Division of Arts and Sciences Program Review

Introduction

The Division of Arts and Science is one of four academic units at Phillips Community College of the University of Arkansas (PCCUA). Instruction for all students, regardless of major, in the areas of education, English, history, humanities, mathematics, psychology science, sociology, and speech are provided through this division. The Division provides university-parallel courses of high academic quality on the freshman and sophomore level for students who wish (1) to transfer to four-year colleges or universities, (2) to gain competences in employable skills which allow them to enter directly into the workforce or (3) to upgrade their skills to move into another level of employment. College History

In 1964, leaders from all parts of Arkansas became enthusiastic about the public community college concept and undertook the difficult task of amending the state’s constitution to permit the development of a system of community colleges in Arkansas.

The official history of Phillips County Community College of the University of Arkansas (PCCUA) dates from two events in 1965: (1) Act 560 of the Arkansas State Legislature, which paved the way for establishing community colleges; and (2) an affirmative vote by the people of Phillips County on October 23, 1965, which provided the local financial support for the college.

The Board of Trustees was appointed by the Governor of the State and met for the first time on November 1, 1965, officially creating Phillips County Community College. An early order of business for the Board was the election of Dr. John Easley as the first President of the College. The assembly of a faculty and staff was completed, and the new college was ready to open its doors in temporary quarters by September, 1966. The Board of Trustees decided that since construction of a new plant would take approximately two years, classes would begin in the Naval Reserve Building in Helena. The building served as home for Phillips County Community College for two years. In May, 1968, the first class graduated. Construction of the permanent College facilities was also completed in 1968, and school opened in September of that year on the present campus.

During Dr. Easley's presidency, enrollment at the college grew, as did the physical plant. In 1972, the Fine Arts Center and Lily Peter Auditorium were completed with the help of generous support from the community. In 1976, the Nursing Education Complex was completed. In 1982, the Technical & Industrial Education Complex was opened. In 1986, the Administration/Data Processing Building was completed, and a year later, the college library was renovated and named the Lewis Library, thanks to the generosity of the A. B. Lewis family.

In 1988, Dr. Easley retired and the administration building was renamed in his honor. Dr. Steven W. Jones was elected by the Board of Trustees to be the college's second president on March 8, 1988.

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Since that time, the college has experienced dramatic growth with an expansion of the curriculum and facilities. Enrollment increased steadily in the early 1990's, and the Asa W. Bonner Student Center was dedicated in 1991. The Mitchell Science Annex was added to the Nursing Education Complex in 1992. In 1993, the College was given the historic Pillow- Thompson House in Helena by Josephine Thompson and her son, George de Man. The house was renovated with the generous support of community donations and historic preservation grants and reopened in May of 1997.

In March 1996, the people of Arkansas County passed a referendum to annex that county into the PCCC taxing district. The Board of Trustees changed the name of the college to Phillips Community College to reflect the multi-county support and began plans to expand the off- campus programs in Stuttgart. In June 1996, the State transferred the former Rice Belt Technical Institute in DeWitt to Phillips Community College and on July 1, 1996, Phillips became a member of the University of Arkansas System. PCCUA now has three campuses in DeWitt, Helena, and Stuttgart.

Phillips Community College has always been a leader and innovator in higher education in Arkansas. The College has grown from an original enrollment of fewer than 250 students in 14 program areas to over 2,400 students in academic, occupational/technical, and continuing education programs. New programs are continually being researched and planned so that PCCUA will remain responsive to the needs and interests of the people of Eastern Arkansas. In the Fall of 2003, Dr. Steven Murray was named Chancellor of Phillips Community College. Dr. Murray is the college's third chancellor.

College Mission

Phillips Community College consists of three campuses located in Helena, DeWitt, and Stuttgart, Arkansas. The main campus is located in Helena, Arkansas, and the school serves the needs of Eastern Arkansas. According to the mission statement:

Phillips Community College is a multi-campus, two-year college serving the communities of Eastern Arkansas. The college is committed to helping every student succeed. We provide high-quality, accessible educational opportunities and skills development to promote life-long learning, and we engage in the lives of our students and our communities.

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Goals Objectives and Activities

Division Mission and Goals/Core Competencies

The Division of Arts and Sciences shares the College’s fundamental mission. The mission of the Division of Arts and Sciences is to provide the foundational needs in general education to all students and the first two years of specialized knowledge in areas that lead to advanced degrees and professional careers. The general goals or core competencies of the division are listed below:

Goal 1: Students will be able to communicate effectively in a written and oral manner.Goal 2: Students will demonstrate knowledge of history, art, literature and other cultures.Goal 3: Students will demonstrate mathematical knowledge and skills.Goal 4: Students will demonstrate skills in problem solving, critical thinking, and scientific reasoning.Goal 5: Students will be able to demonstrate technological knowledge and skills.

The division of Arts and Sciences administers the Associate of Arts and the Associate of Science degrees. Prior to 2011, it also administered an Associate of Studies but that degree option has been discontinued (See Appendix A: Arts and Sciences Program). The objectives of each department within the Division of Arts and Sciences are numerous and can be found in Appendix B: Division of Arts and Sciences Assessment.

Curriculum

PCCUA ensures that it provides education in line with the best recognized practices in higher education in a variety of ways. The College works with the Arkansas Department of Higher Education (ADHE) through systematic curriculum and course reviews. For example, the Arkansas Course Transfer System (ACTS) is used by institutions of higher education in the state of Arkansas to insure courses that transfer between institutions are parallel and are of the same quality. Most of the courses in the Division of Arts and Sciences fall under the ACTS umbrella and are subject to an ACTS review.

ACTS, developed as a result of state legislation, utilizes faculty from institutions across Arkansas to determine the standards a course must meet for transfer between the state’s institutions of higher learning. These standards, developed by faculty from both four-year and two-year institutions, rely upon the standard practices (goals, objectives, activities) in the various academic fields. Since the courses in this division have to meet ACTS standards, this review process provides a good foundation to insure that PCCUA is relying upon recognized best practices of instruction in the various courses and areas.

PCCUA also supports and encourages faculty to attend conferences in related teaching areas to insure that instructors are acquainted with the developing changes within their various fields. Through general budget funds, designated monies, and grants, faculty members are afforded vast opportunities to enrich their knowledge and improve their instruction. A listing of conferences attended by the faculty in this division is included in this document for review.

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PCCUA has also made available training that is specifically beneficial to community college faculty. Notable in this area of professional development is the opportunity for every faculty member to attend the annual meeting of the Arkansas Association of Two-Year Colleges. This conference provides invaluable training in a wide variety of areas affecting community college instruction. Faculty members benefit from discussions of the latest practices being used successfully in the community college environment. Finally, PCCUA provides ongoing, cutting-edge, professional development on campus for faculty members. Issues of particular emphasis have been strategies that can be utilized to close the achievement gap between racial groups, strategies that can be used to increase retention, and success of all students, and students from at-risk backgrounds. As it relates to poverty and class, all PCCUA employees were provided with a copy of the book Bridges Out of Poverty. A series of conversations on poverty, class, and race were conducted on all three college campuses. The intense discussions that occurred in these conversations provided beneficial training for faculty on the issues faced by those in poverty. Many of these issues can affect a student’s ability to complete coursework in the framework and manner often required by institutions and instructors. It was an eye opening experience when we realized that most college’s employees are middle class and have very little knowledge of the experiences and values of the lower and upper classes.

The College used the novels Them by Nathan McCall and Carson McCuller’s The Heart is the Lonely Hunter to further tackle issues and unique obstacles faced by minority students and what puts them at-risk in a college setting. In a similar format to the Bridges Out of Poverty conversation, the college undertook a series of discussions on the novel Them. The goal of these discussions was to help faculty and staff understand thoughts, values, and obstacles faced by students of color. The basis of the discussions were to encourage faculty and staff reflection and understanding about race, religion, disability, and other aspects of the “different.” PCCUA is mainly bi-racial in population: African American and White. Table 1 compares and highlights the performance of students from the different racial groups in developmental classes. Decreasing the gap between whites and students of color was one of the priorities of our Achieving the Dream Initiative (ATD).

Another book in the common reader professional development series was Understanding and Engaging Under-Resourced College Students by Karen Becker, Karla Krodel and Bethanie Tucker.  As with the previous two books, the college conducted a series of discussions on each campus over the course of an academic year.  This book built on the previous common readers by providing a focus on the needs of under-resourced students in the higher education setting.  Faculty and staff were able to dovetail the knowledge gained from the previous two readers to specific strategies to support students at PCCUA.  In conjunction with work on Achieving the Dream (ATD) priorities, this book provided a foundation for implementation of strategies to better serve the needs of PCCUA students. 

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Table 1Success of Students in Developmental Classes

Compared by Race

2004-2006 Cohorts 2008-2011 Cohorts

Course African-American White Other African-

American White Other

Developmental ReadingDS 103 45% 60% 60% 60% 72% 60%DS 123 One level of Reading 77% 78% N/ADevelopmental WritingEH 1013 59% 63% 60% 65% 69% 100%

EH 1023 65% 76% 73% 76% 87% N/A

Developmental MathMS 1013 51% 72% 55% 49% 70% 60%MS 1023 43% 66% 90% 49% 70% 60%MS 1123 45% 53% 50% 51% 83% 80%

PCCUA has, largely through its ATD Initiative, provided substantial training for faculty in curriculum analysis and revision. A complete redesign of the way remedial instruction is delivered to our students was among the changes implemented as a result of this professional development. Increased student retention and success in developmental education led to PCCUA being designated as a Leader College by Achieving the Dream and the Lumina Foundation (See Appendix C: Special Recognition).

PCCUA has also provided substantial training in alternative and innovative instructional methods to its faculty, including those in the Division of Arts and Sciences. For instance, intensive professional development sessions have been provided on cooperative learning strategies. These new strategies have enhanced many of the previously lecture-based courses, enabling students with various learning styles to achieve at higher levels.

The college has also been a leader in encouraging the use of technology in its instruction. Numerous faculty members are teaching online and developing hybrid courses using Blackboard, the college’s online portal. PCCUA has equipped a percentage of the classroom with SmartBoards. PCCUA has also invested substantially in computer equipment so that faculty members have access to an increasing number of computer labs with a wide variety of software to aid and supplement instruction.

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Finally, the college is currently reviewing much of its English and Math curriculum as part of the PACE Grant initiative to make sure that students expeditiously complete developmental courses and transition to the transfer courses. This review is ongoing.

Programs Under Review

The division offers four associate degrees. Three of these degrees are designed for transfer students. This program review covers the following three transfer degrees:

Associate of Arts Degree (AA)

The Associate of Arts Degree is designed for students who plan to transfer to a four-year institution to earn a baccalaureate degree in English, fine arts, history, political science, social sciences or related areas. The AA is comprised of several degrees such as General Education, Early Childhood, Education, English, Speech, Forestry/Wildlife Management, Law and Social Science, Music, Physical Education, and Political Science/Public Administration.

Associate of Science Degree (AS)

The Associate of Science Degree (AS), (formally known as the Associate of Liberal Studies (ALS) degree) is designed for students who plan to transfer to a four-year institution to earn a baccalaureate degree in the natural sciences, mathematics, pre-engineering, pre-pharmacy, pre-medicine or a related area. The emphasis of this degree is on the STEM (Science, Technology, Engineering and Mathematics) areas. The AS is designed to insure a seamless transfer of students into parallel university programs. Degree programs in the AS include: Biology, Mathematics, Physics, Pre-Engineering, and Spatial Information Systems.

Associate of Arts in Teaching Degree (AAT)

The Associate of Arts in Teaching degree parallels the AA in education; however, students earning an AAT must successfully complete all areas of the Praxis I before a degree is awarded. The AAT is designed for students majoring in Early Childhood or Middle Level Education. This degree is recognized by all higher education institutions in Arkansas and is designed for the seamless movement of childhood education majors into education programs all over the State of Arkansas.  Students who receive this degree must complete the required course work and successfully complete all areas of the PRAXIS I (PPST). Three-degree options comprise the AAT. Students that earn an AAT with pick one of the following degree programs: Teaching Middle School Mathematics and Science, Teaching Middle School Language Arts/Social Studies, and Early Childhood Education.

Appendix A shows the curriculum for the Division of Arts and Sciences. The charts show each program, the courses that comprise them, and the course sequences students must take the courses are shown as well.

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Table 2 shows the current minimum course requirements for the three associate degrees. The total minimum semester hours required for graduation is 64. The State of Arkansas and Arkansas Department of Higher Education (ADHE) have mandated that effective Fall 2012, all associate degrees should be 60 hours in length. To meet this mandate, effective Fall 2012, only one hour of physical education and three less hours of electives will be required in the AA, AS and AAT degrees. Table 2A reflects a change in form for PCCUA policy and procedures.

Table 2: Minimum RequirementsAssociate of Arts Degree (AA), Associate of Science Degree (AS),

and Associate of Arts in Teaching (AAT) AA AS ~AS AAT

GROUP I: English and Fine ArtsEH 113, 123, Freshman English I & II 6 6 6

6World Literature I or II 3 6 3Fine Arts, Literature, Music Appreciation 6 3 6Speech 3 3 3

GROUP II: Social ScienceHY 113, or 123, History of Western Civilization 3 3 3HY 213 or 223, U.S. History 3 3 3 3Electives: Economics, Geography, 9 3 6 9History, Political Science, Psychology,Sociology, Philosophy

GROUP III: Natural Science and Mathematics Biological Science: General Biology 4-8 8 8 4

Zoology, BotanyPhysical Science: Physics, Chemistry, 4-8 8 8 4Physical ScienceMathematics: 3 9 3 3

College Algebra, Trigonometry,Geometry, and Calculus

GROUP IV: Physical Education Physical Education Courses 2 2 2GROUP V: Computer TechnologyComputer Technology Courses 4 3Total Minimum Semester Hours 46-54 45-49 47 49Required by Course or AreaApproved Electives 10-18 15-19 13 15 Total Minimum Semester Hours for Graduation 64 64 66 64* EH 1023 may be substituted for 3 semester hours in certain technical programs.**College Algebra or a higher math course is required for the A.A. Degree. **** will not be offered beginning 2012*******~Different CIP Code 01.0000; applies only to Agricultural, Food & Life Sciences degree

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Table 2AMinimum Requirements

Associate of Arts Degree,Associate of Science Degree,

and Associate of Applied Science Degree A.A. A.S. A.A.S.

GROUP I: English and Fine ArtsEH 113, 123, Freshman English I & II 6 6 *6World Literature I or II 3 6Fine Arts, Literature, Music Appreciation 6 3 Speech 3

GROUP II: Social ScienceHY 113, or 123, History of Western Civilization 3 3HY 213 or 223, U.S. History 3 3 Electives: Economics, Geography, 9 3 3History, Political Science, Psychology,Sociology, Philosophy

GROUP III: Natural Science and Mathematics Biological Science: General Biology 4 8 Zoology, BotanyPhysical Science: Physics, Chemistry, 4 8 Physical ScienceMathematics: 3 9 ***3

College Algebra, ***Technical MathTrigonometry, Geometry, and Calculus

GROUP IV: Physical Education Physical Education Courses 1 1 GROUP V: Computer TechnologyComputer Technology Courses 3 3 4 3Total Minimum Semester Hours 50 50 47 15Required by Course or AreaApproved Electives 10 10 13 45Total Minimum Semester Hours for Graduation 60 60 60 60* EH 1023 may be substituted for 3 semester hours in certain technical programs.**College Algebra or a higher math course is required for the A.A. Degree.*** Technical Math or equivalent to College Algebra accepted for specific AAS.

Syllabus and Objectives

Each term, faculty members are required to provide every enrolled student, the division dean, and the office of the Vice Chancellor of Instruction with a syllabus for each class they teach. The syllabus serves as a contract between the faculty member teaching the course and the students.

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The instructor’s classroom policies and expectations are outlined in this document. In addition, the syllabus states course learning objectives, core competencies, grading policy, and other campus information [See Appendix I Course Syllabi (placed as the last appendix.)]

Curriculum Change Process

Changes (additions, modifications, deletions) in curriculum are first discussed with the division dean and approved. With the dean’s approval, a Recommended Curriculum Change/Modification form is completed and submitted to the Faculty Senate’s Curriculum Committee for its approval. After Curriculum Committee approval, the form is submitted to the Instruction and Curriculum Team for final approval (See Appendix D Curriculum Change).

Courses Offered by Distance Delivery

PCCUA offers a number of courses in a distance delivery format. The Division of Arts and Sciences offers online compressed video (CV) and hybrid courses. All distance delivered courses require instructor-student interaction. The following is a list of division courses offered via distance learning:

1. Freshman English I and II2. World Literature I and II3. Speech4. Fine Arts5. Music Appreciation6. Philosophy7. Western Civilization I and II8. U.S. History I and II9. Arkansas History10. American Federal Government11. College Algebra12. Math Statistics13. Biology I and Biology Lab14. General Chemistry15. Human Growth and Development16. General Psychology17. Health and Safety18. Concepts of Fitness

PCCUA offers compressed interactive video (CV) courses, online courses, and hybrid courses (a combination of on campus/online learning). All distance education courses require instructor-to-student interaction. The CV courses are live interactive video, so they are structured in the same manner as the face-to-face classes. The online classes have attendance policies in place requiring students to log on to their courses every week (or more often if required by the

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instructor). The courses also have interactive tools such as messaging, email, discussion boards, and chat rooms available to assist with instructor-to-student interactions. Distance learning courses have the same prerequisites and requirements as on-campus courses.

PCCUA is a part of a University of Arkansas (UA) System online consortium. Three UA System community colleges form this consortium. Approximately one-third (1/3) of the online offerings are taught by each of the colleges. [See the section on Instruction via Distance Technology for additional information on the distance-learning program.]

Program Faculty

Faculty MembersAll faculty in the Division of Arts and Sciences are experienced and well prepared for

their area(s) of instruction. In the fall of 2011, the division had 29 full-time faculty members, one Dean of Arts and Humanities, one secretary, one lab assistant and 13 adjunct instructors. All instructors teaching college level courses in the division have at least a master’s degree in their content areas or related areas.

Table 3Arts and Sciences Faculty

Name Degree Subjects TaughtAnderson, ShaunMath Instructor

Year Hired:2004

BSE. (Physical Education)University of Arkansas at Little Rock

Fundamentals of Math, Elementary Algebra, Intermediate Algebra, Introduction to College Reading Skills and Lab

Bagley, NathanSocial Science Instructor

Year Hired:2007

M.A. (Political Science)Baylor UniversityBA (Political Science and History)Ouachita Baptist University

U.S. History, American Federal Government, Western Civilization, Introduction to Politics

Borchert, NaomiSocial Sciences Instructor

Year Hired:2005

MSW (Social Work)University of OklahomaB.S. (Sociology)University of Central Arkansas

Sociology, Psychology, Child Development, Chronic and Infectious Disease, Health Care Delivery System

Bryant, RobinDepartment Chair, Humanities Department English

Year Hired: 1983

MA (English)University of MemphisBA (English)University of Arkansas at Fayetteville

Composition I and II, Basic English II, World Literature I and II

Boyd, SylviaAcademic Skills Instructor

Year Hired:2000

M.Ed. (Adult Education)University of Arkansas at Fayetteville

B.S.E. (English)University of Central Arkansas

College Reading Skills, Reading Strategies, Reading and Writing Strategies, Basic Writing I, Basic

Writing II, Student Success,

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Cook, LeRoyInstructor/Student Services CoordinatorYear Hired:2005

M.S. (Masters of Rehabilitation Counseling)Langston UniversityB.S. (Organizational Leadership)Southern Nazarene University

Behavioral Health, Psychology, Sociology, Freshman Seminar, Theories and Treatment of Social Problems

Czaplinski, HarryMath Instructor

Year Hired:1999

MS. (Mathematics)University of Wisconsin-MilwaukeeB.A. (Mathematics)University of Wisconsin-Stevens Point

Fundamentals of Math, Elementary Algebra, Intermediate Algebra, College Algebra, Trigonometry

Davis, NataciaEnglish InstructorYear Hired:2009

MA (English)University of MemphisB.S.E. (English)Arkansas State University

Basic Writing I and II, Composition I and II,

Dudak, BrianEnglish Instructor

Year Hired:2008

Ed.D. (Higher Education)University of MemphisM.S.E. (English)Harding UniversityBA. (Psychology)Harding University

Composition I and II, World Literature, Developmental English

Forester, MattEnglish Instructor

Year Hired:2011

M.A. (Technical and Expository Writing)University of Arkansas at Little RockB.A. (Professional and Technical Writing French)University of Arkansas at Little Rock.

Composition I and II, World Literature, Basic English II, Speech.Developmental Reading

Gookin, AlidaMath Instructor

Year Hired:2011

MM. (Mathematics)University of Tennessee KnoxvilleB.S. (Math)University of Tennessee at Knoxville

Math Structures, College Algebra, Trigonometry, Finite Math, Fundamentals of Math, Elementary Algebra, Intermediate Algebra.

Hargrove, JoyceEarly Childhood Instructor

Year Hired:2007

M.ED. (Early Childhood/Special Education)University of Arkansas at MonticelloB.A. (Elementary Education)University of Arkansas at Monticello

Intro to Early Childhood, Art/Music for Preschool, Special Education, Child Guidance, Fundamentals of Child Care, Environments for Early Childhood

Hartsell, DavidBiology Instructor

Year Hired:1992

MS. (Botany)Louisiana TechB.S. (Wildlife Biology)Louisiana Tech

Zoology, Microbiology, Biology, Anatomy,

Keough, SandraHistory and Social Science Instructor

Year Hired:1983

Ph.D. (History)University of MississippiM.S.S. (History)University of MississippiB.S.E. (History)University of Central Arkansas

Western Civilization, American Federal Government, Arkansas History.

Kirby, KimCarl Perkins Grant Coordinator Academic Skills, Psychology &

MA. (School Psychology)University of MemphisBA. (Education)

Psychology, Fundamental Math, Basic Writing, Human Growth and Development,, Abnormal

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Physical Education.

Year Hired:1998

University of North Carolina Psychology, Soccer, Reading.

Maloney, ChrisPhysics Instructor

Year Hired:2000

M.S. (Physics)University of MemphisBA (Physics)Texas A&M University

Physics, Trigonometry, Calculus, Math Structures, Astronomy,

McKinney, CathyBehavioral Health and Psychology Instructor

Year Hired:2004

MSSW (Master’s of Social Work)University of TennesseeBA. (Social Work)Delta State University

Psychology, Sociology, Health Care and Delivery, Chronic and Infections Disease.

Michael, AaronSocial Science Instructor

Year Hired:2009

M.Ed. (History)Delta State UniversityB.S. (History)Delta State University

History of Economics, U.S. History I and II, Western Civilization I and II, American Federal Government.

Moss, ThomasPhysical Science Instructor

Year Hired:1998

M.S. (Chemical Engineering)University of Arkansas at FayettevilleB.S. (Chemical Engineering)University of Arkansas at Fayetteville

Chemistry, Physical Science, Physics, Applied Math

Orlicek, PhyllisEnglish Instructor

Year Hired:1999

MLS (Library and Information Science)University of Arkansas at Little RockBSE. (English)Arkansas State University

Composition I and II, Speech, World Literature I and II.

Robertson, YvetteEarly Childhood Director

Year Hired:1998

M.Ed. (Elementary Education).Delta State UniversityEd.S. (Elementary Education)Delta State UniversityB.S.E. (Elementary/Early Childhood Education)Arkansas State University

Education, Application of Child Care, Foundation of Early Childhood, Special Education, The Family, Literacy/Language Arts,

Torelli,Edmondo G.Math Instructor

Year Hired:2004

M.S. (Education)Florida International UniversityM.S. (Math Education)Florida International UniversityB.A. (Math)St. Thomas University

Algebra, Math Structures, Fundamentals of Math

Scaife, LisaBiology Instructor

Year Hired:2006

M.S. (Plant Pathology, Weed Science)Mississippi State UniversityB.S. (Biology)Delta State University

Biology, Anatomy, Botany, Zoology

Simes, EdelmaDean of Arts and Sciences

MS. (Mathematics)University of Arkansas at Fayetteville. Graduate work at the

College Algebra, Trigonometry, Calculus, Developmental Mathematics

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Year Hired:1981

University of Central Arkansas and Arkansas State University; ABD in Curriculum and Instruction (University of Memphis.)

Smith, TarshaBiology Instructor

Year Hired:2005

DC. (Doctor of Chiropractic)Life University School of ChiropracticBA. (Biology)University of Central Arkansas

Biology, Anatomy, Microbiology, Zoology

Whiteside, KirkDirector of Performing Arts Speech and Drama

Year Hired:1988

MFA. (Master of Fine Arts)University of MiamiB.A. (Music)Oral Roberts University

Speech, Intro to Theater, Music Appreciation

Willingham, CarolynPhysical Education Instructor

Year Hired:1993

M.A. (Health, Physical Education, & Recreation)University of AlabamaB.S. (Education)University of Alabama

First Aid, Concepts of Fitness and Wellness, Fitness Concepts, Health and Safety, Physical Conditioning, Weight Training, Early Childhood Health Safety, and Nutrition

Summary of Highest Degrees of Arts and Sciences Faculty

Bachelors Masters Specialist DoctoralHighest Degree 1 24 1 3

Professional Development

Arts and Sciences faculty members are highly qualified professionals who are committed to keeping abreast in their fields. PCCUA encourages scholarly pursuit. More specifically, faculty members are encouraged to seek advanced degrees, to present and attend professional conferences, and to publish articles. Faculty members who attend conferences are encouraged to share best practices and current research with other PCCUA faculty. The list that follows highlights some of the professional development activities participated in by Arts and Sciences’ faculty.

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Nathan BagleyPresented:“The Future of the Delta” Arkansas Political Science Association and Arkansas History Association. Helena, Arkansas, 2009

“How to Engage Parents of At-Risk Children” Helena School District. Helena, Arkansas 2009

June 14, 2010 - "Social Networking to Reach Parents" to Helena-West Helena HIPPY

June 15, 2010 - "Use of Blogging in the Classroom" to Helena-West Helena HIPPY

June 16, 2010 - Arkansas History Workshop entitled "The Brooks-Baxter War" to Helena-West Helena HIPPY

June 17, 2010 - Arkansas History Workshop entitled "A History of Arkansas School Integration" to HIPPY

Attended:

February 9, 2009 Blackboard Training

February 27-28 Arkansas Political Science Association Meeting

April 8, 2009 Praxis Testing Coordinator Training

May 24-30, 2009 Attended NEH Workshop: The American Lyceum and Public Culture in Boston, Massachusetts

October 18-20, 2009 Attended AATYC meeting in Hot Springs

December 4, 2009 Student Success II Training Workshop

August 25-26 Cooperative Learning Workshop

December 3, 2010 Presented workshop on Blog Creation at PCCUA-Stuttgart

January 28, 2011 Attended Blackboard Workshop

February 2011 Arkansas Political Science Association Meeting

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June 21, 2011-Presented Arkansas History Workshop on Brooks-Baxter War to HWHSD HIPPY Staff.

Nathan Bagley (continued)

June 22, 2011 Presented "Assessing Homes for Presence or Absence of Traumatic Behavior" workshop to HWHSD Hippy Staff

June 23, 2011 Presented "How to Teach Parents Importance of And How to Read to Todders" workshop to HWHSD Hippy Staff

June 24, 2011 Presented "How to Give Low Income Parents Financial Literacy Skills Workshop" to HWHSD HIPPY Staff

September 2011 Textbook Reviewer- Pearson

2011 – Member, Arkansas Political Science Association

2011 – Member, Arkansas Historical Association

February 23, 2012 Webinar on Technology Changes in History Teaching and My History Lab

February 24-25, 2012 Arkansas Political Science Association Meeting

Naomi BorchertAttended:MidSouth Summer School (UALR – School of Social Work) 2010, 2011

MidSouth Structural Analysis Family Evaluation Training (UALR) 2011

Understanding Personality Disorders – Institute for Brain Potential 2010

MidSouth Addiction Training Workshop – Family Therapy Theories 2009

Anger, Forgiveness, & Healing Process – Institute for Brain Potential 2009

Robin BryantPresented:“Comprehensive Professional Development to Better Understand Economically Disadvantaged Students” Achieving the Dream Strategy Institute. Charlotte, NC 2010

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“Using a Common Reader Approach for College Discussions” Arkansas Association of Two Year Colleges. Hot Springs, AR 2010

“Using a Common Reader Approach for College Discussions” NCA Higher Learning Commission Annual Meeting, Chicago, IL 2012.

Robin Bryant (continued)Attended:Achieving the Dream Strategy Institute. San Francisco, CA. 2009

Achieving the Dream Strategy Institute. Charlotte, NC. 2010

Achieving the Dream Strategy Institute. Indianapolis, IN 2011

Achieving the Dream. D.R.E.A.M. institute. Dallas, Texas 2012

Higher Learning Commission Annual Conference, Chicago, IL. 2011

Higher Learning Commission Annual Conference, Chicago, IL. 2012

HLC-Pathways Instructional Conference. Chicago, IL 2011

HLC-Pathways Instructional Conference. (second meeting) Chicago, IL 2011

Arkansas Department of Higher Education – Accelerated Learning Program meeting. Beebe, AR 2011

Arkansas Department of Higher Education – Accelerated Learning Program. North Little Rock, AR 2011

AATYC Annual Meeting – Hot Springs, AR 2010

The Big Read – Kick off meeting – Minneapolis, MN 2009

Natacia DavisAttended:National Council of Teachers of English Annual Convention. Philadelphia, Pennsylvania. November 2009.

Entering Student Success Institute of the Center for Community College Student Engagement. Austin, Texas. April 2010

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Community College of Baltimore County Accelerated Learning Program. “A Model for Accelerating Academic Success of Community College Remedial English Students.” Beebe, Akansas. March 2011

Brian DudakPresented:“Achieving the Writing Dream in Our Brave New World: How the Achieving the Dream Initiative has Resulted in Better Writing Skills for Graduates” Two Year College English Association. League City, TX. October 2011

"Teaching Grammar to Remedial College Students" College English Association. St. Petersburg, Florida. March 2011

Attended:National Center for Teachers of English, Philadelphia, Pennsylvania. November 2009

Article PublicationsDudak (2010). Bridging the gap between student services and faculty. National Institute for Staff and Organizational Development. XXXII (23).

Dunlap,S.. Dudak, B., & Konte, M. (2012). Adult education in higher education: A synthesized model for integrating principles of adult learning in the higher education classroom. The Kentucky Journal of Excellence in College Teaching.

Rosary Fazende-JonesAttended:National Center for Teachers of English, Philadelphia, Pennsylvania. November 2009

Article PublicationsFazende-Jones (2011). Review of A Known Scribbler: Frances Burney on Literary Life (Author: Justine Crump) and The Cambridge Companion to Frances Burney (Editor: Peter Sabor). Eighteenth-Century Women: Studies in Their Lives, Work and Culture 6.

Matt ForresterPresented:“Achieving the Writing Dream in Our Brave New World: How the Achieving the Dream Initiative has Resulted in Better Writing Skills for Graduates” Two Year College English Association. League City, TX. October 2011

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Interview, BBC RADIO 4. Word of Mouth. Chris Lundgren. Interviewed as an expert on the rhetoric of cultic groups. Broadcast: June 2009. Keynote Address: "The Discourse of Race." The Face of Race Conference. Honors College. University of Central Arkansas, Conway, Arkansas (February, 2009). 

Matthew Forester (continued)

“Cults, Culture, and Critical Theory: The Role of Language in the Constitution of Cultic Subjects.” International Cultic Studies Association (ICSA), Brussels, Belgium (June 2007).

Article Publications:Forester (2011). Writing to Serve. National Institute for Staff and Organizational Development. XXXIII (22)

Book Review: The Rhetoric of Religious “Cults”: Terms of Use and Abuse. Annabelle Mooney. Cultic Studies Review 6(2), 2007.

Kim KirbyPresented:

“Using a Common Reader Approach for College Discussions” AATYC, Hot Springs, AR 2010

“Comprehensive Professional Development to Better Understand Economically Disadvantaged Students” Achieving the Dream Strategy Institute.  Charlotte, NC 2010

“Comprehensive Professional Development to Better Understand Economically Disadvantaged Students” National Association for Career and Technical Education Information, Albuquerque, NM 2009

“Applying the Bridges Out of Poverty Model for Continuous Improvement, AATYC, Bentonville, AR 2008 Attended:

Educational Policy Institute Retention Conference, San Diego, CA 2011

Higher Learning Commission Conference, Chicago, IL 2011

Achieving the Dream Strategy Institute, Indianapolis, IN 2011

AATYC Leadership Institute, 2009-2010

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National Association for Career and Technical Education Information Conference, Boise, ID 2008

Achieving the Dream Strategy Institute, Atlanta, GA 2008

National Institute on the Teaching of Psychology, St. Petersburg, FL 2008

Chris MaloneyAttended:American Association of Physics Teachers. Kansas City, MO 2010

American Association of Physics Teachers. Bentonville, Arkansas 2011

Arkansas Association of Two Year Colleges. Hot Springs, AR, 2008

Catherine McKinneyAttended:

National Institute on the Teaching of Psychology, Conway, Arkansas 2008

Arkansas Association of Two Year Colleges, Hot Springs, Arkansas, 2009, 2011

Student Success Symposium, Conway, Arkansas, 2010, 2011

Phyllis OrlicekAttended:Arkansas for Gifted and Talented Education. Advanced Placement Institute at UALR Little Rock, Arkansas

Yvette RobertsonAttended:Arkansas Association for Two Year Colleges. 2010

Lisa ScaifeAttended:Arkansas Association of Two Year Colleges, Hot Springs, Arkansas 2010, 2011.

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Edelma SimesPresented:“ Broadening Engagement, “Achieving the Dream Conference. Indianapolis, IN, 2009

“Enlarging the Circle: Assisting Faculty and Staff with Understanding and Using Qualitative and Quantitative Data for Decision Making” Achieving the Dream Conference. Indianapolis, IN, 2011

“ Building a Frame Work for Excellence…,” Achieving the Dream Conference, Dallas, TX 2012

Poster Board Presentations. Arkansas Association of Two Year CollegesHot Springs Arkansas. 2011

“Achieving the Dream Initiative”, Arkansas Association of Two Year Colleges, Hot Spring 2009.

“Understanding and Using Data to Make Informed Decision,” PCCUA In-Service, Stuttgart, AR

Attended:Achieving the Dream Strategy Institute. San Francisco, CA. 2009

Achieving the Dream Strategy Institute. Charlotte, NC. 2010

Achieving the Dream Strategy Institute. Indianapolis, IN 2011

Achieving the Dream. D.R.E.A.M. Institute. Dallas, Texas 2012

Student Success Symposium, Conway Arkansas 2009, 2010

Student Success Initiatives. El Paso Community College. El Paso, TX 2011

Carolyn WillinghamPresented“Physical Activity Guidelines for 4 to 5 year olds” to Hickory Flat Head Start Staff, Hickory Flat, MS 2009

“Parachute Activities” to Hickory Flat Head Start Staff, Hickory Flat, MS 2010

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“Conducting Fitness Assessments” to Gear Up Staff, Helena, AR 2011

Attended:Worksite Health Promotion. Atlanta, GA 2009

Carolyn Willingham (continued)

Health and Fitness Summit. Atlanta, GA, 2009

Head Start Body Start Physical Activity Consultant Training. Indianapolis, IN 2010

AAHPERD National Convention. Indianapolis, IN, 2010

“Health Related Fitness” ArkAHPERD. Russellville, AR 2011

Part-time/Adjunct Faculty

PCCUA employs a number of adjunct instructors to teach courses when full-time faculty are unavailable. Every adjunct faculty member, who teaches college level courses, in the Division of Arts and Sciences possesses at least 18 graduate hours in the courses he or she teaches. Table 4 shows the Division of Arts and Sciences adjunct instructors, their qualifications, and the courses they teach.

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Table 4Arts and Sciences Adjunct Report

Fall 2011

Name Highest Degree Courses Campus CourseEarned Taught Taught Level

Henderson, Marches

Masters MS 1013/1023/1123

Helena Developmental

Dabbs, Kristian Masters SH 113 Stuttgart BeginningBryant, Rolfe PhD BY 103 Stuttgart DevelopmentalBoggs, Don Professional

certificationPEAC 101 & 11 Stuttgart Beginning & Intermediate

(bowling)Adamson-Ray, Susan

Masters FA 213 Stuttgart College - Sophomore level

Scheiderer, Terri Professional certification

PEAC 171 & 261 Stuttgart Beginning & Intermediate (aerobics)

Reed, Faye Masters (Math)Jurist Doctorate (law)

MS 1013/1023/1123

Helena Developmental

Parker, Paulette Specialist EH 1023EH 233

Helena DevelopmentalCollege - Sophomore level

Nelson, Barbara Masters MS 1013/1023/1123

Helena Developmental

Jennifer Poston Masters SY 213 DeWitt College - Sophomore levelCrystal Simpson Masters PE 223

PEAC 142BY 103

DeWitt College - Sophomore levelBeginning PEACDevelopmental

Kathy Trite Masters EH 113 DeWitt College - Freshman Level

Faculty Orientation

The division provides new and adjunct faculty with a handbook that includes information about the college and key personnel. The handbook covers such topics as (1) an introduction to the college (mission statement, history of the College, Who’s Who, college maps and descriptions); (2) academic and student policies and information such as rules for conduct of classes, absences of a faculty member, class roll/roster, etc. (See Faculty Handbook Link http://www.pccua.edu/FACUlty_staff ); (3) services provided by the College; Much of this

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information is now found on the PCCUA website. Therefore a paper copy of the document has not been provided to recent adjuncts and new hires. Recently hired instructors have lately brought to the attention of the dean and Vice Chancellor of Instruction that they want and need a more comprehensive orientation. Plans are to review the “New Hire” check-off sheet provided by the personnel director and the older version of the faculty handbook to develop a new and more effective orientation for new and adjunct faculty. Until the Fall of 2010, an evening orientation was provided for adjuncts and new faculty on each of the campuses. The adjunct faculty link can be viewed at the following link: http://www.pccua.edu/Adjunct_Faculty/.

Faculty Course Load

A standard contract for faculty members in the Division of Arts and Sciences requires each faculty member to teach 15 hours a week. On average, each instructor teaches five three credit courses a semester. In addition to the standard teaching contract, instructors are often assigned overload courses per semester. Overload courses are classes that instructors teach beyond their standard contract. Faculty members receive additional compensation for teaching overload courses.

Summer courses are also available to faculty members. If the college has enrollment and the faculty member chooses to teach during the summer, these courses are not considered part of the standard teaching contract. Typically, faculty members will teach two-three credit courses during the summer. These courses have a different contract that compensates the faculty member at a rate of 7.5% of his or her teaching contract per three-hour course. If a faculty member teaches more than two classes during the summer, he or she will receive the regular overload rate of $500.00 per credit hour. Definition of course load can be found in Board Policy and Administrative Policy (See PCCUA Policy Manual at http://10.8.0.3/pdf%20files/Policy%20Manual/Policy%20Manual%20October%202012.pdf).

Program Resources

Library Resources

Phillips Community College has an expansive library that is available for student and faculty use. It provides journal articles, intranet access, newspapers, magazines, books, videos, and reference guides. Students and faculty use the library to conduct research for their classes while also supplementing the classroom instruction. In addition, one of the goals of PCCUA is to produce students who are life- long learners. The library is available for faculty and students to check out materials for their own personal learning. The Table 6 and the information that follows illustrate the resources of the PCCUA library.

Access to the library’s online catalogue and electronic resources is provided for faculty, staff, and students located on all three PCCUA campuses. The IT Department is currently working to provide off-campus access to the electronic databases. Inter-library loan services are also provided for materials not held in the PCCUA collection.

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Table 5Library Electronic Resources

Database Titles from EBSCO

Coverage Approximate Number of Titles

Academic Search Elite Academic areas of study More than 2100 journals – more than 1700 peer-reviewed titles

Academic Search Premier Multi-disciplinary scholarly collection

More than 4600 journals – approximately 3900 peer-reviewed titles

Business Source Elite Business Approximately 1000 business publications – approximately 500 peer-reviewed titles

CINAHL with Full Text Nursing and Allied Health More than 610 journals, many full text

Consumer Health Complete Consumer-oriented health content

Full-text database including videos animations, and drug monographs

ERIC Education Links to more than 323,000 full-text documents

Funk & Wagnalls New World Encyclopedia Various subjects

Over 25,000 encyclopedia entries

GreenFILE All aspects of human impact to the environment

Indexing and article abstracts as well as full text materials

Health Source: Nursing/Academic Edition Various medical disciplines

Nearly 550 scholarly full-text journals – 1300 generic drug patient education sheets

Health Source: Consumer Edition

Consumer health information on various health topics

Nearly 80 full-text consumer health magazines

Legal Collection Information on current issues, studies, trends in legal world

More than 300 scholarly law journals

Library, Information Science & Technology Abstracts

Includes all areas of librarianship

Indexes more than 560 core journals, nearly 50 priority journals, and 125 selective journals

MAS Ultra—School Edition Reference, biographies, images

More than 500 full-text magazines

MasterFILE Premier General interest subject areas Nearly 1700 general reference publications and nearly 500 full-text reference books

MEDLINE Medical information Citation searching from over 4800 current biomedical

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journalsMiddle Search Plus Biographies, primary source

documents, imagesMore than 140 popular middle school magazines

MLA Directory of Periodicals Listing of current information on periodicals

Includes over 5500 journals

MLA International Bibliography

Journal articles, books, dissertations

More than 4400 journals and series – nearly 60 titles from J-STOR

Newspaper Source National and international newspapers, TV and radio transcripts

40 national and international newspapers; 389 regional US newspapers

Primary Search Elementary school research More than 70 magazinesProfessional Development Collection

Education Nearly 520 journals – nearly 350 peer-reviewed titles

PsycINFO Behavioral science and mental health

More than 2500 periodicals

Readers’ Guide Retrospective Indexing of articles from 1890-1982

Includes full coverage of the original print volumes of Readers’ Guide to Periodical Literature

Regional Business News Regional business publications 80 business journals, newspapers, newswires

Database Titles from Ebsco (continued)

Coverage Approximate Number of Titles

Teacher Reference Center Teacher and administrator journals/magazines for professional educators

Indexing and abstracts for 280 periodicals

TOPICsearch Current events database Approximately 475 sourcesVocational and Career Collection

Targets library patrons in high schools, community colleges, trade institutions and public libraries

Full-text coverage for nearly 340 trade and industry related periodicals

World History Collection Global look at history Full-text for 150 titles, including many peer-reviewed journals

Library Electronic Resources

Gale Group Database Titles

Opposing Viewpoints – more than 700 titles, including:o Pro/Con viewpoint essayso Biographies

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o Periodical articleso Statistical tables, charts, and graphso

Literature Criticism Online – includes:o Classical & Medieval Literature Criticismo Contemporary Literature Criticismo Literary Criticism from 1400-1800o 19th Century Literature Criticismo 20th Century Literature Criticism

Additional Electronic Resources Britannica Online SIRS Discoverer SIRS Knowledge Source WorldCat

Budget funds for the library are not specifically allocated by academic discipline. Requests for materials purchases from all disciplines are welcomed and approved as funds permit. The Library budget for 2011-2012 is included in Table 7. This budget does not including personnel costs. Current library staffing includes:

1 full-time Director (all three campuses) 3 full time and 2 part-time staff on Helena Campus 1 full time staff member on DeWitt Campus 1 full time staff member on Stuttgart Campus.

Table 6Library Budget

Campus Supplies/Services

Holdings Travel Total

Helena $ 24,000.00 $ 23,026.00 $ 3,630.00 $ 50, 656.00DeWitt $ 16,000.00 $ 19,737.00 $ 1,450.00 $ 37,187.00Stuttgart $ 16,000.00 $ 19,737.00 $ 1,450.00 $ 37,187.00Total by Account

$ 56,000.00 $ 62,500.00 $ 6,530.00 $125,030.00

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Faculty Professional Development

The Division of Arts and Sciences operates on a budget of $51,765. The budget is divided into three categories: (1) Budget and Supplies, (2) Travel, and (3) Service.

Table 7Arts and Sciences 2011-2012 Budget

Description Travel Supplies/Services Scholarships Area TotalsGen Ed-HN $450.00 $1,800.00 $2,250.00Gen Ed-DW $500.00 $500.00Gen Ed-ST $270.00 $1,000.00 $1,270.00Science-HN $900.00 $6,300.00 $7,200.00Science-DW $0.00Science-ST $6,300.00 $6,300.00Math-HN $109.00 $970.80 $1,079.80Math-DW $900.00 $900.00Math-ST $1,000.00 $1,000.00So Sci-HN $1,080.00 $1,080.00So Sci-ST $1,000.00 $1,000.00English-HN $900.00 $1,800.00 $2,700.00English-DW $500.00 $500.00English-ST $1,000.00 $1,000.00Phy Ed-HN $450.00 $2,070.00 $2,520.00Phy Ed-DW $500.00 $500.00Phy Ed-ST $450.00 $1,000.00 $1,450.00ECE-HN $600.00 $3,300.00 $3,900.00ECE-DW $270.00 $900.00 $1,170.00ECE-ST $270.00 $4,925.00 $5,195.00B Health-HN $540.00 $540.00B Health-DW $450.00 $450.00B Health-ST $0.00Music-HN $1,500.00 $3,000.00 $4,500.00Dance-HN $1,260.00 $1,260.00Ad Faculty-DW $200.00 $200.00Adj Faculty-ST $900.00 $900.00Dean of A&S $1,150.00 $1,248.30 $2,398.302011-2012 Div. of A&S Total $51,763.10

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Grants

PCCUA is located in one of the poorest areas of America. The college, especially the Helena campus, has a high minority student population, many of whom live in poverty. According to the 2010 census, 36% of all residents and 48% of the children in Helena, Arkansas lived in poverty. The economic condition of the area and our students makes attaining a higher education particularly challenging. More than 80% of PCCUA’s students are Pell Grant recipients.

Poverty is often accompanied by other challenges. More than 85% of PCCUA’s students test into one or more developmental courses. The data shows that students in developmental courses have a low persistence and completion rate. PCCUA is committed to improving the plight of its students and the communities in which they are located. One of the goals of the grants received by PCCUA is to assist students in overcoming the obstacles of poverty, class, race and lack of preparedness. The grants that follow have been beneficial in helping PCCUA reach its goal of increased higher education attainment for areas residents.

As is evidenced by the Division’s operating budget above, general funds are limited. Providing necessary money for faculty development and travel can sometimes be a problem. With a limited budget, PCCUA has relied on grants to fund professional development opportunities and to equip classrooms with recent educational technology. The Achieving the Dream (ATD) and Title III grants highlight some of the professional development activities and purchases of educational equipment made possible by these grants

Achieving the Dream (ATD)

First, the Achieving the Dream grant funded professional development opportunities for faculty members. In 2008, PCCUA applied for the Achieving the Dream grant. This four-year grant is funded through the Winthrop Rockefeller Foundation and provides $100,000 per year. This grant provides for the implementation of teaching strategies, faculty professional development, and teaching tools such as lab equipment and smart boards. Because over 80% of all PCCUA students place in at least one developmental course, the two ATD priorities guide developmental education.•Priority 1A: PCCUA will increase retention and completion of students enrolled in developmental reading courses.•Priority 1B: PCCUA will increase the retention and completion of students enrolled in developmental English classes.•Priority 1C: PCCUA will increase the retention and completion of students enrolled in developmental math classes. •Priority 2: Increase the successful completion and persistence of students enrolled in developmental and freshman level (gatekeeper) courses.

In 2011, PCCUA was named as a Leader College with ATD. In 2012, PCCUA received the Leah Meyer Austin Special Recognition for Culture Change.

Accomplishing these goals required numerous hours of professional development for faculty. The ATD grant funded much of the outside professional development at PCCUA. When faculty

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members traveled to professional development conferences, ATD paid for the faculty members’ travel accommodations, registration fees, and conference registrations. The grant also funded professional development speakers that traveled on campus to PCCUA, a full-time ATD coach, and a full time institutional researcher. In addition, speakers were brought to campus in an effort to develop faculty member’s understanding of their students and help teach the faculty new teaching pedagogies.

•Phillip DeVol (Spring 2008) Mr. DeVol is the author of Getting Ahead in a Just-Gettin’-By World: Building Your Resources for a Better Life, a life-planning workbook for people in poverty that brings together three primary influences. He spent 19 years as the director of an out-patient substance abuse treatment facility where he designed treatment programs and collaborative systems for school-based intervention.

•Dr. Maureen Hurley (Fall 2008). Dr. Maureen Hurley is the Associate Director of the Center for Academic Development at the University of Missouri-Kansas City. As part of the Achieving the Dream Initiative, she provided a two-day training session for faculty and staff. Her presentation taught participants how to deal with difficult academic subjects (subjects with a high rate of D and F grades or student withdrawals).

•Nathan McCall (Spring 2009). Mr. McCall is a noted author and public speaker. His book, Them, was used by the PCCUA faculty as a common reader. His book, set in downtown Atlanta, tells the tale of an African American male who struggles with the reality of race and class warfare. Mr. McCall shared his experiences with the faculty and staffs to educate them about the daily challenges minority students endure.

•Matt McCoy (Fall 2009 and Spring 2011). Mr. McCoy works for the University of Arkansas General Council Office. He came to PCCUA in the fall of 2009 and the spring of 2011. In 2009, he spoke to the faculty and staff about legal issues in higher education. In 2011, he taught the faculty about intranet safety, copyright privileges, and other issues relating to higher education.

•Greg Hodges (Fall 2010 and Fall 2011). Mr. Hodges is the Dean of Instructional and Developmental Education at Patrick Henry Community College. He came to PCCUA to instruct the faculty on how to use cooperative learning in the classroom. His workshops provided a conceptual framework and hands on experience in planning and implementing cooperative learning in the classroom.

•Stephen Svetz (Fall 2011). Stephen Svetz is a certified law enforcement instructor and former law enforcement officer who provides training to police agencies and the public on matters of the law, identity theft, scam trends, internet safety, and credit card management. He heads the Identity Theft Passport program at the Attorney General’s Office. He spoke to the faculty and staff about protecting their identities in an increasingly dangerous world.

•Toby Daughtery (Fall 2011). Mr. Daughtery is a current college student at the University of Arkansas at Little Rock. He is a motivational speaker who talks about overcoming substance

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abuse, poverty, and prison. His story is meant to inspire faculty and staff to not give up on students.

Title III Grant

While the ATD grant provided money for faculty development, the Title III grant provided money for much needed classroom technology. This technology is vital for faculty members to teach their students in new and progressive ways. In 2005, the Title III Grant was secured through the U.S. Department of Education’s Strengthening Institutions Program. This grant helps eligible institutions of higher education expand their capacity to serve low-income students by providing funds to improve and strengthen their academic quality, institutional management and fiscal stability. PCCUA used these funds to increase student success and retention by strengthening developmental education and reinforcing basic skills learned in gateway courses. The following is a list of seven goals the Title III Grant hoped to accomplish:

1. Improve the content and delivery of developmental/basic skills curriculum.2. Provide professional development and support for faculty in effective classroom

technology and instructional delivery methods.3. Establish a coordinated data collection and interpretation function and implement a

comprehensive student information system.4. Improve student orientation and placement, education/career planning and advising.5. Improve early alert/referral and progress tracking/degree audit systems.6. Improve student success and retention.7. Develop alternative funding sources, including increased endowment.

The best approach to accomplishing these goals was by investing in the PCCUA teaching and technological infrastructure. The funds for this would not be available without the Title III grant. Advanced technology in the classrooms assists faculty members in providing a high quality education. The Title III Grant was an important source of revenue for purchasing equipment for the Division of Arts and Sciences. With Title III funds, the Division of Arts and Sciences received seven smart boards, several computers, and two NEC projectors.

Twelve faculty and staff members served on the advisory board for the grant. Lynn Boone (Vice Chancellor for Student Services and Registrar), Susan Carter (Title III Project Director), LeRoy Cook (Title III Activity Director), Amy Hudson (Dean of Allied Health), Linda Killion (Dean of Business and Information Systems), Deborah King (Vice Chancellor for Instruction), Susan Luebke (Vice Chancellor Stuttgart Campus), Gwen McGhee (Dean of Adult and Developmental Education), Tracy McGraw (Dean of Industrial Technology and Workforce Development), Carolyn Quarrells (Director of Student Support Services), Edelma Simes (Dean of Arts and Sciences), and Carolyn Turner (Vice Chancellor De Witt Campus).

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Institutional Support for Faculty and Staff

PCCUA is dedicated to providing support for the faculty and students. The following section shows PCCUA’s support for faculty and students through a variety of student services programs. Each program is funded differently and helps students in a different way. However, the goal of all the programs is to help students and faculty members be as successful as possible.

Career Pathways

The Arkansas Career Pathways Initiative is a comprehensive project designed to improve the earnings and postsecondary education attainment of Arkansas citizens who are eligible for Temporary Assistance for Needy Families (TANF).  The initiative provides funding for two-year colleges to develop Career Pathways programs. These programs assist TANF-eligible adults earn a marketable credential for immediate entry into high demand occupations.  The initiative emphasizes such program components as job readiness skills, basic academic skills preparation/remediation, and post-secondary credentials tied to high wage, high demand occupations.  Intensive student services are provided for students in the program.  The initiative fosters strong connections among two-year colleges, students, community organizations, state agencies, and employers.

Career Pathways provides services for students living in poverty. This assistance is essential for students living in poverty to be successful in college. The following is a list of services provided by Career Pathways:

Assessment Academic Advising Academic Skills Support Career Exploration Counseling Orientation Social Skills Support Enrollment and Retention Manager Financial Aid Transportation Child Care In order to enroll in the Arkansas Career Pathways Program, students must meet certain criteria to receive benefits. The following is a list of basic eligibility requirements: 1. The student must be the parent of a child under 21 years of age. In addition, the child

must live in the student’s home.2. The student must be receiving Transitional Employment Assistance (TEA), or the student

must have received TEA in the past.3. The student must be receiving food stamps or Medicaid.4. The student must have an annual family income below 250% of Federal poverty level

(about $44,000 annually for a family of three).

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Carl Perkins Grant

The Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV) provides a renewed vision of career and technical education programs for the 21st century. The Act envisions that all students will achieve challenging academic and technical standards and be prepared for high skill, high wage, or high demand occupations in current or emerging professions. Perkins IV provides an increased focus on academic achievement of career and technical education students, increases State and local accountability, and strengthens the connections between secondary and postsecondary education.

Perkins grant funding was used to support the utilization of technology to improve instruction and to provide professional development for faculty.  Perkins funds were often used in conjunction with other funding sources, such as ATD, to provide comprehensive professional development opportunities.

Within just the last four years, Perkins has purchased Tegrity audio/video systems for all three campuses; purchased new computers, equipment and software to upgrade the Graphics program; acquired two Birthing Noelle and Baby Hal simulators for the nursing program; and purchased electronic charting software and laptops for nursing students to use in the clinical setting.

Perkins grant funds have been used for department specific professional development by providing the necessary finances for faculty to attend training in areas related to nursing, business and information systems. In conjunction with ATD funds, Perkins purchased the following books for all faculty and professional staff for use in the common reader activities: Bridges Out of Poverty, Them, Understanding and Engaging Under-Resourced College Students.  The Perkins Grant funded Nathan McCall’s professional development seminar on the PCCUA campus. In support of the Cooperative Learning training offered on campus for two years, Perkins provided stipends for all faculty participants. PACE Grant

Under the Pathways to Accelerated Completion and Employment initiative (PACE), PCCUA is implementing several new strategies in an effort to improve retention and accelerate completion among the student population targeted within the grant. Targeted students include those seeking technical and associate degrees in the areas of allied health and allied health related fields. The college will focus on three strategies in order to achieve the goals of the grant: (1) transforming developmental education, (2) streamlining certificate and degree pathways, and (3) enhancing student advisement and job placement technology. Furthermore, the College of Arts and Sciences will implement more specific strategies and course redesigns in accomplishing the goals of the grant. They include:

Combining EH 1013 (Basic Writing I) and DS 103 (Introduction to College Reading), thereby reducing the credit hours by two, and the seat time by three hours.

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Combining EH 1023 (Basic Writing II) the highest level developmental English course and EH 113 (Freshman English I), thereby reducing the credit hours by one and the course completion time by one semester.

Combining MS 1123 (Intermediate Algebra) the highest level developmental math course and MS 123 (College Algebra), thereby reducing the course completion time by one semester

Adding MS 143 (Technical Math), a course designed to provide mathematical tools needed by students enrolled in selected technical and occupational (AAS) programs.

Redesigning all developmental math courses through the modularization of lessons and the inclusion of diagnostic tools to provide more efficient placement and progression.

In addition to the aforementioned transformations which will directly impact the Arts and Sciences program, other grant outcomes which will be beneficial to our division include the enhancement of student advisement technology and the creation of a new multi-purpose learning center. The Bonner Room, located adjacent to the cafeteria, has been identified as the ideal location for the multipurpose center where academic support, walk in advising, and career counseling will take place. Centrally located on the campus, the center will not only provide tutoring and academic support for all subject areas, but will serve to technologically enhance our current advising and career counseling systems.

GEAR UP

The Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) Grant is a program designed to increase the number of low-income students who are prepared to enter and succeed in postsecondary education. GEAR UP provides services at high-poverty middle and high schools. GEAR UP serves a cohort of students who begin the program no later than seventh grade and continue in the cohort through high school (in some schools, the program will begin earlier than 7th grade). GEAR UP funds have been used to provide college scholarships to low-income students.

ADTEP

The Arkansas Delta Training and Education Consortium (ADTEC) is comprised of five colleges: (1) ASU Newport, (2) East Arkansas Community College, (3) Mid-South Community College, (4) Arkansas Northeastern Community College, and (5) and Phillips Community College. ADTEC received a grant from the Department of Labor to complete the Arkansas Delta and Transportation Education Project (ADTEP). ADTEP is funded to support the workforce training needs of the transportation industry in the Delta region by providing capacity to deploy career pathway programs at ADTEC community colleges. The project includes training in alternative fuel and hybrid vehicle technology. The PCCUA programs focus on renewable and alternative fuels. ASU-Newport is the lead college on the ADTEP Grant

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AESP

The Arkansas Energy Sector Partnership Program (AESP) funding will be used to strengthen the existing curriculum related to energy efficiency; purchase materials to create a mobile Learning and Demonstration lab; train faculty, staff, and students in energy efficiency efforts; develop a weatherization curriculum and provide weatherization workshops; and purchase supplies for use with instruction of energy efficiency training.

TRIO

The TRIO programs are student services programs designed to identify and provide services for individuals from disadvantaged backgrounds. TRIO includes eight programs targeted to serve and assist low-income individuals, first-generation college students, and individuals with disabilities to progress through the academic pipeline from middle school to post baccalaureate programs.

SSS

Student Support Services (SSS) funds are awarded to institutions of higher education to provide opportunities for academic development, assist students with basic college requirements, and to motivate students toward the successful completion of their postsecondary education. The goal of SSS is to increase the college retention and graduation rates of its participants.

In order to qualify for SSS, students must meet the following criteria:(A) He or she must be a citizen or national of the United States or meet residency requirements for Federal Student Financial assistance; (B) He or she must be enrolled at grantee institution; or (C) He or she has a need for academic support services to succeed in a postsecondary educational program and strategies include:

academic placement below college level out of academic pipeline 5 or more years low grades or instructor recommendation high school equivalency (GED) undecided transfer plans undecided college major

(D) He or she must be:(1) Low-income (individual whose family’s taxable income for the preceding year did not

exceed 150% of an amount equal to the poverty level);(2) First generation college student (an individual both of whose parents did not complete

a baccalaureate degree or in the case of an individual who regularly resided with and received support from only one parent, an individual whose only such

parent did not complete a baccalaureate degree) or(3) An Individual with disabilities.

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Instruction Via Distance Technology

Online Consortium

PCCUA, the University of Arkansas Community College at Hope, and the University of Arkansas Community College at Batesville make up the University of Arkansas Associates in Arts Online consortium (UAOnline). Each of the three colleges offers approximately one-third of the classes required for the AA degree. Students enroll on their home campus but may have instructors from any of the three campuses. All members of this consortium have agreed to policies and procedures governing online course offerings. The University of Arkansas Online Program – Policies and Procedures Manual is found at Appendix E (to be updated Summer 2012)

Online Student Support

PCCUA students, who want to take online courses, must take a skills assessment test before they can enroll in online courses. The assessment is designed to measure the students’ computer skills. If a student does not score an 80% on the assessment, the student is not precluded from taking the course. However, students with scores below 80% must meet with their advisors before they can enroll in the course.

Supporting online students is a priority for PCCUA. Online instructors maintain access hours (time in which they are available online, via email or telephone) which are posted in the course syllabus along with contact information which includes phone and email addresses. In addition, students are provided contact information for the distance learning coordinator. Instructors are asked to log into their online courses daily so that response time to students’ questions, assignments etc. is not delayed. Online students are also given access to the campus Help Desk. A link for the Help Desk is located on the student’s homepage. To report a problem or request assistance, a student only needs to click the Help Desk link and submit a ticket. Thus, students who encounter problems have three sources for help: the instructor, the distance learning coordinator and the Help Desk. The distance learning coordinator is enrolled in every online class, which makes it easy for her to determine and resolve student and instructor problems.

Online students are advised and registered by the Vice Chancellor of Student Affairs. In order to register for class, the student must send an email to the Vice Chancellor requesting enrollment (no other advisor can place a student in an online class). The student is sent an email which includes the student identification number, Blackboard password, course name, and instructor’s name. These students are given both a PCCUA email account and a course email account in Blackboard.

Online students must complete financial aid in the same manner as face-to-face students. The student must complete a FASFA form and meet with a financial aid advisor. Online students must withdraw from the class in the same way they registered; they must email the Vice Chancellor of Student Affairs and request that they be withdrawn from the course.

Every student who registers for an online class is offered a free on-campus orientation. The

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orientation covers basic skills and best practices for being successful in an online class. Orientations are offered on all three campuses at the beginning of each term. The orientations are taught in computer labs, so the students can actively participate in the process. If a student chooses not to participate in the face-to-face orientation, he or she can participate in the online orientation posted in each Blackboard course.

Faculty to Student Interaction

All distance courses are set up to require instructor-to-student interaction. The CV courses are live interactive video, so they are structured in the same manner as campus courses. Our online courses have attendance policies in place requiring students to log on to their courses every week. The courses also have interactive tools such as messaging, email, discussion boards, and chat rooms available to assist with instructor-to-student and student-to-student interactions.

Online Faculty Support/Policies (training and testing)

PCCUA has a comprehensive technology plan (See Appendix F: Technology Plan). Online instructors received special training in distance education and online teaching. Online instructors maintain office hours that are posted in the course syllabus along with all contact information including phone and email address.

Online instructors receive special training in the use of distance learning software and online teaching before they are allowed to teach an online class. Online faculty mentors are found on each of the PCCUA campuses. These mentors offer workshops and individual assistance to online instructors if requested.

PCCUA does not employee any full-time online faculty. Online faculty members receive no additional compensation or release time to teach an online class. Thus, the course load for instructors teaching online courses is the same as for those who teach 100% face-to-face classes. A standard teaching load at PCCUA is fifteen (15) credit hours. Online faculty members do not maintain the intellectual property of their course content. If an online faculty member resigns his/her position, the College maintains the course content.

Online Testing

Instructors teaching online courses are not required to administer proctored examinations, but are encouraged to have either the midterm or final proctored. If an online instructor requires a proctored exam, specific proctor dates are provided. Exams are proctored on all three PCCUA campuses by personnel in the distance learning departments. If a student is located geographically outside the PCCUA service area, the student may take a proctored exam at an approved testing facility such as a college or military base.

Currently, Michelle Waites serves as PCCUA’s Distance Learning Coordinator. She is the point person for student and faculty. She supports students and faculty members by offering training sessions, organizing all online content, and directing the online program.

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Online Funding Each college in the consortium is funded independently, and individual colleges are responsible for securing their qualified instructors. Each college also has a distance learning director/coordinator who organizes its online activities. This person supports students and faculty by offering technological and software training, assisting instructors in organizing online content and directing the online program.

Online Registration/Financial Aid Online students register for classes in the same manner as face-to-face courses. Students have the option of pre-registering online, or they can come to designated registration days on one of the PCCUA campuses. Online students are advised by the Vice Chancellor of Student Affairs, Lynn Boone. At times, students take online and face-to-face classes. In the event a student takes both, he or she will have two advisors. The student will meet with Mr. Boone for the online courses and meet with his or her content advisor for the face-to-face classes.

Online students must complete financial aid in the same manner as face-to-face students. The students must complete a FASFA form and meet with a Financial Aid Advisor on the PCCUA campus he or she attends.

Online Student Withdrawal/Security

When online students withdraw from their courses, they must email Michelle Waites or Lynn Boone. In the email, they must state their intent to withdraw. All withdrawal emails are saved by Ms. Waites and Mr. Boone indefinitely.

For security reasons, Ms. Waites and Mr. Boone require confidential information from the student before they will process a student request. The student must provide his or her student identification number, Blackboard password, course name, and the name of his or her advisor. In addition, online students are given a student identification number that is different from their social security number.

All distance students are given two email accounts. They are given a general PCCUA email account and a course email account in Blackboard. The course account is different than the general account because only the students and instructors of the course have access to the email.

Library Access All students have access to the PCCUA library. In 2011, all library resources were made available online. Therefore, online students are not at a disadvantage because they can access all library content online.

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Help Desk

The Help Desk is available to online students. If a student has a problem, he or she can submit a ticket to the Distance Learning Coordinator by clicking on a Help Desk link located on the student’s homepage.

Compressed Videos (CV) Rooms/Courses

PCCUA has a total of eight CV class rooms; three on the Helena Campus, two on the Stuttgart Campus and three on the DeWitt Campus. CV classrooms have been a convenient way of delivering classes to two or more campuses when a regularly taught class may not have sufficient enrollment to make or when a qualified instructor is unavailable on one or more of the campuses. The CV classrooms are equipped with microphones and cameras that enable students and the instructor on each of the campuses to hear and see each other.

CV courses are live interactive television and are structured in a manner very similar to face-to-face classes. The Division’s use of CV has declined over the past couple of years, initially because of the unavailability of CV labs and times. CV is still used frequently to deliver education courses from other universities to the College; to deliver coursework and review sessions for the nursing program to all three campuses; and to deliver division courses in history, English/literature and the social sciences simultaneously to the PCCUA’s three campuses. A number of instructors choose to use a hybrid (a combination of on campus/online or on campus/CV learning) format to teach their courses.

Students and Learning

The Division of Arts and Sciences provides instruction in general education for all students regardless of their majors. Sections offered, enrollment and student semester credit hours (SSCH) generated by Division represent a little over 50% of the college’s total. Table Eight provides the Fall 2011 enrollment data.

TABLE 8FALL 2011 SECTIONS, ENROLLMENT & SSCH

PCCUA A & S DIVISION TOTALS

A & S DIVISION PERCENTAGE

SECTION OFFERED 640 341 53.3%ENROLLMENT 6477 3511 54.2%SSCH 9603 18720 51.3% The number of students declaring majors in the Arts and Sciences were 338 in 2011, 436 in 2010 and 452 in 2009. This represents a decline over the past three years. This decline in majors is reflective of a decline in college enrollment and a change in make-up of the student population. A growing population of high school students is taking advantage of early college. These students are shown as “Concurrently Enrolled” students. Concurrently enrolled students are not assigned an academic major until they graduate from high school. Table Nine provides

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the number of students declaring majors in various A & S areas for the past three years.

Table 9 Majors Declared

Major 2009 2010 2011Biology 12 9 15Chemistry 5 10 6Drama 1 0 2Early Childhood Education 68 64 48

Early Childhood Ed/Spec Ed 48 45 25Education 29 22 16English 5 2 3Forestry/Wildlife 10 9 11General Education 262 248 199General Science 1 1 0Mathematics 4 2 4Physical Science 0 0 0Physics 0 0 0Political Science 1 3 0Pre-engineering 1 3 4Pre-law 0 0 0Pre-Med/Pre Pharmacy 2 3 2Social Science 21 14 3Teaching Middle School Lang/Arts 0 0 0

Teaching Middle School Math/Sci 0 1 0

Degrees

The Division of Arts and Sciences offers the following transfer degrees:

Associate of Arts Degree (AA)Associate of Science Degree (AS)Associate of Arts in Teaching Degree (AAT)

Recruitment of Students

PCCUA uses a diversified recruitment strategy to enroll new students. The recruitment team, led by Rhonda St. Columbia (Vice Chancellor for College Advancement), focuses its recruitment efforts on public and private schools in Arkansas and Mississippi. The Phillips county public high schools are: Helena-West Helena School District, Marvell School District, Lee High School, and the Barton School District. The private Arkansas high schools are: Marvell

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Academy, Lee Academy (Marianna, Arkansas), and Desoto Academy. The Arkansas County schools are Stuttgart School District, DeWitt School District, Clarendon School District and Dumas School District. In addition, the team recruits from the Knowledge Is Power Program (KIPP) located in Helena, Arkansas. KIPP is a college preparatory charter school that enrolls students in elementary school, middle school and high school. The program can be found in many economically disadvantaged areas and does not charge its students money to attend. In Mississippi, the recruitment team recruits students from Clarksdale Public Schools and Clarksdale’s private school, also named Lee Academy.

Included on the recruitment team are PCCUA employees called Career Coaches. The Career Coaches give prospective students tours of the campus and travel to events. The following is a list of events in which the team participated during 2011:

1. College Goal Sunday2. Great River Promise presentations ( Phillips County only)3. ArkACROAA College Fair4. Community Events. At various local community events, the Career Coaches set up an

information table to answer questions about Phillips Community College.5. Etiquette Lunches at Pillow-Thompson House for students in grades 11 and 12.6. Visited students at the Secondary-Technical Center.

Retention

Retention and success of students is a priority at PCCUA. One of the College’s retention and success activity is the Early Alert System. The Early Alert System is an effort to contact and provide support to students who are in danger of failing because on nonattendance or a lack of preparation. Studies have shown that students who regularly attend class have more success in college than students who do not. With the Early Alert System, faculty members alert the Student Success Coordinator and student’s advisors detailing the problem(s). The student success coordinator and/or the advisors contact the student and try to input some intervention strategies. When possible, intervention is done within the first few weeks of classes increasing the possibility of the successfully completion of the term. Currently PCCUA has no Early Alert Coordinator so advisors are the Early Alert contact.

Another retention effort is provided through two Student Success (SS) classes. The SS classes are linked to Basic Writing II (EH 1023) and Freshman English I (EH 113). Students who are enrolled in EH 1023 are co-enrolled in Student Success I (SS 101). SS 101 is a one credit-hour course designed to help students develop skills, knowledge and habits which will maximize their academic performance, improve personal interaction, explore and target career goals and improve personal skills which impact scholastic achievement.

Students who are enrolled in EH 113 are co-enrolled in Student Success II (SS 111), which is a course designed to help students develop a learning system for attaining maximum success in college, in work, and in life. This course focuses on critical thinking, interpersonal and intrapersonal skills, employability skills, leadership development, conflict resolution, financial

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management and service learning. Instructors of the SS classes also serve as coaches who help students with any problem that may serve as a road block to their success in college. Many PCCUA students are first generation college students; while some of the information covered in the SS classes may seem trivial to some, this information is very beneficial to many of our students.

Program Graduates:

The Division of Arts and Sciences had 91 graduates in 2011. This represented an increase of approximately 25% over the previous year. Graduates according to majors can be found in Table 10, and graduates according to degree received are given in Table 11. Parallel to what is occurring throughout the country; very few students are opting to major in the science, technology, engineering and mathematics (STEM) areas. The PCCUA associate degree awarded to students in the STEM areas is the AS/ALS.

Table 10Student Graduation by Academic Major

MAJOR/YEAR 2011 2010 2009DRAMA 1

EARLY CHILDHOOD EDUCATION 32 24 36

EARLY CHILD ED/SPEC ED 10 9EDUCATION 3 7 5ENGLISH 1 1 1FORESTRY/WILDLIFE 1GENERAL EDUCATION 33 24 21GENERAL SCIENCE 1PRE-ENGINEERING 1 LAW 2 1 1 MATHEMATICS 1 1 POLITICAL SCIENCE 2PRE-MED / PRE-PHARMACY 1SOCIAL SCIENCE 3 3 1PHYSICAL EDUCATION 1 1 1TEACHING MIDDLE SCHOOL LANG/ARTS 2BIOLOGY 1 1 2TOTAL 91 73 72

Table 11

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Graduates by Degree Awarded

YEAR 2011 2010 2009AA

DEGREEAS/ALS

DEGREEAA

DEGREEAS/ALS

DEGREEAA

DEGREEAS/ALS

DEGREEDRAMA 1EARLY CHILDHOOD SPECIAL EDUCATION

10 9 9

EDUCATION 3 7 5ENGLISH 1 1 1FORESTRY/WILDLIFE MANAGEMENT

1

GENERAL EDUCATION

33 24 21

LAW 2 1 1PHYSICAL EDUCATION

1 1 1

POLITICAL SCIENCE 2SOCIAL SCIENCE 3 3 1BIOLOGY 1 1 2CHEMISTRYGENERAL SCIENCE 1MATHEMATICS 1 1PRE-MEDICINE 1PRE-PHARMACY 1TOTAL 57 2 46 3 39 4

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Assessment

Faculty Evaluation

The faculty members are evaluated by examining instructional delivery, instructional design, and course management. Eight weeks into the semester, the instructional delivery is evaluated using a student questionnaire administered to two classes randomly selected by the dean of the division each fall and spring semester. If either class selected has fewer than ten students enrolled, an additional class is selected until at least twenty students are asked to complete the student questionnaire. The students evaluate the faculty member’s performance and are provided with an opportunity for open-ended responses concerning positive or negative aspects of the class and instruction. The results of the past four years of student evaluations are listed in Table 12.

Table 12: Faculty Evaluation Results5 point scale 5 point scale 3 point scale 3 point scale

Academic Years 2007-2008 2008-2009 2009-2010 2010-2011

Instructional Delivery

4.66 (Excellent)

4.54(Excellent)

2.80(Excellent)

2.81(Excellent)

Instructional Design

4.79(Excellent)

4.82(Excellent)

2.50(Excellent)

2.89(Excellent)

In 2009, the faculty at PCCUA changed the points system on the faculty evaluations. At the time, the evaluation process of portfolios was deemed too subjective and many faculty members appealed their scores. To simplify the evaluations and eliminate subjectivity, the Faculty Senate changed the points system from a five point scale to a three point scale. Prior to 2009, the faculty members were placed into categories of (1) Excellent, (2) Very good, (3) Good, (4) Average, and (5) needs improvement. The new scale eliminated two ratings and consisted of (1) Excellent, (2) Average, and (3) Needs Improvement. Table 11 shows the results of the portfolio evaluation process from 2007 to 2011. The 2007-2008 and the 2008-2009 evaluations were on the five point scale while the 2009-2010 and 2010-2011 were on the three point scale. Each year, the faculty, as a whole, received an excellent rating for Instructional Delivery and Instructional Design.

The instructional design is evaluated using a teaching portfolio. The portfolio is an open-ended collection of materials selected by the instructor which documents his or her teaching performance. Appendix G shows the evaluation forms used to evaluate faculty members’ portfolios. The teaching portfolio includes syllabi for courses taught during the year and a description of college service, community service, and professional development activities. The division dean and a peer review committee review the faculty members’ portfolios. The peer review committee is composed of one faculty member selected by the instructor from the instructor’s division, one faculty member selected by the division dean from the division, and

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one faculty member from another division selected by the Faculty Development Committee.

The course management segment of the evaluation is evaluated by the division dean and addresses issues related to management in instruction (interaction, submission of grades, reports, student documentation, and other reporting functions, classroom management). Faculty members have recourse if a peer gives a low evaluation which the instructor believes to be inaccurate or unfair. The evaluation appeal goes to a Faculty Evaluation Appeal Committee which reviews the issue and makes recommendations to the Vice Chancellor for Instruction. The Vice Chancellor reviews the appeal and makes the final decision whether to accept or reject the appeal.

The Faculty Performance Reports filed annually with ADHE can be found at the following link. http://www.pccua.edu/faculty_staff/ (scroll to bottom of page). (See Appendix G, Faculty Evaluations).

Assessment of Student Learning

Program Assessment

PCCUA assesses at the course, program, and institutional level. This assessment is critical to gauging teaching and learning effectiveness and provides information about how we are performing, if we are doing what we say we are doing, benchmarking the success of the work we do, and providing both qualitative and quantitative data needed to inform decision making about changes, modifications, and for strategic planning.

The institutional assessment includes overall outcomes related to student success and focuses on college activity as a whole. Several elements are included in the institutional assessment process such as core indicators about overall course completion, course success, term to term retention, year to year retention, and certificate and degree completion

Completion and Persistence

The college has worked hard on improving retention and the course success of its students. With a declining population in all counties and high schools within PCCUA service area, the college quickly realized that it is not enough just to recruit students. The college has revamped programs, reviewed policies and procedures, implemented new and innovative student services to help students’ successfully complete courses and programs. Course success and retention are included as priorities in the ATD Initiative. Table 13 provides information on course retention, course success, term-to-term and year-to-year retention. Please note that interventions set in place by the College have increased course success, term-to-term and year-to-year retention. Course retention appears to have remained constant.

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Table 13: ATD IndicatorsIndicators

2004-06 2008-09 2009-10 2010-11 2011-12 2008-12

Course Retention

966/1183 82%

290/320 91%

326/422 77%

343/428 80%

291/381 76%

1250/1551 81%

CourseSuccess

650/1183 55%

240/320 75%

265/422 63%

270/428 63%

219/381 57%

994/1551 64%

Fall to Spring Retention

563/83667%

201/26476%

232/30177%

213/31368%

200/27672%

846/115473%

Fall to Fall Retention

293/83635%

106/26440%

130/26449%

95/31330%

114/276 41%

445/115439%

Graduation

As reported by ADHE, three-year graduation rate for PCCUA has increased from 10% for the 2004 cohort to 24% for the 2008 cohort. This rate includes all degree awarded: certificates, associate of arts, associate of science and associate of applied science. Table 14 shows the graduation percentages from 2004-2008. .

Table 14: GraduationPCCUA

Graduation ReportCohorts (150%) 2004 2005 2006 2007 2008

Graduate within three years 10% 14% 14% 19% 25%Note: ADHE Expected outcomes Table 15 provides information on PCCUA’s graduates by degree or certificate and time of completion: two years (100%), three years (150%) and four years (200%). For 2004 to 2008 cohorts, the percentage of students receiving associate degrees within two years increased from 3% to 10%; the number receiving associate degree within three year increased from 9% to 17%. Many of our students are parttime, so we review data on the number of degrees or certificates completed after four years (200%). Graduation rates increased from 11% to 18% for 2004 – 2007 cohorts.

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Table 15: Degree and Certificate Completion

Degree and Certificate Completion2004 100% 150% 200%Associate of Arts or Sciences (9/272) 3% (26/272) 10% (30/272) 11%Technical Certificates (1/272) .3% (3/272) 1% (8/272) 1%Totals (10/272) 4% (29/272) 11% (38/272) 14%2005Associate of Arts or Sciences (16/306) 5% (33/306) 11% (36/306) 12%Technical Certificates (11/306) 4% (16/306) 5% (18/306) 6%Totals (27/306)9% (49/306) 16% (54/306) 18%2006Associate of Arts or Sciences (11/258) 4% (25/258) 10% (39/258) 15%Technical Certificates (5/258) 2% (10/258) 4% (17/258) 7%Totals (16/258) 6% (35/258) 14% (56/258) 22%2007Associate of Arts or Sciences (21/293) 7% (48/293) 16% (56/293) 19%Technical Certificates (8/293) 3% (9/293) 3% (26/293) 9%Totals (29/293) 10% (57/293) 19% (82/293) 28%2008Associate of Arts or Sciences (27/264) 10% (49/264) 19% (59/264) 22%Technical Certificates (7/264) 3% (16/264) 6% (27/264) 10%Totals (34/264) 13% (65/264) 25% (86/264) 33%

ADHE provides a wealth of information about degrees and certificates awarded at Arkansas institutions of higher education. Table 16 provides data on the number of certificates and degrees awarded by the two-year public institutions in Arkansas. The highlighted institutions are comparable two-year colleges located in Eastern Arkansas. Eastern Arkansas population has decreased; PCCUA is serving fewer students yet awarding more certificates and degrees. The number of awards has increased from 312 to 481 in a five year period.

Table 16: Degree and Certificate Award by Institution47

Total Degrees and Certificate Awarded, by InstitutionArkansas Department of Higher Education 2006-2010/11

Two Year Public 2006-07 2007-08 2008-09 2009-10 2010-11ANC 291 403 428 432 433

ASUB 750 1007 1203 1165 1140ASUMH 374 429 445 467 579ASUN 970 979 840 539 44BRTC 419 389 529 423 428

CCCUA 150 189 200 254 271COTO 315 386 505 659 644EACC 197 249 321 358 209MSCC 121 99 127 188 194NAC 382 386 353 471 490NPCC 448 501 570 476 630

NWACC 403 610 646 779 924OZC 228 206 233 316 375

PCCUA 312 306 398 517 481PTC 1087 1262 1437 3033 3725

RMCC 89 91 149 168 197SACC 311 312 327 437 444SAUT 543 657 783 869 752SEAC 425 426 759 654 595

UACCB 254 397 422 480 571UACCH 226 225 482 505 534UACCM 340 356 500 618 787

0Two Year Public Totals 8635 9865 11657 13808 14447

In addition to assessing core indicators, the college assesses the core competences: communication, cultural awareness, social and civic responsibility, critical thinking, math reasoning, and technology utilization. Each division is responsible for incorporating these competencies into the curriculum.

Another aspect of institutional assessment is related to the efficiency and effectiveness of each support and functional area: student services, library, admissions and records (registrar), business office, community service and continuing education and grants. PCCUA also assesses auxiliary services (bookstore, cafeteria).

The assessment of the Division of Arts and Sciences is tied to institutional assessment and effectiveness. Annually, the A & S Assessment outcomes are submitted to the Director of Assessment and Institutional Effectiveness. The Division assessment becomes part of the institutional assessment.

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The Division of Arts and Sciences assessment begins at the course level. This is especially important to the college because the courses within A&S are the College’s general education core curriculum for all degrees. All Associate of Applied Science degrees have a minimum of twenty-five percent general education core curriculum included in the degree plan. Technical certificate programs also include math and science courses. In addition to course assessment, the Division is also responsible for the program assessment of its three transfer degrees, all sharing the same CIP code: the associate of arts, the associate of science, and the associate of arts in teaching.

Assessment is a continual process for the Division of Arts and Sciences beginning from the time students enter the institution until they complete their Program of Study. Arkansas Code Annotated § 6-61-110 requires that “A first time entering freshman at a state supported institution of higher education who is admitted to enroll in an associate or a bachelor's degree program shall be tested by the admitting institution for purposes of placement in either college level credit courses in English and mathematics or remedial courses in English composition, reading, and mathematics.” PCCUA requires that students scoring less than 19 on the Enhanced ACT (or a SAT equivalent) in English, mathematics or reading to take the COMPASS test. Around 90% of entering PCCUA students take the Computer-Adaptive Placement Assessment and Support System (COMPASS). More than 85% of PCCUA entering students test into at least one developmental class. Table 17 shows the student remediation rates from 2005-2009.

A variety of assessment instruments are used to assess students learning in the division. Pre- and posttests are administered to all math classes, and initial and final essays are used in English classes to assess improvement. Student success in courses, retention rate and graduation rates are analyzed on a semester basis to determine the effectiveness of instruction and the curriculum. Faculty members are also required to do one individual assessment project per semester on a class of choice. Results from this assessment can be found in the A & S Dean’s office, in the office of the Director of Assessment & Institutional Effectiveness, the PCCUA’s ATD website and the PCCUA’s Institutional Research website (www.pccua.edu.IR). Some of the more relevant assessment results will be included in the body of this document. The complete PCCUA Annual Assessment Document can be found in Appendix H.

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Table 17: Remediation Rates by Year for the Fall Term Only for Five (5) Academic Years

AY2006 - AY2010)2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall

Assigned to Any Assigned to Any Assigned to Any Assigned to Any Assigned to AnyRemediation Remediation Remediation Remediation Remediation

Number Percent Number Percent Number Percent Number Percent Number Percent115 74.2% 65 81.3% 65 86.7% 123 86.6% 179 87.7%

Pre-Test/Post Test Assessments for Math Math pre and post test results for the last five years are given in Table 18. Results of the

pretest are used to better determine how to modify the curriculum and instruction to increase student success. The post test results are used to measure and document student knowledge at the end of the course. The post test results are also used to make informed decisions about changes that may be needed in the curriculum. Average post test scores improved in all areas of developmental mathematics and College Algebra.

Table 18: MATH PRE-POST TEST RESULTSCLASS Averages FALL

06SPRING

07FALL

07SPRING

08FALL

08SPRING

09FALL

09SPRING

10FALL

10SPRING

11FundamentalMathematicsMS 1013

Pretest score

37.7 44.6 36.2 30.1 36.2 32.5 39.8 33.3 33.8 32.7

Post score 83.3 63.8 74.3 74.9 74.3 68.6 72.5 70.5 75.4 73.1Change 45.6 19.2 47.6 33.5 37.9 34.8 32.7 37.2 40.6 38.8 % Change 121.3% 43% 131% 111% 105% 107% 81% 112% 128% 119%

ElementaryAlgebraMS 1013

Pretest score

30.1 37.9 34.5 36.6 34.5 33.5 30.9 30.3 29.7 28.2

Post score

85.3 76.2 76.2 73.3 76.2 72.8 72.9 63.9 77.1 77.1

Change 55.2 38.3 40.9 32.7 40.9 39.3 40 33.6 42.8 48.9 % Change 183% 101% 119% 89% 119% 117% 136% 111% 144% 173%

IntermediateAlgebraMS 1123

Pretest score

30.0 31.0 33.9 32.9 33.9 33.2 30.7 36.2 36.8 34.5

Post score

85.3 65.5 64.2 68.6 64.2 61.9 63.7 65.5 76.2 76.4

Change 55.3 34.5 31.5 38.5 31.5 28.7 33 29.3 39 41.9 % Change 183% 111% 93% 117% 93% 86% 107% 81% 106% 121%

College AlgebraMS 123

Pretest score

12.6 9.0 11.1 10 10.7 9.7 12.9 8.8 8.1 8.0

Post score

20.8 19.6 21.3 21.1 23 20.4 24 16.4 16.9 21.7

Change 8.2 10.6 10.1 11.1 36.2 10.7 11.1 7.6 8.8 13 % Change 65% 119% 91% 111% 74% 110% 86% 86% 109% 163%

Students Success/ Course Completion Results

Student success is defined as students earning a “C” or better in a class. Student success is important and is evaluated in all classes. Success in developmental classes has been a priority of PCCUA’s ATD Initiative. Table 19 gives students success in developmental classes for the last five years. Notice that two columns are given for each year. Division totals include all students enrolled on the eleventh day of the term. The institutional count does not include students who withdrew (W) or were administratively withdrawn (EW) from the class.

Table 19DEVELOPMENTAL READING, ENGLISH & MATH

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ASSESSMENT RESULTS

Math Division Institution Division Institution Division Institution Division Institution Division Institution

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

MS 1013 56.9% 73.0% 59.18% 72.80% 66.&% 85.9% 64.2% 83.8% 43.2% 59.9%

MS 1023 48.5% 62.6% 65.69% 75.56% 62.4% 73.7% 59.1% 70.1% 48.1% 58.7%

MS 1123 31.1% 40.1% 56.77% 65.66% 66.2% 73.0% 63.2% 70.9% 49.6% 60.7%English

EH 1013 62.8% 77.1% 61.76% 84.00% 64.8% 81.4% 76.7% 98.3% 49.4% 71.6%

EH 1023 71.6% 85.3% 72.94% 87.85% 67.9% 80.1% 67.9% 79.8% 62.4% 75.3%Reading

DS 103 68.6% 85% 67.80% 89.89% 61.98 75.3% 59.1% 74.3% 57.1% 76.9%

*DS 123 65.6% 77.8% 75.71% 94.64% 75.30 88.7% 76.8% 88.5% 72.9% 87.7%Note: Division totals include all students enrolled. The institutional count does not include students who withdrew or dropped thus explaining the higher completion rate for PCCUA. The PCCUA counts are submitted to ADHE.

As a part of the ATD Initiative, the division has been examining enrollment and success of students in sequential courses (retention) in English, mathematics and reading. The results have been compared to a 2004-2008 benchmark. According to Table 20, PCCUA shows improvement in almost all areas.

TABLE 20STUDENT MATRICULATION

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PCCUA’s students also showed an increase in success rate of students matriculating into the next sequence course for Reading, English and all except one area of Mathematics: MS 1013 to MS 1023 (See Table 21).

TABLE 21SUPPLIMENTAL SUCCESS

The rate of enrollment in the next sequential course for students moving from Basic Writing I (EH 1013) into Basic Writing II (EH 1023) improved by 34% when compared to the benchmark. Students who moved from basic writing II into Freshman English had a 78% enrollment rate in the next sequential course, which represented a 20% improvement. As shown in Table 21, PCCUA’s students also showed an increase in success rate of students matriculating into the next sequence course for Reading, English and all except one area of Mathematics: MS 1013 to MS 1023.

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Table 22: Persistence Rates in Reading, English, and Math

DS-103 to DS-123

EH-1013 to EH-1023

EH-1023 to EH-113

MS-1013 to MS-1023

MS-1023 to MS-1123

MS-1123 to MS-123

2004-2007 Benchmark NA 53/95 83/128 17/28 26/45 21/31

56% 65% 61% 58% 68%

2008-2010 Cohorts 32/40 44/57 40/58 51/85 29/45 5/780% 77% 69% 60% 64% 71%

Table 22 shows the success rate for students moving from developmental English (Basic Writing II) into Freshman English I improved by 20%. Students who move from Basic Writing II into Freshman English have a 78% successes rate compared to 75% pass rate of the class as a whole.

CAAP Test

The Division also assesses students at the end of their programs. The Collegiate Assessment of Academic Proficiency (CAAP) test is required of all graduates in AA, AS/ALS, and AAT programs. The CAAP is administered by all Arkansas two-year and four-year colleges and universities and is sometimes referred to as the Arkansas Assessment of General Education (AAGE).

The CAAP is a standardized, nationally normed assessment program from ACT that enables PCCUA to assess, evaluate, and enhance student learning outcomes and general program outcomes. According to the ACT website, the CAAP test is used for the following purposes:

Satisfy accreditation and accountability reporting requirements Measure students' achievement levels on a group and individual basis Compare students' achievement levels with national user norms Evaluate the strengths and weaknesses of general education programs Document the performance gain of students' achievement levels over time Analyze what interventions may be necessary to enhance results Determine student eligibility for upper-division studies Advise individual students how to achieve academic success. Measure student learning outcomes for Voluntary System of Accountability (Critical

Thinking & Writing Essay)

The CAAP test results are evaluated to determine how well PCCUA graduates meet the division goals of communicating effectively displaying skills in mathematics, problem solving, and scientific reasoning. CAAP results for the last five years are displayed in Table 23 below. Table 23: PCCUA CAAP RESULTS

CAAP 2006 - 201153

Outcomes Subject Area or Course

Year2006-07

Year 2007-08

Year 2008-09

Year 2009-10

Year 2010-11

Percent scoring at or above national average on CAAP objective test.

(expected outcome 2)

Writing Skills 52.6% 45.8% 37.5% 46.8% 48.6%Mathematics 60.8% 58.4% 40.9% 58.4% 55.4%

Reading 49.0% 50.0% 42.2% 49.4% 52.7%

Science Reasoning 56.9% 54.2% 36.1% 48.1% 41.9%

Percent scoring at or above 50 percentile on

CAAP Essay.(expected outcome 3) Essay Writing NA 83.3% 48.4% 62.8% 65.3%

Transfer

ADHE maintains data on students who begin in any Arkansas public two or four-year college or university who later transfer to another Arkansas public college. The number of PCCUA students transferring to other Arkansas public institutions is given in Table 17 below. It is worth noting that PCCUA is located on the border of Mississippi and is approximately 60 miles from Memphis, Tennessee. The nearest four-year institutions are located within these two states. A significant portion of the PCCUA students choose to transfer to out of state institutions, thus the numbers given in Table 24 represent only a fraction of students who actually continue their education by transferring to another college or university in Arkansas.

Table 24:Number of Students Who Transferred to Four Year Insitutions

Year Number in Cohort

Number transferred

Percent Transferred

2003 156 21 13.5%2004 230 22 9.6%2005 175 21 12.0%2006 199 31 15.6%2007 127 10 7.9%

Completion and Persistence

The Division and the College worked hard on improving retention and course success of its students. All counties and high schools within PCCUA service area have experienced declining population over the past several years. The college quickly realized that it is not enough just to recruit students, but the college must put policies, procedures and student services in place to

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retain and help students complete courses and programs. Course success and retention are included as a part of our ATD goals.

Course Assessment

Every spring semester the Dean of Arts and Sciences sends a course assessment form to the Arts and Sciences faculty members to asses their courses. With the course assessment form, each faculty member chooses one of his or her courses to evaluate. The results are sent to the Dean of Arts and Sciences who forwards the data to the Director of Student Success. The results are included in the Director of Student Success’s instutional research summary report.

Employer Satisfaction

The Division of Arts and Sciences does not assess employer satisfaction with its graduates. Students who earn associate degrees from the division typically transfer to other institutions. Therefore, the division only tracks student transfers and not employment.

Program Effectiveness

Program Strengths, Weaknesses, and Areas that need Improvement

As part of the program review process, reviewers sought input from the full-time faculty of the Division concerning the strengths and weaknesses of the Division and its programs. Respondents were asked to list strengths and weaknesses they observed. The strength of the Division’s faculty was cited most often. Respondents noted that the faculty had considerable experience, were open to new curriculum approaches, and worked well together on cooperative projects. Many of the faculty live in the community and volunteer in activities that portray the college in a positive way to potential students and their parents.

The strength of the technology available to faculty and students received the second highest number of citations on the survey. Faculty noted that the college has invested significant sums of money to equip numerous classrooms with Smart Board technology. Also discussed in the survey were the significant investments in computer labs to be accessed by the students along with a steady increasing expansion of online courses and programs.

The leadership of the Dean of Arts and Sciences received considerable support as one of the Division’s greatest strengths. Faculty cited the Dean’s experience with the college and the support she gave the faculty in the Division and her fierce advocacy on their behalf in trying to procure requested resources for professional development and equipment. Faculty noted the Dean’s leadership style was collaborative and that she was not a micro-manager, allowing them to conduct their academic responsibilities with minimal interference but useful guidance. The Dean’s communication of information, particularly data regarding achievement, was mentioned as a strength for the leadership of the Division as well.

Other strengths mentioned were strong community support, quality of facilities, the exposure 55

received to potential students through the Secondary Center, numerous initiatives designed to increase retention, and low student/teacher ratio.

In the survey, faculty cited three weaknesses. First, the faculty expressed concern about the decreasing budgetary support for a wide variety of instructional needs, such as equipment and technology. Faculty noted that numerous grants had been obtained for professional development and equipment purchases, but some feared that the continuing declines in enrollment and state funding would result in failure to sustain funding in these vital areas.

Also receiving considerable attention in the survey was insufficient pay for faculty. Faculty members were very concerned about the level of priority given in budgetary decisions to faculty salaries, noting several recent years faculty received no increases in compensation. Younger faculty members remain mired in low salary levels and new hires are difficult to recruit, which concerns some faculty as many consider retirement.

The third most mentioned weakness was administrative communication. Faculty members feel that communication from the higher levels (above dean) of the college’s administration could be better. There is a feeling amongst some faculty that information is not disseminated effectively and that too many decisions are made without serious consideration of the faculty input that is solicited.

Faculty also mentioned the need for more online courses and program development to recruit students from a broader base as the population of the college’s traditional service area declines. Some faculty wanted to see more writing across the curriculum, which is being addressed. Others mentioned a need for more communication between instructors, within subject areas, to minimize discrepancies of expectations for students enrolled in similar courses.

In closing, faculty cited more strengths than weaknesses for the Division and college in the survey. Largely, faculty relayed what appeared to be a positive work experience.

Program Improvements over the last two years

Over the last two years, the Achieving the Dream (ATD) Initiative allowed the Division of Arts and Sciences to make significant improvements in student success. Because PCCUA has a “high risk” student population, part of the ATD initiative required the college to design intervention strategies to help “high risk” students have success. First, PCCUA added a one-hour supplemental writing lab to its developmental English courses. The objective of the writing labs is to give students more time to write. Until the ATD initiative, developmental English students were completing a lot of grammar drills and not much essay writing. With the extra lab time, instructors were able to expand on their teaching methods by having their students write more essays.

The second intervention strategy ATD made possible is The Early Alert System. With the Early Alert System, faculty members can alert students’ advisors when students miss class. Once the advisor learns of his or her student’s absence, the advisor contacts the student and helps him or her understand the importance of attending class. In addition, the advisor can provide

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counseling, support, and encouragement to the student.

The third intervention effort provided by ATD is a Student Success Class (SSC). Every student, at PCCUA, must take an SSC during his or her first year. The students enroll in two one-hour credit courses taught over a two-semester time frame. SSC classes teach students how to be successful college students. The instructors teach students how to balance their checkbooks, study for tests, pick a major, and etc. Most students at PCCUA are first-generation college students. Some information that might seem trivial to second or third generation students are not always prevalent in PCCUA students. Therefore, Student Success Classes provide essential information about how to succeed in college.

According to the data, student outcomes improved after the implementation of the Achieving the Dream Initiative in 2008. During the 2004-2006 and 2007-2008 cohorts, 67% and 65% of students enrolled in the spring semester after completing the fall semester. After ATD was implemented, there was an improvement in retention. According to the chart, the lowest retention percentage of students enrolling in the spring semester from the fall was 68%. This improvement can be attributed to the Early Alert System. By intervening with students during the semester, students were able to complete their fall semester and move on to the spring semester.

The English Department benefited from the ATD initiative with its developmental courses. By adding an hour lab to the developmental classes, the students were able to spend more time practicing their essay writing. Before ATD, 69% of students successfully completed Basic Writing II. After ATD, 74% of students completed the course.

There are four principles that guide the Achieving the Dream Initiative. Colleges that receive the grants must have (1) a commitment to leadership, (2) use evidence to improve programs and services, (3) have broad engagement, and (4) have systematic institutional improvement. Based on the four principles, the model frames the overall work of helping more students, particularly low-income or students of color, stay in school and earn a college certificate or degree.

In 2011, Phillips Community College was named a “Leader College” by the Achieving the Dream Initiative. Leader colleges demonstrate the power of the Achieving the Dream Student-Centered Model of Institutional Improvement. Leader colleges prove it is possible to raise student persistence and graduation rates, close achievement gaps, and change lives. These institutions embody the ultimate goal of Achieving the Dream, and, as such, serve as mentors within the community of learners (See Appendix C: Special Recognition).

Planned Improvements

The Division of Arts and Sciences is continually assessing its programs and trying to improve them. At the present time, there are a number of initiatives the division is implementing:

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1. The Division of Arts and Sciences has cut its programs’ hours from 64 to 60. In the past, students were required to accumulate 64 credit hours to earn their associate’s degrees. In the next year, the programs will only require students to accumulate 60 hours. To accomplish this goal, the Dean of Arts and Sciences, along with the Vice Chancellor of Academic Affairs, is determining which courses can be eliminated from the existing programs to make it happen.

2. PCCUA received the PACE grant to accelerate student progress through developmental and gateway courses more quickly. The data showed students, who take developmental courses, take longer to earn their associate’s degrees than students who do not. Often, developmental students take three to five years to earn their associate’s degrees. With the PACE grant, a pilot program was created in the fall of 2011 that combined the highest developmental course with the matching gateway course (lowest college level course). For example, Basic English II, the highest developmental English course, was combined with Freshman English I (lowest college level course). The rationale was that developmental students who participate in the pilot program will be able to complete their developmental and gateway courses at one time thereby moving them through the program more quickly. At the moment, PCCUA is tracking the students who participated in the English pilot program. In two years, there should be enough data to assess the pilot program.

3. Course evaluation is an ongoing process. Faculty must improve and update their courses every year. Part of the portfolio evaluation process requires instructors to show how they improved their courses each year. Faculty must show evidence of improvement to receive a favorable score on their evaluations.

Institutional Review Team

Brian Dudak Ed.D.Chairman of the Program ReviewInstructor of English

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Phillips Community College

Chris Maloney M.S.Program Review Committee MemberInstructor of PhysicsPhillips Community College

Edelma Simes M.S.Program Review Committee MemberDean of Arts and SciencesPhillips Community College

Kim Kirby M.A. Program Review Committee MemberCo-Chair of Arts and SciencesPhillips Community College

Natacia Davis M.A.Program Review Committee MemberInstructor of EnglishPhillips Community College

Nathan Bagley M.A.Program Review Committee MemberInstructor of Political SciencePhillips Community College

Robin Bryant M.A.Program Review Committee MemberCo-Chair of Arts and SciencesPhillips Community College

Tarsha Smith D.C.Program Review Committee MemberInstructor of BiologyPhillips Community College

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