment, and refuse to surrender that judgment to individuals or special interest groups.
7. Encourage the free expression of opinion by all Board members, and seek systematic communications between the Board and students, staff, and all elements of the community.
8. Communicate to other Board members and the Chief Executive Officer expressions of public reaction to Board policies and College programs.
9. Inform myself about current educational issues by individual study and through participation in programs providing needed information, such as those sponsored by the Texas Association of Community Colleges, the American Association of Community Colleges, and the Association of Community College Trustees.
10. Support the employment of those persons best qualified to serve as College staff, and insist on a regular and impartial evaluation of all staff.
11. Avoid being placed in a position of conflict of interest, and refrain from using my Board position for personal or partisan gain.
12. Take no private action that will compromise the Board or administration, and respect the confidentiality of information that is privileged under applicable law.
13. Remember always that my first and greatest concern must be the educational welfare of the students attending the College.
REFERENCE: derived from National School Boards Association (Policy Manual, Board Members Ethics, “Statement of Ethics,” BBF (LOCAL))
When a new Board member is voted into office, he or she takes an oath, witnessed by the rest of the Board and members of the public in attendance. This Oath of Office was administered on August 12, 2008 to “appointed trustee Laura Fischer by Gloria Rincon, notary public. Mrs. Fischer was appointed to replace R.W. Dirks, trustee Place 7 who resigned (Minutes, July 24, 2008, pg. 2, Items 4C and 6A) after serving on the Board for 37 years” (Minutes, August 12, 2008). The oath was also “administered on May 24, 2012 to Trustees Carroll Wayne Lohse, Place 6 and Laura Fischer, Place 7 by Denice Hadwin, Notary Public” (Minutes, May 24, 2012, pg. 2, Item 6A).
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. (See Commission policy “Core Requirement 2.3: Documenting an Alternate Approach.”) (Chief Executive Officer) (Note: If an institution is part of a system and its chief executive officer is also the chief executive officer of the system, the institution must provide information requested in Commission policy “Core Requirement 2.3: Documenting an Alternate Approach.” This information should be submitted as part of the Compliance Certification.)
__X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative: The chief executive officer at Coastal Bend College is the College president, as designated by the Policy Manual of Coastal Bend College, which states that “The College President is the chief administrative officer” of the College (“College President Qualifications and Duties,” BFA Local). Each new president is selected by an “executive search committee” which is appointed by the Board of Trustees (Policy Manual, “College President,” BF Legal). In June 2012, Dr. Beatriz Espinoza was appointed president of Coastal Bend College.
The primary responsibility of the College president is to the institution, recommending to the Board “faculty and other personnel to be employed,” providing a detailed report to the Board on the Fall/Spring enrollment each spring, and providing an “eye witness report” to the Board that the faculty and personnel are fulfilling their duties in return for their contracted compensation (Policy Manual, “College President Qualification and Duties,” BFA Legal).
Thus, while the president of Coastal Bend College is the “executive officer of the Board,” the president is not the presiding officer of the Board. Instead, the president works under the direction of the Board, serving as mediator between the community and the College and between the College and the Board, advising the Board but deferring to its rules and governances. See Policy Manual, “College President Qualifications and Duties,” BFA Local for a full list of how the president of Coastal Bend College serves “as directed by the Board.”)
The Board of Trustees is presided over by its chair, a position currently held by Paul A. Juare (page 9 of section CR 2.2)
2.4 The institution has a clearly defined, comprehensive, and published mission statement that is specific to the institution and appropriate for higher education. The mission addresses teaching and learning and, where applicable, research and public service. (Institutional Mission)
__X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative: Institutional Mission - Coastal Bend College 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. (CBC Catalog, Page 12)
The College Mission statement defines the institution as being a community College that is comprehensive in scope, allowing students to earn academic degrees and/or credit hours towards transfer to a university, degrees and certificates in workforce occupations, and continuing education credits appropriate for an institution of higher education. As an open admissions community College, CBC provides an excellent opportunity for students to begin their educational journey. While beginning students must meet certain entrance criteria, these allow sufficient latitude to enable students who meet these requirements and those with marginal qualifications to enroll in courses appropriate to their level of preparation. These requirements include:
· Graduation from an accredited high school; or
· Possession of a Certificate of High School Equivalency based on the General Educational Development (GED) examination; or,
· Individual approval for those who do not possess either a high school diploma or a GED certificate and who exhibit the aptitude, interest and motivation to profit from the course of study they propose to enter.
The mission identifies the institution’s location in South Texas and the diverse population it serves - a nine-county area that is a predominately Hispanic, economically disadvantaged student population. Of the 3707 students enrolled on census day (twelfth class day) for spring 2013, 2342 (63.18%) were Hispanic. For the 2011-2012 academic year, of the total number of Pell Grant recipients, 69.52% (1284) were Hispanic.
Low student-to-faculty ratios (16:1 FTE Student to FTE Faculty as reported on the Texas Higher Education Coordinating Board Accountability website) allow students to get the personalized attention that students may need to excel in College. Distance Learning classes are an attractive option for CBC students whose personal schedule does not allow for traditional face-to-face classes. Although not a campus site, the CBC IR office tracks unduplicated headcount of students who enroll in Internet classes for at least 50% of their coursework each semester. For the spring 2013 semester, 849 unduplicated students enrolled for at least 50% of their coursework by Internet delivery.
The College’s financial and human resources focus on creating an environment that places the highest priority on the students’ learning and personal growth. Page 1 of the CBC 2012-2013 Operating Budget lists expenditures for Instruction at $6,970,249 (26.28% of budgeted expenditures) and $1,041,639 for Academic Support for the students of the College.
In addition to classroom instruction and its related environment, student services ($1,189,710 budget) such as career development, counseling, and financial aid are available to assist students with the College classroom experience. Student Services also provides the students with social events such as the Black History Day and Go Red fitness, as well as opportunities to speak with area universities about transferring once they have completed their studies at CBC.
Faculty and staff are required to participate in twelve (12) hours of professional development each academic year. Human Resources as well as other departments provide notices of opportunities for professional development throughout the year, with many opportunities provided on campus during convocation and in-service.
Coastal Bend College clearly identifies its mission for serving the students of South Texas. Per Board Policy AD (Local), the mission statement is reviewed by the Board of Trustees each year (Minutes, January 15,2009, pg. 3, Item 7C, January 21, 2010, pg. 3, Item 6D , June 24, 2010,pg. 3, Item 6D, July 26, 2011, Item 2, January 19, 2012,pg. 2, Item 6B) and subsequently published in the annual College catalog .
2.5 The institution engages in ongoing, integrated, and institution-wide research-based planning and evaluation processes that (1) incorporate a systematic review of institutional mission, goals, and outcomes; (2) result in continuing improvement in institutional quality; and (3) demonstrate the institution is effectively accomplishing its mission. (Institutional Effectiveness)
__X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative: Ongoing, Integrated, Institution-wide, research-based planning and evaluation
Coastal Bend College has operated under two strategic plans since its last reaffirmation process in 2004. A Strategic Planning Committee was convened for a three-day retreat March 30-April 1, 2005, to lay the foundation for a new plan to replace the current plan at that time. Twenty-three faculty, staff and administrators, along with the president of the Student Government Association for that year, laid the foundation for the Coastal Bend Strategic Plan that was to run through 2007. Seven (7) Strategic Goals were identified and are listed below:
· Strategic Goal#1 -Provide technical/vocational programs leading to associate degrees or certificates.
· Strategic Goal #2 - Provide post-secondary freshman and sophomore courses in arts and sciences that transfer to senior post-secondary institutions and that lead to associate degrees.
· Strategic Goal #3 - Support local and statewide needs for occupational upgrading and workforce development through adult literacy, education and retraining programs.
· Strategic Goal #4 - Provide access to post-secondary education with an open admissions policy that includes developmental education programs.
· Strategic Goal #5 - Enhance the learning environment by providing support services to meet the requirements of educational programs, faculty, and students.
· Strategic Goal #6 - Maintain a campus conducive to learning; that is environmentally and functionally safe, accessible, attractive, and well-equipped.
· Strategic Goal #7 - Provide counseling, educational advising, job placement, and guidance programs to assist students in achieving their educational, personal, and career goals.
Fourteen Strategic Objectives were listed on pages 46-47, along with a timeline for completion, the responsible administrator and the Strategic Goal each objective measured. These objectives are listed below:
Each year instructional programs and Administrative and Educational Support (AES) units filed assessment plans (using the Dr. James Nichols (Nichols) 5-Column Model as the template) with Column 1 containing the department’s mission statement and the specific Strategic Plan Goal or Goals linking the plan and ultimately the College mission and its assessment with the unit assessment. Column 5 contained the units’ improvement plans as a result of the assessment. Institutional Effectiveness Reports were presented to the president each year of the life of the Plan. As an example, the 2007-2008 report indicates the Dental Hygiene Department intensified clinical instruction related to the periodontal evaluation section of the CDI “D” Clinical Competency of course DHYG 2463 as a result of analysis of their assessment data. Unit assessment is covered in more detail in Comprehensive Standard 3.3.1. With a new president chosen to lead the College in July of 2007, the Board of Trustees on July 24, 2008 (Board minutes, pg. 3, Item 6D) decided to extend the plan through 2008 in order to allow the new president time to implement his process for creating a new strategic plan.
CBC President Dr. Thom Baynum (2007-2011) selected members and convened a Strategic Planning Taskforce on January 9, 2009, to begin the work of creating the next strategic plan for the College. Consisting of eleven employees from instruction and administration, the task force began the work of analyzing data generated the previous year from various activities designed to garner input from faculty, staff, students and the communities in the service area as a precursor to the formal work of the task force. Understanding that the timeline involved in creating a new plan was extensive, the Board approved an extension of the 2004-2007 Strategic Plan on July 24, 2008 (Agenda Item 6D on page 3).
During the fall of 2008 a series of Campus and Community Conversations based on a format by Public Agenda were hosted by the College president and other employees at the Beeville Campus as well as the CBC off-campus sites, during which any student, community member or employee could voice their opinions about the future direction of the institution. The following questions were introduced for discussion at each site:
Data were compiled and analyzed in October 2008 and used during the spring by the Coastal Bend College Strategic Planning Taskforce when it began work on January 9, 2009, with the goal of a final draft to be completed by May 21, 2009. An update was presented to the CBC Board of Trustees on April 16, 2009, pg. 4, Item 7A5. A Quick Survey for Community Input was also distributed the first week in May 2009 to provide opportunities for additional internal stakeholders to submit comments before the May 8, 2009 in-service. After the strategic plan presentation to the College community during this in-service, breakout sessions were conducted for the purpose of:
· Reviewing the Strategic Direction and Strategies
· Begin the process of identifying:
o Measurable Goals
o Action Steps
o Possible Timelines
o Responsible Parties
The final draft was completed during the summer of 2009 and an update was presented to the CBC Board of Trustees on August 15, 2009 (pg. 4, Agenda Item 8, A2) on baseline data for the Plan and a final Strategic Plan Proposal was presented during the September 17, 2009 (pg. 3, Agenda Item 7, A2) board meeting. The Board held a retreat on October 17, 2009 to finalize the Plan and it was formally approved on October 22, 2009 (pg. 3, Agenda Item 6C). Titled “Vision 2020- Keeping Student Success in Site”, the plan consisted of four overarching goals:
Goal 1. Coastal Bend College will offer a quality educational experience for all students.
Goal 2. Coastal Bend College will provide comprehensive student services to increase overall student success.
Goal 3. Coastal Bend College will engage students and staff in support of our communities.
Goal 4. Coastal Bend College will effectively and efficiently use resources to benefit our students.
Beneath each Goal are two levels of strategic objectives to assist instructional departments and support services in writing measures and targets in support of the four main goals. These measures and targets, including Key Performance Indicators (KPI) were established during 2010 to track performance towards targets by faculty, staff and administration. A Strategic Plan Performance Update was made to the Board during its August 2011 meeting on progress with the KPIs from the previous year, which were:
The Board was presented with an update of the progress on the KPIs of the original Vision 2020 Strategic Plan during its regular meeting on February 21, 2013. Based on the new assessment cycle, Board update on the Vision 2020 KPIs occur in February of each year.
Continuing Improvement that Accomplishes the College Mission
Assessing the Enrollment KPI for 2011-2012 resulted in the establishment of a Strategic Enrollment Management (SEM) Committee to create strategies to improvement a downward enrollment trend that started in the fall of 2011. Some of the strategies that could be implemented strategically were introduced during November, 2012, such as bringing student classes into the Student Success Center to register for spring classes. This and other efforts by faculty and Student Services personnel resulted a flat enrollment gain compared to spring 2012, but also resulted in a four percentage point increase in Fall-to-Spring persistence rates over the same period in 2011 (76.71% compared to 72.71% for Spring 2012). Both are significant in that the College had been experiencing a 10-12% decrease in enrollment over the past year, as shown in the KPI update mentioned earlier in this section.
This assessment of the Strategic Plan and the resulting improvement plan SEM has resulted in a cessation of declining enrollment and persistence over the past year. This is a prime example of systematic review and assessment of the College’s goals resulting in a plan of action that increased institutional quality by providing more opportunities for students to enroll in classes and remain in College.
Present Strategic Plan
Vision 2020 was reviewed during the fall of 2012 by the new president and the President’s Leadership Team who came to the conclusion that the present format of the Plan with its three levels was difficult for instructional departments and administrative units to create measures and targets as part of their program reviews. Therefore, Vision 2020 has been revised to contain the four original Strategic Goals listed earlier with measures and targets for these goals now being written by instructional programs, student and academic support units, and administrative departments. This process was introduced during the November 2012 Institutional Effectiveness (IE) Days as part of the new Program Review Process, explained in more detail later in this section.
Student Services plays an important role in achievement of the KPIs, as their recruitment efforts of informing prospective students of the advantages of enrolling at positively affect total enrollment at the College. Their efforts in support of students, including advising, counseling, and tutor services to name a few, once they enroll contribute to persistence from course to course and semester to semester, finally resulting in program completion and students earning degrees and certificates. A complete explanation of the services offered by Student Services can be found in Core Requirement 2.10.
Student Learning Outcomes Assessment
All instructional departments are charged by the Chief Academic Officer with identifying student learning outcomes (SLO) with associated measures and targets that are assessed throughout the academic year and results reported on a yearly basis, along with any improvements that are made as a result of the assessment. These departments also create a mission statement that identifies their linkage to the mission of the College.
Student learning outcomes assessment begins with instructors within each department working with their respective division chairs to identify learning outcomes to be assessed in courses for the upcoming assessment cycle, which until January 2013, had mirrored the academic year. Once five (5) to seven (7) outcomes have been identified and mapped to a goal or objective of the Strategic Plan, the department develops the assessment plan.
The assessment plan details the method for assessing the SLOs, including the means of assessment (measures) and the criteria for success (targets against which instructional departments compare assessment data to determine success of the SLO by students). Assessments most often used include applying rubrics to student work or lab assignments, and embedded questions on exams. Once the SLOs, measures and targets are established, they are entered into the TaskStream Accountability Management System so that the information is available to faculty, Instructional Deans and VP, and the IR office.
Once the SLOs have been assessed, the data is reported in the Summary of Data section of TaskStream. This section allows the instructional departments to list the data collected from assessment activities, compare to targets established at the beginning of the assessment cycle, and analyze the results.
The final step is the use of the assessment results to improve instruction, and ultimately increase student learning and student success. Using the data collected, instructors identify areas that data indicate are problem areas for student learning. Faculty determines an improvement plan to address the issue and build it into their curriculum for the next group of students who take the course. The SLO is re-assessed to determine if the improvement plan results in improved student outcomes. If there are budget implications necessary to implement, the amount and reasoning is also documented here. This closes the loop of the assessment for this outcome. The Office of Institutional Research Services oversees the assessment process and monitors the College instructional assessment efforts. Further explanation of this process can be found in Comprehensive Standard 18.104.22.168 in Section 3 of the Compliance Report.
In addition to assessment of the Vision 2020 KPIs, all programs and departments assess their contribution to the goals of Vision 2020 through the Program Review Process outlined in the CBC Program Review Handbook, which aligns their work with the goals of Vision 2020 and ultimately the mission of the College. Although SACS-COC defines an instructional “program” as one that is “transcripted”, for the CBC program review the definition encompasses academic divisions for the purpose of the review and budget consideration. Workforce programs are transcripted programs and follow the aforementioned SACS-COC definition. After conducting an in-depth analysis of their program following guidelines contained in the Program Review Handbook mentioned above, departments can use the Recommendations portion of the program review template (Appendix D) to request funding of staff, equipment, and facilities above and beyond their normal department operating budgets based on projections generated by the data. In this way, the College ensures the budget is research-based and data-driven. The recommendations are reviewed and decisions made by the College president and the President’s Leadership Team. A budget request form is then completed and becomes part of the final budget process. As this is a newly revised review process that started in October 2012, Budget request forms are due in March 2013.
One of new president’s first priorities was to re-emphasize data-based decision-making in all areas of the College operations. From an Institutional Effectiveness standpoint, this meant that all budgeting decisions for instructional as well as administrative support units must be made based on data. This meant a change was necessary in the way CBC approached the program review process.
As a first step, the president required all College instructional and administrative units to complete a program review during the fall 2012 semester following the guidelines set forth in the CBC Program Review Handbook 2012-2016. The process began with the re-establishment of IE Days on October 5, 2012, bringing the entire College community to the Beeville campus for a workday on Program Review. .Each unit was to review staffing, technology, materials and supplies usage, travel and other budget line items in order to maximize the use of College funds. All were charged with determining their department’s Total Cost of Ownership (which includes the majority of the costs that go into delivering a program or service). and Return on Investment, which includes measures of student learning outcomes assessment, retention/persistence/completion rates, licensure pass rates, job placement, community outreach, workforce readiness, life-long learning, and ultimately creating a College-going, student success culture. IE Days continued on November 2, 2012 and December 7, 2012, to allow employees from all CBC site departments to work together on Program Review.
After analysis of these areas by department employees, department targets were set for the next three years, with annual assessment plans and measures developed and implemented to track progress towards these targets. The program review process implemented by the new president clearly expressed that no increases in department budgets would be considered without submission of program review recommendations based on data that indicates the increase is necessary for student success. Every instructional department and administrative and/or student support services Program Review was due on January 17, 2013, and was scheduled for review by division supervisors in February and March of 2013.
Assessment of the targets for all departments began in the spring 2013 semester and will continue through each unit’s assigned cycle found in Appendix A, pages 11-13 of the Program Review Handbook. In order to create an ongoing, systematic, institution-wide process, some units have back-to-back self- studies that are necessary to establish the cyclical structure located in the handbook. In all cases, data is generated and used as the basis for identifying unit outcomes, targets and measures to assess effectiveness of the unit operations. Documentation of program review targets and measures assessment are uploaded to the TaskStream Accountability Management System, a web-based, managed-server tool for planning and assessment activities
In August, 2010, the decision was made to purchase a web-based accountability system, TaskStream AMS, in order to improve both the timeliness and quality of assessment planning by instructional programs and administrative support units. By moving assessment planning and reporting to a web-based environment, department heads now have 24/7 access to their planning and assessment instruments and can enter or edit information any time there is access to the Internet.
TaskStream has been customized to mirror as much as possible the structure of the Nichols 5-column model that has been used by CBC since November of 2004. The workspaces begin with a standing requirement for a unit mission statement, which would be included in the first column of the previous assessment model. After this has been completed the user can move through the assessment cycles from 2004 until present, select the cycle to input assessment information and either update data or enter new assessment plans.
The Objectives link (Academic Objectives for Instructional Programs; Administrative Objectives for Administrative and Educational Support (AES) Units) allows users to input student learning and/or program outcomes into the system, and provides the linkage, or mapping, of the outcomes to the institution’s Strategic Plan, Vision 2020.
After objectives have been entered and mapped, the Means of Assessment link provides the opportunity to input details/descriptions of the unit’s plan to assess the outcomes listed in the previous link, as well as define the targets that would indicate a successful assessment
A Summary of Data/Use of Results link is the last link of an assessment cycle and allows the user to input the data from their assessment activities. This area should be a very explicit description of the data obtained from the unit’s assessment, and allow for comparison of the results with the targets established in the Means of Assessment portion of the planning cycle. Once this data have been analyzed, any improvement plan or plans that the unit wants to initiate as a result of the assessment is entered, along with any associated budget costs necessary to implement the improvement plan. This “closes the loop” for the assessment of an objective for the cycle and any improvement plans are re-assessed after implementation during the next appropriate cycle.
The decision was made during the January 7, 2013 President’s Leadership Team weekly meeting to adjust the cycle to follow the calendar year instead of the academic year. Hence, the new Assessment Cycle for all instructional units and AES departments will begin January 1 and end December 31 of each year. This cycle parallels the program review timeline and allows for evaluation of employee participation in the IE process before contracts are offered each year, as it is written into each employee’s contract (paragraph 3) that he/she will actively participate in the IE process.
CCSSE and Other Student Surveys
Coastal Bend College has been participating in the Community College Survey of Student Engagement (CCSSE 3 year survey analysis - 2008) every other year since 2004 as a means of collecting data from students about their collegiate experience at CBC. Prior to 2004, Student opinion surveys had been conducted on the Beeville campus and Alice site until the College moved to the CCSSE in the spring of 2004. The College then alternated the two surveys, administering the CCSSE in even-numbered years and the student opinion survey in odd-numbered years. Although an indirect measure, CCSSE is recognized throughout community Colleges as a valuable tool for gaining students’ perspectives about their experiences at their respective Colleges. Data obtained from the results of the CCSSE survey administration are used by various student service departments to monitor and/or improve services to increase the student’s satisfaction with their collegiate experience at this institution and ultimately increase student success. The latest survey was conducted in April 2012.
Through the years the Alice site students (and faculty and staff) had mentioned in their survey responses the need for the parking lot at this site to be repaired, as any significant amount of rain reduced two thirds of the parking lot into a lake. Water would back up and reach levels that made it impossible to park and walk into the building. For instance, during the spring 2001 survey 12 of the 33 (36.4%) student comments dealt with dissatisfaction with the parking lot situation. When the 2003 Master Plan was presented, the Alice site parking lot was mentioned as part of a renovation of the site to make it more representative of a venue of higher education.
In response to the survey assessments and the 2003 Master Plan evaluation of the Alice site, on December 18, 2003 (Item 6G) during a regular meeting of the CBC Board of Trustees, a motion was passed to accept a bid of $446,764 to renovate the Alice site parking lot. The project was completed in 2004, with the final approval and inspection certified by then-president Dr. John Brockman on December 21, 2004. This project was a direct result of the data collected by the Student Opinion Survey to improve student access and student success at the Alice site.
In the fall of 2003, Coastal Bend College (CBC) retained Freese and Nichols, Inc. (FNI) to develop a 20-year Master Plan for the Beeville Campus. FNI would provide recommendations for:
• Space utilization
• Open space and land use
• Vehicular and pedestrian circulation and parking patterns
• Life safety issues
• Opportunities for new buildings
• Campus lighting improvements
• Optimum locations for the Bookstore and campus Food Services.
Freese and Nichols would also recommend exterior improvements to the building façade, parking lot and campus grounds at the Alice Campus. The planning team visited the College in September to study existing campus conditions. The team toured and photographed each building and the campus grounds and interviewed key members of the administration, faculty, staff and students, board members, alumni and local business leaders. FNI collected and analyzed the data, then synthesized the conditions, trends and forecasts with the goals and objectives to develop the Master Plan recommendations.
Although the continued reduction in state funding has caused many of the proposals in the 20-year Master Plan to remain on hold, the Gertrude R Jones Auditorium was renovated in 2006 after an assessment of the building indicated that carpet wear-and-tear had become a safety issue for the students, faculty and staff, and the external community who used this facility. Also at issue were the condition of the auditorium seats and stage flooring. During the regular monthly Board meeting of February 2006 (pg. 2, Items 6D &6E), the Board passed a motion to accept the bid of $188,999 to renovate the auditorium, and $12,020 to refurbish the stage as well as the gym floor.
Coastal Bend College Board of Trustees contracted with Robert Gadbois, President of Owners Building Resource, LLC (OBR), for the Planning Services and Program Management of On-Going Capital Improvements for Coastal Bend College during its regular board meeting of October 20, 2011 (pg. 3, Item 7B). OBR’s analysis of the Alice site HVAC, coupled with inspections by the Director of the Physical Plant, resulted in the replacement of two HVAC units.
2.6 The institution is in operation and has students enrolled in degree programs. (Continuous Operation) NOTE: __X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative: Coastal Bend College has been in continuous operation since 1967. As of the 12th class day (census day) for fall of 2012, the College had 3764 students enrolled in both degree and certificate programs. The College annually provides enrollment data to the Integrated Postsecondary Education Data System (IPEDS), completing the Fall Enrollment (Summary – pg. 7) and 12-Month Enrollment surveys. Enrollment data is also uploaded every fall, spring, summer I and summer II semester to the Texas Higher Education Coordinating Board by way of CBM001 Reports. Texas Association of Community Colleges (TACC) requires an enrollment report for each semester, as does SACS-COC by the completion of the Institutional Profile for General Information and Enrollment.
2.7.1 The institution 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 post-baccalaureate, graduate, or professional level. If an institution uses a unit other than semester credit hours, it provides an explanation for the equivalency. The institution also provides a justification for all degrees that include fewer than the required number of semester credit hours or its equivalent unit. (Program Length)
_X__ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative: Coastal Bend College is authorized by the State of Texas and the Texas Higher Education Coordinating Board (THECB) to award the Associate of Arts degree, the Associate of Science degree, the Associate of Arts in Teaching degree, and the Associate of Applied Science degree. The College has three (3) Associate of Arts degrees; four (4) Associate of Science degrees; two (2) Associate of Arts in Teaching degrees; and eighteen (18) Associate of Applied Science degrees. All degree programs require a minimum of 60 semester credit hours (SCH) for graduation. All degree programs, with the required courses needed for graduation, are listed in the 2012/13 Coastal Bend College Catalog, pages 73-120 . All have a range of semester credit hours from 60 SCH to 72 SCH.
The College adheres to the regulations of the Texas Higher Education Coordinating Board related to approved minimum length of transfer degree programs, as found in the Texas Education Code Rule 9.183; for the approved minimum length of workforce/non-transfer degrees the College relies on the THECB's Guidelines for Instructional Programs in Workforce Education.
The College uses the semester credit hour as the basis for awarding academic credit towards its degrees; therefore no justification or rationale for program equivalency is necessary.
2.7.2 The institution offers degree programs that embody a coherent course of study that is compatible with its stated mission and is based upon fields of study appropriate to higher education. (Program Content).
__X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative: Coastal Bend College strives to develop a sequence of courses in every degree program that provides students with more than the sum of its parts. Initial courses are designed to provide the skills and knowledge required by subsequent work, so that each program, as a whole, becomes more than a mere collection of individual courses.
Compatible with Mission Statement
The degree programs at Coastal Bend College are designed to realize the goals established in the College’s Mission and Goals (Catalog 2012-2013, p. 12).Among these goals are: "Enhance the learning environment by providing support services to meet the educational requirements of educational programs, faculty, and students" and "Provide counseling, educational advising, job placement and guidance programs to assist students in achieving their educational, personal, and career goals." In keeping with its mission, the College offers a variety of degrees and certificates within each program to facilitate both academic transfer and workforce training for students. (Catalog 2012-2013, p. 12)
Coherent Course of Study
All programs at Coastal Bend College are designed to lead students through increasingly rigorous and challenging work. Coastal Bend College is an open admissions institution, and students who enroll with deficits in reading, writing, or math begin with developmental work. As they move into Associate in Arts, Associate in Science and Associate of Arts in Teaching programs, they progress through an integrated sequence of courses designed to build upon the knowledge and skills developed in previous courses. Many courses have prerequisites that ensure readiness for more advanced levels of scholarship, and those prerequisites are identified clearly under the course descriptions in the Catalog, pages 73-120. All AA, AS, and AAT degrees are structured around a standardized Texas Higher Education Coordinating Board-mandated 42-hour core curriculum that is fully transferrable to any Texas public institution of higher education. The 42-hour core curriculum contains a 15-hour general education component designed to provide students with a broad underpinning of knowledge and skills that will support success in subsequent work.
Narrative: Coastal Bend College requires all associate degree-seeking students to complete a substantial, College-level general education component.
AA, AS, and AAT-seeking students
Since 1997, students pursuing Associate in Arts (AA), Associate in Science (AS), and Associate of Arts in Teaching (AAT) degrees have been required to complete a 42 semester hour general education transfer core curriculum as mandated by the Texas Higher Education Coordinating Board (THECB). The core curriculum requires coursework in each of the following component areas: communications, United States/Texas history and government, humanities, kinesiology, mathematics, natural sciences, social and behavioral sciences, and visual and performing arts. (THECB, Core Curriculum: Assumptions and Defining Characteristics, Core Components and Related Exemplary Educational Objectives; Coastal Bend College Catalog, 2012-2013, pg. 74)
The courses included in this general education transfer core curriculum are College-level. First, the THECB's "Essential Core Curriculum Information," provides a description of the process used to develop the general education transfer core curriculum required of each public College and university in the state. "The Coordinating Board relied heavily on advice and recommendations from faculty and administrators at Texas public Colleges and universities regarding the content, component areas, and objectives of the statewide core curriculum. (THECB Academic Programs, Transfer, Core Curriculum, & Field of Study Curricula): (Essential Core Curriculum Information)
Second, each of the courses included in Coastal Bend College’s transfer general education core curriculum (Coastal Bend College Catalog, 2012-2013 Core Curriculum for AA, AS, and AAT Degrees, pg. 76), has been approved by the THECB as appropriate for Texas community Colleges to offer. Each of these courses is included in the THECB's Lower-Division Academic Course Guide Manual which serves as "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." (THECB. Lower-Division Academic Course Guide Manual, page viii)
As the College’s AA-, AS-, and AAT-granting programs require successful completion by students of 60 to 66 semester hours of coursework in order to earn an associate's degree, it is evident that the 42-hour transfer general education core curriculum is a "substantial component" of each AA, AS, and AAT degree offered by Coastal Bend College.
Following the THECB's Texas Guidelines for Professional and Workforce Education (GIPWE), the College requires all students seeking the Associate in Applied Science (AAS) degree to complete a general education component of at least 15 semester hours drawn from each of the following component areas: written communications, oral communications, mathematics or natural sciences, humanities/visual or performing arts, social/behavioral sciences. The collegiate level of the courses taken by AAS-seeking students to fulfill general education requirements is indicated by the THECB's mandate that these courses "must be transferrable courses found in the Lower-Division Academic Course Guide Manual. As pointed out above, the Lower-Division Academic Course Guide Manual is "the official list of approved courses for general academic transfer that may be offered by public community and technical Colleges in Texas."
The general education component of each associate degree offered by Coastal Bend College ensures adequate breadth of knowledge for all associate degree-seeking students.
AA, AS, and AAT-seeking students
Since 1997, the THECB has mandated forty-two Exemplary Educational Objectives applicable to courses included in the component areas of the general education core curriculum: communications, United States/Texas history and government, humanities, kinesiology, mathematics, natural sciences, social and behavioral sciences, and visual and performing arts. (THECB Core Curriculum: Assumptions and Defining Characteristics. Core Components and Exemplary Educational Objectives) Coastal Bend College students seeking transfer degrees are required by the College’s general education core curriculum guidelines to complete coursework in each of these component areas. Completion of these courses "provides a breadth of vision against which students can establish and reflect on their own goals and values." (THECB Core Curriculum: Assumptions and Defining Characteristics). In addition, state core curriculum guidelines emphasize the importance of a set of Perspectives that are part of many general education core curriculum courses. Among other goals, these Perspectives are intended to help students establish broad and multiple perspectives on the individual in relationship to the larger society and world in which he or she lives; stimulate a capacity to discuss and reflect upon individual, political, economic, and social aspects of life in order to understand ways in which to be a responsible member of society; and use logical reasoning in problem solving. The Perspectives are:
1. Establish broad and multiple perspectives on the individual in relationship to the larger society and world in which he or she lives, and to understand the responsibilities of living in a culturally and ethnically diversified world;
2. Stimulate a capacity to discuss and reflect upon individual, political, economic, and social aspects of life in order to understand ways in which to be a responsible member of society;
3. Recognize the importance of maintaining health and wellness;
4. Develop a capacity to use knowledge of how technology and science affect their lives;
5. Develop personal values for ethical behavior;
6. Develop the ability to make aesthetic judgments;
7. Use logical reasoning in problem solving; and
8. Integrate knowledge and understand the interrelationships of the scholarly disciplines.
A final aspect of the College’s transfer general education core curriculum since 1997 has been the six Intellectual Competencies mandated by the THECB: reading, writing, speaking, listening, critical thinking, and computer literacy, which are "essential to the learning process in any discipline and thus should inform any core curriculum. (THECB Core Curriculum: Assumptions and Defining Characteristics) Together, these three aspects of transfer students' general education core curriculum experience at Coastal Bend College ensure breadth of knowledge in students completing AA, AS, and AAT degrees.
Students seeking AAS degrees at Coastal Bend College also complete a general education component mandated by the THECB that provides breath of knowledge.
The Coastal Bend College Catalog clarifies this aspect of the general education component required of all AAS-seeking students: The General Education requirements for the Associate of Applied Science include 15 credits in the areas of humanities/fine arts, social/behavioral sciences, and natural sciences/mathematics. The courses ensure breadth of knowledge and are not narrowly focused on those skills, techniques, and procedures specific to a particular occupation or profession. The general education courses provide the skills and knowledge necessary for an educated person to read, write, and speak effectively; and to exercise qualitative and quantitative critical thinking skills.
The general education component completed by all associate degree-seeking students at Coastal Bend College is based on a coherent rationale.
AA, AS, and AAT-seeking students
As described above, the 42 semester hour transfer general education core curriculum completed by all students seeking transfer degrees is based on general education mandates of the THECB. These mandates rest on a rationale for general education through the core curriculum to which Coastal Bend College has adhered. The basic intellectual competencies - reading, writing, speaking, listening, critical thinking, and computer literacy - should inform the components of any core curriculum. Moreover, a core curriculum should contain courses that provide multiple perspectives about the individual and the world in which he or she lives; that stimulate a capacity to discuss and reflect upon individual, political, and social aspects of life so students understand ways in which to exercise responsible citizenship; and that enable students to integrate knowledge and understand the interrelationships of the disciplines." (THECB Core Curriculum: Assumptions and Defining Characteristics)
A similar rationale serves as the foundation for the 15 semester hour general education component required of all AAS-seeking students at the College. As stated above, this component is based on the rationale that completion of courses in the general education component areas of mathematics, natural sciences, humanities/visual or performing arts, and social/behavioral sciences provides the students breadth of skills and College level knowledge necessary for graduates to be successful in whatever career they choose. In addition, since students seeking AAS degrees most often complete their 15 semester hour general education component through courses that are part of the College’s core curriculum, their general education experience is also shaped by the same rationale that shapes the general education experience of the College’s AA, AS, and AAT-seeking students.
It is evident that Coastal Bend College students who earn associate degrees, regardless of the program in which a particular degree is awarded, have completed a substantial collegiate-level general education component.
2.7.4 The institution provides instruction for all course work required for at least one degree program at each level at which if awards degrees. If the institution does not provide instruction for all such course work and (1) makes arrangements for some instruction to be provided by other accredited institutions or entities through contracts or consortia or (2) uses some other alternative approach to meeting this requirement, the alternative approach must be approved by the Commission on Colleges. In both cases, the institution demonstrates that it controls all aspects of its educational program. (See Commission policy “Core Requirement 2.7.4: Documenting an Alternative Approach.”) (Course work for Degrees)
__X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative: Coastal Bend College provides instruction for all coursework required in its associate's degree programs (example), and thus controls all aspects of its educational program. Course requirements for all programs are recorded in the Coastal Bend College Catalog. Dual Credit is discussed on pages 55-62. Instructional Divisions and Programs may be found from pages 63 -138 and contains requirements for degrees and certificates, the core curriculum, field of study, university transfer and degrees and workforce education programs and degrees, course symbol keys and descriptions. Course offerings are published each semester in the Class Schedule. Both documents are on the College website and the catalog is available in print.. In all cases, the institution controls all aspects of its educational programs.
2.8 The number of full-time faculty members is adequate to support the mission of the institution and to ensure the quality and integrity of each of its academic programs.
Upon application for candidacy, an applicant institution demonstrates that it meets the comprehensive standard for faculty qualifications (Faculty)
_X__ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative Coastal Bend College is a student-centered institution, as defined by its mission statement; thus the College curriculum is delivered by faculty who dedicate themselves on a fulltime basis to student success. A full-time faculty is defined in Board Policy DDA (LEGAL) as “a person who is employed full time by the College District as a member of the faculty whose primary duties include teaching or research. The term does not include: (a) a person employed in the classified personnel system of the College District or a person employed in a similar type of position if the College District does not have a classified personnel system; (b) A person who holds faculty rank but who spends a majority of the person’s time for the College District engaged in managerial or supervisory activities, including a chancellor, vice chancellor, president, vice president, provost, associate or assistant provost, dean, or associate or assistant dean.”
The full-time faculty workload, as identified in policy DJ (LOCAL), is defined by the number of teaching credit hours and teaching contact hours. A teaching credit hour is a measure of the number of instructional hours spent in the classroom or laboratory per week. One lecture hour per week is equivalent to one teaching credit hour. Two laboratory or clinical hours per week equal one teaching credit hour. The number of students in the course times the number of hours per week that the course meets equals the total teaching contact hours. The teaching contact hour measure indicates the number of student contacts an instructor has per week. A full-time faculty workload is 18 teaching credit hours per week if the total teaching contact hours do not exceed 450. In cases where the total teaching contact hours exceed 450, extra compensation is provided for teaching credit hours in excess of 16. Along with teaching responsibilities, faculty members are expected to be in their office and on campus an additional 10 hours per week in order to advise and conference with students, participate in committees, prepare for classes, and attend College trainings. Division Chairpersons are considered to be faculty members and are subject to the same workload provisions. They are paid extra compensation for their administrative duties. Division chairs that supervise the equivalent of eight or more full-time faculty are provided a three hour workload reduction by the Vice-President of instruction DJ (LOCAL). Division chair candidates are nominated by division faculty and are appointed by the instructional deans based on their seniority and level of experience. There is no defined term of service. Division chairs supervise all faculty in their respective division; this also includes all off-site faculty.
A part-time faculty member is defined as a person hired to teach specific courses on a per-term basis, with no guarantee or promise of continued teaching assignments or further employment with the College, and who are employed and compensated on a per-course or per-semester-hour basis. Part-time faculty in workforce programs may also serve as administrators and professional staff. The directors of Nursing and Radiology are part-time faculty. For fall 2012, CBC employed 102 fulltime and 95 part-time faculty. General academic faculty numbered fifty-four (52.9% of faculty) and there were 48 (47.1%) workforce faculty.
Internal course data shows that 19,323 of the total 27,692 semester credit hours (SCH) for the semester were in general education, and that 85.67% (16,554 SCH) were taught by fulltime faculty. Part-time faculty was teaching 14.33% (2769 SCH) of the general education credit hours. A template for Fall 2012 is included that disaggregates the fall 2012 semester by sites that provide instruction for 50% or more of a degree or certificate and indicates the number and percent of general education hours taught by part-time faculty. A Summary Sheet containing AA/AS program totals for fulltime and part-time semester disaggregated by face-to-face and Internet delivery, as well as Workforce programs, is included as well.
Coastal Bend College monitors the semester credit hours taught by full-time faculty by means of a Faculty Load Report (fall 2012)in order to ensure that the institution has sufficient full-time faculty (spring 2013) to achieve its mission. This report in reviewed on a semester basis to identify instructional areas with excessive overload assignments. This information is used, along with division chair recommendations, to determine the necessity of hiring additional part-time or full-time faculty. The institution reports annually to the Texas Legislative Budget Board (LBB) by way of a Texas State Performance Report the percent of total contact hours taught by full-time faculty. The following table provides a summary of the data submitted over the past four years (Fall 2009 – Fall 2012) to the LBB for the respective fall semesters.
Percent of Total Contact Hours Taught by Fulltime Faculty
Considerations of Teaching Loads in Excess of 15-18 Semester Credit Hours
The institution continues to fine tune measures that clearly distinguish between full-time teaching load established as 15-18 teaching credit hours in Board Policy DJ (LOCAL) and overload carried by full-time faculty, specifically defined as teaching credit hours over the 15-18 hour threshold, for which extra compensation is earned. Extra compensation is currently paid at the rate of $550 per teaching credit hour over the base load DJ (LOCAL). How the institution assigns and monitors overload assignments has been a discussion that has encompassed multiple units within the institution, including the Instructional Services Council, the Faculty Senate, the Chair Association, and the President’s Leadership Team (formerly referred to as the President’s Cabinet).
In the past, institutional tradition and culture dictated the process by which overloads were assigned to faculty. Overload limits were established in the absence of clear guidelines. Division chairs, with oversight provided by the deans of instruction, considered numerous factors such as the instructor’s number of course preparations, course difficulty, class size, and instructor experience to determine acceptable overload limits. In 2009 the Instructional Services Council, the Faculty Senate, the Chair Association, and the President’s Cabinet began a process of carefully tracking faculty teaching load and overload for each regular fall and spring semester and reporting those data to the Board of Trustees. The President asked the recommending bodies identified above to review existing procedures and discuss limiting teaching overloads for full-time instructors. Prior to the 2009 SACS-COC Annual Meeting, a discussion concerning limiting overloads had begun at the College, and the President had formally instructed Directors and Division Chairs to limit the number of overloads to three (3) courses per full-time faculty member. Following discussions with presidents and members of delegations from other SACS-accredited institutions, the directive from the President was changed to reflect what he discovered was a more widely accepted standard of limiting full-time overloads to two (2) courses (Cabinet Meeting Minutes, December 18, 2009, Item XVII.
Limiting full-time faculty overloads to two (2) courses was successfully introduced in spring 2010. The Faculty Load Report is reviewed on a semester basis to ensure that the overload policy is being followed. In cases where unplanned, extenuating circumstances occur, a faculty member may be granted a temporary exception to the overload policy and be allowed to carry an overload in excess of two courses. Extenuating circumstances include, but are not limited to, events such as the unexpected loss of an instructor. These exceptions are granted by the Vice-President of Instruction, with over-sight provided by the College President.
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 and services and to other learning/information resources consistent with the degrees offered. Collections, resources, and services are sufficient to support all its educational, research, and public service programs. (Learning Resources and Services)
__X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative: The Library provides patrons access to online resources and tutorials every hour of the day and night. Exhibit I, II, III & IV, and V, VI illustrate that our resources are accessed every hour from on-campus and off-campus and access via mobile device is increasing. Librarians provide regular and timely instruction to students in person and online. During scheduled classroom orientations [Exhibit VII] students are taught how to use our resources effectively and efficiently. Faculty are taught how to locate subject resources in our catalog and e-resources as well as how to link our resources to their class webpages during scheduled workshops held at Convocation each semester [Exhibit VIII]. We also provide individual reference sessions in person, over the phone, through our LibChat texting service, and via email. This technology allows enhanced access so we can answer specific questions and guide student research. We can provide screen captures to show them each step to narrow results and how to identify the best resources for their specific needs.
Librarians provide a comprehensive variety of video guides and tutorials [Exhibit IX] to help students when librarians are not available for face-to-face instruction. Topics include the use of our catalog and resources, determining the authority of a resource, citation guidance, and avoidance of plagiarism. Since Fall 2011 the ELibrarian has been scheduled to provide online reference help from 6:00-10:00 PM Sunday through Wednesday when usage statistics indicate usage of our online resources are highest after our facilities close [Exhibit X]. We changed open hours since usage data indicated very few students come into the facilities after 5:30 PM at any of the libraries [Exhibit XI] but they are accessing the online resources from home or other non-CBC library computers or mobile devices [See Exhibits I – VI above].
Coastal Bend College libraries provide an extensive collection of e-resources including on-line encyclopedias, nationally recognized academic databases with full-text journal articles, and full-text books. Our collection includes 80,132 e-books and access to over 40 electronic collections via our online catalog. Some electronic resources can be searched in English and Spanish to serve our students whose primary language is Spanish. The libraries provide our students and faculty access to electronic books through EBSCOHOST ebooks (formerly NetLibrary) and ebrary subscriptions as well as our permanent ebook collections for community colleges purchased through AMIGOS, a multi-state library consortium [Exhibit XIIa]. We have been a member of AMIGOS since 1995. These resources are available 24 hours a day via the library website. To augment these resources, the library provides interlibrary loan services to all patrons [Exhibit XIIb]. In the 2011-2012 academic year CBC borrowed eighteen titles and lent out 21 titles. The libraries clearly provide and support student and faculty access and user privileges to adequate, diverse and relevant library collections.
Unlike larger community college and university libraries, CBC does not own any special collections donated by alumni or focused on one subject. We have smaller specialized collections including the Teaching Excellence Collection and Texana Collection but they do not include any titles unique to our library. The call numbers for these titles indicate they are housed in that area since they begin with Texana or Teaching Excellence [Exhibit XVII].
In Alice and Kingsville the Distance Librarian divides time between sites working two different days and evenings at each location. On Fridays this librarian is located at Kingsville working on tutorials and web information or orientations unless requested in Alice. The E-Librarian position, vacant since November 2012, works 20 hours per week in Pleasanton and 20 hours per week online provides scheduled evening online reference 6-10 pm from Sunday through Wednesday providing face-to-face and online reference services (This position is under review for location of service during the work week). Thus the library has professional librarians available at all locations, including online, during scheduled hours posted on our webpage throughout the year.
Exhibits I-IV show that resources are accessed 24 hours per day. Circulation reports show that our circulation of ebooks has exponentially increased as seen earlier in Exhibit XXIII circulation report 2011-2012. The libraries in Alice, Kingsville, and Pleasanton are located in the Student Success Centers which contain computer labs with twenty computers each. In the Main Library in Beeville we have eighteen public access computers for patron use. [Exhibit- links to library resources] For a full account of our online resources, go to CBC Online resources. For a full account of our services, go to the CBC Library Website.
Currently, the College’s collection includes over 49,055 print titles, 362 serial titles and 3,672 reels of microfilm, 819 educational videos, 80,132 e-books, 800 videos and access to over 40 electronic collections via our online catalog. The amount budgeted for library resources for 2012-2013 is $61,500 see Exhibit XX]. The diverse online resources are available in English and Spanish. LibGuides, a hosted website, and EOSi, a hosted online catalog, guarantee student and faculty access to resources should the College website be unavailable due to inclement weather or unforeseen circumstances. In addition, Coastal Bend College faculty and students can use a TexShare card. TexShare is a statewide library cooperative that provides for group purchase of electronic resources, a delivery service available to its members, and the TexShare borrower's card As seen earlier, Exhibit XXII shows history of the Texshare card distribution] This card provides direct library borrowing from many institutions throughout the state including the Mary and Jeff Bell Library located at Texas A&M - Corpus Christi, James C. Jernigan Library located at Texas A&M – Kingsville (each are large local institutions that serve freshmen through doctoral students) and the William F. White, Jr. Library and Howard E. Barth Learning Resource Center located at Del Mar College, a nearby community college. Faculty and students have access also to interlibrary loan services [Exhibit XIIb]. In the 2011-2012 academic year CBC borrowed eighteen titles and lent out 21 titles. These low ILL numbers prove that library resources meet CBC students’ research needs. The high circulation counts in 2012, as seen earlier Exhibit XXIIIa] also verify the students utilize library resources to complete their work.
In 2011, CBC added an APEX machine which allows the user to copy, scan, and email pages from print resources directly to the student college email address. This allows CBC students to access the educational materials they need to support their research from anywhere. CBC will mail a resource to students’ addresses whether they need a whole book or a few pages to be used and cited. APEX machines have been placed in the library facilities in Beeville and Alice and the plan is to provide machines at the two remaining sites as the budget permits.
The library allows students and faculty to check out laptops and I Pads for use within the Main Library at the Beeville campus. We have 20 laptops available on a first come, first serve basis. There is no time limit since there is always a laptop available. The use of laptops has actually decreased recently as seen earlier Exhibit XXIII]. Time limits will be imposed when/if the demand for these resources warrants it. The laptops are reserve items. Guidelines for the use of reserve materials are outlined in our Library Policy Manual as seen earlier in Exhibit XXIV. When a laptop is returned to the circulation desk they are turned off so the history is erased.
Adequacy and Sufficiency
The library staff carefully monitors the adequacy and sufficiency of the College's learning resources to support all of the College's programs. The Director, who is on a 12 month contract, served as Chair of the Instructional Council, has been a member of the President’s Cabinet, the Nursing Absence Committee, the Financial Aid Committee, and served for three years as the Coordinator of Professional Development from 2008-2011. This service permits the director to carefully monitor the development of new programs and to anticipate modifications in current offerings, thereby providing the information necessary to establish and maintain the adequacy required to support all of the College's programs and courses, whether offered on-campus or online. The Library Director attends regional and state conferences, when the budget allows. There she meets and interacts with other area library directors and, like other CBC librarians, attends workshops on library management issues and solutions. In the past the Director served on the now defunct CBHIN (Coastal Bend Health and Information Consortium) which included library directors from Victoria College, Delmar College, Texas A&M- Corpus Christi, and Texas A&M-Kingsville. Its mission was to work together to provide relevant medical information resources to area colleges, universities, and hospital libraries for use by students, nurses, and physicians. The Director of Library Services represented CBC during the entire tenure of that group from 2000-2010. The director has served as a member of the Texas State Library and Archives Commission TexTreasures Committee and Electronic Resources Committee and was recently asked to serve as a member of a national advisory Board for MANGO languages online education program
The Librarians, including the Director of Library Services, schedule training for faculty members every semester either in Convocation [Exhibit XV scan from cover/workshop] or during the first weeks that classes are held. Librarians also serve as Senators on Faculty Senate so faculty have regular opportunities to inform library personnel if they have concerns regarding sufficient library operations and to communicate unmet service and resource needs to library. Further, librarians are assigned responsibility for monitoring the individual needs of each department and program and for purchasing adequate and sufficient resources for the needs in every area. Library funding for print and audiovisual titles is determined by the number of programs offered by each department, by their collection-building history, by the information needs of programs in the department, and by how many of their students need access to the library. [Exhibit XVII]. Periodicals, print resources and e-titles are purchased by the librarians in consultation with instructional faculty members to insure all departments and programs are given research support for their courses [Exhibit XXVII COLLECTION DEVELOPMEN POLICY]. Since 2010 the college has been adding subject based LibGuides [Exhibit 2.10] to its online website to help students in various disciplines locate print and electronic resources for their area of study. Librarians request faculty feedback on these Guides and make changes and enhance them according to this feedback. This process allows the subject faculty to review the resources we have to support their classes. Librarians review program areas annually to insure collection relevancy and currency.
Students have been surveyed every even-numbered year since 2004, using the Community College Survey of Student Engagement (CCSSE) during the spring semester by the College's Office of Institutional Research and Effectiveness. Students were polled about the libraries' book, reference, periodical, electronic, audiovisual resources, and many other aspects of the libraries' services. The students surveyed responded positively about most of the libraries' resources and services. See Exhibit.
Coastal Bend College's library resources compare favorably with those of libraries serving similar student populations. For colleges that have a similarly-sized student population, National Center for Educational Statistics data for 2010 show Wharton College (FTE 4,250) a collection size of 51,148 print titles, 2,435 audiovisual items, and 185 serial subscriptions. In comparison, Coastal Bend College’s libraries house 49,055 print titles, 819 audiovisual items, and 362 serial titles. Funding for library resources at Coastal Bend College had been comparatively strong in the past but has dropped significantly since 2011-2012 budget year. NCES statistics for 2010 show libraries serving institutions with similar FTE spending $136,000 for the acquisition of new resources.
2.10 The institution provides student support programs, services, and activities consistent with its mission that are intended to promote student learning and enhance the development of its students. (Student Support Services)
_X__ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative: Coastal Bend College (CBC) is committed to student learning, and it recognizes the role of student support services in that endeavor. The College understands that student learning requires the academic, social, and personal education of the student. The College provides and takes pride in the numerous student support programs, services, and activities that it offers for main campus, off-campus sites and distance education students.
Consistent with the Mission
The support programs, services, and activities are provided consistent with CBC’s following mission.
“Coastal Bend College 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.”
The College is an open door institution attracting a wide range of students from it diverse South Texas population. The College because it is focused on being “student-centered” strives to meet not only the geographical needs of this population but their diverse needs. Services provided help veteran students, online students, students with special needs, students with academic challenges, students who are undecided about their educational and career goals and others. In Fall 2011, of the 3,952 total enrollment, 1,387 students were full-time; 1,188 were taking at least one internet class; 53 were veterans; 49 were individuals with disabilities; 160 had undeclared majors; 2,470 students were academically disadvantaged as defined by being deficient in English, writing and/or math; and 1,472 received financial assistance through a Pell Grant.
The many services listed below were designed to support all students with their unique needs and to “promote excellence” and “support creativity.” CBC is making great strides in its endeavor to provide high-quality and effective services. According to the Community College Survey of Student Engagement (CCSSE) in its 2012 Key Findings Report, p. 3) CBC ranked 6.9 percentage points higher than its 2012 CCSSE cohort in the overall satisfaction of students with in the “Support for Learners” benchmark and was only 2.3 percentage points from being ranked in the 2012 top-performing colleges This CCSSE benchmark notes that “Students perform better and are more satisfied at colleges that provide important support services, cultivate positive relationships among groups on campus, and demonstrate commitment to their success”. CCSSE randomly selected the number and the courses as determined by the total sample size needed to reduce sampling error and to ensure valid results.
The College values the role of student services as is reflected in its Vision 2020 Strategic Plan. “The heart of the Coastal Bend College Strategic Plan is STUDENT SUCCESS.” One of only four Plan goals is that “Coastal Bend College will provide comprehensive student services to increase overall student success”. The following services are comprehensive in that a large number of options of services are available for a variety of learners and their unique needs.
Promotion of Student Learning and Development
The College recognizes the role student services have on student learning and development both academically and socially. Academically, CBC offers a wide-range of support services including tutoring and testing centers, labs, online resources sites, and libraries. Services reinforce the classroom learning and instruction at all sites and for all levels of student learning. Other services such as scholarship opportunities, clubs and organizations, and special events focus on students’ personal growth and development.
Programs, Services, and Activities that Promote Student Learning
Coastal Bend College Library System
CBC’s Library System serves both student and academic support roles at all sites and online.
The libraries serve a primarily academic support role as described in detail in sections 3.8.1 and 3.8.3, see those sections for a description of resources and services. For evidence of the libraries’ role in providing training on how to efficiently and effectively use our resources see section 3.8.2. Staff instructs on-campus and online students and faculty to successfully utilize resources and provide up-to-date, peer-reviewed information that is accessible 24 hours a day from any computer or mobile device.
The library system promotes student engagement by regularly hosting workshops, movie nights, club events and other social activities for students, faculty, and staff. Examples of these include convocation receptions; study cram sessions, and annual Phi Theta Kappa honor ceremonies since 2007. Librarians have served as club sponsors (HALO Club and Phi Theta Kappa). The main library located at the Beeville campus hosts ten club events per year including the Phi Theta Kappa honors dinner. In addition, it host CRAM study sessions provided by Student Services every semester. CBC tutors meet regularly with students in the library facilities at all sites. The library hosts food licensing classes and testing annually to support fundraising at the college and in the local communities. Lobby displays are thought provoking and informative.
The library system also supports student success and retention by providing diverse, peer-reviewed resources in all formats, so students may obtain optimum value from their classes and achieve their educational goals. The library provides study rooms for individual and group study, access to equipment to introduce students to technology being used currently (20 laptops, 1 IPAD, and 2 APEX machines are available during open hours for in-house use), and tutors utilize our facilities to meet regularly with students at every site. Library staff regularly participates in student service recruiting and achievement events such as Passport Day, CBC Rocks, and student award assemblies which promote student success. Phi Theta Kappa to uses a lobby display areas in Beeville to promote this academic honors organization.
The library maintains circulation data for the use of laptops and other library resources which includes students’ locations when they are accessing the catalog, online resources, videos and tutorials and what types of devices they use to access this information. The library uses this and other data to remain student-centered. CBC strives to excel in the quality and quantity of resources so that faculty seeking additional professional credentials can also utilize this information. Evidence that patrons utilize library resources can be seen in our 2011-2012 Annual Circulation Report which shows 31,244 circulations for that academic year. To equalize services to distance students the library developed an online tutorial and test which is placed on BlackBoard to further enhance the student learning experience at CBC Professional librarians are available to students via phone, email, text and, after hours via email during hours shown to have the highest usage of online resources.
The library prides itself as a place where students’ academic and social lives can merge. Library facilities provide comfortable seating areas allowing for group or individual work areas. Students can multitask allowing for groups or individuals to use computers or laptops to access resources, email or games. This environment promotes student learning, engagement, and development
Tutorial services are provided free at each CBC campus and online to students who need assistance or who want to improve academic skills. Student Success Center (SSC) Tutoring: The SSCs at all sites offer both professional and peer student tutoring in various modalities including one-on-one, group, by appointment and drop-in. Free food and door prizes are provided as tutors and instructors help students through Study Socials and Cram Sessions. During 2011-12, approximately 267 students used the service, college-wide. Academic workshops (both on-site and online) on topics like “How to Write a Research Paper” are provided throughout the year and are open to all students. Other information on college survival tips are provided through handouts and in study groups.
The College also provides online tutoring support for students by sharing tutors with partnering institutions through its membership with Northeast eTutoring Consortium. Northeast eTutoring, a free online professional tutorial service, is available seven days a week from the early morning to late evening hours for all CBC students in areas including accounting, anatomy and physiology, biology, chemistry, physics, math (developmental through calculus), medical coding, Spanish, statistics, and web development. eChat allows students to meet one-on-one with a tutor via a fully interactive, virtual environment. An Online Writing Lab provides feedback within 24-48 hours to students who submit writing drafts.
Other tutoring services are provided through programs like the federally-funded TRiO Programs, Project Oasis, a Title III HIS Stem Program, and a Title V Celebrando Educacion grant. These are described in greater detail further in this section. Through The Title V grant the College will provide Supplemental Instruction in Spring 2013.
According to CCSSE 2012, 13.2d, page 13 of the students to whom the question was applicable, 78.9% were very (31.2%) or somewhat (47.7%) satisfied with the college’s tutoring services.
Counseling and Advising
CBC’s professional counselors and advisors in the Counseling and Advising Offices at each site help students derive the full benefits from their college experience. They give special attention to students needing assistance with educational, personal, developmental, social, and career issues in a safe, confidential and helpful atmosphere. Staff teaches strategies which help students learn to solve problems, make decisions, change behaviors and accept responsibilities. They help minimize educational obstacles while maximizing personal and scholastic success. They provide a wide range of services to help students in planning college and career goals, identifying or changing a major, explaining testing requirements and results, assisting with registration and advising processes, selecting class schedules, providing special needs and disability services, establishing degree plans, preparing financial aid or suspension appeals, improving academic standing, providing intrusive advising by monitoring progress, providing transfer assistance, hosting 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. Online and face to face workshops include topics such as communication skills, financial aid opportunities, study skills, time management, test anxiety, stress management, learning styles, plagiarism, resume writing, financial literacy, mental health issues, etc. A list of scheduled events including face-to-face workshops is available on the CBC website on a Student Activity Calendar link, and students are also notified by email and/or through phone calls routinely of upcoming events and deadlines. Each year more than 12,000 students (duplicated headcount) are served in the Counseling and Advising Offices. Face-to-face (Attachment 2012 Cougar Day Student Survey) and online events are evaluated and data is gathered for improvement. Staff contact information and an online chat option is available via the website
New Student Orientation
New student orientations are offered at all sites at various times and online to assist entering students in building a solid foundation for success. Orientations are optional but strongly encouraged. Students are invited as part of the mailed registration packet, through website and newspaper notifications, through posters and literature at key CBC offices and area schools, through recruitment events, through email and phone calls, and through area counselors. Orientations provide information to students and family members on areas including registration procedures, college routines, rights and responsibilities, college information systems, financial aid, student services, and tips for succeeding in college. On-site tours familiarize students with the campus and introduce them to key offices. Students are asked to complete an admissions application and submit entrance testing results to the Admissions/Registrar’s Office prior to orientation so they may register during face-to face “Cougar Day” orientations in the summer leading to the fall semester. CBC welcomed 307 students and 163 guests to Cougar Days 2012. New student orientation workshops are also offered early during the fall and spring semesters at all CBC sites and an online orientation is also available from the “Student Services” menu on the CBC website.
The Testing Centers at each site provide numerous testing services to meet students’ needs. The Centers are open as needed by site for extended hours to adjust for students’ schedules. The testing environment is secure and exams are proctored. Testing services include the administration of tests for web-based courses, make-up exams, correspondence exams, and standardized exams such as ACT, ACCUPLACER, GED, and SAT. In 2011, CBC administered 2410 ACUPLACER exams; 5,160 internet, make-up, correspondence and special accommodation exams; and 401 individual GED exams. As of October 2010, all first-time Coastal Bend College students must complete a free, 4-hour, Texas Success Initiative (TSI) Developmental Education Program (DEP) preparation session before they are eligible to take the ACCUPLACER exam. The Testing Center provides this service to give prospective students opportunities to refresh themselves in reading, writing, math and the test format prior to taking the exam.
Special Needs Services
CBC is committed to providing equal opportunities for students with learning and/or physical disabilities. Information on how to self-identify is explained at orientations and in the catalog and student handbook. Faculty members are provided a handbook and information on special need accommodations and requirements at workshops. They are asked to include the following statement in their syllabi: “Students with special needs, including physical and learning disabilities, who wish to request accommodations in this class, should contact the Counseling Office as soon as possible to make arrangements. In accordance with federal law, a student requesting accommodations must provide documentation of disability to the Special Needs Counselor. For more information, please go by the Counseling Office, or contact: (list of counselors by site provided)”. Counselors and advisors help students with disabilities participate fully by assisting with students’ individual career, academic, and personal counseling needs. Special needs students receive orientation, admissions and registration assistance unique to their requirements. Students provide documentation as to their unique situation and needs. Services are prescribed based on recommendations from their documentation’s evaluating specialist, the student, the instructor, and the counselor/advisor. Services include the use of specialized learning equipment, note takers, peer tutoring, interpreter services, referral services, and special parking provisions as needed. The College collaborates with agencies such as the Department of Assistive and Rehabilitation Services, the Texas Commission for the Blind, and the Corpus Christi Area Council for the Deaf, Inc. to assist students with their needs. In 2011-12, fifty-four (unduplicated) special needs students were served. According to the CCSSE 2012, 13.2k, page 16) of the students to whom the question was applicable, 73.9% of them were very (35.9%) or somewhat (38%) satisfied with the college’s services to students with disabilities. CBC’s satisfaction rates with this service were higher when compared to small colleges (72.4%) or the CCSSE 2012 cohort of all colleges surveyed (70.8%).
Programs, Services, and Activities that Enhance Student Development
Student Activities and Organizations:
CBC offers numerous student-focused programs and services designed to enhance students’ educational development and retention. To promote awareness, students are provided an activity calendar at the beginning of each fall and spring semester, at orientations, on the website, and at key locations throughout campus. The calendars list scheduled activities by campus. The calendars are also maintained and updated online. Activities and programs include NJCAA athletic events, intramural programs, informative workshops on student issues, new student orientation, student recognition opportunities, social events, cultural programs, etc. Retention data illustrates that on 2011-12, in 148 events, over 6,000 duplicated students were served. Events are evaluated and data is gathered for improvement.
CBC is proud of its association with the National Junior College Athletic Association (NJCAA) Division I program. Approximately, seventy-five athletes compete in CBC Athletics including women’s softball and volleyball, and men’s basketball and soccer. Students are provided free admission to athletic events. Athletes provide service to the community and the community supports their endeavors. Partnerships exist with the City of Beeville to use facilities and collaborative efforts result in better resources for both.
In 2011-12, CBC hosted 14 student organizations throughout its four sites. Student organizations included representation from criminal justice, Spanish, cosmetology, religious groups, powerlifting, biology, nursing, welding, and early childhood educators. Each organization has a faculty advisor, student officers, a defined mission, and a club constitution. CBC provides a $300 stipend to faculty advisors each semester and $400 to each club annually for operating costs. Phi Theta Kappa and Student Government Association organizations are provided additional operational funds for training and travel. Over 230 students participated in 2011-12. Organizations provide campus and community services and some conduct fundraisers to fund educational outings. Phi Theta Kappa, for example, sponsors an average of five blood drives a year, adopts a highway, assists with college activities like CBC Rocks, and attends state conventions and leadership conferences. The Radiology Club raises funds to sponsor student participation in the annual Radiologic Student Educator Seminars and Conferences. With the exception of certain honorary societies, clubs and organizations are open for membership to any CBC student. Organization recruit student based on their mission through classroom presentations, “Join a Club” events held each semester at each site and through recruitment literature. Students may also start a new club by contacting the Student Activity Coordinator. Requirements include completing a club application and having a faculty sponsor and at least five members. According to CCSSE 2012, 13.2i, page 16 of the students to whom the question was applicable, 74.9% of them were very (24.5%) or somewhat (50.4%) satisfied with the college’s student organizations.
All students at any site may also attend a series of cultural events offered at the Beeville site by the Visual Arts Department and the Coastal Bend Community Performing Arts Project sponsored by CBC, the Beeville Concert Association and the Beeville Community Chorus. Most are free.
Staff assists students and alumni with career and job information and guidance. They help students identify careers best suited to their personalities and interests by administering free online assessments like MyPlan. During a students’ CBC tenure, a variety of career development workshops and special events are offered at all sites. These include workshops on building resumes and cover letters, on improving job interviewing skills, and on determining appropriate workplace attire. Skills are honed through mock job interviews. Activities are included in activity calendars, advertised through promotional literature and email, and through classes. Etiquette dinners provide tips on making a good impression through proper dining skills. Workshops and events are offered both outside and inside of the classroom. CBC students and alumni who need assistance in finding full or part-time employment are encouraged to meet with the Career Development Advisor and to set up a student account via the free, online CBC Works’ Coastal Bend College Online Career Center. Creating an account with CBC Works enables students to upload a resume and other job search tools, as well as connect with prospective employers. An annual city-wide career fair co-sponsored by CBC and several entities including Workforce Solutions is held annually at the Beeville site to assist students with their job search process. Students are also provided one-on-one career guidance. Information on the events and services provided by this office is disseminated to students, faculty and staff through its website, campus e-mail, Student Activity Calendars and flyers. According to the CCSSE 2012, 13.2b, page 15, of the students to whom the question was applicable, 85% of them were very (45.5%) or somewhat (39.5%) satisfied with the college’s career counseling. CBC’s satisfaction rates with this service were higher when compared to small colleges (77.7%) or the CCSSE 2012 cohort of all colleges surveyed (77.6%). Also, as per the CCSSE 2012, 13.2c, page 15, of the students to whom the question was applicable, 67.2% of them were very (23.9%) or somewhat (43.3%) satisfied with the college’s job placement assistance. CBC’s satisfaction rates with this service were higher when compared to small colleges (64.3%) or the CCSSE 2012 cohort of all colleges surveyed (62%).
Online Learning Student Resources
· A student email so students can stay connected;
· A list of various downloads from Internet Browsers to free plug-ins such as Acrobat Reader and Java;
· Various ways to communicate with technical support staff including email, toll-free phone support, and online;
· A help desk, available via phone, email, and live chat, provides students assistance with online courses, Campus Connect, BlackBoard, and other needs particular to online services;
· An online orientation so students can learn about CBC services, policies and practices;
· A distance learning internet orientation covering various topics including internet test policies, Campus Connect, student email, and library resources;
· An orientation is also offered as students login in to Blackboard so they learn how to use the course menu to navigate through the different units though “online tutorials” which contains short videos on how to use CBC’s course management system, Campus Connect, student email and various tutorial services;
· Access to Campus Connect so students can view grades, pay tuition, buy books, view financial aid, print unofficial transcript, and update contact information;
· A link to access CBC online bookstore;
· Online access to Health 101, a magazine to help student maintain healthy lifestyles; CashCourse, a financial literacy resource to help student make smart financial choices; Transfer 101 , a website dedicated to helping students transfer to four year universities; MyPlan a program designed to help choose a major and a career; and to online workshops on topics such as time management and study skills;
· An online chat option available from the website and linked to key student assistance offices like counseling, financial aid and admissions.
· Wireless internet access is provided at all sites with over 12,000 users including over 100 guest accounts. The service is accessed by approximately 120 users during peak times.
Other Programs, Services, and Activities that Support Students' Experiences at the College
Student Success Centers (SSC)
Student Success Centers at each site provide resources and services designed to augment learning and to ensure retention. They house the tutoring and testing departments; host workshops and a computer lab, and provide laptop and calculator loan-outs and free printing. SSC Coordinators, located on the Beeville and Kingsville campuses, provide case management and academic tracking of identified at-risk students. Staff collects data through “Who’s Next” a computer software program designed to track student activity so they can monitor the Center’s usage.
Federal TRiO Programs
The Federal TRiO Programs are educational outreach and student services programs designed to identify and provide services for low-income and/or first-generation individuals and/or individuals with disabilities to progress through the academic pipeline from middle school to post-baccalaureate programs. They provide individualized assistance in the development of personal, academic, career, and professional goals. Services include tutoring, advising, scholarship and financial aid assistance, educational and counseling services, financial literacy information, career counseling, and exposure to cultural events and academic programs. CBC has hosted a Student Support Services Program since 1971 which serves 215 CBC students at the Beeville campus. It hosts two Educational Talent Search Programs one in Beeville since 1976 and in Alice since 2006 serving a total of 1,287 students annually. Its two Upward Bound Programs are hosted in Beeville and serve a total of 135 target area high school students with one originating in 1973 and the second in 2007. The TRiO Program are assessed annually by means of the Annual Performance Report . CBC’s TRiO Programs consistently meet or exceed the annual goals developed in conjunction with the Department of Education.
Title V Celebrando Educación
Coastal Bend College partners with Del Mar College in implementing Celebrando Educación a Title V grant from the United States Department of Education: Developing Hispanic-Serving Institutions Program. The grant focuses on improving colleges' retention and completion rates and increasing enrollment in technical and/or professional occupational fields of study. The grant provides intensive tutoring services by offering lab manned tutoring services, online tutorial services and Supplemental Instruction (SI), an academic assistance program that utilizes peer-assisted study sessions. Through SI, students learn how to integrate course content and study skills while working together. The sessions are facilitated by “SI leaders”, students who have previously done well in the course. Student Success Center Coordinators do enhanced case management advising in the Beeville and Kingsville campuses for all sites. Providing a wide range of resources, Student Success Centers have been added at all sites. Centers are equipped with new furniture designed to increase learning opportunities and supplies including laptops and calculators available for student checkout. All sites have access to a mobile computer lab for faculty classroom use. Additionally, the grant provided for Zogotech, an early alert program that will be used at all sites in the Fall of 2013 to provide faculty and support staff the opportunity to provide intervention services to students who may be experiencing difficulty in class. The College also provides outreach to service area school districts by offering bridging programs for dual enrollment students. Intervention strategies, including hosting a leadership symposium and coordinating college and career fairs, are provided to assure the academic success and retention of dual-enrollment students.
Federally funded under the Department of Education’s Title III HSI STEM and Articulation Program, Project OASIS (Optimizing Academic Success in the Sciences) has increased science student support staff by adding case managers and a Science Learning Skills Specialist in Alice and Kingsville. Staff understanding that advising is teaching use an Advising Syllabus to help science students understand policy and procedures, the Blackboard platform, Campus Connect, email, core curriculum requirements, grade point averages; degree requirements for transfer or graduation, and the online catalog. Case managers also serve as early alert and retention specialists monitoring student progress and following up on student referrals from faculty. Utilizing the ZOGOTECH Estudias Program, they identify at-risk students as they register for science classes and take a proactive approach in working with them. The Learning Skills Specialist assists students through tutoring, mini- courses in study skills, science topics, and science careers, and advises students with course scheduling, degree plans, and problem resolution relating to the science curriculum. Beginning in Spring 2013, OASIS began providing tutoring and supplemental instruction services to students in science courses that have consistently had D, W, and F grade rates of 30% or higher. Fall 2009 D, W, F rates are the baseline for measuring improvement of student success that will result from supplemental instruction, tutoring, and redesign of the “gatekeeper” science courses. Targets have been set for improvement in course success rates (A, B, C) by the completion of the grant period which ends September 2016. Higher target rates indicate those courses that are being redesigned first and offered more semesters in a redesigned format during the grant period.
The Office of Admissions and The Registrar located in Beeville provides services to support potential, new, current, and returning students from when they first apply for admission to when they graduate or transfer. Staff provides students with vital information including immunization requirements, orientation dates, final dates for schedule changes and drops, etc. through literature mailed when an application for admission is received, and throughout the semester by email as applicable. Information is also provided in the student catalog and handbook. From September 2011 to September 2012, 4,383 applications were received. Staff also verifies that students meet all graduation requirements after transcripts are reviewed by student service staff and or faculty and approved for degree by the Office of the Vice-President of Instruction. The Office keeps student records and reports contact reimbursement compliance to the State.
Veteran Affairs Services
The Veterans’ Affairs Specialist in the Office of Veterans Affairs and advisors located in the counseling offices work with students and their families who have or are serving in our military forces. They provide information on veterans’ benefits and educational entitlements. They assist students in processing all aspects of the Veteran’s Affairs application and assists with other forms of financial assistance. In Fall 2012, one hundred and twenty-five CBC students participated in educational programs provided by the Department of Veterans Affairs including the Chapter 30 - Montgomery G.I. Bill Active Duty Educational Assistance Program, the Chapter 31 - Vocational Rehabilitation Program, the Chapter 33 - Post-911 Veterans Educational Assistance Act of 2009, the Chapter 35 - Survivors and Dependent Educational Assistance Program, the Chapter 1606 - Selected Reserve Educational Assistance Program, and the Hazelwood Exemption. The Office of the Vice-President of Instruction grants credit for service schools completed by military and retired military personnel in accordance with the American Council on Education’s Guide to the Evaluation of Educational Experience in the Armed Services. The Veterans’ Affairs Specialist also certifies attendance to the Veteran's Administration. Audits are conducted annually with no discrepancies found in 2008, 2009, and 2010 and the one discrepancy found in 2011 corrected.
Recruitment and Outreach Activities
Numerous recruitment and outreach activities are offered so prospective new students have the knowledge they need to make the right academic choices so as to ease their transition into CBC. Students learn about admission requirements to the college and to special programs, tuition and housing costs and CBC policies and procedures. They are provided assistance with the admissions, financial aid and housing applications. Recruiters participate in numerous activities to recruit new students including providing informational presentations at “College Day” events at local high schools. They host campus visits for individual high schools and students. A large multi-high school, on-campus, event called “CBC Rocks” is held in Beeville annually. In March 2012, 371 students attended from 10 different schools. Staff also participates at community events geared to provide awareness of the college and its offerings, and each site also hosts an annual community event to introduce the community to the college’s services. CBC recruiters attend and host Texas Association of Collegiate Registrars and Admissions Officers events annually. In September 2012, seven area schools and approximately 510 students participated. In 2011-2012, approximately 10,198 students were served through 185 recruitment events. Other recruitment and/or outreach activity is provided through the following special programs.
The Financial Aid Office provides students options with meeting their financial obligations to the college. The office provides grants, scholarships, and loans to help students finance their educations. Information on financial aid services, opportunities, guidelines for maintaining aid and remaining in good standing is provide though admission’s application literature, recruitment presentations, orientations, financial aid workshops, financial aid literature, on the website, in the catalog and in the student handbook. Although there are priority deadlines for maximizing financial aid awards, the staff continues to accept applications throughout the semester. Loan sessions are scheduled and advertised through literature mailed and emailed to students, and on the website. Sessions are added based on student needs, as students are required to attend loan sessions to assure they understand their obligations. In 2011-12, the Office awarded $9,676,866 in grants, $125,180 in state and federal work-study, $1,750,220 in subsidized loans and $1,719,755 in unsubsidized loans. In 2011- 12, the College provided various scholarships including $14,000 in Academic (for students in the top 10% of their graduating class), $60,400 in CBC (competitive academic awards), $13,200 in Outreach (departmental) scholarships, $127,000 in scholarships from outside sources in 2011-12, and almost $3,000 in DreamKeeper scholarships. A DreamKeepers Emergency Financial Aid Program provides monetary relief to students for unexpected circumstances which may significantly interfere with a student’s ability to continue attending CBC. Students may apply directly or may be referred by faculty or staff. Funding for these programs comes from the federal and state governments, the College, and private sources. According to the CCSSE 2012, 13.2g, page 15, of the students to whom the question was applicable, 86.2% of them were very (44.4%) or somewhat (41.8%) satisfied with the college’s financial aid advising. CBC’s satisfaction rates with this service were higher when compared to small colleges (84.7%) or the CCSSE 2012 cohort of all colleges surveyed (81.7%). Also, as per CCSSE 2012, 9f, page 8.80.1% of students who responded to the question “how much does this college emphasize “providing you the support you need to afford your education,” responded as very much (26.3%), quite a bit (28.8%), or some (25%). CBC’s satisfaction rates with this service were higher when compared to the CCSSE 2012 cohort of all colleges surveyed (77.8%).
The Center is located at the Beeville campus, was opened in September 15, 1980. It provides quality, affordable care for children of CBC students, faculty, staff, and the community. The child development program, staff, and facility meet state and federal requirements. The center is licensed by the Texas Department of Protective and Regulatory Services for 62 children ages 18 months to 5 (five) years of age. The center is staffed by associate degreed teachers and students enrolled in early development and education courses. Requirements for teachers include having an Associate of Applied Science in Child Development or Early Childhood, First Aid certification, Cardiopulmonary Resuscitation (CPR) certification, a Food Handlers certificate, and one (1) year experience in working with young children in child care, Head Start or a school setting. The individual must also be clear of any criminal violations. Early development and education students are mentored by teachers while they observe children so they may integrate practical experience with skills learned in the classroom. Financial support is available for qualified students need child care assistance. The child development center on scale of 1 being lowest to 4 being the highest, is rated a 4 by Texas Rising Star through Workforce Solutions Child Care Management Services.
CBC is one of the very few community colleges with campus housing. CBC operates 20-one bedroom apartments and Benton Hall, which houses 134 male and female students. One apartment unit and two Benton Hall suites are designed for students with disabilities. All housing residents are required to be enrolled as a full-time student. Apartments allow a maximum of one dependent minor child for married or single parent students. Two single students of the same gender may share an apartment. Apartments are assigned based on the following priorities: returning apartment residents; married or single students needing a unit designed for those with physical disabilities; married or single students with children; married students; international or non-Texas citizens; single students age 21 or older; and, single students under age 21. CBC is committed to providing students the opportunity to reside in a safe, comfortable, and friendly environment. Residents are required to have a bacterial meningitis immunization, complete a sexual harassment training, and drug and alcohol information program. Guidelines for students residing in housing are provided at housing orientations and are available in the catalog, in the housing handbook and online. Student housing needs are met by staff, which includes a Student Life and Housing Coordinator, a live-in Housing Supervisor, and two Residential Assistants.
The College provides numerous computer labs for instruction and for student use at each site.
Coastal Bend College recognizes the need to provide supportive services to enhance students’ academic and social development. A full college experience is a combination of both classroom experiences and a variety of student life opportunities and resources. According to the CCSSE 2012, , 9d, page 8, 70.5% of students who responded to the question “how much does this college emphasize ‘helping you to cope with your non-academic responsibilities (work, family, etc.),’” responded as very much (14.9%), quite a bit (23.7%), or some (31.9%). CBC’s satisfaction rates with this service were higher when compared to small colleges (63.3%) or the CCSSE 2012 cohort of all colleges surveyed (60.6%). Eighty-one percent (81.2%) of students who responded to the question “how much does this college emphasize ‘providing you the support you need to thrive socially,” CCSSE 2012, 9e, page 8, responded as very much (16.8%), quite a bit (31.5%), or some (32.9%). CBC’s satisfaction rates with this service were higher when compared to small colleges (75.2%) or the CCSSE 2012 cohort of all colleges surveyed (73.1%). At the core of the college’s mission and its strategic plan Vision 2020, ninety-seven percent (97.1%) of students who responded to the question “how much does this college emphasize ‘providing you the support you need to help you succeed at this college,” CCSSE 2012, 9b, page 7-8, responded as very much (40.2%), quite a bit (38.8%), or some (18.1%). CBC’s satisfaction rates with this service were higher when compared to small colleges (95.5%) or the CCSSE 2012 cohort of all colleges surveyed (95%). The College has committed the necessary resources to provide the required services, programs, and activities to promote learning and enhance development.
2.11.1 The institution has a sound financial base and demonstrated financial stability to support the mission of the institution and the scope of its programs and services.
__X_ Compliance ___ Partial Compliance ___ Non-Compliance
Coastal Bend College District is composed of a main campus located in Beeville, Texas and three off campus sites in Alice, Kingsville, and Pleasanton, Texas. The area serviced by CBC District covers approximately 9400 square miles. In FY 2012 CBC District reported approximately $10.4 million in net assets. The District is governed by a seven-member elected Board of Trustees. For financial reporting purposes all campus sites are consolidated for the District and presented as one reporting unit.
Coastal Bend College provides the following financial statements demonstrating a sound financial base, financial stability, and adequate resources to support the mission of the College: (a) Institutional Audit and Management Letter, in adherence to all state audit regulations as set forth by the Texas Higher Education Coordinating Board including Independent Auditor Report, for the year ended August 31, 2012, which reported no significant findings and an unqualified opinion on its financial statements; (b) Coastal Bend College 2012-2013 Operating Budget, which demonstrates continued support of its institutional operations by maintaining sound financial resources; (c) Financial Worksheet Template provided by SACSCOC. As a result, the College is in compliance with this core requirement.
Coastal Bend College’s fiscal year begins on September 1 and ends on August 31. Fiscal year audits occur within the ensuing three months for the most recently completed fiscal year, and are submitted to the Board of Trustees for approval prior to the end of the calendar year.
An external audit firm, hired through an RFP process, conducts an annual audit of the financial statements and supporting records for Coastal Bend College. The audit is conducted in accordance with generally accepted auditing standards and an opinion is issued on the fairness of the statements presented. No significant findings and an unqualified opinion of the financial statements were reported for FY2012.
Unrestricted Net Assets
The College’s annual financial statement contains a Statement of Net Assets that reflects balances for unrestricted net assets, exclusive of plant and other capital items. For the fiscal year ended August 31, 2011, the unrestricted net asset balance was $3,384,772. For the fiscal year ended August 31, 2012, the unrestricted net asset balance was $1,214,094. The decrease of $2.1 million is due to the ESCO energy efficiency and renovation project entered into by the College in 2011, which was funded by a maintenance tax note in the amount of $2.5 million.
CBC acquires its funding from three primary sources: state appropriations, local property taxation, and student charges. These revenue streams are included as funding sources in the College’s annual operating budget, and expenditure budgets are prepared in accordance with these projections in such a way that expenditures will not exceed revenues. The annual budget is presented to and approved by the College’s Board of Trustees (p. 3, Item 6A) as required by policy. The budget process currently involves collaboration among the executive level employees (deans/president) of the College in order to analyze, compile, and finalize the annual operating budget prior to submission to the Board.
Legislative appropriations for Texas public community Colleges are derived from a formula based on contact hours, an assigned rate per base period contact hour, and a set rate of percentage funding. The assigned rate per contact hour is adjusted each biennium, with an individual rate per contact hour based on the discipline of study. In the fiscal year ending August 31, 2012, Coastal Bend College received $8,089,939 in state allocations. The Board of Trustees is informed in advance of the amount of state appropriations awarded for a given year.
The Board of Trustees exercises full authority to levy property taxes within Bee County to fund the College mission, deriving its taxing authority from the Texas State Constitution, Article 7, Section 3b, which stipulates that the "governing body of any such district, without the necessity of an additional election, shall have the power to assess, levy and collect ad valorem taxes on all taxable property within the boundaries of the district as changed, for the purposes of the maintenance of public free schools or the maintenance of a junior College." In addition, Texas Education Code 130.121 states that "the governing board of each junior College district, and each regional College district, for and on behalf of its junior College division, annually shall cause the taxable property in its district to be assessed for ad valorem taxation and the ad valorem taxes in the district to be collected. and any method adopted shall remain in effect until changed by the board."
The Coastal Bend College District levies and collects ad valorem taxes to support College operations. According to Texas Education Code 130.122, taxation "shall never exceed 50 cents on the $100 valuation of taxable property in the district." The notes to the 2012 financial statements noted that "the College’s ad valorem property tax is levied each October 1 on the assessed value listed as of the prior January 1, for all real and business personal property located in the District." The taxable assessed value of property within the Coastal Bend College taxing district has risen from $1,777,594,146 in 2008 to $1,984,037,000 during the 2012 fiscal year.
The most recent tax rate was approved by the Board of Trustees during its September board meeting. According to the Board minutes for September 20, 2012 (pg.2, Item 6A) the current tax rate approved for 2013 is $0.17067 per $100.00 property valuation in the Coastal Bend College District. This rate represents an increase of 1.57 percent over the previous year.
In addition to state appropriations and ad valorem taxation, the Board of Trustees funds the College by assessing tuition and fees, in accordance with College Policy FBB (Legal). For 2011-2012, tuition and fees for an in-district, full-time student taking 12 semester hours total $849.00.
The College prepares a current operating budget that will include a minimum contingency line item reserve equal to 1 percent of the total proposed expenditure budget. The budgeted contingency reserve is restricted. The budget for the 2012-2013 fiscal year includes a $345,954 contingency line item (pg. 1).
The College continues to attract federally sponsored contracts. Federal contracts and grants revenue increased from $1.14 million in FY 2009 to $3.6 million in FY 2012, an increase of 316%.
Grants and contracts represent a significant source of operating revenues that the College relies on to support its programs and services. According to the College’s Statement of Revenues, Expenses and Changes in Net Assets for fiscal year 2012, the College received $4,149,591 in federal, state and local grant and contract revenues, which accounts for 33 percent of total operating revenues.
For fiscal year 2014 a new budget manual has been created that allows for input from all areas of the College including faculty, vice presidents, deans, and other exempt and nonexempt personnel. Every unit of the College develops and submits a departmental budget, which is then submitted to the Director of Business Services. The Director of Business Services presents the budget proposals to the President’s Leadership Team for review and prioritization. The president utilizes the suggestions of the PLT in finalizing a proposed budget, because according to College policy BFA (LOCAL) Item 10, it is the responsibility of the College President to "prepare an annual budget and present it to the Board within the dates prescribed by law". The Board of Trustees holds full authority to approve the budget for each operating year. The Board of Trustees exercises its authority to approve the operating budget only after sound planning and preparation. The Board conducts budget workshops at least once in the month(s) prior to the adoption of the budget. Board minutes show the most recent budget workshop was held on June 21, 2012. The Board reviews the proposed budget and adopts the new budget prior to the end of the fiscal year. The most recent budget was adopted on August 16, 2012, according to Board minutes on page 3, Item 6a, for that date.
CBC has a strong history of meeting its debts and obligations. The College currently has three major types of outstanding debt: combination fee revenue bonds, series 2003; maintenance tax notes, series 2011; and capital leases. Total outstanding debt at August 31, 2012 totaled $5,540,368. The College’s tuition and fee revenues are capable of meeting the liabilities of these bonds. According to the College’s financial statements as of fiscal year 2012, total revenue from tuition and fees for fiscal year 2012 totaled $4,737,240. The current portion of debt liability for 2012 amounted to $419,980, all of which was covered by restricted revenue which was set aside to satisfy the debt.
The College’s Vision Statement , "Coastal Bend College is a leader in providing quality education for lifelong learning by dedicating its resources to promoting a learning-centered environment that empowers its students to reach their highest potential and become responsible members of the global community." Clearly states financial resources of the College are devoted strictly to the support of this effort. The College expended $11,014,594 related directly to instruction and academic support. In addition, the College’s Mission Statement asserts that the College is "a student-oriented institution committed to the highest integrity and to the development of an educational culture that support creativity, encourages professional development, and promotes excellence in all areas”. According to the College’s Statement of Revenues, Expenses and Changes in Net Assets for FY 2012, the College expended $3,715,009 for student services.
2.11.2 The institution has adequate physical resources to support the mission of the institution and the scope of its programs and services. (Physical Resources)
__X_ Compliance ___ Partial Compliance ___ Non-Compliance
Narrative: Coastal Bend College’s service area includes nine counties and 9,481 square miles in South Texas. It has an approximate population of 195,738 (Table 2010 Census Population of Texas Counties). Being able to provide comprehensive services is a challenge. However, the Board of Trustees made a commitment to build a main campus that included academic and workforce programs, student services, residence halls, athletics, and a child development center at the main campus in Beeville. Beeville is in Bee County and the only tax paying county in the College District. Three other sites have been located in the other top three most populace counties: Atascosa, Jim Wells, and Kleberg.
Table - 2010 Census Population of Texas Counties
The College Campus along with each of the College Sites has facilities and staff for instruction, academic and student support services, and auxiliary services such as food vending and bookstore. Between 1967 and 1990 the College had built 32 buildings to support its programs and services in Beeville. All still exist today and are functional instructional or administrative/office spaces. In 1989 the College added the Alice Site with 60,000 square feet of classroom and office spaces. In 1997-1998 the College committed to expanding and renovating 50,000 square feet of a lease in a vacant strip mall which serves as the existing Kingsville site. Two, 6 year leases and one, 3 year extension option have allowed us to provide consistent services at the current Kingsville lease contract with ALPHA LAKE, LTD. Assessments for the Kingsville Site from 2006-2008 confirmed the need to keep an active and expanded presence in Kingsville. Renovations were made and the Board of Trustees approved an additional 2,459 square feet to accommodate the expansion. In 2003 the College added the Pleasanton Site which consists of 38,900 square feet of classrooms and office spaces. A current video tour of the campus and sites for each can be viewed at the college website: http://www.coastalbend.edu/about_cbc/. All sites offer diverse continuing education courses, marketable skills certificates, levels I and II certificates and associate degrees.
On October 20, 2011, the Board entered into agreement with Owners Building Resources (OBR), LLC for Planning Services and Program Management of On-Going Capital Improvements for Coastal Bend College. The agreement includes review and planning of the College campus and three off-campus sites. Between August 2011 and May 2012, OBR provided an analysis of historical facility utilization, current space inventory and utilization and review of capacity for Beeville, Alice, Kingsville and Pleasanton sites. Programmatic and instructional objectives relative to space and facility adequacy were reviewed. The assessment process included walk-throughs, photographic records, square footage, code related considerations, staff interviews, maintenance data, budget and priorities, and interviews with local officials. A detailed facility evaluation summary for each building, including the off-campus sites was included in the analysis. In evaluating priorities and next steps, the Board of Trustees removed the consideration of the Kingsville Site as it is a leased facility and directed the administration to begin discussions on the purchase of the facility before proceeding on any improvements. The Board also directed the administration to establish a prioritized deferred maintenance plan that would include some of the recommended improvements summarized by Owners Building Resources (OBR), LLC. The facilities/buildings list serves as a working document for administration to align with the College’s Deferred Maintenance Plan and resource allocation planning.
The Coastal Bend College Foundation Board of Directors is assisting Coastal Bend College with a planned capital campaign to address other areas of need as identified in the Facilities Master Plan by OBR. The campaign is in the development phase and culminates in the College’s 50th Anniversary Celebration, spring 2015. To facilitate the alignment of needs and gifts, the College outlined a list of needs in four areas that the Foundation Directors could help support: Access to Excellence, Creating New Knowledge, Enriching Experiences, and Campus Support. Separating the key areas of support allows the Foundation Directors the flexibility to meet with potential donors in business and industry, key county residents, new philanthropists, and creating and expanding partnership opportunities, particularly in the other eight non-taxed College District’s counties.
Clicking on the links above takes the reviewer through a visual “tour” of each site.
· Beeville – Main Campus in Beeville, Texas