SACS?COCSouthern Association of Colleges and Schools

Commission on Colleges

REPORT OF THE REAFFIRMATION COMMITTEE

Statement Regarding the Report

The Board of Trustees of the Southern Association of Colleges and Schools Commission onColleges (SACSCOC) is responsible for making the final determination on reaffirmation ofaccreditation based on the findings contained in this committee report, the institution’s responseto issues contained in the report, other assessments relevant to the review, and application ofthe Commission’s policies and procedures. Final interpretation of the Principles of Accreditationand final action on the accreditation status of the institution rest with SACSCOC Board ofTrustees.

Name of the Institution: Collin County Community College District

Date of the Review: October 28-30, 2014

COC Staff Member: Dr. Mary P. Kirk

Chair of the Committee: Mrs. Patty G. Amick

Part I. Overview and Introduction to the Institution

The On-Site Review Committee visited the Collin County Community College District October 28-30,2015.

Collin College is a student and community-centered institution committed to developing skills,strengthening character and challenging the intellect. The college began classes in 1985 at area highschools but is now a multi-campus district with more than 100 programs including associate degrees,workforce and transfer certificates and continuing education offerings. At the seven area locations, thecollege currently serves nearly 53,000 credit and continuing education students annually.

On behalf of the On-Site Reaffirmation Committee, I thank district president Dr. Carey Israel and hisstaff for their gracious hospitality and welcoming spirit. Our committee is most appreciative of theattentive assistance provided by Dani Day and Judy James both prior to our visit as well as on-siteNumerous individuals at the college were committed to providing every need of the committee andtirelessly and courteously assisted during all facets of the on-site visit.

The Report of the Reaffirmation Committee is the final committee analysis and report that includes thefindings of the Off- and On-Site Reaffirmation Committees. It will be forwarded to the institution for aformal response. The report and the institution’s response are forwarded to the Commission’s Boardof Trustees for action on reaffirmation of accreditation.

rt II. Assessment of Compliance

Sections A thru E to be completed by the Off-Site Review Committee and the On-Site ReaffirmationCommittee. An asterisk before the standard indicates that it will be reviewed by the On-SiteReaffirmation Committee even if the off-site review determines compliance.

A. Assessment of Compliance with Section 1: The Principle of Integrity

1.1 The institution operates with integrity in all matters. (Integrity)

Compliance

There is no evidence to suggest that the institution operates other than with integrity in allmatters.

The On-Site Reaffirmation Committee reviewed documents and conducted interviews insupport of the institution’s case for compliance and affirms the findings of the Off-SiteReaffirmation Committee.

B. Assessment of Compliance with Section 2: Core Requirements

2.1 The institution has degree-granting authority from the appropriate government agency oragencies. (Degree-granting Authority)

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Compliance

Collin College has provided documentation that it is duly authorized as a degree-grantingauthority under both the Constitution of the State of Texas and the Texas EducationCode, and such authorization is memorialized in their Collin College Board policy.Section 130.001 of the Texas Education Code authorizes the creation of public juniorcolleges and the adequate local financial support of such. Texas Education CodeSection 130.0011, as provided by Collin College in document 2_1-TEC_130-0011, statesthat public junior colleges shall be two-year institutions primarily serving their local taxingdistricts and service areas in Texas, and offer vocational, technical, and academiccoursework for certification or associate degrees. Finally, Texas Education CodeSection 130.175, as provided by Collin College in document 2_i -TEC_1 30-175, clearlyoutlines the service area of the Collin County Community College District. The districtincludes Collin and Rockwall counties and the part of Denton County that is within themunicipality of The Colony, the municipality of Frisco, and the Celina and Prosperindependent school districts.

2.2 The institution has a governing board of at least five members that is the legal body withspecific authority over the institution. The board is an active policy-making body for theinstitution and is ultimately responsible for ensuring that the financial resources of theinstitution are adequate to provide a sound educational program. The board is notcontrolled by a minority of board members or by organizations or interests separate fromit. Both the presiding officer of the board and a majority of other voting members of theboard are free of any contractual, employment, or personal or familial financial interest inthe institution.

A military institution authorized and operated by the federal government to awarddegrees has a public board on which both the presiding officer and a majority of the othermembers are neither civilian employees of the military nor active/retired military. Theboard has broad and significant influence upon the institution’s programs and operations,plays an active role in policy-making, and ensures that the financial resources of theinstitution are used to provide a sound educational program. The board is not controlledby a minority of board members or by organizations or interests separate from the boardexcept as specified by the authorizing legislation. Both the presiding officer of the boardand a majority of other voting board members are free of any contractual, employment,or personal or familial financial interest in the institution. (Governing Board)

Compliance

Collin has provided documentation that its governing board is composed of a nine-member, elected Board of Trustees. In the board policy document, the College has alsoprovided the procedure by which board members are elected.

Collin College has provided board policies citing both the Constitution of the State ofTexas and the Texas Education Code as granting legal authority to the board to governthe College District. The board policy document defines the College’s authority tomanage funds and approve the budget.

Collin offers evidence that a minority of board members does not control their board byproviding their policies regarding quorum and board member election practices. Finally,the College provides documentation of their policy that outlines how to appropriatelycomply with conflict of interest disclosures. The College also provided minutes asevidence of their Board members’ discretionary recusal in the event of a potential conflictof interest.

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2.3 The institution has a chief executive officer whose primary responsibility is to theinstitution and who is not the presiding officer of the board. (See the Commission policy“Core Requirement 2.3: Documenting an Alternate Approach.

‘(Chief Executive

Officer).

Compliance

Collin College provides documentation that its chief executive officer is responsible to theBoard for “ensuring that the College District’s strategic direction and operations areconsistent with its mission, purpose, and core values and in compliance with state andfederal laws and regulations and accreditation guidelines.” The College also provided aDistrict Organization Chart showing that the District President is responsible to the boardfor the aforementioned purposes.

Additionally, the College provided documentation that their District President’s primaryresponsibility is to the College. The College also provided Board minutes to show thatthe District President is not the presiding officer of the Board and does not preside atBoard meetings.

2.4 The institution has a clearly defined, comprehensive, and published mission statementthat is specific to the institution and appropriate for higher education. The missionaddresses teaching and learning and, where applicable, research and public service.(Institutional Mission)

Compliance

Collin College has a clearly defined and comprehensive mission statement thataddresses teaching and learning as well as public service. The mission is accompaniedby a philosophy and purpose statement. The statement addresses the full scope of theeducational programs offered by the College, and it is in compliance with Texas HigherEducation Coordinating Board Rule 9.53, which delineates the purposes for highereducation in the state of Texas. The mission statement is published on the College’swebsite as well as in the College catalog, the Faculty Handbook, the Student Handbook,and the Community Advisory Committee Handbook. It is also disseminated to newemployees via a new employee information website and to the community via anewsletter.

2.5 The institution engages in ongoing, integrated, and institution-wide research-basedplanning and evaluation processes that (1) incorporate a systematic review ofinstitutional mission, goals, and outcomes; (2) result in continuing improvement ininstitutional quality; and (3) demonstrate the institution is effectively accomplishing itsmission. (Institutional Effectiveness)

Non-Compliance

Collin College appears to have an ongoing institution-wide planning and evaluationprocess. According to its compliance narrative for Core Requirement 2.5, Collin Collegedevelops a short-term strategic plan every three to four years. End of year status reportsfor fiscal year 2009 and fiscal year 2011 are offered as evidence that strategic plans forthose years were implemented and assessed. The current strategic plan was adopted in

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August 2012 and revised in September 2012 for the 2012-2016 timeframe. A screen shotof a College web page indicates that strategic goals were set for the following years:2001-2003, 2004-2006, 2007-2009, and 2010-201 2. The College should provide the on-site committee with access to the reports that are identified on its webpage.

The College’s narrative and the lE process figure indicate that eight effectivenessindicators have been adopted as one means of providing evidence that the College isaccomplishing the six purposes related to its mission and the 201 2-2016 strategic plan.Multiple measures are described for each of the eight indicators, although in a fewinstances evidence provided by the College indicates that additional work needs to bedone to develop the measures. For example, the descriptions of the effectivenessmeasures for three effectiveness indicators (i.e., “Environmental Support for StudentLearning,” “Workforce Development,” and “Developmental Skills”) indicate that somemeasures are in the process of being developed.

According to the College, data related to the eight effectiveness indicators inform theBoard of Trustees’ annual review of the mission and goals are used by Collegeadministration to make strategic decisions throughout the year and inform unit levelplanning. However, the College has not provided adequate evidence to support thiscontention.

Collin College achieves integrated planning and evaluation by linking unit level planning,assessment, and evaluation processes to the College’s strategic goals.Documentation provided by the College indicates that unit level expected results andtarget actions are keyed to the four college level strategic priorities adopted for the 2012-2016 plan. Prior to 2012, strategic priorities were linked to College goals throughresponsible staff rather than college units.

The College provides five examples of “Continuous Improvement Plans,” which appearto be for a strategic plan that was in effect prior to 2012, as evidence that assessmentresults are used to improve programs and services. The College also cites fourinstitution-wide improvements (i.e., new library/learning centers at all campuses, anationally-recognized service learning program, commitment to and development ofcomprehensive campuses, and the establishment of a higher education center thathouses university partners) as evidence of improvements to institutional quality. Theseimprovements, however, are not linked back to College goals or to key institutionaloutcome indicators.

Collin College should provide evidence that all units of the College align their unit levelplanning with College goals and key institutional outcome/effectiveness indicators. TheCollege should also demonstrate that all units follow the institutional effectivenessprocess described in the narrative and as described by its institutional effectivenessprocess documentation.

In conclusion the College should provide evidence and documentation that it engages inongoing, integrated, and institution-wide planning and evaluation processes that includesa systematic review of institutional mission, goals, and outcomes; results in continuingimprovement in institutional quality; and demonstrates that it is accomplishing mission.

The College presented evidence in the Focused Report of institutional goals andobjectives for 2001 through 2012 detailing the responsible staff, target dates, milestones,outcomes, and statements of improvements. Evidence that these plans have beenreviewed regularly by a variety of stakeholders as well as the Board of Trustees wasprovided in published meeting agendas. The current strategic plan, Vision 2016, was

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adopted in August 2012 and revised in September 2012; the plan outlines four collegegoals.

Eight Institutional Effectiveness Indicators, each with multiple metrics, have beenadopted as a means to assess the extent to which the College is accomplishing itsmission and the 2012-2016 strategic plan. Neither the Compliance Certification nor theFocused Report provided documentation that comprehensively provides institution-wideresearch-based evidence addressing the eight indicators to demonstrate continualimprovement and that the institution is effectively accomplishing its mission. However, inon-site interviews with the Associate Dean of Institutional Effectiveness and theAssociate Vice President of Institutional Research, data on each of the eight indicatorsand their measures was presented as maintained on the college intranet. It is advisedthat a more publically transparent, research-based report be made available todemonstrate that the institution is effectively accomplishing its mission and its fourcollege goals.

While there is evidence to indicate that a short-term strategic plan is developed everythree to four years, and a flowchart is provided that documents a strategic planning andinstitutional effectiveness process, the process is, however, is silent on its timing anddefines no cyclic interval to require a systematic and regular review of mission, goals,and outcomes.

Recommendation 1: The Committee recommends that the College provideevidence that it engages in an institution-wide planning and evaluation processthat incorporates a systematic review of institutional mission, goals andoutcomes.

2.6 The institution is in operation and has students enrolled in degree programs.(Continuous Operation)

Compliance

Collin College is in operation and has students as evidenced by official reports ofenrollment data submitted to the Texas Higher Education Coordinating Board and to theUS Department of Education’s Integrated Postsecondary Education Data System(IPEDS). The College has had students enrolled since 1985.

2.7.1 The institution offers one or more degree programs based on at least 60 semester credithours or the equivalent at the associate level; at least 120 semester credit hours or theequivalent at the baccalaureate level; or at least 30 semester credit hours or theequivalent at the post-baccalaureate, graduate, or professional level. If an institutionuses a unit other than semester credit hours, it provides an explanation for theequivalency. The institution also provides a justification for all degrees that include fewerthan the required number of semester credit hours or its equivalent unit. (ProgramLength)

Compliance

Texas Administrative Code and the Texas Higher Education Coordinating Board’s(THECB) Guidelines for Instructional Programs in Workforce Education (GIPWE) provideoverarching guidance for program length. These guidelines require a minimum of 60semester hours for any associate degree. The unit of measure for the length of allprograms within Collin College is semester credit hour. Every associate level degree

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offered at Collin College (A.A., AS., A,A.T. and A.A.S.) equals at least 60 semestercredit hours. The College also acknowledges that all Collin College degree requirementsare consistent, regardless of location or manner of instructional delivery.

2.7.2 The institution offers degree programs that embody a coherent course of study that iscompatible with its stated mission and is based upon fields of study appropriate to highereducation. (Program Content)

Compliance

Collin College degree programs represent a coherent course of study that is compatiblewith the College mission to develop skills, strengthen character, and challenge theintellect and consistent with quality associate programs. The institution offers fourdegrees—the Associate of Arts (A.A.), the Associate of Science (A.S.), the Associate ofArts in Teaching (A.A.T.) and the Associate of Applied Science (A.A.S.)—that aredesigned for transfer to senior institutions or to develop marketable skills and promoteeconomic development all consistent with the College’s mission and higher educationaims.

Collin College’s A.A, A.S, A.A.T, and A.A.S. degree programs are consistent with andare considered credible higher education degrees. Further, no distinction is made inprogram content between programs offered via distance education or online andprograms offered via traditional delivery modes.

Collin College requires all degrees to be at least 60 semester credit hours (SCH), againconsistent with higher education standards in the field. As mandated and outlined by theTexas Education Code (61 .822), each state supported institution, to include CollinCollege, must follow a general education core curriculum which accounts for 42 of the60 semester credit hours for all A.A., A.S. and A.A.T. degrees (as evidenced by the corecurriculum). This core ensures transferability (within the state of Texas) and aligns withsimilar or like associate degree program offerings in the field of higher education. Allcourses for these degrees are included in the THECB’s Lower Division Academic CourseGuide listing of courses and are approved by the Collin College Curriculum AdvisoryBoard.

For the Associate of Applied Science degrees, Collin College requires A.A.S. degreeprograms to include a minimum of 60 semester credit hours and to incorporate at least16 SCHs in general education coursework. Again, this is consistent with A.A.S. degreesin similar or like community college systems in the field of higher education and speaksto the credibility of the programs offered. Further, at least half of the A.A.S. courseworkmust be drawn from a common technical specialty identified by the program. Thisensures that each degree or certificate program has a clearly defined subject matterfocus. These programs are also developed with input from business and industryadvisory committees to satisfy a need for effective and timely workforce education,again, another common field practice within higher education settings.

*2.7.3 In each undergraduate degree program, the institution requires the successfulcompletion of a general education component at the collegiate level that (1) is asubstantial component of each undergraduate degree, (2) ensures breadth ofknowledge, and (3) is based on a coherent rationale. For degree completion in associateprograms, the component constitutes a minimum of 15 semester hours or the equivalent;for baccalaureate programs, a minimum of 30 semester hours or the equivalent. These

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credit hours are to be drawn from and include at least one course from each of thefollowing areas: humanities/fine arts, social/behavioral sciences, and naturalscience/mathematics. The courses do not narrowly focus on those skills, techniques,and procedures specific to a particular occupation or profession. If an institution uses aunit other than semester credit hours, it provides an explanation for the equivalency. Theinstitution also provides a justification if it allows for fewer than the required number ofsemester credit hours or its equivalent unit of general education courses. (GeneralEducation)

Compliance

All associate degree awarding programs (A.A, A.S. and A.A.T) at Collin College require a42 credit general education course requirement, well beyond the 15 semester hourminimum required. Equally important, General Education courses are reasoned,analyzed, evaluated, and recommend by faculty and approved by the institution’sCurriculum Advisory Board (as evidenced through meeting minutes). Further, generaleducation courses (as outlined in the catalog descriptions) are broad and do not narrowlyfocus on specific skills, techniques, and/or procedures associated with a particularoccupation or profession.

The elements of the transfer core curriculum for all A.A., A.S. and A.A.T degrees includecourses from the following general education discipline areas:

Communication - 6 semester credit hoursMathematics - 3 semester credit hoursLife and Physical Sciences - 8 semester credit hoursLanguage, Philosophy and Culture - 3 semester creditCreative Arts - 3 semester credit hoursAmerican History - 6 semester credit hoursGovernment - 6 semester credit hoursSocial and Behavioral Science - 3 semester credit hours

For the A.A.S. degrees, students must complete sixteen semester credit hours of generaleducation courses divided as follows:

Humanities/Fine Arts — 3 semester credit hoursSocial/Behavioral Sciences — 3 semester credit hoursMathematics/Natural Science — 3 semester credit hoursPhysical Education — 1 semester credit hour

A minimum of two additional general education courses are chosen to supporteach program as a result of collaborative decision making by the program facultyand the program advisory board--6 semester credit hours

To ensure breadth of knowledge for all graduates of Collin College, general educationcourses are selected from diverse general education disciplines defined by the TexasHigher Education Coordinating Board (THECB) (as evidence in reviewing their coreobjectives rubric) and have been adopted at Collin College by the Curriculum AdvisoryBoard. The general education core curriculum for both the transfer program and for theworkforce programs is determined through in-depth evaluation of all courses proposedfor inclusion. In addition, prior to approving any course for inclusion in the generaleducation core curriculum, faculty members of the Curriculum Advisory Board carefully

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evaluate the outcomes, objectives and assessments of the courses (as evidenced inAdvisory Board minutes).

The rationale for inclusion of general education courses is sound at Collin College.Courses in the general education core curriculum are designed to contribute to thedevelopment of communication, critical thinking, empirical/quantitative skills, teamwork,social responsibility and personal responsibility as well as the discipline-specificfoundational information inherent to the course. Thus, courses are broad, not narrow.General education core courses selected do not narrowly focus on techniques,procedures, or skills specific to a particular occupation or profession, as demonstrated bythe course descriptions in the Cohn College Catalog; they are also directly aligned withthe general education courses that are found in the Texas Common Course NumberingSystem (TCCNS) for college level courses and in the Academic Course Guide Manual(ACGM) of courses designed for transfer directly to a baccalaureate program for credit.

The On-Site Reaffirmation Committee reviewed documents including the CollegeCatalog and conducted interviews with Vice Presidents/Provosts, Deans of AcademicAffairs and faculty in support of the institution’s case for compliance and affirms thefindings of the Off-Site Reaffirmation Committee.

2.7.4 The institution provides instruction for all course work required for at least one degreeprogram at each level at which it awards degrees. If the institution does not provideinstruction for all such course work and (1) makes arrangements for some instruction tobe provided by other accredited institutions or entities through contracts or consortia or(2) uses some other alternative approach to meeting this requirement, the alternativeapproach must be approved by the Commission on Colleges. In both cases, theinstitution demonstrates that it controls all aspects of its educational program. (See theCommission policy “Core Requirement 2.7.4: Documenting an Alternate Approach. ‘

(Course work for Degrees)

Compliance

The institution is accredited to award associate degrees, and it awards four differentassociate degrees; A.A., A.S., A.A.T., and A.A.S. The institution offers all of the coursesrequired for each of these degree types, as documented by student transcripts and theCollege’s catalog.

*2.8 The number of full-time faculty members is adequate to support the mission of theinstitution and to ensure the quality and integrity of each of its academic programs.(Faculty)

Compliance

Collin College employs a sufficient number of full-time faculty to fulfill its mission. TheCollege Board of Trustees has set a target whereby 50% or more of all credit contacthours are taught by full-time faculty. This target was adopted as a result of comparisonto other community colleges, and the most recent available data from the Texas HigherEducation Coordinating Board indicate Collin College faculty ratios compare favorablywith other very large community colleges in Texas. The Board of Trustees approves allfull-time faculty appointments.

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The ratio of contact hours taught by full-time faculty (by discipline, by site, by instructionalmodality) to contact hours taught by part-time faculty is monitored with the use of aFaculty Workload Report prepared each fall by the Institutional Research office.According to the Faculty Workload Report, 53% of contact hours taught by faculty atCollins College are full-time faculty.

Teaching loads, load reductions, overloads, academic activities, and non-instructionalactivities of full-time faculty are governed by College policy and monitored and approvedby academic administrators to ensure sufficient faculty are available to accomplishresponsibilities as required by this standard.

Academic Deans and campus Vice President/Provosts annually evaluate the number offull- time faculty needed and provide annual recommendations for new faculty positionsto the District Senior Vice President for Academic Affairs and Student Development,which are then discussed with the District President. The District President respondsafter considering criteria including availability of qualified associate faculty and curriculardemands, instructional needs, available financial resources, and current full-time facultyratios.

Exceptions to meeting the College target of 50% full-time occasionally occur due tounexpected retirements, small numbers of sections in a discipline or at a particularlocation, unexpected enrollment increases, part-time faculty being added to coverassignments normally filled by full-time faculty who have been assigned to temporary,non-teaching duties, or other intervening events. In these situations, a temporary, full-time employee (not tallied in the full-time faculty ratio calculations) is hired to fill theposition while a search is conducted.

Although the institution has adequate full-time faculty, the institution may consideranalyzing its evening and weekend faculty structure, for, while 60% of daytime offeringsare taught by full time faculty, there is a severe drop in access to full-time faculty forevening and weekend program students. Full time faculty access shrinks to 27% and15% respectively.

Review of the 2014-2015 budget documents provided on-site indicate plans to hire in keyareas due to retirements and other changes in personnel as well as to address someneeds across the college. Discussion with the Governing Board and President indicatedthat there is no desire to increase personnel that would be contrary to the currentconservative philosophy. The On-Site Reaffirmation Committee reviewed documents andconducted interviews in support of the institution’s case for compliance and affirms thefindings of the Off-Site Reaffirmation Committee.

2.9 The institution, through ownership or formal arrangements or agreements, provides andsupports student and faculty access and user privileges to adequate library collectionsand services and to other learning/information resources consistent with the degreesoffered. Collections, resources, and services are sufficient to support all its educational,research, and public service programs. (Learning Resources and Services)

Compliance

Collin College has provided evidence that supports compliance in the provision ofadequate library collections, services, and other learning/information resourcesconsistent with the degrees it offers at its teaching sites, including its distance learningclasses. A wide variety of resources are available. The library provides access to over

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199,969 print volumes, subscriptions to 800 journals in print and databases, both in printand electronic, and 43,267 electronic books; streaming video and audio resources arealso available. The library enhances its holdings by membership in TexShare, acollection of electronic resources and databases offered through the Texas State Libraryand Archive Commission and TexSelect, a sponsored program allowing libraries topurchase electronic resources at substantial savings. Collin College libraries alsoparticipate in interlibrary loan agreements with OCLC, DocLine (a National Library ofMedicine program), and HealthLine (A Regional Health Science organization). Areciprocal borrowing program is also available with the TexShare program. Throughownership and other arrangements, the College provides access to resources thatsupport the research needs of its students, faculty, and staff.

The three primary teaching sites of Collin College provide library facilities. All are ofsufficient size to support the library research needs of the campus. They have eitherbeen remodeled or built since 2005. They all provide study areas; stack space, meetingrooms, workrooms, group study rooms, classroom space and offices. Each has acomputer lab for instruction. All have appropriate equipment available for student use.

Each campus provides adequate facilities, resources, and staffing. Library servicesinclude interlibrary loan, intra-library loan, bibliographic instruction, face-to-face andelectronic reference assistance, circulation of equipment such as calculators andnotebook computers, use of a mock trial facility, and a Consumer Health InformationCenter.

Library surveys indicate a high level of student satisfaction with library resources andservices available to them. There was no indication of any use of the surveys to makeany improvements or changes though.

*2.10 The institution provides student support programs, services, and activities consistent withits mission that are intended to promote student learning and enhance the developmentof its students. (Student Support Services)Compliance

The College provides a comprehensive range of student support services designed tosupport the mission of the College. These include academic advising, tutoring/supportlabs, accommodations for students with documented disabilities, admissions, records,financial aid, Veteran affairs, counseling and career services, writing labs, preadmissions partnerships with universities, student life, testing, and athletics. Servicesare available for both day and evening students. Critical student support services areprovided at each of the campuses and for distance learning students. This isaccomplished by adapting on-ground services, forms and procedures to the onlineenvironment to make them available to all students. Additionally, student technicalsupport is available 24 hours a day.

The Collin College Student Development Center provides Student Support Services andPrograms to students on campus and Distance Learning. All forms and services areavailable electronically, and there is a convenient check-in system (Cougar Q) thatstudents can access online, as well as in person. Cougar Q provides students with waittime information and the number of person ahead of them. During the On-Site visit, theDean of Student Development at the Center Park Campus demonstrated the electronicwait management system, Cougar Q. Additional discussions with Vice Presidents andAcademic Deans and reviews by the On-Site committee affirms the findings of the OffSite Reaffirmation Committee.

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2.11.1 The institution has a sound financial base and demonstrated financial stability to supportthe mission of the institution and the scope of its programs and services.

The member institution provides the following financial statements: (1) an institutionalaudit (or Standard Review Report issued in accordance with Statements on Standardsfor Accounting and Review Services issued by the AICPA for those institutions auditedas part of a system-wide or statewide audit) and written institutional management letterfor the most recent fiscal year prepared by an independent certified public accountantand/or an appropriate governmental auditing agency employing the appropriate audit (orStandard Review Report) guide; (2) a statement of financial position of unrestricted netassets, exclusive of plant assets and plant-related debt, which represents the change inunrestricted net assets attributable to operations for the most recent year; and (3) anannual budget that is preceded by sound planning, is subject to sound fiscal procedures,and is approved by the governing board. (Financial Resources)

Compliance

Collin County Community College District (CCCCD) has a sound financial base and hasdemonstrated financial stability that adequately supports the College’s mission and thescope of its programs and services. CCCCD’s strong financial position is due in largepart to its rigorous budgeting and planning processes as well as fiscally conservativemanagement practices.

CCCCD’s Administrative Services department prepares a Comprehensive AnnualFinancial Report (CAFR) and is required by Texas state statutes to be audited byindependent certified public accountants every year. The audit is also conducted inaccordance with generally accepted auditing standards in the United States of Americaand the standards applicable to financial audits contained in Government AuditingStandards, issued by the Comptroller General of the United States. CCCCD providedaudited financial statements for the years ending 2010, 2011, 2012, and 2013 for review.The most recent independent auditor’s report expresses an unqualified opinion on thefinancial statements (Comprehensive Annual Financial Report 2013). In addition, themanagement letter dated November 22, 2013 reflects no findings or questioned costsrelated to the financial statements. No material weakness was identified in the mostrecent single audit and the College had properly addressed with corrective action plansthree material weaknesses from the 2012 audit relating to federal awards. The mostrecent CAFR was presented to the Board of Trustees for approval on December 17,2013.

CCCCD provided budget reports for the years ending 2012, 2013, and 2014. Anextensive budget process with a multi-year budget model and a budget calendar whichallows for college-wide participation in the budgeting process was detailed.

It was noted that in both the CAFR and in the Board of Trustees minutes from November25, 2003 that the CCCCD Board of Trustees passed a resolution establishing a minimumunrestricted fund balance which equals 25% of Total Current Funds BudgetedExpenditures less amounts budgeted for non-mandatory transfers, contracts and grants,current year reserves, and contingencies. According the schedule provided, theUnrestricted Net Assets, Exclusive of Plant and Related Debt, amount has grown to$51 M dollars for the year ended 2013, an increase of almost $16M in four years.

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CCCCCD has also maintained an AAA bond rating from Standard and Poor’s. TheSeptember 30, 2013 report cited a very strong financial position coupled with goodmanagement practices and diverse revenue streams. Also presented for review was theSeptember 21, 2010 document from Moody’s Investor Service which gave CCCCD anAAA rating, the highest rating offered by the credit rating agency.

The College’s Composite Financial Index (CFI) indicates the College is very healthyfinancially based on the four core ratios that are used to create the CFI.

2.11.2 The institution has adequate physical resources to support the mission of the institutionand the scope of its programs and services. (Physical Resources)

Compliance

CCCCD provided 2012-2013 physical inventory list of buildings and number of parkingspaces and acreage. The Institution also provided a master facilities plan whichcontained maps and photos of current campuses and their beautiful facilities. Therewere also architect drawings of planned facilities and campuses to meet the goalsoutlined in the College’s strategic plans to serve Collin County.

In addition, students gave the College high marks for facilities in the Noel Levitz survey.The Faculty Survey provided by the Institution also indicated that most faculty memberswere satisfied by the conditions of the grounds and facilities.

However, the institution did not provide enough detailed information in regards to howthe College is using the Master Plan and physical assets to meet the needs of itsprograms offered. The College did discuss how the institution added square footage tothe Spring Creek Campus to accommodate a tremendous growth in enrollment. TheCollege also discussed plans for a new Health Sciences Building to meet the needs ofstudents on the Central Park Campus. However, the institution did not provide adequateinformation in regards to programmatic needs. There were no assessments provided bycampus of spatial needs and allocation to meet the educational mission of the programs.It is unclear to the committee whether or not the institution has adequate physicalresources to support its programs and services on each of the campuses.

While the off-site committee found Collin College to be in non-compliance with this corerequirement, the tours of the three major campuses and the demonstration of theirprocess to include faculty and programs utilizing the Program Review Templateillustrates their commitment to the college facilities master plan, and thus lead to aconclusion of compliance with this standard. The college has begun construction of theirnew Health Sciences facility on the Central Park Campus to address the demands ofthese programs. In interviews with the Senior Vice President and the Provost of theSpring Creek Campus it was evident that their practice of involving faculty and programdirectors to influence the CIP’s leading to Program Reviews ultimately fold into thestrategic planning process which directs facilities construction and renovation priorities.

Collin College’s new Program Review template requires each program to identify theiranticipated facility needs and to provide data to support any request for facility changes.The college utilizes surveys, town hall meeting, recommendations from advisorycouncils, and analysis of enrollment trends to assist in framing decisions related to spaceallocation and facilities construction. The College allows a fast-track opportunity for anyprogram that believes its facilities needs must be addressed prior to the institution’s fiveyear Program Review process. A program that wishes to have its needs reviewed early

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can direct their request to their appropriate vice president to take the college leadershipteam to have them included in supplemental budgets and budget hearings.

2.12 The institution has developed an acceptable Quality Enhancement Plan (QEP) thatincludes an institutional process for identifying key issues emerging from institutionalassessment and focuses on learning outcomes and/or the environment supportingstudent learning and accomplishing the mission of the institution. (Quality EnhancementPlan)

Compliance

The institution developed an acceptable QEP. See Part Ill for additional information

C. Assessment of Compliance with Section 3: Comprehensive Standards

3.1.1 The mission statement is current and comprehensive, accurately guides the institution’soperations, is periodically reviewed and updated, is approved by the governing board,and is communicated to the institution’s constituencies. (Mission).

Compliance

Collin College has demonstrated that its mission statement is current, having beenapproved by the College’s Board of Trustees in August 2012. The College has providedevidence that the Board has reviewed and revised the mission on a periodic basis sincethe College’s founding in 1985. The Board also affirms the mission annually during theCollege’s budgeting process. Collin College communicates its mission via its websiteand via print-based means, including the College catalog, the student handbook, thefaculty handbook, budget presentations, and community advisory handbook.

3.2.1 The governing board of the institution is responsible for the selection and the periodicevaluation of the chief executive officer. (CEO evaluation/selection)

Compliance

The College provided documentation that the governing board is responsible for of boththe selection of their current chief executive officer, as well as his annual evaluation.Both the selection method and evaluation method are compliant with the TexasEducation Code and is outlined in the Board policy.

3.2.2 The legal authority and operating control of the institution are clearly defined for thefollowing areas within the institution’s governance structure: (Governing board control)

3.2.2.1 the institution’s mission

Compliance

The Board is granted legal governing authority by the Texas Education Code. TheTexas Education Code provides a clear definition of the role and mission of each Texaspublic junior college (3_2_2_1 -EDUCATION-CODE-CHAPT-1 30_001 1). The College’smission is included in its Board Policy and is periodically updated and reviewed by theBoard (documentation of 1988, 1992, 2001, and 2012 revisions provided).

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3.2.2.2 the fiscal stability of the institution

Compliance

Collin College has provided documentation showing that the Board is granted legalauthority by the Texas Education Code to ensure the College is fiscally stable.According to the Texas Education Code, the Board has the authority to set and collectany amount of tuition, rentals, rates, charges or fees the Board considers necessary forthe efficient operation of the College District. The Board is also duly authorized to adopta tax rate each fiscal year, levy and collect taxes and issue bonds, approve an itemizedcurrent operating budget on or before September 1 of each year, have accounts auditedin accordance with the approved financial reporting system, submit the required annualreports to the governor and comptroller, receive bequests and donations or other moniesor funds coming legally into their hands, establish an endowment fund outside the statetreasury in a depository selected by the Boar, and select a depository for College Districtfunds. For each of the above listed areas in which the Board is authorized to act, theCollege has provided sufficient documentation to show the applicable Texas EducationCode statutes. The College has also submitted minutes from miscellaneous meetingsdocumenting review of finance statements, examination of bids and proposals, andapproves purchases of times more than $25,000. Finally, documentation has beenprovided of minutes from two previous August meetings in which the annual operatingbudget for the College is approved.

3.2.2.3 institutional policy

Compliance

The Texas Education Code also authorizes Collin College’s Board to adopt rules,regulations and bylaws as it deems advisable (Texas Education Code 130.082(d)). TheCollege has provided documentation of such authority to adopt policy in its legal andlocal Board Policies. The College has also provided evidence of the policy approvalprocess, which involves multiple readings of each potential policy at open Boardmeetings to ensure transparency.

3.2.3 The governing board has a policy addressing conflict of interest for its members. (Boardconflict of interest)

Compliance

The College has provided its ethics policy which states board members should “avoidbeing placed in a position of conflict of interest and refrain from using my Board positionfor personal or partisan gain.” The College’s Board ethics policy also provides conflict ofinterest disclosure requirements and forms that can be used to show compliance with thedisclosure requirements.

Each board member has access to the Board Policy Manual on the College website andis required to attend at least one established training program; they also receive NewBoard Member Orientation. Additionally, newly elected board members sign an Oath ofOffice and Statement of Elected/Appointed Officer swearing they “have not directly orindirectly paid, offered, promised to pay, contributed, or promised to contribute anymoney or thing of value, or promised any public office or employment for the giving or

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withholding of a vote at the election at which he/she was elected or as a reward tosecure his/her appointment or confirmation.”

3.2.4 The governing board is free from undue influence from political, religious or otherexternal bodies and protects the institution from such influence. (External influence)

Compliance

The College states that the board members are elected at large and represent the entirecounty, resulting in no board members representing a specific constituency. Eachelected board member signs an Oath of Office and Statement of Elected/AppointedOfficer in which he/she swears under penalty of perjury they “have not directly orindirectly paid, offered, promised to pay, contributed, or promised to contribute anymoney or thing of value, or promised any public office or employment for the giving orwithholding of a vote at the election at which he/she was elected or as a reward tosecure his/her appointment or confirmation.”

The Board’s policy also contains a Statement of Ethics that requires each board memberto render all decisions based on facts and independent judgment and avoiding undueinfluence from political, religious or other special interest groups, and thus protecting theinstitution from influence.

Each board member has access to the Board Policy Manual on the College website andis required to attend at least one established training program; they also go through aNew Board Member Orientation.

3.2.5 The governing board has a policy whereby members can be dismissed only forappropriate reasons and by a fair process. (Board dismissal)

Compliance

The College’s Board policy and Texas law govern the removal of board members fromoffice. The College has had no cause to dismiss a board member, and therefore nodismissals have taken place, resulting in no documentation showing implementation ofthis policy.

3.2.6 There is a clear and appropriate distinction, in writing and practice, between the policymaking functions of the governing board and the responsibility of the administration andfaculty to administer and implement policy. (Board/administration distinction)

Compliance

The College’s board policy states that the Board of Trustees has the authority todetermine and interpret College policy, appoint the College president and any necessarypersonnel deemed necessary for carrying out the duties of the Board, act as a fiduciaryin the management of College funds, and, at the District President’s recommendation,employ faculty and administrators. The Board is a policy-making body and does notadminister or implement policy, as evidenced by minutes provided.

The College’s administration and faculty are responsible for administering andimplementing the policies approved by the Board. Documentation of this distinction has

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been provided in the following documents: 3_2_6-Board-Policy-DNA-Loca. pdf; 3_2_6-Board-Policy-BGC-Local, pdf; 3_2_6-Board-Policy-BFA-Local. pdf; and 3_2_6-Job-Descriptions.pdf. The College has also provided an organization chart which shows thelines of responsibility. Minutes evidencing faculty and administrative policyimplementation have also been appropriately provided.

3.2.7 The institution has a clearly defined and published organizational structure thatdelineates responsibility for the administration of policies. (Organizational structure)

Compliance

As shown on the College’s organization chart, Collin College operations are divided intofour units: Academic Affairs and Student Development, Administrative Services, HumanResources and Organizational Effectiveness, Public Relations and CollegeDevelopment. Each area is supervised by a district vice president, or in the case ofAcademic Affairs and Student Development, a district senior vice president, who reportsdirectly to the president. With five exceptions all other positions at the College reportthrough these four positions as laid out in the provided College organization chart. TheCollege also outlines and provides appropriate documentation demonstrating thereporting structure for College personnel.

*3.2.8 The institution has qualified administrative and academic officers with the experience andcorn petence to lead the institution. (Qualified administrativelacademic officers)

Compliance

The organizational chart for Collin College identifies administrative and academic officerpositions responsible for College operations. The terminal degree and years of relatedexperience are listed, and associated job descriptions are provided for each individual inan administrative and instructional leadership position. A review of this informationconfirms and that the institution employs administrators and academic leaders who arequalified to fulfill the position responsibilities.

On-site interactions provided further evidence that Collin College has qualifiedadministrative academic officers who provide a wealth of knowledge and experience.Interviews occurred with personnel such as the Vice President/Provost of Central Park,Preston Ridge, and Spring Creek campuses, deans for various academic and non-academic divisions/departments, the executive director of the library, and many vicepresidents (such as Student Development, Academic and Workforce Development,Human Resources, and Public Relations). Discussions with faculty and students alsoconfirmed the competence of the individuals in these positions. The administrative andacademic officers are highly knowledgeably and dedicated to the mission, values, andgoals of Collin College. The findings of the Off-Site Committee were affirmed.

3.2.9 The institution publishes policies regarding appointment, employment, and evaluation ofall personnel. (Personnel appointment)

Compliance

The institution develops and publishes policies that pertain to the appointment,employment and evaluation for employees on all levels and in all positions. This includes

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full-time and part-time staff and full-time and part-time faculty. Policies are developedand reviewed by the institution’s Board of Directors and those policies are published inCollege Board Policy Manual. New employees are made aware of the policy manualduring orientation.

In addition, the institution maintains a Human Resources web page, and policesregarding appointment, employment and evaluation can be found on that web page.The institution also has hard copies of policies and procedures available through HumanResources.

3.2.10 The institution periodically evaluates the effectiveness of its administrators.(Administrative staff evaluations)

Compliance

Collin College board policy requires that administrative staff is evaluated on an annualbasis and that the president be evaluated annually by the Board of Trustees.Documentation, in the form of completed evaluations, is provided that the evaluationsoccur. Completed evaluations are stored electronically. Staff are evaluated againstgoals and performance indicators which include essential job functions, customer/clientservice, communication, decision making and problem solving, initiative, balance ofquality/quantity of work, demonstration of core values, effective hiring, performancemanagement, delegation, teambuilding, and disciplinary actions.

3.2.11 The institution’s chief executive officer has ultimate responsibility for, and exercisesappropriate administrative and fiscal control over, the institution’s intercollegiateathletics program. (Control of intercollegiate athletics)

Compliance

Collin College has provided a job description for the District President that indicates oneof the job duties of the President is to “maintain responsibility for and exerciseadministrative and fiscal control over the College District’s intercollegiate athleticsprogram and related budgets to promote high standards of academics, athleticachievement, and integrity for its student athletes, employees and support groups.”This same description is included in the Board policy.

The President is responsible for signing all National Junior College Athletic Associationrequired documents, and Collin College provided examples of various documents withtheir President’s signature.

3.2.12 The institution demonstrates that its chief executive officer controls the institution’s fundraising activities. (Fund-raising activities).

Compliance

Collin College’s chief executive officer controls the institution’s fund-raising activities.

The College’s board policy includes community relations and fund-raising in the Collegepresident’s job duties and that same duty is included on the president’s job description.

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The College provided an organizational chart demonstrating that fundraising staffreports to a College vice president, who, in turn, reports directly to the president.

3.2.13 For any entity organized separately form the institution and formed primarily for thepurpose of supporting the institution or its programs: (1)the legal authority andoperating control of the institution is clearly defined with respect to that entity; (2) therelationship of that entity to the institution and the extent of any liability arising out of thatrelationship is clearly described in a formal, written manner; and (3) the institutiondemonstrates that (a) the chief executive officer controls any fund-raising activities ofthat entity or (b) the fund-raising activities of that entity are defined in a formal, writtenmanner which assures that those activities further the mission of the institution.(Institution-related entities)

Compliance

The Off-Site Reaffirmation Committee reviewed the materials provided and found twoentities that were organized separately from the institution and were formed primarily forthe purpose of supporting the CCCCD. The two entities are Collin College Foundation(CCF) and CCCCDF Student Housing Foundation. Both were formed as 501(c) (3)entities.

The Off-Site Reaffirmation Committee was also provided with a Letter of Understandingbetween CCCCD and CCF that was completed in November of 1989 and approved bythe C000D Board in the same month. The Letter states the Foundation raises andadministers funds from private sources on behalf of CCCCD and CCCCD provides CCFwith office space, professional, and clerical support. The letter also confirms that CCFfunctions as a separate entity apart from the College and is governed by anindependent board of directors that is directly accountable for the operation of thefoundation. The Institution provided the 2012 CCF audited financial statements whichdemonstrated financial viability and separation from the College.

The Off-Site Reaffirmation Committee reviewed the CCF bylaws and noted that thePresident of CCCCD “shall be elected for the term of his/her tenure in the position of exofficio director”. The bylaws also state that the President or his/her designee willrecommend the hiring of the Executive Director of the CCF. The Executive Director hasbeen delegated the task of soliciting gifts and managing fundraising per the jobdescription provided to the Off-Site Reaffirmation Committee. The Off-SiteReaffirmation Committee also reviewed the CCF Integrated Development plan whichprovided targeted fund raising goals and provided an overview of planned actions.

The Off-Site Reaffirmation Committee reviewed the CCCCDF Student HousingFoundation, Inc. Articles of Incorporation and Bylaws. The Institution provided the 2012CCF audited financial statements which demonstrated separation from the College andprovided general discussion regarding the terms of the agreement with CCF andCCCCDF. However, the Committee was not provided the contractual agreement forreview. Therefore, the committee could not determine the relationship between theCollege and CCCCDF.

The Off-Site committee indicated that they found the institution non-compliant as theyhad not been provided with the contract that delineated the separation between thecollege and the CCCCDF Student Housing Foundation Inc. In the Focused Report,

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the VP for Administrative Services provided the documentation of assignment andassumption resolution that clearly delineates the separation of responsibility andoperation of this entity and the college and thus the college in is compliance with thisstandard.

3.2.14 The institution’s policies are clear concerning ownership of materials, compensation,copyright issues, and the use of revenue derived from the creation and production of allintellectual property. These policies apply to students, faculty, and staff. (Intellectualproperty rights)

Compliance

The institution has a clear and comprehensive policy that defines intellectual propertyrights. The policy is developed and reviewed by the institution’s board. The policydefines intellectual property rights as they relate to staff, faculty and students. Thepolicy is published in the institution’s Board Policy Manual, the Faculty Handbook, theAssociate Faculty Handbook and the Student Handbook. In addition the institutionmaintains documentation on all intellectual property agreements.

3.3.1 The institution identifies expected outcomes, assesses the extent to which it achievesthese outcomes, and provides evidence of improvement based on analysis of theresults in each of the following areas (Institutional Effectiveness):

*3.3.1.1 educational programs, to include student learning outcomes

Compliance

Collin College identifies expected outcomes, assesses the extent to which they areachieved, and provides evidence of improvements based on an analysis of results. Alleducational programs that require a specific course of study create program files thatidentify expected students learning outcomes, assessment measures, and targets. Theoutcomes, measures, and targets apply to all delivery methods.

Collin College’s methodology for assessing the effectiveness of education programs haschanged over the years. From 2004-2005 to 2010-2011, courses were mapped toprogram outcomes which were assessed at the course level. In addition, during thattime period the Collegiate Learning Assessment (CLA) was administered to supplementassessments developed by faculty. The College has provided evidence that expectedoutcomes, assessment methods and improvements based on results were implementedduring this time period. A report submitted to the Texas Higher Education Boardprovides documentation that both college-wide and discipline/course-basedimprovements were made as a result of assessment findings.

After 2011, a course embedded assessment methodology was implemented to assessstudent learning outcomes in the general educationallcore curriculum. Course syllabiconfirm general education SLOs are embedded in discipline syllabi. Common rubricsare used to assess artifacts collected from courses. The Collegiate LearningAssessment (CLA) continues to be used as a supplement to the course-embeddedmethodology. Workforce programs collect assessment data during capstone and co-opcourses as well as licensure exams.

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A sample of reports from six programs (Culinary Arts, Respiratory Care, Cisco SystemsComputer Networking Technology, Emergency Medical Services Professions,Communications as a Field of Study, and Real Estate) demonstrate how learningoutcomes assessment is incorporated into the College’s program review process andprovide evidence that data were collected. A summary document provides furtherevidence that assessment results were collected and action plans implemented foracademic years 2010-2011 through 2013-2014 (3.3.1.1 Continuous ImprovementsResults and Action Plan).

The institution provided a general template as evidence that the College’s programreview process is the means by which it assesses program outcomes that are notdirectly related to student learning (3.3.1 CIP Process with templates). Exampleprogram review reports from 2013 are provided for the following programs: Animation,Firefighter, Communications Field of Study, Computer Networking, Marketing, RealEstate, and Surgical Technology.

The On-Site Reaffirmation Committee reviewed Continuous improvement Plans,Program Reviews, the Institutional Core Curriculum Report, and evaluation rubrics, andconducted interviews with the Associate Dean of Institutional Effectiveness and theAssociate Vice President of Institutional Research in support of the institution’s case forcompliance and affirms the findings of the Off-Site Reaffirmation Committee.

3.3.1.2 administrative support services

Compliance

CoIlin College defines administrative support units as departments that provideinfrastructure support services. The College’s “Service Unit Continuous ImprovementProcess Workbook” describes how administrative units identify and assess expectedoutcomes and use assessment results for improvement purposes.

Collin College identified expected outcomes for 21 administrative support services thatfall under the following five areas: Business Services, Human Resources, InformationTechnology, Public Relations, and Research and Institutional Effectiveness andCurriculum. Expected outcomes, results and findings, and action plans (improvementplans) are provided for assessment cycles that cover academic years 2010-2011through 2013-2014.

Some units identify smaller, functional units to address more specific improvementneeds during particular two-year improvement cycles. Outcomes, measures, and targetsfor these areas are provided in documents that have January and February 2012 dates.While the reports provided for these smaller units do not contain assessment results orevidence of improvements based on an analysis of the assessment results,improvements for these smaller areas are included in a document titled “ContinuousImprovement Actions and Results,” which addresses the academic years 2010-2011through 201 3-2014.

3.3.1.3 academic and student support services

Compliance

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The College has demonstrated that it has identified expected outcomes, assessmentsand targets for 12 academic and student support areas (Academic Partnerships,Academic Success, ACCESS/Counseling, Admissions! Registration, Athletics andWeliness, Developmental Education, E-Learning Centers, Financial Aid/VeteransAffairs, Library, Math Centers and Labs, Student Life, Writing Center), as well as forsmaller, functional units that fall under 6 of the 12 areas (Table 8). This evidence isprovided in Part I of each area’s Continuous Improvement Plan (CIP) document. Threeareas (counseling, library, and new student orientation) have clearly shown that resultswere collected and improvements as demonstrated by the completion of Part II of theCIP template.

A summary of Academic and Student Support Services continuous improvement actionsand results is provided in a document (3.3.1.3 Academic Student Support ImprovementAction Plans). However, it is not clear how the information provided in this documentties back to Part II of the Continuous Improvement Plan. The institution should provideevidence that all areas under academic and student support programs, besides thethree noted above, follow the College’s institutional effectiveness process, and that theyidentify expected outcomes and makes improvements based on an analysis of resultsfor all areas that fall under academic and student support services.

In the Focused Report, Part II was not provided for the following academic and supportservice units identified in the Compliance Certificate: Advising, Testing Centers,Distance Education, Veteran’s Affairs, Academic Computer Labs, Math Centers for theCentral Park, Preston Ridge, and Spring Creek Campuses as well as Writing Centersfor the Central Park, Preston Ridge, and Spring Creek Campuses. During lengthy on-site interviews with the Associate Dean of Institutional Effectiveness and the AssociateVice President of Institutional Research, assessment results and action plans for theunits were presented and review indicated that the college is in compliance with thisstandard.

3.3.1.4 research within its mission, if appropriate

Not Applicable

Research is not part of the mission of Collin College. As a result 3.3.1.4 is not applicableto the College.

3.3.1.5 community/public service within its mission, if appropriate

Compliance

Collin College addresses the “community-centered institution” component of its missionby providing continuing education, service learning, and public service to the residentsof Collin County. The College addresses public service by operating a Small businessDevelopment Center and its Center for Workforce and Economic Development.

The institutional effectiveness process employed by these units is the same as thatfollowed by educational programs, administrative support services, and student supportservices.

Part I of the Institution’s Continuous Improvement Plan (CIP) document is completed forthe Center for Scholarly and Civic Engagement, the Center for Workforce and EconomicDevelopment, Continuing Education, the Small Business Development Center, and the

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Law Enforcement Academy, thereby demonstrating that these units identify expectedoutcomes, measures, and targets.

Data results summaries, findings and action plans are provided in Part II of theCollege’s CIP form. Some areas do not provide complete documentation as evidencedby blank cells. In addition, continuous improvement activities identified in the documenttitled “Activities Resulting from Continuous Improvement Findings” are not linked back toassessment results. Collins College should provide evidence that units that fall undercommunity/public service follow the College’s identified institutional effectivenessprocess.

During the on-site visit, Continuous Improvement Plans (CIP) were provided for theCenter for Scholarly and Civic Engagement, the Center for Workforce and EconomicDevelopment, Continuing Education, the Small Business Development Center, and theLaw Enforcement Academy, demonstrating that these units identify outcomes,assessment measures, outcome targets, assessment results, and use of results forimprovement. As a result of the examination of these documents, as well as theinterviews conducted with the Associate Dean of Institutional Effectiveness and theAssociate Vice President of Institutional Research, the committee has determined thatthe College is compliant in meeting this standard.

3.3.2 The institution has developed a Quality Enhancement Plan that (1) demonstratesinstitutional capability for the initiation, implementation, and completion of the QEP; (2)includes broad-based involvement of institutional constituencies in the development andproposed implementation of the QEP; and (3) identifies goals and a plan to assess theirachievement. (Quality Enhancement Plan)

Non-compliance

The institution did not satisfactorily address components 1 and 3 of this standard.

Recommendation 2: The Committee recommends that the institution demonstratethat it has sufficient resources to bring the QEP to scale.

Recommendation 3: The Committee recommends that the institution’s qualityenhancement plan be modified to clearly reflect a goal or goals aligned with thedesired outcomes associated with improved student academic and careerplanning and to establish an appropriate assessment plan that sets clear targetsfor improvement.

See Part Ill for additional information.

3.4.1 The institution demonstrates that each educational program for which academic credit isawarded is approved by the faculty and the administration. (Academic programapproval)

Compliance

Each educational program for which academic credit is awarded is approved by bothCollin College faculty and administration.

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All new program and course proposals or proposals for changes to existing programsand courses are governed by the College Curriculum Management Process and areinitiated by program or discipline faculty, individual faculty members, or by academicadministrators. These proposals are submitted to the Collin College CurriculumAdvisory Board comprised of representatives from full-time faculty. Board Policy EFA(LOCAL) demands a peer review process for course and program additions, deletionsor revisions. If a proposal is approved by the Curriculum Advisory Board, arecommendation in favor of the proposal is submitted to Leadership Team membersand, depending on the scope and nature of the change, may be submitted for approvalto the Board of Trustees, the Texas Higher Education Coordinating Board, the SouthernAssociation of Colleges and Schools and other appropriate accreditation agencies.

3.4.2 The institution’s continuing education, outreach, and service programs are consistentwith the institution’s mission. (Continuing education/service programs)

Compliance

Collin College offers an impressive array of continuing education efforts, outreachinitiatives, and service programs that are intrinsically tied to the College’s mission to beboth “student and community-centered” and focused on “developing skills,strengthening character and challenging intellect.”

The institution has a Center for Scholarly and Civic Engagement (CSCE) which focuseson the College’s Core Values of “Service and Involvement” to support the mission to bea “student and community-centered institution.” CSCE facilitates collaborations betweenfaculty, students, administrators, departments and community partners. As a result, thecenter designs and facilitates numerous programs, scholarly experiences, communityand civic engagement opportunities, service learning, volunteerism, and leadershipdevelopment outreach.

Collin College also has a Continuing Education & Workforce Development (CEWD)program which boast thousands of participants (ranging in ages) annually. Communitycourses and programs are offered that support the academic, professional,occupational, cultural, workforce, economic and community needs, as the mission alsofocuses on (as evidenced by the course titles offered within the CEWD program).

CWED services include customized contract training and consulting for businesses andgovernment entities, workforce development grants, small business assistance throughthe Collin Small Business Development Center (SBDC) and outreach to seniors throughSeniors Active in Learning (SAIL). All programs work to support the mission of CollinCollege by connecting to the community and fostering and stimulating intellectualgrowth and development of all citizens.

*3•4•3 The institution publishes admissions policies that are consistent with its mission.(Admissions policies)

Compliance

The College has an admissions policy that is in compliance with their mission and theTexas Administrative Code which states the College will be open admissions and serveprimarily the local taxing district and service area. General and special admission

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policies are published in the College catalog, registration guide and online Admissionsweb page.

Campus visits during the On-Site visit provided first-hand observations, and discussionsrelated to, the admissions process and procedures, including placement and advising.Among the individuals interviewed were the campus Vice Presidents/Provosts and thecollege’s Registrar/Director of Admissions. The findings of the Off-Site ReaffirmationCommittee are affirmed.

3.4.4 The institution publishes policies that include criteria for evaluating, awarding, andaccepting credit for transfer, experiential learning, credit by examination, advancedplacement, and professional certificates that is consistent with its mission and ensuresthat course work and learning outcomes are at the collegiate level and comparable tothe institution’s own degree programs. The institution assumes responsibility for theacademic quality of any course work or credit recorded on the institution’s transcript.(See Commission policy “Agreements Involving Joint and Dual Academic Awards:Policy and Procedures. ‘ (Acceptance of academic credit)

Compliance

Collin College has board policy in place for evaluating, awarding, and acceptingacademic credit from other institutions and student learning experiences. TheRegistrar/Director of Admissions at the College oversees the acceptance of credit forcourses that are at the collegiate level and comparable to courses in the College’sdegree programs.

The College awards transfer credit for lower division college-level work earned atregionally accredited institutions of higher education. Students are awarded credit forCollin College courses with the same learning outcomes as the course being consideredfor credit. As part of the Texas higher education system, the College participates in theTexas Common Course Numbering System and follows the Texas Higher EducationCoordinating Board Lower Division Academic Course Guide Manual for academiccourses and the Workforce Education Course Manual for workforce courses. Thesemanuals describe how courses transfer from other Texas higher education institutions.Courses not found in these documents may require approval from the relevantacademic dean from the originating institution. Finally courses earned at an accreditedhigher education institution, but for which no similar Collin College course can be found,are assigned elective credit.

A review of the College’s Catalog 2013-2014 indicates that policies are published sostudents can determine how college credit can be awarded for Non-Traditional CollegeCredit (NTCC), Tech Prep/Career Pathways courses completed in high school,Advanced Placement Examination (AP), Armed Forces credit, College-LevelExamination Program (CLEP), Credit by Exam (Departmental Exams), Credit for PriorLearning through Continuing Education, International Baccalaureate Diploma (IB), andPortfolio Review for Credit.

3.4.5 The institution publishes academic policies that adhere to principles of good educationalpractice. These policies are disseminated to students, faculty, and other interestedparties through publications that accurately represent the programs and services of theinstitution. (Academic policies)

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Compliance

Collin College adopts academic policies that adhere to good educational practice byincorporating requirements from external sources including mandates from the TexasHigher Education Coordinating Board (THECB), state laws, program and regionalaccreditor requirements, and federal regulation. Additionally, the College adopts inputfrom internal parties impacted by the policies, including but not limited to, academicpolicy recommendations from standing committees. The process of changing orupdating Collin College Board policies is described in College policy 3.2.2.3.

Institutional policies are disseminated to students, faculty, and other interested partiesvia the Collin College Catalog, the Student Handbook and the Collin College BoardPolicy Manual, all which are available on the College website, and via the FacultyHandbook located on the College intranet, which is available to all faculty. Accuracy ofpolicy communications is assured through internal stakeholder review and routineupdate and publication of the College catalog, Faculty Handbook and the StudentHandbook.

3.4.6 The institution employs sound and acceptable practices for determining the amount andlevel of credit awarded for courses, regardless of format or mode of delivery. (Practicesfor awarding credit)

Compliance

Collin College follows the Texas Administrative Code Rule 4.6, which establishes theminimum contact hours per credit hour. Further, the College’s credit courses areconsistent with the Texas Common Course Numbering System and adhere to theLower-Division Academic Course Guide Manual and the Guide for InstructionalPrograms in Workforce Education. A review of these Manuals and the College catalogconfirms compliance with these guidelines promulgated by the Texas Higher EducationCoordinating Board. Finally, the institution utilizes a faculty led Online Advisory Boardto ensure courses taught in non-traditional modalities are equivalent to traditionalmodes.

3.4.7 The institution ensures the quality of educational programs and courses offered throughconsortia relationships or contractual agreements, ensures ongoing compliance withthe Principles and periodically evaluates the consortial relationship and/or agreementagainst the mission of the institution. (See the Commission policy “Agreements InvolvingJoint and Dual Academic Awards: Policy and Procedures. ‘ (Consortiarelationships/contractual agreements)

Compliance

In the original Compliance Certification Report, Collin College indicated that no creditcourses or programs were offered through contracts or consortia. However, asupplemental document was provided to the On-Site Team that indicates a consortialrelationship exists with the United States Air Force and the University of North Texas(UNT) to provide ROTC courses. The On-Site interview with the Dean of AcademicAffairs for Business and Computer Systems, the individual responsible for oversight ofthe course, provided assurance that the course and associated learning outcomes areregularly reviewed and are in line with the prescribed state curriculum. This Dean ishighly qualified to perform the associated duties due to his lengthy career in the US Air

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Force and familiarity with the ROTC program. In addition to the oversight provided byCollin, the state and UNT share in the review process.

3.4.8 The institution awards academic credit for course work taken on a noncredit basis onlywhen there is documentation that the noncredit course work is equivalent to adesignated credit experience. (Noncredit to credit)

Compliance

Collin College publishes in its catalog that it does award academic credit for noncreditcoursework in two specific program areas: Real Estate and CISCO Networking. Thecatalog also provides information on the specific requirements for college credit to beawarded in these two areas. Further, the two programs are taught simultaneously in thesame classroom with the same teacher, therefore establishing that the noncredit work isequivalent to the credit work.

3.4.9 The institution provides appropriate academic support services. (Academic supportservices)

Compliance

Collin College provides evidence that they provide academic support services tostudents and faculty. Services to students include academic advising; tutoring, accessto computer labs tailored to academic programs and services, academic skillsworkshops, academic support software, media assistance and technical and eLearningsupport.

Information about academic support services is provided through the College website,student orientations, faculty orientations, handbooks, signage and announcements. TheCollege provided a roster which outlines the locations at which academic supportservices are provided.

3.4.10 The institution places primary responsibility for the content, quality, and effectiveness ofits curriculum with its faculty. (Responsibility for curriculum)

Compliance

The institution has developed a plan that defines how faculty develop and modifycurriculum through its Curriculum Advisory Board, but there is no evidence provided thatthe plan has been implemented.

In addition, the institution has developed a plan to review courses that are taught online, but there is no evidence that the plan has been implemented.

During the on-site visit, evidence that Collin College has developed a plan that defineshow faculty develop and modify curriculum through its Curriculum Advisory Board wasprovided. Interviews were conducted with faculty members from numerous disciplines.Documents presented in the Focused Report provide evidence of their involvement andadvisement. The On-Site Committee determined that the college is in compliance withthis standard.

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*3.4.11 For each major in a degree program, the institution assigns responsibility for programcoordination, as well as for curriculum development and review, to personsacademically qualified in the field. In those degree programs for which the institutiondoes not identify a major, this requirement applies to a curricular area or concentration.(Academic program coordination)

Compliance

Collin College assigns responsibility for programs and curriculum development toacademically qualified Program Directors, Coordinators and discipline leads. Inassessing the credentials of each stated direct, coordinator and discipline leads, all hadappropriate and sufficient qualifications and experience (as outlined under thestandard).

Program Directors and Program Coordinators serve in key leadership roles by planning,developing, budgeting, coordinating, scheduling, managing and evaluating theirindividual programs. Directors and Coordinators provide guidance and supervision totheir program’s full-time faculty, associate faculty and staff. They are actively involved inensuring compliance with appropriate regulatory and educational accreditationstandards.

For curricular areas or programs, Discipline Leads coordinate curriculum development,program review, continuous program improvement processes and the district-wide inputinto assessment of student learning outcomes. Discipline leads provide leadership forcurriculum coordination, development, assessment and review, as outlined in theposition description.

Interviews conducted by the On-Site Committee included Academic Deans, VicePresidents/Provosts and faculty members. Reviewed documents and the findings of theinterviews support the institution’s case for compliance and affirms the findings of theOff-Site Reaffirmation Committee.

3.4.12 The institution’s use of technology enhances student learning and is appropriate formeeting the objectives of its programs. Students have access to and training in the useof technology. (Technology use)

Compliance

The College makes use of a variety of instructional technology resources in its deliveryof both traditional and distance learning courses. The college uses the Blackboardlearning management system for delivery of course content for all online courses; it isalso used by many faculty as a supplemental learning resource in many of the theirtraditional course sections. Most classrooms are equipped with computer and mediaequipment for instructor use. Wireless access is available on all campuses. TheCollege provides a wide variety of computer labs designed for academic programs andservices.

While the College provided documentation attesting to the widespread availability oftechnology for faculty and student use, no evidence was provided to show that

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technology enhances student learning. In addition, while the College providedexamples of how students in specific courses and programs receive training in the useof particular types of technology, no evidence was provided that all students weretrained in the general use of technology.

Collin College no longer requires computer-based technologies as a requirement forCollin College courses; however computer literacy skills have been built into multipledisciplines (Computer Networking Technology, Information Systems Cybersecurity,Nursing and Respiratory Care), to enhance student learning. Documents presented inthe Focused Report detail student’s access as well as required outcomes.

Collin College eLearning Centers and libraries provide training for all students who arenot proficient or need additional help with technology, and also provide access to thenecessary technology (computer labs as well as laptops for checkout) with appropriatestaff. Online resources in the form of LibGuides provided additional information andassistance. Student surveys, the Noel Levitz survey, eLearning electronic access, andthe use of the Library Recourses Data Base document how student learning isenhanced and training is provided to all students. Multiple facilities and personnel areprovided for assistance, as well as lab space for a variety of disciplines; the institution’sis clearly in compliance with this standard.

3.5.1 The institution identifies college-level general education competencies and the extent towhich students have attained them. (General education competencies)

Compliance

Collin College identifies college-level competencies within its general education corecurriculum, the extent to which students have attained them, and communicates findingsin a continuous improvement effort.

The Collin College general education core, through a wide variety of courses, offersstudents “a foundation of knowledge of human cultures and the physical and naturalworld, principles of personal and social responsibility for living in a diverse, global worldand advanced intellectual and practical skills that are essential for all learning.” TheCollege adopted core curriculum competencies that coincided with the six generaleducation core curriculum competencies identified by the Texas Higher EducationCoordinating Board (THECB) for all Texas higher education institutions, including, (1)Communication Skills; (2) Critical Thinking; (3) Teamwork; (4) Empirical/QuantitativeSkills; (5) Personal Responsibility; and (6) Social Responsibility.

Assessment of general education competency attainment is embedded within everygeneral education course, and is cyclically assessed at course level using a variety ofmethods chosen by academic discipline faculty and are overseen by respective facultydiscipline lead personnel. External measures such as the Collegiate LearningAssessment (CLA) are also used to assess general education competency attainment.

Analysis of assessment results is completed by Institutional Effectiveness staff andreported to a faculty Core Objectives Assessment Team (COAT), after which findingsare shared with faculty college-wide. After dissemination of institutional-level findings,faculty from each discipline, in conjunction with the office of Teaching and Learning,develop 2-year discipline-level improvement action plans, the results which in aggregate

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serve as the basis for the 5-year Program Review of the Collin College generaleducation core certificate program.

3.5.2. At least 25 percent of the credit hours required for the degree are earned throughinstruction offered by the institution awarding the degree. (Soc the Commission policy“Agreements Involving Joint and Dual Academic Awards: Policy and Procedures.’)(Institutional credits for a degree).

Compliance

The institution requires all of its graduates to take at least 25% of their course work atthe institution. This requirement is published in the institution’s catalog as “must earn aminimum of 18 semester credit hours as Cohn College”. This requirement fulfills the25% requirement for all of the institution’s degrees.

In addition, every candidate for graduation is manually audited to ensure that they havemet this requirement.

3.5.3 The institution publishes requirements for its undergraduate programs, including itsgeneral education components. These requirements conform to commonlyaccepted standards and practices for degree programs. (See the Commission policy

“The Quality and Integrity of Undergraduate Degrees.’) (Undergraduate programrequirements)

Compliance

CoIIin College provided evidence that it publishes the requirements for all its programs,including its general education requirements, in the College catalog and on the Collegewebsite. The College also publishes general education core curriculum and programbrochures that include the requirements for both the general education components andthe additional components of specific programs offered by the College.

Collin College offers Associate of Arts (A.A.), the Associate of Science (A.S.), theAssociate of Arts in Teaching (A.A.T.) and the Associate of Applied Science (A.A.S.)degrees (as outlined in the institution catalog). To complete each degree, the studentmust complete 60 semester credit hours (42 credits of which are general education).For the A.A., the A.S. and the A.A.T., the state of Texas mandates a general educationcore curriculum of forty-two semester hours. This mandate conforms to standard highereducation practices for associate level degree programs. The Cohhin College CurriculumAdvisory Board (which is made up of faculty on a 3-year rotation cycle) has adopted ageneral education core curriculum that complies with this rule.

The Colhin College Curriculum Advisory Board reviews all new degree and certificateplans for evidence of appropriate general education foundation courses. Proposeddegrees and certificates are also reviewed for increasing complexity and sequence ofcourses. Criteria include consideration of curriculum at peer institutions, standards setby professional organizations when available and the degree to which the curriculumapplies to related baccalaureate programs.

As is recognized and customary within higher education practice, to establish courseequivalency, Collin College uses the THECB’s Lower Division Academic Course GuideManual (ACGM) and for workforce courses, the Workforce Education Course Manual

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(WECM). Course listings, course descriptions, and course learning outcomes for eachcourse in the ACGM and the WECM are developed by statewide committees ofdiscipline faculty. For the ACGM, committee members represent both two-year andfour-year public higher education institutions. Course offerings in the ACGM inventorymust match those listed in the Texas Common Course Numbering System to ensurethat these courses are fully transferable toward a baccalaureate degree and that theyare recognized by all public institutions of higher education in Texas as being collegiate-level courses.

Any courses intended for transfer that are not listed in the ACGM must go through arigorous evaluation process by discipline faculty, the Curriculum Advisory Board, theTHECB and any program-specific accrediting bodies.

3.5.4 At least 25 percent of the course hours in each major at the baccalaureate level aretaught by faculty members holding an appropriate terminal degree—usually the earneddoctorate or the equivalent of the terminal degree. (Terminal degrees of faculty)

Not applicable

3.6.1 The institution’s post-baccalaureate professional degree programs, and its master’s anddoctoral degree programs, are progressively more advanced in academic content thanits undergraduate programs. (Post-baccalaureate program rigor)

Not applicable

3.6.2 The institution structures its graduate curricula (1) to include knowledge of the literatureof the discipline and (2) to ensure ongoing student engagement in research and/orappropriate professional practice and training experiences. (Graduate curriculum)

Not applicable

3.6.3 At least one-third of credits toward a graduate or a post-baccalaureate professionaldegree are earned through instruction offered by the institution awarding the degree.(See the Commission policy “Agreements Involving Joint and Dual Academic Awards:Policy and Procedures.’) (Institutional credits for a degree)

Not applicable

3.6.4 The institution defines and publishes requirements for its graduate and post-graduateprofessional programs. These requirements conform to commonly accepted standardsand practices for degree programs. (Post-baccalaureate program requirements)

Not applicable

3.7.1 The institution employs competent faculty members qualified to accomplish the missionand goals of the institution. When determining acceptable qualifications of its faculty, aninstitution gives primary consideration to the highest earned degree in the discipline.The institution also considers competence, effectiveness, and capacity, including, asappropriate, undergraduate and graduate degrees, related work experiences in the field,

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professional licensure and certifications, honors and awards, continuous documentedexcellence in teaching, or other demonstrated competencies and achievements thatcontribute to effective teaching and student learning outcomes. For all cases, theinstitution is responsible for justifying and documenting the qualifications of its faculty.(See Commission guidelines “Faculty Credentials.’) (Faculty competence)

Non-Compliance

Collin College strives to hire faculty consistent with the Southern AssociationCommission on Colleges and Schools Guidelines for Faculty Credentials, the TexasAdministrative Code Section 7.4(1 1), and applicable program-level accrediting agencyrequirements. In addition to academic credentials, other demonstrated competenciesand achievements that contribute to effective teaching and successful student learningoutcomes are also considered during the selection process, including professionallicensure and certifications, appropriate teaching effectiveness, related work experience,honors, awards, service, research and publication.

Whereas a faculty roster was submitted as part of the compliance documentation, andwhile the faculty generally possess appropriate qualifications in most areas, there werefifty-eight (58) instances where justifying documentation was insufficient. Teachingdiscipline areas represented by these instances include Accounting/Office Systems,Communication Design-Graphics, Government, Hotel/Restaurant Management, HotelManagement, English, Education, Mathematics, Reading, Speech, Biology, ChildDevelopment, Chemistry, Emergency Medical Services, Physical Education, SurgicalTechnology, Computer Systems, Computer Science, Computer Maintenance Tech,Geology, German, Desktop Publishing Word, History, Humanities, ComputerMed ia/Graphic Design, Psychology, Interpreter Preparation/Deaf, Sociology, andSpanish.

Consequently, further information or justification is required. (Refer to Request forJustifying and Documenting Qualifications of Faculty).

Review by the On-Site Reaffirmation Committee of the additional information provided inthe Focused Report decreased the number of faculty with unacceptable credentials tothe five listed below.

Name of Faculty Member Course(s)

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Recommendation 4: The Committee recommends that the institution employfaculty members qualified to accomplish the mission and goals of the institution.

3.7.2 The institution regularly evaluates the effectiveness of each faculty member in accordwith published criteria, regardless of contractual or tenured status. (Faculty evaluation)

Compliance

According to Collin College, faculty are evaluated annually, regardless of theircontractual status. The procedures and criteria that govern faculty evaluations areoutlined within the faculty evaluation form. This form is published on the Council ofExcellence (C0E) website and is linked on the Human Resources (HR) website (asobserved). The Faculty Handbook directs faculty to these two sites for faculty evaluationand multi-year contract information. For part-time faculty, information pertaining to theevaluation process is located in the Associate Faculty Handbook (as documented).

Collin College reported that faculty are evaluated annually, regardless of theircontractual status. Full-time faculty are evaluated by their respective deans 90 daysfollowing their initial employment as evidenced by the Faculty 90-day ProbationaryEvaluation Form. Following the initial evaluation, all faculty, including those whoreceived a 90-day evaluation, receive an annual evaluation, conducted by the facultymembers’ respective deans on the Faculty Performance Appraisal Form using thefollowing components:• Self-evaluation•Student evaluations•Classroom visits

Results from self-evaluations, student evaluations, and classroom visits are assessedand used to indicate whether or not a faculty member needs to improve. If so, targetedImprovement Plans are used in order to identify faculty weaknesses and work to assistand improve the quality of performance.

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Overall, Collin College appears to have a comprehensive faculty evaluation system.However, given the size of the institution in terms of the number of faculty it employsand the scope of its programs, the institution did not provide a sufficient number ofsamples to document compliance. Hence, the institution should provide a larger andmore representative sample size which better supports its evaluation processes.

Further, according to Collin College, Associate Faculty (part-time faculty) throughout theinstitution are evaluated for classroom teaching and professionalism by their AcademicChairs. Classroom observations/visits are conducted annually for Associate Faculty,and student evaluations are conducted on the same schedule as the studentevaluations for full-time faculty. Associate Faculty members do not complete self-evaluations. However, no evidence was provided to document that this is beingimplemented college wide annually (as reported). Further, in reading the AssociateFaculty Handbook there is a contradiction between what was reported in the compliancedocument and what is published in the handbook. According to the published records,Associate Faculty evaluation changes after six terms teaching at the institution, howeverthe compliance report counters this assertion. The institution is should providedocumentation that reflect the accuracy of their own evaluation processes.

Based on additional information provided in the Focused Report, Collin College appearsto have a comprehensive annual faculty evaluation system for full-time and AssociateFaculty (part-time). The procedures and criteria are clearly established with annualtimelines and expectations. A three-year sample of annual evaluations for 20 full-timeand 40 part-time faculty was provided for review. The documents presented indicatethere is adequate evidence of consistent and comprehensive evaluations conductedcollege wide, for both full-time and part-time faculty utilizing student course evaluations,classroom evaluations and performance appraisals.

Review of the Associate Faculty Handbook regarding evaluation of Associate Facultyafter six terms teaching at the institution indicates there is no longer a contradiction oftheir own evaluation process versus that was stated in the compliance document andthe college has been deemed compliant in this area.

37.3 The institution provides evidence of ongoing professional development of faculty asteachers, scholars, and practitioners. (Faculty development)

Compliance

Collin College provides evidence of ongoing professional development of faculty asteachers, scholars, and practitioners. Full-time and part-time faculty participate inplanned professional development so as to satisfy requirements of their annualevaluations and, for the full-time faculty, as part of their multi-year contract eligibility.Additionally, professional development is required of workforce faculty to maintaincurrent licensure requirements for program accreditation standards.

The Collin College Board of Trustees provides annual financial support for facultyprofessional development activities. The eLearning Centers, Office for Teaching andLearning, Continuing Education Division of the College, and the Human ResourcesOffice provide a variety of local professional development activities throughout theacademic year. Every faculty member who teaches online courses must complete theCollin College Compliance Certification Class.

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The College also encourages faculty to attain additional advanced degrees through atuition reimbursement plan and a partnership with the University of Texas at Dallassupported with sabbaticals and study grants.

Administrators conduct annual appraisals of faculty members, including a review ofdiscipline-relevant professional development activities. A faculty memberrecommended by their supervisor for a multi-year contract will undergo further peerwhich also considers recent professional development.

3.7.4 The institution ensures adequate procedures for safeguarding and protecting academicfreedom. (Academic freedom)

Compliance

Collin College ensures adequate procedures for safeguarding and protecting academicfreedom. Policies and procedures to ensure academic freedom include Board Policy(“All faculty members (full-time and associate) shall be entitled to academic freedomand bear a concomitant dedication to academic responsibility”), the Collin CollegeFaculty Council mission statement (“The Faculty Council represents full-time teachingfaculty in college matters and is responsible for ... safeguarding academic freedom andpromoting academic excellence in the classroom, the College District and thecommunity”), and adherence by the Collin College libraries to the Intellectual FreedomStatement published by the American Library Association.

Established procedures exist should a College employee believe a concern existsrelative to expression of academic freedom. As of this date, there have not been anyacademic freedom complaints filed.

3.7.5 The institution publishes policies on the responsibility and authority of faculty inacademic and governance matters. (Faculty role in governance)

Compliance

The institution engages faculty in all aspects of academic and governance matters, andthe policies regarding this are published and made available to faculty and staff in avariety of ways. The institution maintains a web page that describes the councils of theCollege. Also, the faculty job description and faculty handbooks include the role offaculty in institutional governance. In addition there is evidence that faculty are engagedin short-term and long-term planning for the institution, including, budget planning, goalsetting, and strategic planning.

3.8.1 The institution provides facilities and learning/information resources that are appropriateto support its teaching, research, and service mission. (Learning/informationresources)

Compliance

Collin College provides adequate library facilities for the libraries at its primary teachingcampuses. The facilities have adequate footage to house the collections and provideservices at each of the campuses. The Preston Ridge library was remodeled in 2005and is now a 50,000 square foot facility. The Central Park library is a 47,000 square

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foot facility that opened in 2009. The Spring Creek campus library opened in 201 3 andis a 57,792 square foot facility. Each has adequate study areas, book stacks, workrooms, offices, group study rooms, and a computer lab for library instruction activities.

Collin College provides a wide variety of library resources appropriate for the College’sacademic programs. The libraries house a collection of 199,969 print volumes, 26,278videos, 5,971 music CD titles, 3,688 audio books. Users have access to over 120databases. Streaming videos and audio resources are also available. Interlibrary loanresources are also available. All students, faculty, and staff have access to theelectronic resources, whether on campus or off campus. Collections at each campuslibrary are chosen to support the educational programs offered at that campus.

3.8.2 The institution ensures that users have access to regular and timely instruction in theuse of the library and other learning/information resources. (Instruction of library use)

Compliance

The Collin College librarians provide library instruction in a variety of ways, both in face-to-face and online formats. Librarians provide classroom instruction when requested byfaculty. These sessions include things like providing instruction in basic library researchin the use of databases and the online catalog. Other sessions are customized forspecific course assignments. During the 2012-2013 academic year, 18,339 studentsattended 1,236 library instruction classes. Librarians have developed electronic subjectguides that tailor specific collections of information and resources for particular coursesor projects. Reference assistance is provided face-to-face as well as email, telephone,text and chat services. Audio and video tutorials have also been developed to assistpatrons with the use of databases, the catalog, electronic journals and other electronicresources. The subject guides and tutorials are available on the library tab inCouga rWeb.

3.8.3 The institution provides a sufficient number of qualified staff—with appropriate educationor experiences in library and/or other learning/information resources—to accomplish themission of the institution. (Qualified staff)

Compliance

Collin College employs sufficient qualified librarians and staff in its libraries. Alllibrarians have at a minimum a master’s degree in library science. Years of experiencerange from 4 years to 43 years. Each primary teaching campus employs a librarian whoserves as the executive director of the library. Each location employs full time and parttime reference librarians. All librarians participate in reference service, including onlinereference. The Director of Library Technical Services serves as the district-widedirector. A librarian at the Preston Ridge Campus functions as the Distance Learningand Digital Services librarian who works with the College’s online faculty. Librarians areinvolved in professional development activities and participate in local and regionalconsortia.

3.9.1 The institution publishes a clear and appropriate statement of student rights andresponsibilities and disseminates the statement to the campus community. (Studentrights)

Compliance

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The institution publishes a statement of student rights and responsibilities in the StudentCode of Conduct which is included in both the Student Handbook and College Catalog.Student rights and student responsibilities pertaining to specific student concerns areavailable on student areas of the institution’s website. The institution ensures broaddistribution of the information by embedding it within these significant Collegepublications which are disseminated on the web and in print to new students at the newstudent orientation.

3.9.2 The institution protects the security, confidentiality, and integrity of its student recordsand maintains security measures to protect and back up data. (Student records).

Compliance

Board policies on the use of Technology Resources regulates the security,confidentiality, and integrity of technology resources, the format in which most studentrecords are maintained. The policy on Student Records names the registrar as thecustodian of the records, outlines what constitutes a student record, defines who mayaccess to the records, and outlines procedures for amending the records. Individualstudent information is secured through use of a randomly assigned student number. Tomaintain student record confidentiality and integrity, the College strictly adheres to theFamily Education Rights and Privacy Act through policy, faculty and staff training, andinformation provided to students. The Chief Information Systems officer is responsiblefor the protection and back up of student data, including electronic retrieval of datafollowing a major disaster. This is achieved through daily and weekly backup tapeswhich are stored on a campus in a fireproof location as well as an off-site location.

3.9.3 The institution provides a sufficient number of qualified staff—with appropriate educationor experience in the student affairs area—to accomplish the mission of the institution.(Qualified staff)

Compliance

The institution has presented a roster of student services staff that documents the jobdescriptions, credentials required, and credentials held for all staff members. In allcases, the roster documents that staff possess educational and experiential credentialscommensurate with their duties. In addition, the institution has provided the boardpolicy which regulates this issue. As evidence that the College provides a sufficientnumber of staff, the College provided a student survey which documents overall studentsatisfaction regarding student services staffing levels.

3.10.1 The institution’s recent financial history demonstrates financial stability. (Financialstability)

Compliance

Collin County Community College District (CCCCD) has a sound financial base and hasdemonstrated financial stability that adequately supports the College’s mission and thescope of its programs and services. CCCCD’s strong financial position is due in largepart to its rigorous budgeting and planning processes as well as fiscally conservativemanagement practices.

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CCCCD’s Administrative Services department prepares a Comprehensive AnnualFinancial Report (CAFR) and is required by Texas state statutes to be audited byindependent certified public accountants every year. The audit was also conducted inaccordance with generally accepted auditing standards in the United States of Americaand the standards applicable to financial audits contained in Government AuditingStandards. CCCCD provided audited financial statements for review for the yearsending 2010, 2011, 2012, and 2013. The most recent independent auditor’s reportexpressed an unqualified opinion on the financial statements (Comprehensive AnnualFinancial Report 2013) In addition, the management letter Dated November 22, 2013reflects no findings or questioned costs related to the financial statements. The mostrecent CAFR was presented to the Board of Trustees for approval on December 17,2013.

The CCCCD Comprehensive Annual Financial Audit Report demonstrates that theinstitution has enjoyed a consistent growth in ad valorem taxes and a steady source ortuition revenue and state appropriations in the past five years. Operating revenues haveincreased by over $1OM in five years and total revenues have increased by over $26M.The College’s long term debt has decreased by $8M in the last three years while theCollege’s net position has increased by over $20M each year. In addition, the Collegehas seen a healthy increase in total net position over the past three years and maintainsa healthy unrestricted net position of $21 8M for the year ended August 31, 2013. As aresult, the institution’s financial ratios used to measure the overall health of anorganization reveal that CCCCD is very healthy compared with other communitycolleges in the state of Texas. The College’s viability ratio is 66.86 and the College’sequity ratio is 86.3%.

Additionally, student enrollment is moving in a positive direction. Student headcountwas up approximately 5,000 students and credit hours increased by over 97,000 hoursin five years.

*310.2 The institution audits financial aid programs as required by federal and state regulations.(Financial aid audits)

Compliance

CCCCD has contracted with an external auditing firm to perform a single financial auditevery year in accordance with the guidelines of the U.S. Office of Management andBudget (0MB) Circular A-i 33, Audits of States, Local Governments, and NonprofitOrganizations and Texas Higher Education Coordinating Boards regulations. Audits forthe fiscal years 2009-2013 were reviewed. The Committee noted that the College’sfederal expenditures had increased by almost $60M in five years.

The College received an unqualified opinion for financial reporting for the years 2009-2013 and no material weaknesses or any significant deficiencies in internal controlswere reported. However, the 2010 Federal Single Audit reported a significant deficiencyin internal controls over major programs. The deficiency was corrected in the next year.

In 2012, CCCCD received a material weakness and material noncompliance finding oncompliance over major programs relating to verification of (EFC) expected familycontribution processing in financial aid. In addition, CCCCD received a significantdeficiency and noncompliance finding relating to return to Title IV funds and a control

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deficiency in the over awarding of a student in the 2012 audit. CCCCD corrected all ofthe deficiencies in the 2013 audit.

In March 2013, the Department of Education performed a 100% file review of all Title IVrecipients and recalculated EFC contributions for all students in the 2012 year. TheCollege received a final audit determination letter from the Department of Educationrequesting $378,526 for overpayment of students. The College reimbursed theDepartment of Education and contracted with a third party to verify EEC contributions.

The On-Site Reaffirmation Committee reviewed documents and conducted interviewswith the District Vice President of Administrative Services/CEO, the Associate VicePresident-Controller/Student Financial Services and the District Director of Financial Aidand Veteran’s Affairs in support of the institution’s case for compliance and affirms thefindings of the Off-Site Reaffirmation Committee. It was determined that the institution’scommitment to transparency was strong through their commitment to insuring thatrosters of students are completed by all faculty and through reassignment of thefinancial aid department to the VP for Administrative Services and the appointment of anew Director of Financial Aid.

3.10.3 The institution exercises appropriate control over all its financial resources. (Control offinances)

Compliance

Administrative Services is structured to facilitate control over financial resources and iscentrally organized under the District Vice President of Administrative Services/ChiefFinancial Officer (CFO), who reports directly to the District President. The qualificationsof the District Vice President of Administrative Services /CFO, who has been in that rolefor 23 years and is a member of a number of professional associations, were reviewed.The District Vice President of Administrative Services/CFO presents monthly financialand investment reports to the District President and the Board of Trustees

The CCCCD Business Administrative Services Procedures Manual, which provides theCollege with the necessary internal controls to create an environment to ensureappropriate control over all of its financial resources, was also reviewed. The BusinessOffice Procedures Manual requires that the cashier’s office at each campus utilizeCollege software to record and deposit all funds received. All funds are locked in a vaultnightly and deposited daily. All purchasing and expense reimbursements over $100 areprocessed by Accounts Payable. Accounts Payable procedures are also defined in theBusiness Office Procedures Manual in Section 9. Before payment can be processed,the financial software currently in use requires a three-way match among the approvedpurchase order, the receiver and the vendor invoice. Direct invoice payments andcheck requests are limited and require appropriate approval.

CCCCD provided budget books for the years ending 2012, 2013, and 2014. TheCommittee noted an extensive budgeting process with a multiyear budget model and abudget calendar which allows for college wide participation in the budgeting process.

The College received an unqualified opinion for financial reporting for the years 2009-2013 and no material weaknesses or any significant deficiencies in internal controlswere reported. However, the 2010 Federal Single Audit reported a significant deficiencyin internal controls over major programs. The deficiency was corrected in the next year.

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CCCCD employs an Internal Auditor who reports to Vice President of OrganizationalEffectiveness and Human Resources with a dotted line reporting relationship to thePresident. An internal audit schedule is developed by the College’s leadership team.The Off-Site Team reviewed one example of an internal audit report related to PettyCash that was dated October 2, 2013.

The Administrative Services Team has won numerous awards for their work. TheCertificate of Achievement for Excellence in Financial Reporting was received for the16th straight year in 2012. The College won the Gold Leadership Circle Award forTransparency from the Texas Comptroller’s office in August 2013. Finally, theCommittee noted the Purchasing Department received the Achievement of Excellencein Procurement for eight consecutive years.

3.10.4 The institution maintains financial control over externally funded or sponsored researchand programs. (Control of sponsored research/external funds)

Compliance

CCCCD does not engage in externally funded research programs. However, theCollege does seek external funds to support academic and student support activitiesthat further the College’s mission, vision, values, and strategic imperatives.

Board Policy (BFA Local) charges the College president with initiating resourcedevelopment strategies and reviewing internal and external proposals for grants andcontracts. Once the president and vice presidents approve the grant, the reportingrequirements relating to the program requirements are assigned to the principleinvestigator. Reporting requirements relating to the financial requirements of the grantare assigned to Grant Accounting. Required financial reports are prepared by the grantaccountants, reviewed by the Associate Vice President-Controller and/or the DistrictVice President of Administrative Services/CFO and filed with the granting agency in atimely manner.

For each grant award received; CCCCD maintains funds in a separate account. Themanagement of external funds is a joint responsibility between the Principle Investigatorand College’s Grants Department. The Principle Investigator manages the grant fundsper requirements stipulated by the funding agency/organization. Upon receipt of anexternally funded project, the Principle Investigator is provided a copy of the CCCCDGrants Management Handbook to assist in the management of the grant funds. Inaddition, the externally funded programs are accounted for in the same mannerconsistent with the College Policies outlined in the CCCCD Business Office ProceduresManual.

The current indirect cost agreement for CCCD was also reviewed. This agreement wasapproved by the Department of Health and Human Services in February, 2012, and iseffective until September 2016.

3.11.1 The institution exercises appropriate control over all its physical resources. (Control ofphysical resources)

Compliance

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The District Vice President of Administration/Chief Financial Officer has primaryresponsibility for control over the College physical resource and is responsible forestablishing and communicating procedures that ensure appropriate levels of controlover physical resources. Review of the CCCCD Business Administrative ServicesProcedures Manual noted purchasing policies and asset control procedures that weredesigned to maintain control over physical resources. According to the CCCCDbusiness manual, assets are tagged with a bar code assigned to a custodian andtracked in the ERP system until salvaged. Monthly asset reconciliations and annualphysical inventory reports were provided and reviewed. The Fixed Asset accountantperforms an annual physical inventory of all tagged assets purchased with state orfederal funds and generates a follow up report based on actions that need to be takenwith equipment. A website where salvaged items are taken for public auction wasindicated.

The District Director of Safety, Security and Facility Services is responsible foroverseeing the planning, administration, construction, routine and preventivemaintenance, and overall security of College physical assets. CCCCD uses acomputerized work order management system is used to track requests for routinemaintenance issues. Maintenance issues are resolved as they arise, or they areincluded on the renewal and replacement schedule. C000D claims to not have anydeferred maintenance items. The District Director of Safety, Security and FacilityServices and campus Facility Managers develop a three year renewal and replacementschedule and submit the list to the District Vice President of AdministrativeServices/Chief Financial Officer for review and approval.

A review of the CCCCD insurance program which provided a summary of insurancecoverage for each campus along with information on crime policies, workerscompensation policies, and auto policies, indicates that the College appears to haveconsidered the risk associated with its physical resources.

3.11.2 The institution takes reasonable steps to provide a healthy, safe, and secureenvironment for all members of the campus community. (Institutional environment)

Compliance

CCCCD Emergency Management and Procedures Manual provide detailed informationand instructions related to safety and environmental procedures and emergency contactinformation. The manual also gives good guidelines on how to handle a number ofscenarios. According to the CCCCD emergency manual, the 0000D has the primaryresponsibility for providing a safe environment to faculty, staff, and students. Theofficers are vested with the powers and rights of any Texas Peace Officer. The CCCCDwebsite contains instructions for a number of safety procedures. Crime Statisticsrequired by the Cleary Act were provided, as was a website link for the Strategies ofBehavior Intervention (SOBI). Use of the SOBI is providing preventive measures for theCollege.

An email from the president, dated 24, 2014, encouraged the College community toregister for the Cougar Alert Emergency System. The system is used to deliveremergency messages via text, e-mail, and phones. The president’s email alsoencouraged the College to watch a video on safety in the event of a shooting oncampus.

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The facilities and grounds are regularly reviewed by the local government inspectors.The Committee also reviewed the Colleges EPA Compliance report. The Collegeconducted an environmental self-audit and issued a report to the EPA and the TexasCommission of Environmental Quality. As a result, the College agreed to work on somecorrective actions to obtain compliance.

*3.11.3 The institution operates and maintains physical facilities, both on and off campus, thatappropriately serve the needs of the institution’s educational programs, supportservices, and other mission-related activities. (Physical facilities)

Compliance

CCCCD provided a table listing all of their campuses with notes on classroom spaces,specialized programs at each campus, and square foot capacity. The institution alsoprovided a master facilities plan which contained maps and photos of current campusesand their facilities. There were also architect drawings of planned facilities andcampuses to meet the goals outlined in the College’s strategic plans to serve CollinCounty.

In addition, students gave the College high marks for facilities in the Noel Levitz survey.The Faculty Survey provided by the institution also indicated that most faculty memberswere satisfied by the conditions of the grounds and facilities.

The District Director of Safety, Security and Facility Services is responsible foroverseeing the planning, administration, construction, routine and preventivemaintenance, and overall security of College physical assets. CCCCD uses acomputerized work order management system is used to track requests for routinemaintenance issues. Maintenance issues are resolved as they arise or they are includedon the renewal and replacement schedule. 000CD claims to not have any deferredmaintenance items and allows for $2 million annually for renewal and replacement. TheDistrict Director of Safety, Security and Facility Services and campus Facility Managersdevelop a three year renewal and replacement schedule and submit the list to theDistrict Vice President of Administrative Services/Chief Financial Officer for review andapproval.

As was noted in Core Requirement 2.11.2, the Off-Site Reaffirmation Committee wasunable to determine whether or not the institution operates and maintains facilities thatadequately meet the need of the programs, support services, and other mission relatedactivities. The College did discuss how the institution added square footage to theSpring Creek Campus to accommodate a tremendous growth in enrollment. TheCollege also discussed plans for a new Health Sciences Building to meet the needs ofstudents on the Central Park Campus. However, the committee was not providedadequate information or specific examples in regards to programmatic needs being metnor were there any visual aids to assist in determining the functionality and condition ofthe common space, labs and classrooms. There were also no assessments provided bycampus of spatial needs and allocations to meet the educational mission of theprograms.The institution should provide appropriate documentation to confirm the Collegeoperates facilities that adequately meet the needs of the College’s programs andservices.

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The On-Site Reaffirmation Committee, in interviews with the Senior VP and the VP forAdministrative Services, found that it is evident that the robust Program Reviewprocess, which includes faculty and program directors, in consultation with the Directorof Facilities, provides a comprehensive process to address maintenance and operationof all facilities to support the academic programs of the college. The Annual Budget forFiscal year 2014-2015, provided on-site, indicates numerous line items addressingfacility maintenance with a renewal and replacement schedule. Campus visits providedfirst-hand evidence of the utmost attention to facility maintenance and ensured thateducational and support needs are met. The On-Site Review supports the institution’scase for compliance.

3.12.1 The institution notifies the Commission of changes in accordance with the Commission’ssubstantive change policy and, when required, seeks approval prior to the initiation ofchanges. (See the Commission policy “Substantive Changes for AccreditedInstitutions. ‘ (Substantive change)

Compliance

Collin College notifies the Commission on Colleges of changes in accordance withSubstantive Change Policy and, when required, seeks approval prior to the initiation ofchanges. The College provided an extensive list of notifications from 2007 to thepresent, which included new or expanded geographical locations (with notations when25 or 50% of a credential was offered at each), the addition or deletions of certificatesand degree programs, the renaming of a program, an address change, and anotification of a prospective collaborative academic arrangement, for which they areprepared to provide a prospectus. The College has a well-defined curriculummanagement process that ensures appropriate notification and/or approval from SACSduring curriculum modification, addition, or deletion.

3.13.1 The institution complies with the policies of the Commission on Colleges. (Policycompliance)

*3.13.1. “Accrediting Decisions of Other Agencies”Applicable Policy Statement. Any institution seeking or holding accreditation frommore than one U.S. Department of Education recognized accrediting body mustdescribe itself in identical terms to each recognized accrediting body with regard topurpose, governance, programs, degrees, diplomas, certificates, personnel, finances,and constituencies, and must keep each institutional accrediting body apprised of anychange in its status with one or another accrediting body.

Documentation: The institution should (1) list federally recognized agencies thatcurrently accredit the institution or any of its programs, (2) provide the date of the mostrecent review by each agency and indicate if negative action was taken by the agencyand the reason for such action, (3) provide copies of statements used to describe itselffor each of the accrediting bodies, (4) indicate any agency that has terminatedaccreditation, the date, and the reason for termination, and (5) indicate the date andreason for the institution voluntarily withdrawing accreditation with any of the agencies.

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Compliance

Collin College provided a list of federal recognized agencies that currently recognize theinstitution--The American Dental Association Commission on Dental Accreditation andthe Accreditation Commission for Education in Nursing—and their dates of lastaffirmation, 2013 and 2007 respectively. No negative actions have been taken by eitheragency. A review of accreditation reports provides evidence that Collin Collegerepresents its mission in identical terms to each of its accrediting agencies and that itrepresents itself similarly with regard to purpose, governance, programs, degrees,diplomas, certificates, personnel, finances, and constituencies.

The On-Site Reaffirmation Committee reviewed documents and conducted interviews insupport of the institution’s case for compliance and affirms the findings of the Off-SiteReaffirmation Committee.

3.13.2 “Agreements Involving Joint and Dual Academic Awards: Policy and Procedures”

Applicable Policy Statement. Member institutions are responsible for notifying andproviding SACSCOC with signed final copies of agreements governing theircollaborative academic arrangements (as defined in this policy). These arrangementsmust address the requirements set forth in the collaborative academic arrangementspolicy and procedures. For all such arrangements, SACSCOC-accredited institutionsassume responsibility for (1) the integrity of the collaborative academic arrangements,(2) the quality of credits recorded on their transcripts, and (3) compliance withaccreditation requirements.

Documentation: The institution should provide evidence that it has reported to theCommission all collaborative academic arrangements (as defined in this policy) thatincluded signed final copies of the agreements. In addition, the institution shouldintegrate into the Compliance Certification a discussion and determination ofcompliance with all standards applicable to the provisions of the agreements.

Not applicable

Collin College does not offer any joint or dual degrees according to the definitionsprovided of such degrees in the Southern Association of Colleges and SchoolsCommission on Colleges Policy Statement “Agreements Involving Joint and DualAcademic Awards.”

*3.13.3 “Complaint Procedures Against the Commission or Its Accredited Institutions”

Applicable Policy Statement. Each institution is required to have in place studentcomplaint policies and procedures that are reasonable, fairly administered, and wellpublicized. (See FR 4.5). The Commission also requires, in accord with federalregulations, that each institution maintains a record of complaints received by theinstitution. This record is made available to the Commission upon request. This recordwill be reviewed and evaluated by the Commission as part of the institution’s decennialevaluation.

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Documentation: When addressing this policy statement, the institution should provideinformation to the Commission describing how the institution maintains its record andalso include the following: (1) individuals/offices responsible for the maintenance of therecord(s), (2) elements of a complaint review that are included in the record, and (3)where the record(s) is located (centralized or decentralized). The record itself will bereviewed during the on-site evaluation of the institution.

Compliance

The College has in place policies, procedures, and forms to address student, employee,and community member complaints. A reasonable complaint resolution process iswidely publicized on appropriate College web pages, in the Student Handbook andbrochures in strategic campus locations including Human Resources and StudentDisability Services offices. To address student complaints, processes exist for gradeappeals, general complaints, and complaints/grievances which relate to discrimination,harassment, retaliation, and/or sexual violence. Elements of the complaint maintainedin a College complaint log include date filed, complainant’s names, respondent’s name,person and department responsible for resolving the complaint and maintaining the file.While the log is centralized, the individual files are maintained in the appropriate offices.Observations at campus site visits and discussion with personnel at each visit supportthe institution’s case for compliance and affirm the findings of the Off-Site ReaffirmationCommittee.

3.13.4 “Reaffirmation of Accreditation and Subsequent Reports”

*3.13.4.a. Applicable Policy Statement. An institution includes a review of itsdistance learning programs in the Compliance Certification.

Documentation: In order to be in compliance with this policy, the institution must haveincorporated an assessment of its compliance with standards that apply to its distanceand correspondence education programs and courses.

Compliance

Collin College provided sufficient evidence with regard to the application of thePrinciples of Accreditation to distance education in the areas of student identifyverification, curriculum and instruction, technology support, intellectual property,program length, program content, practices for awarding credit, consortial/contractualagreements, faculty, faculty development, institutional effectiveness, learning and libraryresources, student recruitment materials, student security, student privacy, and facilitiesand finances.

However, insufficient evidence is provided with regard to application of Principles ofAccreditation to distance education in the areas of academic support services (3.4.9),faculty evaluation (3.7.2), student services (3.9.1), and student complaints (4.5).

The institution should address distance education and provide evidence of how it isbeing addressed under each listed standard outlined above.

In both the Focused Report and on-site, Collin College provided sufficient evidence withregard to the application of the Principles of Accreditation to distance education in theareas of academic support services, faculty evaluation, student services, and studentcomplaints, and thus compliance has been ascertained.

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Academic advisors are available specifically for online students, writing assistance isavailable using an Online Writing Lab (OWL), online tutoring, online student readinessassessment, and technical support.Faculty Evaluations follow the same procedures, regardless of mode of teachingdelivery.

Student Services provides the student code of conduct and the student statement ofrights and responsibilities online to the online students.Student Complaints are available online for both online and face-to-face students. Thecomplaint process does not distinguish between online and face-to-face students.The On-Site Committee has determined that the college is in compliance with thisstandard.

3.13.4.b. Applicable Policy Statement. If an institution is part of a system or corporatestructure, a description of the system operation (or corporate structure) is submitted aspart of the Compliance Certification for the decennial review. The description should bedesigned to help members of the peer review committees understand the mission,governance, and operating procedures of the system and the individual institution’s rolewithin that system.

Documentation: The institution should provide a description of the system operationand structure or the corporate structure if this applies.

Not applicable

3.13.5 “Separate Accreditation for Units of a Member Institution”

*3.135a Applicable Policy Statement. .All branch campuses related to the parentcampus through corporate or administrative control (1) include the name of the parentcampus and make it clear that its accreditation is dependent on the continuedaccreditation of the parent campus and (2) are evaluated during reviews for institutionsseeking candidacy, initial membership, or reaffirmation of accreditation. All otherextended units under the accreditation of the parent campus are also evaluated duringsuch reviews.

Documentation: For institutions with branch campuses: (1) The name of each branchcampus must include the name of the parent campus—the SACSCOC accredited entity.The institution should provide evidence of this for each of its branch campuses. (2) Theinstitution should incorporate the review of its branch campuses, as well as otherextended units under the parent campus, into its comprehensive self-assessment andits determination of compliance with the standards, and indicate the procedure for doingso.

Not applicable

Collin College does not have any branch campuses as defined in 3.13.5a.

3.13.5.b. Applicable Policy Statement. If the Commission on Colleges determinesthat an extended unit is autonomous to the extent that the control over that unit by theparent or its board is significantly impaired, the Commission may direct that theextended unit seek to become a separately accredited institution. A unit which seeks

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separate accreditation should bear a different name from that of the parent. A unitwhich is located in a state or country outside the geographic jurisdiction of the SouthernAssociation of Colleges and Schools and which the Commission determines should beseparately accredited or the institution requests to be separately accredited, applies forseparate accreditation from the regional accrediting association that accredits collegesin that state or country

Implementation: If, during its review of the institution, the Commission determines thatan extended unit is sufficiently autonomous to the extent that the parent campus haslittle or no control, the Commission will use this policy to recommend separateaccreditation of the extended unit. No response required by the institution.

Not applicable

3.14.1 A member or candidate institution represents its accredited status accurately andpublishes the name, address, and telephone number of the Commission in accordancewith Commission requirements and federal policy. (Publication of accreditationstatus)

Compliance

Collin College accurately represents its accredited status in a statement that includesthe name, address, and telephone number of the Commission. This statement appearsin the College catalog, faculty handbook, and student handbook, and on the institution’swebsite.

D. Assessment of Compliance with Section 4: Federal Requirements

*4.1 The institution evaluates success with respect to student achievement consistent with itsmission. Criteria may include: enrollment data; retention, graduation, coursecompletion, and job placement rates; state licensing examinations, student portfolios; orother means of demonstrating achievement of goals. (Student achievement)

Compliance

Collin College evaluates student achievement using a variety of measures includingcourse completion rates, state licensure exam pass rates, job placement rates, transferand graduation rates, and student success after transfer. These measures align withthe College’s mission to develop skills, strengthen character, and challenge the intellect.They are also consistent with the College’s six purpose statements which align withrequirements set forth by the statutory charge to provide academic courses in the artsand sciences to transfer to senior institutions and to provide technical programs thatlead to associate degrees or certifications, designed to develop marketable skills andpromote economic development.

The College demonstrates that it monitors student achievement for each measure bycomparing its performance to either internally set targets or benchmarks available froma variety of sources as described below:

• Course completion rates: Benchmark against statewide community collegeaverage

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• State licensing examinations: Texas Higher Education Coordinating Board targetof 90% pass rate

• Job placement rates: College set target of 75% job placement within first yearafter graduation

• Percentage of total credit hours offered as transfer courses: Comparative datafrom the National Community College Benchmark Project

• Transfer rates: data from IPEDS/comparison to national peers• Graduation rates: Comparison to peer institutions participating in the National

Community College Benchmarking Project and IPEDS data feedback reports• Success after transfer: Data from the Texas Higher Education Coordinating

Board on the average GPA of transfer students to Texas public universitiescompared to all transfer students after one academic year.

The On-Site Reaffirmation Committee reviewed course completion rates, licensureexamination pass rates, job placement rates, graduation rates, and student transferinformation and interviewed Vice Presidents/Provosts, Academic Deans, the AssociateDean of Institutional Effectiveness and the Vice President of Institutional Research insupport of the institution’s case for compliance and affirms the findings of the Off-SiteReaffirmation Committee.

*4.2 The institution’s curriculum is directly related and appropriate to the mission and goalsof the institution and the diplomas, certificates, or degrees awarded. (Programcurriculum)

Compliance

Collin College’s curriculum is directly related and appropriate to the mission and goalsof the institution and the diploma, certificates and degrees awarded by the institution.According to its mission, Collin College “is a student and community-centered institutioncommitted to developing skills, strengthening character, and challenging the intellect.”The purpose statements related outline a statutory charge to provide “academic coursesin the arts and science to transfer to senior institutions” and “technical programs,leading to associate degrees or certificates, designed to develop marketable skills andpromote economic development.”

Hence, in support of this purpose, the College offers Associate of Arts (AA), Associateof Science (AS), and Associate of Arts in Teaching (AAT) degrees for transfer to seniorinstitutions. The curricula for these degrees are determined by the faculty and approvedby the College Curriculum Advisory Board, the College administration and, whenapplicable, by the Collin College Board of Trustees. The Curriculum Advisory Boardensures that all curricula are directly related to the mission, purpose and goals of theinstitution and align with curricular guidelines established by the THECB. No distinctionis made in program content between programs offered via distance education or onlineand programs offered via traditional delivery modes.

Collin College also offers Associate of Applied Science (AAS) degrees and certificates.The curricula for these degrees and certificates are determined by the faculty andapproved by the College’s Curriculum Advisory Board, the College administration and,when applicable, by the Collin College Board of Trustees.

When developing the curricula for degrees and certificates “designed to developmarketable skills and promote economic development,” faculty draw on their owndiscipline expertise as well as a variety of external sources. These external sourcesinclude the Texas Higher Education Coordinating Board (THECB) requirements in the

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Guidelines for Instructional Programs in Workforce Education (GIPWE),recommendations from business and industry resulting from program-specific AdvisoryCommittees and any required accrediting requirements mandated by regional orprogram-level accreditors.

The On-Site Reaffirmation Committee reviewed the College Catalog and otherdocuments supplied in the Compliance report and conducted interviews with faculty,deans, and Vice President personnel in support of the institution’s case for complianceand affirms the findings of the Off-Site Reaffirmation Committee.

*43 The institution makes available to students and the public current academic calendars,grading policies, and refund policies. (Publication of policies)

Compliance

The College makes available to students and the public the current academic calendar,grading policies, and refund policies through publications and on the College website.The academic calendar is on the College homepage, within the student portal and in theCollege catalog, registration guide, and student handbook. Grading policies areavailable online and in print in the College catalog; course-specific grading policies areavailable in all college syllabi which are available on the College website. The refundpolicy is available online and in print in the College catalog and registration guide. Thecollege provides a printed Student HandbooklPlanner booklet that is widely available onthe various sites as a resource for students. Review of these publications and interviewswith personnel such as the Dean of Student Development and the Director ofAdmissions by the On-Site Reaffirmation Committee support the institution’s case forcompliance and affirms the findings of the Off-Site Reaffirmation Committee.

*4•4 Program length is appropriate for each of the institution’s educational programs.(Program length)

Compliance

Program length for all programs is recommended and approved by departmental faculty,the Curriculum Advisory Board and the College administration. Regardless of location ormodality, instruction program length for each program is sufficient to encompass theappropriate curriculum, and adhere to Texas Higher Education Coordinating Board(THECB) rules for program length as presented in Texas Administrative Code Title 19,Part 1, Chapter 9, Rule 9.183 and in the Guidelines for Instructional Programs inWorkforce Education.

The On-Site Reaffirmation Committee reviewed the College Catalog and conductedinterviews in support of the institution’s case for compliance and affirms the findings ofthe Off-Site Reaffirmation Committee.

*4•5 The institution has adequate procedures for addressing written student complaints andis responsible for demonstrating that it follows those procedures when resolving studentcomplaints. (See the Commission policy “Complaint Procedures against theCommission or its Accredited Institutions. ‘9 (Student complaints)

Compliance

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The College has adequate procedures in place for addressing written studentcomplaints, including academic grade appeals; academic suspension appeals;disciplinary appeals; financial aid appeal; harassment, discrimination, sexualmisconduct, or sexual violence grievances; and other general complaints. Relevantpolicies, procedures, deadlines, and examples are provided by the College for each ofthese types of complaints. Online forms which may be accessed from the Collegewebsite are available for each type of complaint. The Dean of Student Developmentensures complaint procedures are widely available for all students, whether on-site oronline. The complete process is published annually in the Student Handbook.

The On-Site Reaffirmation Committee reviewed documents and conducted interviewswith students and the Dean of Student Development in support of the institution’s casefor compliance and affirms the findings of the Off-Site Reaffirmation Committee

*4.6 Recruitment materials and presentations accurately represent the institution’s practicesand policies. (Recruitment materials)

Compliance

A review of recruiting publications confirms that information in recruitment materials isconsistent with institutional practices and policies. The institution maintains bothconsistency and quality of recruitment publications utilizing a process which includescontent experts, Public Relations staff, and a five-year review process by the academicdepartments. Quality and consistency of recruitment presentations are maintainedthrough mandatory training of presenters about the College, and review of the firstpresentation of each presenter is done by the Dean of Enrollment and Student Success,who oversees recruitment.

The Collin College Office of Student Development has two full time recruiters at eachcampus. The recruiters conduct outreach as well as recruitment. Educational programsand services are published in a variety of brochures and informational pieces and on theCollin College website.

The On-Site Reaffirmation Committee reviewed recruitment brochures and Collegemarketing publications and conducted interviews in support of the institution’s case forcompliance and affirms the findings of the Off-Site Reaffirmation Committee.

*4•7 The institution is in compliance with its program responsibilities under Title IV of themost recent Higher Education Act as amended. (In reviewing the institution’scompliance with these program responsibilities, the Commission relies ondocumentation forwarded to it by the U.S. Department of Education.) (Title IV programresponsibilities)

Compliance

CCCCD contracted with an external auditing firm to perform a single financial auditevery year in accordance with the guidelines of the U.S. Office of Management andBudget (0MB) Circular A-i 33, Audits of States, Local Governments, and NonprofitOrganizations and Texas Higher Education Coordinating Boards regulations. Single

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audits for the fiscal years 2009-2013 were reviewed. The Committee noted that theCollege’s federal expenditures had increased by almost $60M in five years.

The College received an unqualified opinion for financial reporting for the years 2009-2013 and no material weaknesses or any significant deficiencies in internal controlswere reported. However, the 2010 Federal Single Audit reported a significant deficiencyin internal controls over major programs. The deficiency was corrected in the next year.

In 2012, CCCCD received a material weakness and material noncompliance finding oncompliance over major programs relating to verification of (EFC) expected familycontribution processing in financial aid. In addition, CCCCD received a significantdeficiency and noncompliance finding relating to return to Title IV funds and a controldeficiency in the over awarding of a student in the 2012 audit. CCCCD corrected all ofthe deficiencies in the 2013 audit.

In March 2013, the Department of Education performed a 100% file review of all Title IVrecipients and recalculated (EEC) contributions for all students in the 2012 year. TheCollege received a final audit determination letter from the Department of Educationrequesting $378,526 for overpayment of students. The College reimbursed theDepartment of Education and contracted with a third party to verify EFC contributions.

CCCCD’s three year 2010 cohort default rate (CDR) for direct student loans is 18.4%.The CCCCD 2011 draft default rate for Collin College is 15%.

The College is in good standing in accordance with the Program ParticipationAgreement (PPA) and the Eligibility Certification Approval Report (ECAR) signed withthe U. S. Department of Education and authorizes the college to participate in Title IVfinancial aid programs. Reauthorization was completed in August 2011, and theCollege’s PPA is effective until June 30, 2016.

Review of the CCCD Fiscal Operations Report and Application to Participate (FISAP) tothe Department of Education, which has been submitted in a timely manner, indicatesthat CCCCD has not been placed on the reimbursement method, nor has the Collegebeen required to obtain a letter of credit in favor of the Department of Education. Inaddition, CCCCD is in compliance with its responsibilities under Title IV of the 1998Higher Education Act as amended. The Department of Education has authorizedCCCCD Student Financial Aid Services to participate in Title IV programs under aProgram Participation Agreement (PPA). The College received its most recentrecertification on February 6, 2014.

The On-Site Reaffirmation Committee reviewed documents and conducted interviewswith the District President and the District Vice President of AdministrativeServices/CEO in support of the institution’s case for compliance and affirms the findingsof the Off-Site Reaffirmation Committee.

*4.8 An institution that offers distance or correspondence education documents each of thefollowing: (Distance and correspondence education)

4.8.1 demonstrates that the student who registers in a distance or correspondence educationcourse or program is the same student who participates in and completes the course orprogram and receives the credit by verifying the identity of a student who participates inclass or coursework by using, at the option of the institution, methods such as (a) a

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secure login and pass code, (b) proctored examinations, or (c) new or othertechnologies and practices that are effective in verifying student identification.

Compliance

The College verifies identity of students enrolled in distance education classes byassigning a unique login and password to each student, enabling secure identificationwithin the required learning management system for all online courses. Additionally,faculty and programs at Collin College may use other means to assure student identity,including proctored exams, online remote proctored testing services, or verificationthrough face-to-face meetings and on-site clinical assessments.

The On-Site Reaffirmation Committee reviewed documents and conducted interviewswith the Associate Dean of Distance Learning in support of the institution’s case forcompliance and affirms the findings of the Off-Site Reaffirmation Committee.

4.8.2 has a written procedure for protecting the privacy of students enrolled in distance andcorrespondence education courses or programs.

Compliance

The College has a variety of written procedures for protecting the privacy of all students,including those who are enrolled in distance and correspondence education courses orprograms.

The College assigns each student a random identification number that is used in placeof a student Social Security number. This number is used on all student records, exceptthe official College transcript. All student information is protected through the use ofunique credentials including usernames and passwords.

The College maintains strict adherence to the Family Education Rights and Privacy Act(FERPA), its rules and regulations being distributed in writing as a brochure and areposted on the College website. Faculty and staff are periodically apprised of FERPAlaws during professional development activities.

The On-Site Reaffirmation Committee reviewed documents and conducted interviews insupport of the institution’s case for compliance and affirms the findings of the Off-SiteReaffirmation Committee.

4.8.3 has a written procedure distributed at the time of registration or enrollment that notifiesstudents of any projected additional student charges associated with verification ofstudent identity.

Compliance

No additional student charges associated with verification of student identity areassessed; consequently no procedures to communicate them exist.

The On-Site Reaffirmation Committee reviewed documents and conducted interviews insupport of the institution’s case for compliance and affirms the findings of the Off-SiteReaffirmation Committee

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*49 The institution has policies and procedures for determining the credit hours awarded forcourses and programs that conform to commonly accepted practices in highereducation and to Commission policy. (See the Commission policy “Credit Hours. ‘2(Definition of credit hours)

Compliance

Collin College follows the Texas Administrative Code Rule 4.6 which requires aminimum of 15 contact hours per credit hour, considered consistent with commonlyaccepted practices in higher education. Further, the College’s credit courses are part ofthe Texas Common Course Numbering System (TCCNS), adhering to a shared, uniformset of course designations for determining course equivalency and degree applicabilityof transfer credit on a statewide basis. Finally, all credit course offerings comply with theLower-Division Academic Course Guide Manual (ACGM) or the Guide for InstructionalPrograms in Workforce Education (GIPWE), depending on the nature of the creditcourse. Collectively, these manuals provide guidance consistent with commonlyaccepted practices in higher education.

The On-Site Reaffirmation Committee reviewed the College Catalog and conductedinterviews with faculty and students in support of the institution’s case for complianceand affirms the findings of the Off-Site Reaffirmation Committee.

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Part Ill. Assessment of the Quality Enhancement Plan

To be completed by the On-Site Reaffirmation Committee.

A. Brief description of the institution’s Quality Enhancement Plan

For its QEP, Collin College chose to focus on creating an environment that supports studentlearning by engaging students in academic and career planning, prompting students to learnskills associated with academic and career planning, and supporting students’ “successfulcompletion of their academic and career goals” by offering improved processes and tools. Theproposed plan presented in the document “There’s a Map for That: Remapping Advising asAcademic and Career Planning” has the stated goal of improving student completion rates byimplementing five initiatives associated with four objectives: to redefine advising as part ofstudent development, to revise “processes to focus on student success,” to redesignprofessional development to better support student learning associated with academic andcareer planning, and to modify “physical and virtual spaces” to support process changes. Toeffect these changes, the plan calls for (1) adoption of a college-wide advising syllabus withstudent learning outcomes; (2) adoption of new integrated intake and advising processes aswell as the introduction of academic coaches (faculty advisors) as part of an advising supportteam; (3) revision of the website to clarify academic pathways for various types of students; (4)implementation of degree planning and degree audit software; and (5) reconfiguration and/orredesign of advising spaces. In onsite meetings, the plan was clarified to include 6 initiatives(adding the provision for professional development for faculty, coaches, consultants, andinterventionists as a separate initiative) that fall under three “umbrellas”: retooling processes tofocus on student learning and success; redesigning spaces to support student learning andsuccess; and redesigning academic planning professional development to support studentlearning and success.

Institutional changes, such as adopting a standard advising syllabus with learning outcomes,revising the website to clarify pathways, implementing new user-friendly degree planningsoftware, and redesigning advising spaces may impact students broadly, but “the mostsweeping change” is the deployment of Academic Plan Coaching Teams consisting ofAcademic Planning Consultants (professional advisors), Academic Planning Coaches (volunteerfaculty and staff), a Transfer Consultant and Interventionists (support advisors for specialcohorts of students). The College also plans to implement cross-trained Triage Consultants tobetter direct students to the appropriate support. Additionally, a QEP Implementation Teamfaculty member will be available as an “Academic Planning Coach Liaison.” The pilot cohortconsists of students who are FTIC (first time in college) and test into developmental educationfor math but are college ready in reading and writing will be directed into advising deliveredthrough this team approach. This cohort of students already has a “mandatory advising” hold inplace (eliminating the need for any new programming) and will be assigned an AcademicPlanning Coach based on the location of the campus at which they attend the most classes. Inyear 2 (beginning Fall 2015), a second cohort is “anticipated to be those students coming toCollin College with dual credit transcripts” and a third cohort is planned to be identified in Spring2016 to be implemented in Fall 2016. In onsite meetings, it became clear that the Collegeintends to offer an Academic Planning Coach to all FTIC students. These students “will berequired to meet with their assigned Academic Planning Coach two times per semester.” Forthe initial roll-out, an Academic Planning Consultant will work with five faculty AcademicPlanning Coaches and twenty students, with each Coach assigned four students. A Consultantwill be responsible for collaborating with students to determine their academic goals, help them

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understand college placement as well as developmental education and available ESLresources, identify degree plans and degree planning resources, provide information about thecredentials that can be earned, and determine appropriate career planning resources. A Coachwill be responsible for collaborating with students to develop degree plans, plan courses to take,keep students on track or make adjustments to the plan, direct students to specializedresources as needed, and ensure that learning outcomes in the advising syllabus are met. Allcollege employees working with students to develop and complete academic plans will beencouraged to engage in external professional development focused on advising and academicplanning, and the plan has budgeted funds to send three individuals to NACADA annually forthe duration of the project.

B. Analysis of the Acceptability of the Quality Enhancement Plan

1. An Institutional Process. The institution uses an institutional process for identifying keyissues emerging from institutional assessment.

With its focus on improving students’ academic and career planning skills, Collin College’s QEPproposal is aligned with the commitment stated in its mission to be “a student and community-centered institution committed to developing skills, strengthening character, and challenging theintellect.” The College undertook the identification of the QEP topic in concert with thedevelopment of the Vision 2016 strategic plan beginning in February 2011 with a series ofplanning sessions, workshops, and group discussions that occurred over eighteen months.These activities involved faculty, staff, and administrators, and, to a more limited extent, trusteesand students. It is unclear how well-attended sessions/activities to identify key issues were andthe percentage of participants participating from each constituency. In May 2012, this ongoingwork, as well as consideration of information about the College gathered through Noel Levitzsurveys, the National Community College Benchmark Project, and student surveys, culminatedin Vision 2016, the College’s strategic plan, and four white papers addressing potential QEPtopics. Through a survey, 548 of 2,236 (25%) of Collin’s full- and part-time faculty and staffranked the topics by their perception of which would result in the “greatest benefit to studentlearning” and which would provide “overall benefit to Collin students.” Implementing a first-yearstudent success experience program received the highest mean rating as offering greatestbenefit to student learning; improving academic advising received the highest mean rating asoffering the greatest overall benefit to students. Based on these results as well as the datacollected and priorities set by the strategic plan, the Collin College Leadership Team approvedimproving academic advisement as the focus of the QEP. The committee found that broadbased institutional planning established institutional needs and the College identified a QEPtopic related to those needs.

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2. Focus of the Plan. The institution identifies a significant issue that (1) focuses onlearning outcomes and/or the environment supporting student learning and (2)accomplishes the mission of the institution.

The goal of “There’s a Map for That” is to improve student completion rates by creating anenvironment to support students in learning how to develop academic and career plans andengaging students in developing plans for the successful completion of their academic andcareer goals.

Student Learning Outcomes presented in the QEP document are as follows:• Students will be able to articulate goals identified during advising sessions.• Students will know the requirements for completion of their academic plan.• Students will be able to identify challenges to the completion of their goals.• Students will know how to register for classes, run a degree audit, produce a semester

tuition and fee statement and pay their bill.

Additional stated outcomes including process monitoring outcomes, outcomes in the AcademicPlanning Syllabus, outcomes for the advising professionals, “formative performance outcomes”including those for professional development, summative assessment project-level outcomes,and summative student performance outcomes.Stated outcomes include the following:

• Students will have a degree plan.• Students will make timely progress towards completion.• In-house training.• Conference/Institute professional development.• Percent of cohort with academic goal.• Percent of cohort with degree plan.• Course success rate.• Fall-to-Spring persistence rate.• Fall-to-fall persistence rate• Total cohort success rate.• Reduction in hours beyond award.• Reduction in time to degree.• Reduction in average student indebtedness.• [discrete items from the Noel-Levitz survey to gauge student satisfaction]

The stated student learning outcomes are in line with the College’s stated mission to developskills of students, and the proposed project supports the College’s commitment to offer “Aprogram of student development services and learning resources designed to assist individualsin achieving their educational and career goals.” The stated goal of the QEP “to improvestudent completion rates” at Collin College is also well-aligned with college strategic goal #1defined in Vision 2016 “to improve academic success by implementing strategies forcompletion.”

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3. Institutional Capability for the Initiation, Implementation, and Completion of thePlan. The institution provides evidence that it has sufficient resources to initiate,implement, sustain, and complete the QEP.

The budget requires (very limited) investments for personnel (only a QEP director), as well asexpenses for professional development and building improvements. The largest budgetcategory will be initial software costs due to the purchase of degree planning/degree auditsoftware (either Ellucian Degree Works or College Source u.Acheive Suite) to be fullyimplemented by spring 2016. The Annual Budget for Fiscal Year 2014-2015 reports that a QEPbudget of $209,950 was established to be used for research and professional training needed tocomplete the QEP development and initial implementation. Expenditures in the areas ofresearch and professional training need to be reflected in budget in the QEP document. TheOn-Site Committee is concerned that the college can sustain the heavy use of volunteer facultyand staff as scale-up of the QEP occurs. While great enthusiasm was expressed duringpresentations and in conversations related to the QEP, the notably low response rate (25%) forthe campus-wide vote on the project would lead one to conclude that issues may arise with theexpectation that employees assume additional job duties on a volunteer basis. While it wasstated that many faculty for workforce programs currently advise, implying little change to theirworkload, it would seem appropriate to fully determine the support by other college personnel.The area of greatest need for advising training has not been fully indicated, nor has the timeframe required for individuals to become qualified to assume advising and coaching duties beenstated. As additional cohorts of students are added, the “system” may be overwhelmed, makingadditional resources necessary (such as staff advisors and coaches) for full implementation andsustainability. As much documentation of student activities related to their participation in acohort seems to rely on paper documentation, additional electronic resources should beexplored so that all members of a student’s team have ready access to pertinent informationand to ensure efficient data collection and analysis.

4. Broad-based Involvement of Institutional Constituencies. The institutiondemonstrates the involvement of its constituencies in the development and proposedimplementation of the Plan.

There is evidence that key constituencies were involved in the development of the QEP andpreparations for implementation. QEP development was handled by a team of 28 members,volunteering from various campuses and consisting of twelve faculty (predominantly fromLiberal Arts and Sciences), three advisors, two Deans of Academic Affairs, a librarian, fiveStudent Development staff members, a Special Admissions Coordinator (dual credit), theAssistant Director of Institutional Research, the Associate Dean of Institutional Effectiveness, aProgram Director from Continuing Education, and the Academic Outreach Coordinator for theCollin Higher Education Center. This QEP Development Team met monthly from February2013 through August 2013, and members disseminated information and requests for feedbackto their respective constituencies. Subcommittees of this large group focused on (1)researching advising best practices and conducting a literature review, (2) exploring advisingpractices and advising-related QEPs at other institutions, (3) exploring software to supportcollege-level advising, and (4) compiling relevant data about Collin College and its students.The team determined that Collin students need academic planning skill development to supporttransfer to four-year institutions as well as retraining for careers. The team identified the goal toimprove student completion rates and two objectives, to create an environment to supportstudents in learning how to develop academic and career plans and to engage students in

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developing plans for the successful completion of their academic and career goals. In Fall2013, a QEP Implementation Team consisting of five ex officio members as well asrepresentatives from faculty, administration, advising, student development, financial aid, andother areas of the College, many of whom had worked on the QEP Development Team, met todevelop a plan for implementation. The College has hired a Director of AcademicPlanning/QEP to coordinate operations and facilitate collaboration and communication acrossthe district. The QEP Implementation Team will serve as an advisory council to the QEPDirector and departments involved directly in the roll-out of the various initiatives. TheImplementation Team membership will be reviewed annually to ensure project support.

5. Assessment of the Plan. The institution identifies goals and a plan to assess theachievement of those goals.

The goal of the QEP is “to improve student completion rates” at Collin College. The goal is wellaligned with college strategic goal #1 defined in Vision 2016 “to improve academic success byimplementing strategies for completion.” However, baseline data on college completion ratesare not provided within the QEP as to why this goal was selected or from what empiricalplatform improvement gains will be measured. This curtails the ability to define the desired levelof improvement in completion rates. Consequently, an expected outcome of improvement isabsent from the goal statement (e.g. is it desired to improve completion rates y 30%, toimprove completion rates to 50%; to increase completion by 1,000 over 2012-13, etc.). In theabsence of such, it will be impossible to ascertain the degree to which the goal has beenachieved as required in the Impact Report five years hence.

Measurement of the student completion rate has not been defined explicitly within the QEP toensure its full understanding and the support of its attainment. The Texas success pointmilestones include a student success rate of both graduation and transfer for a cohort. Thedetails of the cohort are not presented, such as the tracking period in which completion ismeasured and the composition of the full cohort (i.e. all students, first time in college students,full-time students, those entering in the fall). The success of the QEP as assessed byattainment of its singular goal is contingent on the alignment of strategy to those studentstargeted in the completion rate.

Derivative of the goal are four core student learning outcomes of which there are manyvariations dependent upon the stage of their implementation, assessment, and by whom theyare being deployed. In the section labeled “desired student learning outcomes” they are 1)students will be able to articulate goals identified during advising sessions, 2) student will knowthe requirements for completion of their academic plan, 3) students will be able to identifychallenges to the completion of their goals, and 4) students will know how to register forclasses, run a degree audit, produce a semester tuition and fee statement and pay their bill.

From this basis there are a host of additional stated outcomes including process monitoringoutcomes, outcomes in the Academic Planning Syllabus, outcomes for the advisingprofessionals, formative performance outcomes including those for professional development,summative assessment project-level outcomes, summative student performance outcomes.The assessment of each outcome varies accordingly. In addition student satisfaction is anassessment that will be measured by a biennial administration of the Noel-Levitz survey. A lackof clarity in assessing the desired outcomes is clearly evident, as well as the lack of baselinedata.

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C. Analysis and Comments for Strengthening the QEP

1. Overview of the QEP’s Strengths:All College constituencies are enthusiastic about implementing initiatives that support studentprogress and improve advisement processes. It is clear that the Collin College community iscommitted to work collaboratively to support students’ successful academic and careerplanning.

2. Challenges and Opportunities in Implementing the Plan:Although there is broadly shared excitement and agreement across the College about thevalue of QEP initiatives, there is a lack of clarity about the QEP goal and objectives.Additionally, the committee is concerned about whether the high level of enthusiasm andsupport for the QEP will be sustained, particularly among faculty, as the project expands.The committee is of the opinion that the budget outlined may not be sufficient to cover thecosts associated with extensive professional development needed to prepare faculty toengage in ongoing developmental advisement of students or for the personnel needed toadvise a growing cohort of students.The College has not set clear targets to allow the efficacy of initiatives to be determined, andthe assessment plan needs to be better focused to allow for the measurement of key data.The College may want to consider a more targeted intervention. Many outcomes of theQEP have been defined in recognition of input, process, and output/outcomes stages. It isadvised that, to the extent possible, these outcomes be distilled and reduced to provideCollege focus, clarity, and a sustainable assessment of achievement to succinctly andclearly provide evidence of improvement.

• The QEP stated goal is to improve student completion rates. To achieve this goal it will beimportant to clearly define the completion rate; present multi-year historical baselinecompletion rate data; intentionally define a desired level in which to improve the rate tomonitor and allow a determination of goal achievement; and reexamine QEP interventionssuch that they will target those students who are assessed by the completion rate.

3. Comments on Future Direction:As the College expands the cohort of students who will benefit from academic coaching, it willneed to consider how to streamline data collection and automate tracking. Further investmentin programming and/or software will likely be warranted to enable the project to be adequatelymanaged and brought to scale.

In summary, the committee finds, in regard to Core Requirement 2.12, that Collin Collegedeveloped an acceptable QEP. The committee noted as particularly strong the level ofenthusiasm expressed by all College constituencies about implementing initiatives that supportstudent progress and improve advisement processes. It is clear that the Collin Collegecommunity is committed to work collaboratively to support students’ successful academic andcareer planning.

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Although there is broadly shared excitement and agreement across the College about the valueof QEP initiatives, there is a lack of clarity about the QEP goal and objectives. Additionally, thecommittee is concerned about whether the high level of enthusiasm and support for the QEPwill be sustained, particularly among faculty, as the project expands. The committee is of theopinion that the budget outlined may not be sufficient to cover the costs associated with theextensive professional development needed to prepare faculty to engage in ongoingdevelopmental advisement or for the personnel needed to advise a growing cohort of students.

The College has not set clear targets to allow the efficacy of initiatives to be determined, and theassessment plan needs to be better focused to allow for the measurement of key data. TheCollege may want to consider a more targeted intervention. Many outcomes of the QEP havebeen defined in recognition of input, process, and output/outcomes stages. It is advised that, tothe extent possible, these outcomes be distilled and reduced to provide College focus, clarity,and a sustainable assessment of achievement to succinctly and clearly provide evidence ofimprovement.

Finally, as the College expands the cohort of students who will benefit from academic coaching,it will need to consider how to streamline data collection and automate tracking. Furtherinvestment in programming and/or software will likely be warranted to enable the project to beadequately managed and brought to scale.

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Part IV. Third-Party Comments

To be completed by the On-Site Reaffirmation Committee.

If an institution receives Third-Party Comments, the institution has an opportunity to respond to

those comments and the On-Site Reaffirmation Committee reviews the response as part of its

comprehensive evaluation of the institution.

The Committee should check one of the following:

X No Third-Party Comments submitted.

Third-Party Comments submitted. (Address the items below.)

1. Describe the nature of the Comments and any allegations of non-compliance that may have

been part of the formal Third-Party Comments;

2. Indicate whether the Committee found evidence in support of any allegations of non

compliance.

If found to be out of compliance, the Committee should write a recommendation and include it in

Part II under the standard cited with a full narrative that describes why the institution was found

to be out of compliance and the documentation that supports that determination. In this space,

reference the number of the Core Requirement, Comprehensive Standard, or Federal

Requirement and the recommendation number cited in Part ii.

If determined to be in compliance, explain in this space the reasons and refer to thedocumentation in support of this finding.

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APPENDIX ARoster of the Off-Site Reaffirmation Committee

Dr. Diane M. Calhoun-French - CHAIRProvost and Vice President for AcademicAnd Student AffairsJefferson Community and Technical College

Mr. David J. BarrishDean, School of BusinessJ. Sargeant Reynolds Community College

Dr. Sherri C. DavisAcademic Dean and Director of DevelopmentalProgramsT.A. Lawson State Community College

Dr. Barbara J. GillDirector of Educational ResearchTallahassee Community College

Dr. Mary S. GrahamPresidentMississippi Gulf Coast Community College

Dr. Carol J. Martin-OsorioDean for Student ServicesNashville State Community College

Mrs. Nina W. McPhersonLibrarianPellissippi State Community College

Mr. Russell D. ShawVice President for Business ServicesHinds Community College

Dr. Michael D. SummersProvost - Virginia Beach CampusTidewater Community College

Mr. Ron WebbDean of Health SciencesChattahoochee Technical College

SACSCOC StaffDr. Barry D. GoldsteinVice PresidentSACS Commission on Colleges

Roster of the On-Site Reaffirmation Committee

Mrs. Patty G. Amick - CHAIRDean, Public Service, Arts and SciencesDivisionGreenville Technical CollegeGreenville, SC

Dr. Jeff S. AllbrittenPresidentFlorida SouthWestern State CollegeFort Myers, FL

Mrs. Sandra A. ChambersAssociate Dean of Student AffairsJefferson Community and Technical CollegeLouisville, KY

Ms. Bethany Clem-ShockneyDean of Business, CIS, Technologies andWorkforce DevelopmentInterim Director, Alabama Robotics TechnologyParkDecatur, AL

Dr. Rhonda MorrisDirector of the Quality Enhancement Plan,Navigating the College Experience

Santa Fe CollegeGainesville, FL

Dr. Paul NagySpecial Assistant to President for StrategicPlanning and AnalysisHillsborough Community CollegeTampa, FL

Ms. Susan B. NortonAssistant Vice President for AcademicProgramsTrident Technical CollegeNorth Charleston, SC

ObserverMr. Steven R. FelkerDirector, Institutional Research & EffectivenessThomas Nelson Community CollegeHampton, VA

-____ ____________

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COC STAFF REPRESENTATIVEDr. Mary P. KirkVice PresidentCommission on CoilegesDecatur, GA

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APPENDIX B

Off-Campus Sites or Distance Learning Programs Reviewed

Central Park Campus, 2200 W. University Dr., McKinney, TX

The Central Park Campus, located in McKinney, TX, is Collin College’s original 1986 campus;renovations occurred in 2010, and ground-breaking for a significant expansion to include adedicated Conference Center and a 125,000 square-foot state-of-the-art Health SciencesCenter has begun. The current campus consists of a multi-use Student Center, Library, FieldTraining Center, Pistol Range, Records Maintenance Building, Bell Tower, and parking garage,all nestled in beautiful green-space. About 4,900 students are enrolled at the campus, served by99 full-time faculty, 202 associate faculty, and 282 other staff members.

The library, constructed 2009, is staffed with professionals who have backgrounds in libraryscience as well as health sciences to ensure quality support for the large number of students inhealth sciences programs offered at the campus. The library boasts, in addition to ample spacesand resources for study and research, a hands-on science model study room fully equipped withanatomical models and specimens, microscopes, and study resources. The Library also servesstudents and faculty with a writing center and the eCollin Learning Center, staffed by a full-timeinstructional designer.

The Student Center conveniently locates services associated with admissions, advising,registration, and financial aid on the first floor, making them easily accessible to students. Newsoftware, Cougar-Q, streamlines the student intake process, allowing students to check in forand be directed to a variety of support services. The Student Center also houses Student Life,Bookstore, Center for Academic Success (learning labs and tutoring services), counselingServices, Testing, and space dedicated for the Honors Institute. Upper levels of the StudentCenter are home to a variety of health sciences programs, Fire Science, and the LawEnforcement Academy, and the space has classroom and lab space, including a hospitalsimulation lab, as well as faculty offices.

Programs available at the Central Park Campus are listed below.

Transfer Workforce DegreesDegrees Transfer Certificates (A.A.S.) Workiorce CertificatesA.A. core Curriculum Certificate • Basic Firefighter • Basic FirefighterAS. Certification • Business ManagementA.A.T. Field of Study Certificates: • Business Management • Central Sterile

• Business • Dental Hygienist Processing• Nursing • Emergency Medical • EMS Paramedic

Services Professions • Fire Officer• Fire Officer Certification • Medical Coding and• Health Information Billing

Management • Polysomnographic• Nursing (ADN) Technology• Polysomnographic

Technology• Respiratory Care• Surgical Technology

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Preston Ridge Campus, 9700 Wade Blvd., Frisco, TX

Members of the On-Site Team visited the Preston Ridge Campus, located in Frisco, observingthe facilities and operations of the campus. Programs offered at the campus are listed below,and various facilities utilized by these programs were viewed. The campus was established in1997 and has a current enrollment near 8000.

The campus is extremely well-maintained and thoughtfully designed. Every need of the student,whether for tutoring, instruction, research, or collaborating, and support services such asfinancial aid, technology access, and counseling, was available and welcoming. Additionally,services, such as e-learning support, for faculty are also provided.

The campus has responded to the needs of both the student body and the community bybuilding a conference center and parking garage when existing facilities were deemedinadequate for the growing population.

Student engagement opportunities were evidenced by displays of student club activities andnotices of such, as well as the annual Fall “Rock the Ridge” event. Student work is displayed atvarious places around the campus, including sculpture and items created during the annual“Rock the Ridge” event.

The campus is home to the NSF-funded National Convergence Technology Center, withimpressive resources to aid in student instruction and the ability to provide outreach toadditional colleges who participate in training and workshops in emerging technologies. TheCenter provides instruction designed to meet the need of area business and industry, and worksclosely with these partners.

Evidence of strong community support is apparent in the receipt of a $2 million gift by Rogerand Jody Lawler for student scholarships that will be awarded through the Collin CollegeFoundation. The College is naming a building on the campus to honor the generosity of theLawler’s.

TransferDegrees

A.A.A.S.A.A.T.

Transfer Certificates

core Curriculum Certificate

Field of Study Certificates:• Business• Computer Science• Criminal Justice• Engineering• Engineering Technology

Workiorce Degrees(kA.S.)

• Business Management• Cisco Systems Computer

Networking Technology• Commercial Music• Commercial Photography• Computer-Aided Drafting

and Design• Computer Network

Technology• Computer Systems• Convergence Technology• Culinary Arts• e-Business Development• Electronic Engineering

Technology• Geospatial Information

Science

Workforce Certificates

• Advanced Cisco SystemsComputer NetworkingTechnology

• Audio Engineering• Business Management• Commercial Photography• Computer Aided Drafting

and Design• Computer Networking

Technology AdvancedSoftware

• Computer NetworkingTechnology Software

• Computer Systems• Convergence Technology• Culinary Arts• e-Business Development

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• Graphic Design

• ( reen Interior ni(IArc ti. ctnrnl Design

• I Inspitulily and I nodService Fva nage in en I

• Inlorination SystemsCybersectirity

• Pziralegal/I egalAssistant

• Pastry Arts• ReEd Estate

• SemiconductorMa ri ufactu ringTechnology

Spring Creek Campus, 2800 E. Spring Creek Parkway, Piano, TX

• Electronic LnginceringI i.shnnlng’

• GeographicalI niorniation Science

• Graphic Design

• Green Interior andArchitectural DesignLevel I

• Green Interior andArchitectural DesignLevel II

• [lotel/RestaurantManage me it

• Information SystemsCybersecurityProfessional (CISSP)

• Information SystemsCybersecurity

• Internet Protocol (IP)Specialization

• Mechanical Computer-Aided Drafting andDesign

• Meetings and EventManagement

• Music Business

• Paralegal General

• Pastry Arts• Real Estate Broker

• Real Estate Salesperson

• SemiconductorManufacturing Operator

• Software Design

Web Development

Collin College’s Spring Creek Campus, with the largest enrollment of its three academiccampuses, is housed in a nearly self-contained 614,000 square foot facility. This campusprovides the full range of academic and student services on a meticulously maintained physicalplant. A significant investment in the fine arts and theater was evident in a variety of studios,gallery space, and performance venues. The Spring Creek campus also hosts the college’sathletic teams.

The campus is spacious, relatively easy to navigate and conducive to a positive studentenvironment. The newly-completed library is well designed for student utilization far beyond thenormal library model, in that it houses faculty, classrooms and study areas.Interviews with campus faculty and staff revealed that courses offered at Spring Creek utilizesyllabi and textbooks common to the college as a whole. There was a mixture of campus-specific academic administrators, in addition to district discipline-specific deans resident on thecampus. The district leads for academic disciplines meet regularly to insure consistency ofstudent learning outcomes across the college.

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The Spring Creek campus provides a full range of student support services includingadmissions and records, financial aid, testing, tutoring and access services for students withdisabilities. The instructional facilities appear to be more than adequate to support theeducation programs offered at Spring Creek. The stellar fine arts and library facilities provide anexcellent environment for students to experience the many offerings at this campus. Programsavailable at the campus are listed below.

TransferDegreesA.A.AS.A.A.T.

Transfer CertificatesCore CurriculUm Certificate

Field of Study Certificates:• Communications• Music

Workforce Degrees(A.A.S.)

• Animation• Digital Video• Commercial Music• Commercial Photography

• Child Development• Graphic Design• Interpreter Preparation

Program/Deaf• Marketing• Office Systems

Technology

Workforce Certificates• Animation• Audio Engineering• Biotechnology• Child Development• Child Development

Associate• Commercial Photography• Digital Video• Early Childhood Educator• Graphic Design• Infant and Toddler

Educator• Interpreter Trainee• Marketing• Medical Office Support• Music Business• Office Systems

Technology

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APPENDIX C

List of RecommendationsCited in the Report of the Reaffirmation Committee

CR 2.5 (Institutional Assessment)

Recommendation 1The Committee recommends that the College provide evidence that it engages in an institution-

wide planning and evaluation process that incorporates a systematic review of institutional

mission, goals and outcomes.

CS 3.3.2 (Quality Enhancement Plan)

Recommendation 2The Committee recommends that the institution demonstrate that it has sufficient resources to

bring the QEP to scale.

Recommendation 3The Committee recommends that the institution’s quality enhancement plan be modified to

clearly reflect a goal or goals aligned with the desired outcomes associated with improved

student academic and career planning and to establish an appropriate assessment plan that

sets clear targets for improvement.

CS 3.7.1 (Faculty competence)Recommendation 4The Committee recommends that the institution employ faculty members qualified to accomplish

the mission and goals of the institution.

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Request for Justifying and DocumentingQualifications of Faculty

Institution: Collin County Community College District

For each of the faculty members listed below, the committee either found the academic

qualification of the faculty member to be inadequate and/or the institution did not adequately

justify and document the faculty member’s other qualifications to teach the identified course(s).

For each case, the committee checked the column appropriate to its findings and provided

additional comments if needed to clarify the concern.

The institution is requested to submit additional justification and documentation on the

qualifications of each of the faculty member listed. When responding, the institution should use

the Commission’s “Faculty Roster Form: Qualifications of Full-Time and Part-Time Faculty” and

its “Instructions for Reporting the Qualifications of Full-Time and Part-Time Faculty,” which can

be accessed under the Institutional Resources tab of the Commission website:

www.sacscoc.c2rg. Read the instructions carefully and pay close attention to the section

“Providing Information that Establishes Qualifications.” The completed form, or similar

document, should be included as part of the institution’s formal response to the Commission.

Faculty teaching associate degree courses not designed for transfer to the baccalaureate

degree: bachelor’s degree in the teaching discipline, or associate’s degree and demonstrated

competencies in the teaching discipline.

The On-Site Committee did not find appropriate qualifications for the five individuals listed

below, which results is Recommendation 2.

Name of Insufficient. Inadequate

Faculty Course(s) in Justification Comments. Academic

Member Question of Other (if needed)Qualifications -

Qualifications

X X

.

X X

_

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X

X X

Form Adopted: January 2007Updated: January 2011

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