3.13.4a Reaffirmation of Accreditation and - Broward College
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Broward College Focused Report August 26, 2013 3.13.4. “Reaffirmation of Accreditation and Subsequent Reports” *3.13.4.a. Applicable Policy Statement. An institution includes a review of its distance learning programs in the Compliance Certification. Documentation: In order to be in compliance with this policy, the institution must have incorporated an assessment of its compliance with standards that apply to its distance and correspondence education programs and courses. Non-Compliance In response to the Commission’s policy and subsequent report on Distance and Correspondence Education, the institution has addressed distance education programs and online students by considering distance education programs and degrees as part of the face-to- face program review within each standard. Within particular standards, there are also paragraphs that specifically address students at a distance with regards to student learning outcomes, student services, disability support, the library, and other areas. Sections CS 3.7.3 and CS 3.4.12 of the institution’s compliance report refer to faculty training on learning D2L, the learning management system used in online and blended classes. In addition, the institution addresses purchasing a college-wide online tutoring system, creating e-testing centers, and holding an annual virtual open house for the benefit of students at a distance. Student identity and student privacy are addressed in Federal Requirements 4.8.1, 4.8.2, and 4.8.3. “Although important elements of a program may be supplied by consortial partners or outsourced to other organizations, including contractors who may not be accredited, the responsibility for performance remains with the institution awarding the degree or certificate.” (SACSCOC, Commission Best Practices) At its international centers and affiliates, the institution states that it maintains “sole and direct control of all courses and programs.” A country coordinator is employed and site visits are conducted, annual program reports describe faculty oversight, and regional summit meetings demonstrate college commitment to communication and improvement. Nevertheless, the committee finds that the institution does not demonstrate that it evaluates effectively all aspects of international centers and affiliates courses and programs or that it maintains quality and coherence in those programs, including the general education component. There was also no identification of expected student learning outcomes for the programs. The Off-Site Reaffirmation Committee does not find sufficient documentation of oversight and control of courses and programs in relation to international centers or affiliates particularly in the following sections of the Compliance Certification: CR 2.1, CR 2.8, CR 2.10, CS 3.2.8, CS 3.3.1.1, CS 3.4.3, CS 3.4.7, CS 3.4.9, and CS 3.5.1. Response: Oversight, Evaluation and Control of International Centers The Oversight, Evaluation and Control of all International Centers is the responsibility of the AVP for International Education who reports to the Provost and Senior Vice President for Academic Affairs and Student Success. At each International Center where Broward College has SACSCOC-approved programs, the College maintains a Contract for Instructional Services 1
Transcript of 3.13.4a Reaffirmation of Accreditation and - Broward College
Broward College Focused Report August 26, 2013
3.13.4. “Reaffirmation of Accreditation and Subsequent Reports” *3.13.4.a. Applicable Policy Statement. An institution includes a review of its distance learning programs in the Compliance Certification. Documentation: In order to be in compliance with this policy, the institution must have incorporated an assessment of its compliance with standards that apply to its distance and correspondence education programs and courses. Non-Compliance In response to the Commission’s policy and subsequent report on Distance and Correspondence Education, the institution has addressed distance education programs and online students by considering distance education programs and degrees as part of the face-to-face program review within each standard. Within particular standards, there are also paragraphs that specifically address students at a distance with regards to student learning outcomes, student services, disability support, the library, and other areas. Sections CS 3.7.3 and CS 3.4.12 of the institution’s compliance report refer to faculty training on learning D2L, the learning management system used in online and blended classes. In addition, the institution addresses purchasing a college-wide online tutoring system, creating e-testing centers, and holding an annual virtual open house for the benefit of students at a distance. Student identity and student privacy are addressed in Federal Requirements 4.8.1, 4.8.2, and 4.8.3. “Although important elements of a program may be supplied by consortial partners or outsourced to other organizations, including contractors who may not be accredited, the responsibility for performance remains with the institution awarding the degree or certificate.” (SACSCOC, Commission Best Practices) At its international centers and affiliates, the institution states that it maintains “sole and direct control of all courses and programs.” A country coordinator is employed and site visits are conducted, annual program reports describe faculty oversight, and regional summit meetings demonstrate college commitment to communication and improvement. Nevertheless, the committee finds that the institution does not demonstrate that it evaluates effectively all aspects of international centers and affiliates courses and programs or that it maintains quality and coherence in those programs, including the general education component. There was also no identification of expected student learning outcomes for the programs. The Off-Site Reaffirmation Committee does not find sufficient documentation of oversight and control of courses and programs in relation to international centers or affiliates particularly in the following sections of the Compliance Certification: CR 2.1, CR 2.8, CR 2.10, CS 3.2.8, CS 3.3.1.1, CS 3.4.3, CS 3.4.7, CS 3.4.9, and CS 3.5.1. Response: Oversight, Evaluation and Control of International Centers The Oversight, Evaluation and Control of all International Centers is the responsibility of the AVP for International Education who reports to the Provost and Senior Vice President for Academic Affairs and Student Success. At each International Center where Broward College has SACSCOC-approved programs, the College maintains a Contract for Instructional Services
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(1) (2) (3) (4). The intent of the Contract is to describe the relationship between Broward College and its overseas partner and to lay out the specific responsibilities of each party to the contract. Section 3.A. of these contracts states: BC (Broward College) maintains sole and direct control of all courses and
programs offered under the terms of this contract. Academic programs shall be conducted in conformity with BC policy and The Principles of Accreditation (2012 edition) of the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).
In order to accomplish this, Broward College undertakes oversight responsibility of the programs by conducting regular visitations by Broward College faculty members, administrators, and other College staff to support and monitor compliance with the contract. The agendas for such visits include: classroom observations, review of course syllabi, facilitating professional development activities with faculty and staff, conducting student satisfaction surveys, and meeting with on-site administrative deans and directors to discuss Broward College expectations, policies and procedures related to implementing the programs offered. A sample of these activities is provided from a recent site visit to the International Center in Sri Lanka (5). The purpose of these activities is to evaluate the adequacy of facilities, the quality of student support services, learning resources, and faculty qualifications and performance. A description of the support and oversight activities performed by Broward College, including the role and responsibilities of country coordinators (6), and a checklist for site visits is provided (7). Each International Center is required to collaborate with Broward College to ensure that applicable SACSCOC Core Requirements and Comprehensive Standards and Federal Requirements are achieved. Section A.3. of the contract states that Broward College will:
Authorize and require the use of BC's criteria for the selection and evaluation of faculty. BC will review and approve the credentials of all faculty teaching in the program.
The review of faculty qualifications is an ongoing process conducted by the District Director of International Education, in conjunction with appropriate academic content specialists from various academic departments covering all curricular areas offered at the program location. The process for evaluating faculty credentials is outlined in Statement of Procedure: The Approval of Faculty Teaching at International Centers (8). Beginning in 2012, the International Education Institute began a more comprehensive review of each International Center through a process that included the Faculty Coordinator, the District Director for International Education and the AVP for International Education. These reviews, completed in the summer of 2012 and 2013, include an overview of the site visits undertaken during the year, the major events which took place during those visits, a SWOT analysis of the Strengths, Weaknesses, Opportunities and Threats of the program, an evaluation of the key success factors, and finally, the Priorities and Goals for the coming year and the Action Steps which to be undertaken to achieve the goals. The evaluation included a review of student services, academic support services, student learning outcomes, student satisfaction surveys, and faculty observations from the previous year. The Annual Program Evaluation for International Centers form and process underwent modification in 2013 by adding a formal meeting with the faculty coordinators, AVP for International Education and the District Director of International Education in which Priorities for
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the next year are established and Action Steps are created to ensure that the priorities will be address. Examples of these evaluations are provided below:
1. Ecuador Program Evaluation – 2012-13 (9) 2. Peru Program Evaluation – 2012-13 (10) 3. Sri Lanka Program Evaluation – 2012-13 (11) 4. Vietnam Program Evaluation – 2012-13 (12)
One result from these evaluations was the finding that the College could provide more stringent supervision and oversight of the academic program to ensure that Broward College content specialists (usually, associate deans for each academic area) have control over the delivery of content on-site at International Centers. Accordingly, a schedule has been created and approved by the Provost and SVP for Academic Affairs and Student Success starting in Fall 2013 to send two Associate Deans per year to the each International Center to observe teaching faculty in their department, review course syllabi in comparison with established course outlines, and review learning resources available to students and the utilization of learning resources. These content specialists (on the schedule) cover the five areas of General Education (communications, mathematics, natural science, social science, humanities and fine arts) and business or specialized fields leading to the Associate of Science (A.S.) degree where appropriate. The schedule enables each faculty teaching in these areas to be observed and evaluated by content specialists from Broward College every three years (13). The results of these evaluations are shared with center administrators to ensure that strengths and weaknesses are communicated as a part of the faculty evaluation process. Faculty coordinators for each International Center work collaboratively with content specialists to follow-up on areas of concern and provide ongoing support for faculty teaching at the respective centers. This process is in addition to the local, on-site observations and evaluations by academic deans and directors at the International Center itself. Expected Learning Outcomes for the International Programs All international programs are designed to follow the requirements offered by Broward College for program completion. Students complete 60 semester hours to earn the Associate of Arts (A.A.) degree including 36 semester hours of general education in five (5) academic areas. Two programs in Vietnam lead to the Associate of Science (A.S.) degree (Business and Hospitality Management). Courses taught at International Centers are based on the same Course Outlines required for classes in Florida. Expected Student Learning Outcomes (SLO) for all courses and programs offered at International Centers do not vary based upon location, so there are no unique learning outcomes at International Centers. The assessment of learning outcomes at International Centers is addressed in Sections 3.3.1.1 and 3.5.1. In summary, findings of non-compliance from the Off-site Committee for the following sections CR 2.1, CR 2.8, CR 2.10, CS 3.2.8, CS 3.3.1.1, CS 3.4.3, CS 3.4.7, CS 3.4.9, and CS 3.5.1 have been addressed in these pages of this report in Table 3.13.4a-1. Table 3.13.4a-1 Findings of Non-Compliance Addressed by Page CR 2.1 CR 2.8 CR 2.10 CS
3.2.8 CS 3.3.1.1
CS 3.4.3
CS 3.4.7
CS 3.5.1
p. 1 p. 17 p. 20 p. 28 p. 30 p. 41 p. 44 p. 49
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References/Documentation 1. Contract for Instructional Services—Ecuador
3.13.4a-1 Ecuador Contract for Instructional Services
2. Contract for Instructional Services—Peru 3.13.4a-2 Peru Contract for Instructional Services
3. Contract for Instructional Services—Sri Lanka
3.13.4a-3 Sri Lanka Contract for Instructional Services
4. Contract for Instructional Services—Vietnam
3.13.4a-4 Vietnam Contract for Instructional Services
5. Site Visit Agenda—Sri Lanka—May 2013 3.13.4a-5 Site Visit Agenda - Sri Lanka May 2013
6. Country Coordinator Role and Responsibilities
3.13.4a-6 Country Coordinator Role and Responsibilities
7. Check List for Site Visits 3.13.4a-7 Check list for Site Visits 8. Statement of Procedure: The Approval of Faculty Teaching at International Centers
3.13.4a-8 Approval of Faculty at International Centers
9. Annual Program Evaluation—Ecuador 3.13.4a-9 Ecuador 2012-13 Annual Program Evaluation-Final
10. Annual Program Evaluation—Peru 3.13.4a-10 Peru 2012-2013 Annual Program Evaluation-Final
11. Annual Program Evaluation—Sri Lanka 3.13.4a-11 Sri Lanka 2012-2013 Annual Program Evaluation-Final
12. Annual Program Evaluation—Vietnam 3.13.4a-12 Vietnam 2012-13 Annual Program Evaluation-Final
13. Schedule of International Center Site Visits to Observe Faculty and Evaluate Parallelism of Course Content
3.13.4a-13 Schedule of International Center Visits
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Broward College Site Visit Agenda:
Sri Lanka, May 2013 04th May 2013 Arrive in Colombo: Pedro Oliveira
Pick up from the Airport at 06:45 p.m. (Hotel pick up).
Cinnamon Lake Reservation: P
05th May 2013 Arrive in Colombo: Scott Mason
Pick up from the Airport at 05:05a.m. (Hotel pick up).
Cinnamon Lake Reservation: S
07:30 p.m. Welcome Dinner hosted by ACHE
Date/Time: Monday 06th May 2013 from 09:00 a.m. to 06:00 p.m.
Location: ACHE - Dehiwala
Schedule
10:00 a.m. – 11:00 a.m.
Gathering at hotel
Welcome and General Discussion
Mrs.Sherryn/Mr.Suresh/Dr.Padmini/Mr. Patrick
Cinnamon Lake -Lobby
11:30 a.m. – 12:30 p.m.
Embassy Visit
Mr. Scott/Prof.Perdro/Mrs.Sherryn/Mr.Suresh/
Dr.Padmini/Mr. Patrick
From Cinnamon Lake to U.S. Embassy
12:30 p.m. – 02:00 p.m.
Lunch
02:00 p.m. – 03:00 p.m.
Meeting on computerized Integrated Database
Dr.Padmini/Mr.Patrick/Mr.Piyasena/Mr.Dharshana/
Ms.Shamila/Mr.Tharanga/Mr.Gamini/Ms.Vinodani
A.I.S Computer Lab
03:00 p.m. – 03:30 p.m.
Tea Break A.I.S Board room
03:30 p.m. – 05:30 p.m.
Faculty Meeting
With Lecturers & Management
Lecturers: Mr.Kahandawa/Ms.R.Fernando/Mr.S.Garfild/ Mrs.R.Sithambaranathan/Mrs.Munasinghe/ Mrs.M.Jayawardena/Prof.D.Ediriweera/ Dr.Happuarachchi/Mr.B.Hewawasam/ Prof.Kenedy Management: Mrs.Sherryn/Mr.Suresh/Dr.Padmini/Mr.Patrick Mr.Piyasena/Mr.Tharanga/Mr.Upul/Ms.Sajeewa
A.I.S
05:30 p.m. – 06:00 p.m.
Close of Day events & back to hotel
07:30 p.m. Dinner hosted by ACHE
Date/Time: Tuesday 07th May 2013 from 09:00 a.m. to 04:30 p.m. Location: ACHE – Dehiwala Schedule
09:00 a.m. – 09:30 a.m.
Pick up from Hotel
09:30 a.m. – 10:30 a.m.
Classroom evaluation
Mr. Steven Garfield’s Spanish Class
10:30 a.m. – 12:30 p.m.
Meeting with BC students ACHE – D2 Examination Hall
12:30 p.m. – 02:00 p.m.
Lunch
02:00 p.m. – 03:00 p.m.
General Discussion Conference Room
03:00 p.m. – 04:00 p.m.
Seminar on American Education
With Refreshments
ACHE – D2 Examination Hall
04:00 p.m. – 04:30 p.m.
Close of Day events & back to hotel
07:30 p.m. Dinner hosted by ACHE
Date/Time: Wednesday 08th May 2013 from 07:00 a.m. to 05:30 p.m. Location: ACHE –Kandy
Schedule
07:00 a.m. Departure from Colombo to Kandy
10:00 a.m. – 10:30 a.m.
Arrival at ACHE-Kandy Welcome & Refreshment
By Staff & Students
11:00 a.m. – 12:00 Noon
Meeting with BC Students with refreshment
12:00 Noon – 01:00 p.m.
Seminar on American Education with refreshment
01:00 p.m. – 01:30 p.m.
Meeting with Staff with refreshment
01:30 p.m. – 02:45 p.m.
Lunch Royal Mall
03:00 p.m. – 04:00 p.m.
Class Observation Sub: Chemistry II / Lecturer: Prof. Shirani
04:00 p.m. – 05:00 p.m.
Meeting with faculty
05:00 p.m. Any other matters outside agenda
05:30 p.m. Close of Day events & back to hotel Hotel Swiss
Date/Time: Thursday 09th May 2013 from 08:30 a.m. to 02:00 p.m. Location: ACHE –Kurunegala
Schedule
08:30 a.m. Departure from Kandy to Kurunegala
10:00 a.m. – 10:15 a.m.
Arrival at ACHE-Kurunegala Welcome & Refreshment
By Staff & Students
10:15 a.m. – 10:30 a.m.
Refreshments
10:30 a.m. – 11:00 a.m.
Lecture Observation
Subject: Trigonometry, Lecturer: Prof. Athula Perera
11:00 a.m. – Noon. Discuss with BC students
Noon –12:30 p.m. Meeting prospective students
12:30 p.m. – 01:30 p.m.
Lunch At Bright Bravo Hotel
2:00 p.m. Back to Colombo
07:30 Dinner hosted by ACHE
Date/Time: Friday 10th May 2013 from 09:00 a.m. to 06:00 p.m. Location: ACHE –Negombo
Schedule
08:00 a.m. Departure from Colombo to Negombo
09:30 a.m. – 10:00 a.m.
Arrival at ACHE-Negombo Welcome & Refreshment
By Staff & Students
10:00 a.m. – 11:00 a.m.
Class Inspection
11:00 a.m. – 11:30 a.m.
Meeting with Students
11:30 a.m. – 12:00 Noon.
Meeting with Staff
12:00 Noon – 01:00 p.m.
Seminar on American Education
1:00 p.m. – 03:00 p.m.
Lunch
03:00 p.m. Close of Day events & back to Colombo
07:30 p.m. Dinner hosted by ACHE
11th May 2013
04:25 a.m.
Departure from Colombo: Scott Mason
13th May 2013
03:15 a.m.
Departure from Colombo: Pedro Oliveira
Country Coordinator Role and Responsibilities
1. Develop peer to peer connections with faculty (foster discipline and course specific ties between Broward College and international faculty);
2. Utilize technology to communicate Broward College expectations related to curricular offerings,
faculty evaluation process, course syllabi and teaching materials, course outlines, etc.
3. Assist Broward College staff to ensure compliance of SACS requirements.
4. Help to ensure the administration of the Broward College Student Satisfaction Survey each semester.
5. Utilize technology to communicate with principles on site to coordinate program details, travel arrangements, expectations of Broward College related to all aspects of the programs.
6. Share information with centers about services available to students and faculty of Broward College (library resources, D2L, on Line training programs, Smart Thinking, turn it in .com, etc.)
7. Develop classroom connections with faculty in their discipline to share assignments and connect students together
8. Facilitate EAP writing contest participation (where EAP is offered)
9. Communicate with Broward College staff and faculty about the activities going on at the affiliates and centers
10. Integrate international experiences into their classroom to benefit the students they serve.
11. Participate in planning for annual conference held in the region including the delivery of one or two special presentations related to their area of expertise
12. Perform and document classrooms observations of faculty and offer useful suggestions about teaching pedagogy
13. Work closely with Broward College international ed. office to ensure consistent messaging
14. Prepare annual report of program activities, highlights, SWOT analysis
15. Participate in planning details of 2 site visits per year.
16. Participate in hosting visitors from partner institutions when on site (occasional)
17. Translation services in native language where appropriate
18. Research opportunities for student scholarships and promote faculty exchanges.
Check List for Site Visits A guide for program coordinators and Broward personnel during on-site visits to international affiliates and centers Area:
1. Faculty a. Review existing faculty development policies and programs. b. Review files of any potential faculty members under consideration c. Evaluate adequacy of faculty to support program
2. Program evaluation
a. AS program review integrated with Broward College review process b. Coordinate Gen. Ed. Assessment c. Provide a written program evaluation at year's end by faculty coordinators d. Utilize revised classroom evaluation form
3. Library/Learning Resources
a. Communicate with BC Virtual Librarian (Simone Williams) prior to site visits b. Ensure library access for all students and faculty (make sure log in process is
understood) c. Faculty development to require students to use library d. Orientation of students to use of library
4. Student support services
a. Testing center should be secure and private; students may not have access to internet b. Results must be maintained securely and used appropriately for placement purposes c. Advising and transfer services should be done by knowledgeable staff providing
accurate information about higher education available to international students in the United States
5. Public Relations/Marketing/Publications
a. Review and approve all public references to Broward, our accreditation and the relationship between the International Center and Broward College including published documents and website content.
b. International Centers of Broward College must not be referred to as Broward College “campuses”, which implies that we own and operate everything that is going on at that location.
c. Academic Affiliates must not be referred to as International Centers
Statement of Procedure: The Approval of Faculty Teaching at International Centers
The International Education Institute (IEI) at Broward College has the responsibility to ensure that all faculty who teach Broward College courses at its International Centers meet the criteria established by SACS COC for faculty standards. Prior to each semester of study, the IEI receives credentials and transcripts for faculty nominated to teach Broward College courses at BC International Centers. Faculty whose degrees are awarded by non-U.S. institutions of higher education must be evaluated by either Joseph Silny & Associates or World Education Services before consideration is given to their candidacy. The intention is to determine whether or not the degree earned outside of the US is equivalent to a degree earned at a regionally accredited institution in the US. Using the Broward College Faculty Credentialing Manual as a guide, the IEI conducts an initial screening of faculty qualifications. Where faculty candidates clearly possess the requisite degree and/or 18 graduate credit hours in a specific field or discipline as stated in the Faculty Credentialing Manual, the IEI may approve faculty to teach courses in that field or discipline.
• Example 1: A faculty candidate with a Ph.D. in mathematics would be approved by the IEI to teach BC mathematics courses.
• Example 2: A faculty candidate with a Master’s Degree in economics would be approved by the IEI to teach BC economics courses.
When there is a question or doubt about a faculty candidate’s academic credential, the IEI will consult with other appropriate academic content experts at BC (e.g., Associate Deans) for guidance and approval, which will be requested in writing, usually via the college email system.
• Example 1: A faculty candidate with a Master’s Degree in engineering is nominated to teach courses in mathematics. Since the candidate does not a possess a degree in mathematics, the IEI will consult with an academic content expert to determine which courses at Broward College, if any, the candidate is qualified to teach.
• Example 2: A faculty candidate with a Master of Science degree in Mathematical Optimization from the Vietnam National University – Ho Chi Minh City is nominated to teach courses in mathematics. Since the courses listed on the candidate’s academic transcript do not have subject/discipline course prefixes or course titles that would clearly indicate they were courses in the discipline of mathematics, the IEI will consult with an academic content expert to determine which courses, if any, the candidate is qualified to teach at Broward College.
Once faculty candidates have been approved to teach BC courses either by the IEI or the appropriate academic content expert, the IEI will assign them Personal Identification numbers and enter them as non-employees in CID. Additionally, based on information collected on each of the candidate’s International Center Data Sheet, the IEI will enter into the Instructor Resource Management area in the BC portal appropriate information regarding their faculty credentials and the courses they have been approved to teach. The files, including transcripts and evaluations, of all faculty teaching at Broward College International Centers are maintained in the International Education Institute.
Annual Program Evaluation
for International Affiliates and Centers
Part I: To be completed by faculty coordinator
Name of Institution: ___Broward College Center for American Education Guayaquil _
Location: ___Guayaquil, Ecuador__________________________________________
Faculty Coordinator: ____Claudia Sahagún_________________________________
Date: ____06/25/13______________________
Summary of Site Visit for year:
The visit took place on December 5 to 9, 2012 with Coordinator Claudia Sahagún and Professor Jacob Skelton, EAP/Reading/SLS Department, from Broward College. The purpose of this visit was to provide BCCAEG with the expertise of a qualified EAP/Reading faculty to help solve impending issues with the English Remedial Program. This outcome was successfully accomplished.
Major events included:
• Brainstorming and coming up with solutions to solve impending issue with English Remedial program
• Discussing benefits of being an extension of Phi Theta Kappa South Campus • Updating administrative records and reviewing faculty credentials • Observing faculty • Brainstorming on Study Abroad Program to be developed in Ecuador for 2014 • BC World Conference June 2 – 6, 2013. Attended by representative from BCAE
(Conference agenda is attached).
SWOT Analysis:
Major Strengths of this Program
• Personnel on site have excellent understanding of BC/SACS expectations • Longevity of the program (since 1985; with Broward College since 2007) • Rapidly increasing growing enrollments • Very Successful transfer experiences – 62 students transferred to 31 different U.S.
colleges and universities in Fall 2012 and Fall 2013. • Financial stability • Although response rate was limited, Student Satisfaction surveys indicate 100% of
students agree or strongly agree that “overall, I am satisfied with my experience with the BC program.”
Major Weaknesses
• Difficulty finding qualified faculty
Opportunities
• Consulate is supportive of BC program • BCCAEG students express interest in transfer to USA • Positive word of mouth is expanding rapidly in the city • Possible Partnership for Study Abroad/Service Learning
Threats
• Government regulations create uncertainty
Overall evaluation of key success factors. Please comment on each of the following areas:
1. Facilities: adequate except for parking spaces. Remodeling of parking is to be completed this year.
2. Faculty Qualification and Performance: Faculty credentials are in order and teaching observations demonstrate a satisfactory level of faculty’s performance in the classroom. However, additional oversight from content specialists would be helpful to ensure course content is delivered as expected.
3. Student Learning Outcomes Assessment: Students’ various assessments and evaluations are aligned with projected outcomes. In Fall 2013, general education assessments will be conducted.
4. Student Support Services: Community Service is currently the major focus of Student Support Services with several initiatives completed or in process.
5. Learning Support Services: Students have complete access to library at the Center as well as to BC online library. Usage data reveals improvement from 2012 to 2013. More improvement is needed.
Part II – to be completed by AVP or District Director for International Education:
Priorities/Goals for this affiliation or center in 2013-14:
1. Site visits to focus on: CID training and faculty development 2. 100% faculty and student access to online library 3. General Education Outcomes Assessment participation 4. Maintain current levels of Student Satisfaction as measured by survey responses 5. Increase percent of full-time faculty teaching at BCAE
Action Steps needed to achieve priorities and goals in 2013-14:
1. Conduct general education assessment during the fall and spring semesters 2. Increase number of faculty observations, including those by content specialists 3. Provide continued training for new staff on the use of BC student database systems 4. Conduct two on-site visits, at least one with academic content specialists
Annual Program Evaluation
for International Affiliates and Centers
Part I: To be completed by faculty coordinator
Name of Institution: Universidad San Ignacio de Loyola (USIL)-Center for American Education
Location: Lima, Peru
Faculty Coordinator: Maria Bernal-Dobek
Date: June 9, 2013
Summary of Site Visits for year (July 1, 2012 to June 30, 2013)
Please describe the purpose of each site visit to this program, the participants from Broward College, and the main outcomes for each visit. Please include action items which will require follow up. If an itinerary was prepared, please attach.
A visit took place from November 25-29, 2012 with two participants from Broward College: Maria Bernal-Dobek and Yaping Gao, District Director of Distance Learning/Open College
Major events included:
• D2L faculty development workshop • Reviewed faculty files to ensure all transcripts had been received • Met with faculty individually to discuss classes and students
A second visit took place on May 10-13, 2013 with two participants from Broward College: Maria Bernal-Dobek and Jose Lopez, Director of Student Life at Central Campus
Major events included:
• Prepared for open house for CAE parents and incoming students • Gave presentation regarding Student Life at BC and CAE
An additional site visit took place by Dr. David Moore on May 9-15, 2013.
Major events included:
• Participation at first public graduation of CAE/USIL students (41 graduates) • Classroom observation • Meeting with faculty: discussed faculty/student access to BC library • Meeting with students to conduct student satisfaction surveys • Coordination with the University of South Florida (USF) and the University of Houston
(UH) regarding student transfer issues
SWOT Analysis:
Major Strengths of this Program
• Director and Coordinator on site have an excellent understanding of BC/SACS expectations
• Stable program with solid reputation for excellence • Growing enrollment due to increased recruitment from top bilingual schools in Lima • Successful transfer experiences to USF and UH in Lima as well as other universities in the
USA • Credentialed faculty, many who are native speakers of English from the USA
Major Weaknesses
• Administrative support staff needs to be added to assist with advising and registration • Students satisfaction surveys reveal problems related to access to library resources,
however steps are being taken to address this issue
Opportunities
• Consulate is supportive of BC program • Interested in expanding and offering more BS degrees from other universities • USIL preparing itself for SACS COC accreditation
Threats
• Expansion and the offering of more BS degrees from other universities puts extra pressure on the three person administrative staff at the CAE
Overall evaluation of key success factors. Please comment on each of the following areas:
1. Facilities: The CAE is housed on the main campus of Universidad San Ignacio de Loyola (USIL). Students have access to a scholarly library, comfortable classrooms with WiFi and computer podiums, student cafeteria, etc....
2. Faculty Qualification and Performance: The faculty at CAE all have Masters or Doctoral degrees in their fields or 18 graduate credit hours. Many have attended from leading US universities such as Purdue and Yale. Teaching observations demonstrate a satisfactory level of faculty’s performance in the classroom. However, additional oversight from content specialists would be helpful to ensure course content is delivered as expected.
3. Student Learning Outcomes Assessment: The CAE faculty participated in BC’s student learning outcomes for Math and Biology this past year.
4. Student Support Services: PTK/Advising 5. Learning Support Services: The students at the CAE have access to USIL’s physical library
and library database as well as BC’s library database.
Part II – to be completed by AVP or District Director for International Education:
Priorities/Goals for this affiliation or center in 2013-14:
1. Site visits to focus on: EAP program, CID training and faculty development 2. 100% faculty and student access to online library 3. General Education Outcomes Assessment participation, when requested by BC 4. 10% improvement in Student Satisfaction Survey results in online library usage 5. Increase classroom observations
Action Steps needed to achieve priorities and goals in 2013-14:
1. Conduct general education assessment during the fall and spring semesters 2. Increase number of faculty observations, including those by content specialists 3. Provide continued training for staff on the use of BC student database systems 4. Improve turnaround time for obtaining transcripts upon completion of degrees to
facilitate student transfer 5. Maintain efforts to ensure faculty and student access to BC electronic library 6. Conduct two on-site visits, at least one with academic content specialists
Annual Program Evaluation
for International Affiliates and Centers
Part I: To be completed by faculty coordinator
Name of Institution: _AMERICAN COLLEGE OF HIGHER EDUCATION__
Location: __COLOMBO, SRILANKA_____________________________
Faculty Coordinator: _PEDRO OLIVEIRA_________________________
Date: __JUNE 10, 2013________________
Summary of Site Visits for year (September 1, 2012 to August 31, 2013)
Please describe the purpose of each site visit to this program, the participants from Broward College, and the main outcomes for each visit. Please include action items which will require follow up. If an itinerary was prepared, please attach.
A visit took place from October 26 to November 5, 2012 with the following participants from Broward College: David Moore, Scott Mason, Pedro Oliveira, Audrey Hunter, and Adrian Carter. The purpose of the trip was to perform a SACS compliance visit to ACHE in Colombo and other locations in Sri Lanka and provide training and help to staff and faculty on issues related to the effective performance of their roles in the BC program.
Major events in the first visit included:
• Presentation of BC program to prospective students • Presentation to current students focusing on use of library resources, transfer to the US
and scholarship opportunities at American universities • Presentation to administration and staff focusing on the handling of student
information, CID management system, course learning outcomes assessment, students satisfaction survey, and SACS requirements
• Faculty development workshop focusing on syllabus writing and D2L enhanced courses, and library resources
• Class observations of four faculty members (observation forms submitted to Mr. Scott Mason)
• Visit to US Embassy to see the Ambassador and talk about BC-ACHE AA degree program • Review of faculty files to assess teaching qualifications revealed some cases which must
be reviewed by BC academic deans and associate deans • Participation in the graduation of the 2012 class of students
A second visit took place from May 3 to 13, 2013 with the following participants from Broward College: Pedro Oliveira and Scott Mason. The purpose of the trip was to perform a SACS compliance visit to ACHE in Colombo and other locations in Sri Lanka and provide training and help to staff and faculty on issues related to the effective performance of their roles in the BC program.
Major events in the second visit included:
• Presentation to prospective students • Presentation to current students focusing on use of library resources, transfer to the US
and scholarship opportunities at American universities, and honor associations, such as PTK
• Faculty development workshop focusing on syllabus writing, course enhancement with D2L, and use of library resources
• Class observations of four faculty members (observation forms submitted to Mr. Scott Mason)
• Visit to US Embassy to see the Ambassador and talk about BC-ACHE AA degree program • Visit to Colombo, Kandy, Kurunegala, and Negombo sites revealed that some facilities,
such as, library, student lounge, PC lab, etc., need improvement
SWOT Analysis:
Major Strengths of this Program
• Long-term stability of the program • Growing enrollment • Successful transfer experiences • Financial stability of the program
Major Weaknesses
• Small pool of SACS qualified faculty • Facilities, such as library, computer labs, computer-ready classrooms, student lounge,
etc., require improvement • Students interviews reveal problem issues, such as on-line library access
• Faculty interviews reveal problem issues, such as D2L access • Lack of faculty and students participation in institutional co-governance
Opportunities
• Embassy personnel is supportive of BC program in Sri Lanka and willing to promote the program through participation in presentations and educational fairs at ACHE sites
• Students express interest in obtain an AA degree from BC to transfer to an American university
• High interest in receiving American students for summer study abroad courses in Sri Lanka
• BC Virtual College will allow some of the courses in the AA program to be taken online by ACHE students
Threats
• Competition with other US-based programs in the area • Sri Lankan government regulations create uncertainty for long-term development plan • Negative press stories about failed transfer process for students of other institutions
hinders recruitment efforts
Overall evaluation of key success factors. Please comment on each of the following areas:
1. Facilities Facilities in all sites are adequate for academic purpose, however improvements could be made principally in terms of library space and book acquisition, computer labs, classrooms computer-readiness and student lounge areas.
2. Faculty Qualification and Performance Based on classroom observations, teachers seem knowledgeable and qualified to deliver class material in a way conducive to student learning. However, additional oversight from content specialists would be helpful to ensure course content is delivered as expected. Classes are conducted in English and students seem comfortable following teachers lectures.
3. Student Learning Outcomes Assessment Despite the fact that two courses in Sri Lanka have been selected for the Student Learning Outcomes Assessment, the assessments have not been performed for lack of better coordination between BC and ACHE. We need to develop and implement procedures to facilitate the application of the assessment.
4. Student Support Services ACHE provides students with a good network of support in regards class advisement and enrollment, university transfers and visa procurement, among others.
5. Learning Support Services Learning support services, such as tutoring services, academic and honors clubs, multimedia resources and computer-ready classrooms, could be improved or implemented.
Part II – to be completed by AVP or District Director for International Education:
Priorities/Goals for this affiliation or center in 2013-14:
1. Site visits to focus on: EAP program, CID training and faculty development 2. 100% faculty and student access to online library 3. 100% General Education Outcomes Assessment participation 4. Implement new faculty evaluation procedures 5. Maintain current levels of Student Satisfaction as measured by survey responses
Action Steps needed to achieve priorities and goals in 2013-14:
1. Conduct general education assessment during the fall and spring semesters 2. Increase number of faculty observations, including those by content specialists 3. Provide continued training for staff on the use of BC student database systems 4. Conduct two on-site visits, at least one with academic content specialists
Annual Program Report for International Affiliates and Centers
Name of program: __ Institute of American Education (IAE)___
Location: 182 Le Dai Hanh Street, Ward 15, Dist. 11, Ho Chi Minh City, Vietnam_______________
Faculty Coordinator: __Scott Mason (interim)____
Report Date: _9 July 2013____________________
Summary of Site Visits for year (September 1, 2012 to August 31, 2013)
Please describe the purpose of each site visit to this program, the participants from Broward College, and the main outcomes for each visit. Please include action items which will require follow up. If an itinerary was prepared, please attach.
A visit took place on November 5 to November 9, 2012. Participants included Dr. David Moore, Dr. Jane Treptow and (Interim) Associate Dean Jeanne Christ.
Major events included:
• Classroom teaching observations of ten faculty conducted. Observation forms were submitted to Mr. Scott Mason upon return.
• Meeting about the implementation of A.S. program viability reports with Institute of American Education Department Chairs and the Dean.
• Administered 100+ Student Satisfaction Surveys which were submitted to Mr. Scott Mason upon return.
• Reviewed faculty development procedures with IAE Department Chairs. • Faculty meeting with BC-IAE faculty. Topics included: syllabus preparation, classroom
management, grading procedures, technology to enhance classroom instruction. • Meeting with IAE Student Life Coordinator and Dean of Student Services. • Attended a meeting of the Basketball Club.
Follow up needed:
• Continue to assess progress of faculty and students’ English speaking, listening, writing skills.
• Monitor students access to MyBC resources including online library.
• Integrate the “Master Student” concept into EAP 00 level courses. This idea is similar to what is done in the SLS courses.
• Organize and plan a professional development day for faculty and staff to be conducted as part of the next site visit.
• Teaching observations demonstrate a satisfactory level of faculty’s performance in the classroom; however, additional oversight from content specialists would be helpful to ensure course content is delivered as expected.
• Discuss progress toward establishing a PTK/Honors program. • IAE prefers to use Moodle over D2L. There needs to be consistency about the learning
management system they are using.
Broward College held its first World Conference with all of its international affiliates and centers from June 2-6, 2013. IAE Vietnam sent three representatives: Dr. Le Thanh, President; Mr. Ethan Moore, Dean of Academic and Student Affairs; and Mr. Chuong Nguyen, Assoc. Dean of Students. A copy of the conference agenda indicating the topics and information covered is posted on Sharepoint Workspace of the Greene International Education Institute.
SWOT Analysis:
Major Strengths of this Program
• Personnel on site have excellent understanding of BC/SACS expectations. • Increasing number of qualified faculty. • Facilities are top-notch. • Improving English speaking skills of faculty (room for improvement) • A.S. programs approved by appropriate government agency
Major Weaknesses
• There is a need to hire more teachers whose first language is English. • Enrollment fluctuations create uncertainty • It is unclear about how the investor wants to position the college. A strategic plan is
needed. • Communication between home office in Singapore and IAE in Vietnam is difficult
Opportunities
• US Consulate is supportive of BC program. Important for the Vietnamese to understand that BC is viable public institution in the US and that BC program in Vietnam is approved by SACS COC.
• The median age in Vietnam is twenty-eight. It is a young nation striving to make their mark in world commerce. The government understands that more educated society the
more vital and vibrant society. This is a big opportunity for IAE with the number of young people in VN.
Threats
• Competition with other US-based programs in the area. • Government regulations create uncertainty. For example another government agency
must approve AIE to offer the AA degree. • Enrollment fluctuations have affected financial resources available to the program
Part II – to be completed by AVP or District Director for International Education:
Priorities/Goals for this affiliation or center in 2013-14:
1. Focus on improvement of the English language for faculty, staff, and students 2. Site visits to focus on: EAP program, CID training and faculty development, PTK/Honors,
classroom observations and student satisfaction surveys 3. 100% faculty and student access to BConline library 4. General Education Outcomes Assessment participation 5. Increase percent of full-time faculty teaching at IAE
Action Steps needed to achieve priorities and goals in 2013-14:
1. Conduct general education assessment during the fall and spring semesters 2. Increase number of faculty observations, including those by content specialists 3. Provide continued training for staff on the use of BC student database systems 4. Employment of more native English speaking faculty and staff. 5. Establish a PTK/Honors program 6. Conduct two on-site visits, at least one with academic content specialists
Schedule of Site Visits or Class Observations by Associate Deans and Content Specialists to BC International Centers
Location 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19
Ecuador Comm./Math Science/Social Human/Business Comm./Math Science/Social Human/BusinessPeru Comm./Math Science/Social Human/Business Comm./Math Science/Social Human/BusinessSri Lanka Science/Social Human/Business Comm./Math Science/Social Human/Business Comm./MathVietnam Science/Social Human/Business Comm./Math Science/Social Human/Business Comm./Math
Key to subject area abbreviations:Comm = CommunicationsMath = MathematicsScience = Natural SciencesSocial = Social SciencesHuman = Humanities and Fine ArtsBusiness = Business electives
