Performance Funding Report · 2020-06-23 · Performance Funding, Standard 4.B, July, 2003...

INSTITUTIONAL EFFECTIVENESS, RESEARCH & PLANNING

Pellissippi State Technical Community College

Performance Funding Report

2003– 2004

Submitted by:

Dr. Sharon L. Yarbrough

Director


Contents

Part 1 Performance Funding Annual Report for 2002-2003 Summary of Points Requested ……………………………………………………………………………………………………..

1

Standard One – Assessment

General Education Standard 1.A: General Education Outcomes – (Template) ………………..……………………………………………………………………….. (Supporting Documents: ) CBASE cover letter ………………………………………………………………………………………………………………………………………….. CBASE Extract Summary Report …………………………………………………………………………………………………………………………. Four Subject Data…………………. ………………………………………………………………………………………………………………………….

2 3 4 5

Standard 1.B: Pilot Evaluations of General Ed Outcomes ……………………………………………………………………………………………. 6 Program Accountability Standard 1.C.1: Accreditation of Academic Programs – (Template)……………………………………………………………………………….. 7 Standard 1.C.2: Program Review (Undergraduate – (Template)…………………………………………………………………………………….. (Supporting Documents: ) Academic Program Inventory by Institution ……………………………………………………………………………………………………………… TBR Academic Program Updates ……………………………………………………………………………………………………………………………

8 9 13

Major Field Assessment Standard 1.D: Major Field Testing – (Template)……………………………………………………………………………………………………….. (Supporting Documents: ) Major Field Test Results: Computer Integrated Drafting & Design, National Occupational Competency Testing Institute, Test #2038... About the National Occupational Competency Testing Institute………..……………………………………………………………………………. Computer Science & Information Technology, Institute for Certification of Computing Professionals Examination Official Performance Profile…………………………………………………………………………………..………………………………………………………………………… About the Institute for Certification of Computing Professionals (ICCP)…………………………………………………………………………….. Electrical Engineering Technology, National Institute for Certification in Engineering Technologies General Knowledge Examination Score Reports………………………………………………………………………………………………………………………………………………….. About the National Institute for Certification in Engineering Technologies…………………………………………………………………………. Interior Design Major Field Test Pilot Question Assessment ………..…………………………………………………………………………………

14 15 17 18 19 20 22 25

Standard Two – Employer Survey

Standard 2A: Enrolled Student Survey – (Template)………………………………………………………………………………………………… (Supporting Documents: ) Enrolled Student Survey Statistics…………………………………………………………………………………………………………………………

27 28

Standard Three – Planning and Collaboration

Standard 3.A: Mission Distinctive Institutional Goals – (Template)………………………………………………………………………………… (Supporting Documents: ) Pellissippi State Fall 2003 Enrollment Summary……....………………………………………………………………………………………………… Pellissippi State Enrollment in Network Courses ..………………………………………………………………………………………………………

52 53 55

Standard 3.B: State Strategic Plan Goals – (Template)……………………………………………………………………………………………….. (Supporting Documents: )

56

Kansas Cost Study Comments …………………………………………………………………………………………………………………………….. The Kansas Study – National Study of Community College Instructional Costs and Productivity Data Collection Templates by Academic Discipline Developmental Math………………………………………………………………………………………………………………………………………….. Tennessee Board of Regents Distance Education Summary for Pellissippi State …………………………………………………………………. Educational Technology Services Web Course Enrollment, Fall 2003……...……………………………………………………………………… Educational Technology Services Web Course Enrollment, Spring/Summer 2004……….………………………………………………………..

57 60 63 65 67


Contents Standard Four – Student Outcomes and Implementation

Standard 4.A.1: Retention and Persistence – (Template)…………………………………………………………………………………………….. (Supporting Documents: ) Persistence-to-Graduation Rate Comparison . …………………………………………………………………………………………………………… Retention Rate Fall-to-Fall 2001 ……………………………………………………………………………………………………………

69 71 72

Standard 4.A.2Job Placement – (Template)…………………………………………………………………………………………………………….. (Supporting Documents: ) Pellissippi State Placement Variable III, Spring, Summer, Fall 2003 Graduates …………………………………………………………………..

73 74

Standard 4.B Self Study/Implementation– (Template)…………………………………………………………………………………………………. (Supporting Documents: ) Part 2: ……………………………………………………………………………………………………………………………………………………….

75 76

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INSTITUTIONAL EFFECTIVENESS, RESEARCH & PLANNING


Performance Funding Report

2003– 2004

Standard 4. B.

Submitted by:

Dr. Sharon L. Yarbrough

Director

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Contents

Part 2 Performance Funding Annual Report for 2002-2003 Standard 4.B– Annual Status Report………………………………………………………………………………………… 76 Major Areas of Emphasis……………………………………………………………………………………………………………………… 78 A: Academic Advising…………………………………………………………………………………………………………………………… 79 B: Placement……………………………………………………………………………………………………………………………………… 83 C: General Education Outcomes………………………………………………………………………………………………………………… 85 D: Planning Process……………………………………………………………………………………………………………………………… 89 E: Conclusions……………………………………………………………………………………………………………………………………… 90 Appendix A: Advising Agenda, Schedule, Handouts for Fall 2004…………………………………………………………………… 91 Appendix B: New Student Advising Materials for Fall 2004…………………………………………………………………………… 105 Appendix C: Developmental Studies Innovations……………………………………………………………………………………….. 120 Appendix D: Planning Calendar 2003 - 2004……………………………………………………………………………………………… 127 Appendix E: Planning Checklist 2003 - 2005……………………………………………………………………………………………… 130 Appendix F: Planning and Budget Forms……………………………………………………………………………………………………… 133 Appendix G: Division Planning Goals 2003 - 2005……………………………………………………………………………………… 149

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Performance Funding, Standard 4.B, July, 2003 Institutional Effectiveness, Research, and Planning, PSTCC

PELLISSIPPI STATE TECHNICAL COMMUNITY COLLEGE Knoxville, Tennessee

STANDARD 4.B – ANNUAL STATUS REPORT

During the 2003-2004 academic year, Pellissippi State Technical Community College reassessed priorities for improvement and refined ongoing initiatives and developed new initiatives to address Performance Funding and other indicators of educational quality and effectiveness. Major areas of emphasis identified during 2002-2003 were reevaluated using the four core questions that provided guidance for identifying the College’s original target areas for institutional improvement. The 2000-2002 SACS Self Study process, annual Institutional Effectiveness activities including Performance Funding activities, college-wide strategic planning reviews and the annual college-wide planning process provided new and on-going opportunities to assess college wide activities. The format of this report is structured to address the following questions:

1. What were the areas of emphasis? 2. What was done? (Action plan) 3. What were the outcomes? 4. What was done as result of the outcomes?

This report reflects an assessment toward meeting college-wide goals and benchmarks to accommodate the current performance funding cycle, 2000 to 2005. Responding to Performance Funding 4.B, to review planning and evaluation in areas impacted by performance funding, provided a basis to evaluate the strengths and weaknesses of the College processes for 2003-2004. As a result, documentation and resources have been made available for use in planning and evaluating other college-wide initiatives. I. Major Areas of Emphasis Based on strengths and weaknesses identified during the initial year of the 2000-2005 Performance Funding cycle, subsequent assessment results, and ongoing input from faculty and staff, Pellissippi State’s efforts to maintain and strengthen the educational program were primarily focused on four areas for the 2003-2004 academic years. The four areas and corresponding performance funding indicators are provided in Table 1 below.

Table 1. Educational Quality Emphases, 2002-2003

Area of Emphasis Performance Funding Indicator

Academic Advisement Enrolled Student and Alumni Survey Results, 1996-2000; Enrolled Student Survey, 2001; and Alumni Survey, 2002

Placement rates Placement Reports, 1999-2003

General Education Outcomes with an emphasis on mathematics

College BASE Results, 1996-2000, 2000-01, 2001-02, 2002-03; Employer Survey, 2003

Planning Process College-wide participation

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Each of the four areas is regarded as central to the effective fulfillment of the College’s mission. Initiatives to maintain or improve performance as indicated by Performance Funding results have received a high priority in administrative, educational support, and academic activities despite demands to focus on credit-hour reductions, general education program modifications, and cost containment and other budgetary restrictions. Activities undertaken during 2003-04 and previous years are summarized below for each area of emphasis listed in Table 1. A. ACADEMIC ADVISING

Improvements in academic advising continue to be a high priority at Pellissippi State. Academic advising was recognized as an area in which improvements were needed two years before the current Performance Funding cycle began based on Alumni and Enrolled Student Survey responses and faculty input through the SACS self-study process and annual planning and evaluation activities. Overall indicators of effectiveness include three advising related items from the Enrolled Student and Alumni Surveys: overall satisfaction with advising services, availability of advisor, and quality of information provided. Responses to these items from the past two administrations of the Enrolled Student Survey are provided in Table 2 below.

Table 2. Advising-related Responses, Enrolled Student Survey 2000-2001 and 2003-2004

PSTCC Average Response Item

2000-2001 2003-2004

State Average (2000-2001)

Advising services 2.53 3.03 2.86

Availability of advisor 2.54 3.11 2.87

Quality of information 2.51 3.00 2.87

Student responses were more positive on each of the three survey items during the most recent survey administration. In addition, these responses were more favorable than those obtained on the 2001-2002 administration of the Alumni Survey (advising services, 2.73; availability of advisor, 3.00; and quality of information, 2.91).

The following goal and objectives were developed to guide the College’s efforts in addressing weaknesses in the area of advising (Table 3):

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Table 3. Advising Goal and Objectives

Goal

Improve the effectiveness of Pellissippi State’s academic advising program by enhancing advisor training, centralizing advising support services for students and faculty and improving new student participation in priority (early) registration

Objective 1A Provide specialized training sessions and information for university parallel and career/technical advisors

Objective 1B Improve service to students and faculty advisors by combining services of offices with advising-related responsibilities in a single location

Objective 1C Increase the number of new students seeing faculty advisors during the summer

Table 4. Advisor Training Objective and Benchmarks

Objective 1A Provide specialized training sessions and information for university parallel and career/technical advisors

Benchmark 1A.1

Develop and deliver specialized information and training sessions for university parallel and career/technical advisors

Benchmark 1A.2

Increase participation in advisor training sessions

Training sessions were offered in both the fall 2003 and spring 2004 semesters. The specialized sessions were developed and delivered for university parallel faculty in various academic departments and for career/technical faculty in the Business & Computer Technology and Engineering & Media Technologies departments during spring 2004. A total of twenty-three advisor-training sessions were offered during 2003-2004. All faculty advisors received updates on major changes affecting all disciplines including new general education requirements, lottery information, and new developmental studies program scheduling and format options in addition to information that unique to each group’s advising responsibilities. Participation in advisor training during 2003-2004 increased significantly over the previous year with 276 advisors attending the 2003-2004 training sessions and 113 attending in 2002-2003 (counts include duplicates). The generic agenda, advising schedule and handouts for spring 2004 are provided in Appendix A.

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Table 6. Advising Support Service Objective and Benchmarks

Objective 1B Improve service to students and faculty advisors by combining services of offices with advising-related responsibilities in a single location

Benchmark 1B.1

Relocate Curriculum, Advising, Articulation, and Developmental Studies Program functions in proximity with other advising-related functions

Benchmark 1B.2

Cross train staff to expand service capabilities and more efficiently utilize human resources

The July 2003, the College’s first “service cooperative” was developed and named

the Pellissippi State Student Assistance Center. Within the overall goal of improving the effectiveness of academic advising, the purpose of the center was stated as providing a centralized location for students to:

(1) Obtain answers to questions regarding academic programs, policies and procedures, and college resources

(2) Receive instruction, including appropriate forms, for requesting exceptions to general college policy or academic requirements

(3) Be accurately directed to other college offices as appropriate and necessary

The following offices/departments are located within the Student Assistance Center:

Advising and Curriculum, Counseling Services, Developmental Studies Program, Services for Students with Disabilities as of July 7, 2003. The main office support staff provides information and service to students in support of all center functions and personnel. Service levels were expected to improve through cross training and a cooperative service plan that includes the sharing of responsibilities among the four organizationally separate departments. Figure 1 shows advising-related service responsibilities and back-up provisions for students, faculty advisors and college staff.

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Figure 1. Cooperative Service Plan for Advising-Related Responsibilities

Advising-Related Service Department Responsible

Back-up Service Department

Front Desk Coverage (Monday – Friday, 8 a.m.-4:30 p.m.)

Advising & Curriculum Counseling Services

Front Desk Coverage (Mondays and Thursdays, 4:30-6)

Counseling Services Advising & Curriculum

Counseling Services (career, personal, academic)

Counseling Services --

Development Studies Program (Placement Questions, Placement Appeals, DSP Drops/Withdrawals)

Developmental Studies Program

Counseling Services

Articulation Advising & Curriculum Counseling Services

Counseling Services Services for Students with Disabilities

New Student Advising Advising & Curriculum

Developmental Studies Program

New Student Advising Checks/Questions Advising & Curriculum -- Returning Student Advising issues Advising & Curriculum Counseling Services Change of Advisor Requests Advising & Curriculum -- Financial Aid (100-hour appeals) Advising & Curriculum Counseling Services WIA/TRA Plans and Follow-up Counseling Services Advising & Curriculum Substitution Issues Advising & Curriculum -- Graduation Problems (advising-related) Advising & Curriculum -- Transfer Issues Advising & Curriculum --

Advising Articulation

Advising & Curriculum Counseling Services Complaints

Other Counseling Services Advising & Curriculum Late Drops/Withdrawals (DSP & college) Counseling Services Advising & Curriculum Registration Coordination/Faculty Advisor Support

Advising & Curriculum Services for Students with Disabilities

Withdrawals (before W deadline, hours=0)

Counseling Services Services for Students with Disabilities

Informal feedback collected from students, faculty, and staff who make referrals to

the Student Assistance Center indicates that the cooperative arrangement has improved service to each of these groups. During spring 2004, English Composition I students were assigned to the center to observe, evaluate the center’s operations and make recommendations for improvement. Students’ evaluation reports were positive in terms of the efficiency and effectiveness of center operations though improvements in atmosphere, particularly in regard to center furnishings, were recommended.

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Table 7. New Student Advising Objective and Benchmarks

Objective 1C Increase the number of new students seeing faculty advisors during the summer

Benchmark 1C.1

Change in number of new student appointments scheduled with faculty during summer 2002 and 2003

Benchmark 1C.2

Develop/refine resources available to new students and new student advisors

The College gave additional emphasis to promoting and supporting new student advising by faculty advisors during summer 2003 and is continuing with these efforts during 2004. As recommended by advising staff and faculty in summer 2002, the College began to move away from advising conducted on a first-come, first-served basis as a part of scheduled official registration times to scheduled advising appointments with faculty in their offices over the summer semester. This system allowed for student records to be checked and cleared, provided faculty time to review new student records and permitted the advising session to be conducted in a more relaxed atmosphere. In addition, faculty advisors believed that conducting students’ initial advising sessions in a manner similar to their ongoing advising experience would better prepare students for their responsibilities for advising and registration in subsequent semesters. New student advising materials for faculty and students have been developed and continue to be refined (see Appendix B). The number of new students advised by faculty during the summer increased by 88 percent from 349 new students in 2002 to 655 in 2003. Scheduling improvements in 2004 should lead to greater increases this summer.

B. PLACEMENT RATES

Placement of career/technical graduates into positions related to their field of study is essential to the fulfillment of Pellissippi State’s mission. Over the past two years, the Placement Office in cooperation with the College’s Engineering & Media Technologies department has sought to improve placement rates through greater collaboration with program faculty whose programs had a history of less than desired placement performance and with area employers. Two of the College’s career/technical programs, Communications Graphics Technology (CGT) and Video Production Technology (VPT) identified placement as an area of weakness that could be addressed through curriculum modifications and additional guidance from the College’s Placement Office. The Placement Office’s 2003-2004 goal, supporting objectives and benchmarks are presented in Table 8 below.

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Table 8. Placement Goal, Objectives and Benchmarks

Goal Increase support for program areas with low rates of related placement and increase employer awareness of Pellissippi State programs and graduates

Objective 1A Collaborate with CGT and VPT program faculty to increase placement rates

Benchmark 1A.1 Historical CGT and VPT placement rates

Objective 1B Increase participation of area employers in Career Fair

Benchmark 1B.1 Number of employers participating in spring 2003 and spring 2004

Both the CGT and VPT programs have instituted curriculum changes that have

contributed to the improvements seen in rates of related program placement as indicated in Table 9. CGT strengthened the professional portfolio requirements in the culminating semester of the program and has also instituted curriculum changes to strengthen the general education skills of program graduates. VPT faculty added a new requirement to one of the second-year courses that ensures that second-year students work closely with the College’s Placement Office to complete a placement file prior to graduation.

Table 9. Program Placement Rates (in percent) Communications Graphics Technology and Video Production Technology

2001 through 2003

Program 1999

Graduates 2000

Graduates 2001

Graduates 2002

Graduates 2003

Graduates

Communications Graphics Technology

90 (N=22)

87 (N=35)

75 (N=26)

87 (N=18)

100 (N=27)

Video Production Technology

80 (N=11)

80 (N=5)

63 (N=9)

90 (N=11)

100 (N=16)

In addition, the Placement Office worked with students in career/technical marketing

classes and in the AITP (Association of Information Technology Professionals) Student Chapter to expand the number of employers participating in the College’s Spring 2004 Career Fair. A total of 42 companies attended and met with graduates and prospective graduates; eight of the 42 employers had not participated in previous Pellissippi State Career Fairs.

These efforts and others have contributed to an overall placement rate of 94 percent for 2003 graduates. The 2003-2004 placement report shows improved overall performance; however, the report indicates a clear need for the College to develop additional resources and strategies for assisting students in online programs in successfully finding employment in positions related to their field of study. Placement of graduates in Web Development

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Technology, the College’s first completely online program, will receive high priority in the College’s improvement efforts for 2004-2005.

C. GENERAL EDUCATION OUTCOMES Consistent with the College’s historical commitment to achieving excellence in general

education, Pellissippi State graduates continue to perform well on institutional assessments of general education skills. The College’s 2003-2004 composite mean of 280 (N=515) on College BASE exceeded that of the national reference group (271) and was higher than the 55th percentile (272) required for full Performance Funding points. Employers were generally satisfied with career/technical graduates general education skills as indicated by responses to the 2003 Employer Survey presented in Table 10 below.

Table 10. Employer Survey Responses to General Education-related Items

Spring 2003

Rating (in percent) Survey Item Excellent

or Good Average or Fair

Poor No

Response Comparison of general education background with colleagues in comparable positions

78.2 10.9 1.8 9.1

Verbal communication skills 78.1 20.0 0.0 1.8

Interpersonal skills 78.2 18.1 1.8 1.8

Problem solving skills 76.4 20.0 1.8 1.8

Budget limitations, developmental studies and degree program credit hour reductions and restrictions in general education course offerings are some of the burdens faced by the College’s general education faculty over the past few years. Despite these obstacles, faculty and staff continue to work diligently and creatively to provide students with the highest quality general education possible. Goals for general education were revised during 2003-2004 as a part of the TBR initiative to improve articulation and transfer. All course syllabi have been or are in the process of being revised to reflect these revisions. Pellissippi State’s 2003-2004 priorities for improvement in general education included innovations in developmental studies course delivery, improvements in mathematics instruction, and faculty development. Each of these areas is discussed below. Innovations in Developmental Studies Course Delivery

The College has given strong emphasis to developing innovative delivery options for students with developmental studies program (DSP) courses as these provide the foundation for subsequent general education as well as major-specific course work. Two innovations of note were implemented during 2003-2004: combined courses (course integrations that allow students to complete either two levels of DSP or one DSP and one college-level course in the same semester) and flexible delivery courses (an alternative teaching program that offers computer-based instruction in developmental mathematics designed for students who need a flexible schedule to accommodate work and family).

Results of the these innovations are summarized as follows:

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Combined courses The percentage of students satisfactorily completing the first course of the linked sequence was significantly higher than the percentage of students satisfactorily completing the traditionally-delivered course.

• 72.7 percent of the linked DSPM0700/DSPM0800 students satisfactorily passed the DSPM0700 course as compared to 37.7 percent success rate for the traditionally-delivered DSPM0700 sections.


• 58.1 percent of the linked DSPM0850/MATH1130 students satisfactorily passed the DSPM0850 course as compared to 55.7 percent success rate for the traditionally-delivered DSPM0850 sections.

• 73.5 percent of the linked DSPW0700/DSPW0800 students satisfactorily passed the DSPW0700 course as compared to 46.0 percent success rate for the traditionally-delivered DSPW0700 sections.

The percentage of students satisfactorily completing the second course of most of the linked sequence was lower than the percentage of students satisfactorily completing the traditionally-delivered course.



• 55.9 percent of the linked DSPW0700/DSPW0800 students satisfactorily passed the DSPW0800 course as compared to 57.2 percent success rate for the traditionally-delivered DSPW0800 sections.

The percentage of students satisfactorily completing the second course of the DSPM0850/MATH1130 linked sequence was higher than the percentage of students satisfactorily completing the traditionally-delivered course.

• 67.6 percent of the linked DSPM0850/MATH1130 students satisfactorily passed the MATH1130 course as compared to 55.7 percent success rate for the traditionally-delivered MATH1130 sections.

FLAG (Flexible Learning for Achievement and Growth) Center Results for the FLAG Center are more limited since the center was operational only during spring 2004. Preliminary results include:

• 15 students enrolled in DSPM courses • A total of 163 computer lab sessions were attended by all students for an

average session length of 1.71 hours • Ten students (67 percent) received passing grades

The combined courses and FLAG Center were in the pilot stage of development

during 2003-2004. Changes will be made to both programs based on the past year’s results. Improvements in Mathematics Instruction Though all general education departments and faculty strive to continually enhance the teaching and learning process, the 2003-2004 efforts of Pellissippi State’s mathematics faculty deserves special mention. The department continued ongoing efforts and developed

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new instructional improvement initiatives based on results of the department’s 2002-2003 program review and the results of annual performance funding and other evaluation activities. The College’s mean subject score in mathematics on College BASE was 296 for 2003-2004, the highest of the four areas in which students are tested. This year’s performance represents and ten point increase over the average score of 286 for the previous five years and an increase of 20 points over the lowest score obtained in 2001-2002. These results are consistent with increases in student ratings of the College’s contributions to the development of their skills in mathematics-related areas as indicated in Table 11 below.

Table 11. Mathematics-related Responses, Enrolled Student Survey 2000-2001 and 2003-2004

PSTCC Average Response Item

2000-2001 2003-2004

State Average (2000-2001)

Understanding graphic information

2.11 2.35 2.18

Defining and solving problems 2.31 2.50 2.37

Understanding mathematical concepts

2.24 2.34 2.22

The mathematics department reports the following as the key strategies it is implementing to improve mathematics instruction: Enhancing teaching and learning based on research and changes in technology by integrating the use technology and internet resources into the teaching and learning of mathematics. Virtual TI calculators, Math Help, Visual Calculus, PowerPoint and other instructional technologies are being used in dedicated mathematics classrooms with and in computer labs. Instructors alternated use of calculator viewscreens with the Virtual TI in classrooms with multimedia stations enabling students to see calculator keystrokes as well as resulting screens. The laboratory component of one the College’s most popular mathematics courses, MATH 1530 Probability & Statistics, was continued with the option of using Exel in lieu of Statdisk. The department continued to expand its use of web pages to share instructional resources and to provide additional support for student learning. Ten faculty members enhanced their web pages by posting additional resources and course materials for their students as well as for other instructors of the particular course; some instructors posted detailed lecture notes. First week exercises were posted to enable all students to complete required assignments prior to the distribution of financial aid checks. The departmental web page was redesigned to improve access and was cited as one of the top ten most visited pages on Pellissippi State’s website. Providing mentoring to support tenure-track full-time and adjunct mathematics instructors. All new full-time and adjunct faculty members were assigned a full-time faculty mentor curing 2003-2004. Mentors observed at least of their protégés classes during the academic year and provided feedback on teaching performance. Mentors provided assistance to tenure-track faculty in preparing promotion/tenure portfolios. The department

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reports that the mentor program has enhanced communication and increased collegial interaction. Reevaluating the effectiveness of technical mathematics courses in meeting the needs of students in career/technical programs. Mathematics and engineering technology faculty reviewed student outcomes and specific competencies required for success in engineering technology courses. As a result of those discussions and guidelines provided by TBR, technical mathematics courses were deactivated and new course sequence, MATH 1710 and 1720, was developed as an alternative for engineering technology and other students whose mathematics backgrounds do not adequately prepare them for the College’s engineering/science-oriented precalculus course, MATH 1730. Strategy sessions were held throughout the academic year for specific courses targeted for improvements in student success rates. Faculty teaching MATH 1130, 1530, 1730, 1910 and DSPM 0850 participated in “strategy sessions” to discuss specific instructional challenges and share techniques for effectively addressing those. Faculty Development

Despite limited funding, general education faculty continue to develop or identify cost-effectiveness through which they enhance their teaching skills. In-service and faculty-sponsored teaching workshops are regularly offered to support the development and delivery of instructional strategies that enhance student learning. Examples of workshops provided for all faculty members during the 2003-2004 academic year include:

How We Changed Student Attitudes, Tone of the Classroom, and Quality of Learning with Classroom Assessment Techniques

Dead on Departure: How to Avoid Killing the Love of Learning and How to Revive It Academic Honesty at PSTCC: New Resources for a Renewed Commitment PowerPoint to Stimulate Classroom Activities PowerPoint: A Focus on Media and Custom Animations WebCT-Using to Enhance courses and to Create and Instructor Café for Lead and

Adjunct Instructors WebCT Tools: Assessment Tools and Respondus Software

In addition, general education faculty participated in numerous workshops and conferences focusing on the improvement of teaching skills and/or further development of content knowledge including the following:

National Computational Science Institute hosted by Pellissippi State “Living the Passionate Life: Making Our [Women’s] History Moment by

Moment”, Presentation by Margaret O’Malley, Living Arts Collaborations Robert Booker, Author and Historian American Education Council Conference on Southern Literature “Cara a Cara: Using Eyeball Chat and PureVoice technologies for face to face

communication in the FL classroom” “The George Washington Carver Project” “Crossing Classroom Borders: Excursions to Bring Language into Context” “50 Years of Armistice: Lessons for Today from Communist Archives” “From Hypaita to Hopper – Women in Mathematics” “Full Speed Ahead: Women and the Sciences” “Applied Knowledge is Power”, Delatorro McNeal II “Gender: Still a Useful Category of Analysis?” “Integrating Black History Month into the Spanish Classroom”

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“Men Speak Out: Women in Liberal Arts” “A Mob of Scribbling Women” “On the Threshold of Prophecy: A Humorous Look at Language Competence” “Teaching Culture in the Digital Millennium” Authors’ Showcase, Readings by African American authors “Using Literature to Compare and Connect Cultures in an International

Society” “Writing Across the Curriculum” American Mathematical Association of Two-Year Colleges Annual Conference International Conference on Technology in Collegiate Mathematics Tennessee Association for Developmental Education Annual Conference Poetry readings by Art Smith, Marilyn Kallett, Jeff Daniel Marion, Linda

Parsons Marion, and George Scarbrough

D. Planning Process

The third cycle of the planning process at Pellissippi State revealed a continued active and progressive undertaking. The implementation of the common calendars for Performance Funding, Strategic Planning, and the Statewide Master Plan provided a more efficient format for developing college-wide goals and determining outcomes for those goals. Planning remained a vital process in promoting the success of the college for the 2003-2004 year. Table XXXX reflects the Planning Goal and objectives addressed during the 2000-2005 Performance Funding cycle.

Table 9. Planning Goal Goal 4 Improve the planning process at Pellissippi State by integrating multiple initiatives

into a college-wide Planning Model implemented by administrators, faculty and staff.

Objective 4a. To develop a common planning calendar for Performance Funding, Strategic Planning, Institutional Effectiveness, Division and Departmental Planning, Performance Review and Budgeting.

Objective 4b. To develop a college-wide planning procedures used by each department Objective 4c. To enhance the use of institutional data in preparing college plans by each

department Objective 4d. To increase administrator, faculty, and staff awareness of the planning process at

Pellissippi State by 50 percent or greater. Objective 4e. To increase faculty and staff awareness of the link between budgeting and the

planning process by 50 percent or greater. Benchmark 95 per cent of administrators, faculty, and staff will use improved planning

processes by 2005.

While the President’s Staff approved the Integrative Planning Model in the spring of 2002, the planning process served as an accountability tool for each department and unit in the college for 2003-2004. The institutional planning calendar (Appendix D) integrated the planning processes for the various college-wide initiatives (i.e., Performance Funding, Strategic Planning, and the Statewide Master Plan) indicating common timelines during the 2003-2004 fiscal year. Planning components remained in tact. Faculty, administrators and staff developed annual plans for the new year, 2004-2005, and evaluated what had happened during the past/current year (2003-2004).

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Division, department, and unit action plans were designed to identify specific steps to be taken in achieving expected outcomes. Quantifying the expected results of specific goals enabled a refined and calculated approach to evaluating practices. Outcomes were more easily measured and institutional effectiveness more readily observed.

Academic department heads worked with faculty and staff evaluating past and current goals to describe what happened during 2003-200 and to determine what should happen in 2004-2005. The use of outcomes provided an additional observation of what was or was not accomplished in meeting stated departmental goals and objectives. Focus on assessment remained a theme for the new year.

An added feature in compiling annual plans was the availability of institutional information. The intra-college Repository provided selected data for specific departments and units. The college Fact Book was updated early each semester with current semester data. Requests for data was compiled and released to the requesting individuals. Specific faculty, administrators, and staff members (Appendix E) housed division and department plans on the Institutional Effectiveness, Research, and Planning (IERP) web site for ease of access. Provisions for linking budgets to the planning process was noted in the planning model. (Appendix F).

The President held an annual planning retreat at the conclusion of the planning cycle. Division Vice Presidents presented prioritized goals for the year ending from within their divisions. The accomplishments of each division were shared with the group and discussions followed for further explanation of the outcomes, assessments, and practices. After year-end goals have been presented, major goals were identified and action plans revealed for the new fiscal year. (Appendix G). The President’s Planning Retreat has become an annual event.

Results of the planning activity yielded 100 per cent development of past year and new year goals by all divisions, departments, and units. A common calendar was consistently maintained during the third phase of the Integrative Planning Model. Phase Three of the planning cycle saw increased involvement of faculty, administrators, and staff. Use of institutional data increased in the preparation of annual plans. The link between budgeting and planning became visible to faculty and staff.

Improving the planning process at Pellissippi State remains a challenge. Continuous changes require a rethinking and reapplication of processes. Assessment remains the avenue in which outcomes can be determined. Knowing what has happened can help to make appropriate college-wide decisions that will affect Pellissippi State’s educational programs.

E. Conclusions

During 2003-2004 Pellissippi State again enjoyed successes not without struggles. Academic advising implemented enhanced processes. Placement rates were affected by curriculum changes and emphasis given to weak areas. General education outcomes remained a target. Development courses were combined and flexible scheduling became a reality. Math faculty implemented new instructional improvement initiatives. General education faculty continued to develop cost-effectiveness through which to enhance teaching skills. Planning became a continuous activity through the college.

The current level of performance has not been taken for granted and has not come

without challenges. The mission of the College continues to serve as the “map” to achieve institutional goals.

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Appendix A

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ADVISOR INFORMATION SESSION AGENDA Spring 2004

NEW REQUIREMENTS/PROCEDURES EFFECTIVE SUMMER OR FALL 2004

I. Common Calendar A. Fall classes always start between August 25 and 31; Fall 2004: August 30 B. UTK starts August 18 - this fall C. New class times (block sheet will be useful) – Handout

II. Common Core - General Education - UP

A. 41-hour core curriculum – Handout B. Accepted by all TBR schools to meet gen ed requirements C. 04U graduates can use new curriculum (2004-06 catalog) D. NO substitutions for common gen ed core requirements E. Be sure to use catalog year on 681 screen when advising, else TROUBLE!!!

III. General Education – Career Tech

A. All courses accepted for UP are accepted to meet Career/Tech general education requirements B. Career Tech students with BS/BA or higher degrees do not have to take gen ed courses (ABET

exceptions)

IV. Placement Testing Requirements – Beginning this summer, placement testing WILL NOT be required for the following students: A. Those who received D’s in a college level math or English course at another school; student can retake

same course or a lower-level course but not a higher-level course B. Those with associate or higher degrees unless the student feels placement testing would be beneficial

V. Lottery Scholarship Information – Handout VI. P.S…Web PINs - I Forgot My PIN link moved; students should use this if they cannot remember their PIN;

if they can answer their PIN Question and Answer, they should be able to reset their PIN to another 6-digit number. If that doesn’t work, then call Admissions/Records, not Helpdesk.

VII. Registration and Advising Periods

A. Advising Period – anytime an advisee is assigned to you during an office hour or a scheduled appointment

B. Priority Registration Period C. Self-advising Period D. FINAL Registration Period

WARNINGS

� Expunge instead of dropping issues - Students (especially those on financial aid) must drop classes rather than waiting for expunge. If their financial aid is approved, their schedule will not be dropped, and they will owe money if they do not attend those classes.

� Look for student’s name after entering CWID – too much alike � Change of Major forms - Use only new small ones; throw old large ones away. Several major codes on old

ones are no longer valid. � Tech Prep articulation courses - Only available to students in AAS programs. AA/AS students transferring to

UTK will have to take course over. Look for “proficiency articulation program” note on 681.

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REMINDERS Students can register for Summer and Fall starting March 29th; lift flag for both if student indicates might attend

summer as well Don’t assume students know how to register on-line - especially first semester students; ask questions Remember to check R30 (and A89) – not on REG screen anymore. Use 1AD for overall info. Flexible Learning for Achievement and Growth (FLAG) Center – Flexible entry and exit in DSP courses – see

Caroline Best Placement Appeals/Challenge Testing – students must receive approval first before attempting Challenge exam –

see Thomasson or Student Development counselor on any campus – must be completed before first day of class Regents Online Degree Program (RODP)

Enrolled students must fill out a Student Profile located on the RODP website Start date for summer RODP: 6/07, and Fall RODP: 8/30 Frequently Asked Questions: Coming soon on Advising & Curriculum website

Student Not Admitted for Term – Call Admissions & Records When in places other than your office, SIS screens will continue to print to your office printer when using Control

D and Num Lock 6 (for 681); use the Print Screen icon on the tool bar of the screen when elsewhere Intent to Graduate forms

Substitutions for all courses must be submitted on the proper form to the department head of the course. Make copy of form you have submitted and attach to Intent form unless the substitution has already been approved and posted on 654. If posted, it should show up in 681. If not, make copy of 654 and attach to Intent form.

UTK ROTC Opportunities – see handouts

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Advisor Information Sessions Spring 2004

Please pay close attention to the room locations for these meetings as they vary from session to session.

Monday, March 8 3:00, TWAV rooms

Tuesday, March 9 Noon, TWAV rooms

Wednesday, March 10 9:00, AL 206 (3:00, BCT Faculty only: MC 126)

Thursday, March 11 9:00, AL 206 (3:00, EMT Faculty only: MC 120 )

Friday, March 12 (9:00, EMT Faculty only: MC 120 ) 2:00, TWAV rooms

Monday, March 15

Tuesday, March 16 1:30, AL 206

Wednesday, March 17 noon, MC 303 (Division Street: 1:00, Rm 220)

Thursday, March 18 10:30, AL 206 (Blount Co: 2:00, Rm 132)

Friday, March 19 1:00, TWAV (Last day before Spring Break)

The session at Magnolia Avenue has not been determined yet. Important Dates: March 15 (week before Spring break): Post special appointment advisee signup sheets on door. Blank form in online Advisor Handbook ; Email your advisees – optional. March 29 – April 8 (Thursday): Special appointments available with advisors March 29 – August 17: Priority Registration April 8: Deadline for submitting Summer and Fall Intent to Graduate forms to advisors – Please share this information in your classes and with your advisees. Of those who come to see you, ask or determine if they are getting close to graduation. If so, give information regarding turning in form. April 23: Deadline for submitting Summer and Fall Intent-to-Graduate forms to Department Heads May 11: Self-Advising Period begins (advising flag will not have to be lifted for the student to register) Fees deadlines: Summer: May 24th Fall: August 17th

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New General Education Core and Implications

• TBR has adopted a new 41-hour general education core that all TBR institutions must follow. It differs from our current university parallel/general degree in the following ways: --physical education activities are no longer required --a computer introduction course is no longer required --two social/behavioral sciences courses are required instead of one --any two science courses may be taken instead of a sequence (although UTK still requires a sequence)

• The career/technical general education core has also changed: --a computer introduction course is no longer required --speech is no longer required --one mathematics/natural sciences course is required instead of two --a general education elective has been added (students choose one unduplicated course from one of the general education categories)

• Career/technical and university parallel students now have the same course options to choose from for humanities, social/behavioral sciences, etc.

• Fewer course options exist for the new general education core. For example, MUS 1020 will no longer fulfill the

humanities requirement; SPH 2200 and 2400 will no longer fulfill the speech requirement. NO substitutions or exceptions to the course options will be approved for students transferring to TBR institutions. TBR has mandated that we follow the new general education guidelines and we must do so in order to ensure transferability for our students. Returning students who already have coursework that does not fit the new curriculum should finish under a previous catalog.

• For students transferring to UTK, three exceptions were granted by TBR to maintain articulation agreements

(these are included on 681). PHIL 2420 may be used as a humanities course for business majors. PHIL 2450 may be used as a humanities course for nursing majors. MUS 2000 may be used as a humanities course for music majors. This ONLY applies to students transferring to UTK.

• The new general education guidelines will significantly affect the curriculum development process. New courses

that are proposed to meet a general education category must be approved by the CDC general education committee and then be sent to TBR for final approval. The TBR process could easily take up to one year.

• The general education core and approved course options are listed on the following page. • For further questions, please contact Cheryl Leach (539-7233 [email protected]) or Berta Ward (539-7219

[email protected]).

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University Parallel/General Degree Core Communication 9 hours Humanities/Fine Arts 9 hours (at least one course must be literature) Social/Behavioral Sciences 6-7 hours History 6-hour sequence Natural Sciences 8 hours Mathematics +3 hours 41 hours Career/Technical Degree Core English Composition I 3 hours Humanities/Fine Arts 3 hours Social/Behavioral Sciences 3-4 hours Mathematics/Natural Sciences 3-5 hours General Education Elective +3-5 hours 15 hours

Course Options Communication Humanities/

Fine Arts* Social/

Behavioral Sciences

History

Natural Sciences

Mathematics

ENGL 1010 ART 1720 ANT 1300 HIST 1010 & 1020

BIOL 1110 MATH 1010

ENGL 1020 ART 1730 ECN 2010 HIST 1110 & 1120

BIOL 1120 MATH 1130

SPH 2100 ENGL 2110* GEOG 1000 HIST 2010 & 2020

BIOL 1310# MATH 1410

ENGL 2120* HIST 2040 BIOL 2010 MATH 1420 ENGL 2210* POL 1010 BIOL 2020 MATH 1530 ENGL 2220* POL 1020 BOT 1010 MATH 1630 ENGL 2310* PSY 1010 BOT 1020 MATH 1730 ENGL 2320* PSY 2100 CHEM 1010 MATH 1830 ENGL 2331* PSY 2400 CHEM 1020 MATH 1910 ENGL 2510* SOC 1010 CHEM 1110 ENGL 2520* SOC 1020 CHEM 1120 HUM 2500 WMN 2200 CHEM 1310# HUM 2810 GEOL 1040 MUS 1030 GEOL 1050 PHIL 1030 GEOL 1300 PHIL 2010 GEOL 1310# PHIL 2400 PHYS 1300# THEA 1030 PHYS 2010

PHYS 2020 PHYS 2110

PHYS 2120

*One literature course is required. #These 3-hour science courses are only approved for TTU and LMU education majors.

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LOTTERY SCHOLARSHIP INFORMATION ADVISOR NOTES

As always, financial aid questions should be referred to the Financial Aid office; the office will hold information sessions for lottery scholarship recipients in the fall.

Lottery scholarship recipients should be realistic and register for a reasonable course load. Students should understand that withdrawing from courses may impact their eligibility. Lottery regulations and procedures are still being finalized at this time.

INFORMATION FROM THE FINANCIAL AID OFFICE Lottery scholarship recipients will be reviewed for continuation based on the following regulations. They differ from initial eligibility requirements.

1. In their first year, students must attempt 24 hours and have a cumulative GPA of 2.75. To retain the scholarship, students must continue to attempt 24 hours each year and maintain a cumulative GPA of 3.0. PSTCC reviews student records in increments of 24 hours attempted (i.e. 48, 72, etc.) up to 120 hours or five years.

2. The lottery guidelines have established the 14th as the date that determines the number of hours for which a

student is registered each semester. Withdrawal after the 14th day may jeopardize eligibility because Pellissippi State’s review of eligibility for continuation is based on “number of hours attempted”. Attempts include W’s.

3. For continuation each semester, students must also meet Pellissippi State’s “Satisfactory Academic Progress

Policy” for Title IV recipients. This policy states that the student must pass 2/3 of the hours attempted. Attempted hours for this policy begin the day after the “last day to add a class”. Therefore, withdrawals between the “last day to add a class” and the 14th day may also jeopardize a student’s eligibility.

4. Students must end a semester at the same status in which they began. If a student changes status within a

semester, the student loses their scholarship!! Example: A student begins the semester with twelve hours. On the 20th day of the semester, the student drops a three-hour class and thus changes status from a full-time student to a ¾ time student. This student has lost their scholarship.

5. As we move to the new 60/120 requirements, our maximum number of hours attempted for the “Satisfactory

Academic Progress Policy” for Title IV recipients will change from 100 to 90 (i.e., a 100-hour appeal will become a 90-hour appeal).

6. The federal remedial/developmental limit is unchanged. Once a student has attempted 30 developmental studies

hours, the student is not eligible for aid for any additional DSP classes. Example: A student has already attempted 30 DSP hours. The student registers for one three-hour developmental class and six hours of regular college credit classes for a total of nine hours. This student’s financial aid would be paid only for the six college credit hours; therefore, for financial aid purposes, the student would be considered a half time student.

WEBSITE

http://www.state.tn.us/tsa/lotteryfaq.htm

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TABLE OF CONTENTS (credit) REGISTRATION AND ADVISING FOR FALL 2004

Priority Registration takes place prior to Final Registration and is encouraged for all students. Students are able to meet privately with an academic advisor, ask questions about the College and develop a class schedule that meets their needs. New students: New students whose application files are complete may participate in Priority Registration by calling the Student Assistance Center, (865) 694-6556, for an appointment two weeks prior to the beginning of Priority Registration. Appointments are available on a first-come, first-served basis. Special (non-degree) students may be advised through the Admissions and Records Office, (865) 694-6570.

FALL 2004 PRIORITY REGISTRATION FOR NEW STUDENTS: MARCH 29-AUGUST 2, ALL CAMPUSES Returning students: Returning students are assigned an advisor before Priority Registration begins. To register before the last day of classes, returning students should meet with their advisor before the exam period begins. In addition to office hours, faculty advisors provide extra appointments during the first two weeks of Priority Registration. Faculty advisors are not available between semesters or during the summer.

FALL 2004 ACADEMIC ADVISING FOR RETURNING STUDENTS: MARCH 29-APRIL 8, ALL CAMPUSES Self-advising: After the exam period begins, returning students are permitted to register on P.S....Web without seeing their advisor. Students who choose to self-advise take full responsibility for ensuring their course selections meet requirements for their program of study and that required prerequisites are met.

FALL 2004 SELF-ADVISING PERIOD FOR RETURNING STUDENTS: MAY 11-AUGUST 25, P.S. ... WEB (ONLINE STUDENT INFORMATION SYSTEM)

Final Registration takes place a few days before classes begin. New students who have not participated in Priority Registration and returning students who need assistance scheduling must attend Final Registration. General advisors are available. Students who wait to register during Final Registration may have fewer scheduling choices.

FALL 2004 FINAL REGISTRATION: AUGUST 19, 23 AND 25

August 19, Pellissippi Campus August 23, Blount County Center and Magnolia Avenue Campus

August 25, Pellissippi Campus and Division Street Campus

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Draft

PROPOSED REFINEMENTS TO THE COLLEGE’S REGISTRATION AND ADVISING SYSTEMS

GOALS

Respond to staff reductions with process modifications Improve efficiency in the use of faculty and staff resources Increase student responsibility for advising and registration

REFINEMENTS

Availability of Advising Services – Pellissippi State will move from providing advising services to all students to making advising services available to any student who requests services as specified in the College’s advising service contract. Students may choose to self advise or be assigned an academic advisor and must agree to meet the responsibilities of either option.

Advising for New Students - New students will have the option of self advising or meeting with an academic advisor. After all appointments through the Student Assistance Center have been filled, students who wish to see an advisor and call for an appointment will be scheduled with faculty during Final Registration (formerly Official Registration).

Final Registration (formerly Official Registration) – New students who come to Pellissippi State on Final Registration days without completing an application will be told, “Pellissippi State has a computerized registration system. Someone on the 3rd floor of the ERC will help you put in your application and get registered for classes.” Half of ERC 327 will be devoted to web applications and half will be devoted to web registration for new students. Students will be able to see advisors located in the back rooms of the ERC or in faculty offices upon request. OBJECTIVES

Increase student use of automated registration services (web application and registration) Improve student satisfaction with advising and registration services by allowing students to choose between self advising and

meeting with an academic advisor Centralize services during final registration periods Reduce the number of non-faculty staff members required to support Final Registration activities

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ARMY ROTC INFORMATION Army ROTC is a tremendous way for college students to develop leadership skills that will prepare them to become Officers in the U.S. Army, and will give them a competitive edge using their Officer training and experience as they pursue successful civilian careers. It is leadership training at the highest level. ROTC prepares students for leadership both physically and mentally with classroom work and adventure/leadership training. Possible exercises could include leading students while rappelling, rock climbing, or various situational exercises. The ROTC program is divided into two phases. The Basic Course is comprised of classes that study Army history, organization and structure. The techniques and principles of leadership and management are stressed throughout the program. The Advanced Course is comprised of classes that teach tactical operations and military instruction, as well as advanced techniques of management, leadership and command. Basic Course students have no military obligation. Students with no Basic Course experience may attend the five week Leader’s Training Course during the summer prior to the start of their junior year of college. Available Incentives: 4, 3, & 2 year scholarships (awarded on merit) fully covering tuition & fees, plus a $600 book allowance and a monthly stipend worth up to $400 per month Internship/Cooperative Program with the Army Reserves/Army National Guard that will pay up to $1100 per month for qualified students, plus $4,000 per year in tuition assistance. For Additional Information: Point of Contact: LTC Ron Borden, 975-4512 or 5371 Web Site: http://web.utk.edu/~utrotc/index.html

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Lieutenant Colonel Ron Borden Recruiting & Admissions Officer

University of Tennessee Army ROTC 210 Stokely Athletics Center

PHONE (865) 974-4512

ARMY ROTC NURSING FACT SHEET Take Army ROTC in College, along with your nursing studies and begin your nursing career as a poised and self confident Lieutenant in the Army Nurse Corps. Army Nurses are valued members of a health care team that includes over 14,500 members in 37 hospitals around the world. Army Nurses enjoy considerable respect, autonomy, and authority as they pursue various roles with the Corps. You owe it to yourself to explore how you can be a part of this outstanding team! 1. SCHOLARSHIP INCENTIVES: These are designated two, three, and four year scholarships available for nursing students. Benefits include:

• Tuition. Receive a scholarship worth up to $17,000 per year towards tuition. • Books. Receive $600.00 per year. • Stipend. Receive a monthly stipend during the school year (Freshmen receive $250 / month;

Sophomores receive $300 / month; Juniors receive $350 / month; Seniors receive $400 / month).

2. NON-SCHOLARSHIP PARTICIPANTS: Students may participate in Army ROTC without a scholarship and receive the same monthly stipend for expenses during their junior and senior years of college. More importantly than the stipend is the guaranteed clinical nursing job upon graduation. Army ROTC nursing graduates will have the start to a fantastic career in nursing, with unbeatable continuing education opportunities. 3. SUMMER CAMP: Nursing students participate in an ROTC National Advanced Leadership Camp (NALC) and the Nurse Summer Training Program (NSTP). This training takes place during the summer between the junior and senior years in college. Benefits earned during NALC and NSTP experience include room and board and approximately $1,000 in pay. The Training Program is divided into two phases:

- Phase I: A month long leadership training exercise, focusing on basic military and leadership skills which you have learned throughout your junior year of ROTC. This training exercise is conducted at Fort Lewis, Washington.

- Phase II: A three week clinical experience at an Army hospital where nurse cadets will work one-on-one with an Army Nurse Corps officers. Cadets will have the opportunity to gain job experience and refine their leadership, clinical, and administrative nursing skills. This experience is clinically focused and based on the preceptor model of teaching.

4. SCHOLARSHIP ELIGIBILITY:

- Anticipated or current enrollment in a college or university with a nationally accredited

nursing program - Be a citizen of the United States - Be under the age of 31 on the 31st of December of the year in which you graduate - Minimum SAT score of 920 or an ACT composite score of 19 - Minimum GPA of 2.5 Page 101 of 185

- Physically fit and medically qualified - Good moral character

5. BENEFITS OF ARMY NURSING:

- Choose from 37 medical facilities around the world - Receive a substantial housing allowance - Free medical and dental care - 30 days paid vacation a year - Commissary and post exchange shopping at considerable savings - Choose a clinical focus from a wide variety of specialties - Positions available in clinical, administrative, and educational specialties in a variety of

settings - Outstanding continuing education (fully funded specialty, MSN, & PhD training) - Professional autonomy - Travel opportunities - Steady increases in pay and allowances - Regular progression in promotions and selection for positions of increasing responsibility - Maintain seniority as you change locations and jobs - Serve as an officer in the United States Army - Practice in an all baccalaureate degree prepared Nurse Corps

6. EDUCATIONAL OPPORTUNITIES: Additional nurse specialty training is offered to Army Nurses after graduation:

- Obstetrics and Gynecology - Critical Care/ Emergency Care - Psychiatric and Mental Health - Operating Room

Advanced degree programs, funded by the Army, may be pursued in the following disciplines:

- Nurse Anesthesia - Masters Degree - Nurse Midwifery – Masters Degree - Health Care Administration – Masters Degree - Nursing program of choice – Masters Degree - Clinical Nurse Practitioner – Masters Degree - Doctoral study in nursing science, education, or administration

CHECK US OUT http://web.utk.edu/~utrotc/index.html or www.armyrotc.com email questions to: [email protected]

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GRADUATING SUMMER OR FALL 2004??

GRADUATING SUMMER OR FALL 2004??

• An Intent to Graduate Form MUST be turned in the semester prior to graduation

• Pay $25 graduation fee and obtain graduation packet from the Business Office

• Make an appointment and meet with your advisor during early registration (Mar 30-Apr 8)

• Reminder: Register for CBASE exit exam the semester you complete your courses

• DEADLINE TO TURN IN INTENT FORM:APRIL 8, 2004

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Plan Time For: *Classes *Study *Recreation *Social Life *Work *Family Responsibilities *Rest TIME MONDAY TUESDAY ** WEDNESDAY THURSDAY ** FRIDAY SATURDAY SUNDAY

7:30 – 8:25

8:35 – 9:30

9:40 – 10:35

10:45 – 11:40

11:50 – 12:45

12:55 – 1:50

2:00 – 2:55

3:05 – 4:00

4:25 – 5:45

6:15 – 7:40

7:50 – 9:15

** Tuesday and Thursday hours are different

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Appendix B

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Welcome to Pellissippi State

NEW STUDENT ADVISING

MATERIALS

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What You Can Expect from Your First Advising Session

I. Verification that the major you have chosen is the correct one.

II. Development Studies Program (DSP) courses

you may be required to take.

III. High school course requirements – if your transcript has been evaluated.

IV. Number of hours you should take this

semester.

V. Classes you will take this first semester; registering for them using PS…Web.

VI. When fees are due; location of bookstore; first

day of classes.

VII. Seeing your assigned advisor later this semester to register early for following semester’s classes – your permanent advisor will be assigned based on your major and campus location.

VIII. Classroom etiquette; Resource directory.

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Getting Into the Right Major*

Your major is: __________________ which will give you an A.A.S. (circle one) degree. A.S. Your majors code is:______________ A.A.

Interested in getting a 4-year degree NOT entering career after Pellissippi

o In university parallel programs, students can usually take the first two years of coursework at Pellissippi State.

o Coursework includes general education courses like history, science, math, etc. Few, if any, courses in the major are taken. Major coursework is generally completed in the junior and senior years at the 4-year school.

o Students may transfer with or without graduating. o If career employment is desired after Pellissippi, CORRECT YOUR MAJOR.*

University Parallel

Associate of

Arts/ Associate of

Science A.A or A.S.

degree

Interested in immediate employment/advancement in career after Pellissippi NOT transferring to a 4-year school (with some exceptions).

o Coursework will include extensive training in the major. o You will be prepared to enter a career or advance in your current career upon

graduation. o Many of these courses in this program will not transfer to a 4-year institution. o Students will receive an Associate of Applied Science (A.A.S.) degree. o If transfer to a 4-year school is desired, CORRECT YOUR MAJOR.*

*TO CORRECT YOUR MAJOR: If you have chosen an incorrect major code, an advisor will help you fill out a Change of Major form. Take the form to the Admissions/Records office as soon as you leave the advisor’s office and be sure to keep the copy of the form the Admissions/Records office gives you.

Career/ Technical

Associate of

Applied Science A.A.S. degree

NOTE: Career/technical and UTK articulation agreement ‘sound alike major codes’ create the most confusion; e.g., Accounting, Computer Science, Engineering (any), Marketing, Management.

3Page 108 of 185

How many courses (and credit hours) should you take during your first semester? Consider the following: • tell you how much time you will spend in class each week.

- Example: If you take 12 credit hours of course work, you will be in class 12 hours or more per week, labs require additional hours.

Plan for of course work.

- Example: If you take 12 credit hours, you will need to make available an additional 24 hours per week for studying.

Consider

- Examples: If you are working more than 20 hours per week, you should not take a full class load. If you are working 40 hours or more per week, you should take no more than one or two courses per semester.

Consider time for • Consider

New students often sign up for more courses than they can realistically handle. Consider each of the factors

above in deciding on your first-semester course load. Frequently dropping and retaking courses looks bad on your

transcript and leaves you feeling discouraged.

Have a very good first semester by taking a course load that allows you to be successful in each course and provides you with time for a good life beyond your college work!

4

Adapted from materials provided by Phyllis Pace, Director of Student Development and Mike North, Student Development Counselor

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Classroom Etiquette

Adapted from Francisco’s Primer of Classroom Etiquette by Edward Francisco, Associate Professor of English

The purpose of this document is to support the twin prerogatives of mutual respect and personal accountability. These prerogatives ensure that everyone has an equal opportunity to get the most from the classroom experience at Pellissippi State. The necessity for this document arises from the tendency in recent years for some people to display behaviors that would have been deemed intolerable in a former time and which are unacceptable to civilized people in the present. Manners make life easier and more pleasant for all of us. They reduce stress. Manners also provide social lubrication designed to make interaction with others run more smoothly than it otherwise might. In short, everyone benefits from manners, whereas only a single self-indulged individual benefits (temporarily) from rudeness. Courtesy, the recognition that someone else’s needs may be just as important as your own, is the benchmark of a mature and socially responsible person. Basic guidelines for classroom courtesy include the following. Please accept these reminders in the spirit in which they are offered. My working assumption is that a significant majority of people wants to enjoy class in a responsible way. I am also impressed by the generosity of spirit and unpretentious courtesy I find among most of the students here at Pellissippi State. In fact, it is a pleasure to teach here most of the time. I intend it to be a pleasure for you to learn here, as well: 1. Please do not carry on private conversations during lectures or general discussions. Your behavior can

be distracting, causing you or someone else to miss something important. 2. Please don’t dominate discussions. The more respectful you are, the more people will want you to talk. 3. Please respect those who responsibly disagree with your position. It is important for us to challenge each

other’s thinking, but we can do that without being uncivilized or resorting to personal attacks. 4. Please be on time. Habitual tardiness disrupts the class and suggests that you don’t respect what we’re

doing enough to be on time. If you can’t be on time on a regular basis, then you should reschedule the class when you can be in punctual attendance.

5. If you are late, never walk in front of whomever is speaking at the podium. If you cannot find a vacant

seat close to the door, then move down the row of seats nearest the doorway and along the back of the room to find a seat.

6. Please do not take up class time in handing in late material or asking what you missed if you were absent

the previous class period. Class time is precious, and you never want your classmates to think you’re so special that everyone should stop what he or she is doing just for you.

7. Never ask an instructor, “Did I miss anything when I was absent last time?” If you were absent, assume

you missed something. Then find out in a responsible fashion what you missed. 8. Either turn off your cell phone/beeper or put it on vibrate while you are in class. Always!

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An Instructor’s Rules, Regulations, and Course Guidelines IS

The Class Syllabus Each instructor will provide you with a class syllabus and their rules and regulations for the class on the first day of class. Ask for this information if you are absent (a no-no!). Instructors in different subject areas have different policies regarding class attendance, tardiness, and course requirements. SAVE this information since it includes a list of topics you will cover in the class along with the instructor’s attendance/tardy policy, requirements of the class, etc. *************************************************************

INSTRUCTIONS FOR PRINTING ARTICULATION AGREEMENTS AND EQUIVALENCY TABLES FROM THE WEB

Instructions for Printing Articulation Agreements and Equivalency Tables from the

Web 1.Go to the main Pellissippi web site at www.pstcc.edu 2.Click on the Student link at the top left hand side of the screen. In the gray box on

the right hand side. 3.Click on "Articulation Agreements and Equivalency Transfer Tables"; it is the

second link. 4.Click on the school you are interested in. 5.Click on either the articulation agreement and/or the equivalency table that you want to view. 6.Go to "File" and then "Print" to print the item or click on the printer icon in the toolbar.

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Pellissippi Campus NEW STUDENT ADVISING

Preparation Sheet, Summer 2004, Official Registration Thanks for serving as a new student advisor. The information below parallels the new student-advising checklist and should quickly prepare you to advise new students. Have the following ready:

SIS PS…Web Advising Information (www.pstcc.edu/departments/curriculum_and_instruction/)

New Student Checklist (attached)

Printed resources SIS Screens

I. YOUR WARMEST WELCOME TO PELLISSIPPI STATE

A. Benefits of Priority Registration 1. Advisor assignment later in semester (based on major and campus) 2. Appointment sheet on office door one week before

B. Questions or problems later in semester? 1. Student Assistance Center (694-6556) 2. Curriculum (539-7219)

C. Check for holds No holds, lift flag, if necessary

D. Note any DSP and any A89 requirements from R30 and A89 screen II. DSP DISCUSSION (if needed)

A. Explanation of DSP placement and courses Developmental Studies Program Packet 1. DSP flyer and the benefits of DSP classes 2. DSPS 0800 - Study Skills, first semester 3. DSP Appeal Opportunity

REG 048

R30

III. VERIFY/CORRECT MAJORS New Student Packet A. Check for understanding

1. College Transfer/ University Parallel programs Major Code List-attached REG2. Career/Technical programs

B. If needed, Change of Major form IV. COURSELOADS, STUDY TIME, WORK & FAMILY OBLIGATIONS

New Student Packet V. CURRICULUM ADVISING

A. Identify first semester courses -- based on DSP placement, A89 requirements, catalog requirements/articulation agreement, and non-academic time commitments.

105 B. Explain methods of finding sections: Student can use Schedule of Classes, Web C. Assist with developing schedule, have student note call numbers D. Explain section codes (campus designations)

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E. Web registration Schedule of Classes, page 6 1. CWID (explain identity theft problem with SSN’s) 2. Trade seats 3. Follow steps listed 4. Print Detailed Student Schedule (point out room numbers) 5. Review Web resources (transcripts, grades, audits, change address, e-mail address, advisor's

name, etc.) VI. STUDENT RESPONSIBILITIES

A. Seeing assigned advisor B. Knowing/following published curriculum requirements

VIII. OTHER NEW STUDENT INFORMATION New Student Packet A. Classroom Etiquette – New Student Packet

B. Resource Directory – Where to Go for Help http://www.pstcc.edu/departments/curriculum_and_instruction/resource-directory.html

IX. GOOD LUCK AND REMINDERS

A. Fee payment 1. Cashier’s office location (2nd floor Goins)

2. Deadline May 27 before 6:30 p.m. B. Bookstore location (Goins by Rotunda)

Primary goal reminder: Positive first advisingexperience; better informed advisees;

more independent and responsible students …

Let’s have a great Summer

Semester!

2 Page 113 of 185

CHECKLIST FOR NEW STUDENT ADVISING DURING OFFICIAL

REGISTRATION PERIODS

WELCOME

ADVISING 1. _______ Lift advising flag (REG screen). If holds, check screen 048. 2. _______ Major correct (REG, Major Code List)? If not, have student fill out Change of Major Form. Make sure student

understands difference between career/tech and transfer major codes. 3. _______ DSP requirements (R30 screen)? Pending DSP Courses: ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________

4. _______ (AA/AS only) High school deficiencies (A89 screen)? Consult List of Courses that Remove A89 Deficiencies if needed. Pending Courses: ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ 5. _______ Consult catalog/articulation agreement for other courses student may take. Use DSP Placement

Chart for course options if there are any required DSP courses. Possible first semester college- level courses:

____________ _____________ _____________ _____________ _____________ 6. _______ Full time or Part time? Pellissippi Campus, Division Street, Blount County, or Magnolia Ave.? 7. _______ Tentative Class Schedule (screen 105 to search open sections), have student write down call

numbers, times and days. 8. _______ Assist with registration on the web, (Schedule of Classes)

STUDENT RESPONSIBILITIES See advisor during Early Registration; know his/her program

requirements

OTHER INFORMATION New Student Packet (Classroom Etiquette; Resource Directory)

GOOD LUCK AND REMINDERS –

Bookstore (next to Rotunda, Goins) Cashier’s office (2nd floor Goins)

3

Fee deadline- May 27, before 6:30 pm

Be on time for the first day of class!

For EMERGENCY Advising Assistance Dial:

Records and Admissions: 694-6561

New Student Questions: 414-4129 or 705-0212 Returning Student Questions: 539-7219

NORA: 694-6646 Curriculum Office: 539-7219

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4

MAJOR CODES 2004-2005 Listed Alphabetically by Major Name

COLLEGE KEY: AS = Arts & Sciences BT = Business Technologies & Transfer ET = Engineering Technologies & Transfer ROD = Regents Online Degree

DEGREE TYPE KEY: AA = Associate of Arts AS = Associate of Science AAS = Associate of Applied Sciences

COLLEGE DEGREE CODE PROGRAM AS AS ET01 ETSU Nursing Articulation AS AA GA01 Art (History) AS AA GA06 Journalism AS AA GA09 Music (B.A.) AS AA GA21 Social Work BT AA GA22 Accounting BT AA GA23 General Business BT AA GA24 Public Administration (Business) AS AA GA26 Secondary Education AS AA GA27 Special Education BT AA GA28 Logistics & Transportation AS AA GA2A Electronic Media BT AA GA32 Computer Science BT AA GA34 Marketing BT AA GA35 Management BT AA GA36 Finance AS AA GA37 Elementary Education AS AA GA38 Speech Communications AS AA GA39 Theatre AS AA GA40 English AS AA GA41 Linguistics AS AA GA42 History AS AA GA43 Psychology AS AA GA44 Sociology AS AA GA45 Philosophy AS AA GA47 Political Science AS AA GA48 Chemistry AS AA GA49 Biological Sciences AS AA GA50 Physics AS AA GA51 Mathematics AS AA GA55 Anthropology AS AA GA58 Economics (Arts & Sciences) AS AA GA60 German/Language & World Business AS AA GA66 Political Science/Public Administration AS AA GA67 Religious Studies AS AA GA68 Statistics (Arts & Sciences) AS AA GA69 Urban Studies AS AA GA70 Women's Studies BT AA GA71 Economics (Business) AS AA GA72 French AS AA GA73 German AS AA GA75 Spanish AS AA GA76 Public Relations AS AA GA78 Comparative Literature AS AA GA80 Pre-Professional/Science-Medical Technology AS AA GA82 Exercise Science AS AA GA84 Legal Studies AS AA GA87 Sport Management AS AA GA88 French/Language & World Business

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5

AS AA GA89 Spanish/Language & World Business AS AA GA92 Pre-Medical AS AA GA93 Pre-Dentistry AS AA GA94 Pre-Veterinary AS AA GA95 Pre-Pharmacy AS AA GA96 Allied Health AS AA GA97 Creative Writing BT AA GA98 Statistics (Business) AS AA GA99 General Associate of Arts - Non-articulation ET AS GS10 Aerospace Engineering AS AS GS29 Family Studies AS AS GS31 Chemical Engineering AS AS GS32 Civil Engineering AS AS GS33 Electrical Engineering AS AS GS34 Mechanical Engineering AS AS GS37 Nursing AS AS GS38 Retail/Consumer Science AS AS GS39 Hotel/Restaurant Administration ET AS GS40 Engineering Physics ET AS GS42 Biomedical Science ET AS GS43 Industrial Engineering ET AS GS44 Materials Science & Engineering ET AS GS45 Nuclear Engineering AS AS GS46 Child Development ET AS GS50 Nuclear Engineering/Radiological AS AS GS53 Community Health Education AS AA GA1A Human Resource Development AS AS GA19 Advertising AS AS GS61 Agricultural Economics and Business AS AS GS87 Agricultural Economics & Business: Agricultural Equip. Mgt. Track AS AS GS62 Animal Science: Production/Management AS AS GS63 Animal Science: Science/Technology AS AS GS88 Animal Science: Science/Technology Pre-Vet Medicine Conc. AS AS GS80 Plant Science & Landscape Systems: Business Management Conc. AS AS GS81 Plant Science & Landscape Systems: Horticulture and Agronomy Conc. AS AS GS82 Plant Science & Landscape Systems: Hort. & Agronomy/Agronomy TrackAS AS GS83 Plant Science & Landscape Systems: Hort. & Agron./Horticulture Track AS AS GS84 Plant Science & Landscape Systems: Landscape Design Conc. AS AS GS85 Plant Science & Landscape Systems: Public Horticulture Conc. AS AS GS86 Plant Science & Landscape Systems: Turfgrass Management Conc. AS AS GS79 Computer Engineering AS AS GS99 General Associate of Science - Non-articulation AS AS LM01 LMU K-8 Education Articulation AS AS TT01 TN Tech K-8 Education Articulation

CAREER TECHNICAL

COLLEGE KEY: AS = Arts & Sciences BT = Business Technologies & Transfer ET = Engineering Technologies & Transfer ROD=Regents Online Degree

DEGREE TYPE KEY: AA = Associate of Arts AS = Associate of Science AAS = Associate of Applied Sciences

COLLEGE DEGREE CODE PROGRAM BT AAS CAT1 Computer Accounting ET AAS CET1 Civil Engineering Technology BT AAS CGT Communications Graphics Technology ET AAS CID Computer Integrated Drafting & Design Technology BT BT BT BT

AAS AAS AAS AAS

CS01 ISD CS02 DDD CS03 PRO CS04 CSUP

Internet Software Development Concentration (CSIT) Database Design & Administration Concentration (CSIT) Programming Concentration (CSIT) Computer Support Concentration (CSIT)

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6

BT AAS ECED Early Childhood Education ET AAS EET1 Electrical Engineering Technology BT AAS EMKT E-Commerce/Marketing ET AAS GET General Technology ET AAS GET4 Major Technology: Photography ET AAS GET6 Major Technology: Electrical Construction ET AAS GIS1 Geographic Information Systems/Technology Concentration BT AAS GIS2 Geographic Information Systems/Business Concentration BT BT

AAS AAS

HPC HSP

High Performance Computing Hospitality

ET AAS IDT Interior Design Technology ET AAS MET2 Mechanical Engineering Technology: Manufacturing Concentration ET AAS MET3 Mechanical Engineering Technology: Mechanical Concentration ET AAS MET4 Mechanical Engineering Technology: Quality Control Concentration BT AAS MGT1 Management ET BT

AAS AAS

NETW OST1

Networking and Communications Systems Technology Office Systems Technology: Health Care Office Administration Concentration

BT AAS OST2 Office Systems Technology: Business Concentration BT AAS PARS Paralegal Studies BT AAS VPT Video Production Technology ET AAS WEB Web Development Technology

REGENTS ONLINE DEGREE PROGRAMS

COLLEGE DEGREE CODE PROGRAM ROD AAS RPST Professional Studies: Information Technology Concentration (Career/Tech degree) ROD AA RA01 General Studies: Associate of Arts (University Parallel degree) ROD AS RS01 General Studies: Associate of Science (University Parallel degree)

SPECIAL STUDENT / CERTIFICATES ACC Accounting Proficiency AVP1 Photography BANK* Banking (Restricted) CACC Cost Accounting CAM* Computer Aided Manufacturing CGTC Communications Graphics CIDC* Computer Integrated Drafting & Design CMPB* Computer Business Applications CRM* Customer Relationship Management ECOM* E-Commerce EETT Electronics Technician EETM Manufacturing Automation Technician FBS* Food & Beverage Service FIN4* Credit Union Management (Restricted) GISB* Geographic Information Systems/Business GIST* Geographic Information Systems/Technical HPCS High Performance Computing Security IMCP* Industrial Maintenance ITL* Information Technology Literacy IWC* Introductory Web LANM Local Area Network Operations/Management LODG* Lodging LS2* Surveying LSEC* Legal Secretary MEDR Medical Insurance Coding & Reimbursement MOUS* Microsoft Office User Specialist Preparation MTC* Medical Transcription PMGT Project Management PTAX Payroll/Taxation Accounting QC* Quality Control REE2* Real Estate SPU General

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7

SUP1 Supervision TRTO* Travel & Tourism VPTC Video Production CIW Web Technology: Advanced Web Designer WEBD Web Technology: Advanced Web Developer WBAS Web Technology: Basic * Institutional Certificate Revised April 28, 2004

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NEW STUDENT OFFICIAL REGISTRATION CHECKLIST Pellissippi Campus

Spring 2004

After you have completed the application process and any testing requirements, you need to complete the steps below to be ready for the first day of classes on January 15. If you have trouble finding anything or have questions, please stop any Pellissippi State staff member and ask for help—that’s why we’re here.

NEW STUDENT CHECK IN – Goins Building Student Lounge (Room 101) Pellissippi staff will check your records to be sure you are ready to meet with an academic advisor and will assist you with scheduling an appointment with an advisor.

ADVISING & CLASS SCHEDULING – Faculty/staff member’s office or Goins You will meet with an advisor to discuss academic requirements and any questions you may have and to complete your class schedule for the term. You will either register for your courses on the web or complete a registration form that you will submit to the Admissions/Records Office.

VA and FINANCIAL AID – Goins Building Room 101 If you have questions about your financial aid application or need financial aid information, staff are available to assist. Financial aid checks will be disbursed to approved recipients on January 22 after attendance has been reported for all classes.

FEE PAYMENT – Goins Building, Cashier’s Office, second floor Fees are due on January 13 by 6:30 p.m. or you will be dropped from your classes. You may pay fees with cash, personal and company checks, money orders, Visa and MasterCard. The Cashier’s Office can also provide information on deferred payment of fees.

TEXTBOOKS PURCHASES – Goins Building, Room 148, first floor Textbooks for each course taught at this campus are available in the bookstore. For those who will be purchasing books after financial aid checks are disbursed on January 22, faculty will provide course materials to assist you until that date.

Reminders Classes begin January 15 Financial Aid checks January 22 Pellissippi Campus

January 23 Magnolia, Blount, Division Street ID cards available in ERC January 23 Activate your Pellissippi e-mail account As soon as possible Priority Registration for Spring 2004 March 29 – April 8 (See your assigned advisor – check P.S…Web under Registration Status beginning March 1st) Self – Advising Period Begins May 11

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Appendix C

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DEVELOPMENTAL STUDIES PROGRAM Purpose

The Developmental Studies Program (DSP) at Pellissippi State provides specific courses designed to

Strengthen entering students' academic skills Provide refresher courses for re-entering students Build the self-confidence necessary for college success

Curriculum

COURSE OFFERINGS DSPR 0700 Basic Reading DSPR 0800 Developmental Reading DSPW 0700 Basic Writing DSPW 0800 Developmental Writing DSPM 0700 Basic Mathematics DSPM 0800 Elementary Algebra DSPM 0850 Intermediate Algebra

Study Skills Placement

DSPS 0800 College and Lifetime Learning - Students must take DSPS 0800 if they place into any combination of two or more SUBJECT AREAS (i.e., reading and math; English and math; reading and English; or English, reading, math). Eligible students are strongly encouraged to take DSPS 0800 during their first semester. New Student DSP Placement Appeal A student may appeal his/her placement in a DSP course. In order to do so the following steps must be taken:

• The student must obtain and complete a DSP Course Placement Appeal from the DSP director, JoAnne Thomasson, Goins 135, or the Student Assistance Center at any campus.

• If the appeal is approved, additional assessment will be required for a fee of $10. • The results of this assessment may move the student to a lower level.

Studies show that success rates for students who complete DSP courses are equal or better than those for students who have not had the benefits provided by these refresher classes.

--Bookie ReynoldsProfessor

English

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Placement for DSP Courses ACT

Revised Spring 2003Students under 21 years of age (GED recipients and high school graduates) will be placed based on ACT scores according to the following tables. Students 21 years of age and older will be placed based on ASSET scores according to the following tables. As an alternative, these students may submit ACT scores that are less than three years old and will be placed according to the tables below.

International students (ESL) will be placed based on ASSET scores. As an alternative, these students may submit ACT scores that are less than three years old and will be placed according to the tables below.

Special Cases: Students with ACT composite scores of less than 26 who have A89 deficiencies in English or math will take the ASSET test.

English Mathematics Reading

ACT English subscore

Course placement

ACT Math subscore

Course placement

ACT Reading

score

Course placement

1 -14 DSPW0700 1 –14 DSPM0700 1 -11 DSPR0700 15 -18 DSPW0800 15 –16 DSPM0800 12 -18 DSPR0800

19+ ENGL1010 17 –18 DSPM0850 19+ No DSPR required

19+ College-level math

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ASSET SCORE INTERPRETATION Paper-Pencil Placement Test

Form H ASSET Writing Scores—36 Questions (25 minutes)

Student’s Scaled Score

Raw Scaled Check Placement

0-22 23-37 DSPW 0700—Basic Writing 23-28 38-43 DSPW 0800—Developmental Writing

Score_________

29-36 44-54 College Level English ASSET Reading Scores—24 Questions (25 minutes)



0-13 23-35 DSPR 0700—Basic Reading 14-16 36-39 DSPR 0800—Developmental Reading

Score_________

17-24 40-53 No Reading Required

Students are required to take either the Numerical Skills and Elementary Algebra tests or Elementary and Intermediate Algebra tests depending on how much algebra they had in high school. Math placement is based on the highest level of math that the student scored into. For example, if a student received a scaled score of 24 on Numerical Skills and a 37 on Elementary Algebra, then the student will be placed in DSPM 0800, Elementary Algebra.

ASSET Numerical Scores—32 Questions (25 minutes) Student’s Scaled Score


0-14 23-37 DSPM 0700— Basic Mathematics Score_________ 15-32 38-55 DSPM 0800— Elementary Algebra

ASSET Elementary Algebra Scores—25 Questions (25 minutes) Student’s Scaled Score


0-7 23-32 DSPM 0700— Basic Mathematics 8-10 33-38 DSPM 0800— Elementary Algebra

Score_________

11-25 39-55 DSPM 0850— Intermediate Algebra ASSET Intermediate Algebra Scores—25 Questions (25 minutes)



Score_________

11

38+

College Level Math

Developmental Study Skills Requirement Placement Criteria Study Skills Placement Placement in two or more DSP subject areas

DSPS 0800—College and Lifetime Learning

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Challenge Scores A student may challenge his/her placement.

1. The day before classes begin students may challenge their placement. Course placements indicated by the results of challenge tests are final. The results of this assessment may move a student to a lower level.

2. English (holistic writing sample), Reading (Nelson-Denny test), and math (departmental exam) challenge testing will be administered in the Testing Center.

3. Results of the challenge test will be entered on the SIS R30 screen.

Students placing in two or more developmental studies program subjects are required to enroll in DSPS0800.

Test name 0700 0800 0850 College-level

Writing CWRIT 2 3 4 Writing - ESL CESLW 2 3 4 Reading CRDNG < 30 30 - 69 70 -100 Reading - ESL

CESLR 2 3 4

DSPM0700 CMTH1 < 80 80 - 100 DSPM0800 CMTH2 < 80 80 - 100 DSPM0850 CMTH3 < 80 80 -100

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Revised June 2004

DEVELOPMENTAL STUDIES CHART • Students placing into ANY COMBINATION OF TWO OR MORE SUBJECT AREAS must take the

developmental study skills course (DSPS 0800). Any student enrolled in at least one DSP course may elect to take DSPS 0800.

• Students may take courses listed only for their lowest level of placement. • Required developmental studies (DSP) courses are a priority over other courses listed in the following

chart:

IF THIS DSP COURSE(S) IS REQUIRED YOU MAY TAKE THESE COURSES

DSPR 0700-Basic Reading (must be taken first semester)

DSPW 0700; DSPM 0700 (NOT DSPM 0800 and 0850); DSPS 0800; any studio art 1000-level course (NOT Art History); any MUS 1500-, 1600-, or 1700-level course; any PHED activity course

DSPR 0800-Developmental Reading All DSP courses; any studio art 1000-level course (NOT Art History); any MUS 1500-, 1600-, or 1700-level course; any PHED activity course; CET 1000, 1010, 1212;EET 1001; FREN 1010, 1020; GERM 1010, 1020; HPC 1010, 1020; IDT 1000, 1030, 1050, 2030; MET 1002, 1012, 1020; OST 1100, 1211; SPAN 1010, 1020; SOC 1010; VPT 1090

DSPW 0700-Basic Writing All DSP courses (EXCEPT DSPW 0800); any studio art 1000-level course (NOT Art History); any MUS 1500-, 1600-, or 1700-level course; any PHED activity course; OST 1100

DSPW 0800-Developmental Writing All DSP courses; any studio art course (NOT Art History); any MUS 1500-, 1600-, or 1700-level course; any PHED activity course; all college-level math; ASL; CET 1000, 1010, 1022, 1212, 2010; CID 1100, 1110; EET 1001, 1012, 1310; FREN 1010, 1020; GERM 1010, 1020; GIS 1010, 1120, 1600; HPC 1010, 1020; IDT 1000, 1030, 1050, 2030; MET 1012, 1020, 2800; NETW; OST 1005, 1100, 1211; PHO 1000, 1500, 1600; PHYS; RCS 1200; SPAN 1010, 1020; SPH 2800; SOC 1010; THEA 1030, 2200, 2210; VPT 1040, 1090, 1210, 1500

DSPM 0700-Basic Mathematics If catalog prerequisites are met, can take all college-level courses EXCEPT ACC, BIOL, BOT, CID, CHEM, CET (can take CET 1000), CSIT, ECN, ECE, EET, ENS, ENV 1500, FIN, GIS (can take GIS 1010, 1120, 1600), GEOL, HPC (can take HPC 1010, 2300), MKT 2260, MATH, MET (can take MET 1012), MUS 1000, 1110, 1120, 1300, 1400, 2000, 2110, 2120, 2300, 2400, PHYS, OST 1003, 1004, 1211, 2014, 2015, 2621

DSPM 0800-Elementary Algebra If catalog prerequisites are met, can take all college-level courses EXCEPT ACC, BIOL, BOT, CID, CHEM, CET (can take CET 1000 and 1010), CSIT, ECN, ECE, EET, ENS, ENV 1500, FIN, GIS (can take GIS 1010, 1120, 1600), GEOL, HPC (can take HPC 1010, 1020, 2000, 2300), MKT 2260, MATH, MET (can take MET 1012), OST 1003, 1004, 2014, 2015, 2621, PHYS

DSPM 0850-Intermediate Algebra If catalog prerequisites are met, can take all college-level courses EXCEPT ACC, CHEM, CET (can take CET 1000, 1010, 1022, 1212, 2010, 2021, 2240), CID (can take CID 1100, 1105), CSIT (can take CSIT 1110), ECN, ECE, EET (can take EET 1001, 1310), ENS, FIN, GIS (can take GIS 1010, 1020, 1110, 1120, 1200, 1600), GEOL, HPC (can take HPC 1010, 1020, 2000, 2007, 2300), MKT 2260, MATH, MET (can take MET 1012, 1020, 2800), PHYS

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COURSES THAT REMOVE 1989 ADMISSION REQUIREMENT DEFICIENCIES

Revised November 15, 2002 Pellissippi State students with high school unit deficiencies who are admitted to

university parallel/college transfer programs must remove any deficiencies, for elective credit only, prior to receiving the associate degree in a transfer program. Pellissippi State courses approved for removal of high school deficiencies follow: Social Studies (1 unit)HIST 1010 (formerly HIS 2410) HIST 1020 (formerly HIS 2420) HIST 1110 (formerly HIS 2610) HIST 1120 (formerly HIS 2620) Advanced Math (1 unit) MATH 1130 (formerly MTH 1010) MATH 1530 (formerly MTH 1050) MATH 1710 MATH 1730 (formerly MTH 1020) Visual/Performing Arts (1 unit) ART 1011 ART 1030 ART 1031 ART 1610 ART 1720 ART 1730 ART 2130 ART 2140 ART 2210 ART 2220 ART 2410 ART 2420 ART 2620 CGT 1510 (formerly ART 1510) MUS 1000 MUS 1020 MUS 1030 (formerly MUS 1010) MUS 1110 MUS 2000 MUS **** any applied music courses

to total 3 credit hours, all other courses listed are 3 hours.

PHO 1000 THEA 1030 (formerly THE 1000) THEA 1311 (formerly THE 1311) THEA 2200 (formerly THE 2200)

U.S. History (1 unit) HIST 2010 (formerly HIS 2210) HIST 2020 (formerly HIS 2220) Nat/Phy Science I and II (2 units required) One course must be general biology, chemistry or physics w/lab*. AGR 1010 ASTR 1030 BIOL 1010 BIOL 1020 *BIOL 1110 (formerly BIO 1010) *BIOL 1120 (formerly BIO 1020) BIOL 2010 (formerly BIO 2310) BIOL 2040 (formerly BIO 2030) BIOL 2400 (formerly BIO 2400) BOT 1010 BOT 1020 *CHEM 1010 (formerly CHM 1000) *CHEM 1020 (formerly CHM 1100) *CHEM 1110 (formerly CHM 1010) *CHEM 1120 (formerly CHM 1020) GEOL 1040 (formerly GEO 1010) PHYS 1030 *PHYS 2010 (formerly PHY 2210) *PHYS 2020 (formerly PHY 2220) Foreign Language I (1 unit) FREN 1010 (formerly FRE 1010) GERM 1010 (formerly GER 1010) SPAN 1010 (formerly SPA 1010) Foreign Language II (1 unit) FREN 1020 (formerly FRE 1020) GERM 1020 (formerly GER 1020) SPAN 1020 (formerly SPA 1020)

Course Exemption by Nationally Standardized Examination

The appropriate College-Level Examination Program (CLEP) or DANTES subject examinations will remove unit deficiencies. Consult the Pellissippi State catalog.

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Appendix D

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PERFORMANCE REVIEW AND DEVELOPMENT

PLAN CALENDAR

Performance Evaluation Year

Evaluation Period - April 2002-March 2003;

Planning Period - July 2003-June 2004

The performance review process begins for 2003-2004

Supervisors discuss performance review calendar, performance review forms, and performance review process with employee.

Employee performance evaluations are based on a 12-month period, April 2002 - March 2003, and employee performance goals are determined for July 2003-June 2004. Goals not addressed for April, May, and June 2003 will be carried forward into the July, 2003-June 2004 year and evaluated in the next evaluation cycle.

The individual Self-Evaluation Worksheet is due to the employee’s immediate supervisor. However, completing the individual Self-Evaluation Worksheet is voluntary. (Page 2, Performance Review and Development Plan, 11/02, HR Document)

The employee’s evaluation of the supervisor is due to the administrative level above the immediate supervisor. However, completing the supervisor evaluation is voluntary. (Page 3, Performance Review and Development Plan, 11/02, HR Document)

February 3-21, 2003

Department Head/Supervisor completes the performance review documentation for each employee. The performance documentation (evaluation and goals) is reviewed with the administrative supervisor before presentation to the employee. The Supervisor discusses the 2002-2003 performance evaluation and determines an overall performance rating. (Page 7, Part 6, Performance Review and Development Plan, 11/02, HR Document)

March 14, 2003 Unit/program/departmental and divisional plans and budget requests for FY

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2003- 2004 due to Vice Presidents. Completed performance review documentation forwarded to Vice Presidents for review and signature.

March 17-28, 2003 Vice Presidents meet with President for their review and division reports.

March 21, 2003 All 2003-2004 performance review documentation forwarded to Human Resources for compilation and submission with budget documents.

March 24, 2003 Division IT Plans due to Vice President of Information Services

March 29, 2003 All performance review documentation filed in employee personnel file.

April 11, 2003 Budget Request, IT Plans due to the Vice President of Business and Finance. Unit/program/departmental and divisional plans, including evaluations (Apr 2002- March 2003) and goals for FY 2003-2004 forwarded to Institutional Effectiveness, Research, and Planning Office.

May, 2003 Budget-IT Plans, Long-Range Planning due TBR

July, 2003 Individual 2003-2004 performance review goals reviewed by employee and supervisor to update as needed. (Optional meeting)

November, 2003 Individual 2003-2004 performance review goals reviewed by employee and supervisor. (Required)

February, 2004 Begin April 2003-March 2004 performance evaluation process.

[Performance Review and Development Plan Calendar 2004 - 2005] Last modified: February 16 2004 09:51:07.

Please send any inquiries or comments about this website to: Office of Institutional Effectiveness, Research, & Planning

Pellissippi State Technical Community College Dr. Sharon Yarbrough, Director

10915 Hardin Valley Road Knoxville, TN 37933 Tel: (865) 694-6526 Fax: (865) 694-6435

[email protected]

IERP Home | Request Form | Fact Book | College Goals | Planning Docs | Conduct Research at PSTCC | Surveys | Survey Index | Glossary | IERP Staff | IERP Mission

Maintained by: Eileen A. McAllister, Office of Institutional Effectiveness, Research, and Planning

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Appendix E

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Planning Division/Department Checklist*

Division 2003-2004 2004-2005 Department* 2003-2004 2004-2005

Goals Evaluation Goals Evaluation Goals Evaluation Goals Evaluation

President

x

Grant Development x x xInternal Audit x x xInstitutional Effectiveness, Research, and Planning x x xSmall Business Development Center x x x

Academic and Student Affairs

x

Academic Affairs Instructional Programs x x xAdvising, Articulation, and Curriculum x x xBusiness and Community Services xxx xxx xxx

Computer Training Institute x xCommunity Services Programs x x xBusiness and Professional Programs x x xCertificate Programs x x xACT Center x x xQuality and Environmental Programs x x xIndustrial and Contract Training x x x

Developmental Studies x x xBusiness and Computer Technology xxx xxx xxx

Paralegal Studies x x xBusiness Administration x x xHospitality Program x x xOffice Systems Technology x x xComputer Science and Information Tech. x x x

Engineering and Media Technology xxx xxx xxxComputer Integrated Drafting and Design x xChemical Engineering Technology x xElectrical Engineering Technology x xVideo Production Technology xInterior Design Technology x xEngineering and Civil Engineering Tech. x xCommunications Graphics TechnologyHigh Performance Computing x xGeographic Information Systems x xWEB Development Technology x xNetworking and Communications Tech.Mechanical Engineering Technology

English xxx xxx xxxEnglish as a Second Language x x x

Liberal Arts x x xHistory x x xArt and Theatre x x xSocial Sciences x x x

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Speech x xForeign Language x x xMusic x x x

Mathematics x xNatural and Behavioral Sciences xxx xxx xxx

Biology x xTeacher Education

Student Affairs Admissions and Records x x xCounseling x x xEducational Improvement x xFinancial Aid x x xLearning and Testing Center x x x

Adult Education Programs x x xPlacement x x xStudent Life and Recreation x xStudent Support Services x xStudents With Disabilities x x xSatellite Campuses xxx xxx xxx

Blount x x xDivision x x xMagnolia x x x

Tech Prep Programs xBusiness and Finance

x

Budget and Payroll x x x

Bursar's Office/Facilities/Payroll x x x

Business Services x x x

Facilities x x x

Payroll x x x

Safety and Security x x x

College Advancement

Community RelationsFoundationHuman Resources

Information Services x

Applications Programming Services x x xEducational Technology Services x x xLibrary Services x x xNetwork and Technical Services x x x

*Units/programs within departments prepare annual evaluation and planning documents.

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Appendix F

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DIVISION ACTION PLAN 200 ___ - 200 ___ (Past Year)

A. Division Name:

B. Division Mission:

C. College Mission Reference:

D. Instructional Program/Support Service Office:

E. Strategic Initiatives: 1. 2. 3. 4. 5.

F. Action Plan: 1. 2. 3. 4. 5.

G. Indicators of Outcomes: 1. 2. 3. 4. 5.

H. Use of Outcomes: 1. 2. 3. 4. 5. I. Budget Accounts Personnel* Travel* Operating Expenses* Total Budget ______________ FY03 Equipment* *New Monies ________________ FY03 Proposed by: (Unit Coordinator/Director)______________________ Reviewed and Approved by: Dean/Director ______________________________ Date ______________ Vice-President Date ______________ Strategic Planning Committee Date ___

Institutional Effectiveness, Research, and Planning, 2/2002 http://www.pstcc.edu/departments/institutional_research/documents/divisionActionPlanPastYearForm.doc Page 134 of 185

INSTRUCTIONS FOR DEPARTMENT/PROGRAM/UNIT ACTION PLAN

PAST YEAR

A. Department Name: Name of Department B. Department Mission: Department Mission Statement C. College Mission Reference: Please Refer to the breakdown of the

College Mission found by clicking here. D. Instructional Program/Support Service Office: Name of Office

or Program E. Strategic Initiatives: Use the codes IP – Individual Plan, or DP –

Department Plan where applicable. College wide goals should reference at least one of the following: SP – Strategic Planning Goals, PF – Performance Funding Goals, GE – General Education Goals. Click the underlined links to view the Strategic Planning, General Education, and Performance Funding Goals in detail.

F. Action Plan: List goals and objectives here(goals and objectives should be measurable). Also answer the questions:

♦ What did you plan to do? ♦ How were you to accomplish these specific

goals/objectives? G. Indicators of Outcomes: List outcomes. Indicate what occurred, how and against what the outcome(s) are measured or interpreted. H. Use of Outcomes: List what will/will not be done as a result of the

outcomes. I. Budget Accounts:

♦ Personnel – include total in New Monies ♦ Travel – include total in New Monies ♦ Operating Expenses – include total in New Monies ♦ Equipment – include total in New Monies ♦ Total Budget – total of all monies available ♦ New Monies – include totals as indicated above

Institutional Effectiveness, Research, and Planning, 2/2002 http://www.pstcc.edu/departments/institutional_research/documents/divisionActionPlanPastYearForm.doc

Please contact the Office of Institutional Effectiveness, Research, and Planning if there are any questions or if assistance is required.

Dr. Sharon Yarbrough, Director

10915 Hardin Valley Road Knoxville, TN 37933 Tel: (865) 694-6526

[email protected]

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DIVISION ACTION PLAN

200 ___ - 200 ___ (New Year)

G. Division Name: H. Division Mission:

I. College Mission Reference:

J. Instructional Program/Support Service Office:

K. Strategic Initiatives:

1. 2. 3. 4. 5.

L. Action Plan: 1. 2. 3. 4. 5. G. Budget Accounts Personnel* Travel* Operating Expenses* Total Budget ______________FY03 Equipment* *New Monies ________________ FY03 Proposed by: (Unit Coordinator/Director)______________________ Reviewed and Approved by: Dean/Director ______________________________ Date ______________ Vice-President Date ______________ Strategic Planning Committee Date ___


INSTRUCTIONS FOR DIVISION ACTION PLAN

NEW YEAR

A. Division Name: Name of Department B. Division Mission: Department’s Mission Statement C. College Mission Reference: Please Refer to the breakdown of

the College Mission found by clicking here. D. Instructional Program/Support Service Office: Name

of Office or Program E. Strategic Initiatives: Use the codes IP – Individual Plan, or

DP – Department Plan where applicable. College wide goals should reference at least one of the following: SP – Strategic Planning Goals, PF – Performance Funding Goals, GE – General Education Goals. Click the underlined links to view the Strategic Planning, General Education, and Performance Funding Goals in detail.

F. Action Plan: List goals and objectives here(goals and objectives should be measurable). Also answer the questions:

♦ What do you plan to do? ♦ How will you accomplish these specific goals/objectives?

G. Budget Accounts: ♦ Personnel – include total in New Monies ♦ Travel – include total in New Monies ♦ Operating Expenses – include total in New Monies ♦ Equipment – include total in New Monies ♦ Total Budget – total of all monies available ♦ New Monies – include totals as indicated above


DEPARTMENT/PROGRAM/UNIT ACTION PLAN 200 ___ - 200 ___ (Past Year)

M. Department Name:

N. Department Mission:

O. College Mission Reference:

P. Instructional Program/Support Service Office:

Q. Strategic Initiatives:

1. 2. 3. 4. 5.

R. Action Plan: 1. 2. 3. 4. 5.

G. Indicators of Outcomes: 1. 2. 3. 4. 5.

H. Use of Outcomes: 1. 2. 3. 4. 5. I. Budget Accounts Personnel* Travel* Operating Expenses* Total Budget ______________ FY03 Equipment* *New Monies ________________ FY03 Proposed by: (Unit Coordinator/Director)______________________ Reviewed and Approved by: Dean/Director ______________________________ Date ______________ Vice-President Date ______________ Strategic Planning Committee Date ___



PAST YEAR

H. Department Name: Name of Department I. Department Mission: Department Mission Statement J. College Mission Reference: Please Refer to the breakdown of the

College Mission found by clicking here. K. Instructional Program/Support Service Office: Name of Office

or Program L. Strategic Initiatives: Use the codes IP – Individual Plan, or DP –

Department Plan where applicable. College wide goals should reference at least one of the following: SP – Strategic Planning Goals, PF – Performance Funding Goals, GE – General Education Goals. Click the underlined links to view the Strategic Planning, General Education, and Performance Funding Goals in detail.

M. Action Plan: List goals and objectives here(goals and objectives should be measurable). Also answer the questions:

♦ What did you plan to do? ♦ How were you to accomplish these specific

goals/objectives? N. Indicators of Outcomes: List outcomes. Indicate what occurred, how and against what the outcome(s) are measured or interpreted. O. Use of Outcomes: List what will/will not be done as a result of the

outcomes. P. Budget Accounts:

♦ Personnel – include total in New Monies ♦ Travel – include total in New Monies ♦ Operating Expenses – include total in New Monies ♦ Equipment – include total in New Monies ♦ Total Budget – total of all monies available ♦ New Monies – include totals as indicated above




[email protected]


DEPARTMENT/PROGRAM/UNIT ACTION PLAN

200 ___ - 200 ___ (New Year)

S. Department Name: T. Department Mission:

U. College Mission Reference:

V. Instructional Program/Support Service Office:

W. Strategic Initiatives:

1. 2. 3. 4. 5.

X. Action Plan: 1. 2. 3. 4. 5. G. Budget Accounts Personnel* Travel* Operating Expenses* Total Budget ______________FY03 Equipment* *New Monies ________________ FY03 Proposed by: (Unit Coordinator/Director)______________________ Reviewed and Approved by: Dean/Director ______________________________ Date ______________ Vice-President Date ______________ Strategic Planning Committee Date ___



NEW YEAR

Q. Department Name: Name of Department R. Department Mission: Department’s Mission Statement S. College Mission Reference: Please Refer to the breakdown of

the College Mission found by clicking here. T. Instructional Program/Support Service Office: Name

of Office or Program U. Strategic Initiatives: Use the codes IP – Individual Plan, or

DP – Department Plan where applicable. College wide goals should reference at least one of the following: SP – Strategic Planning Goals, PF – Performance Funding Goals, GE – General Education Goals. Click the underlined links to view the Strategic Planning, General Education, and Performance Funding Goals in detail.

V. Action Plan: List goals and objectives here(goals and objectives should be measurable). Also answer the questions:

♦ What do you plan to do? ♦ How will you accomplish these specific goals/objectives?

W. Budget Accounts: ♦ Personnel – include total in New Monies ♦ Travel – include total in New Monies ♦ Operating Expenses – include total in New Monies ♦ Equipment – include total in New Monies ♦ Total Budget – total of all monies available ♦ New Monies – include totals as indicated above




[email protected]


PELLISSIPPI STATE TECHNICAL COMMUNITY COLLEGE BUDGET REQUEST SUMMARY 200__ - 200__ Account Number ______________________ Account Name ______________________ Page ___ of____ Administrator ______________________

EXPENSE TYPE

BUDGET AMOUNT

PERSONNEL*

TRAVEL*

OPERATING EXPENSES*

EQUIPMENT*

TOTAL*

* Request for New Funds should be indicated and will be an addition to previous year=s budget (previous year=s budget will be the base for the new fiscal year=s budget) Submitted by: _______________________________________________________ Date:

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PELLISSIPPI STATE TECHNICAL COMMUNITY COLLEGE BUDGET REQUEST FOR PERSONNEL 200__ - 200__ Account Number ______________________ Account Name ______________________ Administrator ______________________

POSITION

JUSTIFICATION

FULL-TIME OR PART-TIME

COLLEGE GOAL

DEPARTMENT/ UNIT/ PERSONAL GOAL

Submitted by: _______________________________________________________ Date:

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PELLISSIPPI STATE TECHNICAL COMMUNITY COLLEGE BUDGET REQUEST FOR TRAVEL 200__ - 200__ Account Number ______________________ Account Name ______________________ Page ___ of ___ Administrator ______________________

DESCRIPTION

PURPOSE

AMOUNT

COLLEGE GOAL


SUBMITTED BY: Date:

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PELLISSIPPI STATE TECHNICAL COMMUNITY COLLEGE BUDGET REQUEST FOR OPERATING EXPENSE 200__ - 200__ Account Number ______________________ Account Name ______________________ Page __ of ___ Administrator ______________________

DESCRIPTION

AMOUNT

COLLEGE GOAL


SUBMITTED BY: _____________________________________________________ Date:

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PELLISSIPPI STATE TECHNICAL COMMUNITY COLLEGE REQUEST FOR EQUIPMENT (not Information Technology Equipment) 200__ - 200__ Account Number ______________________ Account Name ______________________ Page ___ of ___ Administrator ______________________

DESCRIPTION OF ITEM

QUANTITY

JUSTIFICATION

AMOUNT

COLLEGE GOAL


SUBMITTED BY: DATE:

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PELLISSIPPI STATE TECHNICAL COMMUNITY COLLEGE INFORMATION TECHNOLOGY REQUEST 200__ - 200__ Account Number ______________________ Page ____ of ____ Account Name ______________________ Administrator ______________________

PROJECT #

PROJECT NAME

QUANTITY

DESCRIPTION

COST

COLLEGE GOAL


SUBMITTED BY: ___________________________________________________________________________ Date:

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PELLISSIPPI STATE TECHNICAL COMMUNITY COLLEGE INFORMATION TECHNOLOGY REQUEST SUMMARY (3 year) Account Number ______________________ Account Name ______________________ Administrator ______________________

DESCRIPTION OF ITEM

AMOUNT

1st year 200 __

2nd year 200__

3rd year 200__

SUBMITTED BY: DATE:

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Appendix G

Page 149 of 185

of 185

Performance Funding Report · 2020-06-23 · Performance Funding, Standard 4.B, July, 2003...

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