EXHIBIT A TITLE PAGE Association of Collegiate Business ... Self-Study Document... · EXHIBIT A...

EXHIBIT A TITLE PAGE

Association of Collegiate Business Schools and Programs

(ACBSP)

Self-Study Year 2003-04

NAME OF INSTITUTION: Dyersburg State Community College PRESIDENT’S NAME: Dr. Karen A. Bowyer CHIEF ACADEMIC OFFICER’S NAME: Dr. D. Peter Brown DEAN OF BUSINESS: Mr. Bob Phillips Identification of Primary Institutional Contact during the Accreditation Process: Name: Bob Phillips Title: Dean, Business & Technology Address: 1510 Lake Road City: Dyersburg State: Tennessee Zip: 38024 Phone: (731) 286-3204 Name of Institution’s Self-Study Coordinator: Bob Phillips Title: Dean, Business & Technology Date of Submission of this Self-Study: 27 January 2005

EXHIBIT B GENERAL INFORMATION Standard I – Conditions for Accreditation Self-Study Preparers: The Self-Study was conducted by the faculty and staff within the Business and Technology Division. This division includes Gary Cutler, Brenda Fincher, Terry Mullins, Max Tarpley, Barbara Gatlin, Emma Reynolds, Ava Estes, Rita Riley, Linda Ballard, Billy Hurst, and Rick Wilkerson. The Self-Study coordinator is Bob Phillips. Regional Accrediting Body: Dyersburg State Community College is a higher education institution of the State University and Community College System of Tennessee. Dyersburg State Community College is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (SACS) to award the associate degree. (See Attached Letter, Attachment # 1.) Profile of the Institution:

Located in gently rolling hills overlooking the Mississippi delta, Dyersburg is the hub of commerce, industry and agriculture in Northwest Tennessee. Because of its strategic access to rail, river and highway transportation, Dyersburg has become a thriving commercial center that retains the warmth, character and tradition of its rural past. Nestled in a quiet residential neighborhood, the one hundred acre campus of Dyersburg State Community College is only minutes from a bustling business district and just a pleasant drive from the serenity of beautiful Reelfoot Lake or the excitement and rich musical heritage of Memphis. Dyersburg State Community College has branches in Gibson and Tipton counties as well as the main campus in Dyersburg. The most recent census data shows that the West Tennessee area served by Dyersburg State Community College is characterized by a higher incidence of poverty, lower per capita income, lower levels of educational attainment, higher percentages of minorities in the population mix, and higher unemployment rates than the United States average. Table 1 demonstrates that Tennessee fares worse than the nation as a whole on various indices of socioeconomic wealth.

Comparison of Tennessee and U.S. on Selected Socioeconomic Indicators

Indicator

Tennessee

United States

Median Household Income Three-Year Average 1995-97

$30,896

$36,399

Percent of Persons in Poverty Three-Year Average 1996-98

14.5

13.2

Percent of Rural Householders with Less than 12 Years of School (No diploma)

2nd worst among states 49.7

28.8

Percentage of Rural Students Living in Poverty

22.2

18.8

% Rural Communities Scoring Below Average on the Education Climate Index

Worst among 50 States 67.6

21.8

Percent of Teens Who Are High School Dropouts

13

10

Percent of Families Headed By a Single Parent

30

27

% Children Under Age 13 Living in Low-Income Families With Working Parents

30

21

Source: U. S. Census Bureau, Rural and Community Schools Trust, 2000 KIDS COUNT, Profile for Tennessee

Ninety percent of students who attend Dyersburg State are first generation college students. The following data provides information on the composition and structure of our student body during the Self-Study period of Fall 2003-Spring 2004.

TOTAL ENROLLMENT FALL 2003 - SPRING 2004

YEAR

HEADCOUNT

FTE

FALL 2003 2,515 1,819.1

SPRING 2004

2,295

1,642.9

BY FULL AND PART-TIME STATUS FALL 2003 - SPRING 2004

YEAR

FULL-TIME

PART-TIME

H/C

FTE

H/C

FTE

FALL 2003

1,549

1,417.2

966

401.9

SPRING 2004

1,340

1,223

955

419.9

BY MALE AND FEMALE

FALL 2003 – Spring 2004

YEAR

MALE

FEMALE

H/C

FTE

H/C

FTE

FALL 2003

720

551.2

1,795

1,267.9

SPRING 2004

656

476.3

1,639

1,166.6

HEADCOUNT, SCH PRODUCTION, FTE

AVERAGE STUDENT LOAD & AVERAGE AGE ON-CAMPUS EVENING STUDENTS

BY CONCENTRATION – FALL SEMESTER 2003

Major/Concentration

Fall 2003

H/C SCH FTE AVG. LOAD

AVG.

AGE

Business Transfer 28 120 8.0 4.3 25

Accounting Technology 13 55 3.7 4.2 30

Administrative Office Support 7 27 1.8 3.9 31

Business Administration 16 77 5.1 4.8 27

Management 5 18 1.2 3.6 32

HEADCOUNT, SCH PRODUCTION, FTE

AVERAGE STUDENT LOAD & AVERAGE AGE ON-CAMPUS EVENING STUDENTS

BY CONCENTRATION – SPRING SEMESTER 2004

Major/Concentration

Spring 2004

H/C SCH FTE AVG. LOAD AVG. AGE

Business Transfer 13 46 3.1 3.5 22

Accounting Technology 9 41 2.7 4.5 32

Administrative Office Support 8 31 2.1 3.9 28

Business Administration 13 48 3.2 3.7 29

Management 3 12 .8 4.0 37

ENROLLMENT – HISTORICAL

FALL 2004 - SPRING 2003

HEADCOUNT BY CONCENTRATION

Major/Concentration

FALL

2003

SPRING

2004

Business Transfer 164 140

Accounting Technology 53 45

Administrative Office Support 53 43

Business Administration 101 91

Management 23 19

HEADCOUNT, SCH PRODUCTION, FTE & AVERAGE STUDENT LOAD

For All Students by Concentration Fall 2003- Spring 2004

CONCENTRATION 2003 FALL 2004 SPRING



Business Transfer 164 1867 124.5 11.4 140 1,686 112.4 12.0

Accounting Technology 53 552 36.8 10.4 45 487 32.5 10.8

Administrative Office

Support

53 641 42.7 12.1 43 554 36.9 12.9

Business Administration 101 1044 69.6 10.3 91 909 60.6 10.0

Management 23 247 16.5 10.7 19 198 13.2 10.4

HEADCOUNT, SCH PRODUCTION, FTE & AVERAGE STUDENT LOAD

For All Students by Concentration Spring 2004

CONCENTRATION

ALL STUDENTS

SPRING 2004


Business Transfer 140 1,686 112.4 12.0

Accounting Technology 45 487 32.5 10.8

Administrative Office Support 43 554 36.9 12.9

Business Administration 91 909 60.6 10.0

Management 19 198 13.2 10.4

HEADCOUNT & AVERAGE AGE For All Students

BY CONCENTRATION FALL 2003 – SPRING 2004

MAJOR/CONCENTRATION

FALL 2003

SPRING 2004

Headcount Avg. Age Headcount

Avg. Age

Business Transfer 164 24 140 24

Accounting Technology 53 29 45 31

Administrative Office Support 53 28 43 29

Business Administration 101 29 91 30

Management 23 27 19 30

ENROLLMENT BY AGE GROUP

FALL 2003 – SPRING 2004

AGE GROUPS

2003

2004

H/C FTE H/C FTE

17 or less 39 16.0 2 1.9

18 –20 884 768.0 633 513.4

21 – 24 536 389.2 587 440.3

25 – 34 589 387.3 582 409.9

35 – 64 461 256.2 488 276.8

OVER 64 6 2.4 3 .6

TOTAL

2,515

1,819.1

2,295

1,642.9

The average student age is 26.

BUSINESS & TECHNOLOGY ENROLLMENT

FALL 2003 – SPRING 2004

Major/Concentration

FALL 2003 SPRING 2004

CREDIT HRS.

FTE

CREDIT HRS.

FTE

BUS 411 27.4 384 25.6

ACC 453 30.2 390 26.0

AOS 731 48.7 742 49.5

BUS 411 27.4 384 25.6

ECO 618 41.2 375 25.0

FIN 141 9.4 111 7.4

MGT 165 11.0 291 19.4

MIS 2,051 136.7 1748 116.5

MKT 72 4.8 75 5.0

TECHNOLOGY TOTAL 5,053 336.8 4,500 300.0

GRADE DISTRIBUTION REPORT

FALL 2003 GRADE AVERAGE MEAN BY DEPARTMENT

DEPT.

ALL

STUDENTS

STUDENTS

UNDER 25

STUDENTS

25 & OVER

BLACK

STUDENTS

WHITE

STUDENTS

FEMALE

STUDENTS

MALE

STUDENTS

ACC 2.23 1.94 2.56 1.81 2.25 2.30 2.12

AOS 3.14 2.98 3.27 2.75 3.28 3.17 2.97

BUS 2.26 2.12 2.51 2.25 2.26 2.51 1.90

ECO 2.56 2.50 2.66 2.34 2.60 2.64 2.46

FIN 1.95 1.53 2.32 2.00 1.92 2.00 1.78

MGT 2.12 2.20 2.07 1.38 2.39 2.14 2.08

MIS 2.65 2.39 3.06 1.96 2.82 2.68 2.61

MKT 2.70 3.07 2.11 1.33 2.90 2.40 3.25

MEAN

GPA

2.31

2.55

3.00

2.87

2.64

2.62

2.75

PERCENTAGE OF ATTRITION

BY CONCENTRATION

FALL 2003 TO SPRING 2004

MAJOR/CONCENTRATION Fall 2003 to Spring 2004

Enrolled

N/R

%

Business Transfer 164 50 30.5

Accounting Technology 53 16 30.2

Administrative Office Support 53 21 39.6

Business Administration 101 25 24.8

Management 23 13 56.5

Management Inf. Systems 230 75 32.6

University Parallel Total

Attrition

1,097

318

29.0

Headcount & Attrition Rate

for DEGREE SEEKING

Students

2,268

643

28.4


for Non-degree Seeking

Students

247

165

66.8


for All Students

2,515

808

32.1

RETENTION FROM FALL TO SPRING SEMESTERS

FOR SELECTED STUDENT GROUPS

GROUP

% Persisting

2003F – 2004S

All Students 67.9

R/D Freshmen 71.1

First Time Freshmen –

College Level

75.4

Continuing Freshmen 72.4

Sophomores 72.6

Non-Degree Seeking 33.2

Degree Seeking 71.7

Black Degree Seeking 70.3


White

73.7


Black

64.0


Male

69.2

First Time Freshmen -

Female

73.3

COL 101 Students 79.2

Need-Based Financial Aid

Students

74.5

Student Support Services

Students

77.1

TBR Headcount and FTE Enrollment Spring Semester 2003 & 2004

Two-Year Institutions

Headcount FTE

2003

2004

% Change

2003

2004

%

Change

Chattanooga State Technical Community College

7,240

7,342

1.41%

4,518

4,586

1.51%

Cleveland State Community College

2,890

2,845

-1.56%

1,956

1,921

-1.79%

Columbia State Community College

4,400

4,447

1.07%

2,972

2,905

-2.25%

Dyersburg State Community College

2,215

2,295

3.61%

1,509

1,643

8.88%

Jackson State Community College

3,671

3,646

-0.68%

2,456

2,457

0.04%

Motlow State Community College

3,374

3,162

-6.28%

2,315

2,162

-6.61%

Nashville State Technical Institute

6,692

6,850

2.36%

3,628

3,787

4.38%

Northeast State Technical Community College

4,032

4,346

7.79%

2,736

2,901

6.03%

Pellissippi State Technical Community College

7,528

7,176

-4.68%

4,992

4,714

-5.57%

Roane State Community College

4,894

4,816

-1.59%

3,387

3,296

-2.69%

Southwest Tenn. State Tech. Community College

11,422

11,316

-0.93%

7,323

7,143

-2.46%

Volunteer State Community College

6,410

6,552

2.22%

4,074

4,046

-0.69%

Walters State Community College

5,046

5,092

0.91%

3,557

3,495

-1.74%

Total Two-Year Institutions

69,814

69,885

0.10%

45,423

45,056

-0.81%

Self-Study Purpose: The purpose of this Self-Study is to obtain accreditation by the Association of Collegiate Business Schools and Programs thus authenticating the quality of business programs offered at Dyersburg State Community College. During the Self-Study we expect to:

Identify strengths and weaknesses of the program.

Develop improvement plans for any deficiencies.

Document the effectiveness of the program.

Establish benchmarks for continuous improvement of the program. All programs under the Tennessee Board of Regents are required to receive accreditation for all eligible programs.

Institution Mission:

Dyersburg State Community College is a comprehensive, open door, public two-year college that helps people learn throughout their lives. The College awards the Associate of Arts, the Associate of Science, the Associate of Applied Science degrees, and technical and academic certificates. Dyersburg State Community College meets the educational needs of people from West Tennessee and three counties in two bordering states.

Dyersburg State Community College, with a Campus in Dyersburg and Centers in Tipton and Gibson Counties, provides:

Associate degree programs in the Arts and Sciences, Business and Technology, and Nursing and Allied Health for students planning to transfer to upper-division colleges and universities;

University-parallel General Education courses;

Academic and technical certificate and Associate of Applied Science degree programs to prepare students for careers in business, industry, technology, public service, education, and the health professions;

Technology transfer programs in Management Information Systems and Health Sciences that enable students to apply the latest research and technological advances to the workplace;

A dual enrollment program for qualified area high school students;

A college preparatory program to improve reading, writing, mathematical, and critical thinking skills;

Programs to assist student development and enrich campus life such as tutoring; personal, career, and transfer counseling; financial aid counseling; counseling for students with disabilities; student organizations; an honors option; the use of instructional technology; the promotion of diversity; performing arts groups; and athletics;

Continuing education programs for people of all ages to promote personal, professional, economic, and community development;

On-campus, work site, and distance learning courses for general education, skills improvement, job retraining, and career enhancement.

Dyersburg State’s faculty and staff strive to provide a supportive environment and personal attention, which encourages creative problem solving, learning, effective communication, and teamwork. The faculty and staff are committed to their own personal, cognitive, professional, and ethical development as well as that of their students.

Dyersburg State Community College remains committed to the education of a non-racially identifiable student body and promotes diversity and access without regard to race, gender, religion, national origin, age, disability, or veteran status.

The Mission Statement for Dyersburg State Community College is contained on pages 13-14 of the 2003-04 Student Handbook. Business Unit Mission: The mission of the Business & Technology Division at Dyersburg State Community College is to support the accomplishment of the overall college mission by providing technical, professional, and enrichment programs for students and by providing strong support for continued economic development throughout West Tennessee. This is accomplished through providing a comprehensive curriculum, which includes transfer courses, career courses, and continuing education courses that develop a commitment to lifelong learning and continuous improvement. The Business & Technology Division is committed to meeting these high standards by:

1. Promoting the improvement of all programs through periodic program review and continuous communication with advisory committees.

2. Collecting and using data for program improvement. 3. Implementing new programs in support of emerging community needs and new technologies. 4. Building alliances with employers, schools, agencies, and volunteer organizations. 5. Encouraging innovation in instruction and assessment. 6. Promoting excellence in teaching and learning. Business Programs Evaluated: Dyersburg State Community College is requesting that the following programs be accredited:

1. Associate of Science Degree, University Parallel Major, Business Concentration 2. Associate of Applied Science Degree, Business Related Technology Major, Accounting

Technology Concentration 3. Associate of Applied Science Degree, Business Related Technology Major, Administrative

Office Support Concentration. 4. Associate of Applied Science Degree, Business Related Technology Major, Business

Administration Concentration 5. Associate of Applied Science Degree, Business Related Technology Major, Management

Concentration Class Time and Delivery: All classroom courses at Dyersburg State Community College meet on the following time schedules:

Monday, Wednesday, and Friday classes – 55 minutes per meeting – 14 week semester = 770 minutes per credit hour.

Monday and Wednesday or Tuesday and Thursday classes – 85 minutes per meeting – 14 week semester = 790 minutes per credit hour.

Evening Classes – 165 minutes – 14 week semester – 770 minutes per credit hour.

Laboratory schedules are based on 2 hours of lab per week for each credit hour.

On-Line courses normally do not have any required classroom attendance; however, some of our science classes are currently requiring lab attendance. The competencies for on-line classes are the same competencies used in the regular lecture classes using the same textbooks and instructional materials.

Ninety percent of business classrooms at Dyersburg State Community College are equipped as Master Classrooms with instant instructor access to the Internet, video, and computer software. Instructors are encouraged to use a variety of teaching methods to enhance the learning experience for students with various learning styles. Use of technology in the classroom is a part of each faculty’s annual evaluation. Faculty workshops are held at least semi-annually on methods of using technology in the classroom and incorporating critical thinking into courses. Curriculum Development and Curriculum Process: The curriculum in all business programs at Dyersburg State mirrors the programs throughout the state and nation with minor exceptions. Dyersburg State Community College is governed by the Tennessee Board of Regents (TBR). TBR Policy 2:01:00:03 states:

Associate degrees designed primarily for immediate employment are limited to the A.A.S. and conform to those principles indicated in the AACJC policy statement on that degree. The following principles apply:

1. The A.A.S. should be identified with a specialty designation (e.g., A.A.S. with a major in Business Related Technology).

2. A.A.S. degree programs must be responsive to the employment needs of business, industry, public agencies, the military, and entrepreneurship.

3. All components of the A.A.S. degree requirements should directly relate to intended student attainment: knowledge, skills, or attitudes.

4. A.A.S. degree requirements should be limited to 60 to 72 semester credit hours (excluding remedial/developmental hours).

5. The technical specialty component of the A.A.S. degree should consist of a minimum of 36 semester credit hours.

6. The general education component of A.A.S. degree programs should constitute a minimum of 25% of course credit with the combination of general education and those courses serving the dual purpose of enhancing general human development and serving as the basic foundation for occupational studies constituting up to 50% of course credit. The general education component must be consistent with SACS accreditation criteria, and it must consist of a minimum of one course in each of these areas:

Oral communication

Written communication

Mathematics

Humanities or Fine Arts

Social or Behavioral Sciences

Natural Sciences or additional Mathematics course Tennessee Board of Regents/University of Tennessee University Transfer Track Module Students who wish to fulfill core curriculum requirements for institutions in both the Tennessee Board of Regents (TBR) System and the University of Tennessee (UT) System may do so by completing the TBR-UT University Track Module. The Module consists of a sixty (60) semester hour block of courses in eight categories of subjects. The University Track Module incorporates the minimum degree requirements of all TBR and UT institutions and requires the completion of courses within the following subject categories: Category 1: Two English Composition Courses (normally 6 credit hours) Category 2: Two Mathematics Courses (normally 6 credit hours) Category 3: Two Science Courses (normally 6-8 credit hours) Category 4: Five History and Humanities Courses (normally 15 credit hours)*

*Six credit hours of history are required. The type of history required varies among public universities in Tennessee. Check university catalogs to determine the proper history courses to take.

Category 5: Two Social/Behavioral Science Courses (normally 6 credit hours) Category 6: Two Multicultural or Interdisciplinary Courses or Two Foreign Language Courses (Normally 6 credit hours) Category 7: Two Physical Education Courses (normally 2 credit hours) Category 8: Pre-major/Major Elective Courses (normally 12-15 credit hours)

Each program of study follows the procedures set forth by the Dyersburg State Instructional Council policy. This policy states that each program proposal must be submitted through Deans to the Instructional Council. Proposals are reviewed using Tennessee Board of Regents (TBR) guidelines for the academic content, need, cost, staffing, etc. If approved by the Instructional Council, the proposal is recommended to the Vice President for Academic Affairs and then to the President, who may approve or reject new proposals. Proposals for new programs must be submitted by the President to the Tennessee Board of Regents (TBR) for approval and finally to the Tennessee Higher Education Commission (THEC), if required. A copy of this policy is provided in Attachment #2. Division faculty initially determines the need for a degree program based on the Community Educational Needs Assessment inquiry, professional publications, and information from workshops/conferences/professional meetings.

Once a possible need for a new program is identified, the president informs the chancellor by means of a Letter of Intent (the nature, purpose and scope of the intended action; the expected date upon which the completed proposal will be submitted and the intended implementation date). The vice president for academic affairs supervises a feasibility study to determine demand and need (educational need; student interest/demand; labor market evidence; and societal need evidence). Departmental college personnel participate in the development of the program proposal. The proposal is then referred to the College’s Instructional Council for discussion and recommendations.

The Instructional Council recommends new policies or courses of action related to educational programs; reviews new curricula, new programs or substantive changes in existing curricula and programs and supports and monitors the curriculum development system. The charge of the committee is to ensure that the College’s programs and courses meet the needs of students, business and industry and the local community. The committee will recommend action as needed to improve specific components of the curriculum. The committee will recommend the proposal for implementation as presented, not recommend the proposal for implementation or conditionally recommend the proposal for implementation. The proposal will be submitted to the vice president for Academic Affairs for approval and recommendation to the president of the College.

The president will submit the proposal for the staff of the Tennessee Board of Regent to review. The College president and vice president for Academic Affairs will represent the College at a Tennessee Board of Regents (TBR) board meeting when the proposal is considered. The College president will represent the College before the Tennessee Higher Education Commission. Upon approval by the THEC, the vice president for Academic Affairs will manage implementation of the academic action.

Long-Range Plans: Recently the Tennessee Board of Regents (TBR) mandated that the degree requirements for all two-year programs (with some exceptions in the Health Science area) be limited to 60-credit hours. The Business Division was the first to meet this mandate; thus, allowing for some curriculum updates in all programs. Programmatic curriculum changes and/or updates were made based on the feedback from our Advisory Committee as well as student and employers’ surveys, community leaders, and professional affiliations. Effective in fall 2005 the following curriculum will be used in Business & Technology for our A.S. and A.A.S. degrees:

Associate of Science Degree - Business

Existing Proposed Fall 2005 Associate of Science Degree

University Parallel Major Business Concentration

The Business concentration provides the student with the first two years of academic training necessary to complete a Bachelor’s Degree in Business Administration, Accounting, Management, Marketing, or Finance. First Year Courses* Semester Hours BUS 110 Introduction to Business 3 ECO 201 MACROECONOMICS 3 ECO 202 MICROECONOMICS

3

ENGL 1010 ENGLISH COMPOSITION 3 ENGL 1020 ENGLISH COMPOSITION II 3 MATH 1710 COLLEGE ALGEBRA 3 MATH 1830 Elementary Calculus 3 MIS 111 INTRODUCTION TO COMPUTERS 3 NATURAL SCIENCE SEQUENCE 8 PHED ACTIVITY ELECTIVES 2 SPE 231 FUNDAMENTALS OF SPEECH 3 Total 37 Second Year Courses* ACC 101 Accounting I 3 ACC 102 Accounting II 3 ENGL 2310 WORLD LITERATURE I 3 ENGL 2320 WORLD LITERATURE II 3 HIST 2010 AMERICAN HISTORY I 3 HIST 2020 AMERICAN HISTORY II 3 MATH 1530 Elementary Probability & Statistics 3 PSY 110 & Psychology I 3 PSY 120 Psychology II 3 OR SOC 201 & Principles of Sociology 3

Associate of Science Degree University Parallel Major Business Concentration

The Business concentration provides the student with the first two years of academic training necessary to complete a Bachelor’s Degree in Business Administration, Accounting, Management, Marketing, or Finance. First Year Courses* Semester Hours BUS 110 Introduction to Business 3 ECO 201 MACROECONOMICS 3 ECO 202 MICROECONOMICS 3 ENGL 1010 ENGLISH COMPOSITION 3 ENGL 1020 ENGLISH COMPOSITION 3 MATH 1530 ELEMENTARY PROB & STATS. 3 OR MATH 1710 COLLEGE ALGEBRA MATH 1830 Elementary Calculus 3 MIS 111 INTRODUCTION TO COMPUTERS 3 NATURAL SCIENCE SEQUENCE 8 COL 101 The College Experience: Teamwork 1 Total 33 Second Year Courses* ACC 101 Accounting I 3 ACC 102 Accounting II 3 SPE 231 FUNDAMENTALS OF SPEECH 3 ENGL 2310 WORLD LITERATURE I 3 ENGL 2320 WORLD LITERATURE II 3 HIST 2010 AMERICAN HISTORY I 3 HIST 2020 AMERICAN HISTORY II 3 MATH 1530 Elementary Probability & Statistics 3 PHIL 1040 Introduction to Ethics 3 Total 27 DEGREE TOTAL 60 *This order of taking courses is being suggested but you must check prerequisites for each course.

SOC 203 Social Problems 3 Elective 3 Total 30 DEGREE TOTAL 67 *This order of taking courses is being suggested but you must check prerequisites for each course. ** Two different PED activities are required.

ELIMINATE

Elective 3 Semester Hours Social Science Sequence 6 Semester Hours PHED activities 2 Semester Hours

ADD

PHIL 1040 3 Semester Hours COL 101 1 Semester Hour NEW TOTAL 60 SEMESTER HOURS

Associate of Applied Science Business Related Technology – Accounting

Existing Proposed Fall 2005 Associate of Applied Science Degree Business Related Technology Major

Accounting Technology Concentration

The Accounting Technology concentration provides a strong background in the fundamentals of accounting theory and practice. TYPICAL JOBS: Supervisory positions in accounting departments; branch supervisor for accounts payable, accounts receivable, payroll, bookkeeping, purchasing, and customer sales; and assistant controller/comptroller. First Year Courses* Semester Hours ACC 101 Principles of Accounting I 3 ACC 102 Principles of Accounting II 3 BUS 110 Introduction to Business 3 ENGL 1010 ENGLISH COMPOSITION 3 HUMANITIES ELECTIVE 3 MATH 1710 COLLEGE ALGEBRA 3 MATH 1530 ELEMENTARY PROBABILITY & STATISTICS 3 MIS 111 INTRO. TO COMPUTERS 3 MIS 160 Excel Spreadsheet Applications 3 AOS 100 Micro-Keyboarding Concepts &

Associate of Applied Science Degree Business Related Technology Major

Accounting Technology Concentration

The Accounting Technology concentration provides a strong background in the fundamentals of accounting theory and practice.

TYPICAL JOBS: Supervisory positions in accounting departments; branch supervisor for accounts payable, accounts receivable, payroll, bookkeeping, purchasing, and customer sales; and assistant controller/comptroller. First Year Courses* Semester Hours ACC 101 Principles of Accounting I 3 ACC 102 Principles of Accounting II 3 BUS 110 Introduction to Business 3 ENGL 1010 ENGLISH COMPOSITION 3 HUMANITIES ELECTIVE 3 MATH 1530 ELEM PROB & STATISTICS

Applications OR AOS 108 Word 3 SPE 231 FUNDAMENTALS OF SPEECH 3 Total 33 Second Year Courses* ACC 211 Income Tax Accounting 3 ACC 221 Cost Accounting 3 ACC 231 Intermediate Accounting I 3 AOS 221 Business & Office Communications 3 BUS 201 Business Law I 3 Career Elective* 6 Elective*** 3 ECO 201 PRINCIPLES OF ECONOMICS 3 FIN 101 Personal Finance 3 MIS 161 Advanced Excel Spreadsheet 3 Total 33 DEGREE TOTAL 66 *This order of taking courses is being suggested but you must check prerequisites for each course. ** Career electives may be any Business or Technology courses.

3 MIS 111 Introduction to Computers 3 MIS 160 Excel Spreadsheet Applications 3 AOS 100 Micro-Keyboarding Concepts & Applications OR AOS 108 Word 3 SPE 231 FUNDAMENTALS OF SPEECH 3 Total 30 Second Year Courses* ACC 211 Income Tax Accounting 3 ACC 221 Cost Accounting 3 ACC 231 Intermediate Accounting 3 AOS 221 Business & Office Communications 3 BUS 201 Business Law I 3 Career Electives* 6 ECO 201 PRINCIPLES OF ECONOMICS 3 FIN 101 Personal Finance 3 MIS 161 Advanced Excel Spreadsheet Applications 3 Total 30 DEGREE TOTAL 60 *This order of taking courses is being suggested but you must check prerequisites for each course. ** Career electives may be any Business or Technology courses.

ELIMINATE

Free Elective 3 Semester Hours MATH 1710 College Algebra 3 Semester Hours NEW TOTAL 60 SEMESTER HOURS

Associate of Applied Science Business Related Technology – Administrative Office

Support Concentration

Existing Proposed Fall 2005

Associate of Applied Science Degree Business Related Technology Major Administrative Office Support Concentration

The Administrative Office Support concentration will provide students with the skills required to become successful in an office career. In addition to keyboarding skills and other office training courses, students in this program will study business law, accounting, microcomputer applications, economics, and mathematics.

TYPICAL JOBS: Executive secretary, administrative assistant, legal secretary, medical office assistant, medical insurance clerk, administrative office manager, word processing supervisor, administrative support coordinator, administrative support secretary, administrative support supervisor, word processing coordinator, medical correspondence secretary, microcomputer applications specialist, information specialist, records manager, and paralegal (with additional on-the-job training or a few specialized courses).

Students must take all first year and second year courses and one advising emphasis. (Courses in the advising emphasis may be taken at any time if prerequisite requirements have been met.) First Year Courses* Semester Hours

AOS 103 Office & Machine Procedures 4 AOS 108 Word 3 3 AOS 122 Keyboarding II 3 AOS 123 Keyboarding III 3 3 ENGL 1010 COMPOSITION I 3 MATH 1710 COLLEGE ALGEBRA 3(4) 3 MATH OR SCIENCE ELECTIVE 3(4) Elective** 3 SPE 231 FUNDAMENTALS OF SPEECH 3

TOTAL 28(29) Second Year Courses*

ACC 101 Principles of Accounting I 3 AOS 201 Professional Development 3 AOS 205 Records and Information Management 3 OR HIT 101 Introduction to Medical Records *** (3) AOS 221 Business and Office Communications 3 AOS 239 Administrative Office Management 4 AOS 209 Advanced Word 3 OR HIT 104 Fundamentals of Medical Transcription** (3) ECO 201 PRINCIPLES OF ECONOMICS I 3 HUMANITIES ELECTIVE

Associate of Applied Science Degree Business Related Technology Major Administrative Office Support Concentration



Students must take all first year and second year courses and one advising emphasis. (Courses in the advising emphasis may be taken at any time if prerequisite requirements have been met.) First Year Courses* Semester Hours

AOS 103 Office & Machines Procedures 4 AOS 108 Word 3 AOS 122 Keyboarding II 3 AOS 123 Keyboarding III 3 ENGL1010 COMPOSITIONI 3 MATH 1530 ELEMENTARY PROB. & STATS. 3 OR MATH 1710 COLLEGE ALGEBRA SPE 231 FUNDAMENTALS OF SPEECH 3

TOTAL 22 Second Year Courses*

ACC 101 Principles of Accounting I 3 AOS 201 Professional Development 3 AOS 205 Records and Information Management 3 OR HIT 101 Introduction to Medical Records **** (3) AOS 221 Business and Office Communications 3 AOS 239 Administrative Office Management 4 AOS 209 Advanced Word 3 OR HIT 104 Fundamentals of Medical Transcription*** (3) ECO 201 PRINCIPLES OF ECONOMICS I 3 HUMANITIESELECTIVE 3

Total 25

Administrative Office Emphasis* BUS 201 Business Law I 3 AOS Elective 3 AOS 250 Desktop Publishing

3

TOTAL 25

Administrative Office Emphasis*

BUS 201 Business Law I 3 AOS Elective 3 AOS 215 Office Programming Suite 4 AOS 250 Desktop Publishing 4 AOS 271 Applied Office Externship 3 OR AOS 273 Secretary Externship (3) OR BUS 291 Co-op Education Work Experience I (3) TOTAL 17

DEGREE TOTAL: 70 (71)

Legal Office Emphasis*

BUS 201 Business Law I 3 BUS 202 Business Law II 3 AOS 215 Office Programming Suite 4 AOS 250 Desktop Publishing 4 AOS 273 Secretary Externship 3 17

DEGREE TOTAL 70 (71)

Medical Office Emphasis*

MOT 101 Medical Terminology 3 MOT 203 Medical Office & Insurance Procedures 4 HIT 105 Advanced Medical Transcription I 3 HIT 254 Legal Aspects of Medical Records 3 AOS 273 Secretary Externship 3 17 DEGREE TOTAL 70(71)

Information Specialist Emphasis*

MIS 160 Excel Spreadsheet Applications 3 MIS 220 Data Base Management 3 AOS 215 Office Programming Suite 4 AOS 250 Desktop Publishing 4

4 AOS 271 Applied Office Externship 3 OR AOS 273 Secretary Externship (3) OR BUS 291 Co-op Education Work Experience I 13

DEGREE TOTAL 60

Legal Office Emphasis*

BUS 201 Business Law I 3 BUS 202 Business Law II 3 AOS 250 Desktop Publishing 4 AOS 273 Secretary Externship 3 13

DEGREE TOTAL 60

Medical Office Emphasis*

MOT 101 Medical Terminology 3 MOT 203 Medical Office & Insurance Procedures 4 HIT 254 Legal Aspects of Medical Records 3 AOS 273 Secretary Externship 3 13 DEGREE TOTAL 60

Information Specialist Emphasis*

MIS 160 Excel Spreadsheet Applications 3 MIS 220 Data Base Management 3 AOS 250 Desktop Publishing 4 AOS 271 Applied Office Externship 3 OR AOS 273 Secretary Externship (3) OR BUS 291 Co-op Education Work Experience I (3) 13 DEGREE TOTAL 60

*This order of taking courses is being suggested but you must check prerequisites for each course.

**** Medical Office Emphasis only.

AOS 271 Applied Office Externship 3 OR AOS 27 Secretary Externship (3) OR BUS 291 Co-op Education Work Experience I (3) 17 DEGREE TOTAL 70 (71)

*This order of taking courses is being suggested but you must check prerequisites for each course.

** This elective must be taken from outside the student’s major area of study.

*** Only 3 hours from MATH 1710 or MATH 1030 may be used to meet graduation requirements.

**** Medical Office Emphasis only.

ELIMINATE

Free Elective 3 Semester Hours Math or Natural Science Elective 3(4) Semester Hours

AOS 215 Office Programming Suite 4 Semester Hours

Associate of Applied Science Business Related Technology – Business Administration



Business Administration Concentration

The purpose of this concentration is to provide students with knowledge and skills used in a business environment. A solid foundation in business is built with courses in general business, marketing, management, data processing, accounting, economics, and business law. TYPICAL JOBS: Branch manager, manager trainee, personnel assistant, and office manager. First Year Courses* Semester Hours ACC 101 Principles of Accounting I 3 ACC 102 Principles of Accounting II 3 AOS 100 Micro-Keyboarding Concepts & Applications OR AOS 108 Word 3 BUS 110 Introduction to Business 3 ENGL 1010 ENGLISH COMPOSITION I 3 HUMANITIES ELECTIVE 3 MATH 1710 COLLEGE ALGEBRA 3 MATH OR NATURAL SCIENCE ELECTIVE 3(4) MIS 111 INTRODUCTION TO COMPUTERS 3 MIS 160 Excel Spreadsheet Applications 3 SPE 231 FUNDAMENTALS OF SPEECH 3 Total 33 (34) Second Year Courses* AOS 221 Business and Office Communications 3 BUS 201 Business Law I 3 Career Electives** 6 Elective*** 3 ECO 201 PRINCIPLES OF ECONOMICS I 3 ECO 202 Principles of Economics II 3 FIN 101 Personal Finance



The purpose of this concentration is to provide students with knowledge and skills used in a business environment. A solid foundation in business is built with courses in general business, marketing, management, data processing, accounting, economics, and business law. TYPICAL JOBS: Branch manager, manager trainee, personnel assistant, and office manager. First Year Courses* Semester Hours ACC 101 Principles of Accounting I 3 ACC 102 Principles of Accounting II 3 AOS 100 Micro-Keyboarding Concepts & Applications OR AOS 108 Word 3 SPE 231 Speech 3 BUS 110 Introduction to Business 3 ENGL 1010 ENGLISH COMPOSITION I 3 HUMANITIES ELECTIVE 3 MATH 1530 ELEM PROB & STATS 3 OR MATH 1710 COLLEGE ALGEBRA MIS 111 INTRODUCTION TO COMPUTERS 3 MIS 160 Excel Spreadsheet Applications 3 Total 30 Second Year Courses* AOS 221 Business and Office Communications 3 BUS 201 Business Law I 3 Career Elective** 3 ECO 201 PRINCIPLES OF ECONOMICS 3 ECO 202 Principles of Economics II 3 FIN 101 Personal Finance 3 MGT 101 Introduction to Management 3 MGT 102 Human Relations 3 MGT 213 Small Business Management 3 MKT 101 Marketing I 3 Total 30 Degree Total 60 * This order of taking courses is being suggested but you must check prerequisites for each course. **Career elective may be any Business or Technology course.

ELIMINATE

MATH or NATURAL SCIENCE ELECTIVE 3(4) Semester Hours FREE ELECTIVE 3 Semester Hours CAREER ELECTIVE 3 Semester Hours

3 MGT 101 Introduction to Management 3 MGT 102 Human Relations 3 MGT 213 Small Business Management 3 MKT 101 Marketing I 3 Total 36 DEGREE TOTAL 69/70 * This order of taking courses is being suggested but you must check prerequisites for each course. **Career electives may be any Business or Technology courses. ***This elective must be taken from outside the student’s major field of study.

Associate of Applied Science Business Related Technology - Management



Management Concentration

This concentration is designed for students who intend to pursue a career in banking, government, retailing, or any mid-level management position. Course work includes all classes required to acquire the necessary personal and professional skills needed to be successful. TYPICAL JOBS: Head teller, assistant manager, supervisor, sales, research assistant, and marketing assistant. First Year Courses* Semester Hours ACC 101 Principles of Accounting I 3 ACC 102 Principles of Accounting II 3 BUS 110 Introduction to Business 3 ENGL 1010 ENGLISH COMPOSITION I 3 FIN 101 Personal Finance 3 HUMANITIES ELECTIVE 3 MATH 1710 COLLEGE ALGEBRA


Management Concentration

This concentration is designed for students who intend to pursue a career in banking, government, retailing, or any mid-level management position. Course work includes all classes required to acquire the necessary personal and professional skills needed to be successful.

TYPICAL JOBS: Head teller, assistant manager, supervisor, sales, research assistant, and marketing assistant. First Year Courses* Semester Hours ACC 101 Principles of Accounting I 3 ACC 102 Principles of Accounting II 3 BUS 110 Introduction to Business 3 ENGL 1010 ENGLISH COMPOSITION I 3 FIN 101 Personal Finance 3 HUMANITIES ELECTIVE 3 MATH 1710 COLLEGE ALGEBRA 3 MIS 111 INTRODUCTION TO COMPUTER 3 MIS 160 Excel Spreadsheet Applications 3 AOS 100 Micro-Keyboarding Concepts & Applications 3 OR AOS 108 Word (3) SPE 231 FUNDAMENTALS OF SPEECH 3 Total 33

3 MIS 111 INTRODUCTION TO COMPUTERS 3 MIS 160 Excel Spreadsheet Applications 3 AOS 100 Micro-Keyboarding Concepts & Applications OR AOS 108 Word (3) SPE 231 FUNDAMENTALS OF SPEECH 3 Total 33 Second Year Courses* Elective 3 BUS 201 Business Law I 3 ECO 201 MACROECONOMICS 3 ECO 202 MICROECONOMICS 3 MATH OR NATURAL SCIENCE (3) 4 ELECTIVE MGT 101 Introduction to Management 3 Total (18) 19 INDUSTRIAL EMPHASIS (Electives - 15 Hours Required)

Suggestions: AOS 215 Office Programming Suite AOS 221 Business and Office Communications BUS 202 Business Law I MGT 102 Human Relations MGT 201 Organizational Safety MGT 210 Human Resource Management MGT 213 Small Business Management MGT 250 Total Quality Management MGT 262 Inventory Control MGT 270 ISO 9000 MIS 118 Internet MKT 101 Marketing I SOC 201 Principles of Sociology SPAN 1010 Beginning Spanish I SPAN 1020 Beginning Spanish II SERVICE EMPHASIS (Electives - 15 Hours Required)

Suggestions: AOS 215 Office Programming Suite AOS 221 Business and Office Communications BUS 202 Business Law II FIN 111 Money and Banking FIN 112 Principles of Banking FIN 201 Consumer Lending MGT 102 Human Relations MGT 201 Organizational Safety MGT 210 Human Resource Management MGT 213 Small Business Management MGT 250 Total Quality Management MGT 262 Inventory Control

33 Second Year Courses* BUS 201 Business Law I 3 ECO 201 MACROECONOMICS 3 ECO 202 MICROECONOMICS 3 MGT 101 Introduction to Management 3 Total 12 INDUSTRIAL EMPHASIS (Electives - 15 Hours Required)

Suggestions: AOS 215 Office Programming Suite AOS 221 Business and Office Communications BUS 202 Business Law I MGT 102 Human Relations MGT 201 Organizational Safety MGT 210 Human Resource Management MGT 213 Small Business Management MGT 250 Total Quality Management MGT 262 Inventory Control MGT 270 ISO 9000 MIS 118 Internet MKT 101 Marketing I SOC 201 Principles of Sociology SPAN 1010 Beginning Spanish I SPAN 1020 Beginning Spanish II SERVICE EMPHASIS (Electives - 15 Hours Required)

Suggestions: AOS 215 Office Programming Suite AOS 221 Business and Office Communications BUS 202 Business Law II FIN 111 Money and Banking FIN 112 Principles of Banking FIN 201 Consumer Lending MGT 102 Human Relations MGT 201 Organizational Safety MGT 210 Human Resource Management MGT 213 Small Business Management MGT 250 Total Quality Management MGT 262 Inventory Control MKT 101 Marketing I MKT 102 Marketing II MKT 201 Salesmanship MKT 210 Retail Management MKT 220 Sales Management MIS 118 Internet SOC 201 Principles of Sociology SPAN 1010 Beginning Spanish I SPAN 1020 Beginning Spanish II RETAIL EMPHASIS (Electives - 15 Hours Required)

Suggestions: AOS 215 Office Programming Suite AOS 221 Business and Office Communications FIN 201 Consumer Lending MGT 102 Human Relations MGT 210 Human Resource Management MGT 213 Small Business Management MGT 250 Total Quality Management MGT 262 Inventory Control

MKT 101 Marketing I MKT 102 Marketing II MKT 201 Salesmanship MKT 210 Retail Management MKT 220 Sales Management MIS 118 Internet SOC 201 Principles of Sociology SPAN 1010 Beginning Spanish I SPAN 1020 Beginning Spanish II RETAIL EMPHASIS (Electives - 15 Hours Required) Suggestions:

AOS 215 Office Programming Suite AOS 221 Business and Office Communications FIN 201 Consumer Lending MGT 102 Human Relations MGT 210 Human Resource Management MGT 213 Small Business Management MGT 250 Total Quality Management MGT 262 Inventory Control MIS 118 Internet MKT 101 Marketing I MKT 102 Marketing II MKT 201 Salesmanship MKT 210 Retail Management MKT 220 Sales Management SOC 201 Principles of Sociology SPAN 1010 Beginning Spanish I SPAN 1020 Beginning Spanish II

Total Hours for Degree 67 (66)

MIS 118 Internet MKT 101 Marketing I MKT 102 Marketing II MKT 201 Salesmanship MKT 210 Retail Management MKT 220 Sales Management SOC 201 Principles of Sociology SPAN 1010 Beginning Spanish I SPAN 1020 Beginning Spanish II

Total Hours for Degree 60

Eliminate

Free Elective 3 Semester Hours Math or Natural Science Elective 3(4) Semester Hours NEW TOTAL 60 SEMESTER HOURS

Additional long-range plans for the Business and Technology Division include the following:

Increase the number of Web-delivered courses in all program areas.

Continue to closely monitor emerging workforce development needs and business trends and adapt program offerings to meet those needs.

Work with local business and industry to identify needs for additional course offerings/degrees/certificates for adult learners.

Continue efforts to increase student retention rates by instituting early warning/intervention strategies.

Increase the number of Tech-Prep articulation agreements with area high schools and Tennessee Technology Centers to facilitate a seamless transition to programs within our Division.

Develop an on-line articulation process for high school students.

Implement the CISCO Networking Curriculum in 10 area high schools.

Increase the effectiveness of courses by adapting teaching methods to best meet the various learning styles of our multi-generational student population.

Academic Degrees: The following business degrees are currently offered by the Business & Technology Division at Dyersburg State Community College:

Associate of Science Degree University Parallel Major Business Concentration

The Business concentration is designed to provide the student with the first two years of academic training necessary to complete a Bachelor’s Degree in Business Administration, Accounting, Management, Marketing, or Finance.

First Year Courses* Semester Hours BUS 110 Introduction to Business 3 ECO 201 PRINCIPLES OF ECONOMICS I 3 ECO 202 PRINCIPLES OF ECONOMICS II 3

ENGL 1010 COMPOSITION I 3 ENGL 1020 COMPOSITION II 3 MATH 1710 COLLEGE ALGEBRA 3 MATH 1830 Elementary Calculus 3

MIS 111 INTRODUCTION TO COMPUTERS 3 NATURAL SCIENCE SEQUENCE 8 PHED ACTIVITY ELECTIVES** 2 SPE 231 FUNDAMENTALS OF SPEECH 3 37

Second Year Courses* ACC 101 Principles of Accounting I 3 ACC 102 Principles of Accounting II 3

ENGL 2310 WORLD LITERATURE I 3 ENGL 2320 WORLD LITERATURE II 3 HIST 2010 AMERICAN HISTORY I 3 HIST 2020 AMERICAN HISTORY II 3 MATH 1530 Elementary Probability & Statistics 3

PSY 110 & General Psychology I*** 3 PSY 120 General Psychology II*** 3 OR SOC 201 & Principles of Sociology*** (3) SOC 203 Social Problems*** (3) ELECTIVE**** 3 30

* This order of taking courses is being suggested but you must check prerequisites for each course. ** Two different PED activity courses are required. *** Either the Sociology sequence or the Psychology sequence may be used to complete degree requirements. **** This elective must be taken from outside the student’s major field of study. All universities and community colleges in the Tennessee Board of Regents System (TBR) share a common set of Minimum Requirements for baccalaureate degrees or associate degrees designed for transfer. This course is part of the common set.

Year 1996 1997 1998 1999 2000 2001 2002 2003 2004

Graduates 10 16 12 17 11 15 18 14 22

Business Related Technology Major Accounting Technology Concentration

The Accounting Technology concentration provides a strong background in the fundamentals of accounting theory and practice.

TYPICAL JOBS: Supervisory positions in accounting departments; branch supervisor for accounts payable, accounts receivable, payroll, bookkeeping, purchasing, and customer sales; and assistant controller/comptroller. First Year Courses* Semester Hours ACC 101 Principles of Accounting I 3 ACC 102 Principles of Accounting II 3 BUS 110 Introduction to Business 3 ENGL 1010 ENGLISH COMPOSITION I 3 HUMANITIES ELECTIVE 3 MATH 1710 COLLEGE ALGEBRA 3 OR MATH 1030 APPLIED MATH**** MATH 1530 ELEMENTARY PROBABILITY & STATISTICS 3 MIS 111 INTRODUCTION TO COMPUTERS 3 MIS 160 Excel Spreadsheet Applications 3 AOS 100 Micro-Keyboarding Concepts & Applications OR AOS 108 Word 3 SPE 231 FUNDAMENTALS OF SPEECH 3 33 Second Year Courses* ACC 211 Income Tax Accounting I 3 ACC 221 Cost Accounting 3 ACC 231 Intermediate Accounting I 3 AOS 221 Business & Office Communications OR ENGL 1040 Technical Writing 3 BUS 201 Business Law I 3 Career Elective** 6 Elective*** 3 ECO 201 PRINCIPLES OF ECONOMICS I 3 FIN 101 Personal Finance 3 MIS 161 Advanced Excel Spreadsheet Applications 3 33 * This order of taking courses is being suggested but you must check prerequisites for each course. ** Career electives may be any Business or Technology courses. *** This elective must be taken from outside the student’s major field of study. **** Only 3 hours from MATH 1710 or MATH 1030 may be used to meet graduation requirements.

Year 1996 1997 1998 1999 2000 2001 2002 2003 2004

Graduates 3 6 9 7 7 10 8 11 7


Administrative Office Support Concentration



Students must take all first year and second year courses and one advising emphasis. (Courses in the advising emphasis may be taken at any time if prerequisite requirements have been met.)

First Year Courses* Semester Hours AOS 102 General Office Procedures 3 AOS 108 Word 3 AOS 122 Keyboarding II 3 AOS 123 Keyboarding III 3 ENGL 1010 COMPOSITION I 3 MATH 1710 COLLEGE ALGEBRA 3 OR MATH 1030 Applied Math*** (3) Math or Science Elective 3(4) Elective** 3 SPE 231 FUNDAMENTALS OF SPEECH 3 27(28) Second Year Courses* ACC 101 Principles of Accounting I 3 AOS 201 Professional Development 3 AOS 205 Records and Information Management 3 OR HIT 101 Introduction to Medical Records**** (3) AOS 221 Business and Office Communications 3 AOS 229 Office Machines 3 AOS 239 Administrative Office Management 3 AOS 271 Applied Office Co-op/Externship I 3 OR AOS 273 Secretary Externship OR BUS 291 Cooperative Work Experience I AOS 209 Advanced Word 3 OR HIT 104 Fundamentals of Medical Transcription**** ECO 201 PRINCIPLES OF ECONOMICS I 3 HUMANITIES ELECTIVE 3 30 * This order of taking courses is being suggested but you must check prerequisites for each course. ** This elective must be taken from outside the student’s major area of study.

*** Only 3 hours from MATH 1710 or MATH 1030 may be used to meet graduation requirements. **** Medical Office Systems Advising Emphasis only.

Administrative Office Support Advising Emphasis*

BUS 201 Business Law I 3 AOS Elective 3 AOS 250 Desktop Publishing 4 AOS 215 Office Programming Suite 4 13 71 (72) Legal Office Systems Advising Emphasis* BUS 201 Business Law I 3 BUS 202 Business Law II 3 AOS 250 Desktop Publishing 4 AOS 215 Office Programming Suite 4 13 71 (72) Medical Office Systems Advising Emphasis* MOT 101 Medical Terminology 3 MOT 203 Medical Office Procedures 3 HIT 105 Advanced Medical Transcription I 3 HIT 254 Legal Aspects of Medical Records 3 12 69 (70) Word/Information Specialist Advising Emphasis MIS 160 Excel Spreadsheet Applications 3 MIS 220 Data Base Management 3 AOS 250 Desktop Publishing 4 AOS 215 Office Programming Suite 4 13 71 (72) * This order of taking courses is being suggested but you must check prerequisites for each course.

Year 1996 1997 1998 1999 2000 2001 2002 2003 2004

Graduates 8 8 9 8 18 13 9 11 6



The purpose of this concentration is to provide students with knowledge and skills used in a business environment. A solid foundation in business is built with courses in general business, marketing, management, data processing, accounting, economics, and business law.

TYPICAL JOBS: Branch manager, manager trainee, personnel assistant, and office manager.

First Year Courses* Semester Hours ACC 101 Principles of Accounting I 3 ACC 102 Principles of Accounting II 3 AOS 100 Micro-Keyboarding Concepts & Applications OR AOS 108 Word 3 BUS 110 Introduction to Business 3 ENGL 1010 ENGLISH COMPOSITION I 3 HUMANITIES ELECTIVE 3 MATH 1710 COLLEGE ALGEBRA 3 OR MATH 1030 APPLIED MATH**** 3 MATH OR NATURAL SCIENCE ELECTIVE 3 (4) MIS 111 INTRODUCTION TO COMPUTERS 3 MIS 160 Excel Spreadsheet Applications 3 SPE 231 FUNDAMENTALS OF SPEECH 3 33 (34) Second Year Courses* AOS 221 Business and Office Communications OR ENGL 1040 Technical Writing 3 BUS 201 Business Law I 3 Career Electives** 6 Elective*** 3 ECO 201 PRINCIPLES OF ECONOMICS I 3 ECO 202 Principles of Economics II 3 FIN 101 Personal Finance 3 MGT 101 Introduction to Management 3 MGT 102 Human Relations 3 MGT 213 Small Business Management 3 MKT 101 Marketing I 3 36 * This order of taking courses is being suggested but you must check prerequisites for each course. ** Career electives may be any Business or Technology courses. *** This elective must be taken from outside the student’s major field of study.

Year 1996 1997 1998 1999 2000 2001 2002 2003 2004

Graduates 16 18 16 18 16 19 20 12 22

Business Related Technology Major Management Concentration

This concentration is designed for students who intend to pursue a career in banking, government, retailing, or any mid-level management position. Course work includes all classes required to acquire the necessary personal and professional skills needed to be successful.

TYPICAL JOBS: Head teller, assistant manager, supervisor, sales, research assistant, and marketing assistant.

First Year Courses* Semester Hours ACC 101 Principles of Accounting I 3 ACC 102 Principles of Accounting II 3 BUS 110 Introduction to Business 3 ENGL 1010 ENGLISH COMPOSITION I 3 FIN 101 Personal Finance 3 HUMANITIES ELECTIVE 3 MATH 1710 COLLEGE ALGEBRA 3 OR MATH 1030 APPLIED MATH** (3) MIS 111 INTRODUCTION TO COMPUTERS 3 MIS 160 Excel Spreadsheet Applications 3 AOS 100 Micro-Keyboarding Concepts & Applications 3 OR AOS 108 Word (3) SPE 231 FUNDAMENTALS OF SPEECH 3 33 Second Year Courses* Elective 3 BUS 201 Business Law I 3 ECO 201 PRINCIPLES OF ECONOMICS I 3 ECO 202 PRINCIPLES OF ECONOMICS II 3 MATH OR NATURAL SCIENCE ELECTIVE (3) 4 MGT 101 Introduction to Management 3 (18) 19 INDUSTRIAL EMPHASIS (Electives - 15 Hours Required) Suggestions: AOS 215 Office Programming Suite AOS 221 Business and Office Communications BUS 202 Business Law I MGT 102 Human Relations MGT 201 Organizational Safety MGT 210 Human Resource Management MGT 213 Small Business Management MGT 250 Total Quality Management MGT 262 Inventory Control MGT 270 ISO 9000 MIS 118 Internet MKT 101 Marketing I SOC 201 Principles of Sociology SPAN 1010 Beginning Spanish I SPAN 1020 Beginning Spanish II

SERVICE EMPHASIS (Electives - 15 Hours Required) Suggestions: AOS 215 Office Programming Suite AOS 221 Business and Office Communications BUS 202 Business Law II FIN 111 Money and Banking FIN 112 Principles of Banking FIN 201 Consumer Lending MGT 102 Human Relations MGT 201 Organizational Safety MGT 210 Human Resource Management MGT 213 Small Business Management MGT 250 Total Quality Management MGT 262 Inventory Control MKT 101 Marketing I MKT 102 Marketing II MKT 201 Salesmanship MKT 210 Retail Management MKT 220 Sales Management MIS 118 Internet SOC 201 Principles of Sociology SPAN 1010 Beginning Spanish I SPAN 1020 Beginning Spanish II RETAIL EMPHASIS (Electives - 15 Hours Required) Suggestions: AOS 215 Office Programming Suite AOS 221 Business and Office Communications FIN 201 Consumer Lending MGT 102 Human Relations MGT 210 Human Resource Management MGT 213 Small Business Management MGT 250 Total Quality Management MGT 262 Inventory Control MIS 118 Internet MKT 101 Marketing I MKT 102 Marketing II MKT 201 Salesmanship MKT 210 Retail Management MKT 220 Sales Management SOC 201 Principles of Sociology SPAN 1010 Beginning Spanish I SPAN 1020 Beginning Spanish II _____ Total Hours for Degree 67 (66) * This order of taking courses is being suggested but you must check prerequisites for each course.

Year 1996 1997 1998 1999 2000 2001 2002 2003 2004

Graduates 4 6 4 8 8 4 8 2 4

In 1996, Dyersburg State began offering a significant number of courses on-line. In 1999, the Tennessee Board of Regents began the Regent’s On-Line Degree Program (RODP). With the growth of enrollments and number of course offerings in both the Dyersburg State on-line courses and the RODP, all courses required for completion of Business degrees, (both the A.S. and the A.A.S), at Dyersburg State are now available over the Internet. Credit Hours: Each Associate Degree awarded in the Tennessee Board of Regents system required a minimum of 64 semester hours of credit during the 2003–2004 academic year. Dyersburg State Community College operates under the semester hour system and all business degrees awarded meet or exceed the 64 hour requirement. For traditional classes, one semester credit hour equals 15 student contact hours. All traditional courses have classroom meetings of 55 minutes per week for one semester hour of credit thus totaling at least 2,250 minutes for each 3 credit-hour course. The Division also offers several courses in other formats such as, independent study, and on-line (Internet). However, the course content, objectives, expectations for student performance, grading scale and credit hours of the courses remain the same as those taught in the traditional format.

Legal Authorization:

Dyersburg State is a member of the State University and Community College System of Tennessee, governed by the Tennessee Board of Regents. The College is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (1866 Southern Lane, Decatur, Georgia 30030-4097, Telephone Number 404-679-4501). Tennessee Code Annotated, Title 49, Chapter 8, Part 1, 2004, established the state university and community college system. (See Attachment # 1).

Governing Board:

System of Governance

Chapter 838 of the Public Acts of 1972 authorized establishment of the State University and Community College System of Tennessee. The elements of the System included the state universities and state community colleges, the Board of Regents, and the Chancellor. The new system of governance became effective on July 1, 1972.

The Board of Regents and the Board of Trustees of The University of Tennessee System are coordinated by the Tennessee Higher Education Commission. The Tennessee Higher Education Commission was created by the General Assembly in 1967 in order to achieve better coordination and unity in the programs of public higher education in Tennessee.

Purpose of the Board

The purpose of the Board of Regents shall be to:

1. Establish, govern, manage, and control the State University and Community College System of Tennessee. The Board of Regents views itself as the responsible agency for the purposes and proposals of the System subject only to legislatively mandated review.

2. Develop a system organization that will provide coordination of the system of institutions and technology centers while at the same time preserving the unique qualities, integrity, and regional and community relationships of each of the institutions and centers.

3. Provide essential centralized services and uniform procedures which will increase the individual effectiveness and improve operations of each of the institutions and centers of the system.

4. Increase the ability of the institutions and centers and the System to compete and account for state appropriations, while providing more efficient utilization of state resources provided for their support.

5. Assure more effective lay and public direction and system policy guidance thus preserving citizens' control of postsecondary education in Tennessee.

Duties of the Board

The Board of Regents is responsible for the operation of the State University and Community College System of Tennessee as provided by the laws of the State of Tennessee. The Board shall be responsible for the government, management, and control of the system. The Board is specifically empowered to perform each of the following duties:

1. Employ the Chancellor, define his or her duties, and within budgetary limitations, fix his or her compensation.

2. Select and employ presidents of the institutions and set their salaries and terms of office.

3. Confirm the appointment of administrative personnel, faculty, and other employees of each institution and technology center, and fix their salaries and terms of office.

4. Prescribe curricula and requirements for diplomas and degrees.

5. Approve the operating and capital budgets of each institution and center and otherwise set policies for their fiscal affairs.

6. Establish policies and regulations regarding the campus life of the institutions and centers, including, but not limited to, the conduct of students, student housing, parking, and safety.

7. Assume general responsibility for the operations of the institutions and centers, delegating to the presidents and technology center directors such powers and duties as are necessary and appropriate for the efficient administration of their respective institutions and centers and their programs.

8. Receive donations of money, securities, and property from any source on behalf of the institutions and area schools of the System, which gifts shall be used in accordance with the conditions set by the donor.

9. Purchase land subject to the terms and conditions of state regulations, condemn land, erect buildings and equip them for the institutions and centers subject to the terms and conditions of legislative appropriations.

10. Be vested with title to property transferred from the State Board of Education and to property donated or purchased subsequent thereto.

The Board shall have such other powers not otherwise prescribed by law, as are necessary to carry out the provisions of Tennessee Code Annotated section 49-8-101 et seq.

Duties of Board Members

Individual members of the Board enjoy equal rights with all other members: the right to vote, the right to participate fully in all considerations before the Board, the right to enter motions and to submit recommendations, and all rights and privileges afforded the Board by law and regulation when sitting in deliberative session. As individuals when not participating in meetings of the Board

or any of its duly constituted committees, members enjoy the same rights and privileges of any citizen of the State of Tennessee as pertains to the governance, control, and management of institutions and centers under the Board. As individuals, members shall not speak for the Board unless so specifically authorized by the Board.

Responsibilities of Members

When participating in meetings of the Board or its duly constituted committees, members are responsible for the entire system of institutions and centers. They are responsible for representing the entire system without regard for any congressional district or area of the State or for any individual institution or school within the state. Members are enjoined from espousing the cause of any one institution or school over the interests of others or the system as a whole.

Minority Views

Upon announcement of any vote of a meeting of the Board or one of its duly constituted committees, a member holding a minority view may request his or her view be made a matter of record. Such minority view shall be submitted in writing to the Secretary.

Meetings of the Board

Regular Meetings: The Board shall meet quarterly each year, the dates and places of such meetings to be approved for each year at the last meeting of the preceding year.

Special Meetings: Special meetings of the Board of Regents may be called for any purpose by the Chairman by request in writing to the Secretary, or by the Secretary upon written request from four other members of the Board. The requests shall state the purpose of the proposed meeting. Business transacted at all special meetings shall be confined to the objects stated in the call.

Location: The Secretary shall issue each calendar year the regular meetings of the year and their locations as well as those special meetings as may be known. It shall be the purpose of the Board to meet as feasible at the campus of each institution of the System.

Notice: The Secretary shall give each member of the Board at least five days' written notice of a regular or of special meetings of the Board. The Secretary, upon advice from the Chancellor and Board, shall prepare an annotated agenda to accompany each notice of a regular or special meeting of the Board. The notice shall be mailed to the address appearing on the Secretary's records. Emergency meetings may be called by telephone or telegraph notification with the understanding that similar notices are provided all members.

Public notice of all meetings shall be furnished the news media.

Quorum: At all meetings of the Board of Regents, nine voting members shall constitute a quorum for the transaction of business. The action of a majority of the voting members of the Board present at any meeting shall be the action of the Board, except as may be otherwise provided by the Board bylaws.

Order of Business: The following shall be the order of business at each regular meeting of the Board, but the rules of order may be suspended by the Board:

a. Roll Call

b. Consideration of minutes of last regular meeting and of special meetings held subsequently and their approval or amendment.

c. Consideration of interim Board actions taken by the Chancellor.

d. Reports of committees.

e. Report of the Chancellor.

f. Reports of Presidents and Directors.

g. Unfinished business.

h. New business.

Procedures:

a. Any member of the Board may be represented at a meeting of the Board, but cannot under any conditions register a vote by proxy.

b. When a member identifies a conflict of interest in connection with a vote on a matter before the Board, he or she should withhold his or her vote. Such matter shall not be made a matter of record except by express request of the member.

c. Record votes taken in alphabetical order shall be called for on all motions or resolutions presented to the Board providing for the allocation or expenditure of funds; or creating any financial liability against any institution, school, or agency of the system. A record vote shall be required on all motions providing for any revision of the Bylaws, the adoption of a new Bylaw or the repeal of an existing Bylaw. Record votes shall be taken for the documentation of any transaction as may be required or deemed desirable in the judgment of the Chairman. Upon demand of any member present, a record vote may be called for on any matter before announcement of a vote previously taken. A record vote shall require a majority of the entire voting membership of the Board for passage.

d. Except as prescribed in parliamentary form, all motions shall require a second and shall fail for want of a second.

e. A motion to reconsider shall be made by a member who voted on the prevailing side and must be made at the same meeting.

Adjourned Meetings: The Board may adjourn any regular or special meeting to any date it may set. If a quorum is not present, any regular or special meeting may be adjourned by the members attending until a quorum shall be present.

Joint Meetings: From time to time, the Board may find it appropriate to meet jointly with some other board or body. In such meetings, the Board shall retain its constituted integrity as established under law and in accordance with these Bylaws.

Minutes: Minutes shall be taken at each meeting of the Board and shall provide a permanent record of such meeting. Minutes need not be a verbatim record of a meeting but should provide adequate basis upon which implementing actions may be taken or permanent policies be extracted there from. Minutes of each regular meeting and of subsequent special meetings shall be circulated for consideration of the members prior to the next regular meeting at which time they shall be approved as attested to by the Vice Chairman and Secretary of the Board.

Tennessee Board of Regents Membership

The Tennessee Board of Regents system is governed by 18 Board Members. The Purpose of the Board is found in its By-Laws. The Board meets four times a year at regularly scheduled meetings. The Standing Committee of the Board, and some Ad Hoc Committees, meet prior to each Board meeting and include faculty and student representatives. The Board sets Policies and Guidelines that govern all TBR institutions. The Minutes of the Board show actions taken. Mr. Frank Barnett Mr. Edgar R. Bowers Dr. Larry Burris Ms. Agenia Clark Mr. Noble Cody Honorable Ken Givens Mr. Tom H. Jackson Mr. Jonas Kisber Fran Marcum Ms. Leslie Parks Pope Howard Roddy Dr. Richard Rhoda Mr. J. Stanley Rogers Dr. Maxine Smith Honorable Lana Seivers Honorable Phil Bredesen Mr. William Watkins, Jr. Ms. Laura Wells Student Communication: Information on business degrees, degree requirements, tuition, fees, student policies, and academic credentials of business faculty are included in the DSCC catalog published annually. Information on admission, performance standards, financial aid, scholarships, and student activities are also published in the catalog and on the DSCC website at Http://www.dscc.edu. At the present time all business courses are offered both through the traditional classroom method and as an on-line course. No courses are offered exclusively through on-line classes.

http://www.tbr.state.tn.us/2003-2004%20Committee%20Assignments.htm

http://www.tbr.state.tn.us/board_members/Frank%20Barnett.htm

http://www.tbr.state.tn.us/board_members/Frank%20Barnett.htm

http://www.tbr.state.tn.us/board_members/Buddy_Bowers.htm

http://www.tbr.state.tn.us/board_members/Noble_Cody.htm

http://www.tbr.state.tn.us/board_members/Tom_Jackson.htm

http://www.tbr.state.tn.us/board_members/Tom_Jackson.htm

http://www.tbr.state.tn.us/board_members/Mr_%20Jonas_Kisber.htm

http://www.tbr.state.tn.us/board_members/Mr_WKeith_McCord.htm

http://www.tbr.state.tn.us/board_members/Mr_WKeith_McCord.htm

http://www.tbr.state.tn.us/board_members/Ms_%20Leslie_Parks_Pope.htm

http://www.tbr.state.tn.us/board_members/Richard_Rhoda.htm

http://www.tbr.state.tn.us/board_members/Richard_Rhoda.htm

http://www.tbr.state.tn.us/board_members/Mr_%20J_%20Stanley_Rogers.htm

http://www.tbr.state.tn.us/board_members/Mr_%20J_%20Stanley_Rogers.htm

http://www.tbr.state.tn.us/board_members/Dr_%20Maxine_Smith.htm

http://www.tbr.state.tn.us/board_members/Dr_%20Maxine_Smith.htm

http://www.tbr.state.tn.us/board_members/Lana_Seivers.htm

http://www.tbr.state.tn.us/board_members/Lana_Seivers.htm

http://www.tbr.state.tn.us/board_members/Governor%20Phil__Bredesen.htm

http://www.tbr.state.tn.us/board_members/Governor%20Phil__Bredesen.htm

http://www.tbr.state.tn.us/board_members/bill_watkins.htm

http://www.tbr.state.tn.us/board_members/bill_watkins.htm

http://www.dscc.edu/

Self-Study Timeline The Dyersburg State Community College Self-Study Timeline is shown in the figure below:

ACBSP TIMELINE FALL 2003 – SPRING 2004

June 2004 Attended ACBSP

National Conference in

Phoenix

July 2004 Faculty Meeting

August 2004 Collection of faculty Vitae

begun.

August 2004 Construction of

faculty FTE tables begun.

September 2004 Work on first draft

of Self-Study begun

October 2004 First Draft completed.

November 2004 Review of First Draft by Faculty

and Staff.

December 2004 Final Review

January 2005 Submit Self-

Study

BALDRIGE CRITERIA Baldridge Organizational Profile P.1 – Organizational Description The most recent census data shows that the area served by Dyersburg State Community College is characterized by a higher incidence of poverty, lower per capita income, lower levels of educational attainment, higher percentages of minorities in the population mix, and higher unemployment rates than the United States average.

Comparison of Tennessee, U.S., and Service Area Counties on Selected Socioeconomic Indicators

Political Unit

% Persons Living In Poverty

% 25 and Over High

School Graduates

% B. S.

Degree or Higher

Per Capita

Income

% Population

Black

Crockett

15.8

57.2

6.4

$20,539

18.7

Dyer

15.7

55.5

8.0

$21,235

13.1

Gibson

14.5

57.5

8.0

$20,964

21.1

Lake

30.1

49.6

5.0

$11,495

30.9

Lauderdale

21.1

52.1

6.0

$17,624

33.4

Obion

13.9

61.3

8.5

$22,227

11.3

Tipton

15.3

61.8

6.7

$18,832

25.4

Tennessee

14.5

67.0

16.0

$24,437

16.6

U. S.

13.2

77.9

21.5

$27,203

12.8

The College is one of 46 institutions in the Tennessee Board of Regents system, the seventh largest system of higher education in the nation. The College currently enrolls approximately 2500 degree credit students. Dyersburg State Community College is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (SACS). In its review of Dyersburg State for reaccredidation in February 1996, SACS commended the institution for its quality assessment procedures and the overall effectiveness of its strategic planning. The College is characterized by strong support from the community. Evidence of this is in the success of the annual fund-raising campaign, and the current major gifts campaign, which has raised nearly 9.7 million dollars in contributions and pledges. A $5,000,000 endowment has been established and interests from these funds are being used to provide scholarships for students. The College has been cited as a determining factor in the location of industries to Dyer County and to Northwest Tennessee. Industries have made substantial contributions to the College in the form of money, computers and technical equipment. Co-operative education opportunities are provided

by area healthcare facilities to students in Health Information Technology, Nursing, and business. Dyersburg State offers Associate of Science, Associate of Arts, and Associate of Applied Science degrees. Academic and Technical Certificates are offered in several areas. Dyersburg State’s curriculum is revised regularly to meet the needs of businesses and employers in West Tennessee and throughout the nation. With three locations in West Tennessee, Dyersburg State fully meets the accessibility requirement for students; and at all locations students have full access to the most modern technology required to teach and learn effectively. Baldridge Organizational Profile P.2 – Organizational Challenges Dyersburg State is the only community college physically located within 50 miles. Community colleges within Tennessee are located to allow service to all students within a 30 mile radius. As a member of the Tennessee Board of Regents system, we do not directly compete with other system partners but attempt to offer different programs that combined offer a full range of choices for perspective students. With the development of the Internet and on-line course offerings, Dyersburg State is in competition with other two-year and four-year colleges throughout the world. The fee structure in community colleges in Tennessee is determined by the Tennessee Board of Regents. We consistently charge lower prices than our four-year school competitors; but due to recent tuition increases mandated by the state, the spread between costs at various levels of institutions is decreasing. The increase in enrollment demonstrated in the table below over the past five years clearly shows our success in attracting new students.

ENROLLMENT HISTORICAL FALL SEMESTERS 1999-2004

YEAR HEADCOUNT FTE

# % Increase # % Increase

1999 2153 - 4.9% 1435.4 - 5.7%

2000 2278 5.8% 1562.5 8.9%

2001 2284 .3% 1576.9 .9%

2002 2362 3.4% 1656.9 5.1%

2003 2515 6.5% 1819.1 9.8%

2004 2477 - 1.5% 1769.5 - 2.7%

As stated above, the area served by Dyersburg State Community College is characterized by a higher incidence of poverty, lower per capita income, lower levels of educational attainment, higher percentages of minorities in the population mix, and higher unemployment rates than the United States average. The vast majority of students entering Dyersburg State are first generation college students and have very little structured family support. Most of our students are women (70%) and have child care responsibilities and in a large percentage are heads of single parent households. Approximately 79.3% of incoming students require some Remedial/Developmental courses prior to completing college level classes. Credit hours generated in the College Prep department exceed credit hours produced by Business & Technology. This environment has changed little in the past ten years. Dyersburg State continues to struggle with the disproportionate amount of effort involved in bringing incoming students up to acceptable college standards. The Semester Reports prepared by the Institutional Advancement Office compares results in student success on a semester basis. Results of new procedures and policies are measured to determine success. Semester Reports for Fall 2003 and Spring 2004 will be available in the Resource Room.

Baldridge Item 1.1 – Organizational Leadership As an institution of higher learning, Dyersburg State’s purpose for existence is to educate the population of Northwest Tennessee thus improving the quality of life for all residents. Every effort of each person at Dyersburg State is focused on improving the quality and availability of that education. The structure of Dyersburg State is similar to most other business structures. The President is the overall Chief Executive Officer with Vice Presidents in the functional areas. The Deans/Department Heads report to the Vice Presidents and the faculty/staff report to the Deans/Department Heads. The operational structure at Dyersburg State works on the committee system with all faculty/staff/deans/department heads/vice-presidents serving on at least two functional committees. The overall goals to be accomplished in specific functions are provided to the specific committees and decisions are made with input from the committees to the President. The budget committee, which recommends the allocation of resources, is composed of representatives from all committees and other key personnel. This structure fosters a feeling of commitment and involvement on the part of all college personnel. Faculty and staff are encouraged to improve performance through the availability of faculty/staff development funds available annually. They are encouraged to attend conferences and workshops and share new ideas and innovations with other members of the college community. Leadership at Dyersburg State is performance based. Comparison of performance with other state/national institutions is performed constantly. Performance report cards outlining our performance relative to other state institutions are prepared and distributed to all college personnel on a semester basis. Surveys of existing students and alumni are performed bi-annually. Semester reports clearly indicate the academic performance of our students and trends of the past few years. Reports from senior statewide institutions on the performance of our students who have transferred are measured and reviewed. This data is used to determine areas for potential improvement and efforts are implemented immediately to correct potential or actual problems. Baldridge Item 2.1 Strategy Development The Strategic Planning process for all state higher education institutions in Tennessee begins at the state level with consultation between the governor, Tennessee Higher Education Commission, University of Tennessee system and the Tennessee Board of Regents. Broad goals are established for the next five years (2000-2005) that attempt to accomplish major areas of improvement in higher education. The goals for 2000-2005 were:

Academic Excellence

Workforce Development

Access

Articulation

Accountability The strategic planning process at Dyersburg State Community College (DSCC) consists of a five-year plan that incorporates the Tennessee Higher Education Commission's (THEC) Master Plan and Performance Funding Standards, the Tennessee Board of Regents (TBR) Agenda 2000, the Tennessee Board of Regents Planning Assumptions, and DSCC's institutional goals, objectives and effectiveness measures. Every five years, the institution reviews and revises its strategic plan.

The new plan is then submitted to the Tennessee Board of Regents. The planning process also includes an annual operational plan where institutional priorities are set, strategies for implementation developed, and results are determined. Priorities are related directly to the THEC and the TBR plans as well as specific issues affecting DSCC. The annual planning process begins with a summer retreat for members of the President's staff where strengths, weaknesses, and issues affecting the College are discussed. The Vice President for the College also conducts an annual retreat to review the previous year's accomplishments and discuss priorities for the coming year. A Strategic Planning Committee is appointed by the President to serve as the official advisory group to the President for developing and implementing the annual strategic plan. This committee includes administrators, faculty, staff, students, and alumni and meets regularly during the academic year. Working with the President, the Strategic Planning Committee makes recommendations for revising institutional goals and objectives. These goals and objectives become the basis for next year's plan where the cycle of development, implementation and evaluation is repeated. In the spring semester, each unit of the College is asked to prepare a budget for the next year. These budgets are tied directly to institutional goals and objectives so that departmental activities are linked to both the strategic plan and funds requested. Activities are prioritized and a person is assigned responsibility for implementation. The President reviews each budget request, including the action plans. Mid-year progress reports and annual reports address these action plans providing an ongoing assessment of departmental accomplishments. One of the most distinctive aspects of the planning process in Tennessee higher education is special funding based on performance. Each campus is required to measure its performance against criteria or standards that are developed by the Tennessee Higher Education Commission (THEC). A report documenting the College's accomplishments is provided each year to THEC. When weaknesses have been identified, corrective measures must be taken. A report outlining these corrective measures is also provided to THEC. The planning process at Dyersburg State also includes a timetable for the review of academic and non-academic programs at least once during a five-year cycle. The review of degree programs is also required by the Tennessee Higher Education Commission. During the past four years, DSCC has reviewed its nursing program (concurrent with the NLN self-study and reaccredidation visit), the business related technology degree program, the justice services program, the manufacturing systems technology program, the scientific instrumentation program (which was terminated due to low productivity), the learning resource center, and extension services. In progress are reviews of student services, the general education core, and the university parallel degree program. Executive summaries and recommendations stemming from these program reviews are presented to the Administrative Council, and when appropriate to the Instructional Council. Changes are made in each program based on program review. A key component of the planning process is the maintenance and development of the College's physical facilities. Five years ago a campus master plan was developed to guide the physical growth of the College. Plans for the expansion of the student center and the learning resource center have been developed. Renovations were made to make more efficient use of existing classroom and office space. Two new off-campus facilities have been constructed, one in Trenton, and the other in Covington. A land use plan has been developed for potential expansion of the facility in Covington. Each year, capital requirements are reviewed and revised, if necessary, and included in the College's annual capital budget which is submitted to the TBR for approval. In summary, Dyersburg State Community College has a functioning planning and evaluation process that incorporates administrative, academic, physical, and financial components of the institution. The process integrates the planning assumptions at the state level with the goals and objectives developed by the administration, faculty, staff, and students of DSCC. The results of the

planning process are used to strengthen the institution and improve the quality of the programs and services delivered to our students and the community. Below are examples of Strategic Goals established by DSCC for 2000-2005 and Business & Technology Goals established in support of institutional and state goals.

Dyersburg State Community College Strategic Goals for the 2000-05 Planning Cycle

May 22, 2000 Dyersburg State Community College will fulfill its mission through the following goals. 1. To increase access to higher education for citizens of the rural delta area of

Tennessee.

Strategies: Increase contact between the enrollment advancement team and potential

students. (Access) Develop new courses and programs in high demand occupational areas. (Access, Workforce Development) Respond to new market opportunities in areas of population growth. (Access, Workforce Development)

Measures: Headcount enrollment Fall, 2004. FTE enrollment Fall, 2004. # New courses and programs developed 2000-05. Headcount and FTE enrollment in Tipton County. Baseline: Fall 1999 headcount enrollment. Fall 1999 FTE enrollment. Fall 1999 program and course inventories. Fall 1999 headcount and FTE enrollments in Tipton County. 2005 targets: Fall 2004 headcount: 2,627. Fall 2004 FTE: 1,740 FTE.

Fall 2004 inventory contains minimum of 2 new programs, 5 new courses, if funds are available.

Fall 2004 Tipton County headcount of 800, FTE of 480.

2. To provide a comprehensive curriculum.

Strategies: Expand and establish programs that meet emerging needs. (Workforce Development) Explore and expand the use of technology. (Academic Excellence, Access, Workforce Development) Strengthen general education and college preparatory education. (Access, Academic Excellence)

Measures: # New courses and programs developed by 2005.

# Courses delivered or assisted by the Web using course management systems by 2005.

Scores on the California Critical Thinking Skills Test. Results of annual portfolio assessment program.

Performance of developmental level writing and mathematics in first college level class in writing or mathematics. Comparison of Pre-test and Post-test scores on the Nelson-Denny test.

Baseline: Fall 1999 program and course inventories. # Courses delivered or assisted by the Web using course management systems Fall 1999.

Spring 2001 CCTST performance of graduating students. Summary of 1999-00 portfolio assessment findings.

Grades of Fall semester developmental writing and mathematics students in first college level writing and mathematics class 2000-01. Comparison of Pretest and Posttest scores on the Nelson-Denny test 2000-01.

2005 Targets: Fall 2004 inventory contains minimum of 2 new programs, 5 new courses.

# Courses assisted by technology will increase by 5 percent each year. CCTST performance will improve each year or exceed the national average for two year colleges. Portfolio assessment committee will report qualitative improvements over base year. 2005 targets for college preparatory student performance in writing and mathematics to be established 2000-01. 2005 target for Nelson-Denny score gains to be established 2000-01.

3. To provide academic support programs that promote achievement.

Strategies: Increase referrals to academic support programs. Expand student knowledge and utilization of information resources. (Academic Excellence) Expand access to Student Support Services, Academic Success Center, Library Orientations, Computer Labs, and College 101. (Access, Academic Excellence)

Measures: Implementation of information skills across the curriculum initiative.

Number of LRC resources available to students through technology. Number of tutors, number of contact hours, courses for which tutors are available and availability of services on the Web and through desktop videoconferencing. Number of faculty referrals for tutoring. Number and contact hours of computer laboratory student assistants. Existence of COL 101 in different formats. Number of “Orientation to LRC” sessions.

Baseline: Inventory of courses in which information skills were used Fall 1999.

Inventory of LRC resources available through technology. Academic year 1999-00 number of tutors, contact hours, courses for which tutoring was available and narrative description of any services available on the Web and through desktop videoconferencing. Number of faculty referrals for tutoring academic year 2000-01. Academic year 1999-00 number of computer laboratory assistants and number of contact hours.

1999-00 formats for COL 101. Number of Orientation to LRC sessions 2000-01.

2005 Targets: Number of courses in which information skills are used will increase by five percent.

Number of LRC resources available through technology will increase by ten percent. Targets for number of tutors, number of contact hours, subjects for which tutoring will be available, and services available on the Web or through desktop videoconferencing will be established in 2000-01. Target for number of faculty referrals each year to be established 2000-01.

Narrative description of new delivery formats for COL 101. Target for computer laboratory use to be established 2000-01.

Target for participation in Orientation to LRC sessions to be established 2000-01.

4. To develop a teaching and learning environment that promotes academic excellence.

Strategies: Increase student achievement on Performance Funding and Report Card measures. (Academic Excellence, Accountability, Workforce Development)

Increasing the number of full time faculty and staff. (Academic Excellence) Increasing the degree to which contemporary learning strategies are employed. (Academic Excellence)

Measures: Performance funding measures. Report Card measures relating to academic programs. Number of full-time faculty and staff.

Percentage of faculty reporting the use of contemporary learning strategies. Baseline: 2000-01 scores on performance funding measures. 1999-00 scores on Report Card measures. October 31,1999 number of full-time faculty.

Use of contemporary learning strategies established through survey of faculty Fall, 2000.

2005 Targets: To show improvement in 6 of 11 performance funding measures by Spring,

2005. To equal or exceed the state average for two-year colleges on Report Card

academic measures each year. . 20 percent increase in the number of full-time faculty. 10 percent increase in the number of full-time staff. Contemporary learning strategies use by faculty target to be determined

based on survey of faculty, Fall 2000. 5. To facilitate student transfer between DSCC and other institutions.

Strategies: Improve articulation agreements. Measures: Transfer alumni satisfaction with transfer services. Baseline: 2000 rating by alumni. 2005 Targets: ACT Alumni Survey ratings exceed state average for two year colleges.

6. To provide the physical resources necessary to carry out the mission of the College.

Strategies: Acquisition of adjacent facilities, construction, remodeling, and renovation of

facilities as funds become available. Measures: Completion of facilities projects. Acquisition of adjacent properties. Baseline: Narrative description of 1999-00 proposed facilities projects. 2005 Targets: Implement as many facilities improvements as funding will allow.

7. To provide student support services that promote achievement and satisfaction.

Strategies: Establish a comprehensive advisement center. (Access, Academic Excellence, Articulation) Increase support services for at-risk students. (Access) Increase referrals from faculty and staff. (Access)

Measures: Existence of advisement center.

FTE support services professionals available for students. Number of referrals from faculty and staff.

Baseline: Description of present advising process.

FTE support services professionals available October 31, 1999. Number of referrals 2000-01.

2005 Targets: Existence of advisement center, if space and funding are available. Ten percent increase in FTE support personnel available.

Target for 2005 to be established based on 2000-01 referrals. 8. Attract and retain a competent and diverse faculty and staff.

Strategies: Take aggressive measures to achieve Geier and affirmative action goals. (Access)

Provide more opportunities for faculty and staff development. (Academic Excellence)

Measures: Average professional salaries compared to U.S. averages for two-year

colleges. Average classified staff salaries compared to Northwest Tennessee

Development District averages. Established desegregation and affirmative action goals.

Budgeted resources for faculty/staff development.

Baseline: Average professional salaries as of October 31, 1999 compared to national averages.

Average classified staff salaries as of October 31, 1999 compared to development district average. Progress toward Geier and affirmative action goals as of October 31, 1999.

2005 Targets: Increase faculty salaries to the national average. Meet all Geier and affirmative action goals.

Resources for faculty and staff development will increase by 10% if state funding is available.

9. Acquire the financial resources needed to carry out the mission of the college.

Strategies: Increase Foundation pledges to ten million dollars. (Academic Excellence,

Access, Workforce Development) Increase the number of successful grant applications. (Academic Excellence, Access, Workforce Development) Promote full funding of the formula. (Academic Excellence, Access, Workforce Development, Articulation, Accountability)

Measures: Number of dollars pledged. Number of grants and dollars received. Discussions with legislators. Presentations to community groups. Baseline: Number of dollars pledged June 30, 2000. Number of grants and dollars received as of June 30, 2000. Narrative description of 1999-00 legislative efforts. Narrative description of 1999-00 presentations to community groups.

2005 Targets: $10,000,000.00 pledged to the DSCC Foundation. Fifteen percent increase in the number of grants and amounts of funding by 2004-05. Legislative efforts and community efforts will increase support for full funding of formula.

10. Provide an organizational structure that promotes positive working relationships, professional growth, efficient use of resources and institutional quality.

Strategies: Demonstrate accountability. (Accountability)

Promote efficient use of administrative/student information. (Accountability) Nurture a good work climate. (Accountability) Provide opportunity for leadership development at all levels of the organization. (Accountability)

Measures: Meeting of stated goals.

Existence of infrastructure for next level of administrative computing. (LRS) Organizational surveys such as the Community College Goals Inventory (CCGI.) Narrative description of leadership efforts in each department.

Baseline: Narrative description of present status of five-year goal attainment. Narrative description of readiness of LRS. Last CCGI results or baseline administration of another survey. Leadership efforts 2000-01.

2005 Targets: Meeting all 2000-05 Strategic Planning goals.

Readiness for implementation of new administrative software. Improved CCGI or other survey scores.

Qualitative increase in individuals at all levels that are engaged in leadership activities.

11. To communicate the value of DSCC to its students and to the public.

Strategies: Present a positive educational vision to DSCC’s constituencies. (Academic

Excellence) Exhibit good corporate citizenship. (Accountability) Promote the role of DSCC in workforce development. (Workforce Development) Involve alumni, faculty, staff, and students in college and community events.

Measures: Number of press releases, advertisements, civic club speeches, and other communications with the public. Narrative description of community relations efforts.

Participation in community festivals and events. Number of press releases, advertisements, civic club speeches, and other

communications with the public pertaining to workforce development. Number of activities in which alumni, faculty, staff, and students are involved.

Baseline: 1999-00 level of communications.

1999-00 narrative of measures taken to communicate with the public at large. 1999-00 levels of participation in community festivals and events.

2000-01 level of communications related to workforce development.

2000-01 level of involvement in community activities by faculty, staff, students, and alumni.

2005 Targets: Descriptive statistics of communications efforts will improve by five percent. Narrative will show new efforts being undertaken to communicate with the

public at large. Participation in key community festivals and events will increase by five

percent. Narrative description of efforts to promote DSCC as a workforce

development partner.

Each department head in collaboration with faculty/staff then establishes departmental goals that will lead to accomplishing the institutional goals. An example of departmental goals is shown below:

REPORT OF COLLEGE GOALS AND STRATEGIES AND

DEPARTMENTAL OBJECTIVES AND ACTIVITIES With Measurable Outcomes

2003-04

The mission of the Business & Technology Division at Dyersburg State Community College is to support the accomplishment of the overall college mission by providing technical, professional, and enrichment programs for students and by providing strong support for continued economic development throughout West Tennessee. This is accomplished through providing a comprehensive curriculum, which includes transfer courses, career courses, and continuing education courses that develop a commitment to lifelong learning and continuous improvement. The Business & Technology Division is committed to meeting these high standards by:

1. Promoting the improvement of all programs through periodic program review and continuous communication with advisory committees. 2. Collecting and using data for program improvement. 3. Implementing new programs in support of emerging community needs and new technologies. 4. Building alliances with employers, schools, agencies, and volunteer organizations. 5. Encouraging innovation in instruction and assessment. 6. Promoting excellence in teaching and learning.

DSCC Goal 1. To increase assess to higher education for citizens of the rural delta area of Tennessee

DSCC Strategy – Increase contact between the enrollment advancement team and potential students.

Business & Technology Division Objective:

To maintain the existing level of promotional mail-outs to prospective students. Business & Technology Division Activity:

Mail promotional materials to all prospective students identified through the Enrollment Advancement Team's efforts and prospective students identified at career fairs and through telephone contacts

PERFORMANCE MEASURES:

At least one written contact will be made with every student identified in the DSCC database as being interested in degrees in Business & Technology.

DSCC Strategy – Develop new courses and programs in high demand occupational areas.


To increase the number of degree and certificate courses offered on the Internet and increase overall DSCC on-line enrollment. Business & Technology Division Activity:

PERFORMANCE MEASURES

o Develop and implement at least three (3) new on-line classes. Convert at least two (2) CIT networking offerings to Internet-based courses. Upgrade all Networking courses to Windows 2000 and revise curriculum to bring degree down to a 60-hour maximum. Expand HIT and AOS on-line course offerings by 4 courses. Increase overall DSCC on-line enrollment by 10% over 2002-03

DSCC Strategy – Respond to new market opportunities in areas of population growth.


To increase the number of courses offered at Covington and Trenton. Business & Technology Division Activity:


Expand the variety of course offerings at Covington & Trenton by at least five (5) classes at each center through increased on-line courses.

Expand the number of networking classes by at least two (2) at Covington.


To format DSCC on-line courses in support of the new Regents Degree, and in particular that section dealing with the AAS Degree in Information Technology.

Business & Technology Division Activity:


Convert all on-line classes to the format used in RODP courses.

DSCC Goal 2. To provide a comprehensive curriculum.

DSCC Strategy – Explore and expand the use of technology.


o Expand the availability of Internet classes.



o Develop and implement at least three (3) new Internet based courses. Provide training for all Business & Technology faculty and staff in the use of WebCT, and

other faculty as requested. Provide resources and training to all faculty in Access, Windows XP and Office XP.

DSCC Goal 4. To develop a teaching and learning environment that promotes academic excellence.

DSCC Strategy – Increasing the number of full time faculty and staff.

Business & Technology Division Objective

Increase full-time faculty. Business & Technology Division Activity:


o Hire new full-time faculty in MIS when new funding becomes available. Business & Technology Division Objective:

Encourage faculty to participate in workshops and conferences.


Each Business & Technology faculty member will attend at least one (1) workshop or

conference at a location other than DSCC if funding is available.


o Improve the overall CCTST percentages in Business & Technology programs by 3%.


o Complete a comprehensive Program Review in the Business Related Technology degree area and correct all recommendations that can be completed within budget restrictions.

DSCC Goal 5. To facilitate student transfer between DSCC and other institutions.

DSCC Strategy – Improve articulation agreements.


Improve advising of transfer students within Business & Technology.



o Faculty advising books will be updated to insure that all current articulation

agreements are available to faculty during advising of transfer students.

o Participate actively in articulation meetings as scheduled by Admissions & Records, with other institutions to ensure seamless articulation of courses. Update articulation agreements with Tennessee Technology Centers (TTC) at least annually and provide one visit annually by MIS and AOS faculty to the TTC graduates to explain articulation with DSCC. Prepare an Articulation Brochure for use at the Tennessee Technology Centers. Update articulation agreement with Caruthersville High School annually. Update Tech Prep articulation agreements with area high schools annually. Schedule at least two days, other than registration day, at both Covington and Trenton to advise students.

o Increase graduation numbers by at least five graduates per year.


o Increase placement rates for Business & Technology graduates by 5% over 2003. Activities conducted as budget permits

DSCC Goal 11. To communicate the value of DSCC to its students and to the public.

DSCC Strategy – Present a positive educational vision to DSCC's constituencies.


To promote the resources and value of the Business & Technology Division's contribution to students and business leaders.

Business & Technology Division Activity: PERFORMANCE MEASURES:

o Participate in workshops and meetings. Act as guest speaker with at least two (2) local groups. Provide information for at least five (5) articles to local newspapers. Provide information through the Advisory Committees at annual meetings. Publish Partnership With Industry Brochure. Publish Graduate Resume CD.

At mid-year and on the completion of the budget year in June, each department’s success in accomplishing its objectives is measured and a list of goals is established for the upcoming year. The success or failure to accomplish objectives is used as an annual performance evaluation measure for budget/department managers. The chart on the following page demonstrates the process in detail.

Each departmental goal is directly tied to the budget. Every item in the budget is directly referenced to a specific departmental objective/institution objective during the budget approval process and justification for new spending is directly tied to the accomplishment of specific objectives.

EXHIBIT C OFF-CAMPUS OPERATIONS

AND UNIQUE ITEMS Standard I – Conditions for Accreditation Dyersburg State Community College operates centers in Trenton, Tennessee (Gibson County Center), Union City, Tennessee(Obion County Center), and in Covington, Tennessee (Tipton County Center) as well as the main campus in Dyersburg. The Gibson County Center is located approximately 30 miles east of Dyersburg and provides support to students living in Gibson, Crockett, and Obion counties.

GIBSON COUNTY

HISTORY OF ENROLLMENT

2003-04

Gibson Co. Center

Duplicated

H/C

FTE

2003 Fall

364

129.7

2003 Fall Business & Technology

217 43.4

2004 Spring

316 117.3

2004 Spring Business & Technology

126 25.2

Union City Center The Union City Center opened in 2002 Fall to support the Goodyear Training Program. Enrollment in the center for credit classes has been minimal with 15 students enrolled in Fall 2002. Additional enrollments are anticipated in the new Associate of Applied Science Degree in Manufacturing Systems Technology beginning in Spring 2005.

The Tipton County Center is located approximately 40 miles south of the main campus at Dyersburg. It serves Tipton County and the southern-half of Lauderdale County.

TIPTON COUNTY

HISTORY OF ENROLLMENT

2003-04

Tipton County Center

Duplicated

H/C

FTE

2003 Fall

934

504.4

2003 Fall Business & Technology

503 100.6

2004 Spring

922 475.9

2004 Spring Business & Technology

445 89.0

Currently no site code for the distribution of FTE for on-line courses has been established for the state of Tennessee. Dyersburg State has established the policy that if a student is enrolled in one or more classes at either the Trenton Center or Covington Center that all headcount for that student is credited to that center. This can lead to a duplication of headcount at the centers that slightly distorts the actual academic performance of the centers. On an annual basis, a manual headcount of enrollments at the various locations in on-line courses is performed and a percentage of allocation of on-line FTE is accomplished based on that data.

EXHIBIT D FACULTY QUALIFICATIONS

Standard: ALL CLASS SECTIONS TAUGHT WITHIN THE BUSINESS UNIT MUST BE TAUGHT BY PROFESSIONAL, QUALIFIED FACULTY. A PROFESSIONALLY QUALIFIED FACULTY MEMBER IS ONE WHO:

a. Possesses an earned Master's or higher in field. b. Possesses a related or out-of-field master's with documented 18 semester/27 quarter credit

hours or equivalent of courses in the field beyond the introductory principle(s) level ("sufficient subject matter coursework").

c. Possesses a Bachelor's in field with documentation in two or more areas of: i) Professional certification (national, regional or state -- institution must provide

documentation to validate the certification); ii) In-field professional employment (institution must provide a minimum of two

years of documented experience from employer); iii) Teaching excellence (institution must provide documentation of how excellence

was determined and year of award); iv) Research and publication (institution must provide documentation); v) Documented relevant additional coursework beyond Bachelor's degree

equivalent to 18 semester hours or equivalent subject matter coursework, CEU's, military, vendor training, etc.

NOTE: Describe any faculty employed in program area that does not meet this standard. EXCEPTIONS MAY BE GRANTED WHERE A FACULTY MEMBER FAILS TO MEET ANY OF THE CRITERIA, A, B, OR C, ABOVE. SUCH EXCEPTIONS MAY BE GRANTED IN SITUATIONS WHERE:

a. It has been demonstrated that a course or program is of such a specialized nature that faculty meeting any of the criteria above are not readily available,

b. Faculty with legal rights to continued employment fail to meet any of the above criteria but agree to a plan to do so within a reasonable time.

During the Fall 2003-Spring 2004 time period, there were 11 full-time faculty teaching in the Business Transfer and Business Related Technology area. Of the 11 full-time faculty, 10 hold master’s degrees in the subject areas taught. The other full-time faculty member is Barbara Gatlin who has been a staff/faculty member at Dyersburg State for 30 years and teaches software classes that are used in the business curriculum. Full-time faculty members are recruited and selected in accordance with applicable federal and state equal opportunity guidelines. Each full-time position is publicly posted and advertised regionally and nationally for a specified period to allow qualified candidates to apply. Each candidate's application is screened by the Human Resources office and then examined by the head of the search committee and other search committee members. The committee selects three to five of the most-qualified candidates for interviews which include a mock teaching session to demonstrate their communication skills and teaching ability. The final choice is made only after all interviews have been conducted and references have been contacted. The selection committee forwards its recommendations to the vice president of academic affairs and to the president, who

will interview the candidate(s), and approves the offer of employment. The actual offer of employment is made by the President’s office.

The procedure for recruiting and hiring adjunct faculty is similar to that of hiring full-time faculty except that advertising is limited to the regional area, and the search committee is informal and usually limited to the lead faculty member and dean.

As indicated on Table I-B, there were 14 adjunct faculty members. Of the 14, 1 has a Ph.D. in Economics, 4 have masters in the field, 5 have bachelor's degrees with certifications or professional qualifications in their field, and 3 have Associate degrees. Additionally, 4 possess recognized certifications in their respective fields of expertise. Six are women and 8 are men. Vita for each part-time faculty will be available for review in the Resource Room during the accreditation visit.

As shown in Table I-C, there were seven exceptions to the Faculty Qualifications Standards set forth by ACBSP. Exception data is included on the following pages:

EXCEPTION LETTER

Tim Cousar

Tim Cousar has been an employee at Dyersburg State since 2002. Prior to teaching for Dyersburg State, Tim taught MIS courses for Southwest Community College in Memphis for six years, and for the Tennessee Technology Center in Memphis in 1998. He has extensive knowledge of all computer software packages, and is currently employed as a Business Systems Analyst at Baptist Memorial Health Care Corporation. Prior to this position, Tim worked for three years in MIS and Graphic Design for the American Roamer Company in Memphis. Tim has served as a computer consultant to numerous small businesses in Memphis over the past ten years. Tim has a Bachelor’s Degree in English from the University of Memphis. Tim has been involved in computer technology for over ten years. He has over eight years of classroom experience teaching MIS related software courses and has received excellent student evaluations. Based on Tim’s demonstrated ability to function well in the classroom, and his extensive knowledge of computer software, I believe Tim is qualified to function in these areas. Robert J Phillips Dean, Business & Technology

EXCEPTION LETTER

Barbara Gatlin

Barbara Gatlin has been an employee at Dyersburg State since 1969. Her administrative duties extended from 1969-1983. In 1983 her duties included instruction in Computer Service Technology, and from 1989-1999 she was an instructor in the Manufacturing Systems Technology area teaching CAD, Manufacturing Processes, Introduction to Data Processing, and Electronics. She currently teaches Micro keyboarding, Keyboarding, Word, Windows, and Excel for the Business & Technology Division. Collectively, she has over 20 years of experience in instruction at the community college level. Barbara has an Associate of Science degree in Computer Service Technology, an Associate of Science degree in Pre-Engineering Technology, an Associate of Applied Science degree in Manufacturing Systems Technology, and 25 additional credit hours at the University of Tennessee at Martin toward a Bachelors Degree in Engineering. Barbara has received certification from Amatrol as a Technical Instructor in several industrial training areas. Barbara has been involved in computer technology for over twenty years. She is extremely knowledgeable in both the hardware and software aspects of computers. Her clerical experience provides an opportunity to bring real-world experience into the classroom. Her teaching areas of keyboarding and computer software programs are specialized and do not require traditional academic degrees to obtain proficiency. Her student evaluations and annual evaluations over the past twenty years have clearly demonstrated her ability to perform the duties of an instructor in these software areas. Based on Barbara’s demonstrated ability to function well in the classroom, her extensive knowledge of computer software, and her devoted service to the institution, I believe Barbara is qualified to function in these areas. Robert J Phillips Dean, Business & Technology

EXCEPTION LETTER

Judy Hendrix

Judy Hendrix has been an employee at Dyersburg State since 1970 in various administrative roles, and as an instructor in Administrative Office Support and Business Related Technology since 1996. She has been assigned as the Dyersburg State WebMaster since 1996 and has developed numerous on-line Business & Technology WebCT courses such as Word, FrontPage, Windows, and Introduction to Computers. In 2003 Judy became certified as a WebCT Certified Trainer Senior Level. Judy has an Associate of Applied Science Degree in Administrative Office Support from Dyersburg State Community College. Judy has been involved in computer technology for over twenty years. She has over eight years of classroom experience teaching MIS related software courses and has received excellent student evaluations. Her knowledge of on-line instruction and software programs is exceptional. She often conducts workshops for faculty and staff on software applications and has been one of the lead trainers in moving faculty to on-line instruction. Based on Judy’s demonstrated ability to function well in the classroom, and her extensive knowledge of computer software, I believe Judy is qualified to teach in these areas. Robert J Phillips Dean, Business & Technology

EXCEPTION LETTER

David Huntley

David Huntley has been an adjunct instructor at Dyersburg State since 1988, in business and management. He is a retired Lt. Colonel from the U.S. Air Force with 19 years of teaching experience in the military in various flight related fields. David also served as Chief of Morale, Welfare, and Recreation in the Air Force with management responsibilities for numerous small business activities and a staff of over 300 people. After retiring from the Air Force, David served as manager of the Dyersburg Country Club and later as the Food Service Director for Pemiscot Memorial Health Systems. He has over forty years of actual hands-on experience in various levels of management and teaching. David has a Bachelor’s Degree in Business from Miami University. David has been involved in management and instruction for over forty years. He has over twenty years of classroom experience teaching business and management related courses and has received excellent student evaluations. His knowledge of business and ability to relate to people is outstanding. I personally served with David in the Air Force and am well aware of his management capabilities. Based on David’s demonstrated ability to function well in the classroom, and his extensive knowledge and experience in business and management, I believe David is qualified to teach in these areas. Robert J Phillips Dean, Business & Technology

EXCEPTION LETTER

Steven Jacobs

Steven Jacobs has been an adjunct instructor at Dyersburg State since 2003, in MIS related courses. He is a computer consulting analyst at Eli Lilly Pharmaceutical Company in Memphis and has over five years of hands-on experience with numerous companies and all aspects of computer software, programming, and internet design. He teaches computer programming classes at Dyersburg State and is well versed in all of the courses offered at Dyersburg State. Steven has a Bachelor’s Degree in Political Science from Syracuse University and extensive course work toward his Master’s at the University of Memphis. Steven has been involved in management information systems and computer programs for over five years. His specialized knowledge in computer languages and other software programs meets the knowledge requirements for this position despite the lack of a specialized higher education degree. Based on Steven’s demonstrated ability to function well in the classroom, and his extensive knowledge and experience in management information systems and programming languages, I believe Steven is qualified to teach in these areas. Robert J Phillips Dean, Business & Technology

EXCEPTION LETTER

Donna Kilburn

Donna Kilburn has been an employee at Dyersburg State since 1998, and an adjunct faculty member in MIS related courses since 1999. She is a Certified Professional Secretary (CPS), and a certified Microsoft Office User Specialist (MOUS). She has taught classes in Excel, and PowerPoint on-line at Dyersburg State for the past six years. She is a certified expert in both of these areas and developed the on-line classes in both areas. She attended as well as conducted numerous software workshops at Dyersburg State. Donna has an Associate of Applied Science Degree in Administrative Office Support from Dyersburg State Community College, a Bachelor’s Degree in Professional Studies from the University of Memphis, and extensive course work toward her Master’s in Instructional Design at the University of Memphis. Donna has been involved in management information systems and computer software programs for over eight years. Her demonstrated and certified specialized knowledge in computers and other software programs meets the knowledge requirements for this position despite the lack of a specialized higher education degree. Based on Donna’s demonstrated ability to function well in the classroom, and her extensive knowledge and experience in management information systems, I believe Donna is qualified to teach in these areas. Robert J Phillips Dean, Business & Technology

EXCEPTION LETTER

Shirley McGuire

Shirley McGuire has been an adjunct faculty member in MIS related and management courses since 1997. She is currently employed in the IT department at First Citizen’s National Bank with both networking and software training responsibilities. She has an extensive knowledge of all software programs taught at Dyersburg State. She has received the following computer certifications:

IBM iseries System Administrator V5R2 Certification

I-Net Certification

Network + Certification

AS/400 Concepts and Programming

Certified EDP Auditor Shirley has an Associate of Science Degree in Data Processing from Dyersburg State Community College, a Bachelor’s Degree in Management/Computer Science from the University of Tennessee, and a Master’s in Business Administration from the University of Tennessee. Shirley has been involved in management information systems and computer software programs for over eighteen years. Her demonstrated and certified specialized knowledge in computers and other software programs meets the knowledge requirements for this position despite the lack of a specialized higher education degree in Computer Science. Her classroom skills resulted in her selection as the Outstanding Adjunct Faculty member at Dyersburg State Community College in 2002-03. Based on Shirley’s demonstrated ability to function well in the classroom, and her extensive knowledge and experience in management information systems, I believe Shirley is qualified to teach in these areas. Robert J Phillips Dean, Business & Technology

Table I-A

Full-Time Faculty Numbers and Qualifications

Fall Semester, 2003

Name1

Major Teaching

Field2

Highest Degree

Type3

Field4

Professional

Certification5

Masters

or

Higher

in Field

Masters or

Higher with

Course

Work in

Field

Bachelors or

Higher in

Field with

Two

Supporting

Areas6

Exceptions7

Linda Ballard Accounting MBA Accounting CPA X

Gary Cutler* Business and

Management

M.Ed. Technical

Education

X

Ava Estes Administrative

Office Support

MA

Business

Education

X

Brenda Fincher* Management

Information

Systems

MS

Instructional

Design &

Technology

X

Barbara Gatlin Administrative

Office Support &

Management

Information

Systems

A.S.

A.S.

A.A.S.

A.A.S.

Pre-Engineering

Computer

Service Tech.

Industrial

Electronics

Manufacturing

Systems Tech.

Certified

Senior

Industrial

Technologist

X

1Denote tenured faculty with an asterisk (*). 2Identify the business department (e.g., Mkg., Fin., etc.) or the major field to which this faculty is assigned. If the faculty member

teaches in more than one major field, note by showing the additional fields on a separate line. 3Identify the type of degree earned (i.e. Ph.D., MS, BA, etc.) 4Identify the discipline/field of concentration. 5Identify the national, regional and/or state professional certification the faculty member has earned. 6Additional areas include: professional certification, professional employment, teaching excellence, research and publication or

consulting and professional development. 7Indicate any exception(s) to the above criteria and provide justification for exception on a separate page.

Table I-A


Fall Semester, 2003

Name1

Major Teaching

Field2

Highest Degree

Type3

Field4

Professional

Certification5

Masters

or

Higher

in Field

Masters or

Higher with

Course

Work in

Field

Bachelors or

Higher in

Field with

Two

Supporting

Areas6

Exceptions7

Billy Hurst* Management

Information

Systems

MA Computer

Resources &

Computer

Information

Management

X

Terry Mullins* Accounting MBA Management CPA

CMA

X 18 graduate

semester

hours in

Accounting

Susan Osborne* Health

Information

Technology

BS Medical Records

Administration

X

Robert J. Phillips* Management,

Marketing

MS Operations

Management

X




Table I-A


Fall Semester, 2003

Name1

Major

Teaching

Field2

Highest Degree

Type3

Field4

Professional

Certification5

Masters

or

Higher

in Field

Masters or

Higher with

Course

Work in

Field

Bachelors or

Higher in

Field with

Two

Supporting

Areas6

Exceptions7

Emma Reynolds* Administrative

Office Support

M.Ed. Business

Education &

Office

Management

Certified Office

Automation

Professional

X

Max B. Tarpley* Economics

Management

MS Operations

Management

X

18 graduate

semester

hours in

Economics

Richard Wilkerson* Management

Information

Systems

MA Computer

Resource

Management

X




Table I-A


Spring Semester, 2004

Name1

Major Teaching

Field2

Highest Degree

Type3

Field4

Professional

Certification5

Masters

or

Higher

in Field

Masters or

Higher with

Course

Work in

Field

Bachelors or

Higher in

Field with

Two

Supporting

Areas6

Exceptions7

Linda Ballard Accounting MBA Accounting CPA X

Gary Cutler* Business and

Management

M.Ed. Technical

Education

X

Ava Estes Administrative

Office Support

MA

Business

Education

X

Brenda Fincher* Management

Information

Systems

MS

Instructional

Design &

Technology

X

Barbara Gatlin Administrative

Office Support &

Management

Information

Systems

A.S.

A.S.

A.A.S.

A.A.S.

Pre-Engineering

Computer

Service Tech.

Industrial

Electronics

Manufacturing

Systems Tech.

Certified

Senior

Industrial

Technologist

X






Name1

Major Teaching

Field2

Highest Degree

Type3

Field4

Professional

Certification5

Masters

or

Higher

in Field

Masters or

Higher with

Course

Work in

Field

Bachelors or

Higher in

Field with

Two

Supporting

Areas6

Exceptions7

Billy Hurst* Management

Information

Systems

MA Computer

Resources &

Computer

Information

Management

X

Terry Mullins* Accounting MBA Management CPA

CMA

X 18 graduate

semester

hours in

Accounting

Susan Osborne* Health

Information

Technology

BS Medical Records

Administration

X

Robert J. Phillips* Management,

Marketing

MS Operations

Management

X




Table I-A



Name1

Major

Teaching

Field2

Highest Degree

Type3

Field4

Professional

Certification5

Masters

or

Higher

in Field

Masters or

Higher with

Course

Work in

Field

Bachelors or

Higher in

Field with

Two

Supporting

Areas6

Exceptions7

Emma Reynolds* Administrative

Office Support

M.Ed. Business

Education &

Office

Management

Certified Office

Automation

Professional

X

Max B. Tarpley* Economics

Management

MS Operations

Management

X

18 graduate

semester

hours in

Economics

Richard Wilkerson* Management

Information

Systems

MA Computer

Resource

Management

X




Table I-B

Part-Time Faculty Numbers and Qualifications

Fall Semester, 2003

Name8

Major

Teaching

Field9

Highest Degree

Type10

Field11

Professional

Certification12

Masters

or

Higher

in Field

Masters or

Higher with

Course

Work in

Field

Bachelors or

Higher in

Field with

Two

Supporting

Areas13

Exceptions14

Gary Antrican Business J.D. Law X

Todd Barber Administrative

Office Support

BS Computer

Science

Carliss Chastain Health

Information

Technology

Registered

Health

Information

Technician

X

Andrea Conley Health

Information

Technology

MBA Clinical

Information

Systems

Accredited

Records

Technician

X

Tim Cousar Management

Information

Systems

BA English X

Martha Drumwright Accounting,

Business

MBA Business

Administration

X

8Denote tenured faculty with an asterisk (*). 9Identify the business department (e.g., Mkg., Fin., etc.) or the major field to which this faculty member is assigned. If the faculty

member teaches in more than one major field, note by showing the additional fields on a separate line. 10Identify the type of degree earned (i.e. Ph.D., MS, BA, etc.) 11Identify the discipline/field of concentration. 12Identify the national, regional and/or state professional certification the faculty member has earned. 13Additional areas include: professional certification, professional employment, teaching excellence, research and publication or


Table I-B


Fall Semester, 2003

Name8

Major

Teaching

Field9

Highest Degree

Type10

Field11

Professional

Certification12

Masters

or

Higher

in Field

Masters or

Higher with

Course

Work in

Field

Bachelors or

Higher in

Field with

Two

Supporting

Areas13

Exceptions14

Judy Hendrix Administrative

Office Support

A.S. Office Careers WebCT Trainer

Certification

X

Management

Information

Systems

A.S. Office Careers WebCT Trainer

Certification

Dave Huntley Business,

Management,

Finance

BS Business

Administration

X

Steven Jacobs Management

Information

Systems

BA Political Science X

Tom E. Johnson, Jr. Economics Ph.D. Economics X

Donna Kilburn Administrative

Office Support

Bachelor Organizational

Leadership

X

Management

Information

Systems




Table I-B


Fall Semester, 2003

Name8

Major

Teaching

Field9

Highest Degree

Type10

Field11

Professional

Certification12

Masters

or

Higher

in Field

Masters or

Higher with

Course

Work in

Field

Bachelors or

Higher in

Field with

Two

Supporting

Areas6

Exceptions14

Shirley McGuire Management

Information

Systems

MBA Business

Administration

EDP Auditor

Certification -

Bank

Administration

Institute

X

Management MBA Business

Administration

X

Tina Morris Finance MBA Business

Administration

X

Marketing MBA Business

Administration

X

Gregory Pillow Accounting MBA Business

Administration

X

Rene Stanley Health

Information

Technology

BS Medical Records

Administration

Registered

Records

Administrator

X




Table I-B



Name8

Major

Teaching

Field9

Highest Degree

Type10

Field11

Professional

Certification12

Masters

or

Higher

in Field

Masters or

Higher with

Course

Work in

Field

Bachelors or

Higher in

Field with

Two

Supporting

Areas13

Exceptions14

Gary Antrican Business JD Law X

Carliss Chastain Health

Information

Technology

Registered

Health

Information

Technician

X

Andrea Conley Health

Information

Technology

MBA Clinical

Information

Systems

Accredited

Records

Technician

X


Information

Systems

BA English X




Table I-B



Name8

Major

Teaching

Field9

Highest Degree

Type10

Field11

Professional

Certification12

Masters

or

Higher

in Field

Masters or

Higher with

Course

Work in

Field

Bachelors or

Higher in

Field with

Two

Supporting

Areas13

Exceptions14

Martha Drumwright Accounting MBA Business

Administration

X

Business

Judy Hendrix Admin. Office

Support

AS Office Careers WebCT Trainer

Certification

X

Donna Kilburn Administrative

Office Support

Bachelor Organizational

Leadership

X

Management

Information

Systems


Information

Systems

MBA Business

Administration

EDP Auditor

Certification –

Bank

Administration

Institute

X

Management MBA Business

Administration

X




Table I-B



Name8

Major

Teaching

Field9

Highest Degree

Type10

Field11

Professional

Certification12

Masters

or

Higher

in Field

Masters or

Higher with

Course

Work in

Field

Bachelors or

Higher in

Field with

Two

Supporting

Areas6

Exceptions14

Tina Morris Finance MBA Business

Administration

X

Marketing MBA Business

Administration

X

Gregory Pillow Accounting MBA Business

Administration

X

Rene Stanley Health

Information

Technology

BS Medical Records

Administration

X

Charles Woody Management MS Management X

Marketing




Baldrige Item 5.1 – Work Systems: Dyersburg State’s organizational structure follows the standard model for organizations in higher education. Functional departments service the normal functions and academic departments service the various academic disciplines. Dyersburg State has four academic departments; Arts and Sciences, Business & Technology, Allied Health and Nursing, and College Preparatory Studies. During Fall 2004, 58 full-time and 108 adjunct faculty were assigned to these academic areas. Faculty job descriptions are written for each individual faculty position using a prescribed format. Job descriptions include all of the major duties and include reasonable expectations for an individual filling that position. Full-time faculty positions are extensively recruited through local and national publications including 20 local newspapers in Tennessee and surrounding states, the Affirmative Action Register, and the Chronicle of Higher Education. Recruiting of minorities is stressed through advertising in minority publications, word-of-mouth, and recruiting at traditionally African American institutions. In 2003 several administrators and faculty made recruiting trips to historically minority institutions in the North Central and Southern United States to provide information about Dyersburg State and the opportunities in West Tennessee. Part-time faculty are recruited through publication in local newspapers and through word-of-mouth. Due to the extremely low educational attainment of the local population, finding qualified part-time faculty is extremely difficult. To a large extent, the scheduling of evening classes is driven by the availability of part-time faculty and their location within West Tennessee. All full-time and part-time faculty hired at Dyersburg State must meet the SACS standards for professional qualifications. In addition to meeting these standards, three letters of professional recommendation are required detailing the individuals suitability to teach at the college level. Exceptions to SACS policy are only granted on rare occasions and only then with the express approval of the Vice President and President of the college. The hiring process for all full-time positions at Dyersburg State is accomplished through the Search Committee process. A group of approximately five faculty/staff members is appointed to review all qualified applicant files, make recommendations, conduct interviews, and recommend to the president their selections for the position in rank order. The president is the final deciding authority on selection. Part-time faculty members are hired through a review of applications by the department dean and final approval of the Vice President and President of the college. At least four times per year all faculty and staff convene and discuss the college’s goals and objectives. Fall and Spring Updates are held just prior to the semester. Fall and Spring Conferences are held in the middle of each semester with guest speakers, workshops, and faculty meetings included in the agenda. Due to the small size of Dyersburg State and the Business & Technology division, daily contact occurs between all administrative and faculty personnel. Communications within the division and the college is excellent.

Career progression at Dyersburg state is largely determined through policies established by the Tennessee Board of Regents. Faculty promotions are determined through time of service based on satisfactory performance. Staff promotions are based on job descriptions and filling vacancies from within whenever possible. The Faculty/Staff Development Committee at Dyersburg State is the funding entity for faculty/staff professional development. Funding is available to a maximum of $750.00 per year per employee for attendance at workshops and conferences. In addition to this funding TBR and Dyersburg State policy allows for free tuition to attend one course per semester at higher education institutions within the State of Tennessee. This promotes the concept of “life long learning” and encourages faculty/staff to maintain and improve their skills. The Dyersburg State Community College concept of management by committees promotes a sense of involvement by all employees. All major decisions at the college involving policy, recruitment, budget, and administration are made by key committees. Distribution of minutes of all committees are made throughout the campus. Each college employee serves on at least two college committees on a rotating two-year basis. Through inclusion in the decision-making process, clear policies on promotion/retention, and the opportunity for self-improvement the current policy procedures promote a healthy working environment and high levels of performance and satisfaction.

EXHIBIT E

FACULTY COMPOSITION

Exhibit E: Faculty Composition Standard: AT LEAST 50 PERCENT OF THE REQUIRED FULL-TIME EQUIVALENT (FTE) FACULTY SHOULD HOLD A MASTER'S OR DOCTORATE DEGREE IN ORDER TO TEACH AT THE ASSOCIATE DEGREE LEVEL. AT LEAST 90 PERCENT OF THE FTE FACULTY SHOULD HOLD A MASTER'S OR BE PROFESSIONALLY QUALIFIED IN ORDER TO TEACH AT THE ASSOCIATE DEGREE LEVEL.

As summary Table I-D indicates, the Business Related Technology and Business Transfer degrees, met the faculty qualification standards of Exhibit E. Faculty that held either a Doctorate or Master's degree taught 81.5 percent of the 570 total annual credit hours. Faculty that held a Doctorate, Master's, or were Professionally Qualified taught 92.6 percent of the 570 total annual credit hours.

One full-time faculty teaching 30 semester credit hours equals 1 FTE faculty. For the self-study year, there were 14.4 FTE full-time faculty and 4.6 FTE adjunct faculty for a total of 19.0 FTE faculty in the Business Related Technology and Business Transfer areas. Of the 570 total annual credit hours taught, 76.1 percent were taught by full-time faculty and 23.9 percent were taught by adjunct faculty.

Table I-C

Faculty Numbers and Qualifications

Exceptions

Name Teaching Field Justification for Exception

Barbara Gatlin Administrative Office Support & Management Information Systems

Work Experience

Tim Cousar Management Information Systems

Work Experience

Judy Hendrix Management Information Systems

Work Experience/Education

Dave Huntley Business Work Experience

Donna Kilburn Administrative Office Support and Management Information Systems

Work Experience/Education

Steven Jacobs Management Information Systems

Work Experience

Shirley McGuire Management Information Systems & Management

Work Experience

Table I-D

Faculty Numbers and Qualifications

Self-Study Year Fall 2003 – Spring 2004

Qualifications

Total Credit Hours Taught Per Academic

Year

FTE Faculty

Percent of FTE Faculty

Cumulative Percent

Doctorate or Master’s degree

464 15.5 81.5 81.5

Professionally Qualified

64 2.1 11.1 92.6

Exceptions 42 1.4 7.4 100

Total 570 19.0 100

Baldrige Item 5.2 – Faculty and Staff Education, Training and Development: Career progression at Dyersburg State is largely determined through policies established by the Tennessee Board of Regents. Faculty promotions are determined through time of service based on satisfactory performance. Staff promotions are based on job descriptions and filling vacancies from within whenever possible. The Faculty/Staff Development Committee at Dyersburg State is the funding entity for faculty/staff professional development. Funding is available to a maximum of $750.00 per year per employee for attendance at workshops and conferences. In addition to this funding TBR and Dyersburg State policy allows for free tuition to attend one course per semester at higher education institutions within the State of Tennessee. This promotes the concept of “life long learning” and encourages faculty/staff to maintain and improve their skills. Additional professional development is available through college conferences and workshops held four times annually.

EXHIBIT F FACULTY DEPLOYMMENT

Standard: EACH SCHOOL OR PROGRAM MUST DEMONSTRATE ITS EFFORTS TO DEPLOY FACULTY RESOURCES AMONG THE DISCIPLINES, UNITS, COURSES, DEPARTMENTS AND MAJOR FIELDS IN SUCH A WAY THAT EVERY STUDENT ATTENDING CLASSES (ON OR OFF-CAMPUS, DAY OR NIGHT) WILL HAVE AN OPPORTUNITY TO RECEIVE INSTRUCTION FROM FULL-TIME FACULTY. EACH SCHOOL OR PROGRAM MUST HAVE A MINIMUM OF ONE (1) FULL-TIME PROFESSIONALLY QUALIFIED FACULTY MEMBER IN EACH PROGRAM IN WHICH A BUSINESS MAJOR IS OFFERED.

Dyersburg State has three locations at which business and management courses are offered. Though it is difficult for full-time faculty to get to each of the three locations during an academic year, Dyersburg State tries diligently to have full-time faculty available to all students. Three of our full-time faculty teach exclusively at off-campus centers and on-line. As indicated in Tables II-A and II-B, full-time faculty teach courses during the day, night, on-campus, off-campus, and on-line. Seventy-six percent of the class sections are taught by full-time faculty and 24 percent by adjunct faculty. Because the adjunct faculty are business and computer professionals, they are not usually available during the day. Therefore, the full-time faculty teach 42 percent of the night classes and adjunct faculty teach 58 percent. The full-time faculty teach 58 percent of the classes offered off-campus and the adjunct faculty teach 42 percent. However, when the distance learning classes are added to the off-campus sections, full-time faculty teach 76 percent of the sections and adjunct faculty teach 24 percent. In Table II-A and II-B, "on-campus" refers to the Dyersburg State (main) campus. "Off-Campus" refers to centers in Trenton (Gibson County, and Covington (Tipton County). The Distance Learning column includes web (Internet) classes. Each full-time faculty member typically has 10 office hours and may be contacted in person, by telephone and by email for advisement and/or questions. Because Dyersburg State is a small school, the faculty gets to know each student, and most students know the full-time faculty well. Every program in the Business and Technology Division exceeds the ACBSP standard of having a minimum of one full-time professionally qualified faculty member. In addition, full-time faculty assist new faculty members as well as adjunct faculty with course information, materials, etc. to better serve the students.

Table II-A

Full-Time Faculty Deployment

Fall Semester, 2003

Faculty Name Major

Teaching

Discipline15

Course

Number

Course Title #

Sections16

On-Campus

Day Eve.

Off-Campus

Day Eve.17

Distance

Learning

Linda Ballard Accounting 101 Prin. of Accounting 2 1 1

Accounting 211 Income Tax Accounting 1 1

Business 110 Intro. to Business 1 1

Finance 101 Personal Finance 1 1

Gary Cutler Business 110 Intro. to Business 2 1 1

Business 201 Business Law I 1 1


Management 210 Human Resource

Management

1 1

Ava Estes Admin. Office

Support

100 Micro-Keyboarding

Concepts/Applications

1 1

Admin. Office

Support

103 Office & Machine

Procedures

1 1

Admin. Office

Support

121 Keyboarding I 1 1

Admin. Office

Support

122 Keyboarding II 1 1

Admin. Office

Support

123 Keyboarding III 1 1

Admin. Office

Support

221 Business/Office

Communications

2 1 1

Admin. Office

Support

239 Admin. Office

Management

1 1

Brenda Fincher Management

Information

Systems

111 Introduction to Computers 4 3 1

Management

Information

Systems

230 Systems Design 1 1

15

List title of each course taught in academic year. 16

List number of sections of each course taught in academic year 17

List number of sections appropriate for on- and off-campus.

Table II-A


Fall Semester, 2003

Faculty Name Major

Teaching

Discipline15

Course

Number

Course Title #

Sections16

On-Campus

Day Eve.

Off-Campus

Day Eve.17

Distance

Learning

Barbara Gatlin Admin. Office

Support



2 2

Admin. Office

Support

108 Word 2 2

Admin. Office

Support


Admin. Office

Support


Admin. Office

Support

209 Advanced Word 2 2

Management

Information

Systems

112 Intro. To Operating

Systems

3 1 2

Management

Information

Systems

160 Excel Spreadsheet

Applications

2 2

Management

Information

Systems

161 Advanced Excel

Spreadsheet Applications

1 1

Billy Hurst Management

Information

Systems

111 Introduction to Computers 3 3

Management

Information

Systems


Applications

1 1

Management

Information

Systems

161 Advanced Excel

Spreadsheet

1 1

15




Table II-A


Fall Semester, 2003

Faculty Name Major

Teaching

Discipline

Course

Number

Course Title # Sections On-Campus

Day Eve.

Off-Campus

Day Eve.

Distance

Learning

Terry Mullins Accounting 101 Prin. of Accounting I 4 2 1 1

Accounting 102 Prin. of Accounting II 1 1

Susan Osborne Health Information

Technology

101 Introduction to Medical

Records

2 1 1

Medical Office

Technology

101 Medical Terminology 1 1

Robert J. Phillips Management 213 Small Business

Management

1 1

Marketing 201 Salesmanship 1 1

Marketing 210 Retail Management 1 1

Emma Reynolds Admin. Office

Support

108 Word 2 1 1

Admin. Office

Support


Admin. Office

Support

273 Secretary Externship 1 1

Medical Office

Technology

101 Medical Terminology 2 1 1

Medical Office

Technology

203 Medical Office

Procedures

1 1

Max Tarpley Economics 201 Principles of Economics I 4 2 1 1

Economics 202 Principles of Economics

II

1 1

15




Table II-A


Fall Semester, 2003

Faculty Name Major

Teaching

Discipline15

Course

Number

Course Title #

Sections16

On-Campus

Day Eve.

Off-Campus

Day Eve.17

Distance

Learning

Rick Wilkerson Management

Information

Systems


Management

Information

Systems

220 Data Base Management 1 1

15




Table II-A



Faculty Name Major

Teaching

Discipline15

Course

Number

Course Title #

Sections16

On-Campus

Day Eve.

Off-Campus

Day Eve.17

Distance

Learning

Linda Ballard Accounting 101 Prin. Of Accounting I 1 1

Accounting 102 Prin. of Accounting II 2 1 1

Business 110 Intro. to Business 2 1 1

Gary Cutler Business 110 Intro. to Business 2 1 1

Business 201 Business Law I 1 1


Management 102 Human Relations 1 1

Ava Estes Admin. Office

Support



1 1

Admin. Office

Support


Admin. Office

Support


Admin. Office

Support


Admin. Office

Support

201 Professional Development 1 1

Admin. Office

Support

205 Records/Information

Management

1 1

Admin. Office

Support

221 Business/Office

Communications

2 1 1

15List title of each course taught in academic year.

16List number of sections of each course taught in academic year

17List number of sections appropriate for on- and off-campus.

Table II-A



Faculty Name Major

Teaching

Discipline15

Course

Number

Course Title #

Sections16

On-Campus

Day Eve.

Off-Campus

Day Eve.17

Distance

Learning

Brenda Fincher Management

Information

Systems


Management

Information

Systems

230 Systems Design 1 1

Management

Information

Systems

265 e-Commerce 1 1

Barbara Gatlin Admin. Office

Support



2 2

Admin. Office

Support

108 Word 2 2

Admin. Office

Support


Admin. Office

Support


Admin. Office

Support


Admin. Office

Support


Management

Information

Systems

112 Intro. To Operating

Systems

3 1 2

Management

Information

Systems


Applications

2 2

Management

Information

Systems

161 Advanced Excel

Spreadsheet Applications

2 2

15




Table II-A



Faculty Name Major

Teaching

Discipline15

Course

Number

Course Title #

Sections16

On-Campus

Day Eve.

Off-Campus

Day Eve.17

Distance

Learning

Billy Hurst Management

Information

Systems


Management

Information

Systems

161 Advanced Excel

Spreadsheet

2 1 1

Terry Mullins Accounting 101 Prin. of Accounting I 1 1

Accounting 102 Prin. of Accounting II 3 1 1 1

Accounting 221 Cost Accounting 1 1

Susan Osborne Medical Office

Technology

101 Medical Terminology 1 1

Robert J. Phillips Management 213 Small Business

Management

1 1

Business 291 Co-op Education Work

Experience I

1 1

Emma Reynolds Admin. Office

Support

108 Word 2 1 1

Admin. Office

Support


Admin. Office

Support

250 Desktop Publishing 1 1

Admin. Office

Support

271 Applied Office Externship 1 1

Medical Office

Technology

101 Medical Terminology 2 1 1

Medical Office

Technology

203 Medical Office

Procedures

1 1

15




Table II-A



Faculty Name Major

Teaching

Discipline15

Course

Number

Course Title #

Sections16

On-Campus

Day Eve.

Off-Campus

Day Eve.17

Distance

Learning

Max Tarpley Economics 201 Prin. of Economics I 1 1

Economics 202 Prin. of Economics II 4 2 1 1

Rick Wilkerson Management

Information

Systems


Management

Information

Systems


15




Table II-B

Part-Time Faculty Deployment

Fall Semester, 2003

Faculty Name Major

Teaching

Discipline18

Course

Number

Course Title #

Sections19

On-Campus

Day Eve.

Off-Campus

Day Eve.20

Distance

Learning

Gary Antrican Business 201 Business Law I 1 1

Todd Barber Admin. Office

Support

108 Word 1 1

Carliss Chastian Health Information

Technology

104 Fundamentals of Medical

Transcription

1 1

Health Information

Technology

105 Advanced Medical

Transcription I

1 1

Andrea Conley Health Information

Technology

254 Legal Aspects of Medical

Records

1 1


Information

Systems


Martha Drumwright Accounting 221 Cost Accounting 1 1

Business 110 Introduction to Business 1 1

Judy Hendrix Admin. Office

Support

108 Word 1 1

Management

Information

Systems


Dave Huntley Business 110 Introduction to Business 1 1

Steven Jacobs Management

Information

Systems



19List number of sections of each course taught in academic year.


Table II-B


Fall Semester, 2003

Faculty Name Major

Teaching

Discipline18

Course

Number

Course Title #

Sections19

On-Campus

Day Eve.

Off-Campus

Day Eve.20

Distance

Learning

Tom E. Johnson, Jr. Economics 201 Prin. of Economics I 1 1

Economics 202 Prin. of Economics II 1 1

Donna Kilburn Admin. Office

Support

110 PowerPoint 1 1

Management

Information

Systems


Applications

1 1


Information

Systems


Management 101 Introduction to

Management

1 1

Tina Morris Finance 101 Personal Finance 1 1

Marketing 101 Marketing I 1 1

Gregory Pillow Accounting 211 Income Tax Accounting 1 1

Accounting 101 Prin. of Accounting I 1 1

Rene Stanley Health Information

Technology


Transcription

1 1




Table II-B



Faculty Name Major

Teaching

Discipline18

Course

Number

Course Title #

Sections19

On-Campus

Day Eve.

Off-Campus

Day Eve.20

Distance

Learning

Gary Antrican Business 201 Business Law I 1 1

Carliss Chastain Health Information

Technology


Transcription

1 1

Health Information

Technology

105 Advanced Medical

Transcription II

1 1

Andrea Conley Health Information

Technology

101 Introduction to Medical

Records

1 1


Information

Systems


Administrative

Office Support

108 Word 1 1

Martha Drumwright Accounting 231 Intermediate Accounting I 1 1

Management 213 Small Business

Management

1 1

Judy Hendrix Administrative

Office Support

108 Word 1 1

Donna Kilburn Admin. Office

Support

110 PowerPoint 1 1

Management

Information

Systems


Applications

1 1




Table II-B



Faculty Name Major

Teaching

Discipline18

Course

Number

Course Title #

Sections19

On-Campus

Day Eve.

Off-Campus

Day Eve.20

Distance

Learning


Information

Systems


Management 101 Introduction to

Management

1 1

Tina Morris Finance 101 Personal Finance 1 1


Gregory Pillow Accounting 231 Intermediate Accounting I 1 1

Accounting 102 Prin. of Accounting II 1 1

Rene Stanley Health Information

Technology


Transcription

1 1

Charles Wooddy Management 101 Introduction to

Management

1 1





EXHIBIT G FACULTY LOAD

Standard: EXCELLENT TEACHING REQUIRES THAT A FULL-TIME FACULTY MEMBER SHOULD NOT BE EXPECTED TO HAVE TEACHING, COMMITTEE, ADVISING, OR OTHER ASSIGNMENTS WHICH EXCEED A NORMAL WORK WEEK AS DEFINED BY THE INSTITUTION PER ACADEMIC YEAR. THUS, EVIDENCE OF A FACULTY LOAD MANAGEMENT SYSTEM WHICH EMPHASIZES TEACHING EXCELLENCE AND SERVICE TO STUDENTS MUST BE PRESENT FOR FULL-TIME AND PART-TIME ADJUNCT PERSONNEL. SUCH A SYSTEM MAY NECESSITATE LIMITING TEACHING (CREDIT/SEMESTER/QUARTER) HOURS, STUDENT LOAD, NUMBER OF PREPARATIONS, AND OTHER RELATED FACTORS. IN ADDITION TO CONSIDERATION OF NORMAL TEACHING RESPONSIBILITIES, CONSIDERATION SHOULD BE GIVEN TO FACULTY MEMBERS WHO:

a. have significant administrative duties; b. are responsible for research activities; c. have program coordinating duties; d. have curriculum development responsibilities; or e. have distance learning, developmental, instructional, or coordinating activities.

THESE INDIVIDUALS SHOULD HAVE AN APPROPRIATE REDUCTION IN CLASSROOM TEACHING RESPONSIBILITIES. IF THE LOAD FOR FACULTY WHO UTILIZE ANY ALTERNATIVE METHODS OF INSTRUCTIONAL DELIVERY EXCEEDS THE NORMAL LOAD CONSIDERATIONS, THIS MUST BE EXPLAINED IN DETAIL FOR THE RATIONALE FOR SUCH DIFFERENCES. The primary responsibilities of Dyersburg State faculty are teaching and advising. The Division Dean considers the number of preparations and other duties or assignments a faculty member may have in scheduling teaching loads; however, the division dean may grant release time from teaching responsibilities as needed if approved by the President.

Workload Credit for On-Line Instruction

Faculty earn additional workload credit depending on the number of students enrolled in courses delivered over the Internet. A summary of how workload credit is determined follows:

On-Line Course Credit

Each full-time faculty member is required to teach 15 TLE per semester for an annual work requirement of 30 TLE. Release time is granted based on individual request and justification to the President. For those faculty teaching on-line, up to 50% of office time can be conducted from home. For example, a faculty member is teaching three traditional lecture courses and teaching two on-line classes. His/Her office hours would be reduced from 10 hours weekly to 6 hours weekly with the remaining office hours occurring at home. TLE credit for teaching on-line courses is based on enrollment as demonstrated in the table below.

On-Line 3 Semester Hour Courses

Course Enrollment Faculty TLE

0-39 3

40-49 4

50-59 5

60-69 6

70-79 7

Generally, internet course enrollments should not exceed 60 students per section.

Each faculty member listed in this self-study was a member of at least two college committees during the 2003-04 academic year and/or an active participant in the College’s self-study for the accreditation process for ACBSP. (See Table III-A.) As Table III-A illustrates, the College requires 30 hours on-campus plus an additional 7.5 hours of discretionary time for the normal work week. In addition to teaching and advising, full-time faculty responsibilities include curriculum and professional development and service to the college and community. All full-time faculty members taught full loads (30 semester hours) with the exception of the division dean, program coordinators and faculty members who were granted release time for various projects during the year.

Table III-A

FTE Faculty Load Calculations

Full-Time Faculty

2003-2004 Academic Year

Faculty Name

Qualifications Status (Doctorate,

Master, Professional or

Exception)

Total Hours

(Credit/Contact

Taught Per Academic Year)

FTE Teaching Load Per

Academic Year

Linda Ballard Master 30 1.00 (30 divided by 30)

Gary Cutler Master 30 1.00

Ava Estes Master 32.5 1.08

Brenda Fincher Master 30 1.00

Barbara Gatlin Exception 36 1.20

Billy Hurst Master 30 1.00

Terry Mullins Master 30 1.00

Robert J. Phillips Master 15 .50

Emma Reynolds Master 30 1.00

Max Tarpley Master 32 1.07

Rick Wilkerson Master 42 1.40

Total Full-Time FTE 11.25

Note: FTE faculty is measured by quarter/semester credit and/or contact hours, inclusive of all full- and part-time

faculty. Please specify your institution’s method of calculating FTE faculty per academic year. In the above

EXAMPLE, one FTE equals 30 semester credit hours of teaching.

Table III-B

FTE Faculty Load Calculations

Part-Time Faculty

2003-2004 Academic Year

Faculty Name

Qualifications Status (Doctorate,

Master, Professional or

Exception)

Total Hours

(Credit/Contact

Taught Per Academic Year)

FTE Teaching Load Per

Academic Year

Gary Antrican Doctorate 6 0.20 (6 divided by 30)

Todd Barber Exception 9 0.30

Tim Cousar Exception 15 0.50

Martha Drumwright Master 12 0.40

Judy Hendrix Exception 9 0.30

Dave Huntley Exception 3 0.10

Steven Jacobs Exception 3 0.10

Thomas E. Johnson, Jr. Doctorate 6 0.20

Donna Kilburn Exception 12 0.40

Shirley McGuire Master 15 0.50

Tina Morris Master 12 0.40

Gregory Pillow Master 12 0.40

Charles Wooddy Master 6 0.20

Total Part-Time FTE 4.0

Note: FTE faculty is measured by quarter/semester credit and/or contact hours, inclusive of all full- and part-time

faculty. Please specify your institution’s method of calculating FTE faculty per academic year. In the above Example,

one FTE equals 30 semester credit hours of teaching.

EXHIBIT H FACULTY EVALUATION

Standard: EACH INSTITUTION MUST HAVE A FORMAL SYSTEM OF FACULTY EVALUATION, CENTERED PRIMARILY ON THE TEACHING FUNCTION, TO BE USED IN MAKING PERSONNEL DECISIONS SUCH AS CONTINUATION OF CONTRACT, AND THE AWARDING OF TENURE AND/OR OF PROMOTION. ANY SPECIAL CRITERIA FOR THE EVALUATION OF FACULTY MEMBERS WHO USE ALTERNATIVE METHODS OF INSTRUCTIONAL DELIVERY MUST BE INCLUDED AND DESCRIBED IN DETAIL. Faculty evaluations are used by Dyersburg State to provide an assessment of faculty member’s performance for the evaluation period, to provide constructive feedback to faculty members that can be used in the development of a self-improvement plan, when appropriate, and to provide information for use in determining tenure, promotion, and retention. The formal evaluation procedure is outlined in Policy DSCC Policy 06:04:00: Faculty Evaluation System of Dyersburg State’s Policies and Procedures Manual, which is also available through the College Web site. A copy of the current faculty evaluation form is included in Attachment # 3. Student evaluations of faculty are conducted according to the following schedule:

Faculty Type Classes Evaluated

Adjunct Faculty One class each Fall Semester

Full-time Faculty Two classes each Fall Semester

Evaluation results of the classes are averaged. Students evaluate faculty regardless of course delivery means with the exception of online courses. An online evaluation instrument is in draft form and expected to be implemented for Fall 2005. Many faculty teaching online are using self-produced informal evaluation instruments until the formal instrument is implemented. A copy of the current student evaluation form and the draft on-line evaluation form are located in Attachment # 4.

Baldrige Item 7.4 – Faculty and Staff Results; During the 2003-04 self-study period, the Business & Technology department had 13 full-time faculty members, 15 adjunct faculty, and 2 full-time administrative assistants. Of the full-time faculty, two are minorities, seven are female and six are male. Adjunct faculty are composed of eight females and seven males. Faculty are evaluated by students each Fall semester in two classes selected by the faculty member. The results of these surveys are an integral part of the overall faculty evaluation system conducted by the division dean in January of each year. For the past three years the student evaluation results of business and technology faculty have been above the institutional average. During the past ten years two faculty have retired, two left for other positions, and one faculty member died. The extremely low turnover rates indicate the high levels of satisfaction by both faculty and staff.

EXHIBIT I FACULTY AND INSTRUCTIONAL DEVELOPMENT

Standard: EACH INSTITUTION (SCHOOL OR PROGRAM) MUST PROVIDE EVIDENCE OF ACTIVE PARTICIPATION IN A PLANNED SYSTEM OF FACULTY AND INSTRUCTIONAL DEVELOPMENT CONSISTENT WITH THE MISSION OF THE INSTITUTION. EVIDENCE OF DEVELOPMENTAL OPPORTUNITIES FOR FACULTY TO ACQUIRE SKILLS IN THE USE OF ALTERNATIVE METHODS OF INSTRUCTIONAL DELIVERY SHOULD BE THOROUGHLY DESCRIBED. Dyersburg State recognizes its faculty's need for continued professional growth and promotes development opportunities in a variety of ways. Support for faculty educational expenses is available through programs providing fee waivers and tuition reimbursement.

Dyersburg State Policies DSCC 06:07:00, 06:07:01, and Faculty/Staff Development Committee policies confirm the College's commitment to professional development as a measure of institutional effectiveness, outlines means of institutional support for development opportunities, and describes faculty responsibilities for managing their own professional growth and for utilizing internal and external development opportunities. The College has set a goal to increase participation in professional development activities over the course of the 2000-2005 planning period. Professional Development Faculty Funds Funds are budgeted for faculty to participate in conferences and workshops at least once every three years. Seven Hundred Fifty dollars per year per full-time faculty member is allocated. On average, between 30-40 faculty/staff per year travel to professional conferences in their respective fields or to workshops on advanced technologies for teaching and learning.

Internally, Dyersburg State offers training in a wide variety of technology applications. Between 25-50 training sessions are offered during the academic year, with new workshops developed annually based upon feedback from faculty and staff concerning their needs. In addition, one-on-one training sessions are provided to faculty by the WebCT trainer and by several representatives selected to provide technical assistance to their colleagues. The Tables in Exhibit K clearly indicates the opportunities and participation by Business & Technology faculty over the past several years. Summer Stipends For the past several years Dyersburg State has provided Summer Stipends to faculty for development of additional on-line courses. Numerous courses (8-10) have been developed in the past two years through this program. In addition, faculty are encouraged to do one or more of the following:

Have an annual plan of personal/professional growth

Hold membership in professional organizations and/or participate in activities sponsored by these groups

Participate in DSCC in-service program activities

DSCC Policy DSCC 06:07:00 offers several programs and provides funds for faculty members to further their formal education by taking one course per semester free of charge at any TBR or UT institution. The programs are:

Faculty or Administrative/Professional Staff Grant-in-Aid Program

Faculty or Administrative/Professional Staff Tuition or Maintenance Fee Reimbursement Program

Employee Audit Program

Fee Waiver for TBR/UT System Employees

Desegregation Development Programs

The Dean of the Business and Technology Division is responsible for overseeing these activities and encouraging faculty to attend professional development workshops, request funds and leave to participate in major conferences, workshops or similar activities. Faculty activities included a national conference, workshops, on-line courses and certification classes. Activities listed in Exhibit K varied widely in scope and cost. Each year the College provides fall and spring in-service activities for all full-time faculty. Adjunct faculty in-service activities are held at the beginning of each semester. Opportunities to participate in computer training workshops using alternative methods of instructional delivery are available to faculty. WebCT and Respondus training are available to faculty. Numerous business faculty have attended this training.

EXHIBIT J FACULTY OPERATIONAL POLICIES, PROCEDURES, AND PRACTICES

Standard: EACH INSTITUTION (SCHOOL OR PROGRAM) SHOULD DEVELOP A WRITTEN SYSTEM OF POLICIES, PROCEDURES, AND PRACTICES FOR THE MANAGEMENT AND PROFESSIONAL GROWTH OF FACULTY MEMBERS INCLUDING:

a. Faculty development- eligibility opportunities b. Tenure/promotion policies c. Evaluation procedures criteria d. Workload policies, including overload e. Service policies f. Professional activities g. Scholarly publications

Dyersburg State Community College policies can be found in our DSCC Policy and Procedures Manual, the Adjunct Faculty Handbook, Faculty Handbook or on our website http://www.dscc.edu. The following addresses the faculty operational policies and procedures. A copy of each of the below policies will be available in the Resource Room.

DSCC POLICY 03:25:00 POLICY ON FACULTY DEVELOPMENT This policy outlines various development programs available to faculty.

DSCC POLICY 06:02:00 ACADEMIC FREEDOM, RESPONSIBILITY, AND TENURE This policy provides guidance on TBR and institutional policies on academic freedom, responsibility, and tenure.

DSCC POLICY 06:01:01 GUIDELINES FOR FACULTY Faculty duties, instructional and non-instructional responsibilities as well as workload requirements are outlined in this document.

DSCC POLICY 06:04:00 FACULTY EVALUATION AND PROMOTION This policy provides the College’s concept of the evaluation system for full-time faculty and publishes implementing procedures.

ADJUNCT FACULTY HANDBOOK The orientation, evaluation and supervision of adjunct faculty is described in the policy.

Baldrige Item 5.3 – Faculty and Staff Well-Being and Satisfaction The Business & Technology Division is composed of a small group of thirty-five individuals who interact on a daily basis. The location of faculty offices adjacent to the division office promotes frequent contact, and communication between all individuals is excellent. The low turnover rates mentioned in Exhibit H are a clear indication that faculty/staff are well satisfied with the working environment at Dyersburg State and with their co-workers. A copy of the current Faculty Policies and Procedures manual is located on the DSCC website and a hard copy will be provided in the visiting team room.

http://www.dscc.edu/

EXHIBIT K SCHOLARLY AND PROFESSIONAL ACTIVITIES

Standard: ALL FACULTY MEMBERS SHOULD BE INVOLVED IN ACTIVITIES THAT ENHANCE THE DEPTH, SCOPE, AND INTEGRITY OF THEIR KNOWLEDGE AND THAT OF THEIR DISCIPLINE AS WELL AS THE EFFECTIVENESS OF THEIR TEACHING CLASSROOM TEACHING.

Many of the Business and Technology Division faculty members were active in professional development during 2003. The following table summarizes these activities:

Faculty Member Memberships in Professional

Organizations Professional Development

Activities

Linda Ballard American Institute of Certified Public Accountants Tennessee Society of Certified Public Accountants

TSCPA – Memphis, Monthly

meetings

TSCPA – Brentwood, July 13,

2004 – CPA’s as Educators

Accounting Academy

Gary Cutler None Attended Respondus and WebCT training

Ava Estes Delta Kappa Gamma

West Tennessee Business Education Association

National Business Education Association

Southern Business Education Association

American Association of Women in Community Colleges

Tennessee Business Association Annual Conference

Southern Business Education Association Conference

West Star

Brenda Fincher American Association of Women in Community Colleges

Instructional Technology Conference

Live to Learn Conference

Barbara Gatlin

American Association of Women in Community Colleges Dyersburg State Alumni Association

WebCT and Respondus Workshop

Billy Hurst None Course Technology Annual Conference

Terry Mullins Institute of Management Accounting

30 Hours of Continuing Education per year.

Robert Phillips

League for Innovation

American Association of Community Colleges

ACBSP National Conference

Syllabus Conference

Innovations Conference

Emma Reynolds

Red Cross Board of Directors, Chair

NW Tennessee Economic Development Council

West Tennessee Business Education Association

Delta Sigma Theta

National Business Education Association

Southern Business Education Association

NISOD

West Star Working Women’s Committee

West Tennessee Business Association Meetings

Max Tarpley American Society for Quality Control Tennessee Economic Association

WebCT and Respondus Training

Rick Wilkerson

Association for Computing Machinery Association for Computing Machinery Southeast Chapter

Course Technology National Convention ACM Mid-SE Chapter’s fall conference, served as Judge on Master’s Papers, escorted two students

EXHIBIT L PROFESSIONAL COMPONENT

Standard: AT LEAST 25 PERCENT OF THE BUSINESS CURRICULUM MUST CONSIST OF A PROFESSIONAL COMPONENT INCLUDING FOUR OF THE FOLLOWING AREAS OF STUDY:

a. accounting b. computer information applications c. quantitative methods of analysis d. principles of economics e. business in society – the international environment, legal/political environment, and ethical

business behavior f. marketing g. entrepreneurship/free enterprise h. finance i. management

Table IV identifies a curriculum summary of each program included in the self-study and the courses that fulfill the threshold standards for the professional component. Courses listed in this section are introductory courses determined by the faculty as appropriate courses for the program majors in which to build a solid and basic foundation. All of the programs included in the self-study exceed the 25 percent professional component threshold standard set by ACBSP.

Table IV Curriculum Summary

NAME OF PROGRAM – A.S. University Parallel – Business Concentration

Total Number of Hours for Degree 67

List Courses appropriate for each area.

Professional Component Areas of Study

BUS 110 - Intro. to Business 1,5,6,7,8,9

ACC 101 – Accounting I 1,3,4,5,7,8,9

ACC 102 - Accounting II 1,3,4,5,7,8,9

ECO 201 – Macroeconomics 3,4,5,7,8,9

ECO 202 – Microeconomics 3,4,5,7,8,9

MIS 111 – Intro to Computers 1,2,3,5,7,8

Area total credit hours 21 % of total program hours 31%

General Education Educational Goal Area

ENGL1010 – English Composition I 1

ENGL1020 – English Composition II 1

ENGL2310 – World Literature I 3,10

ENGL 2320 – World Literature II 3,10

HIST 2010 – American History I 2,8,10

HIST 2020 – American History II 2,8,10

Natural Science Sequence 6

MATH 1710 – College Algebra 8

Area total credits 29 % of total program hours 43%

Business Major

MATH 1530 – Elem. Prob. & Stats

MATH 1830 – Elementary Calculus

PSY 110 – Psychology I

PSY 120 Psychology II

Or

SOC 201 – Sociology

SOC 203 – Social Problems

SPE 231 – Speech 1

PHED Electives Area total credits 17 % of total program hours 25%


NAME OF PROGRAM – A.A.S. Business Related Technology– Accounting Concentration




BUS 110 – Intro. to Business 1,5,6,7,8,9

ACC 101 – Accounting I 1,3,4,5,7,8,9

ACC 102 -- Accounting II 1,3,4,5,7,8,9

ACC 211 – Income Tax Accounting 1,3,4,5,7,8,9

ACC 221 – Cost Accounting 1,3,4,5,7,8,9

ACC 231 – Intermediate Accounting 1,3,4,5,7,8,9

FIN 101 – Personal Finance 1,3,4,5,6,7,8,9




HUMANITIES ELECTIVE 3

ECO 201 – Macroeconomics 5,8,10

MIS 111 – Intro. to Computers 6,7

MATH 1530 – Elem. Prob. & Stats 8




Business Major

MIS 160 – Excel Spreadsheets

AOS 108 – Word

AOS 221 – Business & Office Communications

BUS 201 – Business Law

Career Electives (2)

General Elective

MIS 161 – Advanced Excel Spreadsheets



NAME OF PROGRAM – A.A.S. Business Related Technology– Administrative Office Support Concentration

Total Number of Hours for Degree 70(71)



AOS 103- Office & Machine Procedures 2

AOS 108 – Word 2

AOS 122 – Keyboarding II 2

AOS 123 – Keyboarding III 2

ACC 101 – Accounting I 1,8

AOS 201 – Professional Development 1,2,3,5,7

AOS 205 – Records & information Management 1,2,3,9

AOS 221 – Business & Office Communications 5,7,9

AOS 239 – Administrative Office Management 2,3,5,7,9

AOS 209 – Advanced Word 2






MIS 111 – Intro to Computers 6,7



Math or Science Elective


Business Major – Administrative Office Emphasis

BUS 201 – Business Law I

AOS Elective

AOS 205 – Office Programming Suite

AOS 250 – Desk Top Publishing

AOS 271 – Applied Office Externship


Business Major – Legal Office Emphasis


BUS 202 – Business Law II





Business Major – Medical Office Emphasis

MOT 101 – Medical Terminology

MOT 203 – Medical Office & Insurance Procedures

HIT 105 – Advanced Medical Transcription

HIT 254 – Legal Aspects of Medical Records



Business Major – Information Specialist Emphasis

MIS 160 – Excel Spreadsheet

MIS 220 – Database Management


AOS 250 – Desktop Publishing




NAME OF PROGRAM – A.A.S. Business Related Technology– Business Administration Concentration




ACC 101 - Accounting I 1,3,4,5,7,8,9

ACC 102 – Accounting II 1,3,4,5,7,8,9

AOS 108 – Word 2

BUS 110 – Intro to Business 1,5,6,7,8,9

BUS 201 – Business Law 1,3,5,7,8


ECO 202 - Microeconomics 3,4,5,7,8,9

MGT 101 – Intro to Management 4,5,6,7,8,9






MATH1710 – College Algebra 8


Math or Science Elective 6


Business Major



FIN 101 – Personal Finance

MGT 102 – Human Relations

MGT 213 – Small Business Management

MKT 101 – Marketing


General Elective



NAME OF PROGRAM – A.A.S. Business Related Technology– Management Concentration




ACC 101 - Accounting I 1,3,4,5,7,8,9


AOS 108 – Word 2


BUS 201 – Business Law I 1,3,5,7,8












Area total credits 18(19) % of total program hours 28%

Business Major




General Elective


Baldrige Item 6.1 – Education Design and Delivery Processes: The curriculum in all Business programs at Dyersburg State is determined through employer needs, state requirements, and traditionally accepted educational competencies. The Business curriculum is reviewed annually by advisory committees composed of business figures from throughout our service area. Discussions on possible changes to curriculum are based on input from the users of our graduates and changes are implemented as required. Several years ago an additional writing course was added to enhance graduate writing skills. Changes to curriculum are reviewed by instructors in the subject area and related fields, the Dean of Business and Technology, and they are submitted to the Instructional Committee. All changes are discussed at length, and once approved they are submitted to the Vice President for the College and the President for final approval. Due to the fact that many of our courses will transfer to four-year institutions, coordination with those institutions on matters of articulation are conducted at least annually and often more frequently if necessary. Faculty are encouraged to use a variety of teaching methods to target varied learning styles. All faculty have been trained on learning styles and the best methods of teaching to those styles. Frequent workshops and conference speakers have addressed these issues in the past three years. All new faculty are required to incorporate the use of technology in the classroom. It is part of all new faculty contracts. Extensive evaluation is performed on student results each semester. Courses are measured on completion rates and retention. On-line student studies are accomplished every Fall semester. Reports on student results at four-year institutions are provided to compare the accomplishments of our students with those of other community colleges. Employer and alumni surveys are conducted to measure the value of the DSCC education to employers and to graduates. This data is shared throughout the college and discussed at length in various committees and used for quality improvement.

EXHIBIT M GENERAL EDUCATION REQUIREMENT

Standard: EXCELLENCE IN BUSINESS EDUCATION REQUIRES A FOUNDATION IN GENERAL EDUCATION. FOR ACCREDITATION, THEREFORE, GENERAL EDUCATION MUST INCLUDE NO FEWER THAN 25 PERCENT OF THE CREDITS REQUIRED FOR THE ASSOCIATE DEGREE AND MUST CONSIST OF COURSES WHICH CONTRIBUTE TO THE FOLLOWING GOALS:

a. written, interpretive, and oral facility with the English language b. a historical perspective c. an understanding of the role of the humanities in human experience d. a personal ethical foundation e. an understanding of social institutions and the obligations of citizenship f. knowledge of science and it applications g. an understanding of contemporary technology h. an understanding of the principles as well as the investigative strategies of the social

sciences i. an appreciation of the fine and performing arts j. a global perspective

As indicated in Table IV, the general education requirements for each program included in the self-study meet the threshold standard. Determination of the appropriate courses to include in the degrees are based on the requirements of the Tennessee Board of Regents, input from advisory committees, program review findings, and review of general education requirements within the State of Tennessee and the United States.







ACC 101 – Accounting I 1,3,4,5,7,8,9
















Business Major





Or











ACC 101 – Accounting I 1,3,4,5,7,8,9
















Business Major


AOS 108 – Word




General Elective









AOS 108 – Word 2





















AOS Elective



















ACC 101 - Accounting I 1,3,4,5,7,8,9


AOS 108 – Word 2















Business Major








General Elective







ACC 101 - Accounting I 1,3,4,5,7,8,9


AOS 108 – Word 2















Business Major




General Elective


EXHIBIT N BUSINESS MAJOR REQUIREMENTS

Standard: PROGRAMS THAT LEAD TO AN ASSOCIATE DEGREE IN BUSINESS SHOULD BE ABLE TO DEMONSTRATE THAT THE PROGRAMS INCLUDE APPROPRIATE COURSES TO PREPARE STUDENTS FOR TRANSFER OR EMPLOYMENT. AT LEAST 25 PERCENT OF THE COURSES FOR THE ASSOCIATE DEGREE BEYOND THE PROFESSIONAL COMPONENT MUST BE DEVOTED TO COURSES APPROPRIATE TO THE STUDENT’S BUSINESS MAJOR. The business major requirements are outlined in Table IV for each program included in the self-study. These courses were carefully selected by the faculty to build on the introductory courses listed in the professional component category. The appropriateness of these courses was determined in part by the following:

knowledge of the faculty within the Division

feedback from the Advisory Committee

feedback from Employer Satisfaction Surveys

feedback from Alumni Surveys

feedback from students currently working in the community

comparison of course offerings with area community colleges and universities

All of the programs included in the self-study exceed the 25 percent business major threshold standard set by ACBSP as indicated by Table IV on the following pages.







ACC 101 – Accounting I 1,3,4,5,7,8,9
















Business Major





Or











ACC 101 – Accounting I 1,3,4,5,7,8,9
















Business Major


AOS 108 – Word




General Elective









AOS 108 – Word 2





















AOS Elective



















ACC 101 - Accounting I 1,3,4,5,7,8,9


AOS 108 – Word 2















Business Major








General Elective







ACC 101 - Accounting I 1,3,4,5,7,8,9


AOS 108 – Word 2















Business Major




General Elective


EXHIBIT O MINIMUM GRADE REQUIREMENTS

Standard: A MINIMUM GRADE AVERAGE OF “C” MUST BE ACHIEVED FOR GRADUATION BY BUSINESS STUDENTS IN THEIR ASSOCIATE DEGREE PROGRAM IN BUSINESS. As indicated on page 63 of the current College Catalog, The student who is working toward the Associate of Science or Associate of Applied Science degree must maintain the following cumulative Quality Point Average (QPA) as determined by the number of quality hours that the student accrues. The minimum quality point average required to earn the associate degree is 2.00 in college-level courses. A student who fails during any term to attain a cumulative quality point average at or above the level indicated below for the credit hours attempted will be placed on academic probation for the subsequent term. Quality Hours Quality Point Average 0-14 - 14.1-26.0 1.00 26.1-40.0 1.40 40.1-48.0 1.70 48.1-56.0 1.90 56.1-above 2.00 The graduation analyst processes all applications for graduation. Only after a thorough review and audit of the student’s record and GPA is the applicant approved for graduation and the degree posted.

EXHIBIT P PROGRAM ACCESS, FLEXIBILITY, AND ASSESSMENT

Standard: EACH INSTITUTION MUST HAVE A VALIDATED MEANS OF ASSESSING STUDENT ABILITY FOR REMEDIAL/DEVELOPMENTAL OR ADVANCED STANDING THROUGH COURSES OR SYSTEMS THAT ASSIST STUDENTS TO IMPROVE DEMONSTRABLE DEFICIENCIES, A VALIDATED MEANS OF DEMONSTRATING THE REMEDIATION OF ASSESSED DEFICIENCES, AND PROVISION FOR ADVANCED PLACEMENT WHEN APPLICABLE. The 2003-04 Dyersburg State catalog states the following admission criteria on pages 16-20: Dyersburg State Community College admits graduates of high schools or applicants with an average standard score of 45 or above on the GED* or applicants who have received an American Council on Education (ACE) external diploma awarded by a high school. Students who graduated from high school in 1989 or thereafter** and students who earned the GED in 1989 or thereafter and plan to transfer to a baccalaureate degree-granting institution must have completed the requirements listed below or remove any deficiencies with college credit (elective credit only)*** before receiving an associate degree from Dyersburg State. Courses taken to remove high school unit deficiencies apply toward elective credit only and will not meet any course-specific graduation requirement. *A minimum score of 40 on each GED subscore is also required. **Requirements differ for those students who have earned the GED. ***Courses taken to remove high school unit deficiencies must be completed with a grade of “C” or higher. Required High Subject Area School Units English 4 Visual and/or Performing Arts, 1 including a survey course or participation in one or more of the arts (music, theatre, visual arts) Algebra I and II 2 Geometry or other advanced math course with geometry as a major component 1 Natural/Physical Sciences, 2 including at least one unit, with lab, or biology, chemistry, or physics Social Studies, 1 including World History, World Geography, Ancient History, European History, or Modern History. United States History 1 A single Foreign Language 2 Testing Requirements Developmental Studies and Assessment To be successful in college, the student must register for only those courses for which he/she is adequately prepared. In order to determine student preparedness of students 21 and over, the ACT Computerized Placement Assessment and Support System is administered.

(1) For students under the age of 21, ACT scores determine preparedness. Students scoring 18 and below on the English, mathematics, or reading portions of the ACT will be required to enroll in the Developmental Studies Program. (2) Students scoring 19 or above may enroll in college-level English and mathematics courses. The ACT COMPASS measures competency in reading, writing, and mathematics. The results of the ACT COMPASS, transcripts of high school and college work attempted, and other relevant information gathered at the time of assessment assist in determining the courses in which a student enrolls. An applicant scoring less than the prescribed level on the ACT COMPASS will be placed in courses designed to enhance the likelihood of success in the chosen program of study. Students enrolled in developmental courses may not register for courses for which their deficiency is a prerequisite unless the Director of the Developmental Program grants approval. Students who fail, drop, or withdraw from a required developmental course will be subject to the same registration restrictions at each subsequent registration until the deficiency is removed. ACT Scores An official copy of ACT scores is required for all first-time degree-seeking or academic certificate-seeking students under the age of 21. ACT scores may be used only if the ACT scores are no older than three years. Official SAT scores may be accepted in lieu of ACT scores for admission; scores received on Work Keys, however, cannot be used in the place of ACT scores. Selective Service Registration Chapter 759 of the Tennessee Public Acts of 1984 requires that all male students of the age of eighteen or above must be registered with the Selective Service before enrolling in any state postsecondary school. In compliance with this act, Dyersburg State requires all male students to complete the application for admission that specifies the Selective Service status. Applications for Admission are available in the Office of Admissions and Records and at the off-campus centers in Gibson County and Tipton County. I. Requirements for Regular Admission Regular admission as a candidate for an associate degree or academic certificate will be granted to applicants who follow the procedures and meet the requirements under one of the following sub-categories: A. High School Graduate (with no previous college work) 1. Submission of a completed application for admission. 2. Payment of a $10.00 non-refundable application fee. 3. Submission of an official copy of a high school transcript verifying the date of graduation. 4. Transcripts of applicants who graduated from Tennessee public high schools in 1983 or after must include a transcript entry stating that a passing score was made on the proficiency test battery. If applicants have not passed the required proficiency test battery, they must submit an official GED score indicating a composite score of 45 (prior to January, 2002) or 450 (effective January, 2002) or above before being considered for Regular admission.

5. Submission of an official ACT score if the high school graduate is under the age of 21. 6. For first time degree-seeking students under the age of 21 and first time students

under the age of 21 who are seeking an academic certificate, course placement will be determined by ACT scores. If ACT scores are older than three years, the student will

be required to take the Computerized Placement Assessment and Support System test (COMPASS). First time students who are 21 years of age or older and are degree-seeking or seeking an academic certificate will be subject to taking the Computerized Placement Assessment and Support System test (COMPASS). B. GED Recipient 1. Submission of a completed application for admission. 2. Payment of a $10.00 non-refundable application fee. 3. Submission of an official copy of GED test results indicating an average standard score of 45 or above and a minimum score of 40 on each GED subscore. For GED tests taken in January, 2002 or thereafter, an average standard score of 450 or above and a minimum score of 410 on each GED subscore are required. 4. Submission of an official ACT score if the GED recipient is under 21. 5. For GED recipients under the age of 21 who are degree-seeking or who are seeking an academic certificate, course placement will be determined by ACT scores. If ACT scores are older than three years, the student will be required to take the Computerized Placement Assessment and Support System test (COMPASS). GED recipients who are 21 years of age or older and are degree-seeking or seeking an academic certificate will be subject to taking the Computerized Placement Assessment and Support System test (COMPASS). C. American Council on Education (ACE) External Degree Recipient 1. Submission of a completed application for admission. 2. Payment of a $10.00 non-refundable application fee. 3. Submission of an official copy of an American Council on Education (ACE) External Diploma awarded by a high school. 4. Submission of an official ACT score if the applicant is under 21.

5. For External Degree recipients under the age of 21 who are degree-seeking or who are seeking an academic certificate, course placement will be determined by ACT scores. If ACT scores are older than three years, the student will be required to take the Computerized Placement Assessment and Support System test (COMPASS). External Degree recipients who are 21 years of age or older and are degree-seeking or seeking an academic certificate will be subject to taking the Computerized Placement Assessment and Support System test (COMPASS).

D. Transfer Students A student who is transferring to Dyersburg State Community College to earn credit for an associate degree or academic certificate from Dyersburg State Community College must follow these procedures: 1. Submission of a completed application for admission. 2. Payment of a $10.00 non-refundable application fee. 3. Submission of an official copy of high school transcript verifying the date of graduation. (This requirement is necessary to determine compliance with the 1989 Admission Requirements).

4. Submission of official copies of transcripts from each college or university attended.

5. Concealment of previous college or university attendance may be cause for rejection, cancellation of admission, or dismissal of the student.

Course placement for Transfer students will be based on the following: (1) Transfer students who have completed a college-level English and mathematics course with a grade of “C” or higher will be placed in all college-level courses. (2) For Transfer students who do not meet the first criterion and are under the age of 21,

course placement will be determined by ACT scores. If ACT scores are older than three years, the student will be subject to the Computerized Placement Assessment and Support System test (COMPASS).

(3) Completion of the appropriate portion(s) of the Computerized Placement Assessment and Support System test (COMPASS) for students whose ACT scores are older than

three years and for students who are 21 years of age or older is required. COMPASS scores must indicate college-level readiness in mathematics and English.

NOTE: Only ACT scores less than three years old as of the first day of the first term of enrollment will be used to determine exemption status. E. International Students Dyersburg State Community College believes that the presence of international students on campus will enrich the educational environment of all students. Therefore, the College is authorized under federal law to enroll nonimmigrant, alien students on “F-1” and “J-1” student visas. Applicants must file complete credentials before July 1 for fall admission; November 1 for spring admission; or March 1 for summer admission. Complete credentials include all the documents listed below: 1. Submission of a completed application for admission. 2. Payment of a $10.00 non-refundable application fee. 3. Submission of a certified or notarized copy of authenticated academic records in English translation. These records should describe the courses of instruction in terms of years spent in school and the type of subject matter covered, with grades earned in each subject. The educational level attained must be comparable to a high school diploma in the United States. 4. Submission of an official transcript from each college or university that the international applicant has attended. 5. If the international applicant is under 21 years of age, an official copy of his/her ACT scores is required. 6. All international applicants whose native language is not English are required to take the Test of English as a Foreign Language (TOEFL). A minimum score of 133 on the computer-based TOEFL or 450 on the paper-based TOEFL is required. Official TOEFL scores must be submitted. 7. International applicants must show evidence of financial capability. Applicants must provide a statement indicating who will provide funds for the applicant’s educational and living expenses while he/she is enrolled at Dyersburg State. 8. International applicants should submit a certificate from a licensed physician or other

qualified medical authority verifying freedom from tuberculosis within thirty days from the first day of classes. Failure to furnish such a certificate shall result in denial of further enrollment or admission. In the event that the applicant either has tuberculosis or has potential tuberculosis requiring medical treatment, continued enrollment will be contingent upon the determination by a licensed physician that further enrollment does not present a risk to others and upon the applicant’s compliance with any prescribed medical treatment program. All international

students born after January 1957 must provide evidence of having received two doses of the Measles, Mumps, and Rubella (MMR) vaccine. Exceptions are made for students who are pregnant or allergic to the vaccine.

9. International students must become familiar with the regulations of the Immigration and Naturalization Service and assume responsibility for complying with these regulations. 10. International students will be subject to same policies for determining course placement as are High School Graduates (1.A.) or Transfer Students (1.D.).

11. All foreign non-immigrant students are required to have hospitalization insurance. 12. prior to completing registration. Students can either provide proof of adequate

coverage or purchase coverage through the College, as provided by a private contractor.

Flexibility in Curriculum and Electives

As a state accredited two-year community college under the governance of TBR, Dyersburg State

offers a full range of liberal arts and technical courses from which students may choose as

electives. Elective courses may be taken from the following discipline categories in general

education:

Art Economics

Foreign Languages History

Music Political Science

Philosophy Psychology

Theatre Literature

Sociology Chemistry

Biology

Physics

Course descriptions are located on pages 132 through 160 in DSCC’s catalog. All degree programs require either technical or general electives. Electives which are not specified in the course of study may be selected from any college level course.

Advanced Placement

Dyersburg State offers course credit for successful completion of Advanced Placement examinations administered by the College Entrance Examination Board to high school students. Course credit will be granted to students presenting Advanced Placement examination grades of three or higher.

Credit by Departmental Examination

Students who have achieved competence equivalent to that offered in a course of instruction at Dyersburg State through on-the-job training, previous instruction, or other methods may receive credit by challenge examination. To receive credit by examination a student must: 1. Be admitted to Dyersburg State Community College. 2. Make application with the Dean of the Division responsible for the course during the semester before credit is to be given, in any case, no later than the last day of regular registration (not late registration) as listed in the Dyersburg State catalog.

Note: Some programs at Dyersburg State are not eligible for credit under this policy. The Dean of the Division will notify the applicant when this is the case. 3. The student must demonstrate completion of all course prerequisites. 4. If the Dean of the Division is satisfied that the student has a reasonable chance to be successful on the examination, an examination of the course will be scheduled not later than the first week of classes. 5. The student will be required to pay the appropriate fee for the challenge examination before testing. 6. The Dean of the Division or someone designated by the Dean will administer the examination at the scheduled time. The examination will be scored that day. The score will be “Pass” or “Fail”. 7. The Dean of the Division will indicate the score of the examination on the application and forward the application to the Office of Admissions and Records. If the score on the examination is “Pass”, the student will be given credit for the course. If the score is “Fail”, a notation of having taken the test will be posted to the student’s record. 8. If a student makes a score of “Fail” on a challenge examination, the student may add the course to his schedule without paying an add fee if there is an opening in any section of that course and if the add form is completed before the deadline for completing the form. Any maintenance fee due for the course must be paid. Students must complete 12 college level credits prior to having credit by examination credits placed on their transcripts. Prior to completing 12 credits, students may have the credits earned by examination placed in escrow. Challenge examinations may not be taken in the elementary level of a field in which the student has received credit for advanced work. A student may challenge a course only one time, and a challenge may not be used to remove any grade previously recorded.

CLEP General and CLEP Subject area Examinations A student may earn credit for college course material through the College Level Examination Program (CLEP). To receive credit for a CLEP exam, a student must attain a score equivalent to “C” as established by CLEP requirements. Official CLEP scores from Educational Testing Service must be submitted to the Office of Admissions & Records before credit can be awarded. The exams are not given at Dyersburg State locations.

Course Credits for Passing the CPS Examination

Persons passing the Certified Professional Secretary examination will be granted 16 hours of credit

at Dyersburg State for the following courses:

AOS 122 Keyboarding II (3 credits)

AOS 123 Keyboarding III (3 credits)

AOS 221 Business & Office Communications (3 credits)

ACC 101 Principles of Accounting I (3 credits)

BUS 201 Business Law I (3 credits)

MGT 101 Intro. to Management (3 credits)

MGT 102 Human Relations (3 credits)

AOS 205 Records & Information Management (3 credits)

ECO 201 Principles of Economics I (3 credits)

AOS 239 Administrative Office Management (3 credits)

A student desiring to receive credit for the CPS exam should request that his/her test scores or pass/fail results of the exam be sent from the Professional Secretaries International (PSI) directly to the Office of Admissions and Records. The student should then contact the Dean of the Division of Business and Technology for a determination of specific course credit to be awarded. A written verification of the credit to be awarded should be sent to the Office of Admissions and Records. The specified courses will then be posted to the DSCC transcript; the student will receive a grade of Proficiency (PR) for each course recommended by the Dean. The student will receive earned hours but no quality points; therefore, the awarding of this credit will not affect the student’s grade point average.

Military Credit

Military credit will be awarded in physical education (2 semester hours)

Credit for Experiential Learning

A student who receives permission in advance from the dean of the academic division from which credit is desired may request up to 24 semester hours of college credit through the portfolio process using Council for Adult and Experiential Learning (CAEL) guidelines. Eligibility for credit under this policy requires that the student must have completed all developmental studies and developmental requirements and 12 semester hours of college level classes with a grade point average of 2.0 or higher. A non-refundable fee per semester hour requested (subject to TBR approval) must be paid to the Business Office prior to the assessment process.

Tech Prep

Tech Prep is an opportunity available to recent high school graduates (within 2 years of graduation) to receive credit and/or advanced placement at the post-secondary level for courses completed while in high school. The student must meet the following criteria to be a Tech Prep student: 1. Completed the Technical or Dual Pathway while in high school. 2. Completed three (3) high school courses in the same technical/vocational area of study and one (1) related course. The area of study must have a formal articulation agreement in place.

3. Official copy of high school transcript WITH student’s six year plan attached must be sent to both the Office of Admissions and Records and the Tech Prep office.

High school guidance offices and the Tech Prep office have listings and requirements of all available articulation agreements and eligible programs of study. To apply for Tech Prep articulated credit, students must follow the procedure below: 1) Meet the above requirements. 2) Complete a Tech Prep articulation application and have it sent to the Tech Prep Office for processing. Tech Prep articulation applications are available in high school guidance offices or the Tech Prep office located at Dyersburg State. Once these steps have been completed, the student will be contacted by a Dyersburg State Community College representative to complete any further application process requirements. There is no charge for eligible coursework credit received and/or advanced placement at the post-secondary level for eligible Tech Prep students.

Articulation between Tennessee Technology Centers and Dyersburg State

Students enrolled at Tennessee Technology Centers at Covington, Ripley, and Newbern may also articulate courses to Dyersburg State. Students who earn a diploma from one of the centers may be eligible to receive up to 30 credits when they enroll in accordance with existing articulation agreements.

Credit for Tennessee Law Enforcement/Corrections Academy

All Tennessee Law Enforcement/Corrections officers are required to complete an extensive training program at the Tennessee Law Enforcement Training Academy or the Tennessee Correction Academy. Students enrolled at Dyersburg State Community College who have completed specific training programs at these academies may be granted nine credit hours as listed below: Students completing the prescribed training in 1991 or thereafter at the Tennessee Correction Academy may receive the following credit: JST 101 - Introduction to Criminal Justice, JST 121 - Defensive Tactics, and three elective credit hours. Students completing the prescribed training in 1989 or thereafter at the Tennessee Law Enforcement Training Academy may receive the following credit: JST 101 - Introduction to Criminal Justice and six hours of JST elective credit. This credit may be awarded once the student has completed a minimum of twelve college-level credit hours at Dyersburg State Community College. Students who want to receive this credit must submit an Academy diploma or certificate to the Office of Admissions and Records. The diploma or certificate must indicate the date training was completed since restrictions do apply.

Residency Requirements

Students are classified as resident or non-resident for the purpose of assessing fees and tuition. The definition of residency is determined by the Tennessee Board of Regents, and decisions concerning a resident’s classification are made in the Office of Admissions and Records.

Criteria for Accepting Transfer Credit

The following policies and procedures govern the credit that will be granted by Dyersburg State Community College for courses completed at other colleges and universities: 1. Official transcripts of credits attempted from all institutions of higher education must be sent to the Dyersburg State Office of Admissions and Records at the time of application. 2. Credit may be granted for courses completed at other institutions of higher education.

Decisions concerning the acceptance of transfer work will be determined by the following factors: (a) the educational quality of the institution from which the student transfers; (b) the comparability of the nature, content, or level of credit earned to that offered by Dyersburg State Community College; and (c) the appropriateness and applicability of credit earned to the programs offered by Dyersburg State Community College.

3. All college-level courses attempted at comparable institutions will be posted on the Dyersburg State transcript; however, grades and quality points will not be calculated in the Dyersburg State grade point average.

4. College-level courses completed with a grade of “C” or higher at comparable institutions will be posted on the academic record as earned hours only. Grades and quality points will not be calculated in the Dyersburg State grade point average.

5. Developmental Studies courses completed with a grade of “C” or higher at other Tennessee Board of Regents institutions will be posted on the academic record as earned hours only. Grades and quality points will not be calculated in the Dyersburg State grade point average.

6. It is the student’s responsibility to notify the Dyersburg State Office of Admissions and Records if a grade of “Incomplete” from a transfer institution is removed and to request that an official transcript indicating the grade change be sent to the Dyersburg State Office of Admissions and Records.

7. There is no maximum number of credit hours that can be transferred to Dyersburg State; however, the last sixteen (16) semester hours must be completed in residence at Dyersburg State.

8. Efforts are made to evaluate official transcripts prior to a student’s initial enrollment; after the evaluation is completed, the student and his/her advisor are informed in writing of the outcome.

Student Advisement Each student is assigned a faculty or staff advisor to assist in selecting proper courses, interpreting course requirements, and selecting a well-balanced program. During registration periods for the fall and spring terms: 1. Degree-seeking students must see their assigned advisor. 2. Advising will be by appointment only. During the summer term, Deans of the academic divisions will be available from 8:00 a.m. until 4:30 p.m. on Thursday of each week for advising of students whose assigned advisor is not teaching during the summer session. Students with appointments for advising will be given priority over those without appointments. The assistance of the advisor does not, however, relieve the student of the responsibility of studying the catalog and fulfilling all the requirements for his/her particular goal. Advising at the DSCC Gibson County and Tipton County Centers is by appointment.

Academic Development

Through Dyersburg State’s Department of Institutional Advancement, Semester Reports are prepared to answer questions about student achievement trends. GPA’s of students taking remedial courses are compared to the student body as a whole. Academic success is measured by age, location, race, and other factors. Retention and graduation rates are compiled. The tables in Exhibit B clearly demonstrate the data available.

Baldrige Item 3.1 – Knowledge of Student, Stakeholder, and Market Needs and Expectations: Dyersburg State markets the availability of education through numerous avenues.

Hundreds of articles on Dyersburg State are published annually in all local newspapers.

Channel 4 on the local cable TV channel is used exclusively for Dyersburg State programs.

Recruiting counselors visit all high schools in our service area at least twice per semester.

Every high school senior receives at least two mailings from Dyersburg State during their senior year.

Dyersburg State is represented at all college fairs in West Tennessee.

Dyersburg State is represented at all Business Expos in West Tennessee.

Brochures and handouts promoting Dyersburg State and higher education are widely distributed.

Dyersburg State makes extensive efforts to maintain close contact with the business and industry community in West Tennessee. Dyersburg State has membership on all major business and industry committees as well as extensive participation in all Chamber of Commerce activities. This allows us to determine when new courses or programs of study are feasible and to respond promptly. Current student and alumni surveys are conducted bi-annually and provide valuable feedback on the needs of students, employers, and areas for expansion or improvement in services offered. Several area-wide surveys of employers throughout West Tennessee have been conducted in the past five years. These surveys indicated widespread satisfaction with the services and students provided by Dyersburg State. Baldrige Item 3.2 – Student and Stakeholder Relationships and Satisfaction:

Student satisfaction is determined through a student survey conducted every three years. Most recently a survey designed by the Tennessee Higher Education Commission staff has been used. Graduating student satisfaction is determined by an annual survey. Most recently the Noel-Levitz Student Satisfaction Inventory was administered to half of the graduates. The Community College Student Experiences Questionnaire was administered to the other half. Alumni are surveyed every three years. Academic advisory committees are used to gather information from employers. Advisory committees meet annually and review the curriculum in each area of study. Numerous changes and improvements have been implemented as a result of input from advisory committees. Surveys are used for every group. The specific survey used varies. Some surveys are selected for use through the state performance funding program. The instruments selected generally have state or national standards to view our ratings against. Most of the surveys employed ask for respondent comments in addition to just selecting from predetermined responses. Survey results are reviewed by one or more committees, usually the strategic planning committee. Areas of needed improvement are noted and assigned for follow-up. Student forums are held each semester at the Dyersburg, Trenton, and Covington locations. Questions are taken in advance. Students generally receive responses to their questions at the time of the forum. Questions that require follow-up are assigned to staff by the President and the student receives a response. Questions come from stakeholders on a continuous basis. Typically, College staff are able to respond to these questions at the time they are asked. Community members, students, Foundation Board members, alumni, and other constituencies are given a prompt response to every question. Due to the large increase in the number of on-line students, we are exploring new national surveys that are more responsive to the needs of on-line students. An in-house survey of all on-line students has been accomplished for each of the past three years. The results of this survey have been used to make significant improvements in the design of on-line courses and in the policies used to guide the conduct of those courses.

EXHIBIT Q PROGRAM EVALUATION

Standard: A SYSTEMATIC PROGRAM EVALUATION (INCLULDING EVALUATION OF COURSES FROM THE SUPPORTING DISCIPLINES) IS REQUIRED TO MAINTAIN ACADEMIC EXCELLENCE AND MEET CHANGING NEEDS.

Dyersburg State maintains a constant review of curricular needs and makes regular revisions, curriculum changes, textbook changes, hardware and software updates, etc., as required to continue its state-of-the-art programs. Since Dyersburg State has a student population that is geographically separated and a diverse work force, another area of constant consideration is the method of delivery of the courses within the Business Division The increased demand for on-line courses has forced numerous changes in the methods of scheduling classes and selecting adjunct and full-time faculty. The various disciplines within the Business & Technology Division each has its own Advisory Committee so that they can have diverse opinions and recommendations regarding what is needed by graduates in each of the disciplines. The membership of these committees consists of leaders in the business and industry community as well as alumni of the business majors. Curriculum Needs The faculty works with the Advisory Committees annually to determine the programs and courses that are required for the best training for entry-level work. Programs and courses are developed and/or changed to meet the demands of the work environment. From the Advisory Committee’s input, numerous additions and deletions of courses and course materials have been made. New Courses and Directions Numerous courses have been developed and/or altered by the Division’s faculty with input from the Advisory Committee and with final approval of the College’s Instructional Council that has college-wide representation. In 2000-2001, AOS 221 – Business & Office Communications was added to the accounting concentration, business administration concentration, and management concentration to improve writing skills of students/graduates. The additional writing class was added in response to comments from the Accounting Advisory Committee on the quality of writing witnessed by businesses from recent graduates at several surrounding universities and colleges. Hardware and Software The Business Division faculty and the Advisory Committees determine the software needs. Changes have been made during the past few years to include the latest office application packages: operating systems, and programming languages. Dyersburg State’s Teaching and Learning Technology Committee, using Technology Access Fees, provides the Business Division with the latest and best computer equipment and software. Methods of Delivery The faculty are constantly evaluating the methods of delivery to best meet the needs of the students in our geographically diverse service delivery area; consequently, the Division has

established numerous non-traditional course delivery methods, such as web-based classes, independent study classes, and multiple subject sessions in the Administrative Office Support area. Course and Faculty Evaluation Evaluation is an on-going process each semester to get input from the students about the course content and the teacher performance. The results of this evaluation are shared with the faculty so that course changes can be made. Student evaluations are an integral part of each faculty member’s annual evaluation. Graduation Data Student follow-up information is gathered by the Institutional Advancement Office and is shared with the faculty for their use. THEC uses placement rates/graduation rates as a component in its performance funding formula. In the table below, the graduation and placement rates for Business Related Technology are shown for the years 2000 – 2004.

2003-2004 Total Graduates Placed

Percent Placed

BRT 34 31 90%


Percent Placed

BRT 36 31 86%


Percent Placed

BRT 45 33 74%


Percent Placed

BRT 46 30 65%

General Education Requirements The general education offerings were reviewed during 2003-04 as part of the Program Review of the Business Division curricula. Division faculty met numerous times to determine which general education courses met both the SACS and state requirements. State Performance Funding Each of Dyersburg State’s A.A.S. programs not accredited or accreditable must have an external peer review each five years as a part of the performance funding process by the state. The Business Related Technology Program was evaluated in 2003, and received 100 percent on the standards met. Minor recommendations were made and met.

Satisfaction Surveys The Office of Institutional Advancement conducts Student Satisfaction Surveys annually and Employer Satisfaction Surveys every three years. Copies of the latest survey results are included in Attachment #4 and will be available in the Resource Room. Baldrige Item 4.1

The base data collection for the institution is contained in the Planning Goals Tables. The tables summarize the goals and performance indicators for the campus. This document is reviewed and approved by the campus Strategic Planning Committee. The key performance results are summarized in the table. The tables do not include every possible indicator, only those deemed to be most critical to judging the performance of the institution. Updates of the Planning Goals Tables are reviewed periodically by the President. Actions are taken based on the results. Innovation comes when the data shows a need for improvement and from environmental scanning. The source of the Planning Goals Tables is in part institutional initiatives. But as part of a system of public higher education, both goals and performance indicators come from Tennessee Board of Regents (TBR) goals and performance indicators, TBR Report Card (Accountability) measures, and Tennessee Higher Education Commission (coordinating board) Performance Funding measures. Selection, therefore, is in part, institutional aspiration and in part public accountability measures (which usually represent the collective desire of the institutions statewide.) Effective use is ensured because the document is dynamic. In the most recent year there were six iterations of the document. Analysis of performance is accomplished through the End of Year Planning Goals Tables, Annual Performance Funding Report, and Report Card Data. This information is widely disseminated throughout the campus through campus wide meetings and individual committee meetings.

Baldrige Item 4.2 Information required to operate the institution effectively is shared widely with all faculty and staff through reports in campus wide meetings, Semester Report, Fact Book, various committee meetings and staff meetings. Semester Report and Fact Book are on the campus network. Negative trends and indicators are highlighted and followed up on a continuing basis until corrected. Every faculty and staff member has complete access to all information and data required through a computer network including internal and external e-mail and a repository of all required information. Each faculty and staff member has a current technology computer with all software needed. At least once every five years all programs of study are subjected to a complete program review. This review is accomplished by the dean and the faculty members in that area of study. The program review includes all of the following areas:

1A. The program is consistent with and furthers the approved mission of the institution. 1B. The program is appropriate to the level of the institution. 1C. The program meets a clearly defined need. 1D. The program has clearly defined strategic goals. 2A. The curriculum is appropriate to the level and purpose of the program. 2B. The curriculum is reviewed regularly. 2C. Degree requirements include strong general education components.

2D. The curriculum includes a required core of appropriate courses in the discipline. 2E. Courses in the major foster critical thinking, content integration, and independent study. 3A. Faculty are well prepared for the level of the program and meet the Criteria (IV) of SACS. 3B. Faculty development opportunities are available and regularly utilized. 3C. The faculty is adequate in number to meet the needs of the program. 3D. Faculty backgrounds adequately span the major concentrations in the field. 3E. Faculty have sufficient scholarly preparation to serve as effective mentors for students. 3F. Where appropriate, faculty have sufficient practical professional experience. 4A. Admission, retention, and degree requirements are clearly stated in the institutional catalog. 4B. Personalized advisement and guidance are regularly provided to students. 4C. Student progress is regularly monitored and students are advised of their status in a timely manner. 4D. There is a critical mass of students taking sufficient course work to ensure a coherent group of peers. 5A. Faculty are regularly evaluated relative to the quality of their teaching effectiveness. 5B. Courses are offered regularly to ensure that students can make timely progress. 5C. Student and Alumni opinions on the quality of the program are regularly collected and used to plan improvements. 5D. Student Learning Outcomes are regularly reviewed and the information used in planning. 5E. Students are provided with adequate enrichment opportunities in the discipline. 5F. Library holdings are current and adequate to meet student needs. 5G. Classrooms, laboratories, and other facilities are adequately furnished and equipped. New and emerging technologies are being integrated into the classrooms and laboratories. As part of the program review, all courses are reviewed for currency and importance to the core goals of the program. Curriculum changes required are initiated through the Instruction Committee and the curriculum is updated. However, curriculum revision is an ongoing process with numerous revisions made each semester. Upon completion of the Program Review and out-of-state content expert is selected and visits the campus to validate the Program Review. A report of the visit and findings of the outside expert becomes a part of the final Program Review, and actions related to his/her findings are initiated.

EXHIBIT R OUTCOMES ASSESSMENT

Standard: AN INSTITUTION MUST HAVE AN OUTCOMES ASSESSMENT PROGRAM, CORRELATED WITH INITIAL ASSESSMENT, PROVING THAT STUDENTS HAVE ACHIEVED THE PROGRAM’S STATED LEARNING GOALS, BOTH IN GENERAL EDUCATION AND IN PROGRAM AREAS. EVIDENCE MUST BE PROVIDED TO DEMONSTRATE DEFFERENCES, IF ANY, IN THE ACHIEVEMENT OF STUDENTS RECEIVING INSTRUCTION THROUGH THE TRADITIONAL DELIVERY AND THOSE WHO RECEIVE INSTRUCTION THROUGH THE USE OF ALTERNATIVE METHODS OF INSTRUCTIONAL DELIVERY. Tasked by the Tennessee Board of Regents (TBR) and the Tennessee Higher Education Commission (THEC) to demonstrate accountability through measurable outcomes, Dyersburg State Community College has developed an infra-structure that supports the college’s accountability efforts. The Office of Institutional Advancement provides information, analyzes data and conducts research to support the planning and decision-making processes at Dyersburg State Community College, as well as providing data to external agencies including governing bodies, accrediting associations and other organizations that collect information on higher education for gauging quality and accountability. This office also acts as a central location for official Dyersburg State Community College institutional statistics, serves in a consultation role for research projects associated with assessment and evaluation, and acts as a coordinating body for studies concerning the institution and its constituents. The Business and Technology Division uses the services of the Office of Institutional Advancement in an advisory capacity. The Office of Institutional Advancement provides the Business and Technology Division with outcome measurements from institutional initiatives and with consultative services to assist in the collection and analysis of divisional research. Dyersburg State Community College has a mission and a five-year strategic plan with measurable goals and strategies. The strategic plan is on a five-year cycle that began in 2000. As a living document the plan is revised on a yearly basis. Its revision is based on the evaluation of its yearly accomplishments and includes divisional and faculty input. A hard copy of Dyersburg State’s 2000-2005 strategic plan is found in the Business and Technology Division’s Resource Room. Performance Funding The Performance Funding Program, coordinated by the Tennessee Higher Education Commission (THEC), is an incentive-based funding initiative for public higher education that financially rewards exemplary institutional performance on selected measures of effectiveness. Performance funding standards and assessments address general education outcomes, program accreditation and peer review, major field assessment, student/alumni/employer satisfaction, job placement, retention/graduation, institutional and state planning goals, and improvement implementation. The program is administered on five-year cycles; this current cycle covers 2000-2005. Four reports germane to ACBSP’s Standard R Outcomes Assessment are found in Standard 1.A, 1.B, 2.A and 4.B in the THEC performance funding criteria. The purpose of standard 1.A Foundation Testing of General Education Outcomes is to encourage institutions to improve the quality of the general education program through systematic evaluation of results from an approved standardized test of general education. Standard 1.B Pilot Evaluation of General

Education Outcomes encourages institutions to experiment with alternate or supplementary methods of evaluating the undergraduate general education program. The pilot evaluation must measure the performance of associate degree graduates through the use of a testing instrument different from the one used in foundation testing. Standard 2.A addresses the use of feedback from graduates, presently enrolled undergraduates, and regional and/or national employers of recent graduates to assess the effectiveness of its programs. Standard 4.B Assessment Implementation is to provide incentives for an institution to incorporate the information obtained through performance funding related assessment into day-to-day activities. The Performance Funding sections that follow show how Dyersburg State has monitored program outcomes for numerous years. The results from the assessments have been used to revise strategic plans and improve educational services. A hard copy of Dyersburg State’s 2001-2005 performance funding initiatives is located in the Business and Technology Division’s Resource Room. THEC Standard 1.A Foundation Testing of General Education In 2001 Dyersburg State’s General Education Committee recommended that the California Critical Thinking Skills Test, an exit exam used to measure general education outcomes be instituted at Dyersburg State. The exam was first administered to Dyersburg State students in spring, 2001. Students have taken the Academic Profile at Dyersburg State for four consecutive years scoring above the national average for four consecutive years. In the 2001-2004 academic period, an average of 175 Dyersburg State Community College students took the CCTST exam. The findings show that Dyersburg State Community College students had an average score of 15.16, placing Dyersburg State’s student performance at the 63rd percentile nationally.

CCTST Results 2001-2004

Mean Score 2001 2002 2003 2004

DSCC 14.7 15.17 15.57 15.193

Business Related Technology

13.4 13.63 14.51 13.58

DSCC National Percentile Ranking

61 percentile

62 percentile

65 percentile

63 percentile

THEC Standard 1.B Pilot Academic Profile and a Pilot Evaluation of General Education Learning Outcomes. In accepting the challenge to develop and implement a pilot assessment of general education learning outcomes, Dyersburg State Community College sought to clarify and enhance the general education assessment process by establishing more valid and reliable measures for evaluating the college’s instructional effectiveness in the general education core. With approval from THEC, Dyersburg State developed a pilot plan to assess general education learning outcomes by using a Portfolio Assessment Program. Portfolio assessments are conducted in Ethics and Culture, Critical Thinking, Science, Writing, and Reading. Assessment of artifacts began in 2002. Tables below indicate the results of the assessments for the past three years.

Results of Ethics and Culture Portfolio Assessment 2002, 2003, and 2004

Portfolio Statistic 2002 2003 2004

Number of Artifacts 50 54 59

Possible Score Range 2-11 0-11 0-11

Observed Range 2-9 0-10 1-10

Mean 5.96 5.91 4.15

Standard Deviation 1.76 3.17 2.86

Correlation with Credit Hours Earned -.176 .237 -.032

Correlation with Age .301* .044 .147

Correlation with Race (1=Black 2=White)

-.196 .118 .134

Correlation with Gender (1=Female 2=Male)

.041 -.148 -.075

Correlation with GPA .286* .369** .234

Correlation with ACT .063 .208 .171

Correlation with Initial Course Placement

-.142 -.191 .045

**Significant at the .01 Level *Significant at the .05 Level

Results of Ethics and Critical Thinking Portfolio Assessment 2002, 2003, and 2004




Observed Range 2-4 2-5 2-5

Mean 3.08 3.64 3.22

Standard Deviation .640 .764 .616

Correlation with Credit Hours Earned .231 -.233 .111

Correlation with Age .172 -.033 -.074


.062 .358* .053


-.221 .121 -.147

Correlation with GPA .368** .303* .181

Correlation with ACT .234 .194 .263


.096 .172 .143

**Significant at the .01 Level *Significant at the .05 Level

Results of Science Portfolio Assessment 2002, 2003, and 2004




Observed Range 1.5-4.9 2.9-4.9 1.81-4.62

Mean 3.60 4.06 3.41

Standard Deviation 1.04 4.67 .680

Correlation with Credit Hours Earned .067 .209 -.049

Correlation with Age .120 .313* .172


.228 -.030 .149


-.139 .054 -.345**

Correlation with GPA .487** .601** .601**

Correlation with ACT .288 .212 .364*


N/A .607** .549**

**Significant at the .01 Level *Significant at the .05 Level Pre-tests and post-tests were analyzed with results showing a significant difference between all pre-test and post-test scores. Details of the study including background and purpose, supportive activities, findings, conclusions, and planned activities for 2004-2005 year are reported in “THEC standard 1.B 2002-2003. Pilot Evaluation: Assessment of General Education Outcomes.” This document will be provided in the Business and Technology Division’s Resource Room. THEC Standard 2.A Assessment Implementation As a component of its institutional goals, Dyersburg State uses surveys of recent graduates, presently enrolled undergraduates, and regional and/or national employers of recent graduates to assess the effectiveness of its programs. A five-year evaluation cycle has been established for the distribution of the surveys. In the first (2000-01) and fourth (2003-04) year of THEC’s performance funding cycle, institutions administer the Enrolled Student Survey to a representative sample of undergraduate students. In the second (2001-02) and fifth (2004-05) year of the cycle, institutions administer the Alumni Survey to all alumni who graduated two years before the survey is administered. In the third (2002-03) year of the cycle, DSCC must survey their local, regional, and national employers as applicable. A hard copy of all survey results are found in the Business and Technology Division’s Resource Room.

Enrolled Student Survey In Spring 2004 Dyersburg State administered the Enrolled Student Survey. Results are shown below in the table.


2004 Enrolled Student Survey: Scoring Analysis

Scoring Criteria

Scoring for the Enrolled Student Survey is as follows: Success is demonstrated by scoring at/above the external norm (state norm used if national

norm not available) or at/above the institution's prior performance. Furthermore, if an institutional mean is above the external norm (state norm used

if national norm not available) or their prior mean, they will receive a positive value for the question item. Conversely, if the score is below each of the

indicators listed above, the institution will receive a negative value for the question item

State Inst.

Inst. Avg. Nat'l Prior Avg.

Response Item and data source Average 2002 Norm 92-00 Successful?

1 Educational experience (Q1) 3.21 3.26 3.34 0

2 Academic experience (Q3) 3.04 3.13 3.22 0

3 Social experience (Q4) 2.97 2.87 3.19 3.01 1

4 Cultural experience (Q5) 2.78 2.71 3.26 2.82 1

5 Overall experience (Q6) 3.06 3.09 3.25 3.22 0

6 Library services (Q8.1)/ 1 3.10 3.13 3.35 3.23 0

7 Registration (Q8.2)/ 1 3.00 2.99 3.08 3.07 1

8 Financial aid (Q8.3)/ 1 2.96 2.85 3.23 3.11 1

9 Computer facilities (Q8.4) 3.18 3.19 3.37 3.34 0

10 Advising services (Q8.5) 2.94 2.82 3.14 3.04 1

11 Skills for employment (9.1) 2.25 2.30 2.47 2.46 0

12 Getting along w/ people (9.2) 2.48 2.31 2.13 2.45 1

13 Ability to grow as person (9.3) 2.55 2.51 2.13 2.65 1

14 Ability to lead (9.4)/ 1 2.30 2.22 1.89 2.34 1

15 Self-confidence (9.5) 2.38 2.34 1.96 2.43 1

16 Appreciation of diff cultures (9.6) 2.29 2.23 2.31 2.34 1

17 Planning projects (9.7)/ 1 2.40 2.36 n/a 2.50 1

18 Speaking effectively (9.8)/ 1 2.32 2.30 2.36 2.44 1

19 Writing effectively (9.9)/ 1 2.42 2.39 2.50 2.50 1

20 Understand written info (9.10) 2.45 2.41 n/a 2/54 1

21 Understand graphic info (9.11) 2.22 2.21 n/a 2.29 1

22 Use info/computer tech (9.12)/ 2.45 2.42 3.31 2.59 1

23 Learning on your own (9.13)/ 1 2.51 2.48 2.10 2.59 1

24 Defining problems (9.14)/ 2.42 2.37 n/a 2.51 1

25 Working in group (9.15)/ 1 2.52 2.39 2.07 2.55 1

26 Understand math concepts (9.16) 2.27 2.23 2.43 2.42 1

27 Understand global concerns (9.17) 1.95 1.92 1.84 2.07 1

28 Understand the arts (9.18) 1.90 1.96 1.88 2.04 1

29 Understand scientific principles (9.19) 2.06 2.07 2.52 2.16 0

30 Availability of advisor (10.1) 2.96 2.89 3.08 3.04 1

31 Quality of information (10.2)/ 1 2.94 2.89 3.09 3.03 1

32 Clarity of objectives for course (10.4) 3.03 3.02 n/a 3.14 1

33 Opp for student evaluations (10.5) 2.88 2.96 n/a 3.03

34 Avail of faculty outside class (10.6)/1 2.97 3.02 3.12 3.12

35 Quality of courses for employment (10.7) 3.00 3.00 3.12 3.14

36 Quality of instruction in major (10.8) 3.03 3.03 3.07 3.22 3.18 0

37 Opportunity to express ideas in writing (10.9) 3.03 3.01 3.12 1

Total successful items 26

Total unsuccessful items

Employer Survey In spring of 2003, Dyersburg State sent surveys to employers of Dyersburg State graduates. Employers were asked to indicate their level of satisfaction with DSCC graduates’ competence in 22 key skill or value areas. Dyersburg State found that employers ranked work ethic, honesty/integrity, and practical skills necessary for employment as the most important skills/values. A separate subgroup analysis was conducted on the business program majors. The majors identified in the survey were Management, Business Administration, Accounting, and Administrative Office Support Concentrations. This group accounted for 10 percent (N=10) of the returned employer surveys. The results show that the average response for the business group was higher than the institutions mean score for each item with the exception of one item: oral communications.

BUS/AOS/ACCT EMPLOYER FOLLOW-UP SURVEY RESULTS

SPRING 2003

N = 10 In the following aspects of employment, how well did DSCC prepare your employee(s) in the areas listed below?

ITEM

Excellent

Good

Fair

Poor

Does Not Apply

Job Know-How: application of technical knowledge and skill 6 4

Quality of Work: ability to meet quality demands 6 4

Quantity of Work: output of sufficient work load 5 5

Safety: minimizes chances for accidents 5 2 3

Equipment Familiarity: proper use of tools and equipment 6 3 1

Worker Relations: ability to work with co-workers/ supervisors

5 5

Work Ethic: attendance, dependability, initiative, diligence 7 3

Adaptability: ability to adapt to situations and learn on the job 6 4

Professionalism: attitude towards work 7 3

Writing Skills: ability to complete/generate required paperwork 5 5

Math Skills: ability to solve basic job-related math problems 3 7

Oral Communications: customer relations, telephone, etc. 4 5 1

Problem Solving Skills: ability to solve common problems 4 6

Overall Job Preparation: how well the employee was prepared 5 5

Technology: ability to learn new skills including hard/software 5 5

Compared to other entering employees, how well are DSCC students prepared for work in your business?

Much better prepared

6

Better prepared 2

Equally prepared 2

Less prepared

No basis for comparison

How likely would you be to hire someone who received their education at DSCC?

Highly likely 10

Likely

Not likely

Highly unlikely

Do you anticipate hiring employees in a field related to a DSCC technical program in the next 3-5 years?

Yes

6

Computer skills, accounting, management, administrative office support, business administration, CIT, A.A.S.

No 2

Please describe how DSCC can better help you with the training of future employees.

Communications with the public; proper ways to handle difficult and unpleasant people; grammar; writing skills; phone and e-mail etiquette. Need more sales-oriented employees with good communication skills. Continue to keep in touch with organizations regarding needs/systems used by companies. The more related experiences in a work environment the better. Also, to be very versatile with computer skills. I have several DSCC graduates employed and all do competent work.

Alumni Survey During spring semester 2002, the alumni survey was administered to all associate degree-level graduates from an entire year (summer 2001, fall 2001, spring 02). Former students were asked numerous questions about the quality of educational services they received at Dyersburg State. Findings indicate that a majority of alumni were very satisfied with the education they received at the college. Details of the results are found in the Alumni Survey Report located in the Resource Room.


2002 Alumni Survey: Scoring Analysis

Scoring Criteria

Scoring for the Alumni Survey is as follows: Success is demonstrated by scoring at/above the external norm (state norm used if national norm not available) or at/above the institution's prior performance. Furthermore, if an institutional mean is above the external norm (state norm used if national norm not available) or their prior mean, they will receive a positive value for the question item. Conversely, if the score is below each of the indicators listed above, the institution will receive a negative value for the question item.

Response Item and data Source

Inst. Average

State Avg. 2002

Nat’l Norm

Inst. Prior Avg.

92-00

Success

1 Educational experience (Q1) 3.33 3.41 3.35 0

2 Academic experience (Q3) 3.37 3.33 3.27 1

3 Social experience (Q4) 3.17 2.97 2.94 1

4 Cultural experience (Q5) 2.95 2.78 2.64 1

5 Overall experience (Q6) 3.36 3.23 3.20 1

6 Library services (Q8.1)/ 1 3.29 3.22 3.10 2.89 1

7 Registration (Q8.2)/ 1 3.19 3.06 2.96 2.94 1

8 Financial aid (Q8.3)/ 1 3.16 2.88 2.90 2.18 1

9 Computer facilities (Q8.4) 3.39 3.11 n / a 1

10 Advising services (Q8.5) 3.14 2.86 2.95 1.17 1

11 Skills for employment (9.1) 2.34 2.42 2.34 1

12 Getting along w/ people (9.2) 2.24 2.16 2.20 1

13 Ability to grow as person (9.3) 2.59 2.54 2.65 1

14 Ability to lead (9.4)/ 1 2.38 2.31 2.06 2.41 1

15 Self-confidence (9.5) 2.47 2.41 2.47 1

16 Appreciation of diff cultures (9.6) 2.24 2.12 2.17 1

17 Planning projects (9.7)/ 1 2.51 2.50 2.16 2.50 1

18 Speaking effectively (9.8)/ 1 2.46 2.42 2.15 2.51 1

19 Writing effectively (9.9)/ 1 2.48 2.47 2.22 2.47 1

20 Understand written info (9.10) 2.58 2.48 2.15 2.56 1

21 Understand graphic info (9.11) 2.30 2.27 2.40 1

22 Use info/computer tech (9.12)/ 2.56 2.49 n / a 1

23 Learning on your own (9.13)/ 1 2.59 2.54 2.31 2.60 1

24 Defining problems (9.14)/ 2.52 2.48 2.54 1

25 Working in group (9.15)/ 1 2.55 2.47 2.21 2.45 1

26 Understand math concepts (9.16) 2.40 2.31 2.41 1

27 Understand global concerns (9.17) 1.94 2.02 1

28 Understand the arts (9.18) 2.01 1.97 1.92

29 Understand scientific principles (9.19) 2.25 2.19 2.30 1

30 Availability of advisor (10.1) 3.28 3.08 3.54 1

31 Quality of information (10.2)/ 1 3.29 3.05 3.35 3.61 0

32 Clarity of objectives for course (10.4) 3.35 3.23 3.39 1

33 Opp for student evaluations (10.5) 3.20 3.14 3.21 1

34 Avail of faculty outside class (10.6)/ 1 3.15 3.09 3.17 3.28 0

35 Quality of courses for employment (10.7) 3.06 3.08 3.21 0

36 Quality of instruction in major (10.8) 3.33 3.27 3.39 1

37 Opportunity to express ideas in writing (10.9) 3.03 3.01 3.12 1

Total successful items 33

Total unsuccessful items 4

THEC Standard 4.B Assessment Implementation Standard 4B challenges institutions to use the results of Performance Funding assessment to identify important issues critical for instructional improvement. In focusing improvement efforts on the general education outcomes of its students, Dyersburg State is responding to weaknesses identified through self-study and is also fulfilling the commitment to assessment and continuous improvement of student outcomes that is integral to its five-year strategic plan. Consequently the focus of Standard 4.B demonstrates the institution’s commitment to develop a systemic model for outcomes assessment and activities that demonstrate the institution progress toward reaching that goal. Dyersburg State has established an outcomes assessment goal in its strategic plan; supported accreditation initiatives; provided faculty orientation to Dyersburg State’s foundation test, the Academic Profile; piloted a General Education exit exam; and established a starting point for assessing the effectiveness of traditional and non-traditional classes. Tennessee Board Of Regents (TBR) Annual Report Card The Tennessee Board of Regents assesses several college-wide performance indicators to measure college strengths. Some of the assessment indicators reflect program outcomes. Although the TBR report card is not yet published for the 2002-2003 academic year, the report card represents another index of program accountability.

Dyersburg State Community College Report Card 2002

DSCC All Community Colleges

Students 2000-2001

2001-2002

2000-2001

2001-2002

% Passing Nursing Licensure Exams on First Try 88 88 88 92

% of Completing Students Placed in Related Jobs 79 79 89 90

% of Students “Very Satisfied” or “Satisfied” with Institution 97 NA 94 NA

% of Alumni Rating Institution “Excellent” or “Good” NA 86 NA 94

Institutions above National Mean on Core Knowledge Test Above Above 10 9

% of Students Graduating or Transferring 39 36 36 35

Number of Degrees, Diplomas, Certificates Granted 197 203 6926 7039

% of Freshmen Continuing the Next Year 55 56 61 59

Faculty and Staff

Full-time Faculty as % of Total Full-time Employees 32 33 38 38

Ratio of Full-time Students to Full-time Faculty 30.9 31.3 29.3 29.8

Annual Research $ Generated in Millions NA NA NA NA

% of Programs Accredited 100 100 99 100

% of Standards Met in Peer Review 100 100 99 99

Funding

Annual State $ per Full-time Student 4087 3,840 3988 4153

Annual Tuition & Mandatory Fees 1425 1619 1430 1626

Annual Total Education & General Expenditures in Millions 9.0 9.5 283.4 299.1

5-Year Average Private Giving in Millions 0.9 1.0 9.9 9.6

Private Giving as a % of Total Budget 12.0 12.0 3.9 3.6

% Freshmen Receiving Financial Aid 63 76 43 42

Average Freshman Student Debt 1744 1553 2190 2127

Curriculum Assessment In The Business Program The Business and Technology Division houses two business programs: Business Transfer and Business Related Technology. During Fall 2003, business faculty met to discuss how to accomplish the required Program Review for Business Related Technology. A plan was developed and implemented and the Program Review was completed in April 2004 with 27 of 27 criteria met successfully. A copy of the Program Review will be available in the Resource Room. Management Functions

Division administrators coordinate assessment strategies and time lines for the collection of data and data analysis

Lead faculty set dates for all advisory board meetings

Lead instructors, assigned ownership of specific program areas, develop or coordinate the development of assessment instruments for the assigned classes. (The lead instructor list is found in the Business and Technology Division’s Resource Room.)

Outcomes Assessment Instruments

A comprehensive field placement test has been used as an exit exam to measure program outcomes. (A copy of this field test will be provided in the Business and Technology Division’s Resource Room). Due to the limited number of annual graduates in any single concentration, the results of the field test are not considered valid statistically.

Alumni survey, Current Enrolled Student survey, Academic Profile, Employer survey, graduation rates, placement data, retention data, and other institutional outcome indices will be maintained.

Results of Co-operative experience courses submitted by employers, and required papers submitted by students provide feedback on the effectiveness of the learning experience.

Institutional indices established to satisfy performance funding criterion will be administered through the Office of Research and Development.

Background Dyersburg State Community College has committed itself to expand learning opportunities throughout its service area. The development of alternative instructional delivery services has been a significant component in this broader vision of opportunity. In the 1990’s Dyersburg State began offering numerous courses through non-traditional methods such as self-study, self-paced tutorials, distance video, and on-line. Enrollment figures demonstrate the success of non-traditional offerings, and Dyersburg States’ enrollment history may be found in the Business and Technology Division’s Resource Room. The faculty in the Business and Technology Division have partnered with technology to expand alternative instructional delivery at Dyersburg State. Business courses are offered in traditional lecture format and on the Web. Overall, the success of the different delivery strategies can be measured at the institutional level through increased class offerings in the non-traditional format. Fall semester 2003, the business program offered 115 sections of business courses. Eighty-five were in the traditional format and 30 were in the on-line format. The table below demonstrates the success of students in both traditional and non-traditional classes over a period of three years during the Fall Semester:

Classes 2001 2002 2003

Traditional 69.6% 65.3% 68.5%

Non– Traditional 63.6% 65.9% 71.5

Student satisfaction with academic services is another indicator of success. 89 percent of the students who completed the Enrolled Student Survey 2004 indicated that their academic experience at Dyersburg State Community College was good or excellent. Grade point average, withdrawal rates, and student evaluation of the non-traditional classroom setting are other types of outcome assessments. In a study of the Fall 2001-03 schedule, findings indicate that Dyersburg State Community College students taking a non-traditional course are less likely to withdraw from the class than a student taking a traditional class, less likely to make an A in the course, but conversely less likely to make an F in the course. The Business and Technology Division’s offering of non-traditional classes are listed in the table below.

Inventory of Alternative Instructional Delivery(On-Line) Courses in the Business Related Technology Program

ACC 101 – Accounting I MIS 111 – Intro. to Computers

ACC 102 – Accounting II MIS 112 – Intro. to Operating Systems

AOS 108 – Word MIS 160 – Excel Spreadsheet Applications

AOS 110 – PowerPoint MIS 161 – Advanced Excel

AOS 209 – Advanced Word MIS 220 – Database Management


MIS 230 – Systems Design

AOS 271 – Applied Office Externship MIS 255 – Front Page

AOS 273 – Secretary Externship MIS 290 – Intro to Educational Technology

BUS 110 - Intro to Business MKT 101 – Marketing I

BUS 201 – Business Law I MKT 201 – Salesmanship

ECO 201 – Macroeconomics MKT 210 – Retail Management

ECO 202 – Microeconomics


MGT 101 – Intro to Management


MGT 210 – Human Resource Management


At the completion of the Fall semester, completion rates in traditional versus on-line courses are compared. A complete demographic study of completer versus non-completers is accomplished and any variations are studied and actions are taken to improve completion rates. A complete copy of the study is available in the Resource Room.

Baldrige Item 7.1

Currently all graduating students at Dyersburg State are required to complete the California Critical

Thinking Skills Test (CCTST). A portfolio assessment project is also underway. Numerous

indicators of student/institutional success are used. The results are summarized below:

General Education—graduating students exceeded the national average – 63rd

percentile

General Education—Portfolio Assessment—Students performed well/no norms

Accreditation—College met national standards for institution, Nursing, Surgical

Technology, Emergency Medical Technology, Medical Records Technology, Business

Accreditation In Progress

Program Review—External reviewers found that program reviewed met 100% of the

standards

Major Field Testing—Not Applicable for Year in Question

Enrolled Student Survey—College exceeded average of peer group on 26 of 37 items.

Mission Distinctive Institutional Goals—Exceeded benchmarks for enrollment at Tipton

location, library searches, and number of graduates

State Planning Goals—Exceeded fund raising benchmark and met faculty development goal

Graduation Rate—Met 92.1 percent of benchmark for six year graduation rate

Job Placement—88 percent rate—below average for peer institutions.

EXHIBIT S STUDENT INFORMATION

Standard: EACH INSTITUTION MUST HAVE A SYSTEMATIC REPORTING MECHANISM FOR EACH BUSINESS PROGRAM THAT CHARTS ENROLLMENT PATTERNS, STUDENT RETENTION, STUDENT ACADEMIC SUCCESS, AND OTHER CHARACTERISTICS REFLECTING STUDENTS’ PERFORMANCE AND DEGREE OF SATISFACTION. Dyersburg State Community College has a complete system in place whose goal is to provide unique educational services. From the user side, Dyersburg State has set up a simple procedure to get summative data. The Office of Institutional Advancement is continuously collecting data so that questions of accountability can be addressed. The SIS computer system manages all of that data. Both administration and faculty are provided a report of all semester activities/statistics in the Semester Report completed and published at the end of each semester. Additional information required by individual departments is handled on a request basis through the IT Department. Staffs in the offices previously mentioned are extremely helpful and considerate in responding to requests. The tables below indicate some of the data available for use on a semester basis. The complete Semester Reports for Fall 2003 and Spring 2004 are available in the Resource Room.

GRADE DISTRIBUTION

A B C D F P W TOTAL W GPA

DSCC Total 1732 1805 1296 344 825 135 774 6911 11% 2.55

Department

Business 394 355 205 63 147 0 145 1309 11% 2.52

Humanities 212 295 195 64 117 0 120 1003 12% 2.90

Math 68 92 75 43 33 0 45 356 13% 2.38

Social Science

233 282 232 79 150 0 104 1085 10% 2.34

Fall to fall retention is provided through the Institutional Advancement Office. To determine retention the institution uses a matched cohort rate. Each freshman is trailed for one year. If the student completes the year, but does not sign up for classes the following fall, the retention rate becomes lower. The retention rate at Dyersburg State is 59.57%.

Retention Rate Fall 2002-Fall 2003

College Fall 2002

Fall 2003

Retention Rate

CLSCC 486 319 65.64%

COSCC 661 450 68.08%

CSTCC 972 585 60.19%

DSCC 460 274 59.57%

JSCC 657 398 60.58%

MSCC 758 468 61.74%

NSTCC 652 409 62.73%

NSCC 438 254 57.99%

PSTCC 938 615 65.57%

RSCC 876 589 67.24%

STCC 1,222 690 56.46%

VSCC 892 533 59.75%

WSCC 885 581 65.65%

The Retention rate by concentration for several years is provided in the table below.

RETENTION RATE BY CONCENTRATION

CONCENTRATION 1998F-1999F 1999F-2000F 2000F-2001F

Return N/R % Return N/R % Return N/R %

Accounting 31 28 47.5 23 30 56.6 23 30 56.6

Admin. Office Support 33 33 50 35 49 58.3 32 39 54.9

Business Admin 62 58 48.3 49 51 51.0 49 57 53.8

Management 9 21 70.0 10 15 60.0 15 16 51.6

Business Transfer 65 103 61.3 72 91 55.8 80 92 53.5

The Fall-To-Fall Retention Rate for different student demographics is shown in the table below:

Group %Persisting 99F-00F

%Persisting 00F – 01F

% Persisting 01F-02F

% Persisting 02F-03F

All Students 49.0 50.3 51.0 50.7

R/D Freshmen 51.8 42.7 43.6 46.3

First Time Freshmen – College Level

45.4 60.0 62.7 57.7

Continuing Freshmen

47.9 48.6 47.5 47.8

Sophomores 38.1 36.1 35.6 35.0

Non-Degree Seeking

27.1 32.1 28.5 15.2

Degree Seeking 54.5 54.8 55.9 57.8

Black Degree Seeking

54.2 59.2 54.5 60.3

COL 101 Students

53.0 47.6 46.5 47.9

SSS Students 45.1 48.6 47.8 47.2

Financial Aid Students

45.9 51.2 46.9 52.6

First Time Freshmen – White

51.6 49.9 50.9 48.7

First Time Freshmen – Black

43.8 35.2 32.3 47.8

First Time Freshmen – Male

41.1 43.0 45.3 39.1

First Time Freshmen – Female

54.4 49.3 49.4 54.6

All Male Students 33.4 31.5

Data collected through the Institutional Advancement Office is used in numerous committees to indicate areas needing improvement and to spot early trends. Action is often taken based on this data to initiate new programs. The implementation of COL 101 – College Orientation was based on an effort to improve Fall-To-Fall retention.

STUDENT CREDIT HOUR PRODUCTION

BY DISCIPLINE 2003 2004 Fall Spring

Accounting 552.0 390.0 Administrative Office Support

641.0 742.0

Business Administration 1,044.0 909.0 Business Transfer 1,867.0 1,686.0 Management 247.0 198.0

Hard copies of the Alumni Survey and Enrolled Student Survey are found in the Business and Technology Division Resource Room. Baldrige Item 7.2

Currently enrolled student survey —beat competitors on 26 of 37 items. Tables and data used for

comparison with other institutions is contained in various sections of this self-study and clearly

indicates our results versus our sister institutions.

EXHIBIT T FINANCE

STANDARD: ADEQUATE FINANCIAL RESOURCES SHOULD BE BUDGETED FOR AND ALLOCATED TO THE BUSINESS SCHOOL OR PROGRAM TO SUPPORT A HIGH QUALITY TEACHING FACULTY AND CREATE AN ENVIRONMENT CONSISTENT WITH ITS MISSION AND OBJECTIVES. The resources budgeted for and allocated to the business division are adequate to support a high quality teaching environment that is consistent with our Division’s goals. Although there has been a recent down cycle in state funding to the institution, the budget has still been able to support changing technology, program improvements, and professional development of faculty. To offset these funding cuts, TBR increased the tuition and technology access fees paid by the students. For the 2003-2004 academic year the total fees for an in-state student per semester are $1032.50, of which maintenance fees are $912.00 and other fees are $120.50. The state contributes $1,973 per semester for each in-state student. Out-of-state students pay both the $1,032.50 and $2,732. Budget As the chart below indicates, the Instructional Budget for the Business & Technology Division during 2002-2003 academic year was $732,180 and for 2003-2004 academic year was $702,180. This funding allowed the Division to adequately meet its instructional needs.

Instructional Budget

Self-Study Year 2003-04

2002-2003 Percent 2003-2004 Percent

Institution $5,779,600 100 $5,580,800 100

Business & Technology Division

$ 732,180 12.66 $ 702,180 12.58

The student credit hours generated during the self-study year are indicated in the chart below. The Business Division generated 9.19 percent of the total credit hours generated by the College while the business division’s instructional budget was over 12.5 percent.

Fall 2003 Spring 2004 Total

Percent

Institution 40,150 36,802 76,952 100.0

Business Division

5,350 5,540 10,890 14.1

Salary Schedules The below Salary Schedule charts indicates the pay ranges for both full-time and part-time faculty based on the individual’s title and degree.

Salary Schedule

Part-Time Faculty

Degree Per Credit Hour

Bachelor - Doctorate $400 + travel

Benefits The College has a comprehensive benefits program that includes:

group comprehensive medical insurance, of which the college pays 80 percent of the premium;

longevity pay of $100 per year of service up to 25 years;

retirement plan whereby the state contributes 10 percent of the employee”s salary to either a defined benefit or defined contribution plan;

a 401(K) plan where the state matches the first $20 of the employee's monthly contribution;

a 403(B) plan in which there is no state match in funding

sick leave which accumulates at a rate of 7.5 hours per month;

annual leave at the rate of 15 hours per month for eligible employees.

flexible benefits program whereby medical/dental premiums are paid with pre-tax dollars, as well medical reimbursement and dependent care through optional pre-tax contributions;

an employee assistance program which allows up to six free counseling sessions for the employee and their immediate family members;

fee discount of 50 percent for spouse and/or dependent children attending state colleges or universities;

bookstore discount.

A detailed list of employee benefits is kept in the Human Resource Office and will be made available to the self-study team during the visit. Work Load The normal teaching load for full-time faculty at DSCC is 30 semester hours an academic year or an average of 15 equated credit hours per semester. Consideration is given to faculty members who have duties in additional to their normal teaching responsibilities. For more information on work load calculations, please see Exhibit G.

Salary Schedule

Full-Time Faculty

Title Salary

Assistant Professor $38,300 - $45,100

Associate Professor $34,200 - $51,300

Professor $42,175 - $83,283

Promotion System After five years of continuous employment, a full-time faculty member may apply for and be granted tenure. This process includes the development of a portfolio indicating the faculty’s current qualifications, past performances, and evaluations. Granting of tenure does not automatically grant promotion. When a faculty member meets the minimum eligibility requirements for promotion, they may apply for promotion through the respective dean. Eligibility requirements and detailed procedures are listed in the Dyersburg State Community College Faculty Handbook. These policies are also available in the Resource Room for the self-study team. Baldrige Item 7.3 The institution provides adequate support for the Business & Technology division in a time of decreasing state funding of higher education. Through use of technology fees, the division has been able to maintain state-of-the-art hardware and software for computer related courses and to upgrade over 90% of our classrooms to Master Classrooms with full technology available to instructors. The tables above clearly indicate that the division receives funding in proportion to its contribution to the institution.

EXHIBIT U FACILITIES

Standard: THE PHYSICAL FACILITIES MUST BE ADEQUATE TO SUPPORT THE BUSINESS PROGRAM. At the main campus in Dyersburg, the majority of the Business and Technology classes are offered in the Glover building. The building was constructed in 1969 and has 10 lecture classrooms with 9 equipped as Master Classrooms, 4 Science labs, 5 computer labs, and 3 designated classrooms for Nursing, Foreign Language, and Health Information Technology. Television and VCR capabilities are available in all classrooms. The Business & Technology division’s administrative and faculty offices are located within the Glover building. The following table summarizes the classrooms and their seating capacities that are used for business technology classes on the Dyersburg campus:

Classroom Capacity

G 103 A 40

G 103 B 40

G 152 36

G 109 40

G 211A 20

G 211B 36

G 107 48

G 201-02 40

G 203 24

G 204 24

G 217 36

G 218 36

The Dyersburg campus also has a library, bookstore, and complete student services support. The Covington Campus was built in 1996 and has a total of 33,000 sq. ft. The building has a library, bookstore and private offices for full-time instructors teaching in Covington as well as individual desks for adjunct instructors. In Covington there are 175 computers (50 of these are located in open lab rooms/LRC in which classes are never scheduled and are always available for student use).

The rooms and their capacities used for Business & Technology classes in Covington are as follows:

Classroom Capacity

C-107 30

C-108 30*

C-109 30

C-110 30

C-111 24*

C-123 24

C-124 24

C-127 24

C-128A 24*

C-128B 48*

C-140 20

C-141A 24

C-141-C 24

C-143 30

C-145 48*

C-157 30*

C-158 30

C-159 30*

C-160 30

* Indicates Master Classroom The Trenton Campus was built in 1991 and has a total of 15,000 sq. ft. Business & Technology classes are offered in numerous classrooms. Three of the classrooms at Trenton are Master Classrooms. The building also has a library and bookstore. In Trenton there are 35 computers (20 of these are located in an open lab and 15 in the LRC which is always open for student use.

Classroom Capacity

T-108 20

T-129 25

T-112 30

T-113 35

T-114 20

T-115 35

T-123 25

T-109 12

During Summer 2005, a complete renovation of the Eller and Glover buildings and a doubling in size of the Learning Resource Center will begin. This renovation should be completed in Fall 2006 and will result in the addition of approximately eight new classrooms for instructional purposes.

EXHIBIT V LEARNING RESOURCE CENTER

Standard: A COMPREHENSIVE AND CURRENT LEARNING RESOURCE CENTER SHOULD BE AVAILABLE TO STUDENTS AND FACULTY. AUDIO-VISUAL EQUIPMENT SHOULD BOTH ENHANCE THE LEARNING ENVIRONMENT AND MEET STUDENT NEEDS. THE MANNER IN WHICH STUDENTS RECEIVING INSTRUCTION AT DISTANT SITES ENJOY ACCESS TO LEARNING RESOURCE MATERIALS AND SERVICES MUST BE DOCUMENTED. Comprehensive and current learning resources are available to students and faculty at Dyersburg State Community College. The Learning Resource Center provides information resources, information personnel, an information gateway, information skills program, instructional technology center, and instructional development center to support the learning mission of the college and serves the information needs of the community. The following identifies the specific resources provided: Resources The Dyersburg State Learning Resource Center has approximately 42,000 print books, with about 4,200 books related to business subjects. The LRC also provides access to 47,000 on-line books, with about 4,362 related to business subjects. The LRC subscribes to approximately 109 print periodicals and has 2,231 videos, with 158 directly related to business subjects. Students in Business and Technology Division programs are able to take advantage of the following online periodical resources:

Tennessee Electronic Library Infotrac Onefile 5,467 full text magazines. The General Business File International and General Business File ASAP, 2,975 full text magazines, provides access to a combination of broker research reports, trade publications, newspapers, journals and company directory listings with full text and images available.

Lexis Nexis Academic Universe: Provides business articles from newspapers, magazines, journals, wires & transcripts with news from over 25 industries

Wall Street Journal (Print)

USA Today (Print)

Memphis Business Journal (Print) Information Gateway: The Learning Resources Center provides an Information Gateway Web Page for easy access to DSCC online resources and internet resources. The Learning Resource Centers at the Covington and Trenton sites have access to these resources through the Information Gateway web page. Copies of print periodical articles and print books, not available at the off-campus locations, may be requested via the campus courier service, from the main campus, for overnight delivery. Titles not owned by Dyersburg State may be requested through interlibrary loan. Other resources include full text online information databases in literature, history, and science. The on-line catalog, general and subject-specific full text periodical databases, and World Wide Web resources may be accessed at any on-campus or off-campus location from the Internet at the Information Gateway site: http://www.dscc.edu/LRC. The Information Gateway site also provides an online help desk and access to the on-ground help desk. The help desk provides assistance with online information resources, information

http://www.dscc.edu/LRC

technology, and online classes. Since many of the business classes are taught online, the Information Gateway access and assistance provides the same services to students online that are available to students in the on-ground classes. Purchasing Materials: There is no separate budget for new books related to business and computer subjects. All departments share in spending available monies. These monies are allocated based on faculty requests which the LRC considers as its first priority. New books are purchased as requested by faculty members. New books may be requested electronically or by simply sending a handwritten or email request to any LRC staff member. The process for acquisition of video/CD/DVD material is similar. The LRC staff uses requests by faculty and results of surveys completed by faculty and students to determine the need for titles and equipment. Consideration for periodical acquisitions is more involved due to the monetary commitment associated with purchasing periodicals. When a faculty member requests a periodical, the LRC staff surveys the current holdings to see if ordering the title would result in a duplication of materials. Many periodicals are available online which is a major factor in deciding to purchase periodicals. Another consideration is whether the title is indexed (students use indexed materials the most) and how many students will use it. Inter-Library Loan Programs Books and periodicals not owned by the LRC but needed to complete research projects may be requested via Inter-Library loan. Enrolled students, all faculty and staff may request Inter-Library loan services. Inter-Library loan requests may be made in person or from the Library's Internet site: http://www.dscc.edu/LRC at the "Delivery" button. Dyersburg State is a member of the Southeastern Regional Library network (SOLINET). Being a member provides access to the Online Computer Library Center (OCLC) database. Through these and other memberships, Dyersburg State has access to books and periodicals owned by all member institutions. The College has a formal usage agreement with all University of Tennessee and Tennessee Board of Regents (TBR) libraries which allows students, faculty and staff borrowing privileges for books along with database search service and access within the Library to all book, reference, reserve, audiovisual, periodical, document and microfilm collections. All students, faculty and staff taking advantage of this agreement sign a responsibility form in the Dyersburg State LRC acknowledging their responsibility for materials. With this responsibility form and proper identification, the user is issued a special Tennessee Academic Library Consortium (TALC) borrower’s card at no fee by the Dyersburg State LRC for use at any University of Tennessee or Tennessee Board of Regents (TBR) Library. Borrowers have to abide by the Library’s rules with the final responsibility resting with Dyersburg State. Information Skills Program Faculty Support from the LRC The librarians at Dyersburg State work cooperatively with faculty in assisting them to use resource materials effectively. Faculty have access to resources for student use in the Library or in the classroom. Instructors are encouraged to request instruction for their students on the use of LRC resources on a group and/or individual basis. Subject-specific instruction is also available for any class upon request by the instructor.

Student Support from the LRC In addition to faculty support, Business and Technology Division students receive help in using resource materials and the Library effectively. LRC staff members are available to assist students during all hours that the LRC is open. Information skills are taught to students across the curriculum. The Information Skills program provides instruction in searching skills, researching skills, and subject-specific research strategies. Reference desk services include answering reference queries, assisting users with information resources, developing subject specific bibliographies and providing Information Skills instruction to classes at faculty's request for all college locations. Equipment Campus and off-campus center Learning Resource Centers have video/CD/DVD and computer equipment available. Faculty in need of this equipment may contact the LRC staff in advance for the equipment to be delivered. Accessibility

Location Monday – Thursday Friday Saturday

Main Campus 8:00 am – 8:00 pm 7:30 am – 4:00 pm 9:00 am – 1:00 pm

Tipton County Center

8:00 am –7:00 pm 8:00 am – 3:30 pm

Gibson County Center

8:00 am – 9:00 pm 8:00 am – 4:30 pm

The LRC is open at reduced hours during semester breaks and summer. Students may contact the LRC for hours during summer sessions or access the Information Gateway site at www.dscc.edu/LRC and select "LRC Locations and Hours" from the link on the homepage. Extended Campus Services Learning Resource Centers have up-to-date equipment available for public use including personal computers with laser printers and photocopiers. LRC Statistical Data This data clearly documents that the resources and services of the LRC are being used. It also indicates that students are developing the information skills needed to succeed in further education or career. Significant Increase in Use of Online Databases:

Searches 2003/04 2002/03 2001/02 2000/01 1999/00 1998/99 1997/98 1996/97 1995/96

TOTAL 86,092 56,105 53,352 48,274 36,576 31,714 21,586 8,006 11,824

Significant Increased Use of the Information Gateway Web Page:

Web Page 2003/04 2002/03 2001/02 2000/01 1999/00 1998/99 1997/98 1996/97 1995/96

Visits 49,230 30,099 22,680 16,387 10,364 S=2,184 n/a n/a n/a

Significant Increase in the use of NetLibrary E-books:

Searches 2003/04 2002/03 2001/02 2000/01 1999/00 1998/99 1997/98 1996/97 1995/96

NetLibrary 3,795 473 358 383 n/a n/a n/a n/a n/a

Significant Increase in the Number of Information Skills Instruction

Information Skills 2003/04 2002/03 2001/02 2000/01 1999/00 1998/99 1997/98 1996/97 1995/96

Sessions 151 124 134 136 116 98 112 111 101

Participants 3,265 2,432 2,645 2,218 2,030 1,586 1,874 2,040 1,967

Small Increase in Use of Facility:

Significant Increase in Information Literacy Pre-Survey Overall DSCC Literate: 13% Post-survey Overall DSCC Literate: 62% The Learning Centers at Dyersburg, Trenton, and Covington support the classroom experience by providing individual assistance, learning technology and other resources for students, and support services for faculty. It promotes a positive and confident attitude toward learning. The Learning Resource Centers offer an environment designed to help students take responsibility for their learning, learn efficiently, persist in their efforts to reach academic and career goals, and achieve academic excellence. A secondary mission is to provide our services to college staff and local community members. Learning Center Objectives:

Provide a variety of learning modes for students:

one-to-one tutoring

workshops, on site and campus-to-campus

group discussions

independent learning

online learning: tutoring, instructional materials, and discussions

campus-to-campus collaboration

Provide both professional and peer learning assistance

Provide a centralized learning environment that

allows easy access from all parts of the campus

allows easy access for students with disabilities

is open sufficient and appropriate hours to meet the needs of students with demanding schedules

encourages collaboration between learning center, library, audio/visual, CTAT, and academic divisions in providing efficient services

is physically designed to aid learning and attract students (lighting, color, traffic flow, furnishings, and flexibility)

Traffic 2003/04 2002/03 2001/02 2000/01 1999/00 1998/99 1997/98 1996/97 1995/96

Main Campus 60,813 57,272 55,336 53,660 53,340 48,077 40,217 38,239 32,382

Tipton County 12,622 12,584 7,376 7,161 6,782 5,803 1,739 n/a n/a

Baldrige Item 6.2 The Learning Resource Center provides excellent support to the Business & Technology division. Faculty requests for books, magazines, and audio/video materials are filled based on budget availability. Availability of materials from other libraries is excellent. The LRC provides Help Desk support to all on-line students. This support has significantly enhanced the quality and student satisfaction of on-line students and has contributed to the improvement of retention in on-line classes. Technical support for audiovisual equipment in classrooms is provided through the LRC and is excellent. All classrooms have immediate access to any equipment required for instruction and training on the use of this equipment if necessary.

EXHIBIT W EQUIPMENT

Standard: EQUIPMENT ADEQUATE TO THE MISSION OF THE BUSINESS PROGRAM MUST BE PROVIDED, INCLUDING ADEQUATE COMPUTER FACILITIES AND SOFTWARE TO SUPPORT THE INTEGRATION OF COMPUTER APPLICATIONS INTO THE CURRICULUM. Dyersburg State has over 750 computers (600 of these are available for student use). All full-time faculty have up-to-date, networked computers in their offices. Adjunct faculty have access to computer resources in shared office space as well as open computer labs. All faculty and students have individualized network user names and passwords that permit them access to any computer in the college. The school operates on a five-year cycle to continuously upgrade the older computers. The Dyersburg campus has four open computer labs and over 100 computers available in the LRC; Covington has two open labs and over 20 computers in the LRC available to students, and Trenton has one open lab and 12 computers available in the LRC. For the physically challenged student, many computers have the ability to be setup to have a larger cursor, high contrast display, sticky keys, filter keys, voice recognition, larger monitor, and an adjustable desk that can be raised for a wheelchair. The Vice-President for Technology provides all the computer support services. Faculty and students have access to the following software:

Windows XP Microsoft Word Microsoft Excel Respondus Microsoft PowerPoint WebCT Microsoft Outlook Access

Two computer classrooms have software which enables the instructor to take complete control of all monitors in the classroom. This allows the instructor to demonstrate on each student’s monitor what steps are necessary to perform a function or demonstrate what the screen should look like after performing a particular step. Additionally, all three locations have several master classrooms (37 Total) with multimedia stations which include a computer, projector, VCR/DVD, and remote mouse capability. The majority of technology equipment purchases are funded through a technology access fee paid by every student each semester. The Teaching Learning Technology Committee recommends priorities for purchasing technology equipment. The Business and Technology Division is well represented on the committee.

EXHIBIT X SUPPORT SERVICES

Standard: THERE MUST BE ADEQUATE STAFFING TO SUPPORT ADMINISTRATIVE, CLERICAL, TECHNICAL, AND LABORATORY REQUIREMENTS OF THE DEPARTMENT OR PROGRAM.

Administrative support is provided by the Vice President for the College,(Academic & Student Affairs), who is the full-time administrator responsible for all instruction. The next level of administrative support is provided by the Dean of Business and Technology. The dean is responsible for supervising Business Transfer, Business Related Technology, Justice Services, Health Information Technology, and the Center of Emphasis in Communications & Information Technology. The dean’s position is a 12-month, 80 percent administrative position. The dean provides academic leadership in the areas of hiring, curriculum revision, goal-setting, budgeting, and program development. The Division has one full-time (12-month) secretary and a full-time (9-month) secretary that supports the Dean and Business & Technology faculty. The secretaries are assisted by work-study students during the academic year. All technical support for the classrooms, Web classes, and all other audio/visual equipment (projectors, cameras, VCRs, DVD players, etc.) is handled through the Learning Resource Center and the Technology Department. A testing center located in the Glover Building provides a multipurpose testing program, including placement exams, GED tests, and other exams. A Prometric testing center is located in the LRC that provides access to certification testing for students and the general public. As the number of online courses has increased, the demands on the LRC testing center have significantly increased. Some students in online courses take their exams in the Learning Resource Center, which has caused a marked increase in the activity/work in this area. The on-line help desk is located in the LRC and provides e-mail and telephone support to the over 1,000 students enrolled in on-line courses each semester. A listing of additional support services and the department providing those services to BRT students and faculty follows:

Service Department

Counseling Counseling and Career Services

Financial Aid Financial Aid Department

Disabled Students Counseling and Career Services

Cooperative Education Opportunities

Counseling and Career Services

Job Placement Assistance Counseling and Career Services

Student Activities Dean of Student Services

Tutoring Student Support Services

Student Success Center

Library Resources Learning Resource Center

Baldrige Item 6.3 The Business & Technology division is adequately staffed to meet the mission requirements. A fully qualified faculty member is available in every major academic area. Administrative staffing meets the needs of faculty and provides additional student support during periods when faculty are not available. An adequate supply of qualified adjunct faculty are available to meet night time teaching requirements at all three campus locations, but qualified day time adjunct are not. This lack of qualified adjuncts restrict the availability of day time course offerings at all centers. Laboratory support for all computer related classes is provided through the Technology department. Lab technicians are provided in support of all scheduled classes and additionally provide support for many hours of open lab time each week.

EXHIBIT Y

BUSINESS INDUSTRY RELATIONS

Standard: EACH ACADEMIC UNIT MUST DEMONSTRATE LINKAGES TO BUSINESS PRACTITIONERS AND ORGANIZATIONS WHICH ARE CURRENT AND SIGNIFICANT, INCLUDING AN ADVISORY BOARD.

The Business & Technology Division realizes the importance of having a link to the business world and to organizations that are current and meaningful. The following identifies some of our community involvement activities:

Advisory Boards The Business and Technology Division advisory boards serve as a communication link between the business community and the business programs within the College. These boards are essential to the success of our programs. This team helps us keep informed of various changes within the local area as well as provide support as needed. The following identifies some of these support areas:

Job opportunities and trends

Updates of occupational standards and requirements

Evaluation of course content and competencies

Curriculum development and review

Surveys for software and hardware needs

Scholarships, awards and plaques

Public relations service

Cooperative education and internship possibilities

Resource speakers and materials

Program evaluation and improvement

Training site recommendations

Oversight and support

Updates on workplace practices and expectations

Each advisory board generally meets once a year. Members of the respective advisory boards are listed below and in the College Catalog. A copy of the minutes to the advisory board meetings will be provided in the Resource Room.

The individuals and businesses shown below demonstrate the department’s commitment to integrating the professional and work world applications and experiences into the overall student experience.

Program Area Advisory Member Business or Agency

Business Steve Bennett Owner, Bennett Tool & Die

Paul Carson Partner, Tigrett & Pennington Insurance

Ben Cottrell Owner, Venture I Manufacturing

Kerrie Hechethorn Human Resource Manager, First Citizens National Bank

Bubba Hendren Partner, White & Associates

Jimmy Williamson Manager, Dyersburg Electric System

Communications & Information Technology

Marty Becton Director of Technology, Tipton County Schools

Teresia Burkett Gibson County Electric

Jerry Cantrell First Citizens National Bank

Albert Foster Baptist Hospital System. Memphis

Bobby Grooms Owner, Southern Comfort Software

John Jeffries Ford Construction Company

Larry Koonce Heckethorn Manufacturing Company

LeeAnn Lundberg Bekaert Corporation

Bob Mayfield Owner, ECSIS, Internet Provider

Jim McCord Colonial Products

Geert Pauwels Bekaert Steel Wire Corp.

Gary Purvis Marvin Windows & Doors

Rebecca Robins Quebecor World

Pam Walker Jimmy Dean Foods

Reggie Wilson Slim-Fast Foods

Administrative Office Support Charlotte Elkins First Citizens National Bank

Terry Glover Dyersburg City Schools

Reva Harris Dyersburg Orthopedic Clinic

Kerrie Heckethorn First Citizens National Bank

Angela Hooper Dyersburg State Community College

Renate Jennings Marvin Windows & Doors

Linda Robinson Chancery Court Office

Sandra Rockett DSCC

Kim Walker-Hill Community Member

Steve Williams ERMCO

Corrections & Law Enforcement

Phillip Bivens Attorney General

Harold Dunivant Newbern Police Department

Jeff Holt Dyer County Sheriff

Steve Holt Children’s Services

Marla Martin Juvenile & Probation Office

Ann McGuire Northwest Corrections Complex

Gayle Percival Board of Paroles

Bob Williamson Dyersburg Police Chief

David Woolfork Madison County Sheriff

Health Information Technology

Rachel Burns Methodist Health Systems

Carliss Chastain Baptist Health Systems

Baleri Cunningham Pemiscott Memorial Health Services

Rhonda Cunningham Twin Rivers Hospital

Ava Estes DSCC

Shelly Eubanks Humboldt General Hospital

Brenda Fincher DSCC

Tracy Gaba Baptist Memorial Hospital Covington

Daniel Green M.D. MedSouth Healthcare

Rebecca Hancock Methodist Healthcare Dyersburg

Tracy Hickey Jackson-Madison County General Hospital

Kashif Latif M.D. St. John’s Clinic

Cheryl Mann Baptist Memorial Hospital Lauderdale

Teresa Phillips Baptist Memorial Hospital Union City

Renee Stanley RRA, Gates

Teresa Vinson Baptist Memorial Hospital Union City

Diane Wilkerson MedSouth Healthcare

Sandy Wills Community Member

Trannie Woodson Methodist-LeBonheur, Lexington

Guest Speakers, Field Trips, Internships, and Co-op The Business and Technology Division has an excellent working relationship with business and industry within the College service area. Each year many of these professionals serve as guest speakers for classes and/or make their business facilities available for tours, laboratory work and/or co-operative work experiences for students.

Students participate in cooperative education that provides experiential learning that takes place in actual employment situations. The work experience is evaluated by the faculty member based on a written submission and on input from the employer.

Students in the Business & Technology Division participated in 27 cooperative education opportunities in 2003-04

Faculty Consulting and Professional Activities Faculty participated in numerous community activities during Fall 2003 – Spring 2004. A complete listing of activities is included in the faculty vitae. Baldrige Item 1.2 Dyersburg State Community College is an active participant in the West Tennessee community. Through advisory committees, membership in all business and industry councils, and all Chambers of Commerce, Dyersburg State remains aware of the needs and concerns of our customers. The importance of Dyersburg State to the economic and social progress of the area is well recognized. Dyersburg State is the leader in the State of Tennessee in fundraising as a percentage of budget. Numerous industries have acknowledged the fact that their decision to locate in West Tennessee was determined by the educational and training programs available through Dyersburg State. Faculty and staff at Dyersburg State serve on all major charitable organizations in our region and Dyersburg State is a sponsor for most area wide events. Many of the local businesses and industries serve as internship sites for students completing their degrees and requiring co-operative education. Due to the rural nature and small population within our service area, interactions between business/industry and the college occur daily. This interaction allows the college to know and meet the emerging and changing needs of the community.

EXHIBIT Z EDUCATIONAL INNOVATION

Standard: ALL BUSINESS SCHOOLS AND PROGRAMS SHOULD PROVIDE AN ENVIRONMENT THAT ENCOURAGES AND RECOGNIZES INNOVATION AND CREATIVITY IN THE EDUCATION OF BUSINESS STUDENTS.

The Business and Technology Division strives to infuse innovative and creative methods and course content throughout the curriculum to foster student learning. Faculty are encouraged to experiment with innovative methods to promote a learner-centered environment and excellence in teaching. Dyersburg State is a key partner in implementing educational initiatives in West Tennessee which seeks to increase the preparedness and availability of skilled workers. Through the use of Cooperative Education Classes, Advisory Committees, and Student Organizations, both students, faculty, and business leaders maintain a communications flow that allows participants to understand the current and future job requirements in West Tennessee and the nation. This communications flow fosters the development and assessment of value added knowledge, abilities and/or skills. This information provides a multidisciplinary, real-time learning environment that improves students’ understanding of the business world and allows them to develop the range of professional skills required in the workplace. The institution and Business and Technology Division offer some innovative and creative instructional delivery modalities and programs. The business programs are unique in design. Numerous sessions of different classes are conducted simultaneously in the AOS Program which increases the breath of instruction available to students. Classroom courses are offered at multiple campus sites within the service area to improve access. Courses are delivered both in the traditional classroom and as web-based classes to expand access and to accommodate the unique needs of the working adult students enrolled in the business programs. Courses are taught as independent study courses on a frequent basis to meet individual student needs. Also, working adult students are able to submit a request for portfolio credit, which allows an individual to receive college credit for previous education and/or work experience. Faculty assess the portfolios, using guidelines, to determine an appropriate amount of credit for each individual student. Credit is also available through challenge exams and completion of the Certified Professional Secretary Exam. The implementation of the CISCO Networking Academy curriculum in ten local high schools in 2005 will allow Dyersburg State to try creative ways of coordinating the high school instruction with the college curriculum to encourage and promote a seamless transition from secondary to postsecondary education. The implementation of the Tech Prep Articulation Website will allow student to practice and take articulation exams on-line to earn college credit at Dyersburg State in over 20 different courses. The use of Interactive Television courses to teach classes at off-campus sites was initiated in the early 1990s’ and subsequent use of the recorded lectures to supplement on-line classes in Economics was an original concept. The Business & Technology Division is the host for the West Tennessee Service Center for the Tennessee Small Business Development Center network. The Center is located in the division office and the Dean functions as a counselor for the center. This interaction provides an opportunity to keep current with business trends in our area and possible employment opportunities for future students. The Business & Technology Division serves as the Center of Emphasis for the Communications & Information Technology area for the State of Tennessee. This restricted funding opportunity allows us to experiment with new programs and methods of instruction that benefits the other programs within the division.

EXHIBIT AA ARTICULATION AND TRANSFER RELATIONSHIPS

Standard: FOR THE PURPOSE OF DEFINING ROLES, RELATIONSHIPS AND PROCEDURES WHICH PROMOTE THE INTEREST OF TRANSFER STUDENTS, THE BUSINESS SCHOOL OR PROGRAM MUST PROVIDE EVIDENCE OF ARTICULATION AND/OR COURSE TRANSFER ARRANGEMENTS RESULTING FROM ONGOING COMMUNICATIONS BETWEEN FACULTY AND APPROPRIATE ADMINISTRATORS OF TWO AND FOUR YEAR MEMBER INSTITUTIONS IN ITS REGIONS AS WELL AS OTHER INSTITUTIONS WITH WHICH IT MAINTAINS ARTICULATION AND/OR COURSE TRANSFER RELATIONSHIPS.

Dyersburg State Community College takes pride in maintaining up-to-date articulation agreements with area universities, Tennessee Technology Centers, and local high schools. Quarterly, semi-annual, and annual meeting are held to discuss transfer issues and to agree upon course equivalences. Currently, transfer agreement programs exist between Dyersburg State and the following institutions:

Austin Peay University

Tennessee Technological University,

Middle Tennessee State University

UT Martin

University of Memphis

UT Knoxville

UT Chattanooga

Lambuth University

Tennessee Technology Center at Covington

Tennessee Technology Center at Ripley

Tennessee Technology Center at Newbern

11 West Tennessee High Schools (Tech Prep)

All articulation agreements as well as the course equivalency chart will be provided in the Business and Technology Division’s Resource Room.

Due to the changes in General Education requirements in the Tennessee Board of Regents system, numerous changes are currently occurring to the transfer and articulation process within Tennessee. At Dyersburg State, academic advising is a shared responsibility of the student and the faculty advisor. First-time students and students transferring into Dyersburg State are assigned to meet with a faculty advisor in their major area and schedule the upcoming term’s classes. The advisor works closely with the student in determining his/her education goals and in developing a plan for completing these goals. Faculty advisors ensure students following articulation agreements and those students transferring from other institutions do not duplicate previous course work nor take courses that will not transfer. All students are encouraged to meet with their faculty advisor at least once a semester. Students who are undecided in their major are also assigned advisors generally from the administrative area of the college. Counseling advises students who are classified as “special students” and have no declared major.

EXHIBIT BB

SUMMARY In the self study process, we learned a great deal from critically examining our Business and Technology Division’s mission and goals, as well as all aspects of our programs. The process gave us the opportunity to measure our institution, division, and programs against the criteria set forth in the ACBSP’s Accreditation for Associate Degree Institutions and the Baldrige Criteria. Our comprehensive review identified numerous strengths. Some of the most noteworthy are:

The Business and Technology Division does an excellent job in serving a geographically diverse student body through multiple campuses and centers and by innovative distance education strategies. The growth in Distance Education enrollments and courses offered over the past five years is outstanding.

We have well qualified full-time and adjunct faculty based on education and work experience criteria. They are innovative, resourceful, and are open to improving course delivery through distance learning and other technologies. The faculty is quite stable regarding longevity at the College; however, we have experienced the beginning of what will be a series of retirements in the not too distant future. The new faculty recently hired are very well qualified, motivated, and innovative. The future looks bright.

The College has provided a high level of equipment support for faculty, staff and students in the Business and Technology Division. All full-time faculty have up-to-date computers in their offices and state-of-the-art instructional equipment has been procured and maintained on a regular basis. The programs have been able to provide quality education on first-rate equipment in the computer labs as well as in the classrooms with numerous master classrooms available. Dyersburg State also has a site license for WebCT, one of the top rated course management software packages. Faculty use it not only for online courses, but also for enhancing traditionally delivered courses. The Teaching and Learning Technology committee provides technical support, funding, and training for faculty in integrating technology into their courses successfully.

The well-balanced curricula and courses are definite strengths of the Division’s programs. The faculty does an outstanding job of designing curriculum programs and technical/ academic certificates that meet the needs of local business/industry as well as meeting the challenge of providing a well-rounded education in two-year degree programs. They have cooperated extremely well in developing and integrating courses in their specific curriculum as well as with faculty in other areas of the College.

We have been very successful in negotiating and expanding articulation agreements with senior institutions, technology centers, and local high schools which provide students a clear, concise path to meet their educational goals without course duplication or transferability issues. The recent implementation of a common rubric for courses and an agreed upon general education core curriculum will significantly enhance the ease of transfer of credit between educational institutions in Tennessee.

The self-study revealed relatively few critical weaknesses. However, there are areas that need improvement. Work has already begun toward improving the following areas:

Enrollments in all programs except Communications & Information Technology and Health Information Technology have been flat or have slightly declined in the past few years. We have increased our marketing and recruiting efforts through new upgraded brochures and more radio and television advertising, but more needs to be done.

The College has done an excellent job in improving the assessment of general education by adopting the California Critical Thinking Skills Test, but the Business & Technology Division does not have a well-defined outcomes assessment program in all disciplines. A general business exam for all concentrations was developed and approved in 1999; however, the low graduate numbers in the various majors makes the outcome of the test unreliable and statistically unsound. Due to the size of the student body in the Business Related Technology area, development of a reliable business skills test for graduates is unlikely.

Our student placement program is marginal. Currently, it is handled on an informal basis by counseling and the Dean of Business & Technology. We need to do a much better job in this area. The Graduate Resume Program is effective, but it cannot produce the desired placement rates without additional efforts in other areas. This could improve enrollment and retention as well as provide a better overall experience for our students.

Adjunct instructor availability continues to be a concern for the Division. There have been problems with securing well-qualified adjunct faculty that are available to teach day sections of classes at all locations. Adjunct faculty who meet the accreditation standards are usually fully employed and not available for daytime teaching assignments.

While we do have a few critical weaknesses, we do not believe any of them prevent us from meeting the ACBSP Standards of Accreditation. Therefore, we do not request any variances from the Standards.

EXHIBIT CC ON-SITE VISIT MATERIALS

The following materials are available in the Business & Technology Resource Room:

Class Schedules for Fall 2003 & Spring 2004

Business & Technology Vitae

Faculty Evaluation Form

Student Evaluation of Faculty Form

On-Line Student Evaluation Form

Business Related Technology Program Review 2003-04

Enrolled Student Survey

Employer Survey

Alumni Survey

Course Enrollments for all Business & Technology classes Fall 2003 – Spring 2004

Organizational Chart 2003-04 and 2004-05

Course Syllabi for Business courses.

Placement/assessment tools.

Admission Forms and Policies

Institutional Advancement Outcomes Assessment Effectiveness Plan

Articulation Agreements

2003-04 Catalog and 2004-05

SACS Self-Study and Findings

Advisory Committee minutes for 2003-04

Faculty Handbook

Adjunct Faculty Handbook

Student Handbook

Other Self-Study Materials

EXHIBIT A TITLE PAGE Association of Collegiate Business ... Self-Study Document... · EXHIBIT A...

Documents

Transcript of EXHIBIT A TITLE PAGE Association of Collegiate Business ... Self-Study Document... · EXHIBIT A...