DOCUMENTATION FOR THE SUBSTANTIVE …cfcc.edu/ie/files/2017/03/Off-Campus-Site-Visit-Rev-A.pdfDOCUMENTATION FOR THE SUBSTANTIVE CHANGE COMMITTEE Off-Campus Site (not a Branch Campus)

Form Updated: December 2015

DOCUMENTATION FOR THE SUBSTANTIVE CHANGE COMMITTEE

Off-Campus Site (not a Branch Campus)

This document (with appropriate supporting evidence) should be completed by the institution hosting an authorized Substantive Change Committee for a change involving the initiation of new off-campus sites where a student can obtain 50 percent or more credits toward a degree program.

Statement Regarding All Substantive Change Documentation Forms Please note that this and all of the SACSCOC Substantive Change Documentation forms contain the standards typically provided to a visiting committee. Additional standards may be added by SACSCOC staff as needed to provide the visiting team with relevant information necessary to making an informed determination regarding the change.

Name of the Institution: Cape Fear Community College

Nature of the Substantive Change: Offering greater than 50% of credits toward a program – Nurse Aide certificate (Burgaw Center and Alston W. Burke Center – Surf City) Dates of Visit: April 11-13, 2017

By signing below, we attest to the following:

That Cape Fear Community College has attached a complete and accurate overview of the proposed Substantive Change.

That Cape Fear Community College has provided complete and accurate disclosure of timely information regarding compliance with the selected sections of the Principles of Accreditation affected by this Substantive Change.

Name and signature of the President: Amanda K. Lee, Ph.D.

Name and signature of the Accreditation Liaison: Patrick G. Hogan

SACSCOC Staff Member assigned to the Institution: Cheryl Cardell, Ph.D.

Cape Fear Community College 2 Form Updated: May 2016

Part I. Overview

The Burgaw Center was established in 1990 as the first off-site center of the College. At that

time, the College main campus in downtown Wilmington was the only campus. The Burgaw

Center is located at 100 East Industrial Drive, Burgaw, North Carolina. The Center currently

serves 133 unduplicated students (from Fall 2016 to Spring 2017) in curriculum and 294 students

(from Fall 2016 to Spring 2017) in continuing education courses. Additionally, the Center is home

to the Pender Early College High School (PECHS). PECHS students take a majority of college

curriculum courses at the Wilmington and North Campuses, as well as a limited number at the

Burgaw Center. The method of delivery for the courses offered at the Center are primarily face-

to-face, with a limited number of hybrid course offerings. Based on the approved SACSCOC

prospectus, the only program currently offered at the Burgaw Center for which 50 percent or more

of the program’s credits are available is the Nurse Aide certificate program.

The Alston W. Burke Center in Surf City was established in early 2015, with classes beginning in

the summer semester of 2015. The Alston W. Burke Center is located at 621 NC Highway 210R,

in Surf City, North Carolina. The Center currently serves 245 unduplicated students (from Fall

2016 to Spring 2017) in curriculum and 294 students (from Fall 2016 to Spring 2017) in continuing

education classes. The method of delivery for the courses offered at the Center are primarily

face-to-face, with a limited number of hybrid course offerings. Based on the approved SACSCOC

prospectus, the only program currently offered at the Center for which 50 percent or more of the

program’s credits are available is the Nurse Aide certificate program.


Part II. Institutional Assessment of Compliance

Directions to the Institution for Part II: Provide narrative and documentation to support compliance with each standard as it applies to the new site(s). Include information for the main campus only as it affects the new site(s).

Section 1: THE PRINCIPLE OF INTEGRITY 1.1 The institution operates with integrity in all matters. (Integrity)

Narrative: Cape Fear Community College (CFCC) acts with integrity in all matters and is in

compliance with this standard.

Section 2: CORE REQUIREMENTS

2.8 The number of full-time faculty members is adequate to support the mission of the institution and to ensure the quality and integrity of each of its academic programs. (Faculty) Narrative: Cape Fear Community College (CFCC) is in compliance with this core requirement. Over

59% of the College’s curriculum faculty teaching at Burgaw and Surf City were full time for

the Spring 2017 semester and for the Fall 2016 semester, a ratio that compares favorably

with other community colleges in the state of North Carolina. Further, 70% or more of all

curriculum course sections taught at both Centers in the Spring 2017 and Fall 2016

semesters were taught by full time faculty.

The College standard for the full-time to part-time ratio "to ensure adequate support for

the quality and integrity of the academic programs" is at least 50% of program faculty

should be full-time. In the case of the Nurse Aide program, we currently have a single full-

time program director, with several part-time Nurse Aide instructors. Until the program

shows significant enrollment increases, we will continue to maintain this ratio. Academic

rigor is maintained in the program through the nature of the curriculum, and the North

Carolina state standards required for licensure and certification of graduates. All faculty


must meet state licensure requirements and the program has undergone an in depth

approval process by the North Carolina Department of Health and Human Services,

Division of Health Service Regulation. The approval of the program requires the College

to use the curriculum, testing tools, policies and procedures approved by that agency. The

approval letter is included as Attachment 1. Specific credentials of all program instructors

are included in comprehensive standard 3.7.1.

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

The Cape Fear Community College Learning Resource Center (LRC) supports the

Burgaw Center and the Alston W. Burke Center, and specifically the Nurse Aide Certificate

Program within Curriculum (CU) through the provision of adequate facilities, resources,

and staff. The LRC currently supports the Nurse Aide program within the College’s

Continuing Education (CE) division. The Nurse Aide Certificate program (CU) operating

at the CFCC centers in Burgaw and Surf City and is most directly supported by the CFCC

Wilmington Campus LRC. The Wilmington Campus Library is a 19,176 square foot facility

located on the second floor of the Health Sciences/LRC building in downtown Wilmington.

CFCC has a second physical LRC location at its North Campus. Opened in February of

2003, the North Campus LRC is a 5,083 square foot facility located in the McKeithan

Center. CFCC’s Nursing and Health Sciences programs are based at the Wilmington

Campus, which is why it is the primary LRC serving the Nurse Aide program. Overall, the

LRC collections consist of 50,987 physical book titles; 332,531 electronic book titles; 9079

physical media titles; 33,976 electronic media titles; 1,036 physical serials; and 38,052

electronic serials (Data reported in the 2016-2017 Academic Libraries component of

IPEDS). The Allied Health and Nursing (AHN) clinical collection at the Wilmington Campus

LRC consists of 850 print volumes specifically selected for use by our nursing and medical


science students. There are an additional 2500 print titles in the R/Medicine section of the

general circulating collection. All titles are available to CFCC students and employees at

all locations. Patrons use their CFCC login credentials to access electronic resources

online or to request physical items be sent to them for pickup at either LRC location, at

Burgaw Center, or at Surf City Center.

Cathy Burwell, librarian and Assistant Director of the LRC, serves as the designated

Library Liaison to the Nurse Aide program, providing targeted services to the instructors

(including outreach, collection development, reserve and ILL processing, customized

LibGuide preparation, and research training and assistance) and the students (reference,

tours, and information literacy instruction). Ms. Burwell serves as the liaison to all of the

College’s Nursing and Health Sciences programs and already established strong

partnerships with faculty. Ms. Burwell works with the Nurse Aide program director,

Claudina McLiverty, to ensure that students in the program receive face-to-face

instruction, as needed, at their specific locations from a librarian on how to request,

access, use, and evaluate relevant, curriculum-related information resources. Other

instructors at Burgaw and Surf City can also place a request via phone or email for a face-

to-face Library instruction session that is tailored to a specific course and/or assignment.

The LRC has a Nursing Resources LibGuide, which provides useful information to

students in all of our Nursing programs, including Associate Degree Nursing (ADN),

Practical Nursing (PN), and Certified Nurse Aide (CNA) (http://libguides.cfcc.edu/Nursing-

Resources). In addition to physical books and DVDs, the LRC provides access to a wide

array of relevant electronic resources, including ebooks, evideos, and full-text journal

databases. Many of the LRC’s electronic journal resources come through participation in

the NC LIVE consortium. Specific eresources relevant to Nursing students include:

ProQuest Central, ProQuest Health & Medical Complete, ProQuest Nursing and Allied

Health Source, PubMed Central, Medline Plus, STAT!Ref (a collection of ebooks and


evideos for health sciences), and A.D.A.M. Interactive Anatomy. Additionally, the LRC

provides access to Learning Express, with access to Nursing Assistant/Nurse Aide

practice certification exams; ebooks through EBSCOhost and Ebrary (with access to

specific titles including: Student Survival Skills series—Communication Skills for Nurses,

Care Skills for Nurses, Calculation Skills for Nurses, etc.; Transforming Interprofessional

Partnerships: A New Framework for Nursing; Nurse’s Reality Gap: Overcoming Barriers

between Academic Achievement and Clinical Success; Everything New Nurse Book;

Smart Nursing; Keeping Patients Safe, etc.); and evideos through Nursing Education in

Video (a partnership between Alexander Street Press and Medcom Trainex) and

Lippincott’s Video Series: Nursing Procedures.

2.10 The institution provides student support programs, services, and activities consistent with

its mission that are intended to promote student learning and enhance the development of its students. (Student support services) Narrative:

Comprised of eleven departments, the division of Student Services is headed by the Vice

President for Student Services and Enrollment Management who has the responsibility of

providing strategic leadership to the Division’s programs, services, and activities. These

eleven departments are Administration, Student Affairs, North Campus Student Services,

Academic Advising, Enrollment Management, Financial Aid and Veterans Services,

Counseling, Disability Support Services, Career and Testing Services, Records and

Registration, and Student Activities/Athletics. The Division of Student Services and

Enrollment Management facilitates student success, retention and involvement at all Cape

Fear Community College locations.

While academic advisement, academic support and other programs are coordinated

centrally, the Vice President for Student Services and Enrollment Management ensures

that service delivery occurs in ways that meet student needs at each campus location.

Central coordination is necessary to ensure the appropriate deployment of resources and


the delivery of consistent service excellence. Alignment of the Division’s service

expectations promotes an operational focus on continuously assessing and improving the

quality of college-wide Student Services and Enrollment Management programs. The

Senior Director of the North Campus and Satellite Centers maintains oversight of student

services operations at the Alston W. Burke and Burgaw Centers and works closely with

other full-time personnel at each center in support of student needs.

Additionally, the college has a standing committee (the Student Services Committee) that

has the responsibility to review and recommend policies and procedures as they concern

services to students. This committee is made up of the president of the Faculty Association

and other faculty members, the Associate Executive Director of CFCC Foundation, the

Educational Partnerships Liaison, the Diversity Committee chair, a Continuing Education

representative, a Business and Financial Services representative, the Director of

Enrollment Management, the Registrar and additional Student Services and Enrollment

Management personnel, including the Vice President for Student Services and Enrollment

Management, and a student representative. The diverse make-up and representation of

the Student Services Committee ensures that the needs of students are considered from

a college-wide perspective, regardless of the campus location.

A comprehensive student support program is necessary to meet the diverse needs of

students at all campus locations. Cape Fear Community College makes the following

college-wide services available to students to facilitate student development and success:

Academic Advising

CFCC subscribes to an advising model that consists of shared responsibility between

students, faculty, and academic advisors. The primary goals of academic advising are to

assist students in developing educational and career plans; provide accurate information

about academic progression and degree requirements; and enhance retention by


developing personal interactions with faculty and staff. Upon matriculation into the

College, all students are assigned a faculty advisor, and are further supported with

additional expertise from professional academic advisors from the College’s Academic

Advising Center. The college-wide Academic Advising Center is housed on the Wilmington

Campus. The Student Services Coordinator at the Alston Burke Center and the College

Liaison at the Burgaw Center provide advising with the assistance of advising staff as

required.

Intake, Registration, and Financial Aid

The Student Services and Enrollment Management Division utilizes the “one-stop” model

to support student transitions into college, as well as semester-to-semester persistence

for continuing students. At each campus location (Wilmington and North Campuses), the

Division provides staff to provide guidance in all aspects of the admissions/enrollment

processes and financial aid/veteran’s services. Staff at each location are cross-trained to

assist students with navigating the admissions application, the Free Application for

Student Financial Aid (FASFA), residency concerns, placement testing, and veterans’

services inquiries. The Alston W. Burke Center has a dedicated full-time coordinator to

facilitate the following services for students:

Help students fill out CFCC application

Placement testing of students

Provide intake of high school and college transcripts (including evaluation of

transcripts for credit)

Assist students with Financial Aid paperwork and scan to send to the Financial Aid

Office (Wilmington Campus)

Register students

Assist students with drop/add/withdrawal from classes


Help VA students make appointments with the VA Coordinator to get certified for

benefits

Proctor tests for students

Provide support to faculty with classroom set up and/or technology concerns.

The Burgaw Center’s College Liaison does several of the functions delineated above, with

assistance from appropriate Student Services and Enrollment Management personnel.

The Burgaw Center’s student development needs are continuously assessed to determine

the feasibility of adding dedicated full-time student services personnel to that location.

Veteran’s Affairs Centers exist at the Wilmington Campus, North Campus, and Alston W.

Burke Center to streamline processing of veteran’s affairs benefits, clarify advising

processes, and navigate other related services for CFCC’s veteran’s population. Students

at the Burgaw Center are referred to the Veterans’ Coordinator at the Wilmington Campus.

Counseling Services

Counselors support student success by being accessible to students to discuss personal,

social, educational, and psychological concerns. Counseling Services assist in student’s

adjustment to college life and contribute to their efforts to cope with crises. Counselors are

also available to provide academic advising, support and scholastic intervention as

needed. Counselors are primarily housed on the Wilmington and North campuses.

Counselors operate in an “on-call” capacity to address crises at any campus location.

Disability Support Services

Disability Support Services provides reasonable accommodations to eligible students.

Students at all locations are provided with assistance with registration, testing

accommodations (ex: extended time, quiet room, readers and/or scribes), adaptive

technology and equipment, and interpreter services.


Athletics & Student Activities

The Athletics and Student Activities Department supports the mission of the College by

engaging students in activities to enhance the student’s overall college experience.

Students at all campus locations connect with the College by participating in social

activities/events, student clubs and organizations, and leadership development

opportunities.

In the past, no student activities have been offered at the Burgaw Center. However, at

the Alston W. Burke Center, the following student activities have been offered:

Spring Fling (Free pizza and drinks for students)

Coffee with a Surf City Police Officer (once a year, free coffee and donuts)

Fall Fest (Free pizza and drinks for students)

College Campus Visits (Mount Olive College, UNC Weslyan)

Cornhole boards set up in the Media Room

Participated in basketball ticket promotions through Student Activities

CF2's Campus Ministries Club (offers free pizza and drinks to students during

meetings)

NFL Pick'em & NCAA March Madness Bracket pool offered online for all current

students

Magician/Comedian tickets offered to Surf City students free of charge

Dean of Student Affairs (Title IX)

The Dean of Student Affairs at CFCC serves as the College’s Title IX Coordinator. The

Dean has the primary responsibility for coordinating the College’s efforts to comply with

and carry out its responsibilities under Title IX, which prohibits sex discrimination in all the

operations of this College. The Dean reports to the Vice President for Student Services

and Enrollment Management to administer the College’s code of conduct.


Student Services and Enrollment Management programs information is accessible online

and by phone. CFCC’s electronic Catalog & Student Handbook and the Student Services

webpages are available to all students to generate awareness of support programs,

engagement opportunities, and student success resources. To further ensure accessibility

of services at all locations, the following functions can be performed electronically: course

withdrawals, major changes, early alerts (instructor), and Title IX reports.

The Burgaw Center has one full-time faculty member assigned as the Early College

Liaison who coordinates with the Wilmington and North Campuses for the provision of

support services in all areas of academic and student support. Student needs are

conveyed to that employee who works with the appropriate office of Student Support and

Enrollment Management to meet the students’ needs.

The Alston W. Burke Center has a full-time student services coordinator who coordinates

with the Wilmington and North Campuses for the provision of support services in all areas

of student support. Student needs are conveyed to that employee who works with the

appropriate office of Student Support and Enrollment Management to meet the students’

needs.

Finally, the Senior Director of the North Campus and Satellite Centers has student

services oversight of both centers and works closely with the full-time personnel at each

center for the support of student needs.


Section 3: COMPREHENSIVE STANDARDS 3.2 Governance and Administration

3.2.8 The institution has qualified administrative and academic officers with the experience and

competence to lead the institution. (Qualified administrative/academic officers)

Narrative: Cape Fear Community College has qualified administrative and academic officers with the

experience, competence, and capacity to lead the institution. Similarly, those same

administrative and academic officers lead the efforts to support students at both the

Burgaw and Alston W. Burke Centers.

To document the qualifications, competence and capacity of the college’s leadership, a

list of academic and administrative officers is provided below along with the attained

degree(s), and both the academic and experiential background of administrative and

academic officers and support personnel for the Centers.

Name

Title

Responsibilities

Education/Training/

Qualifications

Professional Experience

Jason Chaffin

Director – Curriculum Management

Responsibilities Exercises direct supervision of the College’s early college high school liaisons. CFCC hosts two early colleges, the Pender Early College High School (PECHS) that is housed at the Burgaw Center, and the Wilmington Early College High School (WECHS) that is housed on the College’s North Campus. Supervises the curriculum scheduling functions of the College, including the scheduling of curriculum

Education & Training East Carolina University; Greenville, NC Doctor of Education, Educational Leadership, Higher Education Track University of North Carolina at Wilmington; Wilmington, NC Master of Arts, English, Critical Literacy Emphasis Elon University; Elon, NC Bachelor of Arts, English, Philosophy

Experience Director – Curriculum Management 1.5 years QEP Director – 10 years English Instructor – 6 years.


classes at the Burgaw and Surf City centers. Coordinates the collection of data on employment trends and community needs in the College’s service area for the development of new instructional programs. These data collection efforts include gathering information from employers and community stakeholders in Pender County.

William Council

Dean of Vocational-Technical Education

Responsibilities To lead, plan, direct, manage, supervise, and coordinate the vocational and technical training programs and activities for the college; to coordinate assigned activities with other college departments, divisions, and outside agencies; and to provide highly responsible and complex administrative support to the Vice President for Academic Affairs and Workforce Development.

Education & Training Lesley University, Boston, MA Master of Education University of North Carolina, Pembroke, Pembroke, NC B.S. Business Administration Training/Recognition

Zenger/Miller-Achieve Global Facilitator, 2/2001,

Durham Tech; NC Manufacturing Certification Program, 6/2002,

PT-CAM; NC REAL Facilitator, 2/2006, UNC Chapel Hill;

CBO, 9/2005, NC State University; Economic Development for Small Business, UNC School of Government, 5/2006;

Labor Market Information (LMI), Wake Tech, 3/2012;

Institute for Today’s Leaders, 7/2007, Southeastern

Experience

Dean VocTech – 1 yr., 3 mos. NCWorks Regional Customized Training Director, North Carolina Community College System, Raleigh, NC – 8 yrs. Director, Small Business/Industrial Training, Southeastern Community College, Whiteville, NC – 5 yrs. Director Business & Industry, Bladen Community College, Dublin, NC – 4 yrs. Co-owner, Carolina Performing Arts Company, Whiteville, NC – 4 yrs.

Manager, Scott’s Inc., Fair Bluff, NC – 3 yrs.

Operations Supervisor, Gulf Atlantic (Dupont), Leland, NC – 4 yrs.

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Community College;

President, Whiteville Optimist Club, 2008-2009;

NAISOD Award Recipient, 2008, University of Texas;

System Office MVP Award recipient, NC Community College System, 9/2012

Orangel D. Daniels

Dean of Arts and Sciences

Responsibilities To lead, plan, direct, manage and participate in the development and implementation of goals, objectives, policies and planning priorities for the Arts and Sciences division programs, including curriculum and instructional activities in general education and college transfer programs; recommend appropriate service and staffing levels; recommend and administer policies and procedures. Continuously monitor and evaluate the efficiency and effectiveness of service delivery methods and procedures; assess and monitor work load, identify opportunities for improvement.

Education University of North Carolina at Chapel Hill Chapel Hill, North Carolina M.A., English Fayetteville State University Fayetteville, North Carolina B.S., English Recognitions President’s Award for Outstanding Service, Cape Fear Community College, 2008 North Carolina Community College Leadership Program Graduate

Experience Cape Fear Community College Dean of Arts and Sciences,20 years Director of Arts and Sciences, 1 year Interim Dean of Instruction, 3 months Division Director /Instructor, 1.5 years English Instructor, 9 years James Sprunt Community College, Kenansville, North Carolina English Instructor, 2 years Sunset Park Jr. High School, Wilmington, North Carolina English Teacher, 1.5 years Bertie County School System, Windsor, North Carolina English Teacher, 2 years

Lori DeBruhl

Student Services

Responsibilities

Education

Experience

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Coordinator Surf City

Plan, direct and review the operations of student services for the Surf City Center of Cape Fear Community College. Provide students with advising, registration, payment, coordinate with the bookstore for book sales at the center, provide students with support and advice. Provide the New Student Orientation video for new students. Provide test services and fill in as proctor for those services. Coordinate with Disability Services for the disabled students at the center. Fax/Scan transcripts and financial records to the correct offices.

Cape Fear Community College, Wilmington, NC Associates of Arts

Coordinator – Surf City, 1 year, 7 months Administrative Assistant to the Vice President of Student Services - 10 years

Dr. Amanda Lee

President Responsibilities Exercise responsible and effective leadership. To plan, organize, direct and review the overall administrative and academic operations and activities of the college; to provide highly responsible recommendations to the Board of Trustees; and to represent the college's interests with other educational agencies, institutions, governments, industry and the community at large.

Education Regent University, Virginia Beach, VA Ph.D., Communication Arts Baylor University, Waco, Texas M.A., Communication Studies Baylor University, Waco, Texas B.A., Telecommunications Recognitions

Director of the North Carolina Leadership Program – 2011 and 2012

NC Community College Leadership Program Participant 2010

Excellence in Teaching Award,

Experience President – 1 yr., 10 mos. Interim President, Cape Fear Community College, Wilmington, NC – 6 mo. Vice President for Instructional Services, Cape Fear Community College, Wilmington, NC – 5 yrs. Assistant Vice President of Instructional Operations, Cape Fear Community College, Wilmington, NC – 2 yrs. Communications Instructor, Humanities and Fine Arts Department, Cape Fear Community College, Wilmington, NC – 5yrs.

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Nash Community College

Roanoke Valley Leadership Program Participant

Communications Faculty (part-time,) University of North Carolina-Wilmington, NC – 2 yrs. Communications Instructor, College Transfer Department, Nash Community College, Rocky Mount, NC – 5 yrs. Director of Standards, QA, and Personnel, LORS Medical Corporation, Roanoke Rapids, NC – 7 yrs. Lecturer in Communications, Texas A&M University, College Station, TX – 1 yr. Graduate Assistant in Communications, Baylor University, Waco, TX – 1 yr.

Catherine Lee

Dean of Learning Resource Center

Responsibilities To lead, plan, direct, manage, supervise, and coordinate the programs and activities of the Learning Resource Center including circulation, reference, technical services, media and information technology, and distance learning; to coordinate assigned activities with other college departments, divisions, and outside agencies; and to provide highly responsible and complex administrative support to the Vice President of Academic Affairs and Workforce Development.

Education Eastern Kentucky University, Richmond, KY M.A., English University of South Florida, Tampa, FL - M.L.I.S., Library and Information Science University of South Florida St. Petersburg, FL – B.A., English Training/Recognition

NCCCS Leadership Program, 2010-2011

North Carolina Library Association

Experience Dean, Learning Resource Center, Cape Fear Community College, Wilmington, NC – 3 yrs.

Director, Learning Resource Center, Cape Fear Community College, Wilmington, NC – 6.5 yrs.

Library Director, Wesleyan College, Macon, GA – 7.5 yrs.

Head Librarian, Penn State DuBois, DuBois, PA – 3.5 yrs.

Public Services Librarian, Eastern

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Leadership Institute, 2008

Governor’s Teaching Fellow (GA), 2003-2004

Kentucky University, Richmond, KY – 3 yrs.

Library Director, Greenbrier Community College Center, Lewisburg, WV – 1 yr.

Dr. Daryl Minus

Vice President for Student Services and Enrollment Management (Chief Student Services Officer)

Responsibilities Provides leadership, management and administrative oversight supervision, policy development, setting strategic priorities and direction in enhancing student development, student leadership, student services, enrollment management, recruitment, retention, and student success, aligned with strategic initiatives at CFCC, which is the sixth largest community college in the state and is a major economic development partner in southeastern North Carolina. The VPSSEM reports to the President and is CFCC’s chief student services and enrollment management officer and is responsible for the day-to-day operations and for exercising supervisory authority over Admissions & Recruitment, Financial Aid, Records and Registration, Counseling and Advising Services, Career Planning and Placement, Disability Services, Student Judicial Conduct, Student Support Services, Athletics, Student Activities and Intramural Sports. The Vice President must be student-centered, focused

Education

University of Phoenix, Phoenix, AZ – Doctor of Education, Educational Leadership

New York University, New York, NY – Master of Arts, Business Education/Higher Education Hampton University, Hampton, VA – Bachelor of Science, Marketing

Training/Recognition

Hampton University Executive Leadership Summit 2014

Southern Association of Colleges and Schools Commission on Colleges Evaluator 2014

Future Presidents Institute (FPI): American Association of Community Colleges 2012

Association of Community College Trustees (ACCT) annual leadership conference: “Bold Action and Board Support” 2011

Staff Excellence Award, Craven

Experience

Vice President for Student Services and Enrollment Management – 1 year, 3 months Executive Vice President for Learning and Student Success, Craven Community College, New Bern, NC – 3.5 yrs. Vice President for Student Services, Craven Community College, New Bern, NC – 3 yrs. Dean of Student Services, Tidewater Community College, Virginia Beach, VA – 2 yrs. Dean of Counseling, Chabot College, Hayward, CA – 1.5 yrs. Director, Academic Advising, Southeastern University, Washington, D.C. – 2.5 yrs. Assistant Director, Undergraduate Admissions, University of Baltimore, Baltimore, MD – 1.5 yrs.

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on high quality customer service, operational efficiency, and championing a student development model that addresses the social, cultural, emotional and psychological needs of all students

Community College 2011

Administration 101: American Association of California Community College Administrators (ACCCA) 2004

Advisor, Undergraduate Programs, Smith School of Business, University of Maryland College Park (UMCP), Baltimore, MD – 2 yrs.

Erica Reynolds

College Liaison – FT Instructor

Responsibilities The Pender Early College High School Liaison serves as the primary intermediary between Cape Fear Community College (CFCC) and Pender Early College High School (PECHS). The Liaison supports the successful partnership of CFCC and PECHS by facilitating regular communication and collaboration between the institutions. The Liaison, on behalf of CFCC, advocates for and provides support to PECHS, its students, and its mission.

Education Florida Gulf Coast University, Fort Myers, Florida Master of Arts in Education Florida Gulf Coast University, Fort Myers, Florida Bachelor of Arts in Mathematics

Experience College Liaison – 5 months Cape Fear Community College, Wilmington, NC Math Instructor – 5 years Pender Early College, Burgaw, NC HS Math Teacher – 2 years White Oak High School, Jacksonville, NC HS Math Teacher – 1 year Ponte Vedra High School, Ponte Vedra, FL HS Math Teacher – 1 year Estero High School, Estero, FL HS Math Teacher – 4 years

Melissa Singler

Vice President of Academic Affairs and Workforce Development (Chief Academic Officer)

Responsibilities To provide innovative, entrepreneurial, and educational leadership for the college and the faculty, ensuring that all of the college’s educational endeavors serve the college’s mission. Establishing and maintaining a culture of high academic standards, intellectual inquiry, and a

Education University of North Carolina at Wilmington, NC - M.S.A., School Administration University of North Carolina at Wilmington, NC – B.S.A., Middle Grades Education

Experience Cape Fear Community College, Wilmington, NC Vice President of Academic Affairs and Workforce Development – 1 year, 6 months Dean of Continuing Education – 1 yr., 5 mos.

http://cfcc.edu/sacscoc/IMAGES/VPAAWD7D86.PDF?id=6ea6ebab-919e-e511-b837-d639cd757391







collaborative commitment to our students’ success, leading our faculty and staff in the development and adoption of effective and innovative educational strategies, methodologies, and practices. Serve as the Chief Academic Officer, responsible for the planning, development, supervision and evaluation of four major instructional divisions of the college plus other academic departments and centers, ensuring that the educational offerings of the college effectively respond to the current and anticipated needs and interests of the entire service area. Provide highly responsible and complex administrative support to the President.

Interim Dean of Continuing Education – 6 months Director of Internal Program Auditing – 3 years Director of Basic Skills – 6 years Assistant Principal and Teacher, Columbus County Schools, Delco, NC – 3 years, 5 months Skills Trainer (Part-time) Robert Prichard, Wilmington, NC – 4 years Basic Skills Instructor (Part-time) Southeastern Community College, Whiteville, NC – 4 years Vice President First Citizens Bank Whiteville, NC – 3 yrs. Assistant Vice President United Carolina Bank, Whiteville, NC - 8.5 years

Lewis Stroud

Senior Director, North Campus & Satellite Centers

Responsibilities North Campus and satellite centers student services operations. Plan, direct and review the operations of student development and support services for the North Campus and satellite centers. Provide highly complex and responsible administrative support to the Vice President of Student Services for the North Campus and Satellite Centers. Direct the development,

Education

Trident College, Cypress, CA Master of Arts in Education Adult Education St. Andrews Presbyterian College, Laurinburg, NC, Bachelor of Arts Business Administration (Accounting)

Experience Cape Fear Community College Senior Director, North Campus & Satellite Centers – 8 months Director – North Campus Student Services - 4 years Sr. Associate Dean of Students - 7 years St. Andrews University, Laurinburg, NC


planning, implementation and administration of goals, objectives, policies and procedures for the student affairs and services programs.

CTE Teacher – 2 years, 71st High School, Cumberland County Schools, NC

William Turner, III

Dean of Continuing Education

Responsibilities To lead, plan, direct and review the activities and operations of continuing education activities including campus continuing education programs and workforce development; to coordinate assigned activities with other college departments and outside agencies; and to provide highly responsible and complex administrative support to the Vice President for Academic Affairs and Workforce Development.

Education

Webster University, St. Louis, MO – M.A. Human Resource Development and Management

University of North Carolina at Chapel Hill, Chapel Hill, NC – B.A. Communications Studies Training/Recognition

Zenger Miller certified instructor

Experience

Cape Fear Community College

Dean of Continuing Education – 1 year, 5 months

Director of Business, Customized Training, and Workforce Development – .5 yrs.

Vice President of College Advancement and Effectiveness, James Sprunt Community College, Kenansville, NC – 3.5 yrs.

Resource Development Officer/Executive Director, DTCC Foundation, Inc., Durham Technical Community College, Durham, NC – 2 yrs.

Executive Director of Community Relations and Public Information, Brunswick County Schools, Bolivia, NC – 10 mo.

Chief Development Officer, Executive Director, BCC Foundation, Inc., Brunswick Community College, Supply, NC – 4.5 yrs.

Director of Planning, Foundation and Resource Development, Bladen Community


College, Dublin, NC – 5 yrs.

3.3 Institutional Effectiveness 3.3.1 The institution identifies expected outcomes, assesses the extent to which it achieves

these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas: (Institutional effectiveness)

3.3.1.1 Educational programs, to include student-learning outcomes Narrative: Cape Fear Community College (CFCC) identifies expected outcomes (called

Objectives), including student-learning outcomes, for its educational/academic programs

annually through its institutional effectiveness and outcomes assessment planning

process. Objectives are identified each year based on a realized need to make

improvements and the process includes steps for documenting evidence of the Tasks

(steps to accomplish the objective), Assessment Measures (the criteria for measuring the

success of the administrative outcome or student learning outcome), the Actual Results

(documentation of results related to the Objective and Assessment Measures), and the

Use of Results (documentation that describes what improvements were realized and/or

what was learned) for the improvement of educational programs.

The program director, along with other faculty teaching in the program, identify student

learning outcomes to be assessed annually. For academic programs, the outcomes are

the skills, knowledge, behaviors and/or attitudes that graduates of the program are

expected to have acquired. Assessment methods and criteria for measuring success are

specified in each assessment plan and the assessment results and how these results are

used for the improvement of the program are documented in the plan. Student Learning

Outcomes for the Nurse Aide program are included as Attachment 2.


All new curriculum programs in the North Carolina Community College System (NCCCS)

are subject to a three-year accountability report to determine program viability. This report

includes enrollment data, as well as completion data. Two years beyond that report, the

program will undergo the five-year program review. This process is delineated in

Attachment 3, “Program Review Process for Vocational and Technical Programs”.

The program review team conducts a SWOT analysis by examining strengths,

weaknesses, opportunities, and threats for each program by looking at issues such as

purpose, enrollment, graduation rates, outcomes and assessments documented in SPOL,

staffing, curriculum relevancy, facility and equipment requirements, advisory committee

minutes and recommendations and student survey results. The program review team

makes recommendations for improvements when weaknesses or opportunities

are identified and a follow-up report is required the following year to demonstrate use of

results. Programs with low enrollment or other significant issues or problems are reviewed

more frequently. Program reviews are documented and copies are maintained in the

offices of the appropriate dean, department chair and the Institutional Effectiveness and

Planning Office.

3.4 All Educational Programs 3.4.3 The institution publishes admissions policies consistent with its mission. (Admissions

policies) Narrative:

Students seeking admission to most curriculum programs must submit an application, final

high school transcript or high school equivalency, and placement test results (ACT, SAT,

Accuplacer, COMPASS) as required and outlined in the CFCC Catalog and Student

Handbook (Attachment 4 - General Admission Process). Official college transcripts are

also required for transfer credit, eligibility for veterans' benefits, placement testing waivers,

and health science applicants. The placement test results are used for proper placement


in Math and English courses. Placement testing may be waived with successful

completion of college-level Math and English. Beginning Fall 2016, placement testing may

be waived for North Carolina high school seniors with an unweighted high school Grade

Point Average (GPA) of at least 2.6 after the first semester of their senior year plus

satisfactory completion of four levels of qualifying Math courses. (Attachment 5 -

Qualifying Math Courses) Those applicants who graduated from a North Carolina high

school within the past five years may also qualify for placement test waivers with a final

unweighted GPA of at least 2.6 and four qualifying math requirements.

Admission to Continuing Education

The Admissions policies in Continuing Education are consistent with the Mission and

Vision Statements of Cape Fear Community College (Attachment 6 - CFCC Mission and

Vision). CFCC offers non-credit classes on a first-come, first-serve basis through

Occupational Extension and Community Service programs to those who wish to obtain

education for personal enrichment or career development. Generally, any person at least

18 years of age, or whose high school class has graduated, is eligible for admission to

Continuing Education classes. High school juniors and seniors, 16 years of age and older,

may enroll with permission from high school officials and parental consent. Some classes

have specific admissions requirements. Continuing Education admissions information is

published in the CFCC Catalog and Student Handbook (Attachment 7 - Continuing

Education Division) and on the College Continuing Education Department webpage.

(Attachment 8 - Continuing Education Webpage).

Assurance of the consistency of the admission process

CFCC uses the Colleague Communications Management module to ensure the

consistency of admissions processes. Each admission requirement is equal and

consistent across the board for the class of students to which it applies. The registration

process at CFCC is controlled by a collection of requirements that ensure, among other


things, the completion of admission requirements for all incoming students, pre and co-

requisite for courses, and other academic requirements that must be monitored and that

must follow CFCC policies. Additionally, the process of admission and the fulfillment of

each requirement is documented in the Colleague System and it may be audited at any

time. Layers of approvals and security policies that control everything from access to the

Colleague system, to separation of duties assigned to eliminate possible functional

conflicts of interest, ensure the integrity of the electronic process in place and, in turn,

consistency of the admissions processes. Admission policies are reviewed annually and

changes are recommended for approval through the student services committee, the

College Council, and the Board of Trustees to assure that they are consistent and current.

The Communication Code Entry (CRI) Screen in Colleague, the College's ERP (Enterprise

Resource Planning) system, shows the flow of information between CFCC and its

constituents through Colleague’s Communications Management module. The fulfillment

of admissions requirements for all incoming students are managed through

Communications Management, which consistently and electronically control completion

of requirements for every individual admitted student. The CRI screenshot depicts the

communication flow between CFCC and a curriculum student entering in the fall of 2015.

(Attachment 9 - CRI Screen Shot)

Security classes in Colleague are used to control who has access to which functions of

the Colleague system. Each person is given specific minimal access to the portions of the

system they need to fulfill their daily functions. New access requests require supervisory

and administrative approvals. The following screenshot shows the security classes

assigned to the Director of Enrollment Management at Cape Fear Community College.

(Attachment 10 - Security Screen Shots)


Furthermore, the following attachment is part of the comprehensive documentation for the

process the College holds twice per year to re-affirm the existing access levels to

Colleague for all employees at Cape Fear Community College. In other words, twice per

year, all supervisors must re-affirm each of their staff who have access to Colleague still

need access to each portion of Colleague to which they have access. The following is an

example of the re-authorization for the Director of Enrollment Management. (Attachment

11 - Re-authorization Approval)

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

Narrative: At Cape Fear Community College (CFCC), academic support services are defined as the

Learning Resource Center, the Learning Lab, advisement and developmental or remedial

coursework. Learning Resource Center services (library services) are addressed in core

requirement 2.9.

At the Burgaw Center, the College Liaison provides the academic support services to

students. At the Alton W. Burke Center, the Student Services Coordinator performs a

similar function. Services include:

Academic advising

Limited tutoring assistance to arrange online tutoring

Open computer lab for student use

Computer log-in, technology issues

Registration assistance

Referral assistance to Downtown or North Campus support services


Specific information regarding academic support services can be found at

http://cfcc.edu/sacscoc/ (Select the “Reaffirmation of Accreditation” link, and then the

“Compliance Certification” link)

3.4.11 For each major in a degree program, the institution assigns responsibility for program

coordination, as well as for curriculum development and review, to persons academically qualified in the field. In those degree programs for which the institution does not identify a major, this requirement applies to a curricular area or concentration. (Academic program coordination) Narrative: At Cape Fear Community College (CFCC), program coordination, curriculum

development, and review for the Vocational/Technical Division are the responsibilities of

the appropriate department chair. For the college transfer programs, this responsibility

rests with the department chairs and the Dean of the Arts and Sciences Division.

Because the Vocational/Technical departments offer multiple programs, the department

chairs also rely on the expertise of his or her program directors for program content and

direction. The Nurse Aide program director is responsible for the content and conduct of

the Nurse Aide curriculum and must adhere to the standards set by the North Carolina

Department of Health and Human Services.

The college determines the program directors are qualified in their field based on their

educational credentials, in addition to other relevant course work and/or experience and

third party credentials. See the Nurse Aide program director credentials in comprehensive

requirement 3.7.1.

All Vocational/Technical programs and the College Transfer programs are subject to an

in-depth program review at least every five years (Attachment 12 - Program Review

Schedule); a program review team conducts the review. The program director of

the Vocational/Technical program under review will be an ad hoc member of his/her

http://cfcc.edu/sacscoc/


program review team. The reviewing team for all program reviews will have several

members from the Institutional Effectiveness and Planning (IEP) Committee, which

include the respective dean of the program of study, a member from career services, two

instructional department chairs, two members at large, and the institutional researcher

who serves as an ex officio member. Cross-institutional membership of the review team

ensures that the program review process is thorough and objective. The program review

team examines strengths, weaknesses, opportunities, and threats for each program by

looking at issues such as purpose, enrollment, graduation rates, student outcomes and

assessments, staffing, curriculum relevancy, facility and equipment requirements, and

student survey results (Attachment 3 - Program Review process for Vocational Technical).

3.7 Faculty 3.7.1 The institution employs competent faculty members qualified to accomplish the mission

and goals of the institution. When determining acceptable qualifications of its faculty, an institution gives primary consideration to the highest earned degree in the discipline. The institution also considers competence, effectiveness, and capacity, including, as appropriate, undergraduate and graduate degrees, related work experiences in the field, professional licensure and certifications, honors and awards, continuous documented excellence in teaching, or other demonstrated competencies and achievements that contribute to effective teaching and student learning outcomes. For all cases, the institution is responsible for justifying and documenting the qualifications of its faculty. (See the Commission guidelines “Faculty Credentials.”) (Faculty competence) Narrative: Cape Fear Community College (CFCC) demonstrates compliance with this standard. The

College’s faculty qualification standards meet the criteria of the Southern Association of

Colleges and Schools Commission on Colleges, and the College employs rigorous

screening processes used to verify academic and experiential credentials in the hiring of

full- and part-time faculty.

Specific information regarding the employment process can be found at

http://cfcc.edu/sacscoc/ (Select the “Reaffirmation of Accreditation” link, and then the

“Compliance Certification” link)

http://cfcc.edu/sacscoc/


The faculty credential roster for both Centers for the Nurse Aide program is included:

NAME (F, P) COURSES TAUGHT Including Term, Course

Number & Title, Credit Hours (D, UN, UT, G)

ACADEMIC DEGREES & COURSEWORK

Relevant to Courses Taught, Including Institution & Major

List specific graduate Coursework, if needed

OTHER QUALIFICATIONS & COMMENTS

Related to Courses Taught

Claudina

McLiverty (F) Program

Director,

Nurse Aide

NAS-101, NAS-102, NAS-

103 (UN)

BS – Nursing, Mount St. Mary College,

Newburg NY, 1979.

AAS-Nursing - Rockland Community

College, Suffern NY, 1977

NC DPHSR and NCBON approved Nurse Aide I, II and Health Home

Care Aide Lead Instructor and Nurse

Aide Program Coordinator for CFCC – 10/2013 to present.

Courses taught –

Basic Skills Plus / Nurse Aide Level I

(L30, NUR 3240)

NC PHCAST Home Care Aide

(L30, NUR 3218)

AHA - Basic Life Support for Health

Care Provider.

Active unencumbered RN

License 2009 NY RN license 1977

39 rears of RN nursing experience including hospital:

patient care, Med/Surg, oncology, ER (Certifications -

CCU, Trauma, IV,EKG, BLS and

ACLS), RN preceptor staff development/education, CNA

supervision, management. Home Care: Patient care,

HHA training program lead Instructor and program

coordinator,

Home Care Intake coordinator, Home Care Medical Coder.

Home Care Staff Educator including staff orientation,

OSHA, Infection control, Abuse,

Corporate Compliance, Hepa Filter Mask training and HHA skill

evaluation/ training, adult education.

Clinical Instructor AAS Nursing

program – Rockland Community

College, Suffern NY.

AHA CPR BLS Instructor, NC Affiliation NHRMC.

BLS certified.

Sharon

Barrow (P)

NAS-101, NAS-103 (UN) Pottsville Hospital School of Nursing

Diploma 1973

UMBC: courses towards BSN

NC DPHSR approved CFCC NA I

Instructor 2005 to present.

Courses taught - NA I Course (L30,

NUR 3240), Basic Skills Plus / Nurse Aide Level I (L30, NUR 3240)

Active unencumbered NC RN

license 1999. PA. RN license1973

NC DPHSR approved Home Care Instructor 9/2015(has not yet

taught this course).

43 years nursing experience

including hospital, skilled nursing facility, home care, patient care,


AHA - Basic Life Support for Health Care Provider.

Staff development/education,

CNA supervision, management, adult education.

AHA CPR BLS Instructor, NC Affiliation NHRMC.

BLS certified.

Alfred

Bourbeau (P)

NAS-101 (UN) ADN from Brunswick C.C, 2007


Instructor 2013 to present.


NUR 3240)


license 2007.

9 years RN nursing experience including hospital and Long term

care facilities, patient care,

CNA supervision, management, adult education.

BLS certified.

Linnea Carlson

(P)

NAS-101 (UN) ADN - Quinsigamond CC,

Worcester, Ma 1991

NC DPHSR approved CFCC NA I Instructor (L30, NUR 3240) 2012 to

present.


license 1992 Ma. RN License 1992

24 years RN nursing experience

including skilled Nursing and

long term care facilities, Staff development/education,

CNA supervision, management, patient care, adult education,

RN supervision.

BLS certified.

Katie Griffin (P)

NAS-101 (UN) BS-Business, Marketing 1993

BS-Nursing Science, 2015

ADN – Cape Fear Community College

2004

DPHSR approved CFCC NA I

Instructor (L30, NUR 3240) 2013 to present.


NUR 3240)

Active unencumbered NC RN license

12 years RN nursing experience including skilled nursing and long

term facility patient care, Staff development/education,

management, RN supervision,

CNA supervision.

BLS certified.

Patricia Gumbs (P)

NAS-101 (UN) NC DPHSR approved CFCC NA I Instructor (L30, NUR 3240) 2014 to

present.

Courses taught - Substitute

Instructor, NA I Course (L30, NUR 3240)

AHA - Basic Life Support for Health Care Provider.

Active unencumbered NC RN license 2011.

NY and NJ RN License 1979.


including, hospital, developmentally disabled,

cardiac catheterization,

radiology, staff development/education, CNA

supervision, management, patient care, adult education.


NYS Sexual Assault Nurse

Examiner Program, 2011

ACLS, BLS, PALS, Certified.

AHA CPR BLS Instructor, NC

Affiliation NHRMC.

Carolyn Henry

(P)

NAS-101 (UN) ADN – UNCW, 1980.

BA - in Business Development, Mt

Olive College 1999.




NUR 3240)


license 1984.

35 years nursing experience including hospital, ambulatory

surgery, home care, patient

care, clinical research, staff, patient and family education,

CNA supervision.

BLS certified.

Stephanie

Johnson (P)

NAS-101 (UN) ADN – Cape Fear Community College,

1982.

BA in psychology currently in progress at – UNCW

NC DPHSR approved CFCC NA I Instructor (L30, NUR 3240) 2010

NC DPHSR approved Home Care

Instructor 9/2015


NUR 3240)


license 1984

32 years RN nursing experience including, hospital, skilled

nursing facility department of

health and home care, patient care, contagious diseases, staff

development/education, CNA supervision, management as

Director of Nursing, adult

education.

NC Adult Physical Assessment Certification - UNCW

BLS certified.

Catherine

Leonard (P)

NAS-101, NAS-103 (UN) Diploma Nursing – Mercy School of

Nursing NC. 1968

Gross Anatomy - UNCW 1994


Instructor (L30, NUR 3240)

NC DPHSR approved Home Care

Instructor 9/2015

Courses taught - NA I Course (L30, NUR 3240)


license 1968. 48 years RN nursing experience

including Hospital, long term

care facility, home care and hospice, patient care, staff

development/education, RN supervision, CNA supervisor,

management as ICU head nurse

and clinical director, adult education.

Certifications at NHRMC – Critical Care, Isolation, dialysis, EKG,

Leadership and Management, IV, Patient and family education.

BLS certified.

Elizabeth Lowder (P)

NAS-101, NAS-102, NAS-

103 (UN) ADN– UNCW, 1979

UNC – Chapel Hill RN Refresher

Course 2009


37 years RN Nursing experience including hospital, operating


NC DPHSR approved CFCC NA I Instructor (L30, NUR 3240) 2015 to

present.

NC DPHSR approved Home Care Instructor 9/2015

NCBON approved NA II Instructor

2015

CFCC NA I Instructor 2010 – 2011.


NUR 3240)

room, skilled nursing facility and

home care, patient care, staff development/education, CNA

supervision, management, adult

education. BLS PALS, Certification.

Margaret Robbins (P)

NAS-101 (UN) ADN - Niagara County Community

College, with honors

B.A. Psychology, Cum Laude - State

University of New York at Buffalo.




NUR 3240)


license 2011.

Has worked in healthcare field

since 1986 in long term health care facility as an activities

director and as director of social

work and admissions and staffing coordinator.


including Hospital, telemetry,

Skilled nursing/rehabilitation, patient care, staff

development/education, CNA supervision, management, RN

supervision and adult education.

BLS certified.

Ceda Williams (P)

NAS-101, NAS-102 (UN) ADN – James town Community College, NY, 1992

NC BON approved NA II Instructor (L30, NUR 3241 and Nurse Aide II

refresher/competency Assessment NUR 3242A) 2010 till present.


Instructor (has not taught this course) 2010 till present.

Courses taught – NA II (L30, NUR

3241) Nurse Aide II refresher/competency

Assessment (L30, NUR 3242A)

Active unencumbered NC RN license.

27 years RN nursing experience including Hospital, ER, patient

care, staff development/education, CNA

supervision, management, adult

education. BLS, ACLS, PALS TNCC certified

Annis Collins (P)

NAS-101 (UN) BS – Nursing – UNCW, 1994

BS – Business Administration - UNCW


Instructor (L30, NUR 3240)2015 to present.


17 years RN nursing experience including Long term health care

facility, patient care, staff development/education, RN

supervision, CNA supervision,

management as unit manager, high school and adult education.



NUR 3240) Health Science Education

Instructor for Pender County Schools – taught State approved

NAI course in addition to Intro to

Healthcare & A&P. Certified Instructor as of 2006.

Nurse Aid I - Evaluator for

NACES.

BLS certified.

Tonya Jasmin

(P)

NAS -101, NAS-102 (UN) BSN –Methodist College of Nursing,

Peoria, IL - May 2012.

PN Certificate– Carl Sandburg College

– Honor Roll, Galesburg, IL, June

2009

Nurse Aide Certificate - Thomas

Health Care, Raleigh, NC October

1991


Instructor 2016.

NC BON approved NA II Instructor

2016.

Courses Taught - NA I Course (L30,

NUR 3240), 2nd Instructor for NA II

(L30, NUR 3241)


license - 2014.

IL RN License - 2012

Resident Care Director - Carlton

Assisted Living, Southport, NC –

2015 to present.

Admissions RN Lower Cape fear

Hospice, ILM NC, - 2015

RN – Supplemental Health

Care/Maury Correctional

Institution 2014 – 2016

RN – Life Plans, Raleigh NC 2013

– 2016.

Charge Nurse The Elms Malcolm,

IL2013-2014.

OR Circulating RN McDonough

District Hospital Malcolm IL,

2013.

RN – Ready Nurse – Jacksonville

Developmental Center 2012

Supervising LPN – Courtyard

Estates – Peoria, IL 2009 –

2010.

Supervising LPN – Heartland

Health care of Macomb –

Macomb, IL 2009-2010.

Assistant Lead Teacher –St

Marks Preschool 2004 -2006

Office Administrator Gamewell

Mechanical – 2001-2002.

BLS certified.


3.11 Physical resources 3.11.3 The institution operates and maintains physical facilities, both on and off campus, that

appropriately serve the needs of the institution’s educational programs, support services, and other mission-related activities. (Physical facilities)

Narrative: Cape Fear Community College, a two-year, public, co-educational comprehensive

community college, serves New Hanover County and Pender County. The Burgaw and

Alston W. Burke Centers are both in Pender County. As stated earlier in this document,

the Burgaw Center first came into service in 1990. Throughout the years, the Center has

been upgraded to meet academic and administrative needs. The functionality of the

Center was improved to allow the implementation of the Pender Early College High School

(PECHS). Most recently, the Center was upgraded for welding training in continuing

education to support the needs of local industries and businesses, as well as adaptation

of the facilities to support the Nurse Aide program.

The Alston W. Burke Center is a modern, state of the art facility that was built to support

a wide range of academic and student support. There are lab areas to support the Nurse

Aide program, numerous classrooms (that employ wireless technology to support

computer classes), a veteran students’ center, a teleconferencing capable conference

room, offices and lounge areas. The initial building is part of a multi-phased plan, with

options for expansion in the future.

Both Centers have wired and wireless computer access to CFCC internal computer-based

business functions, as well as commodity Internet access. Guest wireless access to the

Internet is available to all CFCC visitors. All students have access to available wireless

Internet connectivity. An employee wireless network providing privileged access to

College resources is available to properly vetted CFCC employees.


Out of all CFCC software offerings, three are of particular importance to all students at

CFCC.

I. My.CFCC.edu is the web portal which provides faculty, staff, and students with one

central location for all connected CFCC electronic services. While most resources

available on My.CFCC.edu are accessible from any Internet connection, some

systems, such as Ellucian Colleague, and some information such as college

policies and procedures, are only available when My.CFCC.edu is accessed from

within the campus networks.

II. WebAdvisor/Self Service Portal are two products from Ellucian which provide

students with direct online access to needed electronic services such as

registration, online billing and payment, unofficial transcript printing, schedule

printing, academic career planning, address changing, and more. Faculty and staff

also enjoy WebAdvisor access to advisement functions, attendance tracking, HR

functions, and business tools.

III. Blackboard LMS provides CFCC instructors with the ability to post course content

online, as well as create tests and assignments, track grades, and use a wide array

of didactic tools. Blackboard is used to support online courses, as well as

traditional courses requiring a web component. All courses taught at CFCC are

automatically added to Blackboard LMS, regardless of whether faculty use it or

not.

CFCC provides appropriate instructional technology in its classrooms. A technology-

enabled classroom features one or many of the following: TVs or projection screens and

projectors, access to the Internet, an instructor computer, Smart Sympodiums, sound

speakers, document cameras, video conferencing, and instructional podiums.


Section 4: FEDERAL REQUIREMENTS

4.5 The institution has adequate procedures for addressing written student complaints and is responsible for demonstrating that it follows those procedures when resolving student complaints. (See the Commission policy “Complaint Procedures against the Commission or its Accredited Institutions.”) (Student complaints) Narrative: Cape Fear Community College has adequate policies and procedures to address student

complaints in its Student Complaint Procedures (Attachment 13 - Catalog Student

Complaints) that states:

“As a matter of practice, CFCC subscribes to the philosophy that student complaints are

best resolved on an informal basis. When a student has a complaint he/she should attempt

to resolve concerns with College personnel having responsibilities directly at the source

of the complaint. When informal procedures do not resolve concerns, written student

complaints should be sent to the Dean of Student Affairs who will determine the

appropriate College personnel to review the complaint.

The student should receive written acknowledgment of the complaint from the Dean of

Student Affairs within 24 hours. The complaint will be reviewed and a collaborative effort

will be made to resolve the complaint within twenty (20) working days of receipt of the

complaint. The student will receive notification of the resolution of the complaint, or of the

College’s position on the complaint.”

The Student Complaint Procedure is published in the CFCC Catalog and Student

Handbook (Attachment 13 - Catalog, Student Complaint Procedure), which is available

through the Student Services and Enrollment Management Division, other locations

across campus, and on the CFCC website (Attachment 14 - CFCC Catalog Website).


CFCC also provides its students, employees and guests with an online complaint form at

http://cfcc.edu/osa/complaint/ for reporting alleged incidents of harassment,

discrimination, sexual misconduct and/or breaches of the CFCC Code of Conduct.

The CFCC Catalog and Student Handbook also explains the procedure for appealing

suspension and/or expulsion. The policy states that:

“If a student wishes to appeal a conduct action taken by the College, he/she may

file a written appeal with the Vice President for Student Services and Enrollment

Management. Within ten (10) weekdays of receipt of the written appeal, the Vice

President for Student Services and Enrollment Management will convene the Code

of Conduct Subcommittee of the Judicial Board to hear the appeal and make a

determination regarding the issue. The Vice President for Student Services and

Enrollment Management will then notify, in writing, the student and the Dean of

Student Affairs of the Code of Conduct Subcommittee’s decision. The student may

appeal the Code of Conduct Subcommittee’s decision to the President of the

College or his/her designee. This appeal must be made within ten (10) weekdays

of the student’s receipt of the Code of Conduct Subcommittee’s decision. The

appeal process consists of the President of the College or his/her designee

reviewing the written record submitted to date and does not involve an additional

hearing. The President of the College or his/her designee will respond with his/her

final decision to the appeal within ten (10) weekdays of receipt of the appeal.”

For students who believe that they have a legitimate grievance against another CFCC

student or college employee that is not covered in the preceding complaint categories, the

College provides a Grievance Procedure delineated in the Catalog and Student Handbook

(Attachment 15 - Grievance Procedure).

http://cfcc.edu/osa/complaint/


All students of the College, irrespective of location, are bound by the policies and

procedures specified in the CFCC Catalog and Student Handbook.

4.6 Recruitment materials and presentations accurately represent the institution’s practices and policies. (Recruitment materials) Narrative: Cape Fear Community College’s primary sources of information used in marketing and

recruitment are television and radio advertisements, the CFCC Catalog and Student

Handbook (Attachment 16 - CFCC Catalog and Student Handbook), the Resources

Brochure (Attachment 17 - Resources), the College website (Attachment 18 - College

Website),and Continuing Education Course Schedule (Attachment 19 - CE Schedule).

The Continuing Education schedule is available in both on-line and printed formats.

The CFCC Catalog and Student Handbook is updated annually. Any revisions, as well as

updates submitted by other administrative personnel, are reviewed and approved by

department chairs, deans, the Vice President for Student Services and Enrollment

Management, the Vice President of Academic Affairs and Workforce Development, and

the Student Services committee, as appropriate. During the academic year, the

Curriculum Committee meets and decides on program changes for the next academic

year (Attachment 20 - Curriculum Committee Minutes October 2016). Curriculum changes

are submitted to the North Carolina Community College System office for approval, if

necessary. Early in the spring semester, the catalog is sent to CFCC's Publications

Office for revisions and updates. Once the draft is approved, the Catalog is published, and

limited in-house copies are delivered to Student Services. The 2016-2017 CFCC Catalog

and Student Handbook is available online to students, the public and CFCC personnel

prior to the beginning of the academic year.


The main recruitment publication for Continuing Education including all other non-credit

programs and classes is the Continuing Education Course Catalog/Schedule. It is

published each semester and is available to the public in Student Services and Continuing

Education Offices, and on the CFCC website (Attachment 19 - Continuing Education

Course Schedule). Information in the schedule is reviewed by administrative personnel in

the Continuing Education division, as well as the College’s Community Relations Division,

to ensure the accurate reflection of CFCC’s practices and policies.

In addition to these methods of marketing and recruitment, several other methods have

been employed for the Alston W. Burke Center. These include:

Flyers and catalogs that are distributed to local retail shops and organizations in

the community

CFCC recruiter visits with Topsail High School approx. 8 times a year for:

o Application Days

o Application days Part 2

o Presentations

o Senior Projects

o Class Meetings

o Lunch Visits

Alston W. Burke Facebook page and social media

A billboard was placed in Sneads Ferry, NC advertising the Surf City Center

Ads are placed in the Post Voice for Pender County

A recruiting table is set up at College Information Night specifically for the Surf City

Center sponsored by CFCC

The Greater Area Topsail Chamber of Commerce sends out emails to businesses

letting them know of upcoming classes we offer

Local advertisement through radio and television


4.9 The institution has policies and procedures for determining the credit hours awarded for courses and programs that conform to commonly accepted practices in higher education and to Commission policy. (See the Commission policy “Credit Hours.”) (Definition of credit hours) Narrative: Cape Fear Community College defines a semester credit hour in the current Catalog and

Student Handbook:

"Each course listed in the catalog and class schedule is followed by a notation on the

number of semester hours it earns. Normally, the number of semester hours earned is

based on the number of class, laboratory or shop hours spent under the supervision of

the course instructor per week for the semester. Usually one semester hour credit is given

for each lecture hour of class per week, for each two hours of laboratory work per week,

or for each three hours of shop or manipulative laboratory per week. (A class hour is

usually defined as 50 minutes of instruction.) Exceptions may be made in cases where

specific classification is not feasible." (Attachment 21 - Catalog - Credit Hour)

The catalog is made available online to current and prospective students.

All courses offered at Cape Fear Community College are created, maintained and

approved by the North Carolina State Board of Community Colleges in accordance with

the State Board of Community Colleges Code (SBCCC) and the North Carolina

Administrative Code (NCAC). During the approval process of the course by the State

Board of Community Colleges, the credit hours are assigned. CFCC does not modify

course parameters as defined and published by the North Carolina Community College

system in the Combined Course Library.


23 NCAC 01A .0101 (Attachment 22 - Credit Hour Definition) describes credit hours as

follows:

"Credit Hours:

(a) Credit of one semester hour is awarded for each 16 hours of "class work." Class

work is lecture and other classroom instruction. Class work is under the supervision of

an instructor.

(b) Credit of one semester hour is awarded for each 32 hours of "experiential laboratory

work." Experiential laboratory work means instruction given to a student by an instructor

to increase the student's knowledge and skills without immediate student application.

(c) Credit of one semester hour is awarded for each 48 hours of "faculty directed

laboratory work." Faculty directed laboratory involves structured and coordinated

demonstration by an instructor with immediate student application.

(d) Credit of one semester hour is awarded for each 48 hours of "clinical practice."

Clinical practice is a structured, faculty-directed learning experience in a health sciences

program which develops job proficiency. Clinical practice requires significant

preparation,

coordination, and scheduling by the faculty and is under the supervision of an instructor

or preceptor who is qualified for the particular program.

(e) Credit of one semester hour is awarded for each 160 hours of "work experience"

such as cooperative education, practicums, and internships. Work experience involves

the development of job skills by providing the student with employment that is directly

related to, and coordinated with, the educational program. Student activity in work


experience is planned and coordinated by a college representative, and the employer is

responsible for the control and supervision of the student on the job."

CFCC does not award academic credit for previous work experience and publishes in

the Catalog and Student Handbook that “CFCC does not award direct credit for previous

experience or training. Proficiency exams or CLEP exams may be used as a means of

receiving credit for prior knowledge.”


List of Attachments

Attachment 1 – NCDHHS Approval to Offer Nurse Aide Program

Attachment 2 – Student Learning Outcomes for Nurse Aide

Attachment 3 - Program Review Process for Vocational and Technical Programs

Attachment 4 - General Admission Process

Attachment 5 – Qualifying Math Courses

Attachment 6 – CFCC Mission and Vision

Attachment 7 – Catalog, Continuing Education Division

Attachment 8 – Continuing Education Web page

Attachment 9 – CRI Screen Shot

Attachment 10 – Security Screen Shots

Attachment 11 – Reauthorization Approval

Attachment 12 – Program Review Schedule

Attachment 13 – Catalog – Written Student Complaints

Attachment 14 – CFCC Catalog - Website

Attachment 15 – Grievance Procedure

Attachment 16 – CFCC Catalog and Student Handbook

Attachment 17 –Resources Brochure

Attachment 18 – College Website

Attachment 19 – Continuing Education Schedule

Attachment 20 – Curriculum Committee Minutes

Attachment 21 – Catalog – Credit Hour

Attachment 22 – Credit Hour Definition

Documents

DOCUMENTATION FOR THE SUBSTANTIVE …cfcc.edu/ie/files/2017/03/Off-Campus-Site-Visit-Rev-A.pdfDOCUMENTATION FOR THE SUBSTANTIVE CHANGE COMMITTEE Off-Campus Site (not a Branch Campus)