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A Member of The Texas State University System

Soaring to New Heights

Strategic Institutional Effectiveness Plan

2010 - 2015

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Table of Contents Accreditations ............................................................................................................................... 4

History, Location and General Information .................................................................................. 5

Planning Documents

Institutional Vision / Strategic Focus ............................................................................................ 8

Annual Key Performance Indicators ........................................................................................... 11

Mission, Core Values, and Principles ......................................................................................... 12

Institutional Goals ....................................................................................................................... 13

Planning & Evaluation Process (graphic representation)............................................................ 14

Planning & Assessment Cycle (graphic representation) ............................................................. 15

Planning, Budget and Assessment Timeline ............................................................................... 16

Institutional Effectiveness ........................................................................................................... 17

Strategic Planning and Unit Assessment Process .......................................................... 17

Institutional Planning

College Unit Planning

Educational Program Level Assessment

Institutional Effectiveness Planning Meeting

Strengths, Weaknesses, Opportunities and Threats

Campus Community ................................................................................................................... 24

Campus Educational Units and Services .................................................................................... 24

Environmental Scan (LSC-PA)

Faculty Profile, 2011-2012 ............................................................................................ 27

Two-Year College Enrollment Totals (state-wide) ........................................................ 28

Student Demographics, 2011-2012 ................................................................................ 30

Southeast Texas Regional Information

Service Area Demographics and Economic Trends ...................................................... 32

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LSC-PA Student Demographics .................................................................................... 33

Campus Enrollment Trends ........................................................................................... 33

Economic Trends ........................................................................................................... 35

Appendices .......................................................................................................................... 41

Campus Standing Committees for Planning and Assessment

President’s Council ........................................................................................... 42

Planning and Assessment Committee ............................................................... 43

Academic Standards and Curriculum Committee ............................................. 44

General Education Committee .......................................................................... 45

Survey Data Analyses

Noel-Levitz Survey Results, Spring 2010 ........................................................ 46

Noel-Levitz Survey Results, Spring 2011 ........................................................ 52

Noel-Levitz Survey Results, Spring 2013 ........................................................ 58

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Accreditations

Lamar State College-Port Arthur is accredited to award associate degrees by the Commission on

Colleges of the Southern Association of Colleges and Schools

1866 Southern Lane Decatur, Georgia 30033-4097

(404) 679-4501

This institution is approved by the Texas Education Agency for the training of veterans under all

classifications. The College also is a member of, approved by or accredited by the:

Accreditation Review Council on Education in Surgical

Technology and Surgical Assistance

American Bar Association

Commission on Accreditation of Allied Health Education Programs

National Automotive Technicians Education Foundation

Texas Commission on Alcohol and Drug Abuse

Texas Department of State Health Services

Texas Department of Human Services

Texas Department of Licensing and Regulation

Texas Department of Family and Protective Services

Texas State Board of Nursing

U. S. Department of Education

Veterans Administration

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History, Location and General Information

Lamar State College-Port Arthur, a two-year, state-supported institution, is

located in Port Arthur, an industrial and cultural center of Southeast Texas. The College

offers freshman- and sophomore-level work in numerous academic and

technical/vocational fields. The campus sits between the 1000 and 1800 blocks of

Procter Street and Lakeshore Drive.

Port Arthur has modern public schools, churches, shopping districts and

recreation areas serving a community of approximately 70,000 persons. Principal

industries in the area are oil refining, chemical production, shipping and shipbuilding.

The metropolitan area, known as the Golden Triangle, includes Port Arthur and

the cities of Beaumont, Bridge City, Groves, Orange, Port Neches, Nederland and Vidor,

all of which are located within 25 miles of Port Arthur and form the heart of the upper

Texas Gulf Coast where approximately 350,000 people live.

John W. Gates of New York City, one of the founders of Texaco, established Port

Arthur Business College in 1909, to train people for the petrochemical industry, then in

its infancy. The College became Port Arthur Collegiate Institute in 1911, when the

school was presented to the Board of Education of the Methodist Episcopal Church

North, a forerunner of the present United Methodist Temple.

The church operated the growing campus until 1918, when it was turned over to a

non-profit Texas corporation, which had no capital stock and was overseen by a self-

perpetuating board of trustees. The name of the school was changed back to Port Arthur

Business College and finally, in 1932, to Port Arthur College.

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Another milestone in the school’s history was reached July 31, 1974, when W.

Sam Monroe, president of Port Arthur College and a Lamar University regent, presented

a resolution to merge the college into Lamar University. The 21 trustees agreed that a

merger would be in the best interests of both institutions and their constituencies.

The 64th Texas Legislature authorized the merger and appropriated $600,000 for

creation of the Lamar University Center at Port Arthur. On August 21, 1975, the trustees

presented the deed for Port Arthur College to the Lamar University Board of Regents.

Classes began on the Port Arthur campus on August 28, 1975.

In the years following the merger, enrollment increased from 151 students to a

peak of more than 3,000 and the curriculum expanded to more than 50 areas of study.

In 1977, the 65th Legislature approved House Bill 1134 renaming the school

Lamar University-Port Arthur and dropping the “Extension Center” designation.

In 1983, the 68th Legislature passed three bills that directly affected the college:

1. Senate Bill 409 deleted the restrictive language of House Bill 130 (passed in

1971 by the 63rd Legislature), making Lamar University-Port Arthur eligible,

on an equal basis with other state institutions, for state funds to be used to buy

land and/or building.

2. Senate Bill 410 provided Lamar University regents with the authority to levy a

fixed student fee and the authority to bond against said fee for construction of

a Student Center on the Port Arthur campus. This legislation was validated by

a majority vote of the Lamar University-Port Arthur student body in

November 1983.

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3. Senate Bill 620 created the Lamar University System. Lamar University-Port

Arthur thus became a component institution of that system on August 29,

1983.

In 1985, two bills affected the school:

1. Senate Bill 578 provided that Lamar University-Port Arthur be a beneficiary

institution and receive money from the Higher Education Assistance Fund.

2. The General Appropriations Act of 1985 directed that a formula be developed

by the Texas Higher Education Coordinating Board to provide operational

funding to Lamar University-Port Arthur on the same basis as other state-

supported institutions of higher education.

Senate Bill 78 in 1989 removed restrictions imposed by earlier legislation on the

acquisition of real estate and the construction of facilities on campus.

Senate Bill 843 in 1991 clarified the degree-granting authority by allowing Lamar

University-Port Arthur to issue associate degrees in its own name.

On September 1, 1995, the Teas Legislature dissolved the Lamar University

System, and Lamar University-Port Arthur and its three sister institutions in Orange and

Beaumont joined the Texas State University System, which is headquartered in Austin

and also includes Sam Houston State University, Texas State University-San Marcos and

Sul Ross State University. House Bill 1297, signed in June 1999, changed the name of

the school to Lamar State College-Port Arthur.

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LAMAR STATE COLLEGE – PORT ARTHUR INSTITUTIONAL VISION/STRATEGIC FOCUS

2011-2015

VISION STATEMENT

Lamar State College-Port Arthur will continue and intensify its efforts toward becoming a distinguished, comprehensive two-year college recognized for its quality instruction, related educational services, and proactive strategies for meeting student and community needs

STRATEGIC FOCUS

I. ACCESS

The College will:

A. Provide quality instruction, related services and facilities which are flexible and adaptive for students who are first-time-in-college, returning for personal or professional enhancement, or seeking career changes or promotion, and any organizations seeking to upgrade the skills of their workforce.

B. Enhance financial affordability for students through vigorous pursuit of additional scholarships and the exploration of community partnerships, resources, and programs that reduce “time-to-degree.”

C. Adapt and continuously improve instruction and related services conducive to the enhancement of student learning through research and planning, the application of technology, new and renovated facilities, and/or the addition of instructional locations and modes of delivery.

D. Conduct and enhance traditional and non-traditional communication, informational and motivational efforts, and retention and matriculation strategies that will accommodate a student body reflective of the demographic patterns of communities in our service area and promote an environment favorable to student success.

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II. FOCUS ON STUDENT LEARNING

The College will:

A. Offer the first two years of a traditional college education, which will include the general education and core curriculum courses required for baccalaureate degree programs. Moreover, the curriculum will contain courses that provide multiple perspectives about the individual and the world in which he or she lives; that stimulate a capacity to discuss and reflect upon individual, political, and social aspects of life so students understand ways in which to exercise responsible citizenship, and that enables students to integrate knowledge and understand the interrelationships of the disciplines.

B. Use as a guideline in the development of all associate degree plans and programs the judgments that satisfy core curriculum foundational component area requirements essential to the learning process in all disciplines.

C. Improve the potential for employment by providing instruction and support services that will result in the acquisition by graduates of the skills, education, motivation, and demeanor required in the workplace and thus the ability to contribute immediately to their employment.

D. Contribute to the improvement of the quality of life in the region by providing instruction and related services that will result in a skilled labor force, which will lessen the unemployment rate, reduce the reliance on social support services, and invigorate the local economy.

E. Remain proactive toward establishing and maintaining articulation agreements and transfer policies to assure the transferability of courses to other post-secondary schools.

F. Recognize and inform the public that learning is a lifelong activity and shall develop courses and programs that meet the current and emerging needs of adult learners.

G. Heighten public awareness regarding the value and affordability of a college education, emphasizing the wide variety of educational opportunities, instructional programs and support services made available to students pursuing certificates and associate degrees.

H. Conduct academic and technical programs that provide for quality and accountability, emphasizes personal contact, and includes procedures for ongoing evaluation that will result in the improvement of instruction and services.

I. Provides a comprehensive program of preparatory courses in composition, mathematics and reading to help students acquire the basic skills necessary to complete a college-level course of study.

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III. FUNDAMENTAL BELIEFS

The College will:

A. Foster the understanding that education, as distinct from training, demands knowledge of various contrasting views of human experience in the world. Each discipline, using its own methodology, offers a different perspective of human experience. Taken together, these disciplines provide a breadth of vision against which students can establish and reflect on their own goals and values.

B. Recognize that all students require personal attention during their enrollment and pledge to meet their individual needs for personal and educational services, financial aid, and educational opportunities.

C. Assure access to students by providing a qualified faculty and staff, on- and off-campus, automated methods of registration and advisement that can be available to students at remote sites, and information for educational opportunities using a variety of traditional and electronic media.

D. Assert that the foundations for student success are the successful completion of courses and programs of study leading to academic performance for successful transfer to a four-year institution and/or degree or certificate completion.

IV. COMMUNITY CONNECTIONS

The College will:

A. Identify and develop project-based learning opportunities for students enrolled in those courses befitting the guidelines of practical learning.

B. Become an integral member of community-based organizations where mutual benefits exist for our school, our students, our faculty, our staff and the communities in our service area.

C. Encourage faculty and staff to become active participants in community-based activities that allow the establishment of reciprocal partnerships.

D. Continue as active participants in regional economic development activities, extracurricular activities for schools and communities, state and service projects, and other activities through which our students can gain experience and insight into the interdependencies of the citizen and the community.

E. Provide opportunities for faculty dialogue pertaining to cultural diversity, pluralism, and multicultural awareness throughout the campus and communities.

F. Provide access through the Small Business Development Center information to entrepreneurship and business opportunities.

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ANNUAL KEY PERFORMANCE INDICATORS LINKED TO STRATEGIC FOCUS

Strategic Focus Key Performance Indicators

SF I: ACCESS

Financial Aid: Students

Receiving Pell Grants

Space Usage Efficiency

High School Graduates

(Jefferson County only) Enrolled in Higher Education

Enrollment Profiles

Semester Credit Hours & Contact

Hours (by Semester)

SF II: FOCUS ON STUDENT LEARNING

Transfer Rates

Assessment Plan Implementation

Number of Programs Assessed

Cohort Graduation Rates

Job Placement

Rates

Graduates Employed or

Enrolled

Licensure Pass Rates

Persistence and Retention Rates

Number of Degrees/Certificates

Awarded

SF III: FUNDAMENTAL BELIEFS

FTSE/FTFE Ratio

Student Ratings of Faculty and Staff

Effectiveness

Student Ratings of Advising Services

Percentage of Course

Completers

SF IV: COMMUNITY CONNECTIONS

Enrollment in Continuing Education

Non-Credit Hours Number of Industry

& Community Partnerships

Number of Client Contacts for SBDC

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Lamar State College - Port Arthur

Mission

Lamar State College - Port Arthur, a member of The Texas State University System, is an open-access, comprehensive public two-year college offering quality and affordable instruction leading to associate degrees and a variety of certificates. The College embraces the premise that education is an ongoing process that enhances career potential, broadens intellectual horizons, and enriches life.

Core Values

• Shared commitment by faculty, staff and administration to a mission characterized by student learning, diversity, and community involvement

• General education/core curriculum that develops the values and concepts that allow the student to make a meaningful contribution in the workplace or community

• Academic and technical programs designed to fulfill our commitment to accommodate students with diverse goals and backgrounds, using a variety of delivery methods, on and off campus

• Technical education programs that provide for the acquisition of the knowledge, skills and behavior necessary for initial and continued employment

• Student achievement characterized by attainment of individual goals and measured by successful accomplishments and completion of curriculum

• Co-curricular opportunities that develop social, financial and civic acuity

Principles

Lamar State College - Port Arthur operates in the belief that all individuals should be: • treated with dignity and respect; • afforded equal opportunity to acquire a complete educational experience; • given an opportunity to discover and develop their special aptitudes and insights; and, • provided an opportunity to equip themselves for a fulfilling life and responsible

citizenship in a world characterized by change.

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LAMAR STATE COLLEGE-PORT ARTHUR Institutional Goals

Educational Opportunities Provide educational opportunities that are flexible in scheduling, location, delivery method and content for instructional programs

General Education / Core Curriculum Offer freshman and sophomore general education/core curriculum courses, which will transfer to traditional baccalaureate degree programs, with opportunities to acquire higher order intellectual skills in inquiry, problem solving and critical thinking

Information Literacy Provide opportunities to acquire information literacy skills, common to all disciplines, that allow a student to recognize when information is needed; to have the ability to locate and evaluate information; to establish the authenticity, validity, and reliability of information; and to effectively use needed information

Employment Support Provide instruction and/or support services that will improve the potential for employment and/or occupational advancement as well as meet the needs of employers

Administrative and Educational Support Provide students with personal attention in a broad range of student service activities, educational support services for instructional programs, and provide responsible oversight of the College’s physical and financial resources

Community Involvement Continue and enhance institutional advancement efforts targeted toward the needs of local communities, cooperate with community agencies in economic development and community partnerships, and provide cultural enrichment opportunities, both on and off campus

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STRATEGIC INSTITUTIONAL EFFECTIVENESS PLAN PLANNING & EVALUATION PROCESS

PLANNING DOCUMENTS

MISSION, CORE VALUES & PRINCIPLES

INSTITUTIONAL GOALS

INSTITUTIONAL VISION/STRATEGIC FOCUS

ANNUAL INSTITUTIONAL EFFECTIVENESS PLANS

OPERATIONAL OBJECTIVES/OUTCOMES STRATEGIES TO ACCOMPLISH OUTCOMES

ASSESSMENT METHOD/INSTRUMENT

LINK TO BUDGET/RESOURCE ALLOCATION

END-OF-FISCAL-YEAR EVALUATION

(Findings)

USE OF RESULTS FOR IMPROVEMENT

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Evaluation of Annual Plans

(September-October)

Review planning documents every 3 to 5 years

(November - December)

Operational Planning (February - March)

Mapping to Resource Allocation and Integration to

Campus Budget (April - June)

Gather evidence for assessment of all campus Units

(May)

Assessment Reports & Budget Worksheet Reviews

(May - June)

Establish Findings & Use of Results for Improvement

(August)

Planning & Assessment Committee

President’s Council

Program & Curriculum

Review

Adopted Budget

PLANNING & ASSESSMENT CYCLE

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Planning, Budget and Assessment Timeline

February - March

Submit drafts of administrative, educational support and educational services unit operational plans

April Distribution of budget worksheets to account managers Campus Planning/Budget Hearings Submission of revised unit plans

May Submit budget worksheets to President and VPAA Curriculum review/evidence (artifacts) gathered from educational units Develop assessment reports for educational units

June Vice President for Academic Affairs reviews and revises proposed budgets President reviews and revises proposed budgets Finance Office reviews budgets as approved by President and VPAA Printed budget submitted to TSUS Office

August Approval of budgets by Board of Regents Development of action plans for program improvement by educational units

September – October

Evaluation of annual plans for administrative, educational support and educational services units for previous year

November – December

Review of campus planning documents by President’s Council and Planning & Assessment Committee (every three to five years)

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Institutional Effectiveness

Gathering of data for service area demographics and the economic environment provides a

foundation for the formation of strategic planning in an institution of higher education such as Lamar

State College-Port Arthur (referred to as LSC-PA or “the College”). Once the data is analyzed, the Office

of Institutional Effectiveness together with administrators (the President, the Vice Presidents, and

Directors) has the information in hand to begin conceptualizing assessment needs and transformation of

the data into credible and analytical strategies for both internal and external constituencies. Another

major component and point of emphasis in the planning and assessment process for the entire campus is

the Mission and institutional-level goals of LSC-PA.

Strategic Planning and Unit Assessment Process

Strategic planning is a crucial foundation for the continuous improvement process of the

College’s long-term planning, budgeting and evaluation system. The strategic planning cycle includes

defining and periodically reviewing the mission of LSC-PA, the institution’s strategic goals, and the

setting of the more focused institutional goals. (See Appendix for institution’s planning documents.) The

cycle involves evaluation of institutional performance to determine how effective the institution is in

fulfilling its mission and achieving goals.

Faculty, staff and administrators for all college units (educational programs, academic support

units, and administrative units) are engaged and collaborate for a systematic and integrated planning and

assessment process. The logical, organized use of quantitative and qualitative measures applied to

assessment and evaluation demonstrate that data gathered during the strategic planning cycle is used to

guide decision making and provide information about the integration and use of instruction, methodology,

and technology throughout the College. A completion of the plan demonstrates continued use and re-

evaluation of unit plans and goals for the future, crucial to institution success in a full realization of the

mission and achieving strategic goals.

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Institutional Planning

The LSC-PA planning process is designed to produce an ongoing strategic plan. The process,

beginning with the President’s Council, followed by the Planning and Assessment Committee, and

ultimately the Board of Regents, aids the College in examining internal as well as external conditions

affecting the institutional environment. The College’s mission, core values, and principles are reviewed

regularly. The mission establishes the foundation for the continued process of quality improvement in

programs, services, and facilities.

The Planning and Assessment Committee, after initial review and approval by the President and

the President’s Council, reviews the mission and institutional goals. Once the Committee approves the

mission and sets goals for a five-year-period, the President’s Council continues with the review. The

President’s Council sets an overall focus for the institution by concentrating on facilities, programs and

services, and finances. Integration of planning, assessment and budgeting are emphasized and outlined at

this level. After this final review and approval step at the institution level, the planning elements are

presented to the Board of Regents.

College Unit Planning

Unit planning is achieved through completion of Annual Institutional Effectiveness Plans. These

plans, inclusive of objectives, expected outcomes, strategies to accomplish expected outcomes, success

criteria and budget requests, are aligned with strategic and institutional goals as the guidelines for unit

plans. This phase of the process directly ties resource allocations and budgeting to strategic planning.

In the Academic Affairs division, after submission to its Vice President for Academic Affairs,

unit plans are presented by designated representatives of each college unit before a planning and budget

committee. This presentation includes proposed annual plans and the anticipated impacts on the pending

budget. The presentations serve not only as pre-assessment of plans and budget impacts but also provide

each unit a chance to hear information about other units.

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At the conclusion of a fiscal year, each unit’s plan is evaluated on a goal-by-goal basis each year,

with results of the evaluation serving as a foundation for the next year’s plan. To complete the process,

action plans, included in the annual plan evaluation, are determined for continuous improvement to meet

the objectives. The planning cycle effects changes and impacts departmental goals and budgetary impact.

Educational Program Level Assessment

The program assessment manager, typically the department chair or their designee, in

coordination with the Director of Assessment, designs and coordinates the assessment of their program.

The managers assign specific faculty members to gather representative artifacts from student work.

Artifacts include material from face-to-face classes, as well as from online and hybrid/blended courses.

Artifacts are collected from all classifications of students.

Programs collect artifacts based on the commonly accepted “Rule of Ten”. According to the Rule

of Ten, the sample must be either 10 artifacts or 10% of the population, whichever is greater. Thus, a

program like process control, which may contain only 12 to 15 students, will collect a total of 10 artifacts

per PSLO. In contrast, a program like Liberal Arts, which may hold several hundred students, will

collect a sampling of artifacts equal to one tenth of their total enrollment.

The artifacts for collection are designed on the classroom level in coordination between the

instructor and the program assessment manager. A variety of different types of artifact are used.

Specifically designed embedded questions or scales. Some teachers have specifically designed a question or questions embedded as scales in their tests. These questions are designed to have a correct answer which illustrates each student’s competency on the PSLO being measured. These questions or scales are graded by the instructor as they grade the assignment and the grades from these assignments are provided directly via the Assessment Artifact Submission Form. Specifically designed projects. Some teachers have created projects or assignments specifically designed to gather data about specific PSLO’s. These projects are graded by the teacher and data from the project is provided via the Assessment Artifact Submission Form.

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Collection of existing data. Some teachers use existing classroom projects or assignments that they feel are applicable to the analysis of the PSLO in question. Because these projects/ assignments were not specifically designed as PSLO data collection tools, the artifacts are subject to peer rating to insure their validity. The faculty member who collects the artifacts also creates a matrix by which the artifacts are to be scored in light of the PSLO being assessed. The faculty member distributes the artifacts and the scoring matrix to raters who are either familiar with the discipline or who share similar projects or processes with the discipline. These raters rate each artifact in accordance with the grading matrix and provide their rating via the Assessment Artifact Submission Form.

Each program assessment manager collects the assessment artifact submission forms and

forwards them to the Director of Assessment who analyzes the data.

When the artifact scoring is completed, the Director of Assessment returns the findings to the

program managers. The program managers in turn consult with the faculty to determine ways to improve

the programs. Those improvements are clearly identified in annual Educational Programs Assessment

Summary tables. Throughout the semester, the Assessment Coordinator conducts faculty development

activities to train the faculty at large about outcomes-based assessment.

Institutional Effectiveness Planning Meeting

The objectives set from these goals are innovative designs for each unit to try and improve in

their own division or department something new or different that is a challenge and unique approach

leading to a stronger improvement. The standard college indicators are always measured and reported in

various manuals including the Fact Book, self-study of specific areas, and specific internal publications

for a department to the Legislative Budget Board and to the Texas Higher Education Coordinating Board.

These indicators can include but are not limited to completion rates, retention rates, successful completion

of licensure exams and student transfer data.

Strategic planning sessions were held in the fall of 2011 in two afternoon sessions. The

President, Vice Presidents, Director of the Physical Plant, and the Director of Institutional Effectiveness

participated in the session to review the Mission, institution goals, long-range plans for the next five

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years, and perceived strengths and weaknesses of the College. In the last planning session, the key areas

identified for guiding the College’s plans, goals and objectives for the future:

STRENGTHS: • Size – small enough to get things done • Fewer layers of bureaucracy • Expectations of students’ ability and our response to them for success (2-yr

philosophy) • Responsive to industry needs • Support of community • Campus appearance: Age of buildings (within 15 years) • “Paid for” buildings • Good relationship with community leaders • Academic Partnerships relationship • Dedicated staff—ready to take on responsibility • Safety • Cost( but with increase in tuition contributing to weakness) • Student-centered foundation • Accessibility to other buildings • Good thoroughfares to campus • Building construction because will last and be of service for long term • Strong able physical plant staff • PA Foundation and Alumni Association combined endowments are strong

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WEAKNESSES: • Need to enhance user-friendly staff, atmosphere and accessibility with renewed emphasis

on student centeredness • Transferability of courses • Safety of campus’s surrounding area – community location • Industry projects completion resulting in lack of economic strengths • Under-prepared students • Late registration • Class availability

OPPORTUNITIES:

• Residential housing • Improved curb appeal of Woodrow Wilson • Benefit in membership in TACC • Possible expansion of athletics to other sports, especially with women’s • Improvements to Student Services physical location (third floor of Student Center) • Use of My.Lamarpa for electronic communication and/or registration • Appeal to demographics who are younger and with families—recruitment and industry

expansion • Continued advertising efforts to outside area with emphasis on what we have to offer for

employment training and opportunities • Student Success Center addition; • Advertising and recruitment to strong programs (music, athletics) from areas outside

immediate area • Strong support of current system office

THREATS:

• Travel outside campus • Coordination with school districts for recruitment and/or co-enrollment • Physical location—mentality and public opinion of being in Port Arthur versus City of

Beaumont; • Proximity of other colleges/university • Changes in state law and regulations and effect on funding • Government cutbacks (loans to inmates) • Improved facilities in area school districts • Tuition increases • State of the economy • Political climate—redistricting and representation; city government financial support;

system level—operational autonomy of institutions; state support decline in funding

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Planning has been accomplished for many years at the college at various levels and with various

successes. However, it is the belief that our mission, goals and unit objectives tied with a Strategic

Institutional Effectiveness Plan will guide and direct us into the next years with correct planning focus.

The administration undertook planning sessions that would focus on areas aforementioned and guide the

college into specific program areas with the support of programs, services, facilities and clarification of

financial support. In addition, key performance indicators (located in the Appendices) were identified to

measure the goals and objectives of the College as it moves forward with its planning and evaluation

process. The faculty and staff, with a thorough understanding of the planning and budgeting, financial

aspects, physical facilities, and services can assist in the program development and growth for the next

five years. Additionally, unit planning is undertaken to consider new programs and issues relevant not

only for the next year but for the upcoming five years.

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LAMAR STATE COLLEGE-PORT ARTHUR CAMPUS COMMUNITY

Lamar State College-Port Arthur served an enrollment of 2,519 in the spring of 2011 and

2,257 credit students in the fall of 2011. The faculty is composed of a total of 121 faculty

members, 51 as full-time and 70 as part-time. The full-time staff of 134 consists of 18

administrators, 46 professional positions, and 70 classified employees. The College has been

fortunate to attract a number of highly qualified capable individuals to fill its faculty and staff

positions. Membership in the Employees Retirement System of Texas has provided an attractive

benefit package to agency employees. Compensation rates for both faculty and staff must

continue to increase if the institution is to retain its best employees.

The chief executive officer of the campus is the President. Seven administrative officers

report directly to the President: Vice President for Academic Affairs; Vice President for Finance;

Vice President for Student Services; Director of the Physical Plant; Athletic Director; Director of

Human Resources; and Director of the Museum of the Gulf Coast. Instructional programs are

under the direction of the Vice President for Academic Affairs and include college preparatory

courses, general education/core curriculum, degree programs in academic and technical divisions

as well as certificate programs within the technical division.

CAMPUS EDUCATIONAL UNITS AND SERVICES

Educational Units

Academic Affairs consists of the division of Academic Programs, division of Technical

Programs, Inmate Education, Information Technology Services, Library Services, the Small

Business Development Center, Distance Learning and Office of Institutional Effectiveness that is

inclusive of Assessment, Research and Resource Development. The instructional program

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support units include Academic Programs (4 departments), Student Success Center, Continuing

Education and Technical Programs (3 departments) with Special Populations, Carl Perkins

Grants and external programs. The open atmosphere and size of the campus allow for a

participative, decision-making leadership style.

Instructional departments include Mathematics & Science; Developmental Education;

Commercial Music; Health, Fitness & Sports; Liberal Arts; Allied Health; and, Business &

Technology. The College currently offers seven academic degree programs and seventeen

technical programs. Other services available at Lamar State College-Port Arthur include the

Small Business Development Center’s offering of economic development assistance to the

community by providing counseling, training and technical assistance to prospective or current

owners and managers of small business; services to current and prospective students for career

planning and job placement; and articulation agreements with area high schools.

Museum of the Gulf Coast

The Museum of the Gulf Coast, located at 700 Procter Street, uses creative approaches

and outstanding programs to tell the history of the Upper Gulf Coast and its rich cultural

heritage. The Museum is a 501(c)(3) organization funded and operated by the Port Arthur

Historical Society, the city of Port Arthur, and the College. One of the Museum’s primary

functions is to provide LSC-PA students with a significant resource in the humanities, further

supplementing their education.

Small Business Development Center

The Lamar State College Small Business Development Center (SBDC) is an integral

element of the College's mission of community service. The SBDC provides small businesses

with the practical assistance needed to survive, grow, and prosper. The SBDC works to support

economic development in Port Arthur, Groves, Nederland, and Port Neches by providing

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counseling, training, and technical assistance to owners and managers of new and existing small

businesses.

Athletics

The College has two Division I intercollegiate sports programs – the Seahawks men’s

basketball team and the Seahawks women’s softball team, which compete in Region XIV, a

Division I conference of the National Junior College Athletic Association.

Gates Memorial Library

Gates Memorial Library offers many support services to LSC-PA faculty, students, and the

general public. The online public access catalog is available 24 hours a day on or off campus and is part

of a system that automates the major library components. Collections are developed in support of all of

the College’s educational programs. The total volume count numbers more than 55,000. A eBook

collection provides an additional 29,000 titles. The total periodical count numbers more than 38,000

subscriptions in both paper and electronic formats. Special areas feature a law collection, a textbook

collection, a career collection, a children’s collection, a Texana collection, a rare book collection and a

best-seller collection.

Student Success Center

The Student Success Center provides help for students needing assistance with study skills or

remediation in the areas of mathematics, English, and reading. Computer-aided tutorial programs and

peer tutors are available to all students. The Center also administers approved tests for Texas Success

Initiative (TSI), the ASE exam and other diagnostic tests.

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ENVIRONMENTAL SCAN

Lamar State College – Port Arthur Faculty Profile

2011-2012 Fall Spring TOTAL FACULTY COUNT 115 123

Full-Time 60 59 Part-Time 55 61

RANK

Professor 2 2 Associate Professor 2 3 Assistant Professor 2 3

Instructor 51 51 Adjunct 57 64

HIGHEST DEGREE

Doctorate 15 18 Masters 53 59

Bachelor 18 21 Associate 18 16 Certificate 4 4

Demographics

GENDER Female 65 71

Male 49 52 AGE

20-30 15 13 31-40 11 16 41-50 23 26 51-60 37 37 61-65 12 13

66 and up 16 18 ETHNICITY

White Only 99 106 Black Only 11 12

Hispanic Only 1 1 Asian Only 1 1

American Indian/Alaskan Native Only 0 0 International/Unknown 1 2

28

Two-Year College Enrollment Totals

Fall Headcount (THECB)

College District Fall 2011 Fall 2012 # difference % difference

Alamo 62,517 59,640 -2,877 -4.6% Alvin 5,193 5,195 2 0.0% Amarillo 11,329 11,414 85 0.8% Angelina 5,836 5,478 358 -6.1% Austin 42,004 40,152 -1,852 -4.4% Blinn 18,080 17,495 -585 -3.2% Brazosport 4,194 4,095 -99 -2.4% Central Texas 10,737 13,548 2,811 26.2% Cisco 4,363 3,838 -525 -12.0% Clarendon 1,343 1,257 -86 -6.4% Coastal Bend 3,900 3,885 -15 -0.4% College of the Mainland 4,468 4,007 -461 -3.9% Collin 27,179 27,205 26 0.1% Dallas 78,549 78,415 -134 -0.2% Del Mar 12,022 11,022 -1,000 -8.3% El Paso 28,146 29,980 1,834 6.5% Frank Phillips 1,031 1,182 151 14.6% Galveston 2,214 2,194 -20 -0.9% Grayson 5,166 4,909 -257 -5.0% Hill 4,307 4,389 82 1.9% Houston 51,413 47,784 -3,629 -7.1% Howard 4,666 4,555 -111 2.4% Kilgore 6,355 6,237 -118 -1.9% Laredo 10,046 9,170 -876 -8.7% Lee 6,416 6,216 -200 -3.1% Lone Star 68,254 78,023 9,769 14.3% McLennan 10,180 9,310 -870 -8.5% Midland 6,061 5,554 -507 -8.4% Navarro 10,383 10,150 -233 -2.2% North Central Texas 9,831 10,175 344 3.5% Northeast Texas 3,324 3,357 33 1.0% Odessa 5,112 5,036 -76 -1.5%

29

Panola 2,561 2,633 72 2.8% Paris 5,936 5,514 -422 -7.1% Ranger 1,736 1,907 171 9.9% San Jacinto 33,382 33,106 -276 -0.8% South Plains 10,505 9,697 -808 -7.7% South Texas 29,513 30,825 1,312 4.4% Southwest Texas 5,664 5,935 271 4.8% Tarrant 56,806 65,955 9,149 16.1% Temple 5,692 5,492 -200 -3.5% Texarkana 4,484 4,045 -439 -9.8% Texas Southmost 10,053 6,130 -3,923 -41.6% Trinity Valley 7,482 7,170 -312 -4.2% Tyler 11,540 9,819 -1,721 -14.9% Vernon 3,247 3,137 -110 -3.4%

Victoria 4,514 4,420 -94 -2.1% Weatherford 5,513 5,632 119 2.2% Western Texas 2,286 2,192 -94 -4.1% Wharton 6,998 7,408 410 5.9% Community College Total 732,681 735,884 3,203 0.4% Lamar Institute of Technology 3,025 2,914 -111 -3.7% Lamar State – Orange 2,760 2,643 -117 -4.2% Lamar State – Port Arthur 2,169 2,712 543 25.0% Lamar Total 7,954 8,269 315 4.0% Texas State Technical Colleges 12,353 11,459 -894 -7.2% Two-Year Colleges Total 752,988 755,612 2,624 0.3%

Chart data are drawn from the Texas Higher Education Coordinating Board and compiled into chart format by the Texas Association of Community Colleges. http://www.tacc.org/documents/Fa11_CB.pdf

30

2011-2012 Student Demographic Profile

Semester Fall Spring Summer I Summer II Female 684 731 Male 1485 1692 Under 17 77 35 17 – 24 1315 1257 25 – 64 758 1118 65 and up 19 13 Multi-Racial 27 25 White only 896 955 Black only 672 822 Hispanic only 377 396 Asian only 153 153 American Indian/ Alaskan Native

10 11

International only 3 1 Native Hawaiian/Other Pacific Islander only

5 3

Unknown 26 57 Special Populations Academic Disadvantaged 650 604 Economic Disadvantaged 559 634 Individual w/Disability 42 55 Limited English Proficiency 0 1 Displaced Homemaker 0 0 Single Parent 2 1 Non-Disclosure 4 3 Data for Student Demographic and Enrollment Profile are drawn from the College’s CBM001 Report for Fall 2011 and Spring 2012. Data for Contact Hours and Semester Hours are drawn from the College’s CBM004 Report for Fall 2011 and Spring 2012.

31

SOUTHEAST TEXAS REGIONAL INFORMATION

Southeast Texas Economic Development Foundation has gathered data and information that

provides an overall view of LSC-PA’s region. The Southeast Texas region consists primarily of Hardin,

Jefferson and Orange counties. Past census data reveals the population of this area to be a cumulative

population of about 390,586. Approximately 63 percent of the county population resides in Jefferson

County, the county in which LSC-PA is located. In the fall of 2009, the average age of an LSC-PA

student was 25 years. Of the Southeast Texas population, 38,515 persons are reported to be between 25

and 34 years of age. Approximately 66,000 people are between the ages of 20 and 34 years of age. A

graphical representation depicts the approximate numbers for all age groups.

From: http://www.setedf.org

32

The Southeast Texas Economic Development Foundation has provided yearly growth projections

from data gathered in the last census. The projections for the next three years are:

2013 397,550

2014 401,525

2015 405,541

SERVICE AREA DEMOGRAPHICS AND ECONOMIC TRENDS

Jefferson County Demographics

The table below provides pertinent data from the U. S. Census Bureau for Jefferson

County. Jefferson County is the location of Port Arthur, the home of Lamar State College-Port

Arthur.

Age 18 – 64 159,873

Race White

African American

Asian/Pacific Islander

American Indian/Alaska Native

Some Other Race

Hispanic/Latino

131,574

85,291

8,713

1,381

20,353

42,899

Gender Male

Female

128,946

123,327

33

LSC-PA Student Demographics

Ongoing recruitment efforts are extended in every attempt to reach students from the service area

of Southeast Texas, particularly Jefferson County, and assist them in their efforts to attend and

matriculate through college. The table that follows holds student demographic data from the fall semester

of 2010. Data for the College is compared with that of Jefferson County and the City of Port Arthur.

Jefferson County Port Arthur LSC-PA

Gender Female Male

123,327 (49%) 128,946 (51%)

Female Male

27,329 (51%) 26,489 (49%)

Female Male

1,548 (65%) 826 (35%)

Age

15-19 20-24 25-64 65 +

18,380 (9%) 19,123 (9%)

133,019 (66%) 32,002 (16%)

15-19 20-24 25-64 65 +

3,946 (10%) 3,730 (9%)

26,875 (66%) 6,460 (16%)

Under 17 17-24 25-64 65 +

110 (5%) 1,426 (60%)

815 (34%) 23 (1%)

Race

White Black Hispanic Asian American Indian/ Alaskan Native Native Hawaiian/ Pacific Islander

135,476 (49%) 87,375 (31%) 42,899 (15%)

9,483 (3%)

2,536 (<1%)

284 (<1%)

White Black Hispanic Asian American Indian/ Alaskan Native Native Hawaiian/ Pacific Islander

19,448 (32%) 21,921 (36%) 15,917 (26%)

3,180 (5%)

398 (<1%)

13 (<1%)

White Black only Hispanic only Asian only American Indian/ Alaskan Native Native Hawaiian/ Pacific Islander Other

1,488 (60%) 756 (31%)

2 (<1%) 193 (8%)

25 (<1%)

6 (<1%)

16

Campus Enrollment Trends

Lamar State College-Port Arthur has experienced a somewhat stable enrollment trend over the

last five years. In summary of recent enrollment (Fall 2011 through Spring 2012), the total headcount of

students enrolled in credit courses was 2,169 in fall and 2,423 in spring. The total semester credit hours

were 23,178 in fall and 25,201 in spring. Total contact hours were 439,872 in fall and 573,504 in spring.

The following data table provides enrollment and semester/credit hours for the last six year period.

34

Fall Semesters

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012

Headcount 2,387 2,279 1,985 2,162 2,374 2,169

Semester

Credit Hours 21,760 20,812 18,312 20,080 23,154 23,178

Contact Hours 456,080 466,720 389,824 431,856 490,704 439,872

Spring Semesters

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012

Headcount 2,193 1,998 1,852 2,117 2,519 2,423

Semester

Credit Hours 19,787 18,514 17,198 20,317 24,710 25,201

Contact Hours 421,808 399,792 384,224 445,472 558,928 573,504

35

Economic Trends

Jefferson, Hardin, and Orange Counties

Over the last four years, three major refinery expansion projects have helped keep the Southeast

Texas economy in considerably better health than the rest of the nation. By spring 2013, the last of the

construction work on those projects should be complete. The good news looking forward is that gas prices

are expected to be stable for the next 20 years, thanks to “fracking,” which is attracting much interest

from prospective petrochemical producers. Construction related to LNG export facilities in the region is

also a bright spot for the future.

INDUSTRY

The Valero Port Arthur Hydrocracker project is nearing completion and commissioning activities

are well under way. The new hydrocracker is expected to be in operation in December 2012.

CB&I’s project on Island Park (just south of the I-10 Neches River bridge in Beaumont) appears

to be complete. All components constructed for the Refinería de Cartagena (REFICAR) in Columbia

having been barged off. The project that started in October of 2010 employed about 500 workers at peak.

According to the Beaumont Enterprise, Motiva new crude unit should be fully functional by

spring 2013 after months of rework from a fire on June 9th. The project commissioned on May 31st

doubled the refinery’s capacity to 600,000 barrels per day. The five-year, $10 billion and 14,000

construction-worker project was the largest single expansion in the U.S. in four decades. The project’s

estimated economic impact to the region during construction is estimated in excess of $17 billion. It also

created 300 permanent jobs.

GT Logistics recently hosted its official ribbon cutting at its Port Arthur facility and announced

they have been meeting with seven international companies considering manufacturing or distribution

facilities at the site. The companies represent a combined potential for $2.3 billion in investment.

36

Clearing and grading of land for the controversial Keystone Pipeline project has begun in

Jefferson and Hardin counties. Property owners are awaiting appeals court hearings on the legality of

using their property for the project.

Construction projects expected for the not too distant future include: Jefferson Refinery with 300

construction jobs and 200 full-time jobs and Cheneire’s $10 billion export LNG facility in Cameron

Parish, Louisiana, which will bring benefits to Southeast Texas in terms of workers, suppliers, and service

industries. Golden Pass has applied for federal permits to also become an LNG exporter and is awaiting

response.

REGIONAL AIRPORT

American Airlines will begin servicing four roundtrip flights per day from Jack Brooks Regional

Airport to DFW beginning February 14, 2013. Flight booking began November 4th. Various entities in

the region combined resources to provide a $1.5 million revenue guarantee to attract American’s service.

Hopefully, there will be enough passenger traffic that the fund will not have to be tapped. United ended

its air service from Beaumont to Houston in July of 2012.

HURRICANE FUNDS, FACILITIES, and INSURANCE

Jefferson County and 13 other Texas coastal counties are preparing for the Texas legislative

session starting in January 2013. The Texas Windstorm Insurance Association (TWIA) is the state-run

insurer of last resort for the 14 Texas counties from which private insurers have withdrawn coverage.

Texas State Insurance Commissioner Eleanor Kitzman recently told Texas lawmakers that by most

insurance company standards, TWIA is not solvent. Seven areas to be considered for legislation include:

statewide catastrophic insurance, the claims handling process, the need for adjusters to know the Texas

rules, incentives for private insurance companies to come back to the market by establishing a cap,

mediation before litigation, enforcement of building codes (particularly in unincorporated areas), and

representation of consumers on the Windstorm Oversight Committee.

37

During the last eighteen months (18), the South East Texas Regional Planning Commission (SETRPC)

Disaster Recovery Division has supervised the reconstruction of 715 homes in Hardin, Jefferson and

Orange Counties with Round 1 Hurricane Ike Housing Funds. Round 1 is nearing completion with funds

from a second round expected to be awarded by the end of the year. While Round 1 activities were

concentrated on the reconstruction of single family homes, Round 2 will have a broader focus with the

inclusion of multi-family and single family rental units. Round 2 funds will be reserved for very low, low

and moderate-income families. Housing has not been the only focus of recovery funds. Funds have also

been awarded to local cities and counties to address local infrastructure projects as well as a small

economic development project. It is estimated that more than $500 million dollars have been awarded for

Hurricane Ike Recovery.

Orange County’s Convention and Expo Center should be completed by the end of December. The

$10.5 million dollar project on FM 1442 was funded through a grant from

Community Development Block Grant Funds, insurance proceeds, some FEMA dollars and other funds.

The facility will house several different offices for Orange County and it will serve as a shelter for first

responders during times of emergency such as hurricanes. A new state of the art Emergency Operations

Center will also be located in the building. The space is dual purpose and can also be used as a convention

and expo Center capable of seating 650 in banquet style. Redundant fiber optic, redundant electric feed,

and an on-site water well are key features supporting its operation under emergency conditions.

Kountze and Lumberton are also building similar dual purpose structures using federal FEMA

funds. Kountze is funding $150,000 of the $600,000 price tag for its 5,000 sq. ft. dome shelter, which will

be made of reinforced steel and spray-on concrete. The dome will be built on U.S. 69 near the Kountze

Trade Days facility and should be completed by the summer of 2014. Lumberton’s 20,000-sq. ft. dome

shelter will be built at Lumberton High School and used as an auditorium by the school district when it’s

not in emergency use. The city applied for a grant on behalf of the school district, which is responsible for

the $633,000 matching funds to pay for the $2.4 million facility.

38

DEVELOPMENT

The City of Orange’s riverfront project is progressing quite well. Stabilization of the shoreline is

complete. Concrete foundations for the boardwalk have been poured and finished, and the boardwalk is

being installed in the eastern section of the project near Front Avenue and 2nd Street. Additionally, the

concrete foundation base for the performance pavilion has been poured at the former Jack Tar Hotel site.

New storm drainage lines are being installed along Front Avenue, 5th Street, Division Avenue, and 6th

Street. Substantial completion of the $6.1 million Orange Boardwalk & Pavilion project is scheduled for

the end of February 2013 with final completion by the end of March 2013.

Lamar Orange broke ground recently on a new $10 million, 32,000 sq. ft. nursing facility. Almost

half of the total enrollment at the college is made up of the nearly 1,000 students in allied health sciences.

They will benefit from new labs, lecture halls, computer rooms, and a simulation lab with two adult

rooms, a birthing room, a pediatric room and a home setting environment. The facility should be

completed by fall of 2013.

Orange County will host a Bass Masters event from March 14-17 in 2013. The event is expected

to boost the economy because of the spending expected from as many as 15,000 visitors it will bring in.

The four-day tournament will attract the top 99 anglers in the world as well as television and news media.

Silsbee is expecting two new assisted living centers to be built – one at the old Silsbee Doctor’s Hospital

location and another that will break ground in November at the U.S. 96 bypass near the 327 intersection.

SALES TAX

Sales taxes reported in November, representing sales in September, showed a healthy 5.1%

increase over September of 2011. The large increase for Kountze is attributed to success of the once a

month Trade Days which has grown to over 250 vendors.

39

EMPLOYMENT

A record level of employment of 172,702 was reached for the area in September (based on

records going back to 2000.) The number of unemployed workers dropped for the third month in a row –

a decrease of 3,302 from June to September.

REAL ESTATE

There’s good news and bad news as related to real estate in the Beaumont area. For the third

quarter, the numbers of homes sold increased by nearly 30% over 2011 and consequently the months of

inventory decreased. The bad news is that the median and average price decreased by 5.5% and 9.9%

respectively. Lower prices are driving the market.

Information in this report was provided by the named industries or through publicly

available sources.Prepared by Karen Bourdier – Entergy Texas economic development

group

Jefferson County

Data from the U. S. Census Bureau (2010) indicates the following about the economic

environment of Jefferson County, Historically, the majority of LSC-PA’s student population resides in

Jefferson County. The income data below are lower than those at the State of Texas level.

Household/Per Capita Income

Number of Households (2007 – 2011) 91,432

Persons per Household (2007 – 2011) 2.56

Per Capita money income (2011 dollars) $22,643

Median household income (2007 – 2011) $42,883

Persons below poverty level (2007 – 2011) 18.9%

40

This table provides a quick view of business and employment within businesses as reported in the

2010 U. S. Census Bureau.

Business Facts

Private nonfarm establishments (2011) 5,813

Private nonfarm employment (2011) 100,093

Private nonfarm employment, percent change (2010-2011)

1.3%

Non-employer establishments (2010) 15,112

Total number of firms (2007) 17,648

41

APPENDICES

42

CAMPUS STANDING COMMITTEES FOR PLANNING AND ASSESSMENT

PRESIDENT’S COUNCIL

President Dr. Sam Monroe

Vice President for Dr. Gary Stretcher Academic Affairs

Vice President for Mary Wickland Finance

Vice President for Tom Neal Student Services

Dean, Academic Programs Dr. Charles Gongre

Dean, Technical Programs and Institutional Effectiveness Dr. Nancy Cammack

Athletic Director Scott Street

Dean, Library Services Peter Kaatrude

Director, Human Resources Linda McGee

Director, Assessment, Research And Resource Development Dr. Ben Stafford

Director, Museum of David Beard the Gulf Coast

Coordinator, Institutional Petra Uzoruo Research & Reporting

Director, Physical Plant Steve Arnold

Director, Small Business Linda Tait Development Center

43

Planning and Assessment Committee The purpose of the Planning and Assessment Committee is to help the College improve in

the ways it most frequently interacts with students: recruiting, enhancing learning, ensuring success, promoting satisfaction with College programs and services, and retention. The committee develops goals and objectives that support the attainment of the College's Mission Statement. Members are appointed by the President. The Director of Institutional Effectiveness will serve as chairperson. This committee will:

• Review the Mission, Goals and Values Statement of the College • Review and/or submit annual Institutional Goals to the President, the President’s

Council and subsequently all faculty and staff • Review data used for planning and decision-making throughout the campus

including administrative units, educational units and educational support units as follows:

Administrative: Office of the President, Office of the Vice President of Academic Affairs, Business Office; Physical Plant, Human Resources, Small Business Development Center,

Educational: Academic Programs, Technical Programs, all instructional departments, Continuing Education, and Inmate Education

Educational Support: Information Technology Services, Library Services, Student Services, Athletics and Museum of the Gulf Coast

• Coordinate all unit goals with overall institutional goals

• Support the efforts of other committees established for specific assessments and evaluation (i.e., Academic Standards and Curriculum Committee and General Education

• Submit an annual report of committee activities to the institution, which must include an end-of-year report of assessment activities for the goals and objectives, measurements of success, evaluation of assessment measures, and use of the results for improvement. The annual status report will also provide guidelines for future goal establishment and activities.

• Other responsibilities as directed by the President or Vice President for Academic Affairs

44

ACADEMIC STANDARDS AND CURRICULUM COMMITTEE

The Academic Standards and Curriculum Committee advises the Vice President for

Academic Affairs on academic policies and procedures and the development and modification of

curricula. Members of the committee are appointed by the Vice President for Academic Affairs.

The committee includes representatives from both instructional divisions. Library Services,

Institutional Effectiveness, Faculty Senate, and Student Services are represented by ex officio

members.

Membership shall be as follows: VPAA (Chair)

Dean of Institutional Effectiveness

Instructional Deans (2)

Department Chairs (7)

Ex officio Members

Faculty Senate President

Student Services (Advising)

Dean of Library Services

45

GENERAL EDUCATION COMMITTEE

The General Education Committee is the council that reviews and approves all courses

included in the component areas of general education / core curriculum. This committee also has

the primary responsibility for review and approval of course choices within the College’s degree

plan options for all educational programs. Members are appointed by the Vice President of

Academic Affairs. The instructional deans will serve as co-chairpersons. This committee will:

• Review and approve the relevancy and value of the College’s general education /

core curriculum choices to all associate degree plans

• Maintain a list of core component areas and course choices therein deemed

compliant with state law and the Texas Higher Education Coordinating Board

• Monitor changes in state law and rules of the Texas Higher Education Coordinating

Board for compliance of all the College’s core curriculum inclusive of goals,

objectives, and competencies

• This committee shall act as the developer of proposals and/or all reporting of

compliance and/or changes to the core curriculum

• Other responsibilities as directed by the President or Vice President of Academic

Affairs

Membership includes: Instructional Deans

Faculty from Technical Programs (3)

Faculty from Academic Programs

Mathematics (1) Social/Behavioral Science (1)

Communication (2) Physical Education (1)

Music (1) Natural Sciences (1)

Computer Science (1)

46

SURVEY DATA ANALYSES

NOEL-LEVITZ SURVEY RESULTS Spring 2010

The Noel-Levitz Student Satisfaction Inventory survey is administered to a carefully selected sample of students in April of each year. The results annually provide valuable information about Lamar State College-Port Arthur students as well as their perceptions of the College and its services and programs.

Gathering current satisfaction data from the student population makes decision making more data-driven and allows for more strategic management of resources, initiatives and retention activities.

Student Demographics (with majority percentages)

The student sample (307 participants) can be characterized according to the following demographical data.

Gender / Female 67.89% Age / 19 to 24 55.59%

Enrollment Status / Day 85.71% Class Load / Full-Time 72.20%

Class Level / 2nd year 35.67% Current GPA / 3.0 – 3.49 30.27%

Current Residence / Parent’s home 51.03% Residence / In-State 97.94%

Organization Memberships / None 82.93% Tuition Source / Financial Aid 46.26%

Institution / First Choice 61.59% Plans to Transfer / Yes 56.21%

Ethnicity-Race / White 43.92%

Educational Goal /

Associate degree 57.68%

Employment / Full-Time off campus

Part-Time off campus

Not Employed

30.20%

33.56%

30.54%

47

Scales (in order of importance)

Available student responses range from 1 to 7, as follows.

Importance Satisfaction

1 – not important at all 1 – not satisfied 2 – not very important 2 – not very satisfied 3 – somewhat unimportant 3 – somewhat dissatisfied 4 – neutral 4 - neutral 5 – somewhat important 5 – somewhat satisfied 6 – important 6 - satisfied 7 – very important 7 – very satisfied

In general, averages for importance are typically in the range of 5 to 6 and average satisfaction scores are typically in a range of 4 to 5.

The scales, as generated by the survey team at Noel-Levitz, provide “the big picture” of areas that matter to students. Listed below are the Institutional Summary of the scales from most important to not important and from very satisfied to not satisfied. Those items that identify each scaled area are listed as an attachment to this report.

IMPORTANCE LSCPA Average National Average

Registration Effectiveness 6.39 6.45

Campus Climate 6.33 6.38

Instructional Effectiveness 6.32 6.39

Student Centeredness 6.28 6.33

Safety and Security 6.26 6.26

Academic Advising Effectiveness 6.25 6.30

Campus Services 6.18 6.21

Admissions & Financial Aid Effectiveness 6.09 6.17

48

SATISFACTION

LSCPA Average National Average

Instructional Effectiveness 5.44 5.58

Campus Climate 5.43 5.58

Campus Services 5.41 5.56

Registration Effectiveness 5.37 5.54

Student Centeredness 5.28 5.43

Academic Advising Effectiveness 5.18 5.27

Admissions & Financial Aid Effectiveness 5.06 5.18

Safety and Security 5.04 5.17

Strengths

The following are survey items that ranked above the average mid-point for importance and in the upper 25 percent of satisfaction. These items that met these criteria are listed from strongest to weakest.

Campus is safe and secure Quality of instruction is excellent Able to register for classes with few conflicts Tuition paid is a worthwhile investment Student feel welcome Faculty are usually available outside of class Computer labs are adequate and accessible Available online access to services Convenient ways of paying school bills Library services Campus staff are caring and helpful Campus is well-maintained

When reviewing the satisfaction ratings for all survey items, the item, “Library resources and services are adequate”, is ranked with the highest point of satisfaction on our campus. This survey item also received the highest, most positive mean difference, indicating that not only were LSCPA students highly satisfied with library resources but ranked those services as highly important.

49

Those scaled areas that can be identified as strengths for the LSCPA campus are, in order: Campus Climate, Campus Services, Instructional Effectiveness, and Registration Effectiveness. See attachment to this report for details of these scaled areas.

Challenges

These survey items are identified as those that ranked above the average mid-point in importance but fell into the lower 25 percent in satisfaction.

Advised correctly for course requirements and pre-requisites Sufficient availability of courses within program of study Advisors able to help establish realistic goals Student parking space is adequate Advising Office offers adequate information regarding career choices Administrators are available to hear students’ concerns

An area to be given attention in future planning is that of Academic Advising. The majority (7 out of 9) of the survey items for Academic Advising and Admissions & Financial Aid fell in the bottom half of the students’ perception of satisfaction.

50

Student Centeredness

Campus staff are caring and helpful Students feel welcome Administrators available to hear students’ concerns Seldom get “run-around” when seeking information

Instructional Effectiveness

Quality of instruction is excellent Faculty are fair and unbiased Faculty provide timely feedback about academic progress Faculty use variety of technology and media in classroom Faculty usually available outside of class Classes deal with practical experiences and applications Sufficient courses available within program of study

Safety and Security

Security respond quickly to calls for assistance Parking lots are well-lighted and secure Campus is safe and secure for all students Adequate student parking space

Academic Advising Effectiveness

Academic advisor is available Academic advisor knowledgeable about program requirements Advisor help apply program of study to career goals Academic advisor knowledgeable about transfer requirements Receive ongoing feedback about progress toward academic goals

Admissions & Financial Aid Effectiveness

Financial aid awards are announced in time for college planning Admissions staff provide personalized attention Financial aid counseling is available Admissions counselors accurately portray program offerings in recruiting practices Institution help identify resources to finance education

51

Campus Services

Adequate library resources and services Counseling services are available Computer labs are adequate and accessible Equipment in lab facilities is up to date Adequate services to help decide upon career Tutoring services are readily available Campus provides online access to services Assessment and course placement procedures are reasonable

Registration Effectiveness

Classes are scheduled at convenient times Able to register for classes with few conflicts Registration processes and procedures are convenient Convenient ways of paying school bills Able to take care of college-related business at convenient times

Campus Climate

Campus staff are caring and helpful Campus is safe and secure Students feel welcome Administrators are available to hear students’ concerns Tuition paid is worthwhile investment Seldom get “run-around” when seeking information Campus is well-maintained

52

NOEL-LEVITZ SURVEY RESULTS Spring 2011

The Noel-Levitz Student Satisfaction Inventory survey is administered to a carefully selected

sample of students in April of each year. The results annually provide valuable information about Lamar

State College-Port Arthur students as well as their perceptions of the College and its services and

programs.

Gathering current satisfaction data from the student population makes decision making more

data-driven and allows for more strategic management of resources, initiatives and retention activities.

Student Demographics (with majority percentages)

The student sample (approximately 360 participants) was selected from a total of 23 classes, with the majority (61 percent) being MATH courses and the remainder primarily consisted of intermediate level and nursing courses. The sample can be characterized according to the following demographical data (majority percentages only reported).

Gender = Female 67.59% Age = 19 to 24 54.14%

Enrollment Status = Day 90.42% Class Load = Full-Time 78.79%

Class Level = 1st year 43.09% Current GPA = 3.0 – 3.49 28.09%

Current Residence =Parent’s home 44.82% Residence = In-State 97.46%

Organization Memberships = None 82.30% Tuition Source = Financial Aid 51.59%

Institution = First Choice 66.76% Plans to Transfer = Yes 57.66%

Ethnicity-Race = White 48.04%

Educational Goal =

Associate degree 51.97%

Employment = Full-Time off campus

Part-Time off campus

Not Employed

28.10%

32.78%

31.96%

53

When comparing the demographics with those of the 2010 participants, data shows increases of 5

percent or more in those indicating a Class Level (year) of “1 or less” versus their 2nd year, those who

enrolled at LSC-PA as their first choice of college, those who selected “White/Caucasian” as ethnicity/race,

those carrying a full-time load, and those who have “financial aid” as the primary source for paying tuition

and fees. A notable decrease was shown for those whose primary residence is something other than

“parent’s home”; in other words, the choice of “parent’s home” showed the decrease.

Scales (in order of importance and level of satisfaction)

Available student responses range from 1 to 7, as follows.

Importance Satisfaction

1 – not important at all 1 – not satisfied 2 – not very important 2 – not very satisfied 3 – somewhat unimportant 3 – somewhat dissatisfied 4 – neutral 4 - neutral 5 – somewhat important 5 – somewhat satisfied 6 – important 6 - satisfied 7 – very important 7 – very satisfied

In general, the LSC-PA average for importance is 6.22 and average satisfaction score is 4.71.

The scales, as generated by the survey team at Noel-Levitz, provide “the big picture” of areas that

matter to students. Listed below is the Institutional Summary of the scales from most important to not

important and from very satisfied to not satisfied.

IMPORTANCE LSC-PA Average National Average Registration Effectiveness 6.37 6.45 Campus Climate 6.32 6.37 Academic Advising Effectiveness 6.31 6.30 Instructional Effectiveness 6.27 6.38 Student Centeredness 6.27 6.33 Safety and Security 6.20 6.27 Campus Services 6.17 6.22 Admissions & Financial Aid Effectiveness 6.17 6.18

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When comparing the averages, LSC-PA indicated a level of importance most closely with the

national average for “Academic Advising Effectiveness” and “Admissions & Financial Aid Effectiveness.”

The most significant increase for the LSC-PA students is the area of “Admissions & Financial Aid.” The

students are placing more importance on this area than they indicated in 2010.

SATISFACTION LSC-PA Average National Average Campus Services 5.53 5.57 Instructional Effectiveness 5.49 5.58 Campus Climate 5.49 5.57 Registration Effectiveness 5.42 5.56 Student Centeredness 5.37 5.42 Academic Advising Effectiveness 5.27 5.26 Admissions & Financial Aid Effectiveness 5.10 5.20 Safety and Security 5.10 5.14

In analyzing the satisfaction levels of the LSC-PA students, a most positive note is that all areas

showed a notable increase in ranking. A very encouraging point of the analysis is that the area of

“Academic Advising Effectiveness” showed the most increase in satisfaction by the LSC-PA students

compared to 2010.

Strengths

The following are survey items that ranked above the average mid-point for importance and in the upper 25 percent of satisfaction. These items that met these criteria are listed from strongest to weakest. The rankings provided are first by importance, then satisfaction.

The campus is safe and secure for all students. (Campus Climate) 6.47 / 5.63 The quality of instruction I receive in most of my classes is excellent. (Instructional Effectiveness) 6.47 / 5.74 Faculty are usually available to students outside of class (during office hours, by phone, or by e-mail). (Instructional Effectiveness) 6.45 / 5.76 Students are made to feel welcome here. (Campus Climate) 6.41 / 5.75 I am satisfied with the library services provided by LSC-PA. (Campus Services) 6.39 / 5.99 There are convenient ways of paying my school bill. (Registration Effectiveness) 6.37 / 5.72 Computer labs are adequate and accessible. (Campus Services) 6.36 / 5.82 This campus provides online access to services I need. (Campus Services) 6.34 / 5.79 Library resources and services are adequate. (Campus Services) 6.29 / 5.95 On the whole, the campus is well-maintained. (Campus Climate) 6.26 / 5.75

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When reviewing the satisfaction ratings for all survey items, the Campus Item, “I am satisfied with

the library services provided by LSC-PA” and “Library resources and services are adequate”, are ranked

with the highest points of satisfaction on our campus. These survey items also received the highest, most

positive mean difference, indicating that not only were LSC-PA students highly satisfied with library

resources and services but ranked those services as highly important.

Scaled areas that can be identified as strengths for the LSC-PA campus are, in order:

Campus Services (similar to Academic Services) (satisfaction = 5.53)

Assesses services students utilize to achieve their academic goals. These services include the library, computer labs, tutoring, and study areas.

Campus Climate (satisfaction = 5.49)

Assesses the extent to which the institution provides experiences that promote a sense of campus pride and feelings of belonging. This scale also assesses the effectiveness of the institution’s channels of communication for students.

Instructional Effectiveness (satisfaction = 5.49)

Assesses the students’ academic experience, the curriculum, and the campus’s overriding commitment to academic excellence. This comprehensive scale covers areas such as the effectiveness of the faculty in and out of the classroom, content of the courses, and sufficient course offerings.

Registration Effectiveness (satisfaction = 5.42)

Assesses issues associated with registration and billing. This scale also measures the institution’s commitment to making this process as smooth and effective as possible.

Academic Advising Effectiveness (satisfaction = 5.27)

Assesses the comprehensiveness of the academic advising program. Academic advisors are evaluated on the basis of their knowledge, competence, and personal concern for student success, as well as on their approachability.

Safety and Security (satisfaction = 5.10)

Assesses the institution’s responsiveness to students’ personal safety and security on campus. This scale measures the effectiveness of both security personnel and campus facilities.

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Admissions and Financial Aid Effectiveness (satisfaction = 5.10)

Assesses the institution’s ability to enroll students in an effective manner. This scale covers issues such as competence and knowledge of admissions counselors, as well as the effectiveness and availability of financial aid programs

Challenges

These survey items are identified as those that ranked above the average mid-point in importance but fell into the lower 25 percent in satisfaction. The rankings provided are first by importance, then satisfaction.

I was advised correctly about my course requirements and/or pre-requisites. (Academic Advising Effectiveness) 6.43 / 5.26 There are sufficient courses within my program of study available each term. (Instructional Effectiveness) 6.41 / 5.25 Registration processes & procedures are convenient. (Registration Effectiveness) 6.37/ 5.13 I am able to register for the classes I need with few conflicts. (Registration Effectiveness) 6.37 / 5.29 Advisors help me establish realistic educational goals. (Academic Advising Effectiveness) 6.34 / 5.24 This institution helps me identify resources to finance my education. (Admissions & Financial Aid Effectiveness) 6.31 / 5.10 My academic advisor is knowledgeable about transfer requirements of other schools. (Academic Advising Effectiveness) 6.26 / 5.14

An area to be given attention in future planning is that of Admissions and Financial Aid, with the largest number of low satisfaction rankings. Note that #50 was the lowest ranked item. Therefore, as an example, note that financial aid counseling is #14 from the bottom:

Financial aid counseling is available if I need it. (36 / 50) 5.29 Admissions staff provide personalized attention prior to enrollment. (38 / 50) 5.18 This institution helps me identify resources to finance my education. (42 / 50) 5.10 Admissions counselors accurately portray program offerings in their recruitment practices. (45 /

50) 5.09 Financial aid awards are announced in time to be helpful in college planning.

(49 / 50) 4.83

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Other notable scaled areas with items ranking low in satisfaction are:

Registration Effectiveness

I am able to register for the classes I need with few conflicts. (28 / 50) 5.29 Registration processes and procedures are convenient. (41 / 50) 5.13

Academic Advising Effectiveness

My academic advisor is knowledgeable about transfer requirements of other schools. (40 / 50) 5.14 I receive ongoing feedback about progress toward my academic goals. (47 / 50) 4.92

Instructional Effectiveness

Faculty provide timely feedback about my academic progress. (26 / 50) 5.31 There are sufficient courses within my program of study available each term. (34 / 50) 5.25

Safety and Security

Parking lots are well-lighted and secure. (31 / 50) 5.27 Security staff respond quickly to calls for assistance. (36 / 50) 5.21 The amount of student parking space on campus is adequate. (50 / 50) 4.30

Campus Services

There are adequate services to help me decide upon a career. (30 /50) 5.29 Counseling services are available if I need them. (32 / 50) 5.27

Tutoring services are readily available. (43 / 50) 5.10

Campus Climate / Student Centeredness

Administrators are available to hear students’ concerns. (39 / 50) 5.17 I seldom get the “run-around” when seeking information on this campus. (48 / 50) 4.91

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NOEL-LEVITZ SURVEY RESULTS

Spring 2013

The Noel-Levitz Student Satisfaction Inventory survey is administered to a carefully selected

sample of students in April of each year. The results annually provide valuable information about

Lamar State College-Port Arthur students as well as their perceptions of the College and its services and

programs.

Gathering current satisfaction data from the student population makes decision making more

data-driven and allows for more strategic management of resources, initiatives and retention

activities.

Student Demographics (with majority percentages)

The student sample (approximately 459 participants) was selected from a total of 35 classes; with the majority (71 percent) being MATH courses and the remainder primarily consisted of intermediate level and nursing courses. The sample can be characterized according to the following demographical data (majority percentages only reported).

Gender = Female

69.91% Age = 19 to 34

75.11%

Enrollment Status = Day

91.23% Class Load = Full-Time

81.90%

Class Level = 2nd year

37.17% Current GPA = 3.0- 3.49

35.70%

Current Residence = Parent's home

44.96% Residence = In-State

96.44%

Organization Memberships = None

79.25% Tuition Source = Financial Aid

57.54%

Institution = First Choice

62.39% Plans to Transfer = Yes

56.98%

Ethnicity-Race = White

37.80%

Educational Goal= Associate degree

Employment= Full-Time off campus Part-Time off campus Not Employed

32.54% 31.25% 29.31%

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When comparing the demographics with those of the 2010 participants, data shows increases

of 3 percent or more in those indicating students carrying a full-time class load (up by 3.11%), with a

current GPA of 3.0 to 3.49 (up by 7.61%), and those receiving financial aid (up by 5.95%). A decrease

was noted for those students classified as White (down by 10.24%), those who selected LSC-PA as first

choice (down by 4.37%), and those involved in student organizations (down by 3.05%).

Scales (in order of importance and level of satisfaction)

Available student responses range from 1to 7, as follows.

Importance Satisfaction

1 = not important at all 1 = not satisfied 2 = not very important 2 = not very satisfied 3 = somewhat unimportant 3 = somewhat dissatisfied 4 = neutral 4 = neutral 5 = somewhat important 5 = somewhat satisfied 6 = important 6 = satisfied 7 = very important 7 = very satisfied

In general, the LSC-PA average for importance is 6.32 and average satisfaction score is 5.52 (up by 81%).

The scales, as generated by the survey team at Noel-Levitz, provide "the big picture" of areas

that matter to students. Listed below is the Institutional Summary of the scales from most important to

not important and from very satisfied to not satisfied.

IMPORTANCE

LSC-PA Increase National Average from 2010 Average Average

Campus Services 6.23 0.06 6.23 Admissions & Financial Aid Effectiveness 6.25 0.08 6.22 Student Centeredness 6.29 0.02 6.33 Safety and Security 6.30 0.10 6.26 Instructional Effectiveness 6.33 0.06 6.40 Campus Climate 6.35 0.03 6.38 Academic Advising Effectiveness 6.38 0.07 6.32 Registration Effectiveness 6.42 0.05 6.46

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When comparing the averages, LSC-PA indicated a level of importance most closely with the

national average for "Campus Climate" and "Campus Services." The most significant increase for the

LSC-PA students is the area of "Safety and Security", followed closely by “Admissions & Financial

Aid Effectiveness” and “Academic Advising Effectiveness.” Students place most importance on these

three scale categories.

SATISFACTION

LSC-PA Increase National Average from 2010 Average Average

Campus Climate 5.66 0.17 5.67 Campus Services 5.64 0.11 5.66 Registration Effectiveness 5.63 0.21 5.63 Instructional Effectiveness 5.62 0.13 5.66 Student Centeredness 5.54 0.17 5.51 Academic Advising Effectiveness 5.48 0.21 5.34 Safety and Security 5.41 0.31 5.25 Admissions & Financial Aid Effectiveness 5.15 0.05 5.29

In analyzing the satisfaction levels of the LSC-PA students, a most positive note is that all areas

showed a notable increase in ranking. A very encouraging point of the analysis is that the area of "Safety

and Security," following by “Academic Advising Effectiveness” and “Registration Effectiveness” showed

the most increase in satisfaction by the LSC-PA students compared to 2010.

Strengths

The following are survey items that ranked above the average mid-point for importance and in the

upper 25 percent of satisfaction. The items that met these criteria are listed from strongest to weakest. The

ranking averages provided are first importance, then satisfaction.

The quality of instruction I receive in most of my classes is excellent. (Instructional Effectiveness) 6.55 / 5.79

The campus is safe and secure for all students. (Safety and Security) 6.53 / 5.92

Classes are scheduled at times that are convenient for me. (Registration Effectiveness) 6.52 / 5.80

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My academic advisor is available when I need help. (Academic Advising Effectiveness) 6.46 / 5.76

This campus provides online access to services I need. (Campus Services) 6.40 / 5.83

Computer labs are adequate and accessible. (Campus Services) 6.39 / 6.01

I am satisfied with the library services provided by LSC-PA. (Campus Item—added) 6.38/5.99

The campus staff are caring and helpful. (Campus Climate) 6.36 / 5.75

Students are made to feel welcome here. (Campus Climate) 6.36 / 5.93

Faculty are usually available to students outside of class (during office hours, by phone, or by e-mail). (Instructional Effectiveness) 6.35 / 5.73

On the whole, the campus is well-maintained. (Campus Climate) 6.34 / 5.91

When reviewing the satisfaction ratings for all survey items, these five are ranked with the highest

points of satisfaction on our campus.

Computer labs are adequate and accessible. (6.01)

Students are made to feel welcome here. (5.93)

The campus is safe and secure for all students. (5.92)

Library resources and services are adequate. (5.91)

On the whole, the campus is well-maintained. (5.91)

These survey items also received the lowest performance gap (difference in importance ranking

and satisfaction ranking) indicating that not only were LSC-PA students highly satisfied with library

resources and services but ranked those services as highly important.

Library resources and services are adequate. (0.38)

Computer labs are adequate and accessible. (0.38)

I am satisfied with the library services provided by LSC-PA. (0.39)

Students are made to feel welcome here. (0.43)

On the whole, the campus is well-maintained. (0.43)

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Top 10 Individual Survey Items in Satisfaction (alone)

Computer labs are adequate and accessible. (Campus Services) 6.01

I am satisfied with the library services provided by LSC-PA. (Campus Item—added) 5.99

Students are made to feel welcome here. (Campus Climate) 5.93

The campus is safe and secure for all students. (Campus Climate) 5.92

Library resources and services are adequate. (Campus Services) 5.91

On the whole, the campus is well-maintained. (Campus Climate) 5.91

This campus provides online access to services I need. (Campus Services) 5.83

Classes are scheduled at times that are convenient for me. (Registration Effectiveness) 5.80

The quality of instruction I receive in most of my classes is excellent. (Instructional Effectiveness) 5.79

My academic advisor is available when I need help. (Academic Advising Effectiveness) 5.76

Challenges

These survey items are identified as those that ranked above the average mid-point in importance

but fell into the lower 25 percent in satisfaction. The ranking averages provided are first importance, then

satisfaction.

I am able to register for the classes I need with few conflicts.

(Registration Effectiveness) 6.53 / 5.58

I was advised correctly about my course requirements and/or prerequisites.

(Campus Item—added) 6.51 / 5.54

The Advising Office helps me to easily determine how close I am to graduation.

(Campus Item—added) 6.43 / 5.47

Advisors help me establish realistic educational goals.

(Campus Item—added) 6.40 / 5.43

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This institution helps me identify resources to finance my education.

(Admissions and Financial Aid Effectiveness) 6.32 / 5.06

I receive ongoing feedback about progress toward my academic goals.

(Academic Advising Effectiveness) 6.31 / 5.21

Financial aid counseling is available if I need it.

(Admissions and Financial Aid Effectiveness) 6.30 / 5.27

The scale area to be given attention in future planning is that of Admissions and Financial Aid

Effectiveness, with the largest number of low satisfaction rankings. The bottom 5 individual items are:

Financial aid awards are announced in time to be helpful in college planning. (4.62)

The amount of student parking space on campus is adequate. (4.68)

This institution helps me identify resources to finance my education. (5.06)

My advisor made me aware of a college orientation class. (5.12)

I seldom get the “run-around” when seeking information on this campus. (5.12)

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SSI Survey Item 2008 2009 2010 2011 2013 1. The campus staff are caring and helpful. 5.82 5.83 5.55 5.63 5.75 2. Classes are scheduled at times that are convenient for me. 5.87 5.61 5.38 5.51 5.80 3. My academic advisor is available when I need help. 5.22 5.70 5.39 5.50 5.76 4. Security staff respond quickly to calls for assistance. 5.21 5.35 5.05 5.21 5.50 5. Financial aid awards are announced in time to be helpful in college planning. 5.33 5.47 5.02 4.83 4.62 6. Library resources and services are adequate. 5.92 6.00 5.88 5.95 5.91 7. Admissions staff provide personalized attention prior to enrollment. 5.33 5.76 5.26 5.18 5.45 8. The quality of instruction I receive in most of my classes is excellent. 5.73 5.81 5.65 5.74 5.79 9. I am able to register for the classes I need with few conflicts. 5.66 5.49 5.42 5.29 5.58 10. Parking lots are well-lighted and secure. 5.36 5.49 5.28 5.27 5.56 11. Counseling services are available if I need them. 5.18 5.38 5.21 5.27 5.44 12. Faculty are fair and unbiased in their treatment of individual students. 5.57 5.57 5.41 5.50 5.51 13. The campus is safe and secure for all students. 5.72 5.89 5.67 5.63 5.92 14. My academic advisor is knowledgeable about my program requirements. 5.36 5.59 5.40 5.39 5.66 15. Financial aid counseling is available if I need it. 5.46 5.57 5.14 5.29 5.27 16. My advisor helps me apply my program of study to career goals. 5.34 5.38 5.19 5.40 5.46 17. Admissions counselors accurately portray program offerings in their recruiting practices. 5.11 5.33 5.04 5.09 5.31 18. Computer labs are adequate and accessible. 5.72 5.66 5.67 5.82 6.01 19. Registration processes and procedures are convenient. 5.18 5.43 5.28 5.13 5.52 20. Students are made to feel welcome here. 5.71 5.96 5.68 5.75 5.93 21. The amount of student parking space on campus is adequate. 4.32 4.25 4.17 4.30 4.68 22. My academic advisor is knowledgeable about transfer requirements of other schools. 5.12 5.13 4.99 5.14 5.31

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SSI Survey Item 2008 2009 2010 2011 2013 23. This institution helps me identify resources to finance my education. 5.31 5.35 4.83 5.10 5.06 24. The equipment in the lab facilities is kept up to date. 5.49 5.51 5.36 5.56 5.62 25. Faculty provide timely feedback about my academic progress. 5.42 5.30 5.26 5.31 5.46 26. There are adequate services to help me decide upon a career. 5.41 5.34 5.06 5.29 5.37 27. Tutoring services are readily available. 5.27 5.16 4.90 5.10 5.30 28. This campus provides online access to services I need. 5.85 5.72 5.73 5.79 5.83 29. There are convenient ways of paying my school bill. 5.63 5.82 5.52 5.72 5.65 30. The assessment and course placement procedures are reasonable. 5.47 5.50 5.37 5.37 5.60 31. Faculty use a variety of technology and media in the classroom. 5.51 5.50 5.41 5.40 5.58 32. I am able to take care of college-related business at times that are convenient for me. 5.49 5.62 5.28 5.44 5.59 33. Administrators are available to hear students' concerns. 5.29 5.36 4.94 5.17 5.36 34. Faculty are usually available to students outside of class (during office hours, by phone, or by e-mail). 5.72 5.83 5.62 5.76 5.73 35. I receive ongoing feedback about progress toward my academic goals. 5.23 5.11 4.89 4.92 5.21 36. Tuition paid is a worthwhile investment. 5.66 5.71 5.42 5.55 5.59 37. I seldom get the "run-around" when seeking information on this campus. 5.20 5.26 4.94 4.91 5.12 38. Most classes deal with practical experiences and applications. 5.68 5.62 5.41 5.48 5.69 49. On the whole, the campus is well-maintained. 5.97 5.97 5.80 5.75 5.91 40. There are sufficient courses within my program of study available each term. 5.69 5.41 5.32 5.25 5.59

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STUDENT DEMOGRAPHICS

Survey Item 2008 2009 2010 2011 2013 Gender = Female

71.38% 67.54% 67.89% 67.59% 69.91%

Primary Enrollment Status = Day

90.57% 91.25% 85.71% 90.42% 91.23%

Class Level (years in attendance at college) =

1 or less 2nd year

38.94%

36.96%

---

49.06%

33.33%

35.67%

43.09%

34.81%

33.91%

37.17%

Current Residence = Parent’s home

Own house

46.38% 31.91%

50.95%

51.03%

44.82% 31.09%

44.96% 28.29%

Organization Memberships (includes athletics) =

None

77.48% 75.48% 82.93% 82.30% 79.25%

Institution = First Choice

64.03% 65.77% 61.59% 66.76% 62.39%

Ethnicity/Race = White / Caucasian

Black/African American

40.86%

31.89%

46.67%

25.93%

43.92%

26.01%

48.04%

24.86%

37.80%

26.13%

Current Educational Goal =

Associate degree

47.84% 54.23% 57.68% 51.97% 62.47%

Age = 19 to 24

60.53% 62.22% 55.59% 54.14% 50.65%

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Survey Item 2008 2009 2010 2011 2013 Current Class Load =

Full-Time 65.56% 71.16% 72.20% 78.79% 81.90%

Current GPA = 2.5 – 2.99 3.0 – 3.49

3.5 or above

23.57% 34.34%

30.15% 29.01%

---

30.27%

25.51%

23.03% 28.09%

27.53%

23.95% 35.70%

23.06%

Residence Classification = In-State

97.37% 98.47% 97.94% 97.46% 96.44%

Primary Source of Tuition & Fees = Financial Aid

Self support

43.10%

30.69%

43.65%

28.11%

46.26%

26.59%

51.59%

57.54%

21.58%

Plans to Transfer = Yes

58.09% 59.92% 56.21% 57.66% 56.98%

Employment / Full-Time off campus

Part-Time off campus

Not Employed

40.79%

36.18%

17.11%

28.25%

39.03%

27.51%

30.20%

33.56%

30.54%

28.10%

32.78%

31.96%

32.54%

31.25%

29.31%