The Middle States Commission on Higher Education PERIODIC REVIEW REPORT Presented by: ORANGE COUNTY COMMUNITY COLLEGE June 2009 Chief Executive Officer: Dr. William Richards, President Commission action which preceded this report: Monitoring Reports Date of most recent decennial evaluation team�s visit: April 2004 Orange County Community College Periodic Review Report Table of Contents Vision, Mission & Values 3 List of Appendices 4 List of Required Attachments 5 List of Tables & Figures 6 List of Hyperlinks 7 Certification Statement 9 Periodic Review Report Steering Committee 10 Chapter One: Executive Summary 11 Chapter Two: Institutional Response to Recommendations 16 Chapter Three: Challenges & Opportunities 47 Chapter Four: Enrollment & Finance Trends & Projections 55 Chapter Five: Assessment Processes & Plans 64 Chapter Six: Linked Institutional Planning & Budgeting Processes 73 Appendices 79 Required Attachments 109 Orange County Community College Vision, Mission and Values Vision We will be the best college in the SUNY System, the College of choice for all Orange County citizens. We welcome all as individuals, ensure academic and intellectual challenge, and mentor all in a caring, supportive environment. Students will remember the College as one of their most richly rewarding experiences, the compass that guides their continued development. We consistently renew our promise to be a most rigorous and caring academic institution, to provide visionary leadership, and to create a symphony of opportunity for personal and professional growth. We aspire to be the most efficient in shepherding public resources and to be a strategic force in enhancing the quality of life in Orange County and beyond. Mission We are a community of learners dedicated to reaching out to all citizens of Orange County to enrich their lives through the highest-quality education possible. Intellectual rigor, personal commitment and enhanced citizenship distinguish a SUNY Orange education which will enhance students' economic opportunities, deepen their appreciation of culture and of their place in history while broadening their sense of responsibility in a democratic society. Values As community college educators our professional lives are informed by shared values of mutual respect, integrity in the rigorous and honest pursuit of academic inquiry, and a commitment to the highest standards of excellence in all we do. We further value a spirited dedication to service, a celebration of culturally rich campus environs, and the gathering to our community of the most varied mixture of maturity, ethnicity, and patterns of thought, language and spirituality. Our sense of ethical and democratic responsibility bonds us to one another. All those who come here will experience at SUNY Orange a sense of belonging to a special community of learners and will speak with pride of our openness and inspiration in the creation of the strongest sense of local and global community. List of Appendices Appendix A: Orange County Community College Acronyms 80 Appendix B: IT Master Plan Project Status Update: 2007-2008 81 Appendix C: Online Planning & Prioritization System (PIP): Initiative Summary 82 Appendix D: Online Planning & Prioritization System (PIP): Initiative Needs & Costs 83 Appendix E: Core Areas & Indicators of Institutional Effectiveness & Supporting Data 84 Appendix F: Orange County Community College: Catalog Excerpt 85 Appendix G: Student Feedback Form 87 Appendix H: Course Evaluation Summary: Draft 89 Appendix I: Assessment Schedules: Business, Math, Science & Technology 90 Liberal Arts 91 Health Professions 92 Appendix J: General Education: Assessment Schedule 93 Appendix K: Information Management Assessment Rubric 94 Appendix L: Assessment of Student Learning Outcomes in General Education: Summary Report 95 Appendix M: SUNY General Education Triennial Report 96 Appendix N: Enrollment Activity Report: Fall 2008 99 Appendix O: Assessment Plans, Methods and Use of Findings: Survey Results 100 Appendix P: Program Accreditation Summary 101 Appendix Q: Assessment Plans, Methods and Use of Findings: Highlights 102 Appendix R: Assessment of Student Learning Outcomes in the Major: Summary Report 106 Appendix S: Institutional Planning and Assessment Schedule: Draft 108 List of Required Attachments Certification Statement 9 URL Address for Orange County Community College�s Catalog (Spring 2009) www.sunyorange.edu/catalog/current.shtml Attachment I: Orange County Community College Financial Plan 110 Attachment II: Five Year Projected Enrollment 111 Attachment III: Enrollment Fall 2005 � Fall 2008 112 Attachment IV: Institutional Profile 2008-2009 113 Institutional Profile � Previous Years Available upon request IPEDS Financial Information FY 2006 Hardcopy Submitted IPEDS Financial Information FY 2007 Hardcopy Submitted IPEDS Financial Information FY 2008 Hardcopy Submitted Audited Financial Statements & Management Letter FY 2006 Hardcopy Submitted Audited Financial Statements & Management Letter FY 2007 Hardcopy Submitted Audited Financial Statements & Management Letter FY 2008 Hardcopy Submitted List of Tables & Figures Table 1: Five Year Projected & Official Enrollment & FTE 58 Table 2: Core Areas & Indicators of Institutional Effectiveness & Supporting Data 70 Table 3: Planning & Initiative Prioritization Cycle: AY 2010 � 2011 75 Table 4: Planning, Budgeting & Assessment Activities: FY 2010 & AY 2010 � 2011 76 Figure 1: Total Headcount Fall 2004 � Fall 2008 59 Figure 2: Full-Time & Part-Time Headcount Fall 2004 � Fall 2008 60 Figure 3: Total Credit Hours Fall 2004 � Fall 2008 60 Figure 4: Annual FTE Fall 2004 � Fall 2008 61 Figure 5: Headcount by Race/Ethnicity Fall 2004 � Fall 2008 61 Figure 6: Headcount by Student Type Fall 2004 � Fall 2008 62 Figure 7: Community College in the High School: Total Headcount Fall 2004 � Fall 2008 62 Figure 8: Cycle of Institutional Effectiveness 69 Figure 9: Relationship of College Master Plans 73 List of Hyperlinks Online resources are provided throughout the Periodic Review Report in order to assist the reviewers in obtaining current College information. Orange County Community College Catalog, www.sunyorange.edu/catalog/current.shtml Strategic Plan 2005-2010, www.sunyorange.edu/vision/docs/strategic_plan_2005-2010.pdf Strategic Plan Progress & Future Directions, www.sunyorange.edu/middlestates/monitoring.shtml Academic Master Plan, www.sunyorange.edu/academic_affairs/docs/amp.pdf Annual Progress Reports, www.sunyorange.edu/academic_affairs/annualreports.shtml Facilities Master Plan, Plan is not available electronically; hardcopy of plan is available upon request Emergency Management Plan, www.sunyorange.edu/safety/docs/EmergencyManagementPlan_March2008.pdf IT Master Plan, www.sunyorange.edu/its/docs/SUNYOrange-ITMasterPlan-v1.2.pdf ITS Survey Results, www.sunyorange.edu/its/masterplan/surveys.shtml IT Master Plan Reports & Updates, www.sunyorange.edu/its/masterplan/reports.shtml Cabinet Membership List & Meeting Schedule, www.sunyorange.edu/president/index.shtml Student Development Review Report, www.sunyorange.edu/middlestates/docs/student_development_report_complete.pdf Organizational Charts, www.sunyorange.edu/vpa/orgcharts.shtml CTL � Focus Group Summary, www.sunyorange.edu/ctl/docs/SummaryofCTLFocusGroups.pdf CTL � Faculty & Staff Professional Development Needs Survey Results, www.sunyorange.edu/ctl/docs/FSPDNASresults.pdf College Policy Manual & Conflict of Interest Statement, www.sunyorange.edu/vpa/policy.shtml Middle States Integrity Committee Recommendations, www.sunyorange.edu/middlestates/docs/integrity_subcommittee_rep.pdf �Cluster� Brochures, Brochures not available electronically; available by request Student Feedback Form, www.sunyorange.edu/ir/courseeval/docs/Student_Feedback_Form.pdf Online Course Evaluation webpage, www.sunyorange.edu/ir/courseeval/index.shtml College�s Diversity webpage, www.sunyorange.edu/diversity/index.shtml Institutional Diversity Initiative, www.sunyorange.edu/diversity/initiative.shtml Global Initiatives � Latin America, www.sunyorange.edu/gi/gi2007.shtml Faculty Handbook, www.sunyorange.edu/academic_affairs/docs/FacHBFinal.pdf Program Review Schedule, www.sunyorange.edu/assessmentapa/schedule.shtml General Education Assessment Information, www.sunyorange.edu/assessmentgea/index.shtml General Education Assessment Schedule, www.sunyorange.edu/assessmentgea/schedule.shtml Assessment of SLO in General Education - Summary Report, www.sunyorange.edu/assessmentgea/docs/GESUMREPORTTemplate.doc Overview of Policies & Procedures for Developmental Education, www.sunyorange.edu/las/dev_policies.shtml Developmental Education Policies & Procedures, www.sunyorange.edu/las/dev_policies.shtml Tuition & Fees, www.sunyorange.edu/bursar/tuition_fees.shtml Global Initiatives 2009-2010: Sustaining the Earth, www.sunyorange.edu/gi/gi2009.shtml Newburgh Campus Construction, www.sunyorange.edu/newburgh Audited Financial Statements, Hardcopies submitted to Middle States Commission on Higher Education Auditor�s Management Letters, Hardcopies submitted to Middle States Commission on Higher Education IPEDS Financial Information, Hardcopies submitted to Middle States Commission on Higher Education Five Year Financial Plan, Required Attachments Five Year Enrollment Projection Plan, Required Attachments Census Reports (Fall 2008), www.sunyorange.edu/ir/reports/banner.shtml Assessment at SUNY Orange � website, www.sunyorange.edu/assessment/ SUNY Assessment Initiative, www.suny.edu/provost/Assessmentinit.cfm General Education Assessment Plans, www.sunyorange.edu/assessmentgea/plansresults.shtml Strengthened Campus Based Assessment, www.sunyorange.edu/assessmentgea/strengthen.shtml SUNY Mission Review II, www.sunyorange.edu/president/docs/Orange_fully_executed_MOU.pdf PBIE Committee webpage, www.sunyorange.edu/pbie/index.shtml PBIE Planning & Budgeting Timeline, www.sunyorange.edu/pbie/timeline.shtml PIP System � Public Access, www.sunyorange.edu/pip/index.php?access=public Guidelines for Assessment Planning & Reporting, www.sunyorange.edu/assessmentapa/guidelines.shtml Tools & Techniques for Program Improvement, www.sunyorange.edu/assessmentapa/tools.shtml Certification Statement Periodic Review Report � Steering Committee Richard Heppner, Interim Vice President for Academic Affairs Daniel Bloomer, Vice President for Administration Vinnie Cazzetta, Vice President for Institutional Advancement Paul Broadie II, Vice President for Student Services Stacey Moegenburg, Interim Associate Vice President for Business, Math, Science and Technology Mary Warrener, Interim Associate Vice President for Liberal Arts Michael Gawronski, Jr., Associate Vice President for Health Professions Gerianne Brusati, Associate Vice President for Enrollment Management Jim Dutcher, Associate Vice President for Information Technology Mindy Ross, Associate Vice President for Newburgh Campus Roz Smith, Comptroller Wendy Holmes, Human Resources Officer Michael Worden, Director Facilities and Administrative Services Christine Work, Institutional Planning, Assessment and Research Officer Diane Bliss, Assistant to the Chair, English; President of the College Governance System Susan Parry, Library Director Mike Albright, Director of Communications Eileen Burke, Coordinator of Learning Assistance Services Ronnie Galletly, Assistant to Vice President for Administration Sheila Stepp, Chair Assessment Advisory Committee Paul Basinski, Co-Chair Planning and Budgeting for Institutional Effectiveness Committee Michelle Tubbs, Co-Chair Planning and Budgeting for Institutional Effectiveness Committee Chapter One: Executive Summary Overview - Orange County Community College Orange County Community College was founded in 1950 as the first County sponsored community college in the State University of New York system (SUNY). The main campus in Middletown is located on 37 acres in the western end of the County with the eastern end anticipating the official opening of the newly designated Newburgh branch campus in Fall 2009. Orange County Community College operates extension centers in Warwick, Port Jervis and Monroe-Woodbury as well as the Community College in the High School (CCHS) Program in high schools across the County. Orange County Community College was the first two year college in the nation to offer the associate degree in nursing as well as the first community college to plan and co-sponsor with local Chambers of Commerce a Business Institute. The College�s reputation as a leader in providing rigorous academic programming and valuable services continues today. Experienced and dedicated faculty have prepared nearly 450,000 students with the knowledge and skills to achieve their academic and career goals. Orange County Community College students transferring to SUNY four year institutions consistently rate highest in persistence among the 30 SUNY community colleges. Educational Offerings - The College is dedicated to enriching the lives of all citizens of Orange County by providing quality education to meet students� needs for further education, employment and personal growth. The College offers three degrees, the Associate degree in Art (AA) and Science (AS) preparing students for successful transfer to four year institutions and the Associate degree in Applied Science (AAS) providing the knowledge and skills for entry into the workforce or possible transfer. The College�s three Academic Divisions, Liberal Arts, Health Professions and Business, Mathematics, Science and Technology provide 32 associate degree programs and 6 certificate degrees through full-time or part-time study and day, evening and online instruction. Through comprehensive programmatic reviews, the College ensures that its educational offerings are current and relevant. A substantial number of non-credit courses and workforce development opportunities are offered by the College�s Continuing and Professional Education (CAPE). The College also sponsors a series of cultural events, lectures and performances for students, staff, faculty and the community. Enrollment - Orange County Community College enrolled 6, 763 students in Fall 2008, 54% as full-time and 46% part-time. Enrollment is projected to continue to increase, especially in response to current economic conditions. The diversity of the students reflects the increasing diversity of the County with 11% Black, Non-Hispanic; 16% Hispanic and 65% White, Non-Hispanic. Increasing enrollment and economic challenges have resulted in an increase in demand for adjunct instructors. In Fall 2008, there were 340 part-time instructors and 141 full-time faculty. As an open-enrollment institution, the College is challenged to serve the needs of an increasingly cultural, socio-economic and academically diverse student population. Recognizing the growing diversity, the College is committed to being an accessible and affordable academic institution. The College ensures student success by supporting students from admission to graduation through effective advising, counseling, career guidance and learning assistance services. Structure & Resources - Orange County Community College is governed by the State University of New York�s Board of Trustees and supported by System Administration in Albany. The College�s Board of Trustees consists of nine members appointed by the Orange County Executive and the Governor as well as a student member. The College President�s Cabinet meets bi-weekly to review policies and procedures, discuss issues and initiatives, address concerns and make recommendations to assist the President in decision-making. The College�s active Governance system recommends policies, procedures and advisory opinions to the President concerning academic policies, standards, curriculum, staff development, planning, assessment, student affairs, recruitment and retention. The Executive Committee oversees the formation of committees and ensures that the charges of the 13 current Standing Committees are carried out. Orange County Community College�s funding for the general operating fund comes from three primary sources: student tuition revenues, Sponsor [Orange County] contribution, and New York State aid. In efforts to diversify funding sources and increase revenue, the College implemented a Capital Campaign in 2007. Additionally, the Grants Office actively seeks funds to support the strategic priorities that guide the College. Preparation of the Periodic Review Report: This Periodic Review Report is the result of a collaborative and inclusive effort between the College�s academic and administrative areas. Those playing a significant role in compiling the data and evidence of institutional progress on the recommendations made by the College and Middle States during the last decennial Self-Study include the College Cabinet, leaders in the College�s Governance system, Chairs of the Planning and Budgeting for Institutional Effectiveness Committee and the Assessment Advisory Committee, representatives from the last Middle States Self-Study Steering Committee, and the Institutional Planning, Assessment and Research Office. Periodic Review Report Steering Committee members are listed on Page 10. Most importantly, the College community contributed to the development and review of the report by participating in open forums, providing feedback and reviewing drafts. Developing the Periodic Review Report parallel with reviewing and revising the Strategic Plan provided the College the opportunity to document accomplishments and identify next steps in preparation for the 2014 Decennial Self-Study. Below is a summary of activities that were undertaken in preparing this report: * Reviewed thoroughly College documents including: * Orange County Community College�s Middle States Self-Study 2004 Report * Middle State Self-Study Team�s Recommendations 2004 * Orange County Community College�s Monitoring Reports - March 2006 * SUNY�s Mission Review II Memorandum of Understanding * Middle States Institutional Profile 2008 * Orange County Community College�s Strategic Plan 2005-2010 * Academic Master Plan 2005-2010, IT Master Plan, Facilities Master Plan * Planning, budgeting and assessment schedules, plans and findings * Middle States Integrity Committee Recommendations * Student Development Review Committee Report * Attended MSCHE�s Periodic Review Report Workshop in December 2007 * Presented to College Assembly Periodic Review Report preparation plan; College Assembly received regular updates on progress of report * Presented results of Strategic Plan review to Board of Trustees during May 2008 retreat and updated BOT on Periodic Review Report progress * Facilitated open forum in October 2008 for faculty and staff to share feedback on College�s challenges, opportunities and strengths in preparation of PRR as well as for review and revision of Strategic Plan * Held working retreat on Periodic Review Report in December 2008, attended by College President, Interim Vice President for Academic Affairs, Associate Vice Presidents from each academic division, College Governance President and Institutional Planning Assessment and Research Officer * Cabinet reviewed and commented on PRR draft * Presented College Assembly overview of PRR draft in April 2009. Faculty, staff and students were invited to review [electronically available] draft of Periodic Review Report for comment * Held open forum to discuss draft of PRR in April 2009. Comments were gathered and appropriately incorporated into final report of Periodic Review Report * Submitted Periodic Review Report to College�s Board of Trustees for endorsement Summary of Institutional Changes & Developments: Since Orange County Community College�s last decennial accreditation, several changes and developments are worth noting, particularly since they are relevant to Middle State accreditation Standards. * The development and implementation of the College�s Strategic Plan and supporting Master Plans including the Academic Master Plan, Facilities Master Plan, IT Master Plan and the Resource Development Plan have provided the College guidance and direction in fulfilling its mission and achieving its goals. The College is committed to furthering its linked planning, budgeting and assessment efforts in order to continue effective and efficient decision making. * The conversion to Banner has impacted all College areas, including demanding extensive time and resources. The project is managed by the College�s ITS Department with direction and guidance from the Banner Steering Committee whose members include the Admissions, Registrar, Business, Accounts Receivable, Financial Aid, Institutional Planning Assessment & Research as well as the Academic Affairs Office. Due to budget constraints the conversion of Human Resources and Institutional Advancement is on hold. The migration to Banner has benefited students, faculty, and staff and addressed many of the recommendations made by the College and the Middle States Team. * The College�s Student Development division, now titled Student Services, has experienced changes in organization and leadership largely resulting from findings and recommendations from the formal review of the Division completed in 2005. The Associate Vice President (AVP) for Enrollment Management position was created to oversee the Admissions and Registrar�s Office. After a formal review of the departments� mission and goals, the priority of the Student Services Division is to finalize and implement the Enrollment Management Plan. * The Vice President for Academic Affairs search is ongoing. The College is committed to searching for an academic leader to ensure the academic rigor of programs, create professional development opportunities for faculty and enhance services to support student success. * College-wide collaboration and communication has improved significantly through an increase in the use of list serves, open and collaborative meetings and internal and external publications. The Director of Communications effectively manages the College�s public and media relations, designs and coordinates publications and writes releases, features and articles. * Middle States Commission on Higher Education acknowledged receipt of approval from SUNY and NYSED to include the AS in Accounting and the AAS in Business Management degree programs offered via distance learning within the scope of the College�s accreditation. * The Office of Educational Partnerships was formed to provide comprehensive coordination of all the College�s activities related to external educational partnerships. The Office has facilitated 72 articulation agreements with four-year transfer institutions to provide students opportunities for academic progression. * The Center for Teaching and Learning was created to promote excellence in teaching and learning for the College community through programs, services and resources in order to enrich student learning and success, enhance effective teaching methods and practices, promote collegiality and collaboration as well as to develop technological competence and creativity. * Learning Communities have been developed through the collaboration of Academic Affairs and Student Services in an attempt to enhance student persistence through offerings that promote social and academic integration. The Learning Communities were designed for first time students placing into Basic Writing Skills II (WRT 040). * The SUNY Assessment Initiative including the assessment of student learning outcomes in General Education and in the major has been successfully implemented. The College has completed three cycles of General Education assessment, conducted comprehensive reviews of its academic programs resulting in curricular changes and administered the Community College Survey of Student Engagement (CCSSE). * An online Planning and Initiative Prioritization (PIP) System was developed and implemented to allow the College to link planning and budgeting activities. The PIP system is a comprehensive planning instrument that enhances transparency and collaboration. Modifications to the system will incorporate assessment fields to further link planning, budgeting and assessment activities. * The designation of Newburgh as a branch campus has been a significant achievement for the College. Construction is ongoing; and six programs are scheduled for implementation at the Newburgh campus for Fall 2009. Summary of Periodic Review Report Chapters The chapters of this report have been developed in accordance with the Handbook for Periodic Review Reports, 11th Edition. Orange County Community College�s Periodic Review Report consists of six chapters followed by appendices and required attachments. The content of each chapter is summarized below: Chapter 1 � Executive Summary provides an overview of the College�s enrollment, educational offerings, structure, and resources, including references to the mission. An overview of the preparation of the PRR is described. Significant developments since the 2004 decennial visit are highlighted followed by a summary of the PRR chapters. Chapter 2 � Institutional Response to Recommendations describes the College�s progress and next steps to the recommendations made during the 2004 Middle States Self-Study by each Standard. Additionally, this chapter further documents progress made to the Monitoring Report requests. Chapter 3 � Challenges and Opportunities anticipated by the College over the next five years are highlighted in this chapter and include managing enrollment, responding to demands of developmental education needs, maintaining relevant academic programming, improving full-time faculty ratio, advancing technology, further linking planning, budgeting and assessment activities, addressing accessibility issues, enhancing campus sustainability efforts and expanding the Newburgh campus. Chapter 4 � Enrollment and Finance Trends and Projections provides an overview of the College�s financial resources and challenges. Additionally, the College�s enrollment projections, activity and trends are highlighted through graphs and charts. Chapter 5 � Assessment Processes and Plans describes the College�s accomplishments and next steps in the assessment of student learning outcomes and institutional effectiveness. Chapter 6 � Linked Institutional Planning and Budgeting Processes are described in this chapter. The Planning and Budgeting for Institutional Effectiveness Committee has facilitated the progress the College has made in comprehensive, strategic and collaborative planning and budgeting. Orange County Community College presents this Periodic Review Report to the Middle States Commission on Higher Education with the satisfaction that much progress has been and will continue to be made in furthering the Institution in all accreditation Standards. Chapter Two: Institutional Response to Recommendations Orange County Community College�s Strategic Plan states that the College will develop and integrate into the operating life of the College the responses to concerns and recommendations raised by the College�s Self-Study Committee and the Middle States visiting team. Integrating the recommendations into the College�s Strategic Plan and supporting master plans has provided the College direction in addressing and achieving the recommendations made during the last decennial accreditation visit. The development of the Periodic Review Report provided the College an opportunity to reflect on accomplishments and identify next steps for the institution. The College responded to the recommendations made by the Middle States Self-Study team and the College�s Self-Study Committee within each Middle States Standard. Orange County Community College was required by the Middle States Commission on Higher Education to submit a Monitoring Report in April 2006 that focused on the College�s efforts to address four primary Monitoring Areas. Upon the review and acceptance of the Monitoring Report, Middle States requested that the College�s Periodic Review Report further document: 1. Progress in the implementation of a comprehensive plan for student learning outcomes assessment with evidence that results are being used to improve teaching and learning 2. Progress on the implementation of the 2005-2010 institutional Strategic Plan, and 3. Development of an updated Strategic Plan The Periodic Review Report describes further progress made to address Middle States Monitoring Report requests. Standard 2: Planning, Resource Allocation & Institutional Renewal Middle States Team & Self-Study Recommendation * The College must complete the strategic plan and all associated plans. It needs to make planning part of the College culture. As part of strategic planning, the College needs to establish a planning cycle that meets its needs, including an assessment component for each of the plans. Institutional Response: Orange County Community College has completed and implemented its Strategic Plan 2005-2010. The College�s five strategic priorities guide the development of the supporting Master Plans. The Academic Master Plan, the Facilities Master Plan and the Information Technology (IT) Master Plan have also been developed and implemented. The Resource Development Plan is recognized as the College�s Capital Campaign. Student Services has completed a needs assessment, reviewed its mission and revised departmental goals in preparation for developing the Enrollment Management Plan, to be finalized in Fall 2009. The Strategic Plan, Academic Master Plan and the IT Master Plan are currently being reviewed in preparation for revisions and updates. The participation of the college community during the development of the College plans was essential in ensuring that faculty, staff and students provided a voice in the future directions of the College. Faculty, staff, students and the community were involved in focus groups, campus and community forums, as well as college committee work. Planning efforts have since become a collegial experience. Strategic Plan www.sunyorange.edu/vision/docs/strategic_plan_2005-2010.pdf As described in the Monitoring Reports, the College created a five year Strategic Plan that was adopted by the Board of Trustees in Fall 2004. The Strategic Plan�s priorities guide the College in ensuring academic quality, accessibility and increasing effectiveness of operations. Since the submission of the Monitoring Reports, continued progress has been made in the implementation of the strategic priorities, including further linking of planning, budgeting and assessment activities. In Spring 2008, the College began a review of the Strategic Plan 2005-2010 in order to identify accomplishments and next steps. The review and revision process will inform the development of the College�s Strategic Plan 2009-2014. Each Vice President facilitated focus groups with their faculty and staff to discuss progress made towards achieving the strategic priorities as well as to identify future directions within their respective college area. Several college-wide open forums were facilitated by the President to engage faculty, staff and students in identifying the College�s opportunities and challenges. The review resulted in the identification and adoption of two new strategic priorities, sustainability and accessibility, which will be included in the Strategic Plan 2009-2014. These priorities were formally approved by the College�s Board of Trustees in December 2008. The presentation made to the Board of Trustees on the progress and future directions of the Strategic Plan 2005-2010 is accessible online at www.sunyorange.edu/middlestates/monitoring.shtml. Academic Master Plan www.sunyorange.edu/academic_affairs/docs/amp.pdf The College�s Academic Master Plan 2005-2010 was approved by the Board of Trustees in December 2004. The Academic Master Plan outlines the objectives and action plans for each academic department within the three academic divisions. The objectives and strategies are organized into five themes, including, * Technology * Curriculum Change and Program Design * Professional Development * Collaboration and Partnerships * Student Support The objectives and action plans for the academic support areas including, Instructional Technology, the Honors Program, Learning Assistance Services, the Center for Teaching and Learning and the Library are included in the Academic Master Plan. Annual progress reports are submitted to the Vice President for Academic Affairs by each Department Chair. The annual reports describe the progress made towards achieving the goals and objectives of the Academic Master Plan. The Academic Master Plan and the Annual Progress Reports for academic years, 2005-2006, 2006-2007 and 2007-2008 are available at www.sunyorange.edu/academic_affairs/annualreports.shtml. Spring 2009 began the review and revision of the Academic Master Plan so as to maintain alignment with the College�s Strategic Plan. As part of the review, Department Chairs collaborated with their faculty to identify to what extent objectives have been accomplished. Objectives that are no longer relevant will be removed from the Academic Master Plan. Additionally, academic departments will identify directions for programs to pursue. The review of the Academic Master plan will include establishing benchmarks and collecting information to identify trends and best practices. Additionally, the two strategic priorities new to the College, sustainability and accessibility, will be incorporated into the Academic Master Plan. The collection and analysis of this information will contribute to the assessment of the effectiveness of the reorganization of the Academic Affairs Office. Facilities Master Plan The College retained the firm, JMZ Architects and Planners, P.C., to facilitate the preparation of the College�s Facilities Master Plan. The Facilities Master Plan, a ten-year plan, was completed in Spring 2006. The plan focuses on capital improvements at the Middletown campus as well as the development plans for the Newburgh campus, including site selection. Capital projects address current needs as well as include long-range required capital improvements. The plan also recommends the need to continue to address safety and security measures throughout the campus. A campus Emergency Management Plan was subsequently completed in Spring 2008 with the assistance of local, state and federal emergency management and local law enforcement officials. The College will continue to assess the plan through the use of table-top exercises and full scale drills. The plan is accessible at www.sunyorange.edu/safety/docs/EmergencyManagementPlan_March2008.pdf. Information Technology Master Plan www.sunyorange.edu/its/docs/SUNYOrange-ITMasterPlan-v1.2.pdf The Information Technology Services (ITS) Department with support from the Information Technology Governance Committee developed the College�s three year Information Technology (IT) Master Plan 2006-2009 to enhance the learning environment, increase accessibility of information as well as increase efficiency of administrative functions. In preparing the IT Master Plan, the ITS Department administered the SUNY Orange IT Survey to faculty, staff and students to gather feedback on instructional technology, equipment and training needs. The results of the survey were used to develop the IT Master Plan and are available at www.sunyorange.edu/its/masterplan/surveys.shtml. A significant number of technology initiatives have been accomplished since implementing the IT Master Plan. Highlights include: * Upgrading the College�s network infrastructure * Implementation and utilization of the Student, Finance and Financial Aid Banner modules * Implementation of the Operational Data Store (ODS) and Discoverer reporting tool * Establishing a technology replacement cycle within Academic Affairs and Student Services * Migrating to Angel Learning Management System * Upgrading the College�s Helpdesk The ITS Department�s 2007-2008 Progress Report further details the progress made in accomplishing the IT Master Plan�s goals and objectives. To review the 2006-2007 and 2007-2008 progress reports, visit, www.sunyorange.edu/its/masterplan/reports.shtml. A chart identifying the status of the IT Master Plan projects is included in Appendix B. The review and revision of the IT Master Plan is being planned in collaboration with the IT Governance Committee during Spring 2009. The review and revision of the plan will include re-administering the technology skills and use survey, reviewing information from project assessments, collecting feedback from the IT Governance Committee as well as continuing the collaborative meetings with Academic Affairs, Student Services and Facilities. Most importantly, the objectives of the IT Master Plan will align with the priorities of the Strategic Plan and the objectives set forth in the revised Academic Master Plan. Resource Development Plan Orange County Community College officially began its Capital Campaign titled, �Defining Moments,� in Fall 2008. The Capital Campaign operates as the College�s Resource Development Plan. Money raised from the campaign will be used to enhance the College�s scholarship fund, support programming for the Newburgh campus and assist the College with continued implementation of technology in classrooms at both Middletown and Newburgh campuses. The campaign goal also includes dedicating monies to support the construction of a new Science, Engineering and Technology Center to be built on the Middletown campus. The College�s Grants Office plays a valuable role in accomplishing the College�s goal of creating new revenue streams. A Coordinator of Grants was hired in Spring 2008. The Office works collaboratively with the Campaign and the Planning and Budgeting for Institutional Effectiveness Committee to strategically apply for grants. The Coordinator is proactive in identifying and applying for grant opportunities in order to support the implementation of the College�s strategic priorities. Enrollment Management Plan The Student Services area conducted a comprehensive review of the Division and its departments in order to develop the goals and objectives of the Enrollment Management Plan. In August 2007, an AVP for Enrollment Management was hired to oversee the services and programs provided to students from admission to graduation. The departments that comprise the Student Services Division, including Admissions, Advising and Counseling, Career and Internship Services, Financial Aid, Registrar, Health Services, Student Activities and Student Support Services are integral to the enrollment management activities of the College. Successful enrollment management depends upon the integration and coordination of the services provided by each office to best meet the needs of students. The offices work collaboratively to reach and retain more students and improve student satisfaction and success. It is the responsibility of the AVP for Enrollment Management to coordinate initiatives, provide feedback in the form of data and analysis and solicit input from all stakeholders to refine the Enrollment Management Plan as it develops. The Student Development Review Committee put forth recommendations that the College has since addressed and will be formally incorporated in the Enrollment Management Plan. Under the leadership of the Vice President for Student Services and the direction of the AVP for Enrollment Management, initiatives in the following areas have been undertaken: Marketing * Collaborated with VP for Institutional Advancement to redesign College Viewbook and Application * Meet regularly with AVPs of academic divisions and VP for Institutional Advancement to strategize on advertising and marketing academic programs * Collaborate with Director of Communications on web accessible information and communication with prospective, new and continuing students * Developed Student Services e-communication plan for continuing students * Planned launch of Newburgh campus programming Recruitment * Developed Group Information Sessions formatted to deliver consistent and comprehensive messages to prospective students about the College * Developed Program Information Sessions for prospective student to showcase academic programs, faculty and current students * Developed online materials to enhance web presence and access to College information, including college application, Viewbook, Information Session RSVP, etc. * Outreached to non-traditional student populations through purchase of mailing listings and development of evening and off-campus recruitment events * Developed specific Newburgh campus program information and materials Yield * Collaborate with academic Department Chairs to highlight academic programs and faculty at Admitted Students Day event * Created New Student Information Packet containing Student Services materials for newly admitted students * Developed Intent to Enroll card to manage new student acceptance Advising * Initiated small group advising sessions for new students formatted to deliver consistent and comprehensive information about College�s practices and procedures related to registration and student services * Initiated small group advising sessions for continuing students enrolled in large departments (i.e. Business, Nursing, Criminal Justice and Education) * Enhanced online registration process to include online directions and course information * Trained staff and students on use of CAPP (Curriculum Advising & Program Planning) * Developed awareness campaign for early advising/registration for continuing students Retention * Set deadlines for new student admission, placement assessment and registration * Set deadlines for continuing student advisement/registration * Increased outreach to students through TelRaPP and Early Alert * Coordinated with academic AVPs to promote Summer Institute, Learning Communities, Tutorial Services and other student support initiatives These preliminary steps form the basis of an over-arching Enrollment Management Plan still in development. A key component to every aspect of the Plan will be the ability to measure results. The transition to Banner has enabled the College to revisit its data and reporting needs. The goal is to create and generate detailed inquiry, admission and enrollment reports that will provide timely information for analysis and action. Currently, a Report Writing Task Force (Institutional Planning, Assessment and Research Office, ITS, Registrar and AVP for Enrollment Management) meets regularly to review existing reports and develop new ODS reports to meet the data needs of all College areas. Self-Study Recommendation * Seek more funding from grants to assist where shortfalls in funding exist * Ensure that continued fundraising efforts continue Institutional Response: The College�s Strategic Plan 2005-2010 establishes as a priority the need to diversify funding sources and increase revenue in order to provide adequate resources to allow the College to realize its goals. In 2007 the College began its Capital Campaign, Defining Moments to raise funds, in part to support construction at the Newburgh campus as well as construction of a Science, Engineering and Technology Center at Middletown. The Grants Office collaborates with all College areas to search and submit grants to support academic and administrative initiatives. The Coordinator of Grants actively searches for resources needed to implement initiatives prioritized through the College�s planning and budgeting process. Standard 3: Institutional Resources Middle States Team Recommendation: * The College needs to insure that the entire college community has input into the master planning process. Institutional Response: The College is committed to the inclusion of the entire college community in the process of planning, budgeting and assessment. The development of each of the Master Plans has relied on the feedback of faculty, staff and students. The college community has been involved during the planning and review of each of the College�s plans through focus groups, interviews, document sharing, committee work, open forums and College meetings. Middle States Team Recommendation: * Auxiliary operations such as food services and Kindercollege should be reviewed for possible cost reductions, pricing increases and/or feasibility of outsourcing these services. Institutional Response: The College Association, an independent organization working to advance the mutual interests of the College, the alumni and the community, oversees the College�s food services and Kindercollege. The College�s Board of Trustees regularly reviews the College�s operational costs in order to ensure that the costs for services are appropriate. The Board of Trustees has decided to continue to utilize the current vendors of the College�s food services operations and Kindercollege. Middle States Team Recommendation: * The College must re-examine current staffing levels in each department to insure that existing resources are maximized and equitable distribution of resources is taking place. In order to maximize resources and increase efficiency, the College should look into feasibility of cross-training staff. Institutional Response: The Strategic Plan 2005-2010 states, �Human Resources should undertake a systematic examination of staffing and workloads in different offices to identify hiring priorities.� In response, the Human Resources Office is reviewing the College�s current staffing levels, responsibilities and needs. The Office has developed an online college-wide survey to assess staff responsibilities and department density. Human Resources will also collect and analyze data from peer SUNY community colleges. The assessment findings will assist the College in identifying where cross-training may effectively be implemented. Several areas of the College have independently conducted internal reviews of their staffing levels and needs. Student Services, for example, reviewed staffing levels to support the Division�s reorganization. Staffing reviews continue within Student Services when there is a vacancy or when a service need arises. In addition to the campus-wide staffing review, the College has established procedures to address vacancies and new positions. The President, Vice Presidents, Associate Vice Presidents and the Human Resource Officer meet in November and June to discuss current vacancies and determine which positions will be searched. The Human Resource Office recommended and instituted the policy that all full-time staff requests, vacant and new, would be reviewed by Cabinet. This collaborative approach to reviewing staffing needs and position requests ensures that the College creates and utilizes positions effectively and efficiently. Middle States Team Recommendation: * The College should perform periodic internal compliance reviews on all local, State and federal aid programs. Institutional Response: The Financial Aid Director and the Vice President for Student Services meet regularly with all concerned parties, including Advising and Counseling to review both state and federal rules pertaining to ability to benefit and to monitor ongoing changes in the law. The Financial Aid Office is currently reviewing new language and laws in the Higher Education Act of 2008 in order to administer changes made by the U.S. Department of Education to ensure that all College processes are in compliance for the Fall 2009 semester. The Financial Aid Office has configured the Banner Financial Aid module to ensure adherence to such laws. Additionally, the Accuplacer and Asset test administered by Advising and Counseling meet all federal and state guidelines. Compliance is further ensured through the College�s annual audit conducted by an independent firm. Middle States Team Recommendation: * The College should report to audit findings listed in the auditor�s management letter in a timely manner. Institutional Response: Beginning in 2003-2004, the auditor�s management letter is reviewed with the College�s Board of Trustee�s Audit and Finance Committee. The Vice President for Administration assures that the College responds to the Board of Trustees regarding all audit findings and necessary corrective actions. The College�s audited financial statements and management letters for 2008, 2007 and 2006 have been submitted to MSCHE. Middle States Team & Self-Study Recommendation: * The College should interface the budget process with the strategic plan to insure established priorities receive adequate resources. The process should ensure adequate faculty, staff and administration equipment and facilities are available to support the institution�s mission and outcomes expectations. Institutional Response: The Planning and Budgeting for Institutional Effectiveness Committee has worked to create a comprehensive and transparent planning and budgeting process that ensures that College initiatives are aligned with the Strategic Plan. The Online Planning and Initiative Prioritization (PIP) system was created to assist the College in linking its planning and budgeting activities. The PIP system requires submitted initiatives to identify which strategic priorities, college goals, master plan goals and Middle States Standards it addresses. The PIP system also requires that needed resources, including equipment, technology, facility, staffing, training and marketing be identified when planning an initiative. This information assists the College and the Committee in determining the needed resources and identifying how best to allocate them. Examples of the PIP system�s goal reference and initiative needs and costs [online screens] are included in Appendix C and D, respectively. The PIP system is further explained in Chapter 6: Linked Institutional Planning and Budgeting Processes. Middle States Team Recommendation: * The College should begin the development of a technology plan to address the mission critical areas of network support, database functionality, integration of staff and services, and life cycle management of computers across the College. Institutional Response: The IT Master Plan 2006-2009 was developed to guide the ITS Department in enhancing the learning environment, increasing access to information and increasing the efficiency of administrative functions. The Information Technology Master Plan�s goals and objectives align with the Strategic Plan, support the Academic Master Plan and address the recommendations by Middle States and the College. The six goals of the IT Master Plan include: * Enhance and continually upgrade College�s technological environment * Manage and measure information technology via CMM & COBIT * Provide for optimized information access that is safe, secure and widely accessible * Support flexible and adaptive future growth of academic and administrative technology and information needs * Establish and foster internal and external partnerships and collaborations * Maximize fund and revenue streams for information technology Since the implementation of the IT Master Plan, significant progress has been made in implementing technology initiatives that advance the effectiveness and efficiency of administrative and academic functions. Several accomplishments are highlighted below; others are further described in the ITS Department�s Progress Reports, accessible at www.sunyorange.edu/its/masterplan/reports.shtml. * The Novell infrastructure project is a two phase project; the first phase of upgrading the College�s hardware and software has been completed. The second phase�s initiatives are dependent upon the completion of the Datacenter which is expected to be completed by Fall 2009. * The upgrade of the College�s network has been completed resulting in a �modern, robust and reliable� network. Additionally, a wireless connection has been established in the Library and Shepard Student Center in Middletown as well as at the Newburgh campus. * The Banner Finance, Financial Aid and Student modules as well as ODS, Discoverer and Self-Service Banner have been implemented. The implementation of these modules allows the College to operate many of its process and procedures using an online environment, including registration, grade submission by faculty and access by students to financial aid information, grades, courses, etc. * An equipment life cycle management plan was coordinated by the ITS Department and supported by the College�s Business Office and Academic Affairs Office. The ITS Department has acquired leases, managed procurement, distributed equipment and taken inventory in order to provide current technology to the College�s faculty and staff. The IT Master Plan will begin to be reviewed during Spring 2009 with support from the IT Governance Committee in order to fully support the priorities of the Strategic Plan and the Academic Master Plan. Middle States Team Recommendation: * The College should ensure that the �10 Fundamental Elements of Institutional Resources� are incorporated into its updated master plan and review process. Establishing measures of efficiency and effectiveness, supported by quantitative and/or qualitative analysis, are essential elements of the planning process. Institutional Response: The �Fundamental Elements of Institutional Resources� as outlined by Middle States, were considered during the development of the Strategic Plan and the supporting master plans, including the Academic Master Plan, IT Master Plan, Enrollment Management Plan, Resource Development Plan and the Facilities Master Plan. Several examples of how the elements of institutional resources have been incorporated into the goals and objectives of the College�s master plans include: * IT Master Plan outlines an equipment acquisition and replacement plan in collaboration with Academic Affairs * Business Office coordinates the annual independent audit of the College to ensure fiscal accountability * Facilities Master Plan articulates anticipated maintenance needs for campus facilities, with priority on educational facilities * Developed a budgeting (annual and multi-year) process that aligns with College�s mission, goals and strategic priorities and utilizes planning and assessment information The College�s transparent and comprehensive planning and budgeting process ensures that the strategic priorities, college goals, Middle States Standards and the goals and objectives of the supporting master plans are aligned with prioritized initiatives. The allocation of resources including staff, faculty, equipment, technology, facilities, etc. is addressed through the planning and prioritization process. The effectiveness and efficiency of institutional resources is determined through assessments facilitated by the PBIE Committee and conducted each Spring. Standard 4: Leadership & Governance Middle States Team & Self-Study Recommendation: * Provide a forum for all policy makers to meet regularly with the President. The current President�s use of an Extended Cabinet meets this need and should be adopted on a permanent basis. This will allow for more input from a broader range of representatives for the four major administrative areas. Institutional Response: The President meets with his �Extended� Cabinet bi-monthly. The Cabinet membership list and meeting schedule can be accessed at www.sunyorange.edu/president/index.shtml. Agenda items are requested from Cabinet members allowing members to provide updates, raise concerns and address any issues. The Cabinet also invites faculty and staff to meetings to provide information and updates regarding various college issues and initiatives. Minutes of every Cabinet meeting are distributed to the college community through the College�s listserve. Middle States Team Recommendation: * Communication between and among related areas of the College needs to regularly take place. Collaborative staff meetings of the Academic Affairs and Student Development areas will assist both groups as they look to enhance their communication efforts and more effectively serve students and other constituents. Institutional Response: The College is very committed to maintaining an open and informed campus of faculty, staff, students and community. In Fall 2006, the Director of Communications was hired to manage the College�s public relations and media relations program, design and coordinate college publications and write press releases, features and articles on behalf of the College. One such publication instituted by the President is the College�s newsletter, the Monday Memo. The memo is regularly published, emailed to the College and includes information on upcoming events, updates on programs and services, features on remarkable staff, faculty and students as well as a message from the President. The College utilizes a college-wide listserve, �occc_community� to share information including minutes from Cabinet and Board of Trustees meetings, events, workshops and college news, etc. Listserves have also been created for Department Chairs, Divisions, Department Secretaries, students and Governance Committees. Each Vice President holds regular department and staff meetings. The Academic Affairs Office and the Student Services Division have formed �Leadership Teams� which are comprised of the Coordinators and Directors from each respective area. The Leadership Teams meet independently as well as collaboratively throughout the academic year. The joint meetings have increased the communication and collaboration of the two areas and have resulted in more effective and efficient strategies to address programs and services such as academic advising, learning communities, assessment placement testing, developmental education, student orientation, etc. Middle States Team Recommendation: * The College�s self-study report and supporting documents establish a commitment to a more comprehensive college-wide assessment and planning process. To effectively reach the goals outlined in both of these areas, a more concerted effort needs to be made to document the proceedings of the committees charged with these goals and periodically review progress made in a more consistent, collaborative fashion. Institutional Response: The Assessment Advisory Committee and the Planning and Budgeting for Institutional Effectiveness Committee are the primary College Governance committees that facilitate assessment efforts of student learning outcomes and institutional effectiveness. As is the requirement for all College Governance committees, minutes are taken every meeting and posted to the College�s public access drive. The Executive Committee, which oversees all Governance standing committees, reviews the meeting minutes to ensure that the committee members are attending and that committees are actively working to achieve their charge. The accessibility of this information increases the committees� adherence to communicate progress. The committees� charges, membership and any related issues are also annually reviewed by the Executive Committee. Additionally, committees regularly review their process, procedures and progress made in achieving their charge. For example, the PBIE Committee in collaboration with the Assessment Advisory Committee and the Institutional Planning, Assessment and Research Office developed an annual online survey to gather feedback on the effectiveness and efficiency of the PIP system and the Committee�s functions and services. Surveys are administered to faculty and staff each Spring at the conclusion of the planning and prioritization cycle. The feedback and recommendations gathered assist the Committee in making modifications to the planning process, procedures and the PIP system. Middle States Team & Self-Study Recommendation: * Needs assessment for the restructuring of the Student Development and Institutional Advancement areas should be completed prior to any reorganization. Institutional Response: The Institutional Advancement and the Student Services Division both conducted needs assessments as recommended by the College and the Middle States Team in order to determine the need for reorganization. The Institutional Advancement Office determined that reorganization was not necessary. Efforts instead were focused on increasing communication and collaboration between the Office of Institutional Advancement and Student Services, particularly in marketing strategies dealing with student recruitment. Such collaboration includes regular meetings between the VPIA and his staff, the AVP for Enrollment Management and the Director of Marketing as well as monthly meetings between the VPIA, the AVP for Enrollment Management and the Academic AVPs. In Spring 2005, an ad hoc committee assembled by the President reviewed the process, methods and structure of the Student Services Division. This committee provided recommendations to address the Middle States Team findings as well as to identify additional issues to be addressed. The review of Student Services determined that reorganization of the Division was essential. The ad hoc committee also provided recommendations to guide the reorganization. The Student Development Review report can be accessed at www.sunyorange.edu/middlestates/docs/student_development_report_complete.pdf. Middle States Team & Self-Study Recommendation: * An assessment of the impact of the reorganization of the Academic Affairs area should be completed within the next academic year to determine its effectiveness and ability to improve communication within and between academic departments. Institutional Response: Since the submission of the Monitoring Reports, the Academic Affairs Office has continued to experience turnover in leadership. The Vice President for Academic Affairs, hired in July 2005, left the College in August 2008 for a Presidency opportunity in North Carolina. The Associate Vice President for the Liberal Arts Division is currently serving as Interim Vice President; a search for the VPAA position is being planned for Summer/Fall 2009. Since the Academic Affairs Office reorganized to create Associate Vice Presidents to oversee the three academic divisions, there has been considerable turnover in leadership within each academic division. Currently, the Business, Math, Science and Technology Division and the Liberal Arts Division have interim Associate Vice Presidents. The Health Professions Division hired an Associate Vice President in Fall 2008. The continued changes to the leadership in the Academic Affairs Office reinforce the need to assess the reorganization. During the 2008-2009 academic year, the Interim Vice President for Academic Affairs and the three AVPs administered a survey to Department Chairs to identify the support, assistance and guidance needed from their respective Associate Vice Presidents. Feedback regarding communication and workload was also gathered from Chairs during retreats facilitated by the AVPs. Management plans are being prepared to address the survey and retreat findings. Since the current organizational structure of the Academic Affairs Office will remain, management plans will assist the academic leaders in delegating responsibilities and ensuring that communication is effective and efficient. Preliminary findings to be incorporated in the management plan include recognizing the distinctiveness of each division and the unique characteristics and needs of each department. Additionally, findings indicate that the Academic Affairs Leadership Team facilitates communication within Academic Affairs. Standard 5: Administration Middle States Team & Self-Study Recommendation: * Due to the fact that the College has initiated a new organizational structure and is in the process of updating and implementing a new master plan, the team recommends periodic assessments of the new administrative structure and services to insure that they are working effectively and efficiently. This periodic review should also help ensure that communication within the new organizational structure is taking place. Institutional Response: The College�s organizational charts are regularly updated and reflect organizational changes made since the Self-Study. The charts are maintained within the Vice President for Administration�s Office and are available online at www.sunyorange.edu/vpa/orgcharts.shtml. Organizational charts clearly illustrate the communication lines within the College and the relationships between departments. These charts provide the Vice Presidents the framework by which they communicate, plan and manage resources. The updated charts also assist the Human Resources Office in reviewing the College�s staffing levels and needs. The Vice Presidents and the Associate Vice Presidents are accountable for ensuring that their departments are effective and efficient in delivering their programs and services. The VPs and AVPs consistently collect feedback from faculty and staff to ensure that communication is taking place. The feedback, often collected via online surveys, is also utilized to support planning efforts, budgeting decisions and guide future improvement of programs and services. Middle States Team & Self-Study Recommendation: * The team recommends that the College institute a program of regular professional development for college staff. Institutional Response: In the spirit of the College�s mission, �We are a community of learners�,� the College is committed to providing professional development opportunities for faculty and staff, including conferences, workshops, trainings, credit and non-credit coursework, project and learning grants and mentoring. The Human Resources Office has coordinated and implemented a wide-range of professional development opportunities for employees in collaboration with other College areas. Faculty and staff actively participate in supervisory trainings, online Microsoft tutorials, brown bag learning lunches, CAPE sponsored technology courses, a bi-annual Leadership Conference, ongoing mandatory trainings, wellness workshops, customer service training, etc. The Human Resources Office, Center for Teaching and Learning and ITS Department have collaborated in identifying professional development needs of faculty and staff and strategizing on how best to address them. Needs have been regularly assessed through online surveys, focus groups and facilitated discussions in order to improve existing trainings and workshops as well as to create and provide new opportunities for knowledge and skill development. Faculty and staff continually identify the need to increase their technology knowledge and skills. The survey findings have been utilized to develop technology specific trainings and workshops including troubleshooting, Microsoft applications, email, Banner Self-Service, SMART boards, instructional technology, etc. Survey findings have also been utilized by Human Resources, the ITS Department and Governance committees to draft recommendations and policies focused on technology-related activities and initiatives. Professional development is one of the five themes that guide the College�s Academic Master Plan. Consequently, academic departments are encouraged to identify the development needs of the faculty, seek opportunities to learn and share acquired knowledge and skills with colleagues. Each academic department documents the professional development activities in the Academic Affair�s Annual Progress Report. The Faculty and Staff Development Committee is a standing Governance committee that encourages professional growth of the College community by establishing and reviewing criteria and procedures for distributing professional development funding of conferences, course work and mini-grants through the Faculty and Staff Development Fund. The committee also serves as a college-wide resource for directing requests for professional development needs. The Center for Teaching and Learning was formed in Spring 2006. The first charge of the Center was to collect feedback on professional development interests and needs of faculty and staff. Focus groups were conducted to further define how the Center can facilitate learning opportunities for faculty and staff. A summary of findings can be accessed at www.sunyorange.edu/ctl/docs/SummaryofCTLFocusGroups.pdf. The CTL continues to utilize the feedback in order to create workshops, facilitate panel discussions, host brainstorming sessions and recruit faculty and staff to formally share best practices in teaching and learning. The College�s Supervisory and Faculty Mentoring programs were developed in Fall 2004 by the Human Resources and Academic Affairs Office with support from the Center for Teaching and Learning. Since its inception, nearly sixty employees have participated in the monthly Supervisory Mentoring program; and twelve faculty have participated in the new Faculty Mentoring program, now coordinated by Academic Affairs where it continues to expand. Standard 6: Integrity Middle States Team & Self-Study Recommendation: * The College needs to prioritize the issues reported in the self-study and create a mechanism for implementing them in concert with the impending strategic plan and appropriate departmental missions and goals. Institutional Response: In Spring 2005, the Middle State�s Integrity Committee was reconvened by the President to review the Self-Study�s Integrity Standard Recommendations and to provide direction by which to accomplish them. The committee concluded that the College, in general, �maintains a climate of integrity and respect.� The committee identified two primary themes to be addressed, fair and equitable treatment of employees and ethical climate and communication. For each theme, the committee outlined goals and actions steps. The College has worked to ensure that the goals and actions steps are integrated in the relevant master plans. Since the publication of the Integrity Committee�s recommendations, the College has made strides in implementing many of the goals and action steps, including: * Established a policy by which all College vacancies are announced * Instituted a comprehensive orientation/mentoring program for all employees, including part-time * Equalized pay and promotion opportunities for day and evening adjuncts * Published a Faculty Handbook that is updated annually and distributed widely * Sponsoring events and programs that foster a sense of college community and commitment * Developed a Conflict of Interest Policy Statement * Developed standardized, regularly scheduled evaluation process for Management Confidential employees * Developed and implemented a college-wide Emergency Management Plan; provided training to employees on emergency procedures; implemented NY State Alert system * Included academic freedom statement in College Policies * Promoting ongoing discussions and workshops on academic dishonesty and strategies to ensure academic integrity The College will continue to work to enhance the mentoring opportunities of employees, particularly adjunct faculty, ensure that all employees are evaluated fairly and regularly and ensure the safety and security of students, faculty and staff. The Middle States Integrity Committee�s summary of recommendations, goals and action steps can be accessed at www.sunyorange.edu/middlestates/docs/integrity_subcommittee_rep.pdf. Middle States Team Recommendation: * With regard to improving communication, steps need to be taken toward promoting an environment of trust and respect. Regular, full staff meetings of the Academic Affairs and Student Development Divisions should occur separately and together to discuss issues of mutual concern. Institutional Response: The Vice President for Academic Affairs and the Vice President for Student Services both established Leadership Teams whose membership consists of Coordinators and Directors from each respective area. The Leadership Teams from each area meet on a regular basis independently as well as together. The collaborative efforts of the two areas have directly increased communication as well as improved the efficiency and effectiveness by which initiatives are accomplished and issues are resolved. The programs and services provided by Academic Affairs and Student Services benefit greatly from the collaborative efforts by which they are planned, implemented and reviewed. Middle States Team Recommendation: * Formalized assessment of integrity throughout institutional policies, procedures and practices needs to be implemented. As well, there needs to be an evaluation of how these procedures are integrated throughout the College�s programs and services. Specific plans should be put in place for implementing required changes. * Special attention needs to be given to the creation of a Conflict of Interest Policy Statement that is embraced by the entire college community, to which all members of the faculty, staff and administration are held accountable. Institutional Response: The College�s Policy Manual and Conflict of Interest Statement were developed through the College�s Human Resources Office and attorney. The College�s Cabinet reviewed the manual, provided feedback as well as ensured that concerns identified by the Integrity Committee were addressed including the creation of a Conflict of Interest Policy Statement. The college community reviewed the draft manual on the College�s webshare in order to provide comments, ask questions and voice any concerns. After approval from the Board of Trustees, the College adopted its Policy Manual in March 2008. The Policy Manual provides the College President with a �clear and firm set of guidelines in his leadership of SUNY Orange.� The College will continue to work on establishing a set of procedures by which the policies will be fairly implemented. All College employees were required to sign for their personal CD copy of the Policy Manual, current Employee Information Booklet, Affirmative Action Manual and Emergency Management Plan. The Policy Manual is updated when the Board of Trustees passes a new policy. The College plans to review the Policy Manual for accuracy, adherence and relevance every three to five years. The College�s Policy Manual is available at www.sunyorange.edu/vpa/policy.shtml. Standard 7: Institutional Assessment Middle States Team & Self-Study Recommendation: * The institution must develop a written strategic plan and college-wide assessment plans that are acceptable to the college community. Institutional Response: The College�s Strategic Plan 2005-2010 was completed and approved by the Board of Trustees in December 2004. As described in the Monitoring Report, the College retained the services of John Lee & Associates to conduct trend research, identify community needs and facilitate College discussions in order to develop the Strategic Plan. The priorities outlined in the Strategic Plan have guided the development of the College�s supporting master plans including the Academic Master Plan, Facilities Master Plan, IT Master Plan, Resource Development Plan (Capital Campaign) and the Enrollment Management Plan. An initial step in preparing the College�s institutional assessment plan was the formation of a task force in Fall 2005 to identify key performance indicators to measure the College�s institutional effectiveness. The task force members included representatives from each area of the College including, Student Services, Administration, Institutional Advancement and Academic Affairs. The task force adopted the core areas and indicators as outlined in �Core Indicators of Effectiveness for Community Colleges� by Richard Alfred, Christopher Shults and Jeffery Seybert. The College�s core areas, indicators and supporting data sources of institutional effectiveness are outlined in Chapter 5: Assessment Plans and Processes (See Appendix E). In Spring 2009, the College formed the Institutional Assessment Group to develop the College�s institutional assessment plan. The group includes representatives from Academic Affairs, Institutional Advancement, Administration and Student Services. The Institutional Assessment Group will standardize assessment plans, activities and documentation of results and utilization of findings. The objectives of the Institutional Assessment Group are further described in Chapter 5: Assessment Plans and Processes. Standard 8: Student Admissions Middle States Team & Self-Study Recommendation: * The College should provide program outcomes to prospective students. Institutional Response: The College Catalog was reformatted to its current layout and contents for the Fall 2007 edition. At this time, the Catalog was formatted for online access at www.sunyorange.edu/catalog/. The redesign ensured that program learning outcomes for every academic program were reviewed, revised and incorporated into the Catalog. Appendix F is an example of an academic program�s catalog page, including the program learning outcomes. The College�s Admissions Office has collaborated with Academic Affairs and the Marketing Department to develop a series of �Cluster� brochures [available upon request] for each of the three academic divisions. The cluster brochures contain inserts of information about the College, student services, academic programs, including student learning outcomes and are distributed to prospective students. Standard 9: Student Support Services Middle States Team Recommendation: * The College needs to finalize plans for advising and counseling. In the process, input from the various areas affected constituencies should be sought and the plans should be implemented. A mechanism for assessing the effectiveness of the impending advising system should be included in the plans. Institutional Response: The ad-hoc Committee for Student Development Review divided into several subcommittees to review the Division�s departments, including Academic and Program Advising. The subcommittee was charged to �review the process, methods, and structure used to deliver key services to students in the area of academic and program advising and to make recommendations to address Middle States findings related to this area as well as to identify issues discovered during this review.� The subcommittee conducted research including reviewing the Middle States Team�s Institutional Report, the College�s Self-Study Team Recommendations, past committee and department recommendations, national best practices and benchmarks, department job descriptions and advising activities. The subcommittee also conducted interviews and administered surveys of faculty and staff working in Advising and Counseling. Students from various academic backgrounds were included in the interviews and surveys. The findings and recommendations of the subcommittee�s final report formed the foundation by which the department would be reorganized and the improvement plans finalized. Since the report was published, many of the recommendations to the College�s Academic Advising and Counseling area have been implemented. Student Services and Academic Affairs continue to collaborate to successfully implement the improvement plans for the Advising and Counseling area. The AVP for Enrollment Management participates on the Academic Affairs Leadership Team and the Developmental Education Oversight Team. In addition, the Registration Information Group, co-chaired by the AVP for Enrollment Management and the Registrar, includes among its participants an academic AVP, representatives from the Bursar�s Office and CAPE. The participants meet regularly to plan, implement and evaluate advising and registration processes and procedures. Additional accomplishments within the Student Services Division include: * Revised position description for the Director of Advising and Counseling (The position is currently vacant, and a search is in progress.) * Appointed Division Liaisons from the Advising and Counseling staff to facilitate communication between departments * Introduced online registration in Spring 2008 * Developed and facilitated small group advising sessions for large academic departments * Trained faculty and advisors on the new online degree audit tool (CAPP) * Expanded the Student Ambassador Program * Expanded counseling resources and services by collaborating with the County�s Department of Mental Health * Supported Learning Communities program The Advising and Counseling goals focus on student satisfaction, retention, and goal attainment. To measure the goals, the College regularly administers the SUNY Student Opinion Survey (SOS) which assesses student satisfaction of College programs and services. The Student Opinion Survey has been administered every three years with the last administration in Spring 2006. During Spring 2009, as part of SUNY�s Strengthened Campus Based Assessment (SCBA) requirements, all SUNY community colleges will be administering the Community College Survey of Student Engagement (CCSSE). The information collected from each of the survey�s benchmarking areas will be valuable to the Student Services area as they continue to implement and improve programs and services. Middle States Team & Self-Study Recommendation: * The College should re-evaluate the structure of the student development area to ensure resources are being allocated to best meet the needs of all learners, that functions of the various areas are clear, and that all constituents are able to participate in planning for student services. Institutional Response: The ad hoc Committee for Student Development Review completed its report and recommendations in Spring 2005 providing the framework by which Student Services has been reorganized and managed, including the allocation of resources. The Committee recommended the Division be restructured to ensure the effectiveness and efficiency of enrollment management, advising and counseling and student success and retention services. The Committee recognized that restructuring the Division would require new staffing, space and technology resources. In response to staffing needs, all position descriptions were reviewed and revised and continue to be updated. After the review, the following positions were created/filled: * Associate Vice President for Enrollment Management * Director of Advising and Counseling (Position is currently vacant but search is in progress.) * Full-time Financial Aid Counselor for Newburgh campus * Director of Career and Internship Services * Director of Financial Aid * Three 12-month Academic Advisors/Retention Specialists * Director of Admissions was expanded to include recruitment responsibilities All new positions being proposed continue to be evaluated in collaboration with the Vice President for Student Services, Human Resources and the President�s Cabinet. Student Services is also exploring whether cross-training is a more effective and efficient way to utilize staff during peak times as well as for specific departmental purposes. A review of the mission statements for each department was also conducted to provide clarity about the functions of each Student Services department. The mission statements were revised to reflect the organizational changes and the roles and responsibilities of each department. To ensure that all constituents participate in planning for Student Services, the Vice President for Student Services conducts monthly Leadership Team meetings with Department Coordinators and Directors. Each semester, the VPSS also facilities a Division Meeting in which all Student Services staff are invited to attend. Student Services conducted a review of their space allocation in order to identify necessary upgrades and utilization of offices and common areas to increase efficiency and effectives and to better present a professional image to the students and community being served. As a result, the following was completed: * Admissions purchased new office furniture, redesigned reception area to ensure sufficient seating for students and displayed College materials * Financial Aid reconfigured space to create individual work stations and to accommodate private meeting spaces with parents and students * Career and Internships relocated office to main floor of Shepard Student Center to increase accessibility by students and county residents * Student Services outfitted a presentation room and conference room with new equipment and furniture. The presentation room seats approximately 25 people and is used primarily by Admissions for their information sessions. The conference room seats approximately 15 people and is used for Division committee meetings, staff meetings, etc. With the conversion to Banner, many technology-related initiatives have been implemented that have benefited students and staff and enhanced the delivery of services, including: * Enhanced Student Services website and department webpages in order to provide more comprehensive and easily accessible information for students * Created online admissions application that links directly to Banner * Created online College View Book and College Catalog * Implemented document imaging * Implemented automated Financial Aid processing * Automated phone service in Admissions * Purchased scheduling software * Installed computer kiosks in Shepard Student Center and Newburgh�s Advising and Counseling Center for student use. Students are able to apply online, submit FAFSA applications, register for courses, make college payments, order textbooks, check course availability, view college website and access Self-Service Banner. Additionally, as part of the technology initiatives, Student Services is working with the ITS Department to develop and implement an equipment replacement and software upgrade plan. Middle States Team & Self-Study Recommendation: * The College should implement a comprehensive assessment model for student development. Institutional Response: The ad hoc Committee for Student Development Review recommended that Student Services �develop appropriate assessment methods and practices in order to:� * Identify and measure key performance indicators * Obtain and utilize student feedback * Identify baseline quality of current services to establish benchmarks of where programs and services should be Student Services is developing a comprehensive assessment plan to align with the Enrollment Management Plan. Current assessment initiatives will be incorporated into the plan and include: * Administration and utilization of data from student satisfaction surveys, SOS and CCSSE * Inclusion of indicators of effectiveness, as identified by Key Performance Indicators Task Force * Continued development and utilization of Banner/ODS reports for admissions and enrollment activity data * Increased access to SUNY System�s data warehouse reports on cohort retention, transfer persistence and graduation rates The Student Services Division will continue to collaborate with the Institutional Planning, Assessment and Research Office to integrate the Division�s assessment activities and data collection methods into a comprehensive plan and reporting process including the publication of an Annual Progress Report. Standard 10: Faculty Middle States Team & Self-Study Recommendation: * The implementation of a college-wide, mandatory annual student evaluation of part-time and full-time instructional personnel is recommended. Institutional Response: In response to the College�s Self-Study and Middle States Team�s recommendation, the College formed an ad hoc Student Course Evaluation Committee to develop a course evaluation process, instrument and guidelines for the utilization of results. After researching best practices, soliciting feedback from faculty and Department Chairs as well as piloting the instrument, the Committee recommended a course evaluation instrument [Student Feedback Form] and an online administration process. In Spring 2006, the College Assembly approved the use of the Student Feedback Form and the online implementation of student course evaluations. The Student Feedback Form is included in Appendix G and can be viewed at www.sunyorange.edu/ir/courseeval/docs/Student_Feedback_Form.pdf. Additionally, the Assembly voted for the instrument and process to be reviewed and revised after a full academic year. Each semester the Institutional Planning, Assessment and Research (IPAR) Office has facilitated the administration of the online course evaluations including populating the course, instructor and student data into the online system, emailing students and faculty evaluation instructions, login information, course completion information and results. Additionally, the IPAR Office created an online course evaluation webpage for faculty and students to view and access the instrument, instructions, faculty results, frequently asked questions, participation strategies, as well as college-wide participation rate results. The online course evaluation webpage can be accessed at www.sunyorange.edu/ir/courseeval/index.shtml. The first college-wide online student course evaluation was administered in Fall 2007. After a full academic year of course evaluations, the Assessment Advisory Committee in collaboration with the IPAR Office reviewed both the instrument and administration process. Recommendations for improvement and revision for future administration have been forwarded to the Executive Committee for consideration. Recommendations focus on increasing response rates and further utilizing results for teaching and learning; they include: * Consolidate college-wide questions on Student Feedback Form * Allow for Department and/or faculty specific questions on Student Feedback Form * Include disclaimer on Student Feedback Form directing students with serious concerns or complaints to not use form for such but to speak directly to the appropriate Department Chair * Require Course Evaluation Summary (draft) to be completed by faculty indicating what was learned from evaluations and plans for using results to modify and improve courses and/or teaching and learning. A draft of the Course Evaluation Summary is included in Appendix H. * Review Course Evaluation Summaries by Department Chairs in order to identify professional development or curriculum development needs and/or opportunities Middle States Team Recommendation: * The College should take steps to institute criteria for the supervision and review of teaching effectiveness for part-time faculty consistent with those for full-time faculty. Institutional Response: The Office of Academic Affairs recognizes the need and value of establishing a process by which all part-time faculty�s teaching effectiveness is regularly and consistently reviewed. Until resources can be secured for this initiative, Departments will continue to determine and implement a reasonable assessment plan for their part-time faculty including those teaching Community College in the High School (CCHS) courses. Middle States Team & Self-Study Recommendation: * It is recommended that the College continue its efforts and then expand upon them to attract and retain underrepresented minorities. Institutional Response: The College articulates in its mission, goals and strategic priorities its commitment to diversity. A diversity webpage has been created that includes College and County demographic data, diversity celebrations and programs, diversity training opportunities, Institutional Diversity and Equity Committee information, policies and procedures related to discrimination and harassment as well as the affirmative action/equal opportunity statement. The diversity web address is www.sunyorange.edu/diversity/index.shtml. The Human Resources Office is integral to the recruitment and retainment of minority and underrepresented employees. As part of the Institution�s Diversity Initiative, Human Resources has been working to increase the diversity of the College�s employees by focusing recruitment efforts that utilize media, publications, mailing lists and listserves to target specific population groups. Human Resources informs each search committee about the College�s diversity initiative to further increase awareness. Additionally, HR provides on-going staff development and training on diversity-related topics. Over the last three years, nearly 15% of the College�s total employees are minority. Of new employees hired over three years, 22% are minority. To ensure that the College�s commitment to diversity is realized, the Institutional Diversity and Equity Committee was formed. The Committee �reviews and updates Affirmative Action Plans, policies and procedures, recommends to the President the creation of new policies and procedures or the amendment of existing ones, anticipates issues pertinent to institutional diversity or equity, serves as a forum to discuss and act upon such issues and participates in the development and implementation of strategies and activities to achieve the goals of the Committee.� The strategies outlined in the diversity initiative are implemented through the collaboration of the College�s academic and administrative areas and include, increases in recruitment efforts to specific target populations, publication of College information and/or job postings in diverse media outlets, creation of a diversity webpage and provision of staff development and diversity training opportunities. The Academic Affairs Office created a Global Initiatives program by which academic departments collaborate and infuse a global perspective into their curricula. The first Global Initiative in 2007-2008 was a year-long educational focus on Latin American culture, heritage, geography, art, music and language. The initiative provided an opportunity for the entire college community to collaborate, learn and outreach to the Latino community. Information about the initiative and activities can be viewed at www.sunyorange.edu/gi/gi2007.shtml. Middle States Team Recommendation: * It is further recommended that the current Faculty Handbook, which is currently dated 1988, should be updated. Institutional Response: The ad hoc Faculty Handbook Committee was formed and charged with updating the Faculty Handbook. It was completed and approved by the Board of Trustees in Fall 2004. The Handbook is available to all faculty online at www.sunyorange.edu/academic_affairs/docs/FacHBFinal.pdf. The Academic Affairs Office updates the Handbook as necessary with the support of the Human Resources Office. Standard 11: Educational Offerings Middle States Team & Self-Study Recommendation: * Program and course goals should be stated in terms of student learning outcomes. * It is recommended that the College develop a comprehensive assessment program which links the assessment of student learning and program outcomes relative to program and college goals and objectives. Institutional Response: As stated in the Monitoring Report submitted in Spring 2006, every academic program has reviewed and revised the student learning outcomes for courses and programs to ensure relevancy, measurability and achievability. Additionally, the student learning outcomes for courses and programs have been aligned and mapped to the goals of the College and the Academic Master Plan. The learning outcomes are articulated on all syllabi as well as in the College Catalog. Every academic program is scheduled to conduct a comprehensive program review every 5-7 years. The program review schedule for each academic division can be viewed in Appendix I. During this review, programs are expected to assess their student learning outcomes and ensure the alignment of course and program goals with College goals. The assessment activities, findings and use of results are documented in the annual Academic Master Plan Progress Reports. The Progress Reports can be accessed at www.sunyorange.edu/academic_affairs/annualreports.shtml. Additionally, the assessment of student learning outcomes in General Education follows a three year cycle by which each of the knowledge, skill and competency areas are assessed once every three years. As outlined on the webpage www.sunyorange.edu/assessmentgea/index.shtml, the steps to conducting the assessment include reviewing and revising previous assessment plans, conducting the assessment and �closing the loop� by disseminating results and developing improvement initiatives. The General Education assessment schedule is included in Appendix J and online at www.sunyorange.edu/assessmentgea/schedule.shtml. Chapter 5 of this Periodic Review Report further highlights the College�s assessment of student learning outcomes. Middle States Recommendation: * The development of a comprehensive assessment process will expand the annual �assessment reports� that the LRC Director submits to the VPAA into an outcomes based assessment of the LRC service program. Institutional Response: The Library recognizes the need to conduct outcomes based assessment of Library services. To meet this need, the Library Director developed and administers service surveys to collect feedback about the Library�s programs and services in order to make improvements. An initiative facilitated by the Library Director to improve and expand Library services and programming was the creation of the Information Commons. An ad hoc Information Commons Committee was formed in Spring 2006 to provide input on program planning, policies and services. Since the creation of the Commons, the Library Director continually conducts assessments to determine effectiveness and identify improvement areas. The Library submits an annual Progress Report on the Academic Master Plan themes to the Vice President for Academic Affairs. The progress report documents the Library�s accomplishments, assessment activities and identifies future action steps. Middle States Team & Self-Study Recommendation: * Extend the collaboration between librarians and faculty to all academic departments to foster information literacy skills across the curriculum. * Accelerating the development of rubrics and outcome measures for information literacy for the assessment of general education will enable the College to rationally evaluate existing programs and add new programs. Institutional Response: The Library is committed to collaborating with all academic departments and consistently outreaches to extend services, resources and programs to every College department. The Library offers all faculty library instruction sessions for their courses with a large component of the sessions focusing on information management. With the English Department accounting for nearly eighty-six percent (86%) of the library instruction sessions conducted, the Library recognizes the need for more departments to participate in information management sessions. Consequently, the Library, Institutional Planning, Assessment and Research and the Assessment Advisory Committee have collaborated to develop and implement, across the curriculum, the General Education Information Management assessment in Spring 2009. The assessment of Information Management will determine to what extent students will: * Perform the basic operations of personal computer use * Understand and use basic research techniques * Locate, evaluate and synthesize information from a variety of sources The Spring 2009 General Education Assessment of Information Management is the first time the College is administering a college-wide embedded assessment. Faculty from each academic department are participating and utilizing an information management rubric developed in partnership with the Library, faculty, IPAR Office and the Assessment Advisory Committee and follows the Association of College and Research Libraries (ACRL) Standards. The Information Management Rubric is included in Appendix K. The assessment will identify where students fall in the spectrum of information management competencies, the extent to which the learning outcomes are being demonstrated across the curriculum and what additional training and support students need. Results of the assessment will be used to further support the implementation of writing, critical thinking and information management skills across the curriculum. The assessment findings will also assist the Library in their continued outreach to departments not currently utilizing the Library�s resources. The final report will be completed by September 2009. Standard 12: General Education Middle States Team Recommendation: * Departments must provide evidence of how assessment results are used to improve teaching and learning. This includes devised learning strategies to address student learning deficiencies and incorporating those into courses. These should then be reassessed to determine if the course improvements were effective. Institutional Response: Academic departments consistently utilize assessment findings to improve courses and programs and enhance teaching and learning methods. Evidence of such is documented in Department meeting minutes, the annual Progress Reports submitted to the VPAA at the conclusion of the academic year as well as in final assessment reports submitted to SUNY System. As part of the SUNY Assessment Initiative, Summary Reports for the assessment of student learning outcomes in General Education are to be completed and submitted to SUNY for each knowledge, skill and competency area. The report asks for a description of how assessment findings will be utilized and the improvements that have been made as a result of the previous learning outcomes assessment. Appendix L is an example of the form; it can also be accessed online at www.sunyorange.edu/assessmentgea/docs/GESUMREPORTTemplate.doc. The assessment of student learning outcomes in General Education includes reviewing and revising the assessment plan, implementing the assessment methods, disseminating the results and utilizing the analyzed findings for improvement initiatives. In March 2008, the College was required to submit to the General Education Assessment Review (GEAR) Group a General Education Triennial Report highlighting the �closing the loop� activities from previous assessment cycles. Appendix M is the chart included in SUNY Orange�s Triennial Report of �closing the loop� activities for each General Education area. The Assessment Advisory Committee and the IPAR Office are working to create a consistent process by which the utilization of results and improvement initiatives are documented and disseminated. Standard 13: Related Educational Activities Middle States Team & Self-Study Recommendation: * Appropriate resources should be made available to assist the Developmental Education Program in tracking the progress of students and assessing their success after completion of developmental courses. Adequate software and qualified and sufficient staffing to effectively and efficiently utilize it should be available to gather important data about the progress of students. Institutional Response: As part of the Developmental Review Board process, the Coordinator of Learning Assistance Services runs reports to identify students who have completed their required developmental education courses and are in good academic standing as well as those students who are leaving the program on probation. Each semester, a report is run that includes information on students� grades, GPA, enrollment status, and academic standing. The conversion to Banner provides the College with the system, database and reporting tool to collect data and create developmental education reports to be utilized by the Coordinator of Learning Assistance Services, the English and Mathematics Department, the AVP for Enrollment Management, Advising and Counseling as well as the Developmental Education Oversight Team. Reports being written include data elements such as placement test scores, academic standing of developmental students, GPA, course progression, etc. The goal of the Report Writing Task Force is to finalize the set up in Banner to have the ability to track students� developmental placement and progress. Standard 14: Assessment of Student Learning Middle States Team & Self-Study Recommendation: * Establish a position dedicated to assessment to oversee, coordinate and provide assistance and training for all assessment activities undertaken at institution Institutional Response: As described in the Monitoring Report, in 2005 the College hired an Assessment Coordinator. The position has since been changed to Institutional Planning, Assessment and Research Officer; see Chapter 5 for more details about the reorganization, role of the Office and responsibilities of the position. Middle States Team & Self-Study Recommendation: * Articulate expectations of student learning at the institutional level. These may take the form of college-wide competencies expected of all graduates and certificate holders, or these may reinforce the general education expectations present in all certificates, degrees and programs Institutional Response: The College articulates that all graduates of an AA or AS program transferring to a SUNY institution must fulfill seven of the ten General Education knowledge and skill areas. Academic Affairs, recognizing the value of critical thinking, written communication and information management skills for all students, will establish institutional student learning outcomes in these competency areas. The Academic Master Plan will describe how the learning outcomes below will be delivered across the curriculum. Critical Thinking * Identify, analyze and evaluate arguments as they occur in their own or others� work * Develop well-reasoned arguments Written Communication * Produce coherent texts within common college-level written forms * Demonstrate the ability to revise and improve such texts * Research a topic, develop an argument and organize supporting details Information Management * Perform the basic operations of personal computer use * Understand and use basic research techniques * Locate, evaluate and synthesize information from a variety of sources All students will be expected to gain skills in thinking, writing and managing information whether they are enrolled in transfer or occupational programs, non-credit courses or personal enrichment classes. The College anticipates that an institutional student learning outcome will be developed to support the strategic priority of sustainability. Academic Affairs, Student Services and the Sustainability Committee will collaborate to identify the knowledge, skills, abilities and attitudes that students are expected to develop as a result of their overall experiences with issues of sustainability in courses, programs, services and operations. As a result of the review and revision of the mission and values of the Student Services area, institutional student learning outcomes will be articulated within the Enrollment Management Plan. Middle States Team & Self-Study Recommendation: * Establish a means to communicate results of student learning assessments to students and the campus community to aid in decision-making * Establish protocols that specify how learning assessment results and course modifications are to be completed and communicated after assessment data are obtained. Institutional Response: The College successfully implements the SUNY Assessment Initiative by which the student learning outcomes in General Education and in the major are regularly assessed. As part of this assessment requirement, departments are to document their assessment findings and describe how previous assessment results were utilized for improvement initiatives. This information is directly shared through reports, discussions and presentations with department faculty, the VPAA, AVPs, IPAR Office, the program�s Advisory Board, Assessment Advisory Committee and with the College at large within the Annual Progress Report. The IPAR Office and Assessment Advisory Committee have been working to establish a more formal process by which plans, methods, results and utilization of findings are widely disseminated and documented. The College�s assessment webpage, www.sunyorange.edu/assessment/, contains recent assessment plans and results of the General Education areas. The Committee recommends that the assessment activities of academic departments and administrative units be available on the webpage. The IPAR Office with support from the Assessment Advisory Committee has drafted two assessment documents to establish a more formal assessment process and support assessment initiatives, Guidelines for Assessment Planning and Reporting and Tools and Techniques for Program Improvement. The programs scheduled for assessment in AY 2009-2010 will �pilot� the procedures outlined in the Guide. A draft of both documents can be viewed online, Guidelines for Assessment Planning and Reporting, www.sunyorange.edu/assessmentapa/guidelines.shtml and Tools and Techniques for Program Improvement, www.sunyorange.edu/assessmentapa/tools.shtml. The documents address many of the recommendations made by the Self-Study Committee including, steps to writing �SMART� student learning outcomes, developing realistic, continuous and measurable assessment plans, selecting valid and reliable assessment methods, strategies to utilize assessment findings and steps to developing an improvement plan. Middle States Team Recommendation: * Document that student learning assessment results are used to improve teaching and learning Institutional Response: Assessment of the student learning outcomes in General Education and in the major is conducted, primarily to obtain information to use for improving teaching and learning. The documentation of how assessment results are used to improve teaching and learning is done externally and internally. * As part of the SUNY Assessment Initiative, utilization of results is described in Summary Reports * Internally, improvements made to teaching and learning are documented in annual Progress Reports submitted to Vice President for Academic Affairs * Programs maintaining accreditation with national agencies have detailed documentation of utilization of assessment findings * Summary of teaching and learning improvement initiatives is captured in General Education Triennial Report submitted to SUNY (Appendix M). As previously stated, the College is planning a more standardized process by which assessment results are disseminated and documented, including the utilization of findings for improved teaching and learning. Self-Study Recommendation: * Establish collaboration between the Office of Institutional Research and individual departments on data analysis and departmental survey construction Institutional Response: The conversion to Banner, implementation of the Operational Data Store (ODS) and utilization of Discoverer allows the College to extract data and create reports. The Report Writing Task Force which is comprised of the Registrar, AVP for Enrollment Management, IPAR Office and ITS technical assistants, has prioritized data needs and is working to recreate existing and develop new reports. The Task Force in collaboration with the AVPs, Department Chairs and faculty will continue to revise, create and analyze data reports to support planning and assessment efforts as well as decision-making. The Institutional Planning, Assessment and Research Office has collaborated with a number of academic departments to develop and administer online surveys to faculty, staff, employers and students in order to effectively and efficiently collect information to support assessment initiatives. Recent online surveys include, Nursing Evaluation of Clinical Agencies, Nursing Graduate and Alumni Survey, Information Management Skills Survey and Accounting, Business Management and Office Technology Survey on Course Satisfaction. The IPAR Office will continue to support academic department needs to collect and analyze information. Self-Study Recommendation: * Conduct professional developmental sessions on all aspects of the assessment process Institutional Response: In keeping with the mission of the College and its commitment to professional development, assessment has become a focus of many trainings, workshops, conferences, focus groups as well as mentoring sessions. The Academic Affairs Office, the Center for Teaching and Learning and the IPAR Office have all contributed to offering teaching and learning opportunities for faculty and staff on assessment-related topics, including: * �Hands on training� on how to write SMART student learning outcomes * Assessment Advisory Committee presented critical thinking results and facilitated focus group on utilizing findings to enhance students� skills * Workshop on implementing and utilizing information management rubric * Center for Teaching and Learning sponsored presentations, including developing portfolios, collecting student feedback, deciding on new technologies in the classroom, bridging the academic gap, using rubrics for grading, etc. * Created assessment web presence to provide additional learning opportunities for faculty and staff A survey was administered to Department Chairs asking, in part, to identify assessment-related topics that need additional training and support. The Assessment Advisory Committee, CTL and IPAR Office will continue to utilize the survey findings to plan and conduct future professional development opportunities for faculty and staff on assessment related-topics including planning an assessment, selecting assessment methods, disseminating results and utilizing findings to improve teaching and learning. Chapter Three: Challenges and Opportunities The preparation of Orange County Community College�s Periodic Review Report occurs at a time when the College and New York State are experiencing an economic downturn directly impacting the College�s resources. Despite the financial concerns and challenges, the College remains committed to realizing its mission and goals and provide excellent programs and services. The College will continue to effectively and efficiently utilize its resources to develop and maintain high quality facilities, technology, services, staff and most importantly, faculty. This chapter of the report outlines the anticipated challenges and opportunities for Orange County Community College: * Enrollment Management � Managing effectively and efficiently consistent enrollment growth by responding to needs while ensuring continued academic rigor * Developmental Education � Continuing to address the increasing number of students entering the College with remedial needs * Academic Programming � Reviewing existing academic courses and programs to ensure relevancy and anticipating and pursuing the development of new courses and programs to address current and future needs * Faculty - Improving the ratio of full-time faculty as well as enhancing support services to part-time faculty * Technology - Addressing technology and infrastructure needs related to instruction and administration * Planning, Budgeting & Assessing � Continuing progress towards putting into practice a comprehensive cycle of linked planning, budgeting and assessing * Accessibility - Promoting and expanding accessibility as it is now a strategic priority * Sustainability � Infusing sustainability into the College�s practices, policies and programs * Newburgh Campus - Expanding programs and services in Newburgh, a newly designated branch campus Enrollment Management Orange County Community College has seen consistent increases in its enrollment. The College�s overall enrollment has increased 22.2 percent in the past seven years including a 2.4 percent increase this past fall creating an enrollment level of 6,763 students. During that same time, Newburgh enrollment increased by 40.3 percent to a combined total of 1,356 full and part-time students. When completed, the branch campus is expected to allow the College to double its enrollment in Newburgh. Chapter four of this report contains five year enrollment charts illustrating the College�s enrollment activity. Given the economic climate, the College anticipates that enrollment, especially of full-time students, will continue to increase. In response to the economic trend of increasing enrollment at community colleges, colleges are addressing workforce retraining opportunities as well as the increasing demand for developmental and general education courses. Additionally, increases in enrollment impact human and space resources requiring additional faculty, staff, classroom space and access to technology. The challenge of increasing enrollment is balancing growth while providing quality programs and services. The College is working to finalize a comprehensive Enrollment Management Plan that will direct the College in effectively and efficiently serving and supporting students by utilizing existing faculty, staff, technology and facilities. The Associate Vice President for Enrollment Management will provide the leadership to effectively recruit, prepare, retain and support the College�s students. By proactively managing enrollment, the College will ensure that current and future students will have the necessary programs and services to succeed. The Student Services Division consistently reaches out to each Academic Department to collaboratively address programmatic needs regarding advising, counseling, program enrollment, recruitment, retention and other support services. For example, collaborative efforts within the Health Professions Division include the establishment of clear admission criteria, the implementation of an equitable enrollment selection process and the creation of a pre-admissions orientation. The Enrollment Management Plan will ensure that such collaborative efforts continue. The Enrollment Management Plan will also make certain that data reports continue to be developed and utilized. For example, the Report Writing Task Force has developed an Enrollment Activity Report that is regularly run and disseminated. The report provides data on enrollment activity and demographics to assist the College in decision-making. The Fall 2008 Enrollment Activity Report is included in Appendix N. Developmental Education Orange County Community College is among the many community colleges that face increases in the number of students needing developmental education and/or remediation. The numbers of students who enter the College and place into one or more developmental course is increasing. Academic Affairs, Student Services representatives, the Coordinator of Learning Assistance Services, the Coordinator of Student Support Services, the Developmental Education Committee and recently, the Developmental Education Oversight Team have collaborated to review the College�s developmental education concerns in order to develop strategies to address them. Below is a summary of activities that the College has undertaken: * Reviewed courses to identify those that would be appropriate for students to take while completing their developmental course requirements * Created a Developmental Education Oversight Team, whose members include the Associate Vice Presidents for Academic Affairs, the Mathematics and English Department Chairs, the AVP for Enrollment Management and the Coordinator of Learning Assistance Services, to evaluate and develop programs and services to increase the academic success of students in developmental education * Dedicated an English Department faculty member to support adjunct instructors teaching developmental reading and writing courses * Identified data needs currently being addressed by Report Writing Task Force * Conducted benchmarking visits to other community colleges to review their developmental education programs and services * Reviewed and revised changes in academic policies including number of times a student can repeat a developmental course. An overview of the College�s policies and procedures for Developmental Education are available on the Learning Assistance Services webpage at www.sunyorange.edu/las/dev_policies.shtml. * Developed and implemented Learning Communities program for first semester students placing into Basic Writing Skills II and Reading and Study Skills I. The first developmental Learning Community was piloted during Spring 2008 and offered in Fall 2008 and Spring 2009. The College is working to increase the number of students participating in learning communities since preliminary data indicates that learning community students are more likely to persist and obtain a higher GPA than students who meet the learning community criteria but do not enroll. Academic Programming Orange County Community College is committed to ensuring that students have the skills to succeed at their transfer institution and/or in the workforce. Academic Affairs regularly reviews its academic offerings and learning outcomes to ensure that students� knowledge and skills continue to be relevant to the workplace as well as for continuation in higher education. Since the last decennial visit, each of the three academic divisions has participated in course and program reviews in order to identify areas for improvement and opportunities for innovation. By implementing a cycle of improvement, the College is prepared to revise courses, programs and services as well as to develop new academic offerings. Below are several programmatic changes from each division that have been made as a result of assessment findings. * The Business, Math, Science and Technology (BMST) Division has made many revisions to current programs as well as proposed new programs, including Architectural Technology, CIT-Networking, CIT-Web Development and Electrical Technology/Telecommunications. In Fall 2008, the Business Department�s proposals to offer online degrees in AS Accounting, AAS Accounting, AAS Marketing, AAS Business Management, AAS Office Technologies and AS Business Administration were approved by the State University of New York and the New York State Education Department. The Middle States Commission on Higher Education included the programs within the scope of the College�s accreditation. * The Liberal Arts Division, in direct response to assessment findings, entirely revised the International Studies program. The Criminal Justice program implemented curricular changes to maintain relevancy. The Human Services program became an approved degree program in the Department of Social Sciences. * The Health Professions Division deactivated the Massage Therapy Assistant degree program in Spring 2007 due to low enrollment and competition in the County from non-credit degree programs. The Movement Science Department, as a direct result of recommendations made by their external review team, mapped student learning outcomes of courses to program and college goals and converted the Concepts of Physical Wellness to a one credit course including both theory and activity. Additionally, the majority of the Division�s programs have successfully completed a comprehensive self-study and site visit by which all have received re-accreditation status (See Appendix P). The Annual Progress Reports on the Academic Master Plan include a comprehensive description of the programmatic changes that have been made for the past three academic years; they can be accessed at www.sunyorange.edu/academic_affairs/annualreports.shtml. The 2008-2009 Progress Report is due June 2009. Faculty Orange County Community College continuously balances the ratio of full-time to part-time faculty by prioritizing resources to maintain the highest full-time ratio possible. Despite this effort, the College faces several challenges including understaffing in programs, particularly those in the Health Professions Division, particularly Nursing, and increased demand for the English, Mathematics and Arts and Communication Departments to find quality faculty to teach the increasing number of general education and developmental courses needed. With departments relying more on adjuncts to teach their courses, additional resources must be provided for adjunct support, mentoring and evaluation. The Academic Affairs Office continues to engage the Administrative areas of the College in active and realistic budget planning. The College considers it essential to hire additional full-time faculty to maintain academic quality. Full-time faculty hires have consistently been ranked as the College�s first priority through the College�s planning and initiative prioritization process. Technology Orange County Community College recognizes that innovations in technology impact the College�s delivery of services and programs. Additionally, technology influences the way in which the College collaborates and communicates. While technology initiatives challenge the College�s budget, staffing and training needs, the development and implementation of the Information Technology (IT) Master Plan has been integral in identifying and addressing the College�s technology needs including, equipment, infrastructure and training for academics and administration. The IT Master Plan can be accessed at www.sunyorange.edu/its/docs/SUNYOrange-ITMasterPlan-v1.2.pdf. The Academic Master Plan outlines the technology related needs and future directions for the College�s classrooms, faculty and students. The Academic Affairs Office and the Information Technology Services Department meet monthly to discuss and address instructional technology needs resulting in increased collaboration on various initiatives, including: * Updating equipment in offices, the Library and in classrooms by implementing an equipment replacement cycle * Purchasing and installing numerous Smart boards; increasing the number of Smart classrooms * Creating new academic labs and updating existing labs * Procuring and installing academic software as recommended by faculty * Conducting trainings in Banner, Contribute, Microsoft applications, portal email, Angel, computer troubleshooting, Smart Classrooms, etc. * Migrating to Angel Learning Management System. Each semester the number of courses offered that are web-enhanced, hybrid and fully online increases providing more distance learning opportunities for students. With departments increasing their web presence, there is an ongoing need to support faculty with the technological equipment and training in instructional technology. The Coordinator of Instructional Technology offers Angel training workshops to faculty each semester including: o Introduction to Online Learning o Effective Online Content Presentation o Facilitating Effective Online Interaction o Authentic Online Assessment o Teaching and Managing Your Course Online o Review and Revise Your Online Course o Final Meeting - Faculty Sharing While there have been a significant number of purchases, upgrades and trainings, the College must remain proactive in infusing technology in the classroom, equipping classrooms with current technology and training faculty to effectively utilize their technological environment to optimize student learning. With the review and revision of the Academic Master Plan, the ITS Department and the IT Governance Committee will again have the direction to incorporate the goals and objectives of the academic divisions into the updated IT Master Plan. The implementation of Banner and the Self-Service environment provides many opportunities for faculty, staff and students to access information. Self-Service Banner enables students to register online, check grades, complete and submit Financial Aid forms and obtain their course schedule, etc. It allows faculty to record attendance, submit grades, retrieve student information as well as utilize the Curriculum, Advising and Program Planning (CAPP) tool. As a centralized database, the Report Writing Task Force is working to create a centralized reporting area by utilizing the Operational Data Store (ODS) and Discoverer reporting tool. Since the last Middle States Self-Study, the most costly and wide-ranging technological initiative was the purchase and implementation of Banner. The challenge impacting the implementation of future technology-related initiatives continues to be funding. Due to limited resources and numerous technology related needs, the College must prioritize replacements and new initiatives. The review and revision of the College�s Strategic Plan, Academic Master Plan and IT Master Plan will guide the College in prioritizing needs, planning projects and allocating resources. Planning, Budgeting and Assessing The College has made great strides to moving towards implementing a comprehensive cycle of linked planning, budgeting and assessing. The collaborative work of Administration, Academic Affairs, Institutional Planning, Assessment and Research, Assessment Advisory Committee and the Planning and Budgeting for Institutional Effectiveness Committee has resulted in a shift towards transparent, collaborative and proactive planning. Below is a summary of the actions taken and accomplishments made in developing and implementing a college-wide process of linked planning, budgeting and assessing. * Developed an Online Planning and Initiative Prioritization (PIP) system * Utilizing online planning environment by academic departments and administrative units * Increased college-wide participation in planning and prioritization process * Improved coordination and collaboration of departments, units and administration in planning activities and resource allocation decisions * Aligning planning and budget development process to support Strategic Plan priorities and College goals * Identified core areas and indicators of institutional effectiveness * Identifying and collecting existing and needed data on indicators of effectiveness * Formed Report Writing Task Force to prioritize information needs and to create and disseminate ODS reports * Formed Institutional Assessment Group to complete institutional assessment plan * Increased collection and utilization of data for decision-making in all College areas * Developed and implemented process to assess PIP system and prioritized initiatives Next steps include the formalized documentation of each campus area�s assessment methods, findings and uses for improving operations, services and programs. The PBIE Committee will continue to increase the utilization of the PIP system for college-wide planning, budgeting and assessing. Modifications made to the PIP system will provide the College a transparent area for collecting and utilizing assessment information. Accessibility Orange County Community College is committed to ensuring that its programs and services are accessible to all members of an increasingly diverse community. The addition of accessibility as a strategic priority in the College�s Strategic Plan 2009-2014 will guide the College in further defining accessibility issues and developing solutions and strategies to address them. The College continues to identify and outreach to various target populations in the County including a growing Hispanic population, non-traditional students, populations effected by the economy such as those re-entering the workforce or in need of retraining. The College will continue to collaborate with CAPE, local businesses, community-based organizations and educational partners to best address accessibility issues encountered by these and other populations. Accessibility initiatives that the College will continue or undertake include: * Expand College�s English as a Second Language (ESL) programming * Increase accessibility to technology, including maintaining and developing academic labs, providing a wireless environment and infusing information management skills and knowledge across curriculum * Conduct a comprehensive review of alternative scheduling and accelerated options * Continue to plan and implement services and programming for Newburgh campus * Improve physical accessibility of campus�s facilities and operations * Continue to enhance distance learning offerings and opportunities Sustainability In reviewing the College�s Strategic Plan 2005-2010, sustainability was identified as a priority to be included in the revised Strategic Plan. Recognizing the importance of sustainability, the Board of Trustees approved the new priority in December 2008. Even though the College has already been working to identify and improve sustainability efforts, a strategic priority offers increased opportunities to develop and implement college-wide initiatives. Below are several initiatives the College has implemented as well as initiatives planned for the future: * Formed ad hoc Sustainability Committee in Fall 2007 to provide College recommendations regarding leadership and short and long term sustainability goals, action steps and performance measures * Draft of College�s �Green Plan� completed by Sustainability Committee * Distributed recycling containers to all campus buildings * Increased collaborative efforts of Biology Club, Engineering Club and Sustainability Committee * Planned and launched College�s second Global Initiative, Sustaining the Earth, in January 2009. For a summary of the initiative and a listing of events and activities, visit, www.sunyorange.edu/gi/gi2009.shtml. * Active participation of CAPE in Hudson Valley�s Green Talent Pipeline Partnership * Facilitated student-involved �green� charrette on Newburgh campus to identify sustainable building solutions and energy efficient designs * College President joined the American College and University Presidents� Climate Commitment, www.presidentsclimatecommitment.org/html/about.php * Identifying �green� initiatives and potential impact of programming during review of Academic Master Plan; infusing sustainability topics into curriculum Newburgh Campus Orange County Community College�s Newburgh extension center was awarded branch campus status in September 2008 by the State University of New York and the New York State Education Department. Branch campus designation allows the College to offer full degree programs at its Newburgh location. Furthermore, the College has received substantial private and public funding to double the size of the Newburgh campus with the renovation of an existing building and the construction of a new 87,000 square foot building and underground parking garage. The College�s Capital Campaign will help to support the renovation and construction of the Newburgh campus. A web link, �Newburgh Construction,� has been created on the College�s homepage for communicating to students, faculty, staff and community members throughout the construction of the branch campus, www.sunyorange.edu/newburgh. Six programs are scheduled for implementation at the Newburgh campus for Fall 2009 including, Business Management, Human Services, Criminal Justice AAS and AS degrees, Individual Studies and Liberal Arts. Three other programs, Nursing, Office Technologies, and Early Childhood Education, await the completion of the new facilities for implementation, anticipated by Fall 2011. The College�s Administration, Academic Affairs, Institutional Advancement and Student Services Offices continue to plan for the demands, challenges and opportunities that the Newburgh campus presents. The College�s Governance structure is also being reviewed to identify how best to effectively extend communication and collaboration over both campuses. The President has articulated that the programs and services of the Newburgh campus will be embedded into the College�s Strategic Plan 2009-2014. Chapter Four: Enrollment & Finance � Trends & Projections Financial Planning Each December the Vice President of Administration presents the College�s projected budget for the upcoming fiscal year to the Board of Trustees. The projected budget includes funding for on-going expenses adjusted for increases in expenses, projected utility costs as well as costs associated with personnel, including changes in contracts and vacancies. The annual presentation includes a preliminary review of the completed budget year as well as an update on the current budget year. The Vice President highlights the budget challenges including revenue and expenditure variables. Revenues are projected based on anticipated enrollment growth as well as any changes to service fees. The Board is presented options to consider when addressing any budget gaps. The Vice President presents several budget scenarios to the Board based on projections of various increases or decreases to aid levels from the State and County. The State University of New York informs the College of its allocation in base aid for FTEs during the Spring semester after the State University�s overall budget has been finalized. The annual budgeting schedule, in relationship to the College�s planning and assessment activities are outlined in Table 4 - Planning, Budgeting, and Assessment Activities found in Chapter 6. Revenue and Expenses Orange County Community College is preparing to address increasing costs and decreasing revenues. Given the economic situation, reductions in state aid are expected to affect the College�s revenue in both FY 2010 and FY 2011. Options to address reduced revenues include lobby the County for increased funding, increase the tuition and service fees, cut current spending, freeze budget lines, etc. The College is confident that with continued strategic planning, effective enrollment management and fiscal discipline that it will be prepared to address future budgetary challenges. The College�s five year financial plan with projected revenue and expenses is included in the required attachment section (Attachment I). Below is a summary of the College�s revenue and expense situation being considered during the current budgeting year. * Tuition Revenue - The College expects that tuition revenue will increase with enrollment growth and increased tuition rates. The College�s Board of Trustees instituted a tuition plan to regularly but moderately increase tuition over five years beginning in 2005. An increase in tuition revenue of $1,394,503 is proposed for fiscal year 2009-2010, representing an enrollment increase of 1.5% over the 2008-2009 level. * State Aid - The College receives state aid which is comprised of Base Aid and is paid on an FTE basis with a one year lag. Additionally, Rental Aid reimburses SUNY community colleges for 50% of approved rental costs. It is anticipated that given the fiscal environment, increases in base aid from the State are unlikely. The College is preparing for base aid reductions for both FY 2010 and FY 2011. * County Revenue - Orange County, as the College�s local sponsor, provides funding for its operations. The College continues to be fortunate that the County provides for a significant portion of the budget. Over the last five years, the College has averaged 5.3% increase in aid from the County. In preparing budget projections, the College has taken into consideration the economic climate and has projected modest increases from the County each year. The proposed increase in County aid for 2009-2010 of 9.5% or $1,510,670 provides aid at 32.58% of the total budget, not including chargeback revenue that equals 3.6% of the budget. This increase will allow the College to fund initiatives consistent with the Strategic Plan, Academic Master Plan and the IT Master Plan. * Chargeback Revenue - The College receives revenue from other New York counties on behalf of in-state students. The rate is based on a formula that primarily involves the County contribution. The average rate in 2009 of all 30 community colleges was $2,653. Due to the commitment from Orange County, the College�s chargeback was $4,360. * Service Fees � It is College practice to regularly review the schedule of service fees including surveying comparable sized colleges to identify where fee adjustments should be made. The schedule of tuition and fees is available for students to access at www.sunyorange.edu/bursar/tuition_fees.shtml. The Board of Trustees approved a multi-year schedule of regular increases in the Technology Fee. The IT Master Plan provides direction for the spending of generated fees. * College Costs � Personnel - The College�s largest budget expense is the salaries and associated benefits for staff and faculty. Personnel comprise fifty-nine percent (59%) of all spending. Spending for personnel is expected to increase at 5 to 6% per year through FY 2013. The ten year average of increases in salary spending is 4.6% per year. In 2008, the College settled labor contracts with the Faculty Association, Staff and Chair and CSEA. The increases in proposed personal service of $2,330,989 is primarily due to projected mandatory salary increases for faculty, administrative staff, civil service staff, adjunct faculty, faculty promotions and merit increases for faculty and staff. For 2009-2010, new staffing positions for the Newburgh campus will be requested. * College Costs � Equipment - The areas of technology and health professions generally demand the most spending in order to remain competitive and innovative. The College�s Office of Institutional Advancement actively pursues funding from private sources, donations, foundation and corporation grants, etc., allowing the College to purchase needed and additional equipment for such initiatives. While the FY 2007 budget saw an increase of 43% in equipment costs, the College plans to keep costs level in upcoming budgets. Much of the equipment budget is allocated for equipment related to instruction and technology. * Contractual Costs - Increased energy costs are a continued concern given the age of many of the College�s buildings and overall facilities. The College�s Sustainability Committee in collaboration with the Facilities and Maintenance Department are researching energy issues and making recommendations on energy efficiency solutions that the College can implement. * Capital Budget - The College receives funding for capital projects from the State University�s Construction Fund from the State of New York. Orange County Community College has submitted its five year plans based on the Facilities Master Plan. Projects that the College has recently completed include various safety and security projects, ongoing building maintenance and renovations, improved accessibility to facilities to ensure ADA compliance, parking lot renovations and expansions, renovations to the athletic facility, etc. Future projects include creating a pedestrian friendly campus by rerouting traffic, continued Newburgh campus construction and building construction of a Science, Engineering and Technology Center at the Middletown campus. Fiscal Accountability The College participates annually in audits by an independent auditing firm to ensure that the institution is fiscally accountable and in compliance. In May 2006, the College hired a Budget Coordinator to monitor the College�s operating budget, project year-end performance and reallocation of resources if expenses exceed the budget. Trends in Net Assets Beginning in fiscal year 2007, the College and the County were required to implement GASB Statement No. 45 which established the standards of recognition of post-retirement benefits. Previously, the College recognized the cost of providing post-retirement health insurance benefits by expensing those costs when paid. In order to determine the amount of this liability, the County engaged actuarial services and included the College in the contract. The booking of these expenses ($4,500,000 in 2007 and $4,400,000 in 2008) have adversely affected net assets. Additionally, the Banner conversion project has negatively affected net assets. The County advanced the money to implement the Banner project with the understanding it would be paid back over 10 years which amounted to an expense of $1,841,018 impacting the Operating Budget in fiscal years 2007 and 2008. This portion of the deficit is being reduced by approximately $200,000 per year but the GASB Statement No. 45 impact will continue to be reflected on financial statements. Fiscal Challenges The College has given much attention to the planning and budgeting for the Newburgh Campus. This expansion will have a significant impact on the Operating Budget. The challenge will be to address the needs of both campuses in a fair and equitable manner while operating in an economic climate where resources remain flat and in some cases decreasing. The College will have to put strong effort into fund-raising and pursuing grant opportunities in order to support innovation and new technologies in educational programs, services and facilities. Enrollment Projections The State University of New York (SUNY) system requires all community colleges to annually complete and submit a five year Enrollment Projection Plan. The projection plan is developed in collaboration with the Vice President for Administration, Vice President for Academic Affairs, Comptroller, AVP for Enrollment Management and the Institutional Planning, Assessment and Research Officer. Projections are made based on past years� actual enrollment, projection accuracy, as well as other information such as new programs or services, county high school graduation numbers and county employment data. The table below summarizes Orange County Community College�s projected and official enrollment and AFTE for the past five years. Table 1 � Five Year Projected and Official Enrollment and AFTE Year Enrollment AFTE Projected Enrollment Official Enrollment Difference Projected AFTE Actual AFTE Difference 2008-2009 6,701 6,763 62 4,496 TBD TBD 2007-2008 6,654 6,602 -52 4,400 4,381 29 2006-2007 6,515 6,524 9 4,418 4,345 -73 2005-2006 6,343 6,441 98 4,334 4,281 -53 2004-2005 6,142 6,269 127 4,283 4,250 -33 Data maintained by the State University of New York The College�s current five year Enrollment Projection Plan modestly projects an increase of 1.5% in enrollment for the next several academic years. The plan accounts for a greater increase in enrollment as the Newburgh campus construction is completed and academic programs become fully available. The College�s five year enrollment projection plan submitted to the State University of New York is included in the required attachments section (Attachment II). Enrollment Trends and Activity Orange County Community College has experienced consistent enrollment growth over the past five years in both headcount and full-time equivalency (FTE). Highlights include: * Consistent increase in total headcount and credit hours from Fall 2004 to Fall 2008 * 4.4% increase in total credit hours from Fall 2007 to Fall 2008 * Full-time student enrollment has increased significantly supporting recent economic driven trends at community colleges * Consistent increase of Hispanic student enrollment at College reflecting growth of population group in County * Nearly 64% increase of enrolled students �Under Age 18� from Fall 2007 to Fall 2008 * Traditional age student enrollment has grown while non-traditional age student enrollment remains static * Significant increases in total headcount of Community College in the High School students The following graphs and charts illustrate Orange County Community College�s enrollment trends over the past five years including total headcount, credit hours, full-time and part-time headcount and headcount by age, student type and ethnicity. Figure 1: Orange County Community College Total Headcount Fall 2004 � Fall 2008 Figure 2: Orange County Community College Full Time & Part Time Headcount Fall 2004 � Fall 2008 Figure 3: Orange County Community College Total Credit Hours Fall 2004 � Fall 2008 Figure 4: Orange County Community College Annual FTE Fall 2004 � Fall 2008 Figure 5: Orange County Community College Headcount by Race/Ethnicity Fall 2004 � Fall 2008 Figure 6: Orange County Community College Headcount by Student Type Fall 2004 � Fall 2008 Figure 7: Orange County Community College � Community College in the High School (CCHS) Total Headcount Fall 2004 � Fall 2008 Enrollment Activity Reporting The College�s Report Writing Task Force members include the AVP for Enrollment Management, the Registrar, the Institutional Planning Assessment and Research Office and Technical Assistants from the ITS Department. The task force works collaboratively to develop ODS reports to be used for college planning and decision-making. A primary report that has been developed and utilized (internally) is the Enrollment Activity Report. This report provides the College with enrollment activity data during registration, after the first and second week of classes, at Census, after deletions and at the end of term. The report is disseminated to the College�s Cabinet and other stakeholders. Appendix N is an example of the Enrollment Activity Report for Fall 2008. The College�s Census report is disseminated to the college community and is uploaded to the IPAR Office�s report webpage, www.sunyorange.edu/ir/reports/banner.shtml. The Fall 2008 Census Report is included in the required attachments section (Attachment III). By monitoring enrollment activity, the College is better able to anticipate trends and future needs as well more effectively allocate and utilize resources. Chapter Five: Assessment Processes & Plans Orange County Community College has made significant progress in establishing a comprehensive assessment structure and cycle. This chapter describes the accomplishments the College has made in the assessment of student learning outcomes and institutional effectiveness. Additionally, the chapter outlines next steps the College will take to improve and expand its assessment plans, activities and improvement initiatives. Culture of Assessment: Support and Resources Institutional Planning, Assessment & Research Office - In response to Middle States Team recommendations and as reported in the 2006 Monitoring Report, a Coordinator of Assessment was hired in February 2005 to facilitate the College�s assessment initiatives and report to the Vice President for Academic Affairs. In Fall 2007, the Coordinator was hired as the Institutional Planning and Research Officer resulting in the Office assuming the facilitation of the College�s assessment activities. To reflect the changes, the Office was renamed, the Institutional Planning, Assessment and Research (IPAR) Office with the Officer reporting directly to the Vice President for Administration. * Collaboration - The IPAR Officer meets regularly with the Vice President for Academic Affairs and Student Services and the College�s Associate Vice Presidents, is an Academic Affairs Leadership Team member and is an ex-officio member of both the Assessment Advisory Committee and the Planning and Budgeting for Institutional Effectiveness Committee. * Budget - The budget of the Institutional Planning, Assessment and Research Office adequately supports the College�s assessment activities. The assessment budget has been used to provide stipends to faculty for participation in inter-rater reliability activities, provide honorariums for external reviewers, allow for faculty to attend assessment conferences and workshops and support academic departments� accreditation activities. * Website: Assessment at SUNY Orange � The IPAR Office has developed a comprehensive assessment website for faculty and staff. The website provides an overview of assessment, glossary of terms and a description of assessment requirements for Middle States and SUNY including assessment schedules and plans. To support the SUNY Assessment Initiative, forms and instructions and tips and tools are also available on the website at www.sunyorange.edu/assessment/. State University of New York - It should be noted that the State University of New York funds many campus assessment activities including participation in the Student Opinion Survey, the Community College Survey of Student Engagement as well as the National Community College Benchmarking Project. Additionally, as part of SUNY�s Strengthened Campus Based Assessment initiative, faculty are reimbursed for inter-rater reliability activities. Assessment Advisory Committee � The Assessment Advisory Committee is the College�s standing governance committee that supports the implementation of assessment initiatives college-wide. The Committee, representing both faculty and staff, collaborates with the IPAR Officer to create and maintain a culture of assessment. Recent accomplishments of the Assessment Advisory Committee include: * Developed instrument to assess prioritized initiatives in collaboration with the Planning and Budgeting for Institutional Effectiveness Committee * Planned and implemented General Education assessment of Critical Thinking in Spring 2008 and Information Management in Spring 2009 * Developed in collaboration with English and Mathematics Departments the Strengthened Campus Based Assessment plans for Written Communication and Mathematics * Disseminated and utilized results of Critical Thinking assessment by presenting findings at Assembly, facilitating workshops through Center for Teaching and Learning for faculty and recommending to College that critical thinking skills be infused across the curriculum * Reviewing and recommending contents on Assessment at SUNY Orange website * Attended several workshops on student learning outcome assessment in region * Reviewed Online Student Course Evaluation instrument and process and forwarded recommendations for modifications to Executive Committee Since the decennial visit, the College has experienced a remarkable but difficult to measure shift in the culture of assessment. Much effort has been taken to educate the campus on the benefits of assessment, manageable assessment methods as well as the importance of utilizing assessment findings for improvement efforts. Understanding the benefits of assessments has resulted in an increase in college-wide assessment activities. Recent assessment activities include: * Information Technology needs survey conducted in collaboration with IT Governance Committee, Human Resources and IPAR Office in order to identify equipment, software and training needs of faculty and staff * Marketing Survey of students� media habits conducted by Marketing Department; findings used to enhance student information on College webpage * Employee Survey on Workplace Violence and Hazard Assessment administered by Human Resources Office in partnership with the Emergency Management Team; findings used in development of Emergency Management Plan * Survey of assessment plans, methods and use of findings administered by IPAR Office to collect updated information from academic departments. Appendix Q is a chart highlighting academic assessment methods used and modifications made by academic departments * Online college-wide Student Course Evaluations administered every semester to all students in all credit courses * Alumni, graduate and employer surveys administered in Health Professions Division and Accounting, Business and Office Technologies department Assessment activities have become integral to the operations of every College area. Collecting information consistently and comprehensively has provided the College the evidence to make effective and efficient decisions. Student Learning Outcomes Assessment & SUNY Assessment Initiative The State University of New York Assessment Initiative began in Fall 1999 when Provost [Salins] established an Advisory Task Force on the Assessment of Student Learning Outcomes to develop a process to assess student learning outcomes in both General Education and in academic programs. The SUNY Assessment Initiative has three components: 1. Assessment of student learning outcomes in the Major every 5-7 years or on a specialized accreditation schedule 2. Assessment of student learning outcomes in the 12 General Education areas every 3 years o Written Communication, Mathematics and Critical Thinking are part of SUNY�s Strengthened Campus-Based Assessment Initiative which requires these areas to be assessed using externally referenced measures. 3. Assessment of student engagement in academic activities every three years in order to provide context for learning outcomes. The Community College Survey of Student Engagement will be administered by all community colleges in Spring 2009. Orange County Community College effectively implements the SUNY Assessment Initiative. More information about the SUNY Assessment Initiative can be accessed at www.suny.edu/provost/Assessmentinit.cfm. Below is a brief summary of the progress the College has made in implementing the assessment initiative. Assessment of Student Learning Outcomes in the Major The College�s academic programs conduct a comprehensive program review including assessing the student learning outcomes in the major every 5 to 7 years. The assessment schedule for each academic division is included in Appendix I as well as online at www.sunyorange.edu/assessmentapa/schedule.shtml. An external review of each program is a required component of the assessment initiative. External reviewers provide programs an independent and objective evaluation of strengths and weaknesses as well as recommendations for improvement. The accreditation responsibilities of programs are sufficient to meet SUNY�s assessment requirements since accreditation standards are generally more rigorous. Appendix P summarizes the College�s recent accreditation activity and award. Additional assessment components of the comprehensive program review include, aligning student learning outcomes of courses with programs as well as to college goals through curriculum mapping, collecting and analyzing course, student and faculty data as well as addressing the Academic Master Plan themes of technology, curriculum change, professional development, collaboration and partnerships and student services. A ranking of currently used assessment methods is included in Appendix O. As part of the assessment process, programs are required to review previous assessment findings and document what resulting changes were made. The annual Progress Reports submitted to the VPAA document assessment activities, findings and improvement efforts. Progress Reports for the past three academic years can be viewed at www.sunyorange.edu/academic_affairs/annualreports.shtml. The SUNY Assessment Initiative requires programs to complete and submit a Summary Report highlighting changes made as a result of assessment activities. The template of the Summary Report for the Assessment of Student Learning Outcomes in the Major is included in Appendix R. It can also be accessed online at www.sunyorange.edu/assessmentapa/forms.shtml. As requested by Middle States in response to the Monitoring Reports, a summary of modifications and improvements made by academic departments as a result of assessment findings is included in Appendix Q. Assessment of Student Learning Outcomes in General Education An assessment plan for each General Education area was developed and submitted to SUNY�s General Education Assessment Review (GEAR) Group for review and approval. The plans were collaboratively developed between academic departments and the College�s former General Education Committee. Preceding each assessment cycle, assessment plans are reviewed and revised if necessary. Current General Education plans can be accessed at www.sunyorange.edu/assessmentgea/plansresults.shtml. Every three years, the General Education Assessment Review (GEAR) Group reviews the campuses� assessment plans to ensure that all standards continue to be met. In Spring 2008, the College submitted to GEAR its Triennial General Education Report which documented changes to the assessment plans as well as a summary of the improvement initiatives resulting from the utilization of assessment findings. The summary of �closing the loop� activities for each General Education area is included in Appendix M. As part of the Assessment Initiative, a Summary Report for the assessment of student learning outcomes in General Education is also submitted to SUNY. A template of the Summary Report is included in Appendix L and is available at www.sunyorange.edu/assessmentgea/forms.shtml. In 2004, SUNY introduced the Strengthened Campus Based Assessment Initiative which established more rigorous assessment requirements in Mathematics, Written Communication and Critical Thinking. The SCBA initiative also requires community colleges to administer the Community College Survey of Student Engagement (CCSSE). Orange County Community College�s SCBA plans, collaboratively developed between the English and Mathematics Department, the Assessment Advisory Committee and the IPAR Office, were approved by the General Education Assessment Review Group. Each assessment utilizes a standardized rubric developed by discipline panels of SUNY faculty. Assessment plans and rubrics for each SCBA area are available at www.sunyorange.edu/assessmentgea/strengthen.shtml. * Mathematics was first assessed in Spring 2006 and will be completing its second assessment cycle in Spring 2009 * Written Communication was assessed in Spring 2007 and is scheduled to be assessed in Spring 2010 * Critical Thinking was assessed in Spring 2008. The Assessment Advisory Committee and the IPAR Office are working to disseminate results and develop recommendations for the College including infusing critical thinking skills across the curriculum. Institutional Assessment Institutional assessment activities are conducted in order to determine if the College is accomplishing its mission and goals. Being that student learning is at the core of the College�s mission, Academic Affairs has led the College in establishing a comprehensive plan and process to assess student learning outcomes. The College has made significant progress in assessing course, program and General Education student learning outcomes. Additionally, much progress has been in utilizing the assessment results to maintain academic excellence by improving teaching and learning. Each academic department is required to submit an Annual Academic Master Plan Progress Report to the Vice President for Academic Affairs at the end of each academic year. Accomplishments and next steps for each of the five Academic Master Plan themes are described in the report as well as the past academic year�s assessment activities. Department Chairs articulate what changes have been made and/or what changes are being planned as a result of any assessment findings. The annual Progress Reports, therefore, serve as a continuous feedback loop. Annual progress reports are available for the past three academic years, 2005-2006, 2006-2007, 2007-2008, with the 2008-2009 report due June 2009 at www.sunyorange.edu/academic_affairs/annualreports.shtml. The Offices of Administration, Institutional Advancement and Student Services consistently develop and implement assessment activities to measure progress in achieving the strategic priorities and the goals and objectives of the supporting master plans. These activities generally include methods to monitor and measure productivity, adherence to timelines and processes, responsiveness to requests, accomplishments of unit goals and satisfaction with services and programs. Apart from Academic Affairs, however, there has not been a standardized approach to developing assessment plans, documenting findings and communicating initiatives for improvement. As recommended by the IPAR Office and the Assessment Advisory Committee, the College�s Administration, Student Services, and Advancement Offices will: * Develop annual Progress Reports. The reports will include a summary of each area�s assessment activities, findings and improvement initiatives. The annual reports will document the progress made in accomplishing the College�s goals and strategic priorities. * Form an Institutional Assessment Group of representatives from the College�s administrative areas. The Institutional Assessment Group in collaboration with the Assessment Advisory Committee, the PBIE Committee and IPAR Office will work to: * Finalize College�s Institutional Assessment Plan. The plan will guide the College in developing institutional assessment activities to best measure the effectiveness of the College in meeting its mission and goals. The information collected will assist the College in identifying needed improvement areas to maintain excellence in programming and services. It will serve as a guide for analysis, decision making and allocation of resources. * Establish schedule for Institutional Planning and Assessment; a draft of the schedule is included in Appendix S * Collaborate with PBIE Committee to modify PIP system including, adding assessment fields to collect information on assessment measures, results, improvement initiatives, etc. * Incorporate indicators of effectiveness and appropriate measures into respective master plans * Develop standardized Annual Progress Report format that will document assessment plans, methods, findings and next steps for each College area * Develop Institutional Effectiveness Report in collaboration with IPAR Office and Report Writing Task Force by which data collected on core indicators will be compiled and published to demonstrate and determine institutional effectiveness * Implement Institutional Effectiveness Cycle [Figure 8] and ensure each College area develops and implements plans, assesses goals and objectives, utilizes findings to modify and improve programs and services and inform planning and budgeting decisions Figure 8 Orange County Community College�s Cycle of Institutional Effectiveness Indicators of Institutional Effectiveness After reviewing the American Association of Community College�s (AACC) publication, �Core Indicators of Effectiveness for Community Colleges,� the College�s ad hoc Key Performance Indicators Task Force recommended incorporating the core areas and indicators into the College�s Institutional Assessment Plan as well as the supporting master plans. Indicator data will be collected and reported annually within the Progress Reports as well as in the Institutional Effectiveness Report. The Report Writing Task Force will work with the Institutional Assessment Group and the IPAR Office to identify sources of needed data and create reports. The College, as previously noted, is becoming more data driven resulting from increased accessibility of Banner information through ODS reports as well as findings from assessment activities. The College will continue to obtain and utilize accurate and appropriate data to increase its ability to measure accomplishments and demonstrate accountability. The table below outlines the core areas, indicators and the supporting data to be collected and analyzed to determine the College�s institutional effectiveness. Table 2 Orange County Community College�s Core Areas & Indicators of Institutional Effectiveness & Supporting Data Core Area Core Indicator Supporting Data Academic Success * Goal attainment * Overall completion rates * Student persistence * Degree/ program completion rates * Student Opinion Survey * CCSSE (Spring 2009) * SUNY Educational Goal (SIRIS) * ODS Reports � cohort, GPA * SUNY Data warehouse � graduation rates * SUNY Assessment of SLO in academic programs * Student Course Evaluations Transfer * Successful transfer * Rate & number of transfers * Success at transfer institution (GPA, persistence & completion) * Student record data from transfer institution * Transcript request data * SUNY Data warehouse � 1 Year Persistence * National Student Clearinghouse General Education * Successful GE completion * Demonstration of CT, IM & communication skills * ODS report * SUNY Assessment of SLO in General Education Developmental Education * Successful subsequent related course work * Improved progress & retention of DE students * ODS Reports (data elements such as placement assessment scores, course grades, developmental course history, etc.) * Developmental Review Board data * Learning Communities data Workforce Development * Degree and certificate completion * Job placement rate * Employer feedback * Licensure/Certification pass rates * Employer surveys administered by department * ODS reports - cohort * SUNY Assessment of SLO in Program * Accreditation reviews/studies * Student Course Evaluations * Data from state licensing and certification bodies collected by Department Student Services * Student satisfaction with student services and resources * Student needs assessment/surveys * Student Opinion Survey * Community College Survey of Student Engagement (CSSE) Outreach * Satisfaction with courses and workshops * Responsiveness to need * Community participation rate * Community needs surveys * Satisfaction surveys Assessment Accomplishments & Next Steps Below is a summary of some of the many assessment accomplishments that the College has implemented since its decennial accreditation visit: * Reviewed and revised student learning outcomes for every College course and program * Completed third cycle of SUNY�s assessment of student learning outcomes in General Education * Created and implemented General Education and Academic Program Review Schedule (The schedules are included in Appendix I and J, respectively.) * Revised existing and created new courses and programs as a result of assessment findings * Created assessment web presence at www.sunyorange.edu/assessment/ * Formed an ad hoc Key Performance Indicators task force to identify core areas of institutional effectiveness, corresponding indicators and supporting data sources to be embedded in Strategic Plan and supporting Master Plans * Administered online student course evaluations for every course each semester * Completed successful accreditation self-studies and visits (Appendix P) * Administered student satisfaction and engagement surveys including SUNY Student Opinion Survey, Spring 2006 and Community College Survey of Student Engagement (CCSSE), Spring 2009 * Participate annually in National Community College Benchmarking Project (NCCBP) * Increased use of rubrics and embedded assessment methods across curriculum * Submitted SUNY�s Mission Review II to ensure compliance with SUNY�s mandates and initiatives, including SUNY Assessment Initiative. The Mission Review II can be accessed at www.sunyorange.edu/president/docs/Orange_fully_executed_MOU.pdf * Formed Institutional Assessment Group to finalize Institutional Assessment Plan and Institutional Effectiveness Report * Developed and implemented assessment instrument and process to measure effectiveness of PIP system and prioritized initiatives * Reviewed College�s Strategic Plan 2005-2010; developing Strategic Plan 2009-2014 * Documented accomplishments of academic programs and departments in Annual Academic Master Plan Progress Reports Significant progress in the assessment of academic and administrative outcomes has been accomplished; however, the College is committed to continue to improve its efforts in developing assessment plans with valid and reliable methods that yield useful data for improving programs and services. Below are several next steps that the College plans to implement beginning Fall 2009: * Develop and implement Institutional Assessment Plan * Integrate assessment plans into each supporting master plan * Finalize and adhere to schedule for Institutional Planning and Assessment * Ensure each Middle States Standard includes assessment component * Establish benchmarks within Strategic Plan 2009-2014 and supporting master plans * Further demonstrate utilization of assessment findings to improve student learning and institutional effectiveness * Develop and disseminate annual Progress Reports for each College area * Create and disseminate annual Institutional Effectiveness Report * Continue to develop professional development opportunities for staff and faculty on assessment best practices Chapter Six: Linked Institutional Planning & Budgeting Processes Orange County Community College has made significant progress in developing a comprehensive and connected college-wide planning and budgeting process that is guided by the College�s Strategic Plan and supporting Master Plans, including the Academic Master Plan, IT Master Plan, Enrollment Management Plan, Facilities Master Plan and Resource Development Plan. The Academic Master Plan (AMP) guides the development and implementation of the College�s supporting master plans, illustrated in the diagram below. This relationship creates a collaborative and collegial approach to achieving the College�s goals and mission. Figure 9 Relationship of College Master Plans The College�s Strategic Plan 2005-2010 identified planning as one of five strategic priorities, �Implement collegial processes to ensure effective planning, resource allocation and critical review of all College operations.� To realize this priority, the College formed the Planning and Budgeting for Institutional Effectiveness Committee, a standing Governance committee. The PBIE Committee�s webpage can be accessed at www.sunyorange.edu/pbie/index.shtml. Planning and Budgeting for Institutional Effectiveness Committee The Planning and Budgeting for Institutional Effectiveness Committee (PBIE) was established as a standing College Governance committee with the responsibility of recommending planning priorities, allocating resources to support strategic priorities and analyzing progress toward the achievement of those priorities. To accomplish these responsibilities, the PBIE Committee created a transparent, collaborative and comprehensive planning and budgeting instrument and process in order to more effectively plan, assess and allocate resources. The Committee has led the College in creating a/an: * Cycle by which plans are developed and budgets prepared * Open, transparent and collaborative process to review and prioritize resource requests * Online Planning and Initiative Prioritization (PIP) system to create and maintain College plans and budget decisions * Set of criteria by which resource allocation decisions are made * Alignment of initiatives with the goals and objectives of the Strategic Plan, supporting master plans and Middle States Standards * Assessment process to identify effective use of resources and guide future planning and budgeting decisions * Process and procedures manual to guide the Committee and future members on roles and responsibilities Planning and Budgeting Cycle The College is beginning its fourth cycle of planning and initiative prioritization for academic year 2010-2011. Each planning and budgeting cycle begins with Department Chairs and Unit heads collaborating with faculty and staff to identify initiatives that are to be considered for budget prioritization. Department Chairs and Unit heads are responsible for planning the initiatives in the online PIP system. The Vice Presidents, Associate Vice Presidents, the PBIE Committee and the President�s Cabinet collaboratively prioritize initiatives to determine allocation of resources. When initiatives have been prioritized, the College�s Comptroller, an ex-officio member of the PBIE Committee, works to allocate resources for initiative implementation. Additionally, the Coordinator of Grants utilizes the information from PIP to identify alternative funding sources, particularly through grants, for initiatives. Funding of initiatives, however, has been impacted by the economic challenges faced by the College. The initiatives link directly to the strategic priorities, College goals, Middle States Standards and supporting master plan goals and objectives. Appendix C is a screen shot of the online �Initiative Summary� form requiring that goals in which the initiative supports be identified. In efforts to link planning and budgeting, the PIP system requires that equipment, supplies, facility, technology, staffing, training, marketing and other needs be identified. The online �Needs and Costs� form is included in Appendix D. As mentioned, the PIP system is available to the public at www.sunyorange.edu/pip/index.php?access=public. Public access enhances collaborative planning, allows administrative support areas to be proactive in responding to needs and encourages communication college-wide. The seven phases of the annual planning and initiative prioritization cycle facilitated by the PBIE Committee are described in the table below and at www.sunyorange.edu/pbie/timeline.shtml. Table 3 PBIE Planning & Initiative Prioritization Cycle for AY 2010-2011 PERIOD DESCRIPTION STARTS ENDS Entering of Plans & Initiatives on the PIP System Current and long-term plans & initiatives are entered and/or edited (fill in required fields, attach narrative justifications, etc.) on the PIP system. Ongoing Period 1 Department Rankings Dept/unit heads can continue to input and edit initiatives. At this time, dept/unit heads MUST RANK all initiatives that they would like to be considered for the current planning cycle. Ongoing May 22, 2009 Period 2 AVP Edits & Ranking (Academic Affairs, Student Services & Administration) During this period the AVP's hold meetings, edit data, and then RANK their respective area initiatives. May 25, 2009 July 17, 2009 Period 3 VP & Newburgh AVP Edits & Ranking During this period the VP's & Newburgh Campus AVP hold meetings, edit info, and then RANK their respective area initiatives. July 20, 2009 Sept 18, 2009 Period 4 PBIE Ranking During this period the PBIE committee holds meetings, discussions, open forums, and RANK initiatives campus-wide to move forward for potential funding and/or implementation. Sept 21, 2009 Nov 13, 2009 Period 5 Cabinet Ranking During this period the Cabinet will discuss and finalize the RANKED initiatives and CREATE A FINAL RANKED LIST for funding into the budget. Nov 16, 2009 Jan 29, 2010 Assessment of Initiatives Initiatives that were prioritized at the Cabinet level submit assessment information, status updates, etc. on the PIP system. Spring 2011 Semester Assessment of Planning Process and Prioritized Initiatives The Planning Budgeting for Institutional Effectiveness Committee collaborated with the Assessment Advisory Committee and the Institutional Planning Assessment and Research Officer to develop an annual assessment plan and instrument for the planning process and for prioritized initiatives. The assessment period has been integrated into the online PIP system further linking the College�s planning, budgeting and assessment activities. PIP modifications being planned will allow the College community access to view the status of each prioritized initiative for a fully transparent process of planning and budgeting for institutional effectiveness. The table below outlines the College�s annual planning, budgeting and assessment activities for fiscal year 2010 and academic year 2010-2011. The PBIE planning and initiative prioritization activities provide information to support the development of the College�s upcoming fiscal year budget. (PBIE activities are in blue.) The findings from the assessment activities are utilized to guide short and long term planning. The table also delineates the budget cycle of Orange County, in italics. Table 4 Planning, Budgeting and Assessment Activities for FY 2010 and AY 2010-2011 Assessment Activities Planning Activities Budgeting Activities AUG * Disseminate assessment findings (AY2008/2009) * Determine closing the loop/ improvement initiatives Collaborative meeting with Cabinet, Executive Committee about committee charges (AY2009/2010) * County Legislature votes on College budget (FY2010; AY2009/2010) SEPT * SUNY General Education & Program Review Reports due to SUNY System * Dissemination of Student Survey results - CCSSE * Governance Committee meetings resume * VP prioritization of initiatives (AY2010/2011) New budget year begins (FY2010; AY2009/2010) OCT * Open Forums for college feedback on prioritized initiatives (AY2010/2011) NOV Student course evaluations completed * PBIE prioritization of initiatives (AY2010/2011) DEC * Cabinet prioritization of initiatives * President finalizes prioritized initiatives (AY2010/2011) Projected budget presented to BOT (FY2010; AY2009/2010) JAN * NY Governor presents budget (FY2010) * Distribution of budget forms and guidelines to departments FEB * College Administration establishes AY2010/2011 priorities from SP and supporting college plans * Campus-wide planning meeting (AY2010/2011) Budget development (FEB to MAY) (AY2009/2010) MAR Annual PIP Initiative Progress Reports completed for each ranked initiative * 5 Year Enrollment (Projection) Planning Meeting * Department and unit planning meetings and initiative submissions (MAR-MAY) (AY2010/2011) * Department budget requests due to appropriate AVP/VP (AY2009/2010) * Departmental budget requests due to Comptroller * BOT reviews proposed budget and considers any increases in fees and/or tuition APR Student course evaluations completed State Legislations passes State budget (FY2010) MAY Academic Assessment � �Close the Loop� for current AY and enter/update objectives for upcoming AY Department and unit prioritization of initiatives (AY2010/2011) * Cabinet to review Budget Draft #1 (FY2010; AY2009/2010) * Comptroller updates Planning & Budgeting Committee * Cabinet reviews Final Budget Request JUN Administrative Assessment � �Close the Loop� for AY and enter/update objectives for upcoming AY AVP planning meetings and prioritization of initiatives * Proposed budget presented to BOT for approval (AY2009/2010) * Proposed budget submitted to County JUL * Annual [progress] reports due & published for all college areas (AY 2008/2009) * Institutional Effectiveness Report * AVP prioritization of initiatives * Administrative review of college assessment findings, improvement initiatives, etc. * VP planning meetings (JUL-SEPT) * Develop action steps for achieving Strategic Priorities (AY2009/2010) Review of budget proposal by County Next Steps The College has identified several activities to implement to advance the linked planning, budgeting and assessment cycle including: * Submit Annual Progress Reports from Offices of Student Services, Institutional Advancement and Administration * Review annually, assessment activities and findings to guide prioritization of planning initiatives and to identify action steps to achieve strategic priorities and College goals * Institute college-wide planning meeting to communicate strategic priorities and action steps for upcoming fiscal and academic year. The meeting will enhance campus communication and coordination of strategic planning efforts for the upcoming year. * Increase utilization of Operational Data Store (ODS) environment to create data reports for planning and assessing and determining institutional effectiveness * Identify planning and assessing training needs in order to continue to provide professional development opportunities for faculty and staff * Continue to modify online Planning and Initiative Prioritization (PIP) system, including the addition of assessment fields Orange County Community College is committed to planning and allocating resources responsibly and effectively. The College will continue to enhance its online planning instrument and process in order to connect budget requests and allocation of resources to the College�s strategic priorities and goals. Appendices Appendix A - Orange County Community College Acronyms AFTE Annual Full Time Equivalency A.A. Associate in Arts A.A.S Associate in Applied Science A.S. Associate in Science AVP Associate Vice President BOT Board of Trustees CAPE Continuing and Professional Education CAPP Curriculum Advising & Program Planning tool CCHS Community College in the High School CCSSE Community College Survey of Student Engagement CSEA Civil Service Employees Association CTL Center for Teaching and Learning ESL English as a Second Language FYE First Year Experience GE General Education GEAR General Education Assessment Review group IE Institutional Effectiveness IM Information Management IPAR Institutional Planning, Assessment & Research IPEDS Integrated Postsecondary Education Data System FAFSA Free Application for Federal Student Aid FTE Full Time Equivalent MOU Memorandum of Understanding MSCHE Middle States Commission on Higher Education NYS New York State NYSED New York State Education Department OCCC Orange County Community College PBIE Planning & Budgeting for Institutional Effectiveness PIP Online Planning and Prioritization System PRR Periodic Review Report PRT Promotion Retention and Tenure SCBA Strengthened Campus Based Assessment SIRIS SUNY Institutional Research Information System SLO Student Learning Outcomes SUNY State University of New York VP Vice President VPA Vice President for Administration VPAA Vice President for Academic Affairs VPIA Vice President for Institutional Advancement VPSS Vice President for Student Services Technology ITS Information Technology Services CMM Capability Maturity Model COBIT Control Objectives for Information and related Technology ODS Operational Data Store SSB Self-Service Banner USO User Support Operations Appendix B - IT Master Plan Project Status Update 2007-2008: Appendix C - Online Planning and Initiative Prioritization System (PIP) � Initiative Summary Initiative Summary Plan Summary / Initiative Summary INSTITUTIONAL RESEARCH 2007 - 2008 >> Online Course Evaluation Survey View/Manage Needs & Costs Submitted in previous years? Notes/Memo Justification/Rationale Consequences of this initiative not being funded: Estimated Completion Date: Will this initiative span multiple budget years? (excluding maintenance / re-occurring costs) NO | Year: N/A View Notes View Consequences 06/01/2008 YES GOALS Goal Type Goal Reference Action STRATEGIC I (View Goal Description) � COLLEGE I .1 (View Goal Description) � MIDDLESTATES Standard14 .c (View Goal Description) � AMP II .b (View Goal Description) � ACTION STEPS Action Step Target Date Responsible Party Action Contract with Course Evaluation Surveys by September 07 06/01/2008 IR, IT � EXPECTED OUTCOMES Outcome Revisit Date Action All courses are evaluated by students online 06/01/2008 � Courses are improved as a result of implementation. Results would be monitored over several years. 08/01/2009 � Appendix D - Online Planning and Initiative Prioritization System (PIP) � Initiative Needs & Costs Initiative Needs & Costs Department / Planning Year/ Initiative Title EQUIPMENT Needs & Costs � Add Equipment Need & Cost Need Cost (Initial Year/Recurring) Supporting Departments Action TOTAL: $0.00/0.00 � FACILITY Needs & Costs � Add Facility Need & Cost Need Cost (Initial Year/Recurring) Supporting Departments Action TOTAL: $0.00/0.00 � SUPPLY Needs & Costs � Add Supply Need & Cost Need Cost (Initial Year/Recurring) Supporting Departments Action TOTAL: $0.00/0.00 � STAFFING Needs & Costs � Add Staffing Need & Cost Need Cost (Initial Year/Recurring) Supporting Departments Action TOTAL: $0.00/0.00 � TRAINING Needs & Costs � Add Training Need & Cost Need Cost (Initial Year/Recurring) Supporting Departments Action TOTAL: $0.00/0.00 � MARKETING Needs & Costs � Add Marketing Need & Cost Need Cost (Initial Year/Recurring) Supporting Departments Action TOTAL: $0.00/0.00 � OTHER Needs & Costs � Add Other Need & Cost Need Cost (Initial Year/Recurring) Supporting Departments Action TOTAL: $0.00/0.00 � Appendix E - Orange County Community College Core Areas and Indicators of Institutional Effectiveness & Supporting Data Core Area Core Indicator Supporting Data Academic Success * Goal attainment * Overall completion rates * Student persistence * Degree/ program completion rates * Student Opinion Survey * CCSSE (Spring 2009) * SUNY Educational Goal (SIRIS) * ODS Reports � cohort, GPA * SUNY Data warehouse � Graduation rates * SUNY Assessment of SLO in academic programs * Student Course Evaluations Transfer * Successful transfer * Rate & number of transfers * Success at transfer institution (GPA, persistence & completion) * Student record data from transfer institution * Transcript request data * SUNY Data warehouse � 1 Year Persistence * National Student Clearinghouse General Education * Successful GE completion * Demonstration of CT, IM & communication skills * ODS report * SUNY Assessment of SLO in General Education Developmental Education * Successful subsequent related course work * Improved progress & retention of DE students * ODS Reports (data elements such as placement assessment scores, course grades, developmental course history, etc.) * Developmental Review Board data * Learning Communities data Workforce Development * Degree and certificate completion * Job placement rate * Employer feedback * Licensure/Certification pass rates * Employer surveys administered by department * ODS reports - cohort * SUNY Assessment of SLO in Program * Accreditation reviews/studies * Student Course Evaluations * Data from state licensing and certification bodies collected by Department Student Services * Student satisfaction with student support services and resources * Student needs assessment/surveys * Student Opinion Survey * Community College Survey of Student Engagement (CSSE) Outreach * Satisfaction with courses and workshops * Responsiveness to need * Community participation rate * Community needs surveys * Satisfaction surveys Appendix F - Orange County Community College � College Catalog excerpt Appendix G - Orange County Community College � Student Feedback Form Appendix H - COURSE EVALUATION SUMMARY - Draft Course: ___________________________ Term: __ Fall __ Spring __ Spring 20_____ Instructor: _________________________ From the Student Course Evaluations for this course, I learned: My observations and reflections about this course this semester include: Based on the results of the Student Course Evaluations and my reflections on the course this semester, I plan to: Appendix I - Business, Math, Science & Technology � Assessment Schedule Liberal Arts � Assessment Schedule Health Professions � Assessment Schedule Appendix J � General Education � Assessment Schedule Appendix K - Information Management Assessment Rubric Appendix L Assessment of Student Learning Outcomes in General Education SUMMARY REPORT Use this form to provide a summary report on campus-based assessment of student learning outcomes in General Education Name of Institution: Academic Year: {specify name of branch campus, if relevant} Program improvements made as a result of the previous assessment of General Education: In the course of conducting this cycle of assessment, were there any significant deviations from the plan that was approved by the General Education Assessment Review (GEAR) Group? If so, please comment on why the campus felt that it was necessary to make these changes and how these changes may have affected the reported results, if at all. Major findings of this assessment: Action to be taken in addressing these assessment findings: What has been learned that could be helpful to others as they conduct assessment of General Education: Chief Academic Officer: Date: Appendix M Orange County Community College - SUNY General Education Triennial Report Knowledge, Skills & Competency Areas Years Assessed Next Scheduled Assessment �Closing the Loop� - Activities Mathematics 2002/2003 2005/2006 2008/2009 Improvement initiatives implemented after assessment: * Allocated increased teaching time to geometry & other application topics * Updated learning outcomes to assure uniformity of teaching * Designed new assessment instruments for each course * Improved advising initiatives * Increased departmental student activities to provide supportive learning environment Natural Sciences 2003/2004 2006/2007 2009/2010 Improvement initiatives implemented after assessment: * Increased active learning activities & laboratory based exercises in all courses * Revised (Diversity of Life) course to better promote observation, data interpretation, & analysis * Revised content, sequence, and pace (Intro to Biology); developed key content objectives for each lab activity * Developing appropriate rubrics for learning activity scoring * Formalized & focused description/application of scientific method at beginning of semester; Enhanced lab activities (General Biology) to acculturate students to experimentation, observation, & data analysis * Intradepartmental focus groups to discuss improvement strategies course by course & within context of broader programmatic offerings; implement recommended course-based action steps as identified in findings * Continued integration of active learning experiences throughout curriculum; changes in academic delivery to expose students to increased small group based learning projects Social Sciences 2002/2003 2005/2006 2008/2009 Improvement initiatives implemented after assessment: * Reviewed GEN ED course list for appropriateness * Further integrated GEN ED SLO in courses * Embedded additional continuous assessment measures * Established an end of the semester report to document assessment findings * Consideration of implementing alternative assessment methods, reducing multiple choice assessments * Increased faculty training opportunities in instructional technology & online learning * Equipping several classrooms with technology to enhance learning American History 2002/2003 2005/2006 2008/2009 Western Civilization 2003/2004 2005/2006 2009/2010 Other World Civilizations 2003/2004 2006/2007 2009/2010 * Increased number of full-time instructors Humanities 2003/2004 2006/2007 2009/2010 * Distributed & discussed assessment findings with all faculty in order to implement improvement recommendations * Reviewed & revised course descriptions (catalog) * Hired new adjunct faculty * Improved advising of potential majors & AA emphasis students * New course(s) offered (Non-Western Art History) * Revision of prerequisites: * Summer course(s) offered * Increased opportunities for student exhibitions & internship experiences through community collaborations & affiliations * Increased number of musical & theatrical performances * Increased faculty participation in professional development opportunities * Pursing grant opportunities to purchase equipment * Increased dialog between college departments to foster an atmosphere of interdisciplinary study in order to increase students ability to connect GEN ED categories �English Department plans to relate course material to other disciplines when possible * Increase opportunities for students to demonstrate critical thinking skills The Arts 2004/2005 2007/2008 2010/2011 * English Department discussed strategies & approaches to more effectively teach & assess creative writing * Arts & Communication Department reviewed & revised performance opportunities * Arts & Communication Department screens students for (Basic Musicianship) proper placement according to skill level Foreign Language 2004/2005 2007/2008 2010/2011 * Collaborate with English Department faculty in addressing (transferable) grammar skills of students Basic Communication: Written 2002/2003 2006/2007 2009/2010 Improvement initiatives implemented after assessment: * Expanded Freshman Support Module for identified at risk students taking Freshman English I * Multiple drafts required to emphasize revision * Implemented new faculty mentoring program � new English faculty work with senior faculty on assignment creation, grading, & lesson planning * Required research component in 200 level English courses * Department meetings will include discussion of teaching & learning & standards * Training additional faculty in online learning Basic Communication: Oral 2002/2003 2006/2007 2009/2010 Improvement initiatives implemented after assessment: Changes made to Foundations of Communication course (previously named, Fundamentals of Speech) in order to improve students� quality of research & documentation as well as achieve greater consistency among multiple sections: * Require minimum of 5 different sources in bibliography for all speeches * Style manual is required course text * Outlines required for all speeches * �Outside Speaker Analysis� assignment required for all instructors Changes were also implemented within the Department to address FT/PT faculty communication & practice: * Regular meetings with FT & PT faculty conducted to discuss standardization of grading practices, topic area emphasis, & pedagogy * Increase training opportunities for adjuncts * Revise assessment instruments to better align with SLO Critical Thinking 2004/2005 2007/2008 2010/2011 SCBA � See report narrative Information Management 2004/2005 2008/2009 2011/2012 * Results emphasized the need for the teaching & practice of research skills to be a component of all academic areas/departments � planning is currently ongoing Appendix N - Orange County Community College � Enrollment Activity Report Fall 2008 Appendix O - Assessment Plans, Methods and Use of Findings Survey Please indicate the use of the following assessment METHODS in your department's programs & courses: Assessment Method(s) % Use CURRENTLY % Use in FUTURE % Used in PAST % Do NOT use National exam(s) 25 12.5 12.5 75 Licensure exam(s) 22.2 11.1 0 66.7 Certification 12.5 12.5 12.5 87.5 Rubrics/ scoring guides 88.9 33.3 22.2 0 Capstone course 57.1 28.6 14.3 28.6 Capstone project 62.5 25 12.5 25 Portfolios 75 37.5 12.5 0 Embedded testing 75 25 12.5 12.5 Performance scoring 57.1 28.6 14.3 28.6 Pre & post tests 50 16.7 16.7 16.7 Student essays 85.7 14.3 14.3 14.3 Course evaluation survey(s) 100 27.3 9.1 0 Other student survey(s) 77.8 22.2 11.1 22.2 Graduate survey 55.6 33.3 33.3 11.1 Alumni survey 44.4 33.3 33.3 22.2 Employer survey 55.6 33.3 44.4 0 External review of course/program 44.4 44.4 44.4 0 Curriculum mapping 28.6 28.6 0 42.9 Please indicate if ANY modifications were made in the following areas as a result of reviewing assessment findings: Answer Options Response Percent Response Count Curriculum 90.9% 10 Syllabi 81.8% 9 Instructional technology 63.6% 7 Student learning outcomes 63.6% 7 Instructional approach 63.6% 7 Textbooks 36.4% 4 Accreditation self-study report 36.4% 4 Advising 36.4% 4 Resource allocation 27.3% 3 Professional development 18.2% 2 Advisory boards/committees 36.4% 4 Appendix P - Orange County Community College�s Program Accreditation Summary Academic Program Accrediting Agency Schedule Status * AS Accounting * AS Business Administration * AAS Accounting * AAS Business Management * AAS Marketing * AAS Medical Office Assistant * AAS Office Technologies Association of Collegiate Business Schools and Programs (ACBSP) Last visit 2005 10 year approval Quality Assurance Report 2007 Accepted and approved as written Quality Assurance Report 2009 Due September 2009 Newburgh Site Visit April 2009 Results June 2009 Exit Interview No conditions, 5 strengths 2 suggestions Next visit 2010 AAS Dental Hygiene Commission on Dental Accreditation Last visit Spring 2009 Approval with report requirements AAS Diagnostic Imaging Joint Review Committee on Education in Radiological Technology Last visit Spring 2009 Extension of accreditation of 3 years equating to 8 years of accreditation Next visit Fall 2016 AAS Medical Laboratory Technology National Accrediting Agency for Clinical Laboratory Sciences Fall 2008 Progress report accepted as satisfactory AAS Nursing National League for Nursing Accrediting Commission, Inc. Fall 2008 Granted continuing accreditation with condition the program submit a follow up report Follow up Report Due in two years AAS Occupational Therapy Assistant Accreditation Council for Occupational Therapy of the American Occupational Therapy Association Spring 2004 Granted 10 year re-accreditation Next visit 2013/2014 AAS Physical Therapy Assistant Commission on Accreditation in Physical Therapy Education of the American Physical Therapy Association Spring 2008 Granted re-accreditation Appendix Q - Assessment Plans, Methods and Use of Findings Survey - Highlights Department Survey Question: Please provide further evidence of (specific) changes, modifications, and/or improvements that have been as a direct result of (recent) assessment activities: Health Professions Nursing * Revised student learning outcomes * Created Advisory Board * Formed Curriculum Committee to explore restructuring of 10 credit courses and offering courses out of sequence * Developed �Best Practices� Committee to maintain current content in curriculum. Committee membership includes faculty, students and local health care agency staff educators. * Implemented TEAS (Test of Essential Academic Skills) to collect data and track student success in program as part of plan to increase retention rate for Nursing I * Identify student weaknesses using TEAS in order to recommend remedial course of action including registering for elective courses offered in nursing department for student support. Laboratory Technology * Reviewed and revised student learning outcomes in courses and program * Updated all course syllabi * Created mini reference library in BATCAVERN for students * Purchased additional Pointe 180 Clinical Chemistry Analyzer and DACII Cell Washer in order to maintain technologically current and provide students hands on experience in classroom; instructors are also able to test students more accurately during practical examinations * Serology lab was added in Fall 2006 to maintain accreditation compliance and providing students with valuable lab experiences for workplace retainment * Additional hour included in Hematology lab as result of curriculum change to enable students to master skills and perform successfully on certification exam * Maintain student profile documenting enrollment, attrition and graduation rates * Administer graduate survey and alumni survey to assess preparedness upon completion of the program as well as after one year of employment and placement rates * Analyze performance reports on national certification exams to determine areas of strength and weakness on exams and identify necessary changes Dental Hygiene * Decreased requirements in adjunct functions to increase scaling time * Increased number of digital x-ray requirements * Increased remediation, tutoring and faculty mentoring * Increased minimum cumulative to 2.5 for continuance in program * Revised instructional approach: instrumentation instruction using student teams and rotating collaborative groups in some labs * Initiated Information Sessions and required observations of dental hygienists * Changed make-up of Board to include more public health representation and industry Diagnostic Imaging * Revised pre-requisites requiring students to place into MAT121 or have completed MAT102 Movement Sciences * Revised (ongoing) entire curriculum due to information received from self-study * Added activity component to one credit Concepts of Physical Wellness in order to put theory to practice. * Changed all activity classes for majors to one credit, full semester classes to increase students� opportunity to learn skills, pedagogy and practice teaching Occupational Therapy Assistant * Redesigned Technical Writing II to incorporate increased problem solving learning approach being extensively utilized throughout curriculum * Upgrade computer hardware and software technology in OTA Lab in order to prepare students for software utilized in rehabilitation facilities and public school systems * Administer surveys and interviews on type and scope of practice, salary, job satisfaction and adequacy of educational program * Based on data from evaluation of student performance on national certification exam, the following changes took place in the program: o Technical Writing II (3rd semester), co-taught by OTA and English faculty redesigned to incorporate increased problem-solving learning approach now utilized more extensively throughout curriculum. * Continued curriculum changes based on student feedback, instructor review of courses, feedback from fieldwork educators and curriculum review discussions among OTA faculty and Academic Fieldwork Coordinator Physical Therapy Assistant * Introduced increased access to computers and internet to match students� diverse learning styles and address advances in learning with technology * Annual curriculum meetings identify modifications needed to maintain currency of program * Courses modified annually to accommodate progressive technology and research * Modify course syllabi and lectures to improve sequencing and progressive complexity of course content * Self-Study has resulted in polishing instructional material, sharpening course substance and prioritization Liberal Arts Arts & Communication * Implemented programmatic changes including, notification of area educators and offering Fundamentals of Music * Identified comprehensive departmental scholarship program as priority and began design of such a program * Standardized syllabi & student learning outcomes * Reviewed and revised course titles, descriptions, and pre-requisites to more accurately reflect course content and enhance student success * Continued implementation of General Education Assessment-based guidelines for Foundations of Communication * Reviewing focus & direction of curriculum and program development, particularly in art, music & communication areas * Expanded Arts & Communication Practicum course to 2 credits by adding lecture component and reinforcing professional skills Psychology & Sociology * Regularly update curriculum * Utilize templates for syllabi; syllabi consistently reviewed * Trained faculty to develop web-enhanced courses * Ongoing faculty discussions on maintaining course standards * Reorganized Social Sciences Department to Psychology and Sociology to better focus on needs of diversified programs in the future Criminal Justice * Diversified AS in Criminal Justice to include more courses other than police related courses based on external review team recommendations * Continue to implement program modifications based on self-study including presenting two new courses, Terrorism and Society and Constitutional Issues in Criminal Justice * Up-graded classroom instructional technology through purchase of new lap-top computer and projector needed to enhance class lessons by utilizing contemporary criminal justice software programs and power point presentations * Continue to implement technology upgrades including developing a SMART classroom * Increased criminal justice film library at both Middletown and Newburgh * Purchased criminal justice software to increase hands-on assignment capability * Established first criminal justice distance learning course, Criminal Justice System * Collaborate with Library to obtain access to direct criminal justice holdings Education * Sought new Advisory Board members to better reflect and balance addition of primary, middle and high school teacher preparation now included in programming * Dedicate department meetings to identify and address student related issues such as quality of writing, duplicative assignments, curricular pairings, underachievers, adding technology, etc. * Held Winter Break faculty retreat to better synchronize student learning outcomes, assignments, best practices, and projects among all Education courses * Added Mandated Training course to Teaching Assistant Certificate program * Planning new initiative, the P3 project, Professional Partners Project, designed to increase higher level critical thinking and research to AAS ECDC degree through partnering final semester Field Placement students with Master Teachers in local sites * Redesigned mission and membership of former Advisory Board to better reflect Education Department profile, now encompassing Birth through High School * Began visitation/evaluation system for current and new field sites, now over 100 local agreements for student observation and participation * Relocated Education Resource Room from Sarah Wells to Library allowing for more available student access, now named Education Resource Area * Updated and streamlined student system/paperwork for choosing field observation sites and updated and grouped advisees into appropriate categories for better results Global Studies * Streamlined International Studies degree after program review including adding more �global�, i.e., international content to courses * Proposing certificate in Public Administration to address increases in job growth in state and local government and prepare students to immediately enter field * Better �brand� the department to increase student awareness of career opportunities in Global Studies by reaching out to local high school students through new departmental web page, brochures and school visits English * Formed team to design and implement exit exam pilot for Basic Writing Skills II in order to create intervention program to enable borderline students to complete needed developing writing skills * Continue and enhance Technical Writing since it has been identified by accrediting agencies as integral to programs and student learning Business, Math, Science & Technology Mathematics * Changed sequence of topics in a particular course to allow more teaching/learning time for challenging topics * Identified topics within other courses needing additional attention during instruction * Discussed Gen Ed assessment findings and new teaching strategies * Mathematics Resource Room, HA 305, was completed in response to students needing dedicated area to study * Changed prerequisites for Math for Liberal Arts and Contemporary Mathematics from passing Intermediate Algebra to C- or better in Intermediate Algebra in order to increase retention rate in these courses Science, Engineering & Architecture * Solid Mechanics course added to curriculum * Resulting from emphasis on student learning outcomes, student portfolios being utilized to demonstrate student master of skills * Implemented curricular changes in Architectural Technology; Arc 201 � Digital Portfolio offered for first time; six other courses were delivered in new formats according to approved curricular changes * Changes made to Architectural Technology curriculum including delivery system of numerous courses in order to address current trends in Architecture and the use of technology Business Management, Accounting & Office Technologies * Utilizing student portfolios to document students� mastery of programmatic material * Added internship to AAS Accounting curriculum; added projects to syllabi * Installed Smart stations for effective instruction * Reviewed and revised teaching techniques as needed * Reviewed textbooks annually and updated as needed * Updated Keyboarding course to web-based software * Collaborated with Advisory Boards in clarifying competencies and skill expectations * Instituted formalized Accomplishments Portfolio project with handout distributed to students each semester in Introduction to Business and Principles of Marketing * Evaluated CCHS adjunct instructors and developed dialogue to improve learning and teaching * Continued research, bench marking, advisory board input and report on importance of keyboarding skills in Business Management degree programs * Participated in DL Focus Group for discovery of difficulties in online transitions, etc Biology * Reviewed and revised all student learning outcomes for Introduction to Biology laboratories in order to enhance consistency, improve student performance and set foundation for future course development * Increase number of course sections offered in web-optional format, including sections of �Introduction to Biology�, �General Biology I, II�, �Anatomy and Physiology I, II�, and �General Botany� * Developed �Course Advising Tips� to aid students and advisors in selection of appropriate Biology courses to meet educational needs i.e., as majors, as pre-health profession students, as JRTEP articulation students or to meet SUNY General Education requirements * Revised �Student Learning Outcomes� for all �Introduction to Biology� laboratories in order to enhance consistency between laboratory sections of this multi-section course as well as lead to improved student performance Applied Technology * Upgraded Quartus version CPLD Digital software for Digital Electronics * Architectural Technology moved to Science and Engineering * AS in Computer Science moved into the Applied Technology Department * Certificate in Electrical Technology developed * Microcomputer Applications moved to the Business Department and renamed Computer Applications for Business * Reworked Information Technology (IT) program to reflect current trends in networking technology; program changed to Computer Information Technology (CIT) � Networking * Computer Information System (CIS) Internet Option reworked to reflect current trends in Web Development; program changed to Computer Information technology (CIT) � Web Development * Discontinued Computer Information Systems � Programming * Transferring AS in Computer Science to Department of Applied Technology * Developed Computer Information Technology (CIT) � Cyber Security Program * Developed Computer Literacy course that was granted Liberal Arts designation in order to emphasize utilization of technology Appendix R Assessment of Student Learning Outcomes in the Major SUMMARY REPORT Use this form to provide a summary report on campus-based assessment of student earning outcomes in undergraduate degree majors Note: Campuses may wish to include the assessment of student learning outcomes in their undergraduate majors as part of a broader cyclical program review process. The Provost�s Advisory Task Force on the Assessment of Student Learning Outcomes recommends that campuses consider engaging in this process within the broader framework of the University Faculty Senate�s Guide for the Evaluation of Undergraduate Academic Programs. Name of Institution: Academic Year: {Specify name of branch campus, if relevant} Registered program title: ____________________________ {See: www.nysed.gov/heds/irpsl1.html} Registered award: (A.A., B.S., etc.) HEGIS: ___________ Date of Previous Assessment: ____________ Date of Current Assessment: ________ External Reviewers (Name, Institution, Title): Note: The report of the external reviewers should be attached to this summary report. Campus contact person for this assessment: __________________________ Program improvements made as a result of the previous assessment of this major: Major learning outcomes for this program: Measures used to assess these learning outcomes: Major findings of this assessment: Action to be taken in addressing these assessment findings: What has been learned that could be helpful to others as they conduct assessment of their Major(s): Chief Academic Officer: Date: Appendix S - Institutional Planning and Assessment Schedule - Draft Required Attachments Attachment I - Orange County Community College � Five Year Budget Projections Attachment II - Orange County Community College: 5 Year Enrollment Projections Attachment III - Orange County Community College - Enrollment Fall 2005 � Fall 2008 � Fall 2008 Fall 2007 Fall 2006 Fall 2005 � Freeze Banner Freeze SDF Freeze Datatel Freeze Datatel Total Headcount 6,763 6,602 6,524 6,441 Full Time (12 or more credit hours) 3,653 3,452 3,320 3,344 Part Time 3,110 3,150 3,204 3,097 Total Credit Hours 65,936.0 63,134.0 62,028.0 61,792.0 Annual FTE 2,197.9 2,104.5 2,067.6 2,059.7 Location: � � � � Newburgh - Total Headcount (duplicated) 1,356.0 � 1,178.0 1,180.0 Newburgh - Total Credit Hours 9,882.0 � 8,337.0 7,923.0 Newburgh - Annual FTE 327.4 � 277.9 264.1 CCHS - Total Headcount 842 745 750 612 CCHS - Total Credit Hours 3,674.0 3,371.0 � � Non-Credit State Aidable: � � � � Total Credit Hours 805.9 � � � Annual FTE 26.9 � � � Student Type: � � � � First Time 1,775 1,786 1,605 1,654 Transfer 307 259 315 295 Continuing 3,275 3,148 3,243 3,207 Returning 554 664 611 673 Concurrently Enrolled in HS 851 745 750 612 Race/Ethnicity: � � � � American Indian/ Alaskan Native 23 19 21 27 Asian/ Pacific Islander 195 156 160 153 Black, Non-Hispanic 737 659 628 622 Hispanic 1,050 973 846 832 White, Non-Hispanic 4,405 4,334 4,153 4,193 Unknown 353 461 716 614 Gender: � � � � Total Males 2,803 2,679 2,521 2,502 Total Females 3,960 3,923 4,003 3,939 Not Reported � � � � Age: � � � � Under 18 1,108 678 928 798 18-19 2,254 2,131 1,997 2,000 20-21 1,159 1,279 1,151 1,125 22-24 727 775 709 695 25-29 522 600 536 516 30-34 276 310 299 334 35-39 259 276 313 358 40-49 364 433 463 452 50-64 91 114 117 160 65 & Over 3 4 4 3 Attachment IV - Middle States Commission on Higher Education Institutional Profile 2008-2009 Middle States Commission on Higher Education Institutional Profile 2008-09 [0365] Orange County Community College A. General Information Data on File (2007-08) IP Data (2008-09) Institution Name Orange County Community College Orange County Community College Address 115 South Street Middletown, NY 10940 115 South Street Middletown, NY 10940 Telephone 845 344 6222 845 344 6222 Fax 845 343 1228 845 343 1228 Website www.orange.cc.ny.us www.sunyorange.edu Control Public Public Carnegie Classification Associate's - Public Rural-serving Large Associate's - Public Rural-serving Large Affiliation Supervised by SUNY Supervised by SUNY Calendar Semester Semester Degree Granting Authority New York New York Licensed to Operate in NY NY Degrees Offered Certificate/Diploma yes yes Associate's yes yes Bachelor's no no Master's no no 1st Professional Degree no no Doctoral no no Related Institutions Name, State, Country none none � Next Self-Study Visit 2013-14 2013-14 Next Periodic Review Report (PRR) June 2009 June 2009 CHE Staff Liaison Dr. Debra G. Klinman Dr. Debra G. Klinman B. Key Contacts Key Contact Data on File (2007-08) IP Data (2008-09) System/District Chief Exec Officer Dr. John B. Clark Interim Chancellor State University Plaza Albany, NY 12246 Phone: 518 443 5355 Fax: 518 443 5360 Email: chancellor@suny.edu Dr. Nancy L. Zimpher Chancellor State University Plaza Albany, NY 12246 Phone: 518 443 5355 Fax: 518 443 5360 Email: Nancy.Zimpher@suny.edu Chief Executive Officer Dr. William Richards President 115 South Street Middletown, NY 10940 Phone: 845 341 4971 Fax: none Email: president@sunyorange.edu Dr. William Richards President 115 South Street Middletown, NY 10940 Phone: 845 341 4971 Fax: none Email: president@sunyorange.edu Chief Academic Officer Dr. Catherine Chew Vice President for Academic Affairs 115 South Street Middletown, NY 10940 Phone: 845 341 4768 Fax: 845 341 4999 Email: catherine.chew@sunyorange.edu Mr. Richard Heppner Interim Vice President of Academic Affairs 115 South Street Middletown, NY 10940 Phone: 845 341 4838 Fax: none Email: richard.heppner@sunyorange.edu Chief Financial Officer Mr. Dan Bloomer VP for Administration 115 South Street Middletown, NY 10940 Phone: 845 341 4905 Fax: 845 341 4097 Email: dan.bloomer@sunyorange.edu Mr. Dan Bloomer VP for Administration 115 South Street Middletown, NY 10940 Phone: 845 341 4905 Fax: 845 341 4097 Email: dan.bloomer@sunyorange.edu Accreditation Liaison Officer Ms. Christine Work Director of Institutional Planning, Assessment and Research 115 South Street Middletown, NY 10940 Phone: 845 341 4763 Fax: 845 341 4999 Email: christine.work@sunyorange.edu Ms. Christine Work Director of Institutional Planning, Assessment and Research 115 South Street Middletown, NY 10940 Phone: 845 341 4763 Fax: 845 341 4999 Email: christine.work@sunyorange.edu Director of the Library Ms. Susan Parry Director Library 115 South Street Middletown, NY 10940 Phone: 845 341 4251 Fax: none Email: susan.parry@sunyorange.edu Ms. Susan Parry Director Library 115 South Street Middletown, NY 10940 Phone: 845 341 4251 Fax: none Email: susan.parry@sunyorange.edu Coordinator of Outcomes Assessment Ms. Christine Work Director of Institutional Planning, Assessment and Research 115 South Street Middletown, NY 10940 Phone: 845 341 4763 Fax: 845 341 4999 Email: christine.work@sunyorange.edu Ms. Christine Work Director of Institutional Planning, Assessment and Research 115 South Street Middletown, NY 10940 Phone: 845 341 4763 Fax: 845 341 4999 Email: christine.work@sunyorange.edu Coordinator of Institutional Research Functions Ms. Christine Work Director of Institutional Planning, Assessment and Research 115 South Street Middletown, NY 10940 Phone: 845 341 4763 Fax: 845 341 4999 Email: christine.work@sunyorange.edu Ms. Christine Work Director of Institutional Planning, Assessment and Research 115 South Street Middletown, NY 10940 Phone: 845 341 4763 Fax: 845 341 4999 Email: christine.work@sunyorange.edu Chair: Self-Study Steering Committee Ms. Christine Work Director of Institutional Planning, Assessment and Research 115 South Street Middletown, NY 10940 Phone: 845 341 4763 Fax: 845 341 4999 Email: christine.work@sunyorange.edu Ms. Christine Work Director of Institutional Planning, Assessment and Research 115 South Street Middletown, NY 10940 Phone: 845 341 4763 Fax: 845 341 4999 Email: christine.work@sunyorange.edu Co-Chair: Self-Study Steering Committee none none Person in the President's Office To Whom MSCHE Invoices Should be Sent Ms. Christine Work Director of Institutional Planning, Assessment and Research 115 South Street Middletown, NY 10940 Phone: 845 341 4763 Fax: 845 341 4999 Email: christine.work@sunyorange.edu Ms. Christine Work Director of Institutional Planning, Assessment and Research 115 South Street Middletown, NY 10940 Phone: 845 341 4763 Fax: 845 341 4999 Email: christine.work@sunyorange.edu Person Completing IP Financials Ms. Roz Smith Comptroller 115 South Street Middletown, NY 10940 Phone: 845 341 4903 Fax: none Email: rosmith@sunyorange.edu Ms. Roz Smith Comptroller 115 South Street Middletown, NY 10940 Phone: 845 341 4903 Fax: none Email: rosmith@sunyorange.edu Person Completing IP (Key User) Ms. Christine Work Director of Institutional Planning, Assessment and Research 115 South Street Middletown, NY 10940 Phone: 845 341 4763 Fax: 845 341 4999 Email: christine.work@sunyorange.edu Ms. Christine Work Director of Institutional Planning, Assessment and Research 115 South Street Middletown, NY 10940 Phone: 845 341 4763 Fax: 845 341 4999 Email: christine.work@sunyorange.edu C. Graduation Data Awards Granted Awards Data on File (2007-08) IP Data (2008-09) Associate's 706 655 Bachelor's 0 0 Master's 0 0 1st Professional 0 0 Doctoral 0 0 Diploma/Certificate 13 12 � Does your institution have undergraduate programs? yes yes Do your undergraduate programs serve only transfer students? See instructions if the answer is yes. no no Completers 2-year Institutions only Data on File (2007-08) IP Data (2008-09) Total Number of students in the cohort 1 1184 Number completed within 150% of time to degree 1 182 Total transfers out 1 234 4-year Institutions w/ Baccalaureate Programs Total Number of students in the cohort 0 0 Number completed within 150% of time to degree 0 0 Total transfers out 0 0 D. Enrollment Data on File (2007-08) IP Data (2008-09) Undergraduate Graduate Undergraduate Graduate Total credit hours of all part-time students 17646 0 17684 0 Number of credit hours for the credit load of a full time student 15 0 15 0 Full-Time Head Count 3452 0 3653 0 Part-Time Head Count 3150 0 3110 0 Credit Enrollment Data on File (2007-08) IP Data (2008-09) Number of Students matriculated, enrolled in degree programs (Undergraduate + Graduate) 5514 5608 Number of Students not matriculated, enrolled in credit-bearing courses 1079 1155 Non-Credit Enrollment Data on File (2007-08) IP Data (2008-09) Number of Students enrolled in non-credit, graduate level courses 0 0 Number of Students enrolled in non-credit, undergraduate level and other continuing education (excluding avocational) courses 2514 533 Number of Students in non-credit avocational continuing education courses 1514 2763 Notes In converting to Banner, CAPE non-credit courses may have been re-categorized resulting in the discrepancy between 2007-2008 and 2008-2009 enrollment. E. Distance Learning Data on File (2007-08) IP Data (2008-09) Did your institution offer courses for distance learning (i.e., courses that may be completed entirely by distance learning) in the most recent prior year (2007-08)? Yes Yes Enrollment Data on File (2007-08) IP Data (2008-09) Headcount 472 661 Programs Data on File (2007-08) IP Data (2008-09) Programs 0 0 Notes Orange County Community College recently received approval from the State University of New York and NY State Education Department for the AS in Accounting and the AA in Business Management degree programs to be offered via distance learning. F. Regional, National, and Specialized Accreditation Data on File (2007-08) IP Data (2008-09) Accreditors Recognized by U.S. Secretary of Education * American Dental Association (ADA), Commission on Dental Accreditation * American Occupational Therapy Association (AOTA), Accreditation Council for Occupational Therapy Education * American Physical Therapy Association (APTA), Commission on Accreditation * Association of Collegiate Business Schools and Programs (ACBSP) * Joint Review Committee on Education in Radiologic Technology (JRCERT) * National Accrediting Agency for the Clinical Laboratory Sciences (NAACLS) * National League for Nursing (NLN), Accrediting Commission * National Accrediting Agency for the Clinical Laboratory Sciences (NAACLS) G. Instructional Personnel (as of Fall 2008) Data on File (2007-08) IP Data (2008-09) Full-Time Headcount Part-Time Headcount Full-Time Headcount Part-Time Headcount Tenured Faculty 109 0 106 0 Non-Tenured Faculty (On Tenure Track) 23 0 29 0 Non-Tenured Faculty (Not On Tenure Track) 11 391 6 340 H. Related Educational Activities H-1. Study Abroad This section is only required if your institution's Self-Study Visit is scheduled for 2009-10 or 2010-11, or if your institution's Periodic Review Report (PRR) is due to be submitted in June 2010. Note: Your institution's next Self-Study Visit is scheduled for 2013-14. Your institution's next Periodic Review Report (PRR) is due to be submitted in June 2009. H-2. Branch Campuses (as of Fall 2008) Data on File (2007-08) IP Data (2008-09) No Branch Campuses. No Branch Campuses. H-3. Additional Locations (as of Fall 2008) Data on File (2007-08) IP Data (2008-09) No Additional Locations. No Additional Locations. H-4. Other Instructional Sites (as of Fall 2008) Data on File (2007-08) IP Data (2008-09) Name OCCC High School Program Community College in the High School City/State/Country Various in Orange County, NY Various in Orange County, NY Headcount (For Credit) 740 853 Name Monroe Woodbury High School Monroe Woodbury High School City/State/Country Central Valley, NY Central Valley, NY Headcount (For Credit) 42 94 Name Newburgh Extension Center Newburgh Extension Center City/State/Country Newburgh, NY Newburgh, NY Headcount (For Credit) 1212 1421 Name Port Jervis High School Port Jervis High School City/State/Country Port Jervis, NY Port Jervis, NY Headcount (For Credit) 45 83 Name Warwick High School Warwick High School City/State/Country Warwick, NY Warwick, NY Headcount (For Credit) 21 57 I. Financial Information Data on File (2007-08) IP Data (2008-09) Is your institution's audited Financial Report Qualified or Unqualified? Qualified Unqualified Fiscal Year Begin 9/1/2006 9/1/2007 Fiscal Year End 8/31/2007 8/31/2008 Does your institution allocate Operation & Maintenance of Plant expense? No No Does your institution allocate Depreciation Expense? No No Data on File (2007-08) IP Data (2008-09) Expenses Expenses 1. Instruction $27,670,794 $28,888,626 2. Research $0 $0 3. Public Services $0 $0 4. Academic Services $2,821,917 $3,016,866 ��4a. Included Library Expense $927,181 $1,000,311 5. Student Services $5,084,227 $5,023,414 6. Institutional Support $13,530,442 $13,283,784 7. Scholarships and Fellowships $752,159 $1,045,376 8. Operation and Maintenance of Plant $6,285,753 $6,365,319 9. Depreciation Expense $1,365,822 $2,064,718 Total E&G Expenses $57,511,114 $59,688,103 � Total Net Assets ($4,014,033) ($9,468,639) Total Net Assets (Prior Year) $1,756,278 ($4,014,033) Change in Total Net Assets ($5,770,311) ($5,454,606) J. Significant Developments Please provide the Commission with early notice of any significant developments your institution is considering for academic years 2009-10 or 2010-11, limited to the topics listed below. No significant developments reported in 2008-2009 IP Orange County Community College - 119 - Periodic Review Report