2012 – 2013

AA/SD-CAM

Academic Affairs/Student Development-Communication Advisory Meeting

MINUTES 11/15/2012 3:00 – 4:45 P.M. CHEC 135

FACILITATOR Barbara Money

NOTE TAKER Sarah Densmore

ATTENDEES

Bill Blitt, Brenda Carter, Mike Cohick, Gaye Cooksey, Dani Day, Todd Fields, Wendy Gunderson, Jon Hardesty, Alicia Huppe, Abe Johnson, Brenda Kihl, Marianne Layer, Tom Martin, Michael McConachie, Stephanie Meinhardt, Paula Miller, Barbara Money, Tom Ottinger, Kim Russell, Sherry Schumann, Martha Tolleson, Donald Weasenforth, Doug Willis, Sarah Densmore (Recorder)

Agenda topics CURRICULUM ADVISORY BOARD TOM OTTINGER

DISCUSSION

• CAB is reviewing every submitted course for Collin College’s new core to ensure it is aligned with THECB’s Core Objectives of Critical Thinking Skills, Communication Skills, Empirical and Quantitative Skills, Teamwork, Personal Responsibility, and Social Responsibility.

• Science classes are currently 4 credit hours at Collin. Many universities are moving to a 3-hour base science course. Is this something Collin should consider?

• One hour Component Area Options are needed to ensure students can accomplish the 42-hour core. Classes must be part of the foundational component to be counted as part of the core. New proposals will be accepted in January 2013.

CONCLUSIONS

Need to create Student Learning Objectives (SLOs) based on the Core Objectives. A form was created to help streamline the process and make it more understandable. For each SLO, there should be a Learning Activity, Assessment, and generic syllabus. Syllabi should be up-to-date. Unknown as to which Academic Dean should submit the information to the I:drive as there are three Deans - needs to be determined.

ACTION ITEMS PERSON RESPONSIBLE DEADLINE

Submit reviewed courses to CAB Academic Deans 12/17/12

Collin College Core Curriculum due to THECB CAB 10/1/13

CORE CURRICULUM PRESENTATION DANI DAY

DISCUSSION

Letter provided that gives detailed information on the Core Curriculum submission process. An online portal has been created for submission. For the assessment plan, the college must provide criteria and target levels of attainment for each Core Objective. All proposed courses must align with at least one Foundational Component Area and incorporate the appropriate Core Objectives. Voluntary participation in a peer review of the assessment of the six Core Objectives is an option.

CONCLUSIONS

If there is a desire to participate with other institutions, let Dani know.

ACTION ITEMS PERSON RESPONSIBLE DEADLINE

STUDENT’S PAYMENT DEADLINE OF AUGUST 1 PAULA MILLER

DISCUSSION

Requesting that the January payment deadline be pushed back to 26 days before the semester starts. Possibilities discussed – reduced charges the earlier you pay; move the “pay here” link to the first thing students see after registering for a class; requiring students to pay as they register rather than being dropped for non-payment? Students who register for a class but don’t pay block seats from other students.

CONCLUSIONS

A group can be formed to discuss the payment deadline. It will need to include representatives from the business office.

ACTION ITEMS PERSON RESPONSIBLE DEADLINE

Form a discussion group to discuss possible options Student Development

POSTPONING CANCELLING CLASSES UNTIL FT FACULTY ARE BACK ON CONTRACT PAULA MILLER

DISCUSSION

• Faculty request an opportunity to try to fill a class before it is cancelled. It is requested to delay cancellation until faculty return.

• The only classes cancelled really early are those with only 2 or 3 students. Deans talk to Chairs and faculty members before discuss cancellations before they happen.

CONCLUSIONS

ACTION ITEMS PERSON RESPONSIBLE DEADLINE

BANNER WAITLIST FEATURE DURING STUDENT REGISTRATION JON HARDESTY

DISCUSSION

Banner includes a waitlist feature but as of right now, only CE uses it (manually). This feature may end up being a much fairer way to get students in class. In theory, if the waitlist feature is activated, it will notify the student at the top of the list via email as soon as a seat becomes open. It is the student’s responsibility to check email and sign up for the class within the allowed time period. Question – could a student get on the waitlist if not eligible for the class?

CONCLUSIONS

The feature needs to be tested before implemented. All Deans will have to be willing to use it for it to be turned on. Any maintenance will be at the departmental level.

ACTION ITEMS PERSON RESPONSIBLE DEADLINE

Test the waitlist feature with a list of fake students Todd Fields

ALL COLLEGE PLANNING DAY KIM DAVISON

DISCUSSION

ACPD will be on January 10 beginning at 1 p.m. All FT employees will be divided into 29 groups of approximately 30-35 employees each. Groups will be determined based on campus and will have a diverse variety of representation. SACS and QEP will be discussed, including brainstorming with methods to communicate with the college community and identifying how each area contributes to student success.

CONCLUSIONS

If faculty or staff work at multiple campuses, will try to put as many from the same departments as possible at the same campus to reduce commute to different campus for the department meetings beginning at 3 p.m.

ACTION ITEMS PERSON RESPONSIBLE DEADLINE

Set up ACPD groups Kim Davison

GRADE APPEALS – CAMPUS-BASED PROCESS SHERRY SCHUMANN

DISCUSSION

Discussion held until next month

CONCLUSIONS

ACTION ITEMS PERSON RESPONSIBLE DEADLINE

WORKFORCE EDUCATION STEERING COMMITTEE BRENDA KIHL

DISCUSSION

• We are not yet in compliance for providing gainful employment information for each certificate offered at Collin. Working on getting into compliance.

• Creating a website through Career Coach that will give students and staff access to information about job skills, qualifications, job projections and availabilities, accounting, degree information, wages, retirement age, etc. It will also provide information about Collin’s degree program with a link to the direct Collin webpage to get more information.

• Students are unaware of what programs are offered by C.E. Working on creating this information easier to find, perhaps using career pathways.

CONCLUSIONS

Career Coach will be live in the next month or so – waiting on PR to finalize links.

ACTION ITEMS PERSON RESPONSIBLE DEADLINE

Finalize Career Coach links Public Relations

Set up career pathways Steering Committee

COLLEGE SERVICE IN THE SUMMER OPEN

DISCUSSION

Faculty need to be notified of options for summer service. Departments have need for faculty service but don’t know who to contact.

This item will be further discussed at the next communication advisory meeting.

CONCLUSIONS

Perhaps get a list of possible service opportunities and provide them to faculty when they sign up for summer formula pay?

ACTION ITEMS PERSON RESPONSIBLE DEADLINE

Discuss more at next meeting.

OTHER – FOR PROFIT HIGHER EDUCATION ATTRACTS STUDENTS, SCRUTINY MIKE COHICK

DISCUSSION

Handout provided. Glitzy advertising attracts students to universities.

CONCLUSIONS

Perhaps have pop-up dialogue chats with students when they look at degree plans on the Collin website?

ACTION ITEMS PERSON RESPONSIBLE DEADLINE

OTHER – DATA STANDARDS & QUALITY ASSURANCE TOM MARTIN

DISCUSSION

Eight programs are currently undergoing review. Judy James is working on part of the information and programming is being commissioned for the information that comes out of Banner. Anything that does not come out of Banner will be posted by Judy.

Argos reports will no longer be offered in both excel format and .pdf format on CougarWeb.

CONCLUSIONS

ACTION ITEMS PERSON RESPONSIBLE DEADLINE

IT is removing the option for .pdf files from Argos on CougarWeb IT

DUTIES

CAB reviews submitted curricularproposals and votes to recommend,table or deny each proposal.

All members of the CAB shall revieweach course! program proposal toverify the following:

• The course! program is consistentwith the mission and strategic planof Collin County Community CollegeDistrict (Collin).

• The course! program is relevant toits degree / certificate plan.

• The course! program is not aduplication of other courses!programs offered at Collin.

• The course! program title seemsappropriate.

• The course description isappropriate and includes allnecessary information(prerequisites, lab hours, etc.).

• The course! program includesmeasurable student learningoutcomes.

• Compliance with common coursenumbering, accuracy of approvalnumbers, and other administrativedetails consistent with the guidelinesof the Texas Higher EducationCoordinating Board, the SouthernAssociation of Colleges and SchoolsCommission on Colleges, and the USDepartment of Education.

• The program includes the necessarycourses to satisfy the core curriculumrequirements of all approving bodies.

• The course! program has sufficientresources and commitment tosupport the proposal.

In addition, the CAB will monitor CourseInventory enrollments to maintain acurriculum that contributes toinstitutional effectiveness.

The Curriculum Advisory Board (CAB) is charged with reviewing all changes incurricula or catalog listings, including the addition of new courses and programs,and making recommendations to the designated Academic Officer in accordancewith the policies of the Collin College Board of Trustees, the Texas HigherEducation Coordinating Board, the Southern Association of Colleges and SchoolsCommission on Colleges, and the US Department of Education. Further, the CABis charged with providing a faculty-driven forum to address college-wide issuesthrough a curricular perspective.

CAB typically meets every two weeks during Fall and Spring semesters. CAB isassisted with administrative support through the Institutional Effectiveness Officewhich is overseen by the Associate Vice President of Teaching and Learning.

CURRICULUM ADVISORY BOARD (CAB)Oveiview

—

_

Faculty Membership(voting members)The 13 CAB members areappointed by their deans to providerepresentation of every academiccomponent of the Texas core,workforce programs, and theDevelopmental Education division.

There will be one representativefrom each of the followingdisciplinary areas:

• Business and ComputerSystems

• Communication• Developmental Education

Division (including CollegeSuccess and English as aSecond Language)

• Engineering / EngineeringTechnology

• Fine Arts• Health Sciences• History I Government• Humanities (Culture, Language

and Philosophy)• Mathematics• Natural Sciences• Physical Education / Dance• Social and Behavioral Sciences• Workforce At Large

In addition, equitablerepresentation of every academiccampus is attempted according to arotation schedule. A FacultyCouncil representative is selectedfrom within CAB to report to CABabout Faculty Council meetings.

Non-Faculty Membership(non-voting members)

• Associate VP of Teaching andLearning

• Deans’ Liaison• Student Development• CAB (Online Advisory Board)

representative

CORE REVIEW

During academic year 2012-2013, CAB will review all Collin College CoreCurriculum for compliance with the Texas Higher Education CoordinatingBoards (THECB) mandated Core Objectives

COLLINCOLLEGE

201 2-2013 CORE REVIEW

In academic year 2012-2013, CAB will review every course in Collin College’s core todetermine its alignment with the THECB’s Core Objectives: Critical Thinking Skills.Communication Skills, Empirical and Quantitative Skills, Teamwork, Personal Responsibilityand Social Responsibility.

Based on recommendations by GEO Forum II, CAB has developed the Core CurriculumReview Form. This process began when CAB’s Core Review Sub-Committee met four timesduring spring 2012. The Sub-Committee’s final proposal was presented and voted upon at theMay 2012 CAB meeting. Additional refinement took place over the summer based on feedbackfrom the THECB.

This form requests SLOs pertaining to Core Objectives. It also asks for Learning Activities andAssessments. A different version of the forin has been created for each FoundationalComponent Area based on its required Core Objectives. Academic Discipline Leads areresponsible for submitting completed Core Curriculum Review forms and any requiredsupporting documentation to CAB. Two meetings have been held for Academic DisciplineLeads in April and September of this year. The initial deadline for Discipline Leads to submittheir Core Review forms and supporting documents was September 10, 2012 and was laterchanged to October 5, 2012. Academic Deans are requested to submit their reviewed courses toCAB by December 17. 2012.

Course Core Review information is prepared for a mode//generic course which is not inclusiveof all possible learning activities and assessment methods. Representative samples of learningactivities and assessment methods are submitted for each course being reviewed. Course syllabiare also submitted and are to indicate deleted, revised or new SLOs.

After the Core Curriculum Review Form and supporting documents have been reviewed byAcademic Deans, they are submitted to the Institutional Effectiveness Office for posting inCAB’s Core Review folder. Courses are then distributed by the CAB Chair to three campus-based teams comprised of CAB members. Team leaders assign courses to their team membersfor review. During review, questions that arise are addressed directly to discipline leads.

Once courses have been reviewed by a team, they are presented at the next available CABmeeting for discussion by the full CAB membership. If further concerns are raised, courses maybe sent back to discipline leads for revision or clarification. If there are no concerns, coursesenter a final comment stage where CAB members may conduct further review. At the nextCAB meeting, a vote will be taken to recommend that the reviewed course be included inCollin’s2014-2015 Core.

CAB has voted to recommend that three credit hours under the Component Area Option willcome from a Communication course and two credit hours will come from Mathematics andLife and Physical Sciences. The remaining hour will come from new Core proposals that CABwill accept beginning in January 2013.

When all courses have been fully reviewed by CAB, the entire group of CAB-recommendedCore Curriculum courses will be sent to Collin’s Leadership Team, followed by the CollinCollege Board and finally, the THECB. The Collin College Core Curriculum is due to theTHECB on October 1,2013.

COIJLINCOLLEGE

2012-2013 Core Review by the Curriculum Advisory Board (CAB)

CAB has been tasked with reviewing every course in the core to determine its alignment with theTHECB’s Core Objectives: Critical Thinking Skills, Communication Skills, Empirical andQuantitative Skills, Teamwork, Personal Responsibility and Social Responsibility. To submit yourcourses to CAB for review, please use the following guidelines.

Guidelines for Discipline Leads

• Discipline Leads will be responsible for submitting the completed Core Curriculum Reviewform and any required supporting documentation to their Dean. Discipline Leads will notbe required to attend the CAB meeting where their courses are reviewed.

• Choose the form for the Foundational Component Area to which the course beingreviewed applies:

* American History* Communication* Creative Arts* Government I Political Science* LanQuacle, Philosophy & Culture* Life and Physical Sciences* Mathematics* Social and Behavioral Sciences* Component Area Ortion

• Core Curriculum Review Form

* Submit course information for a mode//generic course.

* Start with the core objective and then determine which course SLOs apply to thatobjective. Not all course SLOs have to be recorded on the form, but there must beat least one SLO for each of the required core objectives.

* Each required Core Objective shows three rows for SLOs, learning activities andassessments. The form will automatically ask for the addition of a row when youreach the last field, bottom right. Any number of SLOs may be applied. It is possiblethat some SLO5 will apply to more than one Core Objective. Please reference thepreviously entered information rather than repeating it.

* At the bottom of the form is a section for Optional Core Objectives. Only use thisarea if you want to address additional, non-required Core Objectives.

• Student Learning Outcomes (SLOs)

* f any core objective is not matched by an existing SLO, create or revise at least oneSLO to demonstrate compliance with that core objective.

* For each SLO, indicate whether it is Existing, Revised or New by marking the optionin the left-most column of the form. Also indicate if the SLO is state-mandated. Anynew or deleted SLOs will require the Dean’s approval prior to CAB’s review.

I:\Curriculum\CAB Members\2012-13\Core Review Submission - Core Curriculum Review Guidelines CAB Process 11.08.12

• Learning / Assessment Activities

* Provide representative samples of learning activities and assessment methods for thecourse being reviewed. Provide at least one sample learning activity and one sampleassessment activity to support each SLO. If the same learning activity and/orassessment activity applies to more than one SLO, reference the previously enteredinformation rather than repeating it. However, if a brief explanation or descriptionwill suffice, you may enter this on the form. It need not be inclusive of all possiblelearning activities and assessment methods.

• File naming convention

* Name your completed Core Curriculum Review Form by course rubric/number like so:SOCI13O1_CR (“CR indicates Core Review). For learning activity documentattachments, use: SOCI13O1_LA_A (B, C, D, etc.). For assessment documentattachments, use: SOCI13O1_AS_A (B, C, D, etc.). The document file nameshould be included in the header of the document.

• Syllabus

* After you have completed the Core Curriculum Review templates, please update thegeneric course syllabus, including any changes made to the course SLOs. Changesshould be indicated using the strike-out feature for deletions (leave black forsimplicity) and blue font for new language. Existing SLOs that are not state-mandated may continue to be listed.

* Submit the updated syllabus with your Core Curriculum Review Form using the filenaming convention: SOCI13O1_Syllabus.

Submit completed forms and any required documentation electronically to your Dean.• Dean(s) will review all information to ensure required documentation meets the following

criteria:* Each Required Core Objective, determined by the Foundational Component Area, has

a minimum of one Measurable Student Learning Outcome that is clearly supported.* Each SLO has at least one learning activity and at least one assessment that applies

to the Required Core Objective.• When all requirements have been met, the Dean will complete and digitally sign a Core

Review Approval Form, listing Core Courses ready for CAB review, and place these on theI: drive under Curriculum\Dean’s Folder. Deans will then e-mail Kathleen Fenton(kfenton@collin.edu) with notification of the posted documents.

Submissions will be posted in a separate course file in the CAB Members folder at I:\Curriculumfor access by Core Curriculum Review Teams.

1:\Curriculum\CAB Mernbers2012-13\Core Review Submission - Core Curriculum Review Guidelines CAB Process 11,08.12

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Dani Day - Fwd: FW: 2014 Core Curriculum Submission Process

From: Dani Day

Subject: Fwd: FW: 2014 Core Curriculum Submission Process

From: Rosipal, CherylSent: Monday, November 05, 2012 12:30 PMTo: <..>

Subject: 2014 Core Curriculum Submission Process

TO: Presidents and Chief Instructional Officers of Public Community, State and Technical CollegesChancellors, Presidents, Chief Academic Officers of Public Universities and Health Related

InstitutionsCommunity, State and Technical College Liaison Members

FROM: MacGregor M. Stephenson

SUBJECT: 2014 Core Curriculum Submission Process

In anticipation of institutions’ submission of the 2014 Core Curriculum, I am providing this update on thesubmission process. Please circulate this memo to all your faculty and administrators who are involved in thedevelopment of your institution’s 2014 Core Curriculum.

The Coordinating Board staff is creating an online submission portal specifically for institutions to submit theirproposed 2014 Core Curriculum. Details and instructions for using this online submission portal will be sent toinstitutions by early July 2013. All institutions must submit their 2014 Core Curriculum on or before thedeadline of November 30, 2013. Upon receipt of the institutions proposed 2014 Core Curriculum, my staff willevaluate each submission and provide feedback, including approval or request for revisions to each institution.

Online Submission of 2014 Core CurriculumEarly Submission: August 1, 2013 — October31, 2013The Coordinating Board staff is asking institutions that have completed their 2014 Core Curriculum to submittheir documentation beginning August 1, 2013 through October 31, 2013. However, only a limited number maybe submitted during this early period.If you would like to submit your institution’s proposed 2014 Core Curriculum during the early submission timeperiod, please email Catherine Parsoneault (catherine.parsoneault@thecb.state.tx.us). The number ofinstitutions that may submit their documentation early is limited and requests to participate will be on a first-come basis.

Regular Submission: November 1 - 30, 2013The online submission portal will be open to all institutions beginning November 1 through November 30,2013. Institutions must submit their core curriculum proposal on or before the close of business November 30,2013.All 2014 Core Curriculum will be submitted through the Coordinating Board’s online portal.

TimelineInstitutions must adhere to the following timeline for submission of the 2014 Core Curriculum:

1. August 1 — October 31, 2013: Early submission period for institutions to submit 2014 Core

about:blank 11/1 ci’oi ,

Page 2 oF 3

Curriculum to Coordinating Board for review.2. November 30, 2013: Deadline for institutions to submit their proposed 2014 Core Curriculum to

Coordinating Board for review.3. September 2013 — February 2014: Coordinating Board staff conduct review of institutions’

2014 Core Curriculum.4. March 1, 2014: Institutions’ approved 2014 Core Curriculum posted and available on the

Coordinating Board’s new webpage, Texas Core Curriculum Webcenter.

2014 Core Curriculum — Submission ComponentsComponent I. Course Selection Process

A. Describe the institution’s process for ensuring that each course aligns with the FoundationalComponent Area description and includes the required Core Objectives.

Component II. Core Obiective Assessment PlanThe assessment of the Core Curriculum is an evaluation of attainment of the Core Objectives.

A. Describe the institution’s process to determine the appropriate level of attainment of each CoreObjective.

B. Describe the institution’s plan for assessment of each Core Objective. Include the followingcomponents of the institution’s assessment plan:• Assessment methods — explain the methodology (institutional portfolios, embedded

assessment, etc.), describe the measures (must include at least one direct measure),outline the frequency and timeline of assessment;

• Criteria/Targets — explain the criteria and targets for the level of attainment of each CoreObjective, include references to externally informed benchmarks;

• Analysis — explain how the results of the assessment will be evaluated; and

• Actions and Follow-up — explain the process for improving student learning based on theassessment results.

The Coordinating Board encourages institutions to voluntarily participate in a peer review of theassessment of the six Core Objectives. This review may be included with the Core Objective AssessmentPlan.NOTE: Institutions will continue to provide assessment results to the Coordinating Board on a 10-year cyclealigned with the institutions’ Southern Association of Colleges and Schools Commission on Colleges(SACSCOC) reviews.

Component Ill. Proposed CoursesAll proposed courses must align with the description of at least one Foundational Component Area (FCA) andincorporate the appropriate Core Objectives. The FCA and Core Objective definitions with Core Objectivealignment can be found on the Elements of the Core Curriculum website, on the attached Quick ReferenceGuide, and in Coordinating Board rules, Chapter 4, Subchapter B, Section 4.28.

A. Provide the course prefix, number, title, semester credit hours, component area, and TexasCommon Course Number (TCCNS) equivalent (www.tccns.org), as applicable.

B. Provide link(s) to specific documentation of how the students will demonstrate the CoreObjectives, such as syllabi and other relevant material. (For example, course informationwebsite as required by Texas Education Code Chapter 51, Subchapter Z, Section 974 —

Internet Access to Course Information.)

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Page 3 o( 3

NOTES:

• A student must be able to complete an institution’s 2014 Core Curriculum in 42 SCH.• Each course must be listed individually (i.e., an institution may not identify “Any lower-division

Anthropology course” as fulfilling a ECA requirement).• Each course may only be listed in one of the eight foundational component areas. However,

any course listed in a FCA may also be listed as an option in the Component Area Option(CAO).

• Unique needs courses available at community and technical colleges will not be considered forinclusion in an institution’s 2014 Core Curriculum.

Areas of Special ConsiderationGovernment/Political Science (Universities only)

If GOVT 2305 and GOVT 2306 equivalents are not included as course options in the Government/Political ScienceECA, explain how a transfer student who completes either one or the other (GOVT 2305 or GOVT 2306), but notboth, can fulfill the statutory requirements (Texas Education Code 51.301).

Explanation of Overflow Semester Credit Hours in a Foundational Component Area (as applicable)If the minimum semester credit hours (SCH) above those outlined in rules are required or optional for anyFoundational Component Area, explain the SCH disbursement in the Component Area Option and/or potentialeffects on the overall degree requirements.

Additional information about the 2014 Core Curriculum and Frequently Asked Questions can be found on theCoordinating Board’s Core Curriculum website: htjJji.thecb.state.tx.us/corecurriculum2014.If you have any questions, please contact my staff, Catherine Parsoneault(catherine.parsoneault@thecb.state.tx.us) or Lucy Heston (lucy.heston@thecb.state.tx.us).

Also attached: Quick Reference for 2014 Core Curriculum

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Texas Core Curriculum 2014Chapter 4 B §4.28 —4.31

Statement of Purpose

Through the Texas Core Curriculum, students will gain a foundation of knowledge of humancultures and the physical and natural world, develop principles of personal and socialresponsibility for living in a diverse world, and advance intellectual and practical skills that areessential for all learning.

Core Objectives

cc Critical Thinking Skills - to include creative thinking, innovation, inquiry, and analysis,evaluation and synthesis of information

cc Communication Skills - to include effective development, interpretation andexpression of ideas through written, oral and visual communication

Empirical and Quantitative Skills - to include the manipulation and analysis ofnumerical data or observable facts resulting in informed conclusions

Teamwork - to include the ability to consider different points of view and to workeffectively with others to support a shared purpose or goal

Personal Responsibility - to include the ability to connect choices, actions andconsequences to ethical decision-making

Social Responsibility: to include intercultural competence, knowledge of civicresponsibility, and the ability to engage effectively in regional, national, and globalcommunities

Guidelines

cc Core = 42 SCHo ECA over-flow hours must be accounted for in CAO or degree requirements

cc Courses must meet FCA definition and include required Core Objectivescc Component Area Option

o mm 3 SCH must match FCA definition & Core Objectiveso max 3 SCH match FCA + Core Objectives Critical Thinking, Communication Skills,

& one other (institution’s choice)cc Unique needs courses no longer allowedcc One change per year per institution

o Schedule that suits the institutiono Request received before March 1 will be approved for following Fall semester

cc Website: http://www.thecb.state.tx. us/corecurriculum2Ol4

WAAR/6.4.2012

ALL COLLEGE PLANNING DAYThursday, January 10, 2013

• Campuses close at 11:30 a.m., meetings begin at 1 p.m.

• Topic: SACS and the QEP from 1-2:30 p.m.

o The full-time faculty and staff will be divided into 29 groups of approximately 30-35 employees. Upon arriving at the assigned room, each group will identify afacilitator. Rooms have been identified on each campus for the various teams.We will review the teams with the LT before communicating with the employees.

o Employees will receive an email notifying them of their group/campus/roomassignments for the afternoon in early December prior to faculty leaving.

o President Israel will have taped his remarks and end it with informationregarding SACS. The video will be played at the beginning of each of themeetings.

o Each facilitator will then go through the information regarding the SACS and QEPprocess that they have been provided by Colleen and Dani.

o Small groups will be established to develop a QEP motto and logo (probablyabout 30-45 minutes). Entries from each group will be submitted to Dr. Smithafter ACPD and the group with the winning motto and logo will be treated to alunch or dinner cooked by and served by the Leadership Team.

o The last agenda item will be to discuss 1) the best ways for communicating withthe college community (including students) about the QEP topic and SACS-COCand 2) helping each employee identify how their area contributes to studentsuccess. (45-60 minutes)

• Break from 2:30-3 p.m.

• Department Meetings from 3-? p.m.

ON THE RECORD

P Io

0: What are forproflt coHeges andwhy have they attracted federalregulators’ attention?

For-profit colleges are art incrediblydiverse group of postsecondary institutions organized as profit-seeking businesses. They do not enjoy the tax benefitsof traditional private, nonprofit institutions(such as Harvard and Stanford universities) nor the public funding of state collegesand universities (such as the Universityol California, Berkeley, and the University of Michigan), although many receivesubstantial public support through federal,state and veteran student-aid programs.For-profit institutions offer everything fromvocational certificates and nondegree programs to graduate degrees. Some are largenational chains (the University of Phoenix,ITT Technical Institute), while others aresmall local schools offering specializedcoursework (Puttin’ on the Tips cosmetology school), and many exist purely online

(Cipelli I Jnis’vrsitv). 11w for—orolit Scetor

grew dramatically in the last decade to 11percent of total postsecondary enrollment, asubstantial increase from 4 percent in 2000.

For-profits are attracting the attentionol regulators because federal student aid—such as the Pell Grant Program and studentloans—is a substantial source of revenuefor these institutions, and it is unclear thatstudents re acquiring the skills needed tofind ajob and repay their debt. On average,aid-eligible for-profits receive 74 percentof their revenue from federal aid programs.Put another way, the for-profits, whileenrolling 11 percent of postsecondary students, receive about 25 percent of federalstudent-aid disbursements and have muchhigher default rates than other sectors.

In the first three years after graduation, about 25 percent of for-profit studentsdefault on student loans, compared with8 percent of students in nonprofits and 11percent in public institutions. Additionally,recent government reviews found instancesof low graduation rates, questionable recruiting practices and indications of federalstudent-aid fraud at several large for-profitcolleges, raising questions about whetherthese patterns are widespread.

q: What do these for-profit schooboffer that traditional two-year colieges do not?

For-profit colleges have been aroundfor a long time, but their numbers andenrollments have sulked in recent years.Their H percent enrollment share amountsto more than 2 million students. Availability afinanciai aid and the loosening atustncton, on aid to onine institutions i::

the I ¶1BPs may have lwlped fuel this growth,lint trends lit co liege — going ann ng workingstudents and the growth of the Internetundoubtedly fueled the expansion as well.

Online institutions and chain schoolswith multiple branch campuses, either inone state or across the nation, account fortitust of ior—prolits growth during the lastdecade, according to a new impar in theJournal ofEconomic Perspectives [Winter2012) by David I. Deming, Claudia Goldin

I and Lawrence F Katz. Within these institutions, the gr(’lte expanston has been inbachelor’s and graduate degree programs.Overall, though, for-profits still award a reinlively small share of all bachelor’s degrees(5 nercentl relative to certificates (‘12 percent) and associate’s degrees (18 percent).

Q: Who chooses for-profitcolleges and why?

Relative to other sectors, for-profitcolleges generally serve more women,minorities, older students and lower-incomeindividuals. Some of this is a function of thetypes of programs they offer—for examplc,—lower-income students maybe more likelyto enroll in certificate programs, women maybe more likely to enroll in nursing programs,and older students may be more likely toenroll in evening or weekend programs.

Understanding why students choosebr-profits is a much more difficult question.It could be that community colleges are oversubscribed, especially in certain programs,so students wanting to get training quicklymay have few other options. A second reasonis that the evening class schedules or onlinecoursework may better fit working students’needs, but public and nonprofit collegesseem to be offering similar evening andonline courses, so this reason is perhapsbecoming less central. A third reason is thatfor-profits may have better student services,such as on—site child care. Fourth, for-profitsmay offer some degrees or certificates incutting-edge areas (in information technology, for example) or specialized fields(culinary arts) that are not typically offered inother sectors, although my research suggeststhat these Programs are rare.

Finally, I think an important, butunderexplored, reaSon is that studen’s iackinlormation about their full set of collegEontions. ‘They nat’ have ira idea that theschool they arc attending is ior—orofit, nor

V

A CctnvelSailon tvttli Stephanie 1?iegg Celiini

For—Profit Higher EducationAttracts Students, ScrutinySt ef)/tdttiet Riegg Celliio r even I ly prthl.slaed a first-of- its-kind

analysis of for-profit two-year colleges, “For-Profit Higher

Education: An Assessment of Costs and Benefits.” Cellini is

associate professor of public policy and economics at George

I/l/ashinyton University in Washington, D.C.

Soatliwes: Eccrrorry • Feaeral Rese’ve Bark of Dallas 0crd Quarter 2012

that similar programs (for much lowertuition) may be offered at their local community coilcgc. The advertising and recruit

ing budgets of for-profits certainly outstripthose of the public sector Compellingfor-profit advertising—unlilce what mostpublic schools use—may persuade studentswith little knowledge of the postsecondaryeducation market.

(1: How do the costs ot a two-yearfor-profit college education comparewith those of a public communitypollege?

A for-profit college education costsmore than a community college education,but taxpayers bear less of the cost burdenand students much more. My calculations‘uggest that a for-profit education costs taxpayers and students about $59,000 per yearfor a full-time student. By comparison, asimilar community college education costsabout $44,000 per year. On the other hand,taxpayers pay more for community collegesthan for-profits: $11,400 versus $7,600,including direct subsidies, grant aid and thecost of defaults on student debt. But thesefigures pale in comparison to the cost tostudents, For-profit students incur about$51,600 in costs (or 87 percent of the total)in the form of foregone earnings, tuitionand fees, and interest on student loan debt;community college students incur about$32,200 (or 73 percent of the total).

(I: Are there greater gains associated with a for-profit ednoation?What did you conclude from yorrtost—benefit analysis?

There has been surprisingyliffle:eser.rcl: on the private and social benefitsto a for-profit education. In ray cost—benefit

analysis [National Tax Journal, March 20121,I iiilculate what the private and social returns to education would have to be to fullycover the cost of attendance. Private returnsconsist unmanly of earnings gained by theindividual, while social returns could include productivity spillovers, reduced crime,increased civic participation or more directbenefits to society from college facilities ortaxes paid by for-profits.

I find that private returns would needto be fairly sizable—8.5 percent per yearof education for for-profit students and 5.3percent for community college students—to offset their respective private costs. Forsociety as a whole, returns would have tobe 9.8 percent to for-profit colleges and 7.2percent for community colleges.

q: Your research appears to con-chide that for-profit colleges areexpensive and the extra cost maynot be worth it. Is that the case?

Every student’s situation is different,so it’s impossible to say what the right orwrong decision is for any particular indi- —

vidual. But, based on my research, it seemsthat for at least some students, the extracost may not be worth it since many students could find suitable programs in localcommunity colleges at a much lower cost.

My guess is that students see ads onTV, call time number on the screen andmay be tailced into enrolling in a for-profitinstitution with the promise of a high salary and abundant financial aid. Given thevery limited advertising budgets of publicinstitutions, students maybe unaware thatpublic institutions exist, or they may notknow that they offer vocational certificatesor nighttime course schedules,

Recent regulations take an importantstep in the right direction by requiringfor-profits (and certain other institutions)to provide information on graduation rates,average salaries of graduates, average debtand loan repayment rates. This informationis absolutely essential for students to weigh

their personal costs and potential benefitsof their education,

U: 1 what extent do federallyhacked student loan programs contribute to the growth of for-profitschools?

Federal student aid—both grants andloans—is undoubtedly a lifeline for manyfor-profit colleges. In a previous paper, Ifound that the number of openings at for-profits is correlated with the generosity ofthe Pell Grant Program, but I can’t prove acausal relationship.

Perhaps more revealing is my paperwith Claudia Goldin of Harvard University[National Bureau of Economic Research,2012J. We first document the large numberof for-profit institutions operating withabsolutely no access to federal student-aidprograms (although they maybe eligiblefor state aid and veteran’s benefits); weestimate that there are about 4,500 of theseinstitutions in the U.S., serving roughly670,000 students. We then compare thetuition of two-year degree and certificateprograms in these institutions to observationally similar programs in institutionsthat participate in federal aid programs. Wefind that tuition is, on average, 75 percenthigher in for-profit programs that are eligibte for federal aid.

Some have taken our study to meanthat federal student aid needs to be scaledback across the board, but I see it differently.Rather; I think we need to be more careful about which institutions and programsshould be eligible for federal aid. We need tomaintain access to postsecondary educationfor low-income students, hut we also havean obligation to ensure this education is ofsufficient quality that students may benefitfrom attending. At the very least, w need toprovide students with the information theyneed to make accurate assessments of thebenefits they can expect from attendance sothey can more accurately conduct thei:’ owncost—benefit analysis.

“For-profits are attracting the attention of

regulators because federal student aid is

a substantial source of revenue for these

institutions.

Southwest Economy Federal Reseve Bank of Dallas ‘ Thrc Quarter 2012