reaffirmation spoon river college

Assurance ArgumentSpoon River College - IL

2/8/2016

Spoon River College - IL - Assurance Argument - 2/8/2016

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1 - Mission

The institution’s mission is clear and articulated publicly; it guides the institution’s operations.

1.A - Core Component 1.A

The institution’s mission is broadly understood within the institution and guides its operations.

1. The mission statement is developed through a process suited to the nature and culture of theinstitution and is adopted by the governing board.

2. The institution’s academic programs, student support services, and enrollment profile areconsistent with its stated mission.

3. The institution’s planning and budgeting priorities align with and support the mission. (Thissub-component may be addressed by reference to the response to Criterion 5.C.1.)

Argument

1. Mission. The Mission of Spoon River College is to provide innovative learning opportunities thatenhance the quality of life in the communities we serve. This is shown through our institution'sStrategic Plan along with the Vision Statement and the College's goals, objectives, and timelines.

1. A. For nearly 60 years, Spoon River College has emphasized high quality teaching and learning.The Mission of Spoon River College is to provide innovative learning opportunities that enhance thequality of life in the communities we serve. Spoon River College articulates its Mission throughwritten publications, web materials, strategic planning documents, and budgetary priorities, and itsday-to-day operations. In 2013, the College began developing and currently still is working on thegoals within the President's Goals, Objectives, and Timelines 2013-2016 strategic plan as a guide toachieve its Mission.

1. A.1. The Illinois Community College Board (ICCB) is the governing and coordinating body for allpublic two-year higher education institutions in the State of Illinois. All post-secondary institutions inIllinois report goals, performance indicators, and performance outcomes annually to the ICCB. Thesereports are reviewed and considered in ICCB’s planning and legislative concerns. Through a series ofstringent processes, the ICCB reviews and approves changes within the public two-year institutions inIllinois with the goal of keeping the colleges in the forefront of education by allowing them todevelop new programs in response to the trends in technology and employment, by eliminatingoutdated or overlapping educational programs, and by helping each institution focus on its strengthsand regional needs.

The Mission of Spoon River College is a part of a series of signature statements including Vision,Mission, and Core Values. The Core Values of the College are Caring, Respect, Integrity, Fairness,and Responsibility. The Mission documents were developed through an extensive and shared processthat reflects the inclusive representative nature and culture of Spoon River College. The Missionformed the development of the Strategic Plan and its Core Values, academic excellence, communityand global involvement, and personal and professional fulfillment.


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Spoon River College regularly evaluates, and when appropriate, revises mission documents (theVision Statement, the Mission Statement, and the Strategic Plan). The current mission documents(2013-2016) were approved by the institution’s Board of Trustees in 2013. The process of a newMission Statement and Strategic Plan was facilitated through the creation of work groups comprisingfaculty, students, staff, administrators, and community members. After the groups completed theirwork, a writing team was organized to gather all the ideas from the constituencies. The CollegePresident drafted the final mission documents and submitted them for approval to the Board ofTrustees.

Spoon River College Vision Statement

Spoon River College (SRC) will strengthen its communities by providing a broad range ofeducational programs, cultural activities, and economic development opportunities in anenvironment dedicated to success.

The Vision Statement focuses on the College's status as a gateway to world-class learningopportunities and this is reflected in the College's growth in online, hybrid, and off-campus learningwith the increased growth in partnerships and a growing college-wide acceptance of ongoingassessment.

The current Strategic Plan runs through 2016. A new strategic planning process began in August 2015to replace it. All of the departments were asked to conduct a Strengths, Weaknesses, Opportunities,and Threats (SWOT) Analysis. The analyses were collected and submitted to the Strategic PlanningCabinet.

The Vision and Mission statements of the College are broadly understood by all stakeholders withinthe College. There is significant evidence to demonstrate that all departments comply with and areguided by the College’s stated Mission.

1.A.2.

Academic Programs

Student success through engagement in academic excellence is a primary component of the College’sMission. To highlight further the academic excellence in our academic programs, 10 associate'sdegrees and 36 certificate programs have sought and achieved accreditation through various nationalaccrediting agencies. This topic, along with the affiliated evidence, is covered extensively in CriterionFour.

Instructional Technology

The institution’s academic programs have been greatly enhanced through the improvement andexpansion of instructional technology. The technology tools that are currently an integral part of theacademic area include smart classrooms, wireless access, learning management systems, InteractiveVideo Systems (IVS), and various other hardware and software integrated across campus. The use andintegration of technology has been a focus of the institution not only to assist in engaging students forgreater success but also to create a progressive student-centered learning environment.

Faculty to Student Ratio

Complementing the multiple academic support resources on campus that contribute to studentsuccess, the College aims to keep course ratios small. In 2014, the size of an undergraduate lecture


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course ranged from 20-26 and the student to faculty ratio was 17:1.

Student Support Services

Student Support Services further the mission of academic excellence and personal fulfillment byproviding support to academic areas, offering professional and personally enriching activities oncampus, and offering opportunities for community engagement.

Enrollment Profile

The College’s enrollment strategy supports the goals of the Strategic Plan and the Mission. As apublic institution, Spoon River College is committed to meeting the needs of qualified students whoare seeking an associate’s degree or certificate. As of 2014, approximately one-third of the College'sstudents are age 25 and older, and two-thirds are 24 and younger. More details are available under the"Reports" tab on the College's website.

1.A.3. This sub-component is fully addressed in the Criterion 5.C.1. response.

Sources

PRES_SRC_Strategic_Plan_2013PRES_SRC_Strategic_Plan_2013 (page number 2)


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1.B - Core Component 1.B

The mission is articulated publicly.

1. The institution clearly articulates its mission through one or more public documents, such asstatements of purpose, vision, values, goals, plans, or institutional priorities.

2. The mission document or documents are current and explain the extent of the institution’semphasis on the various aspects of its mission, such as instruction, scholarship, research,application of research, creative works, clinical service, public service, economic development,and religious or cultural purpose.

3. The mission document or documents identify the nature, scope, and intended constituents of thehigher education programs and services the institution provides.

Argument

1.B.1. This Mission Statement was adapted from the previous Vision Statement as key stakeholdersbelieved this to be a comprehensive view of the College. The Mission takes into account thenumerous venues in which learning can take place, formally or informally. This Mission Statement isat the top of every Board of Trustees' agenda, in the College’s catalog, and on the website, along withthe Strategic Plan. The College carries out this Mission by:

Providing pre-baccalaureate education consisting of liberal arts, sciences and pre-professionalcourses designed to prepare students to transfer to four-year colleges and universities and/or tomeet individual educational goals.Providing career and technical education to prepare students for employment, to upgrade skills,and to enable students to move directly into the workforce.Providing developmental education that prepares students for collegiate study.Providing community education including non-credit, continuing education, vocational skills,high school equivalence exam preparation courses, and lifelong learning needs. Partnering with economic development initiatives in the district.Providing cultural and recreational programs to promote personal growth.Providing student services to support the educational goals of students and assistance forstudents with special needs. Utilizing existing and emerging technologies to provide flexible and accessible education andservice throughout the district.

1.B.2. The College's Mission Statement, as a part of the Strategic Planning process, is approved bythe Board of Trustees and is regularly reviewed. In addition to being articulated publicly to bothinternal and external stakeholders, the Mission and Strategic Plan goals show the emphasis theCollege places on its obligations to quality education, service, economic development, and creativeworks. The College offers annual cultural activities such as student art shows and student dramadepartment productions. In addition, the Office of Community Outreach offers various culturalactivities for the College and its communities. The Retirees Leading Initiative is an example of apopular and successful activity that is offered throughout the SRC district.

1.B.3. The Mission Statement, as well as the College's Strategic Plan, identifies the nature, scope, andintended constituents that the College strives to serve. The College's Strategic Plan reflects theCollege's commitment to diverse offerings that serve a wide array of students.


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Sources

Retirees


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1.C - Core Component 1.C

The institution understands the relationship between its mission and the diversity of society.

1. The institution addresses its role in a multicultural society.2. The institution’s processes and activities reflect attention to human diversity as appropriate

within its mission and for the constituencies it serves.

Argument

1.C.1. The College recognizes the value of diversity in students, employees, and other constituenciesconnected with the institution. All persons enrolled with and/or working for the College are expectedto abide by all regulations and policies related to equal opportunity, non-discrimination and anti-harassment. There is a limited diversity factor in the area of race and ethnicity due to the geographiclocation and native population of the College district. The Macomb Campus has a higher percentageof non-White student enrollment due to the proximity of Western Illinois University. At the other sitesof the College (the Canton Campus and the Centers in Havana and Rushville), there is a lesserpresence of racial and/or ethnic population diversity, and there is a significant multi-generationalpresence. While multi-generational diversity is a common rural element, it is often overlooked andunderutilized in terms of diversity awareness and opportunity to build on personal and professionaldevelopment. As an institution of higher education, the College recognizes its role and responsibilityto reinforce the goal of diversity through instruction, student services, and all operations and functionsof the institution. Emphasizing the willingness and ability to understand others and their beliefs andcharacteristics enables all persons and groups to celebrate the value and uniqueness found through theprism of diversity. At the College, diversity includes race, ethnicity, gender, age, disability, beliefs,and lifestyle orientation elements with the goal of recognizing value in similarities and differencesamong individuals and groups and promoting understanding and cooperation so that persons andgroups can be empowered to reach their potential goals and objectives for personal and/orprofessional development.

The College promotes diversity and an appreciation for multiculturalism through both the curriculumand student life

Curriculum: Multicultural awareness is encouraged throughout the College's academic programs,including in general education, by inclusion in select courses. A small selection of such coursesincludes the following:

ABM 190 and 200, with components on the psychology of ag sales and human relationsAH 107, with a component on family caregiving across the lifespanART 122 and 123, with components on the relationship between art and cultures/geographiesART 224, with an emphasis on religion, culture, politics, and geographyBIO 140, with components of human cultures, economics, and politicsBUS 104, which explores economic, geographic, political, and cultural differences affectingtradeDRM 110, with components including theatre across culturesED 201, with a variety of perspectives "in a diverse society"ED 206, with learner-centered instruction and diversityED 230 ("Diversity in Schools and Society")


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ENG 141, a component on cultural impact of visual communicationENG 216 ("Literature of the African Experience")GEO 100 Cultural GeographyGEO 200 World Regional GeographyHIS 151 History of the Middle EastHS 104, with component of sociological aspects of human sexualityNUR 225, with component of social and ethical issues in nursingPHI 115 EthicsPSY 240 Social PsychologyREL World ReligionsSBM 122, with skills to better understand and relate to othersSOC 100 and others in sociology

Student Life: Students have the opportunity to participate in various aspects of student life outside theclassroom, with student organizations such as Kaleidoscope Journal of Art & Literature, SRC TheatreArtists Group for Education (STAGE), Habitat for Humanity, and Phi Theta Kappa, each of whichencourages students to experience college life in diverse ways and sample cultures other than theirown. In addition, the College's library frequently creates themed displays of items in the collectionrelated to a given celebration, such as books about the African American experience during BlackHistory Month.

1.C.2. The College demonstrates its commitment to embracing and growing an environment ofdiversity in several ways. Examples of evidence include part 3 of Students Rights in the StudentCode of Conduct, and also, for employees, in the College Policies and Procedures Manual. TheCollege, an equal opportunity/affirmative action employer and educator, complies with applicablefederal and state laws prohibiting discrimination, including Title VI, Title IX, Section 504, AgeDiscrimination Act, and Title II of the ADA. It is the policy of the College that no person, on thebasis of race, color, religion, gender (sex), sexual orientation, national origin, age, disability, orveteran's status, shall be discriminated against in employment, in educational programs and activities,or in admissions. The College incorporates several measures to ensure that ethical and legal hiringpractices are employed. The Equal Employment Opportunity (EEO) statement is posted as a link onthe College website in the employment section, on the Job Application, and in the Job Postings. Further, the College has a policy that all printed publications must include the EEO statement. TheCollege also has a comprehensive EEO policy in its Policies and Procedures Manual.

The College received its first TRiO grant from the U.S. Department of Education in the fall of 2010and has just received further funding through 2020. The Student Support Services grant project isbased at the Macomb Campus.

The Human Resources Department offers enrollment in short-term, online courses to enhanceemployees' knowledge and skills through Ed2Go.com/spoonriver. Some of the Ed2Go topicsapproved for employees to use include areas related to diversity such as Achieving Success withDifficult People, Solving Classroom Discipline Problems, and Teaching Students with Disabilities. The College also offers a tuition reimbursement program for full-time employees pursuing furthereducation.


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Sources

HR_Policies_and_Procedures_Manual_2014


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1.D - Core Component 1.D

The institution’s mission demonstrates commitment to the public good.

1. Actions and decisions reflect an understanding that in its educational role the institution servesthe public, not solely the institution, and thus entails a public obligation.

2. The institution’s educational responsibilities take primacy over other purposes, such asgenerating financial returns for investors, contributing to a related or parent organization, orsupporting external interests.

3. The institution engages with its identified external constituencies and communities of interestand responds to their needs as its mission and capacity allow.

Argument

1.D.1. The College fulfills its Mission by offering annual, public cultural activities such as studentart shows and student drama department productions. In addition, the Office of Community Outreachand Foundation provide various cultural activities for the College and its communities through theSRC Community Chorus, Retirees Leading Initiatives, and speakers/presenters in partnership withIllinois Arts Council. The College is also active in the communities it serves and supports staffinvolvement and volunteerism. Several staff serve on economic development boards, chamber ofcommerce boards, and civic organizations.

The College, through the Community Outreach Centers in Canton and Macomb, connects directlywith local government, organizations, and businesses. In Macomb, the College assistsPella Corporation with training and diversity workshops. In Rushville, the College works directlywith the economic development director in business procurement. In Canton, the College is aprimary partner with Cook Medical and conducts all of the eligibility training for employment at itsplants and other business ventures. The College is also a partner with the Canton Main Streetprogram, which incorporates economic development opportunities into historic preservation andbuilding façade renewal programs. Because of its wide geographic reach, the College is able torespond positively to many requests for collaboration.

The Mission of the College is further carried out through the Office of Community Outreach, theAdult Education Department and the Foundation by:

Providing developmental and basic skills education to prepare students for collegiate study andto meet individual educational goals.Providing community education including GED preparation, non-credit and continuingeducation classes, vocational skills training, and lifelong learning opportunities.Providing workforce training and retraining to meet the needs of employers and employees.Working cooperatively with economic initiatives in the district.Providing cultural and recreational programs to promote personal growth.

1.D.2. In 2010, the President of the College engaged the Efficiency Task Force in an effort to identifycost savings in response to funding reductions from the State. Every College employee was asked tosubmit to the President ideas for reductions that would not have a direct impact on students or


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services.

The College offers dual credit courses at a reduced tuition rate in order to assist high school studentswith the costs of classes. In addition, in the Fall of 2014, the Spoon River College Bookstoreinstituted a textbook rental program, which saved students money.

The Foundation provides educational resources solely to benefit the College and its students asevidenced by its bylaws. The Foundation updates a three-year plan annually.

1.D.3. The Office of Community Outreach members and the Foundation staff members as well asindividual College employees/program developers regularly engage with members of the district'seconomic development agencies, chambers of commerce, businesses, and community leaders todetermine educational, cultural, or community development current or future needs, interests, andpotential growth opportunities. Both quantitative and qualitative data/results are collected, analyzed,and evaluated for college response (http://www.src.edu/outreach/Pages/about.aspx).

The Year of the Volunteer

This year has been designated as the Year of Volunteer by the Illinois Department of Aging,Generations Serving Generations, and many other organizations throughout Illinois. The College isjoining them to celebrate and recognize the volunteers who work at, through, or with the College. TheCollege will celebrate the year by highlighting the work of volunteers and the reasons they volunteerthrough feature articles in the local media and through various activities that will be coordinatedthrough the SRC Office of Community Outreach.

Sources

2014 2015 FOUNDATION BOARD OF DIRECTORSDec 2014-Jan 2015 NewsletterJune 2015 NewsletterMarch 2015 NewsletterOctober 2014 NewsletterPolicies & Procedures Updated 5.12SPOON RIVER COLLEGE FOUNDATION By Laws for 2015 Annual MeetingSpoon River Foundation 990SpoonRiverCollegeAPCFY2016Three Year Plan 2014-2017


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1.S - Criterion 1 - Summary

The institution’s mission is clear and articulated publicly; it guides the institution’s operations.

Summary

The Spoon River College Mission Statement is a testament to the College's commitment to andinvestment in the residents of Community College District 534. Through a comprehensive internaland external process, the College identified its many obligations, which culminated with the MissionStatement as well as the Vision Statement and Core Values. The Mission Statement is a livingdocument that is ever-changing to allow the College to continue to respond to the needs of theDistrict.

Sources

There are no sources.


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2 - Integrity: Ethical and Responsible Conduct

The institution acts with integrity; its conduct is ethical and responsible.


The institution operates with integrity in its financial, academic, personnel, and auxiliary functions; itestablishes and follows policies and processes for fair and ethical behavior on the part of its governingboard, administration, faculty, and staff.

Argument

2.A. Spoon River College operates with integrity and follows fair and ethical practices in all itsendeavors. All College employees are subject to the ethical practices delineated in the College’sPolicies and Procedures. The Policies and Procedures Manual follows all policies of the IllinoisCommunity College Statutes and applies to all employees of the College.

1. The Policies and Procedures Manual of the College is enforceable under the Board Policiesexcept when there is a conflict. In this instance, the Board Policy supersedes the Policies andProcedures Manual. All previously issued policies and procedures, including memoranda, aresuperseded by this document.

2. The Policies and Procedures Manual is available electronically to all College employees.Employees are expected to read, acknowledge, and comply with the Policies and ProceduresManual. Failure to comply with the policies and procedures set forth in the Policies andProcedures Manual may result in disciplinary action, up to and including termination ofemployment.

3. The Human Resources Director is responsible for maintaining the electronic version of thePolicies and Procedures Manual.

The College maintains transparency by communicating all policies and practices to its various publicsby:

providing audited budget information.making the College academic personnel policies and the non-academic personnel policiesavailable on the College website.providing monthly salary and sick leave records to each employee on ADP Workforce Now, acloud-based Human Capital Management solutions that unite HR, payroll, talent, time, tax andbenefits administration.publishing on the website the Policies and Procedures Manual and the Student Handbook thatoutline responsibilities and conduct.

Financial Integrity


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1. Compliance with policies established by the College's governing boards and by the College.

The College complies with state and college policies and procedures to ensure the ethical handling ofits financial resources. These policies and procedures include but are not limited to the CollegePolicies and Procedures Manual, Section 6, and the Illinois Public Community College Act. The VicePresident of Administrative Services is responsible for the supervision of financial and businessaffairs of the College.

The College undergoes an annual external audit of its finances �in accordance with The PublicCommunity College Act and OMB-Circular A-133 (Audits of States, Local Governments and Non-profit Organizations) and the results of this audit are available to the public.

The College uses college funds ethically and responsibly in accordance with the standards set forth inthe Illinois Public Community College Act. Purchase requisitions and approvals are handled throughan automated system that ensures all purchases are pre-authorized. Section 6.6 in the Policies andProcedures Manual outlines regulations to be followed in the spending of College funds. Requisitionand purchasing training is offered to new and current employees on an ongoing basis.

2. Budget Process

Budget preparation is initiated four to five months prior to each fiscal year, which runs from July 1through June 30. The College’s internal budget process begins at the department level. Each budgetmanager submits a budget request based on an analysis of the department's strategic plan anddiscussions with faculty and/or staff. After departments have submitted their individual budgetrequests to their administrator (dean or vice president, as appropriate), each department is providedthe opportunity to discuss in detail its budget requests and how those relate to the Strategic Plan andpre-established goals at a budget hearing. President's Cabinet reviews all budget requests and drafts apreliminary revenue estimate, including: anticipated state funding increases/decreases and estimatedtuition/fee changes; staffing changes, if any; estimated mandatory cost increases; and departmentrequests that have been identified as priorities to be funded during the hearing process. As theprojected cash reserves and next year's revenue outlook is confirmed, towards the end of the budgetcycle, priorities to be funded are adjusted as needed to match revenues. Based upon this information,the President and Vice Presidents carefully evaluate all requests and allocate available fundsaccordingly.

The finalized budget is then submitted to the Board of Trustees for consideration and approval. Thebudgeting process meets the expectation of responsible conduct with involvement of faculty and staff,the President, Vice Presidents, and the Board of Trustees.

Academic Integrity

The College operates with a qualified, professional teaching faculty that follow ethical policies, andprocesses for students attending any of the following locations/sites: Canton and Macomb campuses,online, and attendance centers. All full-time and part-time faculty design their course syllabi from aMaster Course Syllabus to ensure all students have a consistent and understandable syllabus, whichincludes outcomes for the course. All teaching faculty are required to maintain eight (8) on-campushours reasonably distributed in a workweek in addition to their assigned classroom responsibilities,according to the Spoon River College Faculty Contract (4.3). All faculty members keep studentrecords online, making this information transparent and available to students.

Integrity in Personnel/Human Resources


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It is the Mission of the College Human Resources Office to support the operation of the institution inmeeting its goals through its most valuable resource: its people. To that end, the College strives tomaintain fairness, equity, and transparency in all of its employment practices while aligning businessstrategy with strategic goals of the institution.

The College is an Equal Opportunity/Affirmative Action employer and educator and complies withapplicable federal and state laws prohibiting discrimination.

Staff and faculty satisfaction surveys assess perceptions of fairness regarding policies and channelsfor complaints.

Integrity in Auxiliary Functions

In a commitment to the highest ethical standards, the College Auxiliary Services functions inaccordance with all federal, state, and local laws. All operations are conducted in compliance with thePolicies and Procedures Manual. The Auxiliary Services area of the College is externally audited aspart of the overall College audit annually.

Fairness and Ethics

1. Policies and Procedures

In March 1997, the Board of Trustees adopted the Resolution Regarding Adoption of New BoardPolicies. The Resolution states that the Board Policies were adopted pursuant to Section 3-25 of theIllinois Community College Act as the rules of the Board. Policies may be adopted, revised, added to,or amended at a regular meeting of the Board of Trustees by a majority vote of the members. Theoperation of any section or sections of the Board’s policies not established by law may be suspendedby a majority vote of the Board at a regular or special meeting. Minutes of the Board will reflectrevisions, additions, amendments, or deletions to Board Policies.

The Board Policies, Governance Process, include a policy specific to Code of Conduct. The policystates that the Board requires ethical conduct collectively and from its individual members. Thiscommitment includes proper use of authority and appropriate decorum in group and individualbehavior when acting as a Trustee of the College. The policy also addresses the following: conflicts ofinterest, authority, privileged information, and non-discriminatory and cooperative atmosphere.

The Board Policies, Governance Process, also includes a policy specific to Attributes of a SpoonRiver College Trustee. In addition, in April 2004, the Board adopted the Ethics Resolution incooperation with the State Officials and Employees Ethics Act, Public Act 93-615, effectiveNovember 19, 2003, as amended by Public Act 93-617, effective December 9, 2003, codified at 5ILCS 403/1-1.

The College establishes and follows policies and processes for fair and ethical behavior on the part ofits administration. The President’s Cabinet meets bi-monthly to discuss key issues as anadministrative group. The Cabinet agendas are accessible for all College employees to view. TheCabinet reviews policies and procedures, strategic plan documents, and other institutional issues. Members of the Cabinet communicate the results from Cabinet meetings with their direct reports.

The administration at the College receives information on the Family Educational Rights & PrivacyAct (FERPA) and are expected to follow the guidelines as outlined in Policy 9.1.4. Training onFERPA is conducted at the department level by the Dean of Student Services and the Registrar.


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2. Faculty and Staff Behavior

Multiple policies and procedures govern ethical and responsible actions, and the Human ResourcesOffice is responsible for overseeing and/or implementing these policies and procedures.

These policies and procedures are implemented consistently and are clearly communicated college-wide. The College’s fair employment practices include all aspects of hiring, promotion, assignment,discharge, and other terms and conditions of employment and are communicated in the followingdocuments:

Equal Employment and Non-DiscriminationCompliance with Title IXAnti-HarassmentEmployment EligibilityOpen Door PolicyDiversityEthicsProgressive DisciplineWhistle BlowerSpoon River College Classified Personnel Association ContractSpoon River College Faculty Association Contract

The financial operation of the College is well-managed. Budgeting begins at the departmental leveland reaches the final budget decision makers through well-defined steps. The College's final budget issubject to the approval of the Board of Trustees. Comprehensive external and internal audits of thefinancial operation are conducted on a regular basis.

The Board and the College have developed and published policies and procedures governing theacademic and non-academic activities of the College. The academic processes, which originate withthe faculty, are well-defined by the Policies and Procedures Manual and are approved by the Collegeadministration and the Board.

The Human Resources Department endeavors to conduct hiring practices in a defined and transparentmanner through ADP Workforce Now.

The College website contains extensive information regarding the College, programs, requirements,faculty and staff, tuition, financial aid, and accreditation.

The College President can receive input from College administration, faculty, staff, and students. Both the Board of Trustees and College administration allows/expect the faculty to have oversight onacademic matters.

Sources

2014-2018 SRCFA Contract2015KaleidoscopeAudit 2015


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Cabinet Agenda 10-14-15COM 110, Interpersonal CommunicationHR_Policies_and_Procedures_Manual_2014SRC P&PSRC website


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The institution presents itself clearly and completely to its students and to the public with regard to itsprograms, requirements, faculty and staff, costs to students, control, and accreditation relationships.

Argument

2.B

College Catalog The Catalog is the main document to communicate College program requirements, academic policies,course descriptions, and tuition and fees. The Catalog is reviewed and edited on an annual basis. TheDean of Student Services oversees the review process, which includes distribution of Catalog sectionsto appropriate departments for editing. All curricula or program changes are approved by the CollegeSenate and assigned a College Senate Bulletin (CSB) number. Review of the CSBs is an importantpart of the Catalog editing process and led by the Registrar. The Catalog review process begins inMarch with a published date on or around July 1 every year. Printed copies of the Catalog alsoare available for departmental use and distribution to current and prospective students. The Catalogalso is available on the website.

Student Handbook The Student Handbook provides students with information on policies, procedures, and programs,assisting students in accessing student services and keeping them on track for degree completion,employment, or transfer. The Student Handbook also details the disciplinary policies concerningstudent rights and responsibilities. Policies are checked for accuracy from the various Collegecommittee minutes. Departmental information is updated by the individual department. The StudentHandbook is available on the website, and printed copies are available by request. Students areemailed a link to the Student Handbook at the beginning of each semester.

Website and Social Media The Spoon River College website is the primary source of information for the public. It is widely usedby internal audiences as well. Web pages are managed by Marketing (content) and IT (programming).The Marketing Director is responsible for keeping the website current (with input of team members).To ensure accuracy, policies, facts, figures and reports are updated as needed, and pages are reviewedannually with the Office of Institutional Research, faculty department chairs, and staff officedirectors. Each department is included in updating the text of departmental web pages to ensure thatcontent is accurate. Throughout the year, all departments are encouraged to approach the MarketingDirector with content changes for their web pages as needed.

The Office of Marketing also manages the College’s Facebook page, Twitter account, and Instagramaccount, which are used to communicate with both internal and external audiences. Posts on theseplatforms include: weather-related closings, event announcements, event photos, and campus lifephotos. All sites are monitored to ensure timely, accurate responses to questions or comments posted.

Student Email Messages Spoon River College students are often notified of events, opportunities, and deadlines throughstudent email accounts. Emails are drafted by Marketing, Student Services, or other departments. Allcampus-wide emails are proofread by Marketing before being distributed. If Marketing drafts the


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email, it is proofread by Student Services.

MarketingAll of the College’s marketing materials are proofread for content accuracy by Student Services.When necessary, content experts are included in the proofing process.

The aim of each marketing piece is to communicate the benefits of attending Spoon River College,inform of opportunities, demonstrate the scope of each academic program, and represent the culture,mission, and values of the College.

The process for creating and updating marketing materials at Spoon River College involves a teameffort, combining the work of at least two departments. For example, a two-page brochure for eachacademic program communicates: a brief description of the program, what credentials students canearn, what skills are necessary to be successful in the program, what jobs are available in the field,and what types of classes would be taken in the program. Gainful employment information is includedas well. To create these brochures, the Office of Marketing works closely with the Office ofInstruction to ensure accuracy through drafting, editing, design, and final proofreading stages.

District-wide NewsletterThe Spoon River College newsletter is published biannually and mailed to more than 33,000 residents(all mailboxes within the district). The fall edition of the newsletter, CareerFocus, is a sixteen-pagemagazine. The spring edition, CareerCruising, is a four-page mini-version of its sister publication.Both newsletters share students’ stories, facts, and program information. Articles spotlight stories ofhow alumni, current students, and employees reflect the College’s Mission and Core Values. Becausethe newsletters are mailed to all boxes within the College district, the publication is also treated as areport to the community. A message from the President of the College is included, and throughstories, the College demonstrates its positive impact on the lives of its students. Each newsletter’sproject timeline involves a four-month process of planning, interviewing, photographing, writing,editing, designing, proofreading by several departments, print production, and distribution.

Institutional ResearchA campus resource for an easily accessible location of reliable facts and figures is the SnapperSnapshot, an annual compilation of our fall enrollment, graduation, and retention statistics puttogether by the Institutional Research Coordinator. It provides comparative data and reinforcestransparency throughout the College. This publication is available on the College website to be sharedwith the student body, board members, and campus community as a resource for anyone who wouldlike an overview of the College.

Institutional CharacteristicsThe College’s accreditation status is listed on its website as well as in the Catalog. The nursingprogram achieves additional accreditations; these are posted on the website and within the programdescription in the Catalog.

Tuition and fees are reported in the Catalog along with the fees that are assessed for program-specificcosts or standard credit hour fees. Tuition and fee information also can be found on the website and inmarketing materials. Students are provided access to a net price calculator to help calculate anyvarious forms of institutional, state, and federal aid for which they may be eligible.

Sources


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Ag_Business_MgtCareerFocus_ F14_FinalHR_Policies_and_Procedures_Manual_2014SRC-CareerCruise15


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The governing board of the institution is sufficiently autonomous to make decisions in the bestinterest of the institution and to assure its integrity.

1. The governing board’s deliberations reflect priorities to preserve and enhance the institution.2. The governing board reviews and considers the reasonable and relevant interests of the

institution’s internal and external constituencies during its decision-making deliberations.3. The governing board preserves its independence from undue influence on the part of donors,

elected officials, ownership interests or other external parties when such influence would not bein the best interest of the institution.

4. The governing board delegates day-to-day management of the institution to the administrationand expects the faculty to oversee academic matters.

Argument

In March 1997, the College Board of Trustees adopted the Resolution Regarding Adoption of NewBoard Policies. The Resolution states that the Board Policies were adopted pursuant to Section 3-25of the Illinois Community College Act as the rules of the Board. Minutes of the Board will reflectrevisions, additions, amendments, or deletions to the Board Policies. The Board Policies, GovernanceProcess, include a policy specific to Code of Conduct. The policy states that the Board requiresethical conduct collectively and from its members. This commitment includes proper use of authorityand appropriate decorum in group and individual behavior when acting as a trustee of the College. The policy also addresses the following:

conflicts of interestauthorityprivileged informationnon-discriminatory and cooperative atmosphere

The Board Policies, Governance Process, also includes a policy specific to Attributes of a SpoonRiver College Trustee. In addition, in April 2004, the Board of Trustees adopted the EthicsResolution in cooperation with the State Officials and Employees Ethics Act, Public Act 93-615,effective November 19, 2003, as amended by Public Act 93-617, effective December 9, 2003,codified at 5 ILCS 403/1-1.

The institution establishes and follows policies and processes for fair and ethical behavior onthe part of its administration.The President’s Cabinet meets bi-monthly to discuss key issues as an administrative group. The Cabinet agendas are accessible for all college employees to view. The Cabinet reviewspolicies and procedures, strategic plan documents, and other institutional issues. Members ofthe Cabinet communicate results from Cabinet meetings with their direct reports.

The administration at the College receives information on the Family Educational Rights & PrivacyAct (FERPA) and is expected to follow the guidelines as outlined in Policy 9.1.4. Training onFERPA is conducted at the department level by the Dean of Student Services and the Registrar.

In addition to twelve monthly meetings each calendar year, the Board meets twice a year (January and


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July) for Planning Retreats. During the Retreats, significant time is devoted to self-evaluation and thebudget process. The Board Policies, Governance Process, also includes a policy specific to AnnualBoard Planning Cycle that includes a review of its policies and performance.

The Board of Trustees' agenda includes regular reports from internal constituents of the College. Fiscal, Instructional, and Student Services reports are provided both orally and in writing at the BoardMeetings. The Board Agenda also includes a section for Public Comment.

The Board and the Foundation Board hold an annual joint meeting to review College priorities. Inaddition, one Trustee serves on the Foundation Board and provides monthly reports to the Board ofTrustees. The Board solicits input from internal and external constituents that includes appointedFoundation Board members, elected local and state officials, district educational institutions, and thepublic. The Board strives to differentiate between external and internal processes in the exercise of itsauthority, focusing on long-term strategic planning and not on day-to-day operations.

The Board Policies, Board-President Relationship, Delegation to the President states that the Presidentis accountable to the full Board. The Board establishes the broadest policies, delegatingimplementation and more detailed policy development to the President. The Board delegatesauthority to the staff through the President, so that the President is ultimately accountable. ThePresident is authorized by the Board to establish all further policies and procedures, make alldecisions, take all actions, and develop all activities as long as they are consistent with any reasonableinterpretation of the Board’s Policies. The President’s job contributions, as listed in Board Policies,Policy Type Board-President Relationship, President’s Responsibilities are as follows:

Academic Issues (curriculum) Accountability/Assessment of Student Learning Athletics Budget/Financial Management Capital Improvement Projects Community Relations Crisis Management Enrollment Management Entrepreneurial Ventures Faculty Issues Fund Raising Governing Board Relations Government Relations Media and Public Relations Personnel Issues Risk Management and Legal Issues Strategic Planning Student Life and Conduct Issues Technology Planning

Faculty have the responsibility to keep course content current, rigorous, and relevant. Full-timefaculty in particular control the curriculum at several stages:

1. Creation and design of programs and courses.2. Vetting of programs and courses through shared governance, in which faculty hold voting

majorities and chairs of committees and the College Senate itself.3. Adaptation of Master Syllabi to individual working syllabi for specific offerings of courses.


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4. Leadership in review of programs on a five-year rotation.5. Implementation of course objectives in classrooms.6. Most recently, oversight of the curriculum--including part-time faculty--through the faculty-led

academic division structure.7. Review of CTE programs in conjunction with advisory committees.8. In addition, some transfer faculty have input beyond the College's own campuses by

participating in Illinois Articulation Initiative panels.

Sources



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The institution is committed to freedom of expression and the pursuit of truth in teaching andlearning.

Argument

The College’s Mission is to provide innovative learning opportunities that enhance the quality of lifein the communities within the District served. Students enter college with a variety of goals that mayinclude transfer to a four-year university, a specific career goal, or just learning a new skill. A criticalelement to achieving this mission is the principle of academic freedom.

Commitment to freedom of expression can be found in the Policies and Procedures Manual. Policy8.1.4 addresses Freedom of Inquiry and Academic Freedom. Freedom of Inquiry focuses on theimportance and protection of free speech at a public institution. Academic Freedom seeks to protectfaculty so that they may teach in such a way that openness is encouraged and various and diverseopinions are discussed and analyzed.

Outside or guest speakers are invited to present in classrooms at the College. The instructor of recordmust be present in the classroom when a guest speaker is invited. In following the tenets of academicfreedom and freedom of speech, all reasonable views are allowed, including questioning and rebuttalsfrom students, when a guest speaker is on campus.

Each academic year since 2010, the College faculty have identified a new College theme. This themeis promoted to students using posters on each campus, in various classrooms, and via assignmentdescriptions in course syllabi. The purpose of the College theme and past examples are found on theCollege's website.

The College maintains a Peer Assistance Committee (PAC) for non-tenured full-time faculty. ThePAC is composed of three tenured faculty whose purpose is to mentor the non-tenured facultyregarding teaching as well as committee work and other College functions outside of the classroom.Mentoring new faculty about College policies pertaining to the protection of academic freedom (P &P 8.1.4) ensures faculty have an awareness and understanding of the commitment the College exhibitstowards freedom of expression and academic freedom.

The College’s Division Chair program facilitates this mentorship beyond full-time faculty. Beginningin the Fall 2015 semester, the College employs three Division Chair positions filled by tenuredfaculty. Partial responsibility of Division Chair duties includes mentoring part-time faculty withineach division. Part-time faculty gain an awareness and understanding of the master syllabus as well asthe academic freedom they retain within their teaching of a course. The Division Chair program alsofacilitates communication between part-time faculty and full-time faculty in their respective areas andproduces an understanding among all faculty regarding the proper channels for coursedevelopment/proposals for our internal governance system.

Continuous development and improvement of courses is encouraged through the Faculty EvaluationProcess. Beyond the tenure process, full-time faculty receive feedback from students bienniallythrough student evaluations and every four years by administrative course observation. Part-timefaculty receive feedback from student evaluations every semester they teach for the College, as well


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as regular administrative observations and evaluations. Reflections and plans for improvement arethen compiled and reviewed with the faculty administrator.

Found in the Student Handbook, the Spoon River College Student Code of Conduct serves twopurposes: (1) to serve as a guide for student behavior; and (2) to outline the procedures to befollowed, both by students and College officials, should violations of the Code occur. The StudentCode of Conduct states the expected behavior of all students on campus. Enforcement of the Code ofStudent Conduct resides with the Dean of Student Services. A disciplinary and appeals procedure isdocumented in the policy to ensure students are treated ethically and respectfully throughout theprocess. Detailed policies for student grievances in academic matters are well defined in the StudentHandbook.

The College strives to maintain an environment in which all students are free to pursue their academicinterests and responsibilities. Conduct by a single student or a group of students that restricts suchfreedom and interferes with the College's mission of promoting student learning is subject toregulation and/or sanction by the College. Therefore, a major function of the College is to recognizestudent rights, and at the same time to demand student responsibility.

Faculty professional development is encouraged and supported by the College. Faculty members mayrequest funds for professional development through the Instructional Resources Committee. TheInstructional Resources Committee is a standing committee of the College Senate (College SenateBylaws). The functions of the Instructional Resources Committee are:

1. Ensure that the instructional resources of the College are aligned with the Mission of the College.

2. Make recommendations concerning resources that will enhance instructional objectives (forexample, equipment used to enhance instruction, resources in the Learning Resource Center, uses ofnew technology, etc.).

3. Identify and review needs in the area of faculty development and to recommend programs thatencourage professional growth (for example, Professional Development Day, instructionaldevelopment activities, etc.).

4. Address issues relevant to the accomplishment of instructional objectives and to designate pertinenttasks to temporary subcommittees (for example, sabbatical recommendations, instructor evaluations,etc.).

5. Actively seek input from the College community on issues related to instructional services andresources.

6. Approve Faculty Professional Development requests.

The tenure process provides guidelines for faculty review. As stated in Policy 3.6.1, improvement ofthe instructional program is the overall goal of the evaluation process at the College. The focus of theprocess is to identify strengths and areas needing improvement related to instruction and to planimprovement strategies for areas of concern.

In the fall of 2012, the College implemented Learning Squares. A primary goal of the Squares conceptwas to focus on and improve student learning. Interest in improving teaching, in other words, mustalways serve the ultimate goal of improving student learning. Additionally, instructors who participatein a Squares project are themselves learning through the process.


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The Kaleidoscope is the College’s student-published literary magazine, published each spring. Thispublication provides a venue for students' creative work and free expression. Students have anopportunity to have short stories, poems, essays, and artwork published.

Sources

2015KaleidoscopeCollege Senate BylawsCollege ThemeLearning Squares 2015SRC P&PSS_Student Handbook_2015student handbook


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2.E - Core Component 2.E

The institution’s policies and procedures call for responsible acquisition, discovery and application ofknowledge by its faculty, students and staff.

1. The institution provides effective oversight and support services to ensure the integrity ofresearch and scholarly practice conducted by its faculty, staff, and students.

2. Students are offered guidance in the ethical use of information resources.3. The institution has and enforces policies on academic honesty and integrity.

Argument

2.E The College takes very seriously its obligation to provide instruction pertaining to and oversightmonitoring responsible use of information. Many resources and guidance policies are in place tosecure the integrity of such research and knowledge.

Policies in PlaceNumerous policies, approved through the College governance system, reflect the College’scommitment to ethical and appropriate acquisition and dissemination of research and information:

3.2.8 Sabbatical Leaves4.14 Technology, Wired Network, and Wireless Services4.17 Copyrighted Materials4.19 Institutional Effectiveness Committee4.6 Ethics8.1.3 Research on Human Subjects8.1.4 Freedom of Inquiry & Academic Freedom9.1.1 Academic Rights & Responsibilities of Students9.1.2 Athletic Code9.1.4 Family Educational Right to Privacy Act (FERPA)9.1.9 Student Code of Conduct9.1.10 Student Grievance

Student Handbook

“Code of Conduct” is also a mandatory component of every academic master syllabus:

1. Code of Conduct:

"Spoon River College has established a student code of conduct. Generally, College disciplinaryaction shall be taken for conduct that adversely affects the College community’s pursuit of itseducational objectives. Academic Misconduct generally refers to behavior also known as academicfraud in which an individual cheats, plagiarizes, or otherwise falsely represents someone else’s workas his or her own. Forms of Academic Misconduct include, but are by no means limited to:"

CheatingPlagiarismFalsification and Fabrication


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Abuse of Academic MaterialsComplicity in Academic DishonestyFalsification of Records and Official DocumentsPersonal Misrepresentation and ProxyBribes, Favors, Threats

Faculty SupportMany instructors include additional verbiage in their syllabi further emphasizing the importance ofacademic integrity. Here is one example:

"To claim another’s information or ideas as your own is plagiarism, and, like other forms of theft, isin direct violation of the college’s policies. It is also degrading to your own talents, and insulting toyour classmates, your instructor, and the author of the information you have stolen. Plagiarism willnot be tolerated, and if you are caught, you will receive a failing grade for this course and you run therisk of other serious academic consequences. Likewise, cheating on exams is absolutely unacceptable,and will result in a zero for the exam with no opportunity to make up those points. If you have anyquestions about appropriate citation of a source, please ask your instructor. It is my job, and myprivilege, to help you succeed at Spoon River College and prepare for your future career."

English faculty include citation instruction in their Composition Sequence (ENG101 andENG102) courses.Faculty members regularly conduct specially convened “Citation Workshops” that providestudents the opportunity to focus on commonly used academic formats, including APA andMLA.

Library SupportLibrary staff present research and citation sessions to classrooms upon invitation by instructors, andalso tutor students via in-person visits to the Library on the Canton Campus, or via phone, text, oremail inquiries.

Numerous specific documents are available in support of ethical and appropriate use of informationand research:

Biology 103 – Document used for a Zoology course that came into the Library in March 2015for instruction on research strategies and sources.Borrowing and lending statistics interlibrary loan – Document for FY 2014 to FY 2015 withboth borrowing and lending percentages with the library’s interlibrary loan department, datecreated 4/2015.Copyright-and-fair-use – Document sent to faculty concerning fair use for electronic coursecontent, date sent 4/2014.Guide to interpreting fair use – Sent to a faculty member for assistance with a questionregarding his online music class, date sent 1/2013.September 2014 new item list – A list of items the Library purchased during a specific timeperiod, sent out monthly to faculty and staff of SRC.Spoon River College Library QA – Sent to faculty regarding questions on fair use, date sent10/2010.SRC Library Checklist for Fair Use – Short checklist for faculty regarding fair use, date sent10/2010.Top Most Used College Library Databases – Statistics that were pulled February 2013 –February 2014 on database usage, date sent to faculty on 3/2014.CINAHL Indexing – A guide describing how indexing is done in the CINAHL


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database available in paper form on the student information rack near the Canton librarycomputer lab, no date.Writing Resources – A guide of online writing sources available in paper form on the studentinformation rack. Last updated 9/2014.Environmental Web Resources – A guide of online sources for environmental sciences andecology available in paper form on the student information rack. Last updated 9/2014.Life Sciences Web Guide – A guide of online sources for the Life Sciences available in paperform on the student information rack. Last updated 8/2014.Search Strategies – A guide to assist students with planning their research strategies available inpaper form on the student information rack. Last updated 1/2012.Credo Search Tips – A guide taken from the search strategies page in Credo Reference to assiststudents with their search strategies available in paper form on the student information rack. Nodate.Peer-Reviewed Journals and Magazines – A guide that explains the difference between journalsand magazines in the research process available in paper form on the student information rack.No date.

Among the online databases available through the College Library website is the Purdue OWL site.

Online Support ServicesThe College purchases a yearly site license for Turnitin plagiarism detection software. This internet-based tool is linked through the Learning Management System, Canvas. Faculty use this service notonly to deter cheating, but also as a teaching tool to show students how they might unknowinglyplagiarize. Many faculty use this service for both rough drafts and final papers. Faculty can accessinstructions and/or training through the Teaching and Learning Resources site in Canvas. Faculty alsocan find copyright guidelines in this location as well.

Academic Success Center ServicesThe Academic Success Center employs a professional writing tutor who is available to review onlinesubmissions as well as meet with students for in-person tutoring. This tutor can also help educatestudents on the common pitfalls associated with plagiarism.

Sources

CINAHL indexingCitation Seminar 2ESS_Student Handbook_2015


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The institution acts with integrity; its conduct is ethical and responsible.

Summary

Since "Canton Community College" opened its doors in 1960, students and College district residentshave benefited from educational programming, enrichment opportunities, and community investmentservices that have strengthened the Western Illinois region. In operation as Spoon River College since1968, the institution has expanded to include two campuses, two centers, and a growing onlinedelivery option that serve portions of five geographically large counties, including McDonoughCounty, site of Western Illinois University. The integrity with which these services are provided is atthe heart and soul of every College decision, policy, and action.

The discussion and evidence provided in Section 2 demonstrates that the College's Board of Trustees,faculty and staff, and students all strive to embody this integrity in practice as well as intent. Indeed,one of the Core Values of the College is "Integrity."

Core Component 2.A focuses on procedural practices that have been adopted to ensure fair and ethicalbehavior for all College stakeholders. Core Component 2.B offers documentation concerning theCollege's communication strategies, enabling the College to present itself clearly and completely tostudents and the public. In Core Component 2.C, focus is given to the College's governing board andits autonomous decision-making process, allowing it to deliberate and provide vision for the Collegein an environment of integrity and creativity. The evidence provided in Core Component 2.D supportsthe College's commitment to academic freedom and the pursuit of truth by faculty and students. CoreComponent 2.E discusses the particular policies and procedures in place that reinforce the College'scommitment to integrity pertaining to acquisition, discovery, and application of knowledge, includingthe College's governance system, Code of Conduct, strict Academic Honesty policies, and studentresources including Library, Online, and Academic Success Center services.

This evidence of the College's demonstrated commitment to integrity will provide documentation thatsince its inception more than 55 years ago, Spoon River College has indeed evolved into a vital andintegral component of the educational landscape of western Illinois.

Sources



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3 - Teaching and Learning: Quality, Resources, and Support

The institution provides high quality education, wherever and however its offerings are delivered.


The institution’s degree programs are appropriate to higher education.

1. Courses and programs are current and require levels of performance by students appropriate tothe degree or certificate awarded.

2. The institution articulates and differentiates learning goals for undergraduate, graduate, post-baccalaureate, post-graduate, and certificate programs.

3. The institution’s program quality and learning goals are consistent across all modes of deliveryand all locations (on the main campus, at additional locations, by distance delivery, as dualcredit, through contractual or consortial arrangements, or any other modality).

Argument

3.A.1. The College Senate includes a Curriculum Committee charged with reviewing curriculum,courses, and programs, and ensuring academic standards. Specific duties of the CurriculumCommittee are outlined in the College’s College Senate Bylaws. New curriculum and curriculumchanges must go through the College’s Curriculum Committee and involve the completion of SRC’sCurricular Change Request Form.

Program reviews (2013, 2014, 2015) are conducted every five years for each program, as required bythe Illinois Community College Board. These program reviews are utilized to:

determine progress made since the previous review.assess the appropriateness of courses within the program.identify goals and challenges moving forward.develop strategies for overcoming challenging and attaining goals.

The College works to align curriculum with the Illinois Articulation Initiative to help facilitate studenttransfer to other colleges and universities.

Career and technical education (CTE) programs have active advisory committees. These committeesprovide invaluable feedback on CTE offerings. The Nursing program is fully approved by the IllinoisDepartment of Financial and Professional Regulation(http://www.src.edu/academics/career/nursing/Pages/default.aspx). In addition to degrees, TheCollege also offers many certificate options in its CTE programs. All degree and certificaterequirements are outlined in the College catalog.

3.A.2. The College offers many certificate programs and Associate degree programs includingAssociate of Arts & Science, Associate in General Studies, and Associate in Applied Science inmultiple career and technical areas. Details of goals and requirements for different certificates anddegrees are outlined in the College catalog.


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Departments at the College have developed Program Outcomes, summarizing goal expectations ofstudents completing degrees and certificates in that program. Working syllabi in each discipline atthe College include these Program Outcomes.

3.A.3 Master course objectives for each course offered at the College are consistent across sections,are outlined in Master Syllabi. Use of the master syllabus template ensures consistency across allcourses and disciplines. Course learning objectives are not based on instructional delivery method buton expected and desired outcomes from the learning experience. The objectives are the same for alllocations and delivery modes offered by the College: face-to-face, IVS, hybrid, online, and dualcredit. Faculty create working syllabi for a course from the course’s master syllabus template.

The College adheres to the requirements of the Dual Credit Quality Act (110.ILCS27). Qualified highschool instructors are required to use the same SRC Master Course Syllabus (as approved by ICCB)so that course content and learning outcomes are consistent.

Sources

Career NursingCollege Senate Bylaws Revised and Approved January 2012COM 110, Interpersonal CommunicationCurricular Change FormDual Credit HSP HandbookFY 2011 Program Review ReportFY 2013 Program Review Report(2)FY 2014 Program Review Report - Corrected 9-12-2014FY 2015 Program Review ReportIllinois Public Community College ActMASTER SYLLABUS TEMPLATE - EFFECTIVE FALL 2015SRC website


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The institution demonstrates that the exercise of intellectual inquiry and the acquisition, application,and integration of broad learning and skills are integral to its educational programs.

1. The general education program is appropriate to the mission, educational offerings, and degreelevels of the institution.

2. The institution articulates the purposes, content, and intended learning outcomes of itsundergraduate general education requirements. The program of general education is groundedin a philosophy or framework developed by the institution or adopted from an establishedframework. It imparts broad knowledge and intellectual concepts to students and develops skillsand attitudes that the institution believes every college-educated person should possess.

3. Every degree program offered by the institution engages students in collecting, analyzing, andcommunicating information; in mastering modes of inquiry or creative work; and in developingskills adaptable to changing environments.

4. The education offered by the institution recognizes the human and cultural diversity of theworld in which students live and work.

5. The faculty and students contribute to scholarship, creative work, and the discovery ofknowledge to the extent appropriate to their programs and the institution’s mission.

Argument

3.B.1. Mission: “Spoon River College provides innovative learning opportunities that enhance thequality of life in the communities we serve.”

Innovative Learning Opportunities: “Design My Learning: … At Spoon River College, you canmix and match the following course delivery and scheduling options to create the courseschedule that fits your learning preferences to complete your program of study.” CourseDelivery Options: Traditional Courses, Interactive Video System (IVS) Courses, HybridCourses, Online Courses, Internet Course Exchange (ICE).http://www.src.edu/academics/learning/Pages/default.aspx

“The College’s participation in the Illinois Articulation Initiative ensures that lower-divisiongeneral education requirements for an associate or bachelor's degree have been satisfied.”http://www.src.edu/about/Pages/default.aspx

Illinois Articulation Initiative (IAI): The College participates in the Illinois ArticulationInitiative, a statewide agreement that allows transfer of the completed Illinois GeneralEducation Core Curriculum between participating institutions. Completion of the transferableGeneral Education Core Curriculum at any participating college or university in Illinois assurestransferring students that lower-division general education requirements for an associate's orbachelor’s degree have been satisfied.

This agreement is in effect for students entering an associate's or bachelor’s degree-grantinginstitution as a first-time freshman fall 1998 (and thereafter). Students in AAS and AA&S degreeprograms must select general education courses with IAI codes.http://www.src.edu/services/transfer/Pages/default.aspx


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The College offers a number of degree and certificate options to meet the diverse needs of theresidents of its district. All associate's degree programs require at least sixty credit hours to complete.Many require more than sixty credit hours. Students must confer with their advisor to ensure they aretaking the necessary and approved courses for their program of study.

The Associate's in Applied Science (AAS) degree is designed for specialized career andtechnical training and preparation for full-time employment.The Associate's in General Studies (AGS) degree is for students who wish to “tailor” a courseof study to meet their individual needs.The Associate's of Arts and Science (AA&S) is structured for transfer to a four-year college oruniversity.The Associate's Degree in Nursing (ADN) is designed for nursing training to prepare for theNCLEX-RN examination for licensure.

General education and academic requirements for the AAS, AGS, and AA&S degrees include coursesin the following:

Communication (Written and Oral)Humanities/Fine ArtsSocial and Behavioral ScienceMathematicsSciencesHealth Science

3.B.2. The College recently revised extensively the General Education Competencies (GECs).These expressed competencies reflect a foundation in classic liberal learning as well as anacknowledgment of current career, personal, and civic demands made upon an educated citizen. Theproposed new GECs are as follows:

A student earning a degree from Spoon River College will be able to:

communicate effectively to achieve individual and organizational goals.use critical, mathematical, and scientific methods to solve problems.make responsible choices in a diverse world.exhibit human empathy through appreciation of arts and creativity.obtain and use information to make sound decisions.work collaboratively with others to solve problems and achieve common goals.

3.B.3. Every program at the College challenges students to integrate, collect, think about, and rendercreative work necessary for the classroom, life, and the work world. Several programs offer verycreative and public forms/demonstration of this kind of authentic work. One art classroom projectinvolves using technology and learning to create designs/logos for local business and individuals. Thelisted example involves a real client (Fulton County Highway Department) and finished projectfeedback.http://www.src.edu/about/news/Pages/0311152.aspx

The Agribusiness’s learning lab offers agricultural students a real hands-on use of integrating theoryand practice by having them plan, organize and run experimental and demonstration research plots fora variety of crops. These experiences (experiments and measures) are skills transferable to work on afarm or for a seed company. One interesting component and newest example that comes from theagricultural area at the College involves the use of drones in farm fields to study yield, take


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measurements, and perhaps even apply chemicals and feed one day. The study of use and repair ofthis technology is just beginning and offers evidence of the inclusion of brand new ideas beingintegrated into the classroom.http://www.src.edu/about/news/Pages/111814.aspx

A final example comes from poster board presentations each semester of research in biology, zoology,and chemistry, recently expanding beyond the sciences into other disciplines as well. The public isinvited to critique, observe, and learn from this experience. Students, many of whom will transfer tofour-year universities, are offered this as a first hands-on practice on how to explore, understand,explain, and present research. Hundreds of other examples of collecting, analyzing, andcommunicating information and understanding take place every day. Whether it is researchexploring the ethics of a newly invented life-technology or researching and creating a speech, thesebehaviors are an integral part of daily life at the College.

3.B.4. The College promotes awareness of diversity through a variety of instructional and otherprograms. Two of the six General Education Competencies ("make responsible choices in a diverseworld; exhibit human empathy through appreciation of arts and creativity") explicitly call uponstudents to engage diversity, weaving it into the very fabric of the curriculum. In other ways as well,the College encourages student engagement with diverse points of view. The annual College Themeseeks to promote a broad view of a central topic from multiple viewpoints, covering individual classesin which faculty choose to integrate it, as well as outside the classroom as in the 2015-2016documentary film series addressing the "Education: What's the Point?" theme.

The College's extracurricular programs also promote a diversity of human viewpoints through suchactivities as the Kaleidoscope Journal of Art & Literature, an annual juried publication of studentcreative work, and the recently revived theatre program. http://www.src.edu/student/drama/Pages/default.aspx

3.B.5. The College offers annual professional development opportunities for faculty who wish topursue additional training opportunities that are particular to their disciplines or are generallyapplicable to higher education, leadership, or service learning endeavors. In addition, faculty mayapply for sabbatical leave for the purpose of expanding professional growth while sharing disciplinaryexpertise. One such example is the recent and ongoing work by faculty member Dr. Win Htwe, whoused sabbatical as well as personal time to cultivate relationships and create a successful learningenvironment in his native country of Myanmar (Burma).

Scholarship: The College sponsors the very active Nu Delta Chapter of Phi Theta Kappa, the world’slargest honor society for two-year colleges. In 2014-15, there were 144 members of the chapter,which includes separate groups on both the Canton and Macomb campuses. Phi Theta Kappansparticipate in scholarly as well as campus and community service activities. Examples have includedthe annual book drive to benefit the Macomb Public Library; food drives; tree planting;gloves/mittens/hats collection; and Christmas caroling at area residential homes for mentally disabledadults.

Creative Work: Kaleidoscope, the College’s student-run literary magazine, is produced annually andfeatures written and artistic selections submitted and juried by students. Each spring, in conjunctionwith the release of the magazine, both the Canton and Macomb campuses host the “Coffee Spoon,” anopen forum for the reading and display of these works.

The Department of Drama and Theatre includes an academic curriculum in theatre appreciation,acting, text analysis, and basic stagecraft. It also hosts the College’s program of theatre productions in


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combination with the STAGE (SRC Theatre Artists Group for Education) student organization.

The SRC Community Chorus produces multiple shows annually to consistently sold-out audiencesand was developed to “provide music education through rehearsal and performance of specific genresof music.”http://www.src.edu/foundation/Pages/chorus.aspx

Students enrolled in art classes at the College have the opportunity not only to create and display theirwork on campus, but they often host or participate in community shows. In addition, many facultymembers contribute creative talents in their communities. For instance, Art faculty members ScottSnowman and Tracy Snowman, professional artists in their own rights, own a successful regional artstudio in Canton and continue to hone their own artistic skills, bringing that professional developmentinto their classrooms. Music faculty member Donnie Norton, completing his doctoral degree in JazzStudies, maintains a busy professional performance schedule, continuing to integrate performance-based techniques into his pedagogical methods.

Discovery of KnowledgeCollege Theme. Each year a faculty sub-committee develops a college theme, which is then offered toall faculty as an opportunity for inter-disciplinary instruction, discussion, and discovery.

Learning Squares. Faculty are invited to participate in four-person “Learning Squares,” an opportunityfor non-critiqued interdisciplinary classroom observation of peers. At the conclusion of theobservations, faculty convene for informal discussion about what they learned from each other’sclassroom management technique, dissemination of instructional material, and instructor-studentinteraction.

Agricultural Students’ Community Event. The College agriculture students host an annualcommunity “Farm to Fork” fundraiser to help them finance their trip to a national conference. Thisalso provides community members with the opportunity to learn more about the College’s agricultureprogram and enjoy produce grown by students in the College gardens.

Sources

2015KaleidoscopeAssessment_General_Education_Competencies_2014College ThemeHR_Policies_and_Procedures_Manual_2014Learning Squares 2015SRC Farm Project dinnerSRC website


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The institution has the faculty and staff needed for effective, high-quality programs and studentservices.

1. The institution has sufficient numbers and continuity of faculty members to carry out both theclassroom and the non-classroom roles of faculty, including oversight of the curriculum andexpectations for student performance; establishment of academic credentials for instructionalstaff; involvement in assessment of student learning.

2. All instructors are appropriately qualified, including those in dual credit, contractual, andconsortial programs.

3. Instructors are evaluated regularly in accordance with established institutional policies andprocedures.

4. The institution has processes and resources for assuring that instructors are current in theirdisciplines and adept in their teaching roles; it supports their professional development.

5. Instructors are accessible for student inquiry.6. Staff members providing student support services, such as tutoring, financial aid advising,

academic advising, and co-curricular activities, are appropriately qualified, trained, andsupported in their professional development.

Argument

3.C.1. As reported on IPED's for Fall 2014, the ratio of students to faculty is 17:1. This ratioencourages more relationship-building between students and faculty as well as smaller class sizes.The Faculty Handbook provides employee information related to human resources, expectations forteaching, instructional support, professional development, performance evaluations, and studentresources.

All full-time faculty are involved in the oversight of the curriculum in their program or transfer area.Beginning Fall 2015, the College has three full-time faculty serving as Division Chairs. Thesepositions provide further consistency among the departments including improved communication withpart-time faculty. Student expectations are communicated via course objectives and grading policiesstated on each course syllabus as well as the use of assignment rubrics. Additionally, the College’sgrading system information can be found in the College Course Catalog, p. 66-68.

The College’s Assessment Committee is a standing committee that operates under the direction of thefaculty of the College, including a faculty Assessment Coordinator on partial release. The Committeedevelops and monitors processes to assess student learning with the overall goal of continuousimprovement. The Committee has worked diligently over the last two academic years to implementnew and revised assessment processes, including revision of the general education competencies. Theoverarching framework that guides the assessment process at the College is the Assessment Plan.Developed by the Assessment Committee, this document provides a strategy for development ofprocesses and yearly rotation schedule for general education, program outcomes, and course-levelassessment.

3.C.2. The College specifically defines the employment relationship of instructional employees in itsEmployment Relationship and Employment of Part Time Instructors policies and has clearlyestablished the academic credentials for instructional staff, which comply with the educational


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requirements of the Illinois Community College Board (ICCB) and the College’s Recruitment andEmployment Eligibility Policy. Generally, transfer education programs require a master’s degree inthe subject matter the faculty is hired to teach. Career and technical education (CTE) programs requirea minimum 2,000 hours’ work experience in addition to certification with a degree preferred unlessthe CTE program requires specific credentials. In addition, in accordance with State statutes, theCollege assesses and verifies during the hiring process the oral English proficiency of applicantsconsidered for a classroom instruction position. Those assessed as not being proficient by the hiringsupervisor will attain proficiency prior to providing classroom instruction.

The credentials for full-time faculty are given in the job descriptions listed below:

Faculty (Transfer)Faculty (CTE)Faculty (Nursing - CNA)Part-time Instructors (Adult Education)Part-time Instructors (CTE - Nursing Assistant)Part-time Instructors (CTE)Part-time Instructors (Developmental)Part-time Instructors (Transfer)

Part-time faculty are expected to have the same credentials as their full-time colleagues, although jobresponsibilities may differ.

In addition, any applicant meeting the required criteria for a position must complete a pre-employment criminal background check authorization form. As a condition of employment,satisfactory results of a criminal background check are required. The Human Resources Officeperforms employment eligibility verification via the U.S. Department of Homeland Security on allnew hires.

All faculty members are properly credentialed including those in dual credit, contractual, andconsortia programs. All applications for College instructional positions are screened by the hiringsupervisor and may include faculty on screening committees to ensure that all credential requirementsare met. Job applicants are required to provide a listing of their degrees and official transcripts.

The College dual credit allows high school students to earn high school credit and college creditsimultaneously. The high school teachers who teach these courses are required to have the appropriatecredentials and meet the same requirements as part-time faculty teaching in those programs.

3.C.3. Each item below is implemented according to the Policies and Procedures Manual.

Full-time tenured faculty hold student evaluations through the Canvas LMS every other springsemester by alphabet of their last name and follow this with a meeting with their respective dean.They are evaluated with an in-class evaluation by administration at least once every four years,followed by a meeting with their respective dean.

Full-time, non-tenured faculty are evaluated each of their first six semesters by students with anonline evaluation, by administration with in-class visits, and by a peer mentor with in-class visits.They also are evaluated by two peers on their Peer Advisory Committee with in-class visits at leastonce per year for three years. There is a meeting with the Peer Advisory Committee at least once peryear for these three years.


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Part-time faculty evaluations are conducted by the instructional supervisor or his/her designee the firstsemester the part-time faculty teaches for the College. After the first semester of teaching at theCollege, an administrative evaluation is conducted a minimum of once every four years. A studentevaluation is conducted every semester the part-time faculty member teaches for the College.

3.C.4. The College provides funding for faculty professional development. Requests are funneledthrough the Instructional Resources Committee for consideration and approval. Instructors can submita request to take sabbatical for furthering their education or project work that will benefit theirteaching as well as requests to attend a job-related conference or workshop. Every August, faculty arerequired to attend Professional Development Day, which includes institutional updates and trainingsessions that may include an outside speaker or knowledge sharing among faculty members. Inaddition, part-time faculty orientations are held in August each year to update faculty on theinstructional processes at the College and answer any questions they may have. Increasingly, time isset aside on professional development days for advancing the College's assessment of studentlearning.

The Director of Academic Support provides faculty support in the areas of course design, bestpractices for hybrid and online teaching formats, Learning Management System training, andinstructional technology implementation. Support includes meeting with faculty one-on-one andsending necessary communications (i.e. submission of financial aid and midterm rosters, studentevaluation instructions, and orientation materials for new faculty). Additionally, the College providesa series of Magna Publishing webinars on various teaching topics that faculty can check out from theAcademic Success Center.

3.C.5. Full-time faculty members are required to hold eight regularly scheduled on-campus hours perweek as stated in the current SRCFA contract. Knowledge of these hours is made available to studentson each course syllabus, are posted outside of faculty offices, are available through a shared driveaccessible to all college employees, and are posted on the Learning Management System, Canvas.Faculty teaching online courses may provide online availability to their students. Part-time faculty areavailable by telephone or email outside of regular class time as per the Policies and ProceduresManual.

3.C.6. At the College, all positions have detailed job descriptions. These job descriptions stateminimum requirements for eligibility including education and experience. Minimum requirementsvary depending on the position and type of work to be performed. Student Services staff membersprovide student support in areas such as advising, financial aid, testing, career placement, andVeteran's Services. Peer tutors are recommended by faculty, and professional tutors are postedpositions where credentials are reviewed and candidates are interviewed before selecting theappropriate person. All tutors complete tutor training when they are first hired. Tutor trainingincludes:

documentation regarding the job description and student expectations.discussion of different types of tutoring scenarios.an overview of learning styles.ways to give various types of feedback.possible student issues.common anxieties associated with tutoring.

Tutors also receive instruction on tracking forms and evaluations for tutoring sessions.

Student Services staff members are encouraged to participate in professional development.


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Membership opportunities often exist in state and federal associations, for example, the IllinoisAssociation of Collegiate Registrars and Admissions Officers. Such associations educate membersand promote professional development for its members.

Sources

2014-2018 SRCFA ContractAdjunct_Instructors_(Adult_Education)Adjunct_Instructors_(Career__Tech)Adjunct_Instructors_(Career__Tech_-_Nursing_Assistant_CNA)Adjunct_Instructors_(Developmental)Adjunct_Instructors_(Transfer)Assessment Plan 2013-2-8Assessment_SRC_Assessment_bylawsFaculty_(CTE)Faculty_(Transfer)HR_Policies_and_Procedures_Manual_2014


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The institution provides support for student learning and effective teaching.

1. The institution provides student support services suited to the needs of its student populations.2. The institution provides for learning support and preparatory instruction to address the

academic needs of its students. It has a process for directing entering students to courses andprograms for which the students are adequately prepared.

3. The institution provides academic advising suited to its programs and the needs of its students.4. The institution provides to students and instructors the infrastructure and resources necessary to

support effective teaching and learning (technological infrastructure, scientific laboratories,libraries, performance spaces, clinical practice sites, museum collections, as appropriate to theinstitution’s offerings).

5. The institution provides to students guidance in the effective use of research and informationresources.

Argument

3.D.1. The College supports student learning and effective teaching through a variety of academicsupport services. Student Services at the College is a one-stop shop and offers services to assiststudents. Services are available to students during business hours and also extended hours during peakregistration times. Academic advisors and other College employees are available at all four Collegesites and are also able to assist students via email if an in-person appointment is not an option.

The College offers a number of approaches in support of student learning and effective teaching. Eachsite provides or connects students with support in:

Academic advisingAdmissionsAssessment and testing servicesCareer explorationDisability support servicesRegistrationFinancial aidJob placementRetentionStudent activitiesVeteran's Services

These services are appropriate to meet the needs of all groups and demographics that make up theCollege's student body.

The admission and registration process is critical to the access and retention of each student at theCollege. The process starts with careful monitoring of course descriptions and prerequisites that arelisted in the College Catalog. The catalog is available in a print or online format.

The College is committed to admitting and assisting through completion first-generation and low-income students. TRiO-Student Support Services (SSS) is a program grant funded by the Department


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of Education available to students on the Macomb Campus. The Mission of Spoon River CollegeTRiO program is to provide students with academic support and personal guidance in successfullycompleting a program of study at the college and additional assistance in transitioning to a four-yearcollege or university. Students eligible for the program must meet at least one of three qualifiers: befirst generation, low income, and/or have a physical or learning disability (documented with theDisabilities Support Services advisor). Students who are eligible for the program must complete anapplication and participate in an interview with the Program Director and Advisor. Services offeredby the program include supplemental instruction, academic advising, transfer assistance, financial aidassistance, financial literacy education, cultural trips, and career exploration. All programs andservices are free for students accepted into the program.

The College’s Career Services webpage includes information on career exploration, resources forindividuals with disabilities, labor market information, and application/resume/interviewingresources. Employers are able to post job openings and students can search those openings, as well aslink to other job listing sites. The website also contains information regarding student employment atthe College.

The College strives to ensure awareness of mental health issues and resources. The College websiteprovides students with resources for general health, nutrition, drug and alcohol, and other communityresources. Suicide hotline posters are displayed throughout all campus sites. Canton and Macombcampuses display various health topics, including mental health topics, on bulletin boards in areaswith high student traffic. The monthly newsletter, Snapper Chatter, contains a mental health topiceach month and includes related contact information.

According to their Mission Statement, the Financial Aid Office at the College is committed toeducating students and families about the resources available to help fund their education and guidethem through the process from application to payment of aid each year. The Financial Aid Officeprovides assistance on federal and state grants, scholarships, loans, and student work opportunities tonew and returning students. The Financial Aid Office follows the National Association of StudentFinancial Aid Administrators Statement of Ethical Principles and Code of Conduct(http://www.nasfaa.org/ethics/).

The Disability Services Office ensures that students with documented disabilities are afforded equalaccess to all college programs, activities, and services as required by the Americans with DisabilitiesAct of 1990 and Section 504 of the Rehabilitation Act of 1973. The Disability Services Advisorreviews and evaluates disability documentation, meets with students to discuss services andaccommodations, coordinates appropriate accommodations, and provides general informationregarding services to students, parents, high schools, and social service agencies.

Review of the course schedule occurs prior to its release for fall and spring terms. A team thatincludes staff from the Instructional Department and Student Services identify potential conflicts andensure that needed courses are available to students, and that course times and usage of rooms areoptimized. The course schedule is available on the College website in both printable and searchableformats.

3.D.2. Student Services works with prospective and current students ensuring they are knowledgeableabout programs, services, and college resources. One of the first support services for students is todetermine appropriate placement. Staff in Student Services review all applicable academic transcripts,standardized test scores, and previous college performance to assist with placement recommendations.Placement in English, mathematics, and reading courses often is confirmed by means of COMPASStests.


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An Academic Success Center (ASC) is located on each of our campuses in Canton and Macomb. TheStudent Success Coach is a trained specialist who serves as an advocate for students. Servicesprovided include general academic support and tutoring, managing faculty student referrals, andoverall student consultation and communication of college and community resources.

The Student Success Coach also teaches LA 100 Student Opportunity for Success. This course isdesigned to assist students in their transition into the college environment, to encourage their successand attainment of goals, and to foster relationships that will help facilitate their success. Students whoare enrolled full-time at the College and are on academic probation are required to take LA 100.

The ASC also provides tutoring services to students who are experiencing difficulty keeping up withcoursework in the classroom. Students may receive tutoring from the Student Success Coach or peertutor. Peer tutors are carefully selected students who are faculty recommended and have successfullycompleted the courses in which they tutor. In 2007, an online tutoring option was launched. Onlinetutoring allows students who cannot access tutoring at the ASC the opportunity for tutoring. Onlinetutors are professional support staff of the College and have extensive knowledge in the area they aretutoring.

The Director of Academic Support is a master’s prepared instructional designer. TheDirector provides training to full-time and part-time faculty for our Learning Management System(LMS), Canvas in the areas of functionality, course management, and course design consultation.Additionally, the Director assists in the use of instructional technologies that may or may not be usedin conjunction with the LMS. A “Teaching and Learning Resources” site within Canvas provides alarge percentage of support materials for faculty including tip sheets, general teaching resources,institutional resources, and copyright guidelines.

3.D.3. Student Services develops and implements a number of retention initiatives to assist students inaccomplishing their educational goals. Once admitted to the College, each full-time student isassigned an academic advisor. Students are encouraged to meet with an academic advisor to developan educational plan that meets the goals and requirements of their chosen curriculum and program.Part-time students are also encouraged to meet with an academic advisor prior to registering eachsemester.

Under the direction of the Student Services Department, all degree- or certificate-seeking studentsmeet with academic advisors to establish an educational plan. Advisors meet with a majority of thestudent body even if the student is a returning student to the College or plans to register via the web. During advising appointments, advisors and advisees work together on course selection,individualized long-term planning, transfer options, and career exploration.

3.D.4. The College has several well-equipped science laboratories on each campus. On the CantonCampus, there are three science labs that are utilized for physics, biology, and chemistry courses. Onthe Macomb Campus, there is one science lab that meets the needs of biology and chemistry courses.These labs are managed, supplied, and scheduled to support all lab courses under the direction of ourfaculty and division chair within the science area. Through a cooperative agreement with IllinoisCentral College (ICC), the College may also utilize ICC’s fully-equipped organic chemistrylaboratory to support chemistry courses that required more specialized equipment. In addition, theCollege offers a basic online biology course in which students purchase everyday household suppliesto complete laboratory experiments at a location of their choosing.

The College belongs to the consortium also known as Peoria Educators in Nursing (PENS). This


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group works with area nursing schools to utilize the clinical agencies in the surrounding areas tobetter serve the nursing schools and the students. Collaboration between Western Illinois UniversityDean of Nursing and SRC Director of Nursing is arranged for utilization of clinical sites in theMacomb area.

3.D.5. The Library is located on the main campus in Canton. The Library is open five days a week,8.5 hours a day. The librarian and staff are able to assist and support students with research andlibrary literacy skills in the main library or in the classroom on any of the four sites. Upon requestfrom the faculty member teaching the class, the librarian will prepare a customized research andsearch tool for students in any class on any campus and create a presentation on library sources andtheir use for any class on any campus and will travel to the class on any of the four sites to teachresearch and database usage in the classroom. The librarian makes sure that students, faculty, and staffare aware of library resources and are able to access these resources on campus or at home with avalid and up-to-date SRC Library Card/ID by accessing the Library webpage to utilize the following:

Access and search the Library’s online catalog as well as 23-25 (varies somewhat witheach year) online databases of scholarly resources. Databases may also be searched from offcampus with a valid SRC library card. The Library has a written Collection DevelopmentPolicy (2009) that directs accession of materials based on what is being taught at the College.The Policy also contains the appended list of documents, as follows:

CopyrightLibrary Bill of RightsFreedom to Read StatementFreedom to View StatementDigital Millennium Copyright Act

2. Special Collections may also be accessed through the catalog. Some of these special collectionsmay only be used within the Library. This includes a print Reference Collection and an extensivecollection of illustrated art books, a collection of plays, and other print collections that support thecurricula at the College.

Students and faculty on campuses other than the main campus may request that items be sent to themthrough the campus delivery system. An additional research benefit to students and faculty is theprogressive Interlibrary Loan system in Illinois. Students, faculty and staff may place a request onlineand the library staff will place the request using the OCLC ILL system. The items will be delivered bya delivery service (supported by the State of Illinois and the State Library) to the Canton Campusthrough a statewide delivery system, and the library staff will notify the student or staff member thatthe requested item is available for pickup. Interlibrary Loan staff monitor email requests and provideassistance whenever needed.

The Library also contains a historical collection of materials about the College. Historical materialsmay be requested and used only within the Library.

The College has 1,100 desktop computers for staff, faculty, students and the community at sixlocations that include two campuses, two centers, and two outreach centers. Technology infrastructureincludes 38 technology enhanced classrooms, 10 computer labs (three of these 10 are open lab withmonitors to support) and two cyber cafés with computers for social computing. Every technology-enhanced classroom has a similar setup for ease of use with desktop projection and sound systemalong with document camera and a DVD player.

Faculty, students, and staff have access to the services on the College portal (My SRC). The services


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are available based on their roles. Faculty have access to their class roster and are able to submit theirfinancial aid and midterm and the final student grades. Students have the ability to add or dropclasses, look up course and fee statements, grades, unofficial transcripts, and sign up for a paymentschedule. Budget officers can submit and approve requisitions and look up budget detail and balance.

The distance learning classes use the Interactive Video System (IVS) that was installed in 2009 at fourlocations of the College. With the goal to expand the distance learning reach, two more IVSclassrooms have been added this year, one at each outreach center to facilitate training andcommunity education (CE) classes.

Sources

SS_Catalog_2015-16


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3.E - Core Component 3.E

The institution fulfills the claims it makes for an enriched educational environment.

1. Co-curricular programs are suited to the institution’s mission and contribute to the educationalexperience of its students.

2. The institution demonstrates any claims it makes about contributions to its students’ educationalexperience by virtue of aspects of its mission, such as research, community engagement, servicelearning, religious or spiritual purpose, and economic development.

Argument

3.E.1. The Spoon River College Mission (Spoon River College provides innovative learningopportunities that enhance the quality of life in the communities we serve), addresses innovativelearning opportunities that refer to a broad range of educational programs, cultural activities, andeconomic development opportunities which empower individuals and enhance the quality of life forour residents in the many communities we serve.

Spoon River College has a positive impact on the regional economy. According to a 2014 EconomicImpact Study, the College graduates generated millions of dollars in local, state, and federal taxes. Onaverage, all students who completed their Spoon River College education in FY11 saw a $5,525increase in earnings over their pre-enrollment wages. When looking at students who complete anAssociate in Applied Science degree, first-year earnings increase $9,619. The College is a majoremployer and business entity for the region, reporting total payroll in the amount of $5.5 million forFY12.

Many College employees volunteer hours within the community and a variety of state, regional, andnational organizations/groups. For example, one staff member serves on the Illinois Association ofStudent Financial Aid Administrators, and two faculty members serve on local Habitat for Humanityboards.

The College offers a wide variety of co-curricular activities the enhance the student educationalexperience. Following are the co-curricular activities at Spoon River College:

Alpha Gamma Tau – Agricultural club meant to develop leadership skills, identify careerinterests, and enhance personal interests.Cru – Student-lead Christian organization to develop and grow the Christian faith.STAGE – Provides students the opportunity to participate in various aspects of stageproductions.Habitat for Humanity – Housing ministry seeking to eliminate poverty housing.Literary Magazine – Kaleidoscope provides students the opportunity to participate in variousliterary and art publication.Livestock Judging – Competitive livestock judging.PEEPS – People for Earth’s Ecological Preservation – Students work to improve theenvironment through projects, field trips, and other events related to science.Phi Theta Kappa International Honor Society, Nu Delta Chapter – Honor society providingstudents with opportunities based on their academic accomplishments.Spoon River College Community College Chorus – Provides student vocal opportunities


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with community, embers through choral presentations.SNA – Student Nurses Association – Students participate in community service, volunteerwork and wellness activities related to the field of Nursing.SGA – Student Government Association – Allows students to participate in various businessand political activities such as budgeting, team development and activities, representing fellowstudents in various meetings, and addressing groups relative to issues at the College.Internships/Field Experience/Supervised Coop – Provides students the opportunity topractice skills and educational concepts in an actual real world employment setting. Followingare programs requiring this form of experience:

Graphic Design Medical Coding Web Design Medical Insurance Child Care Medical Records Health Information Management Machine Tool Medical Assistant Natural Resources and Conservation

Service Learning – Faculty have the option to have students engage in Service Learning. Inparticular, the Nursing program incorporates service learning.

3.E.2. While the College's Vision Statement (Spoon River College will strengthen its communities byproviding a broad range of educational programs, cultural activities, and economic developmentopportunities in an environment dedicated to success) makes no special claims about its students’experience in terms of research, community engagement, service learning, or economic development,explicit in the College's Mission Statement are components of many of these, most specificallyaffirming that the institution "provides innovative learning opportunities that enhance the quality oflife in the communities we serve." These opportunities are evidenced through student programs andclubs such as Habitat for Humanity, Alpha Gamma Tau, Cru (Campus Crusade for ChristInternational), STAGE, Kaleidoscope Literary Magazine, PEEPS (People for Earth’s EcologicalPreservation), Phi Mu Tau, Phi Theta Kappa, SRC Community Chorus, Intramural Athletics, andStudent Nurses Association. Through these groups, students have the opportunity to participate incommunity service projects, volunteer work, wellness activities, scholarship development, publishing,leadership development, and team building.

Sources



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The institution provides high quality education, wherever and however its offerings are delivered.

Summary

The College meets and often exceeds its goal of providing high-quality education to its target market. An experienced and committed cadre of faculty work within and between their respective disciplinesto promote a rigorous academic environment, while those faculty and other staff have developed anincreasingly rich atmosphere of student life that celebrates diversity and creativity. Technology andinnovative practices offer students an expanding menu of instructional possibilities, while facultycontinue to develop their own ability to challenge, grow, and assess student achievement. With therecent implementation of a faculty-driven academic division structure, even more growth is expectedwithin disciplines and extending further into the ranks of part-time faculty.

Core Component 3.A shows that the College uses a system of master syllabi and regular, rotatingreviews of programs to ensure ongoing consistency and quality. Core Component 3.B lays out theintellectual foundation of inquiry and rigor in such areas as our focus on general education, along withhighlighted examples from both the curriculum and student life. Core Component 3.C describes theinterconnecting network of documents that constitute a picture of faculty and staff readiness tocomplete the College’s educational mission. Core Component 3.D covers the range of technology,information services, advising, and instructional design that support quality instruction. And CoreComponent 3.E highlights prominent examples of college activities enhancing students’ learningexperiences.

Sources



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4 - Teaching and Learning: Evaluation and Improvement

The institution demonstrates responsibility for the quality of its educational programs, learningenvironments, and support services, and it evaluates their effectiveness for student learning throughprocesses designed to promote continuous improvement.


The institution demonstrates responsibility for the quality of its educational programs.

1. The institution maintains a practice of regular program reviews.2. The institution evaluates all the credit that it transcripts, including what it awards for

experiential learning or other forms of prior learning, or relies on the evaluation of responsiblethird parties.

3. The institution has policies that assure the quality of the credit it accepts in transfer.4. The institution maintains and exercises authority over the prerequisites for courses, rigor of

courses, expectations for student learning, access to learning resources, and facultyqualifications for all its programs, including dual credit programs. It assures that its dual creditcourses or programs for high school students are equivalent in learning outcomes and levels ofachievement to its higher education curriculum.

5. The institution maintains specialized accreditation for its programs as appropriate to itseducational purposes.

6. The institution evaluates the success of its graduates. The institution assures that the degree orcertificate programs it represents as preparation for advanced study or employment accomplishthese purposes. For all programs, the institution looks to indicators it deems appropriate to itsmission, such as employment rates, admission rates to advanced degree programs, andparticipation rates in fellowships, internships, and special programs (e.g., Peace Corps andAmericorps).

Argument

4.A.1. In accordance with Illinois Community College Board (ICCB) requirements, the Collegemaintains a practice of regular program reviews to ensure the highest quality of education ismaintained. Reviews are held on a five-year rotational basis for career/technical programs and transfereducation/academic discipline areas. Program reviews include a comprehensive evaluation of eachprogram/academic discipline that may include objectives, occupational demand, employment outlook,cost-effectiveness, retention and completion rates, employment of graduates, enrollment patterns,costs as compared to state and college averages, review of facilities and equipment,transferability/articulation of courses, review of syllabi, appropriateness of delivery systems, strengthsand weaknesses, and recommendations for change. The Vice President of Instruction and StudentServices is responsible for the supervision and completion of regular program reviews. Programreviews are available to the public.

4.A.2. Academic credit is accepted only from regionally-accredited institutions. College transfercredit, credit for the College Level Examination Program (CLEP), academic credit for militaryservice, and credit for participation in the Advanced Placement (AP) Program are all considered upon


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receipt of documentation and verification that identified performance requirements have been met.Credit is only considered for transfer upon receipt of official transcripts or exam scores and must meetperformance levels as established by the College; coursework from other colleges must be 100-levelor above with a grade of C or better; CLEP/AP test scores must meet minimum standards and scorelevels depending on the type of credit being sought. All requests for transfer credit are reviewed underthe supervision of the Registrar’s Office.

Spoon River College participates in the Illinois Articulation Initiative (IAI), a statewide agreementthat allows transfer of the completed Illinois General Education Core Curriculum betweenparticipating institutions. IAI coursework completed at other Illinois colleges is articulated as directequivalencies to the College courses or as credit towards general education requirements if noequivalent exists. Equivalency is determined based on IAI codes as identified for each IAI course onthe iTransfer website.

Experiential learning opportunities at the College include internships and coop experiences that aresupervised by faculty within the program for which credit will be granted as well as an on-sitesupervisor.

The College grants credit through a proficiency exam process as outlined in the College catalog andthe Proficiency Exam Protocol. Proficiency exams are available for a select group of courses, andstudents may be granted credit upon demonstration of competency (70%) in these subject areas.

4. A.3. Spoon River College’s transfer credit policy is outlined in the College catalog and details thetype of coursework that may be accepted for transfer credit, as well as the steps a student must take tohave such coursework evaluated for credit.

The College’s graduation policy, as stated in the College catalog and Policy and Procedures Manual,limits the number of transfer credits that may be used to earn a degree or certificate. Specifically,students seeking an Associate’s Degree must meet the residency requirements with a minimum of 15completed credit hours at the College. One-third of the total credit hours completed must be “inresidence” for all other programs and certificates.

4. A.4. Prerequisite for Courses. The College designates prerequisites for courses that are stated in thecourse description as published in the College catalog. Prerequisites are also displayed on the courseschedule and in course syllabi. All prerequisites must be in the initial course proposal forconsideration and approval by the College’s governance system. Any changes made thereafter to aprerequisite must also be approved through the College’s governance system.

Rigor of Courses and Expectations for Student Learning. The College believes in maintaining a highlevel of standards for academic success, and the rigor and level-appropriateness of courses is assuredthrough the College governance system.

Courses numbered at the 100-level are often introductory to a field or discipline of study. Thestudents learn foundational information to be applied to the general knowledge of the course. Coursesnumbered at the 200-level require students to master the techniques/information above what may havebeen required in a 100-level course.

New course proposals must include detailed information including course number, credit hours(lecture/lab), objectives of the course, and a proposed course syllabus. The rigor of a course is assuredby the expectation that students spend an expected amount of instructional time in class based on thenumber of credit hours being earned. Faculty have also established clear and detailed descriptions in


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their course syllabi of the level of student performance expected and associated with each letter gradein their course.

Per the Illinois Dual Credit Quality Act, all learning outcomes and levels of achievement course mustbe the same for dual credit courses as those courses taught by on-campus delivery methods.

As mentioned previously, the College participates in the Illinois Articulation Initiative (IAI). Thisstatewide agreement requires review of a course to ensure that the expectations of the GeneralEducation Core Curriculum are being met prior to a course receiving IAI approval. Regular review ofcourses is required to maintain the IAI designation.

Access to Learning Resources. Learning resources are provided via several areas of the College:

Information Technology ServicesLibraryAcademic Success Centers.

Faculty support is provided via the Director, Academic Support, as described in our response to 3.D.4.The areas of faculty support, student support services, and library services all report to the VicePresident of Instruction and Student Services.

The Academic Success Centers provide an effective and inviting learning environment where studentscan find tutoring, Student Success Coaches, receive information on online tutoring, a quiet place tostudy, and referral resources for problems such as transportation, child care, etc.

The College Library contains resources in print, media, and online, and it provides a quiet place tostudy as well as research and interlibrary loan assistance.

The College provides a feature-rich, student-focused, centralized Learning Management System(Canvas), a selection made after an extensive evaluation of several LMS systems (Blackboard,Canvas, D2L, Moddle, and E-Racer). Within Canvas, all scheduled courses are provided a course sitein which faculty must provide (at a minimum) a course syllabus, maintained gradebook, studentevaluation (if required), and student communications that utilize Canvas tools such as course mail orannouncements. This provides consistency to students in knowing where to find course informationand assignments, and students are able to access Canvas from any location where internet service isavailable.

Internet Bandwidth has been significantly increased at all four College locations with anticipation ofincreased online access and asynchronous video streaming: the Canton Campus with 60 Mbps,Macomb Campus with 22 Mbps, and Rushville with 10 Mbps bandwidth. Information TechnologyServices proactively monitors the bandwidth usage and responds according to the demand. Asoutlined in the College Catalog and Student Handbook, the College has policies in place to blocknonacademic usage like online movie streaming sites and peer-to-peer file sharing like bit torrent,Gnutella, etc. Wi-Fi availability at all six campus locations is another area of expansion planned. TheCollege currently has Wi-Fi in place as hot spots for students and faculty, with necessary securitymeasures in place.

Faculty Qualifications. The qualifications required for full-time and part-time faculty positions withinprogram areas are outlined in the College faculty job descriptions. The job descriptions identify thegeneral qualifications associated with each faculty rank, which include Faculty (FT) in Career &Technical Education (CTE), CTE – Nursing/CNA, and Transfer Education along with Adjunct


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Instructors in Adult Education, CTE – Nursing/CNA, CTE, Development Education, and TransferEducation. All qualifications align with regulations outlined by the llinois Community College BoardProgram Approval Manual.

As indicated in Policy 3.5.4, employee recruitment/employment eligibility hiring decisions are theresponsibility of the hiring supervisor. Once a position is authorized by the President, an approvedposition announcement that includes specification of both minimum and preferred qualifications isposted on the College’s website and within position-appropriate requirement resources.

Per the Illinois Dual Credit Quality Act, “instructors teaching credit-bearing college-level courses fordual credit must meet the same academic credential requirements as faculty teaching on campus.” TheCollege applies this standard to all dual credit courses including career and technical education anddevelopmental education courses.

4.A.5. The College is accredited by the Higher Learning Commission, North Central Association andhas two programs for which it is pursuing additional accreditation from an outside source.

The Nursing Program, including Nursing Assistant, Licensed Practical Nursing (LPN), and AssociateDegree Nursing (ADN), are all reviewed and accepted by the Illinois Department of Financial andProfessional Regulation. In addition, the LPN and ADN programs are undergoing the AccreditationCommission for Education in Nursing (ACEN) process.

4.A.6. The College evaluates graduates of the various programs in several ways. For each of theCollege's Career and Technical Education Programs (CTE), an Advisory Committee is inoperation. One of the roles of the Advisory Committees is to report on the general level of studentsuccess in employment post-graduation. In many of the College’s CTE Programs, internships are arequired part of the curriculum (as indicated in the College catalog). Part of the internship process isreporting on the student’s preparedness for employment.

Each year, the Illinois Community College Board asks each Illinois community college to researchcollege CTE graduates to determine their employment status, as well as levels of annual income. TheCollege participates in the Illinois Articulation Initiative (IAI) as a method to insure transferability ofcollege graduates.

In addition, the College participates in a number of degree completion partnerships in order tofacilitate successful transfer to a senior institution. This listing of partnerships may be found in theCollege Catalog.

Sources

Adjunct Instructors (Adult Education)Adjunct Instructors (Career & Tech - Nursing Assistant CNA)Adjunct Instructors (Career & Tech)Adjunct Instructors (Developmental)Adjunct Instructors (Transfer)Canvas siteCollege Senate BylawsCollege Senate Bylaws Revised and Approved January 2012


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COM 110, Interpersonal CommunicationCTE SurveyDual Credit HSP HandbookEmployer Evaluation FormFaculty (CTE)Faculty (Transfer)Faculty Nursing_CNAFaculty_HandbookFY 2014 Program Review Report - Corrected 9-12-2014Illinois Public Community College Actitransfer-httpSRC P&PSRC Schedule 15-16student handbook


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The institution demonstrates a commitment to educational achievement and improvement throughongoing assessment of student learning.

1. The institution has clearly stated goals for student learning and effective processes forassessment of student learning and achievement of learning goals.

2. The institution assesses achievement of the learning outcomes that it claims for its curricularand co-curricular programs.

3. The institution uses the information gained from assessment to improve student learning.4. The institution’s processes and methodologies to assess student learning reflect good practice,

including the substantial participation of faculty and other instructional staff members.

Argument

4.B.1. The College's assessment effort has been guided for several years by a College-wideAssessment Committee. The Committee’s work is guided by members of both full-time and part-timefaculty, with a compensated full-time faculty member serving as chair. The faculty members of thecommittee – the only voting members – are selected by their colleagues or, in the case of part-timefaculty, recruited by the appropriate dean. The Committee operates according to its own bylaws andreports regularly to the full faculty and to the College-wide Senate.

The College assesses student learning at three levels: general education, individual programs, andclassrooms.

General education. Until recently, the College used a system of individual student degree portfolios toassess achievement in general education. Every degree-seeking student was required to prepare andsubmit, upon graduation, a complete portfolio of selected work from his or her College classes witheach artifact presented as evidence of competency in one or more of the stated general educationoutcomes (or competencies). The portfolios were assessed by a team of faculty and staff once peryear, using a rating system that allowed for aggregating of results that could be reported to the widerCollege community. This system, in place for five years, was recently discontinued. Some of thereasons are as follows:

the results of the assessment never yielded the sort of data or evidence that could be relied uponfor meaningful improvement efforts.the feedback from assessors tended to focus not on evidence of student learning but on theassessment process itself.the portfolio-preparation process, from the student point of view, was so complicated that abrand-new credit-bearing course had to be developed to help students through it.

Among the few changes made as a result of five years of portfolio-based assessment was aninstitutional effort to produce more recorded examples of student oral presentations from classrooms,and that was driven by the portfolio assessment process itself more than any concern about studentachievement in that general education competency area.

After five years of this process and not enough really helpful results (2010, 2012 as examples), theAssessment Committee took a two-step approach: first, the General Education Competencies (GECs)


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that had guided the assessment for at least ten years were replaced by a streamlined and updated set ofoutcomes. Second, the portfolio process was discontinued in favor of a system based on collectedwork from students taking classes in various divisions (e.g., math and science, humanities and finearts, etc.). The plan is to have faculty (full-time and part-time) in a division collect carefully selectedartifacts from their classes to contribute to a pool of other such artifacts from their divisioncolleagues. Those faculty then, as a group effort, review and assess student achievement of selectedoutcomes based on the pool of artifacts, and report the results as a division. The report will list resultsquantitatively or qualitatively or both, and will include specific recommendations for improvingstudent learning in those particular outcomes.

This program was piloted among volunteer faculty from the math and science division this past springterm. The process included the following steps:

1. The Chair of Mathematics and Sciences recruited the faculty for the pilot assessment.2. The faculty met with the Chair and the College’s Assessment Coordinator in a session to plan

strategy.3. The group selected a GEC to assess (“II. Use critical, mathematical, and scientific methods to

solve problems”) and individually chose activities from their own courses that they would useto assess student competency.

4. Each instructor assessed student competency individually, using a common rubric the groupdeveloped.

5. Individual instructors prepared reports on assessment results from their own classes.6. After consulting with the assessment coordinator, the group then produced a joint report with

recommendations for the division. Those recommendations included:

Making changes in courses to get better results in the interpretation/analysis andcommunication categories.Getting students talking about the subject more, and trying to stress why an answer makes senselogically rather than just getting an answer and being done with it.Emphasizing the importance of looking back and making sure an answer makes sense. If astudent truly understands something, he or she should never forget it.

The group made no recommendations for changes to the process itself, which suggests a wider rolloutof the process for assessing other GECs in other divisions would be warranted. That wider rollout is inprocess at this writing, with these principles guiding all actions:

�Divisions are the likeliest orienting structure for this process.�Faculty in each division will choose competencies for focus and devise their own assessmentmethod.�Each division will meet, review student work, and prepare a report based on their own method.�Part-time faculty will participate eventually.�Assessment results from each division will be disseminated College-wide.

The College foresees a number of challenges in this new assessment process.

Maximizing participation among both full-time and part-time faculty. It is hoped that leadershipat the division level will help in this area by creating a greater sense of mutual responsibility inboth faculty groups.Making practical use of reported results to improve student learning and achievement. Again,the new division structure is expected to improve communication within the faculty groups andallow for greater sharing and more transparency.


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Ensuring “coverage” of students completing degrees. When individual students were required tosubmit complete portfolios of artifacts as a requirement for graduating, there was no uncertainty as towhether any individual student had been exposed to instruction meant to foster competency in eachidentified area. In the process being developed, groups of student work are essentially sampled. In arotation, each of the six GEC areas will be assessed at least biennially. The plan is to develop anintensively prepared matrix identifying which courses expose students to which areas of competency.Individual students will not have all GEC areas assessed, but the hope is to use the Canvas LMS toallow a “drag-and-drop” artifact collection for students to demonstrate completion at the very least.

Program. CTE programs have the best systems for assessing program outcomes, with certificationexams in most programs. The Assessment Committee worked for a time on piloting a programassessment tool for transfer programs in particular. With the need to revamp the general educationassessment process, the focus on program assessment was put on hold. The restructuring of theinstructional system into divisions with faculty leadership is also expected to make assessment ofprogram outcomes more manageable and bring more full- and part-time faculty intocompliance/participation.

Classroom. The Assessment Committee recently provided faculty with a new form for reportingclassroom-level assessment results. Full-time faculty began using the new form during the 2014-15academic year, with full aggregated results slated to be reported in fall of 2015. These reports focuson course learning objectives. The eventual goal is to require full-time and part-time faculty to reporton at least one learning objective for each course taught each semester.

So far, the results of the classroom assessment process have been mixed. While good outcomes forcourse objectives were often reported – and thoughtful reflections and plans for improvement wereoften included – the overall reporting rate for classroom assessments has been poor. The report to thefaculty at the fall Professional Development Day showed 12 of 35 full-time faculty reporting theirclassroom assessment results. While four more reports were subsequently submitted, the totalresponse rate, just among full-time faculty, was still under 50%. Both the Assessment Committee andthe faculty committee-of-the-whole have discussed the disappointing response and those discussionswill continue. As with other aspects of assessment of student achievement, it is hoped that the newfaculty-led division structure will encourage greater buy-in and, eventually, reporting compliance.

4.B.2. As noted in item 4.B.1 above, outcomes are identified for each course, for individualprograms, and for general education. Two recent developments are expected to improve the overallassessment process: first, the revival of the Assessment Committee under faculty leadership (whereasit had been led by an instructional dean); and the current transition to an instructional divisionstructure, again with faculty leadership at the division level. Data on student achievement of learningoutcomes does exist, but too often the data are not meaningful or not acted upon by the faculty inconcert. With new general education outcomes in place, a process piloted for assessing thoseoutcomes, and a new reporting system for classroom learning objectives, we expect to improveassessment significantly in the next few years.

Co-curricular programs are assessed in part through administering of the CCSSE instrument at regularintervals.

4.B.3. During the five years we used the individual student-portfolio process, the results of theseveral-day assessment process were routinely reported to the faculty at the beginning of eachacademic year. Discussions of the results were often spirited but tended to focus on the portfolioprocess, not on actual student learning. Still, recent faculty professional development gatherings


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featured small group discussions of individual faculty assessment processes in classrooms and sharingof results with the larger group. However, two major concerns remained: too little evidence could bepushed forward in service of improving future student achievement (“closing the feedback loop”); andthese efforts focused almost entirely on full-time faculty. However:

The new systems recently developed and/or piloted are designed to address both of theseconcerns.Faculty leadership at the division level will more easily facilitate the inclusion of part-timefaculty into the assessment process.More autonomy in the assessment process is expected to result in higher rates of compliance byall faculty.Division-based assessment of general education outcomes is expected to make loop-closing onassessment feedback more manageable.A communication organ, the Assessment Bites newsletter, exclusively devoted to assessment,will be launched in fall of 2015. It will share assessment results across divisions and solicitinput from faculty on ongoing assessment efforts, including improvement.

4.B.4. Whenever possible, the effort to assess student achievement in learning outcomes is based onthe best practices available (and feasible). For example, the now-discontinued portfolio tool forassessing general education outcomes was inspired largely by another community college in the Stateof Illinois using a very similar system. The new general education outcomes were likewise developedfrom an extensive review of our own institutional needs and outcome statements from peerinstitutions. The Assessment Committee is led by faculty and features participation by both full-timeand part-time faculty voting members. The Committee also includes permanent assistance fromlearning resources and instructional design professionals, as well as deans. More participation frompart-time faculty will be vital to moving processes forward, and the composition of the Committeemay shift once the transition to instructional divisions is complete.

Sources

Assessment Update 2015-8-20Assessment_Course-Level_Report_2015Assessment_General_Education_Competencies_2014Assessment_General_Education_Competencies_oldAssessment_Spring_Report_2010Assessment_Spring_Report_2012Assessment_SRC_Assessment_bylawsAssessment_statement_PDD_2014Assessment_Year-End_Report_2012SS_ CCSSE Key Findings Report_2013Vol I Iss 1


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The institution demonstrates a commitment to educational improvement through ongoing attention toretention, persistence, and completion rates in its degree and certificate programs.

1. The institution has defined goals for student retention, persistence, and completion that areambitious but attainable and appropriate to its mission, student populations, and educationalofferings.

2. The institution collects and analyzes information on student retention, persistence, andcompletion of its programs.

3. The institution uses information on student retention, persistence, and completion of programsto make improvements as warranted by the data.

4. The institution’s processes and methodologies for collecting and analyzing information onstudent retention, persistence, and completion of programs reflect good practice. (Institutionsare not required to use IPEDS definitions in their determination of persistence or completionrates. Institutions are encouraged to choose measures that are suitable to their studentpopulations, but institutions are accountable for the validity of their measures.)

Argument

4.C.1. The College has benchmarks for retention, persistence, and completion as an institutionoverall, handed down by the State system, Illinois Community College Board (ICCB). It is expectedthat the College should meet or exceed the state's average in retention and completion, but no specificgoals have been mandated by the State or implemented officially at the college level. In particular, theState of Illinois does have certain performance goals set for specific demographics.

In 2010 and 2013, a retention study was completed using the Community College Survey of StudentEngagement (CCSSE), which shows how students perceive their personal finances, their commuting,and family responsibilities as their primary barriers to success as presented in the reports key findings.This study presents possible routes the College could help students with these issues.

4.C.2. For purposes of data collection and reporting, the College is served by a full-time InstitutionalResearch Coordinator that provides the College with institutional data regarding the following from2006, the implementation of Jenzabar CX, to the present:

historical data on enrollmentdegrees conferredretention and graduation ratesfaculty and staff statisticsstudent surveys and analysis student enrollment counts by degree, major, and concentrationgraduate counts by degree, major, and concentration student demographicsfull-time, first-time cohorts and student demographics enrollment full-time equivalenciesfinal grade distributions for all courses

The enrollment, retention, and program completion data that is on the IR webpage is submitted


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several times each year to ICCB and is reviewed thoroughly by the Dean of Student Services.Retention, persistence, and graduation numbers are often discussed at the President's Cabinetmeetings and the Board of Trustees' meetings; however, the Retention Committee and theRecruitment Committee (two subcommittees from the Enrollment Management Team) meet regularlyto examine this information more systematically.

4.C.3. The College uses what information it has to make improvements; however, theseimprovements are made as often on the basis of anecdotal information as they are data-driveninformation. Some programs have implemented the following:

The low retention and persistence rates of students enrolled in developmental skills classes hasreceived state-wide attention; as a result, the College is in the midst of restructuring thedevelopmental skills program as a means to motivate students and their retention in college.The evolving Strategic Plan is centered on the idea of recruiting, retaining, and seeing morestudents to graduation. The College has established Strategic Goals, one of which is to "providesupport and opportunities for student learning and success." This plan was created after a seriesof meetings with faculty, staff, and institutional governing committees.

From these priorities, Retention and Recruitment subcommittees were created in 2014 that madeseveral recommendations to improve the retention of SRC students, especially those who enter at riskacademically.

4.C.4. The College submits reports to the State governing board, Illinois Community College Board(ICCB), on an annual basis. There are numerous reports that are sent in a yearly cycle, and thesereports include all student information, course and section information, and instructor information.Overall completion and graduation rates are noted for students graduating within 150% and 200% oftheir allotted time for degree in order to correspond with our report submissions to IPEDS.

The reports generated for ICCB and for the Integrated Post-Secondary Education System (IPEDS)include enrollment, retention, persistence, and graduation data for individual academic programs aswell. This allows the College the ability of all academic programs to gather timely and consistentinformation to include in the in-house annual reviews and state mandated five-year program reviews.

Sources

FY15_PerformanceFunding_FAQSS_ CCSSE Key Findings Report_2013


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The institution demonstrates responsibility for the quality of its educational programs, learningenvironments, and support services, and it evaluates their effectiveness for student learning throughprocesses designed to promote continuous improvement.

Summary

Through comprehensive procedures consisting of review, research, and evaluation,the College takesresponsibility for the quality of its educational programs, learning environments, and support services.A multitude of factors are studied to assess the effectiveness of the College’s programs, credits, andoverall academic success and effectiveness.

Core Component 4.A demonstrates that the College regularly evaluates the quality of its educationalprograms, supported by gathered data, from many angles. Core Component 4.B shows evidence thatthe College not only assesses student learning, but also evaluates its own methods of assessment andmodifies those methods when necessary. Core Component 4.C outlines the College’s commitment toretention, persistence, and completion, describes how data measuring these objectives is collected,and what benchmarks are set.

The College believes in the importance of evaluating its programs and processes. By studying internalsuccesses as well as areas where desired results are not achieved, the College is able to identify areasin which it needs to improve.

Sources



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5 - Resources, Planning, and Institutional Effectiveness

The institution’s resources, structures, and processes are sufficient to fulfill its mission, improve thequality of its educational offerings, and respond to future challenges and opportunities. The institutionplans for the future.


The institution’s resource base supports its current educational programs and its plans for maintainingand strengthening their quality in the future.

1. The institution has the fiscal and human resources and physical and technological infrastructuresufficient to support its operations wherever and however programs are delivered.

2. The institution’s resource allocation process ensures that its educational purposes are notadversely affected by elective resource allocations to other areas or disbursement of revenue toa superordinate entity.

3. The goals incorporated into mission statements or elaborations of mission statements arerealistic in light of the institution’s organization, resources, and opportunities.

4. The institution’s staff in all areas are appropriately qualified and trained.5. The institution has a well-developed process in place for budgeting and for monitoring expense.

Argument

5.A.1. The College is on very solid financial ground as evidenced through the last five years ofexternal audits. FY10 SRC Audit, FY11 SRC Audit, FY12 SRC Audit, FY13 SRC Audit, FY14 SRCAudit.

Higher Learning Commission – Composite Financial Indicator. Every year the College completes theHLC worksheet to calculate the Composite Financial Indicator Score (CFI). The CFIs have rangedfrom -0.27 in 2011 to 1.22 in 2013. HLC Composite Financial Indicator - 2010 - 2014. After a coupleof years having a negative CFI, the College raised its CFI to 1.20 and 1.22 in 2012 and 2013,respectively. Although our CFI decreased to 0.17 in 2014, the College’s Net Assets remain virtuallyunchanged from 2010 to 2014 at $3.2 million.

The Net Operating Revenue Ratio has increased from -0.024 in 2010 to -0.009 in 2014. This ratio is abit deceiving as the College issued debt of $900,000 in 2008 for technology purchases, and $4.3million in 2013 for capital project and technology purchases, and then spent those funds over the nextseveral years, thus causing an operating “loss” in subsequent years. The annual Net Operating Losshas been reduced from $390,000 in 2010 to $132,000 in 2014, and early indications are that 2015 willend with a surplus. The issue with the financial ratios used to calculate the CFI is that bond revenuethe College has received over the past several years is not reflected as “non-operating revenue,”therefore the College is recognizing the expense but not the revenue, thus artificially lowering ratios.

The College recognizes the tight budget times we are in and continues to examine spending and


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budgets in order to make the most effective use of the funds entrusted to it. The College understandsthat the most effective way to improve the CFI is to eliminate the “operating loss” incurred over thelast several years. Operating Expenses in 2014 were just 3.4% higher than they were in 2010. Between holding expenses level or reducing them and increasing revenues, the College will attempt toreverse the negative trend that the CFI has been on.

As part of the budgeting process and tuition-setting process with the Board of Trustees, the Collegecreated interactive, long-range financial planning spreadsheets. With these tools, the College cananalyze the last four years of revenue and expenses and then project/trend those out for the next threeyears. The percentage increase or decrease can be modified for every category of revenue andexpense. The College budgets new anticipated revenues conservatively and presents a balancedbudget to the Board for approval.

Available Financial ResourcesThe four most significant sources of revenue are local property taxes, state appropriations, Federalrevenue including financial aid (PELL Grants), and tuition and fees. One can see the shift in revenuesources over the last five years with more reliance on tuition and fees and local tax revenue and awayfrom State and Federal funding. The College’s annual audits, summarizes the growth/(loss) in each ofthe major revenue sources. Total revenue has decreased $81,000 in the last five years.

Tuition and FeesAs noted above, growth in tuition and fee revenue has been 15% over the past five years. Thisincreased revenue is largely due to higher tuition rates, which increased from $89 per credit hour inFY10 to $125 per credit hour in FY14, an increase of 40.4% over the five year period.

The College’s Board is very concerned with the affordability of higher education. The College’sadministration has worked with the Board to keep fee increases at a moderate level, averaging anannual increase of 7.3% over the last ten years.

Auxiliary Enterprise ServicesAuxiliary Enterprise Services include those activities that are designed to be self-supporting. At theCollege, this is primarily the self-operated campus bookstore and cafeteria located on the CantonCampus. In addition to financing store operations, profits from bookstore sales are used for a varietyof College initiatives including athletics, intramurals, and student activities.

State AppropriationsBoth the national and state economic downturn has severely affected funding for higher education inthe State of Illinois. State appropriations continue to be an important revenue source for the Collegebut have decreased in the last few years. In FY14, State funding accounted for 11% (or $1.8M) of theCollege’s budget compared to 15% (or $2.4M) in FY10. Ten years ago, State appropriationsaccounted for roughly 30% of the College’s operating revenue.

For the last five years, every budget manager meets with the President and Vice President ofAdministrative Services in March to review current year expenditures with the goal being to identifyany current budget resources that can be identified as not being needed for the current fiscal year. Thisallows the College to recoup budgeted resources to meet new needs and/or reduce the strain caused bythe State budget issue. This process has resulted in an average savings of $200,000 per year.

Resource Support of Educational ProgramsThe process used for strategic planning and resource allocation has provided a stable base to ensurethe College supports its educational programs. An analysis of the breakdown of College general


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education funds demonstrates that 31% - 35% goes directly to support instruction with an additional7.5% - 10% to support student services.

Human ResourcesThe College recognizes the importance of investing in faculty and staff to increase the capacity of theCollege to provide education and training. The College has pursued strategies to fund necessary full-time and part-time faculty and staff, especially those involved in the delivery of student services. TheHuman Resources department uses a number of strategies for recruitment. For example, the Collegeuses a variety of advertising techniques to ensure that vacancies posted reach the largest volume ofpotential job searchers possible.

Human Resources also uses the College’s website for advertising, which includes the benefits ofemployment at SRC as well as employee testimonials. The best advertising for employment at theCollege is the positive feedback from its own employees. The College is known as an employer ofchoice in the community because the College employees are generally satisfied with theiremployment. This satisfaction results in positive word-of-mouth advertising that is invaluable. Because employees are generally satisfied at the College, turnover is relatively low. Turnover ratesare reported to the Board quarterly and are consistently below industry average for turnover.

Faculty and Staff DevelopmentThe College invests in its employees in a variety of ways. The College offers faculty and staff bothinternal and external professional development opportunities. The College also offers its employees avery generous benefit plan (policy 3.3) HR_Policies_and_Procedures_Manual_2014 including:

Bereavement BenefitBookstore BenefitEducation Assistance BenefitHoliday BenefitPaid Time Off BenefitVacation BenefitSick Leave BenefitHealth Insurance BenefitRetirement BenefitTuition Waiver BenefitTuition Reimbursement

In 2013 and 2014, SRC paid $72,218 and $91,202, respectively, in tuition reimbursements and tuitionwaivers.

The College also holds two professional development days for all employees of the College. Thedates on which these days are held vary by employee group. The College annually provides a budgetitem for full-time faculty professional development. Faculty may request consideration of aprofessional development request through the Dean of Instruction as well as approval through theInstructional Resources Committee.

Innovative Faculty and Staff Development Opportunities SRC offers continuing education to faculty and staff both internally and externally.

Internally, the College's Office of Community Outreach offers technology classes to Collegeemployees. Quarterly, the College conducts Supervisor Training for all College supervisors, andtraining topics include: Legal Compliance, Budgeting, Conflict Resolution and other issues. Staff


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Professional Development Days are held annually and host a variety of topics from service delivery,volunteerism, winning with people, customer service and institutional effectiveness.

In 2005, the College was awarded a Title III grant through the U.S. Department of Education. Sincethat program has begun, multiple workshops based on different learning styles have been available tofaculty. The College received its first TRiO grant from the U.S. Department of Education in 2010. The Student Support Services grant project is based at the Macomb Campus, and this projectenhances efforts to educate and train employees and strengthen awareness of students concerningdiversity and at-risk populations. Faculty orientations are held annually with topics such as:Universal Design for Learning, On Course, and Staying Focused on Student Learning.

Externally, continuing education opportunities are available through the Ed2Go program. Thisnetwork consists of more than 1,800 top colleges, universities, and other organizations. Ed2Go offershundreds of engaging online courses covering topics from accounting to web design. HumanResources has developed a program for employees to enroll in short-term online courses to enhancetheir knowledge and skills through Ed2Go.com/spoonriver. Some of the offerings include areasrelated to diversity such as Achieving Success with Difficult People, Solving Classroom DisciplineProblems, and Teaching Students with Disabilities.

Human Resources also created a compliance and safety program with the following goals in mind: 1.)Implement compliance training for anti-harassment, diversity, and workplace violence to meetinsurance policy requirements, regulatory compliance guidelines, and best practices. 2.) Implementsupervisor-specific compliance training. 3.) Implement a safety training program with the followinggoals:

Using industry best practices with regard to workplace safetyProvide the safest possible environment for faculty, staff, and studentsReduce job related injuriesReduce workers compensation insurance premiums

The employee response has been very supportive with nearly 99% of employees completing therequired compliance and safety training assignments.

FacilitiesThe College's Board, in collaboration with senior administration, developed and implemented aninnovative approach for needed college facilities. Final Master Plan 2014

Havana CenterIn Havana, the College occupied a building that was roughly 30 years old and had been expandedthree times in that period, creating three separate entrances. When the College purchased the building,it had every intention of renovating the existing facility. As the College worked with the architects, itbecame clear that, due to the condition of the facility and the construction methods used to build andexpand it over the years, the renovation would be very expensive. In fact, it was determined thatdemolishing the old building and constructing a new one would be roughly only 10% more in cost. After discussing the alternatives with the Board, it was decided that the College would build a newfacility. The new facility has six classrooms, including two computer labs and an Interactive VideoSystem (IVS) room that receives distance learning classes from Canton and connects with Macomband Rushville as well.

Rushville CenterIn Rushville, the College occupied a small store-front facility where the front of the room was the


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office/reception area, and the back of the room was a classroom. Enrollment in Rushville was verylow, and the College felt that a major reason for this was the lack of adequate facilities. A similarprocess to what was used in Havana was used in Rushville. The College purchased land near the highschool to increase access for dual credit students. The Rushville facility has five classrooms,including two computer labs and an IVS room.

Macomb CampusThe Macomb Campus is in the building previously home to Macomb High School. As a result ofsteady increases in enrollment and providing comprehensive student services, this facility is no longeradequate to meet the needs of the College. Further, parking is a problem, which has limited growth ofthe Macomb Campus. In 2006, the Board decided to purchase a vacant 80,000 square foot buildingon the east end of town as the future home of the Macomb Campus.

Macomb Outreach CenterIn 2008, the Board decided to begin the renovations of the building and created the Macomb OutreachCenter in roughly one-quarter of the building. The College saw a great unmet need in the Macombarea for community and workforce education. Because of the lack of space, this need could not be metat our existing campus, therefore, the Board decided to begin construction of the new OutreachCenter.

The Macomb Outreach Center has two computer labs, three general classrooms, and a 4,500 squarefoot conference center that can be split into three separate rooms. There has been steady utilization ofthe new center. Along with the 15,000 square foot of renovations for the outreach center the Collegealso completed the entire front façade of the building in order to have a uniform look across the entirebuilding.

Future PlansThe new facilities provide the College the opportunity to offer more class options than were availablein the past. More science and nursing classes are offered in Havana due to the classroom builtspecifically for that purpose.

All College campuses and sites benefit from the use of the IVS (Interactive Video System). Theimplementation of the new interactive video system for course delivery has also had a positive impacton enrollment and student access for courses. Analysis of enrollment data for the 2013-14 academicyear indicates that about 5% of credit hours are completed through this instructional delivery method. The use of the technology has allowed the College to cancel fewer courses, particularly at the centersin Havana and Rushville.

Plans to Complete the New Campus in MacombRegional and state economic conditions over the past few years have limited progress for the Collegeto work toward identifying and acquiring resources necessary to complete the renovation of the newcampus in Macomb. Again, the College has used available funds to renovate approximately one-quarter of the site for the College’s Community Outreach Center. The success of this center isapparent due to the scheduling of the facility, and the naming rights opportunities obtained bythe College Foundation are evidence of the support from the community to complete this project. The College Foundation has been revitalized and reorganized over the past 36 months and is linkedwith the College’s Community Outreach office.

A strategic plan to address the capital and operational needs to complete the renovation of the newMacomb campus site will be developed in the near future. This plan will involve the coordination ofthe College Foundation and the College Board of Trustees. It is anticipated that the plan will include


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the comprehensive elements of a capital campaign in addition to the continual search for relevantgrants and external resources.

TechnologyThe integration of technology to support educational programs is performed both through the strategicplanning process and the annual operation of the College. Evidence of technology being integratedinto instruction for education is seen through the following examples:

The College has implemented a feature-rich, student focused Learning Management System(LMS) called Canvas replacing Angel. The selection was made after completing extensiveevaluation of five LMSs. The LMSs included for evaluation were Blackboard, Canvas, D2L,Moodle, and E-Racer.Increase in the number of College classrooms supported by technology (includesaudio/visual/web-based delivery of instruction information.Integration of online services such as enrollment, roster and grade submission, implementationof interactive video system using the Cisco TelePresence equipment (SRC is the first college inIllinois to use the TelePresence conferencing system for instruction).Implementation of wireless communication network to all College sites, which includes voice,video, and data transmission.

The staff and faculty technology survey results indicate improvement over a period of five years. Theresults on handling of Help Desk calls was 92% in 2010 and 93% in 2015 (combining employees thatstrongly agree and somewhat agree). The results on technology support improved significantly from85% in 2010 to 93% in 2015. The following three areas of improvement were identified fromemployee input:

Improve communication to the users after they receive the automatic email when help deskticket is called in or emailed.A follow-up communication to the users as soon as support resolves the problem with cleardescription.During extended period of resolution, every effort will be made to keep the users updated withthe status of the issue.

5.A.2 The College’s budget allocation process incorporates all members of the College community,and the final decisions on how the resources will be allocated rest with President’s Cabinet and theBoard of Trustees. Once the budget is set, no changes can be made (i.e. taking budget dollars awayfrom departments) without those suggested changes going through the President and the VicePresident of Administrative Services.

5.A.3 The College provides innovative learning opportunities that enhance the quality of life in thecommunities we serve. The goals of the College support the Mission of the College. The Mission isachieved by providing pre-baccalaureate education, providing career and technical education,providing developmental and basic skills, providing community education, providing workforcetraining, working with economic development agencies throughout the district, providing cultural andrecreational opportunities, providing student services to support students' educational goals, andutilizing technology.

All of the goals are ingrained in the College organization. The goals are continually analyzed andreviewed to determine if improvements are needed. The number-one goal of the College is studentsuccess.


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5.A.4. The preparation and qualifications of all faculty and staff are appropriate to the field and levelof the position. Qualifications are measured by education level and relevant professional experience,training, and credentials.

The College employs an open and orderly process for recruiting and appointing its faculty and staff.The search process includes participation of the Human Resources Office and the hiring supervisorand may include a screening or interview committee that consists of colleagues offering subjectmatter expertise.

The College ensures equal employment opportunities consistent with legal requirements and any otherrequirements chosen that may be compatible with the College’s Mission and goals, including theachievement of a diverse workforce.

New employees participate in orientation and training through the Human Resources Office as well asthe department in which they are hired. All new employees are encouraged to participate in a newemployee mentor program or tenure committee.

Employees participate in ongoing technology training, training through individual seminars orcoursework, professional development days, and web-based training opportunities. Each departmentis provided with a training budget, the Human Resources Office manages a college-wide professionaldevelopment budget, and additional funds are available for faculty professional development via theInstructional Resources Committee.

5.A.5. Budgets are created each year based on the allocation and use of resources in previous years with a mandate to justify the need and use of all funds. Each year is usually considered level fundedfrom the previous year, and any additional funds needed are requested as part of the budget process. Reports are created for cost centers showing total actual expenses by line item for the previous twofiscal years, the actual year-to-date expenses for the current fiscal year and the budget for the currentfiscal year. These reports are distributed by the Vice President of Administrative Services (VPAS) tothe budget managers in mid-March. The budget manager then creates next fiscal year’s budgetproposal. The total of those items has to be equal to or less than the previous year’s budget and thisinitiates the budget development process.

Along with the budget creation worksheet, the budget manager receives several budget forms (FY15Budget Instructions). These forms are used to request additional funds for Strategic Plan items, capitalpurchases, additional operating funds, salary adjustments, and new employees. This is also the timewhen budget managers request student workers and tuition reimbursement for their existingemployees.

Forms are completed and returned to the VPAS by early May. The budget spreadsheets are enteredinto the CX system and a preliminary budget is created. The VPAS creates the revenue budget basedon previous year’s revenue and the changes the Board approves for tuition. In comparing the revenueand expense projections, the VPAS determines how much “new money” is available in next year’sbudget for new requests. The VPAS consolidates all of the new requests for funds into onespreadsheet.

In late May, a meeting is held by President’s Cabinet to review all of the requests for new funds. Thisgroup either approves or disapproves items on the list and then finalizes those new items that will befunded in next year’s budget. Once the new items are approved, funds are added to the budget in CX,and it is finalized. This finalized budget is presented to the Board of Trustees for their approval. Once the budget is approved by the Board, it is loaded into CX as a final budget for the year.


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Once approved, the budget managers are notified that the budget in CX has been approved by theBoard, and they are authorized to submit expenses. Budget managers have access to their budgets viaCX or through budget report COGNOS. In an effort to save on paper costs, no budgets are printed,rather they are available to budget managers electronically.

Revenue The VPAS utilizes prior-year statistics based on the number of credit hours and which type (in-district, out-of-district, out-of-state, and foreign) to help estimate tuition and fee revenue for next year.The College also utilizes Board-approved tuition increase information, anticipated state funding fromthe Illinois Community College Board (ICCB), and the current tax levy to determine how muchproperty tax revenue the College should receive for the next year to determine total revenue for thebudget.

Final Budget Determination and DistributionAfter all requests for funds are reviewed, the approved budget is updated in the CX system. ThePresident’s Cabinet develops the final budget, and then it is presented to the Board of Trustees forapproval.

Budget MonitoringOn a monthly basis, the Board of Trustees is provided five financial reports detailing the expensesfrom the prior month (Accounts Payable by Vendor December 2014, Accounts Payable DetailDecember 2014, Accounts Payable Over $1,000, Financial Operations Executive Summary December2014, Financial Statements & Supplementary Info December 2014). These reports are created by theDirector, Business & Auxiliary Services and reviewed by the Vice President of AdministrativeServices along with monitoring College expenses throughout the month.

Sources

Accounts Payable by Vendor December 2014Accounts Payable Detail December 2014Accounts Payable Over $1,000Final Master Plan 2014Financial Operations Executive Summary December 2014Financial Statements & Supplementary Info December 2014FY10 SRC AuditFY11 SRC AuditFY12 SRC AuditFY13 SRC AuditFY14 SRC AuditFY15 Budget InstructionsHLC Composite Financial Indicator - 2010 - 2014HR_Policies_and_Procedures_Manual_2014IT Survey Results 2010IT Survey Results 2015


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The institution’s governance and administrative structures promote effective leadership and supportcollaborative processes that enable the institution to fulfill its mission.

1. The governing board is knowledgeable about the institution; it provides oversight of theinstitution’s financial and academic policies and practices and meets its legal and fiduciaryresponsibilities.

2. The institution has and employs policies and procedures to engage its internal constituencies—including its governing board, administration, faculty, staff, and students—in the institution’sgovernance.

3. Administration, faculty, staff, and students are involved in setting academic requirements,policy, and processes through effective structures for contribution and collaborative effort.

Argument

5.B. The College allows for shared governance and policy by having an active College Senate. Theobjectives of the College Senate are:

To provide a structure through which representatives of all segments of the internal Collegecommunity may come together to participate in institutional decision-making.To organize forums where matters of concern to the College community may be discussed.To oversee the standing committees of the College Senate and to recommend to the CollegePresident policies resulting from these activities.To review periodically the responsibilities and functions of the College Senate.To approve any changes made to the standing committees, the executive committee, and theSenate. The bylaws are stored on the shared drive and accessible to the entire Collegecommunity.

5.B.1. The College has established policies and procedures to govern its operations. These policiesare established by administration with input from College faculty and staff as well as approval of theBoard of Trustees. College employees are represented by union and non-union employee groups thatsupport their constituents' participation in the governance of the institution. Unionized groups, namelythe Faculty Association, also engage in the development of the institutions policy and proceduresthrough the Interested Based Bargaining session process.

For example, in response to the concerns over healthcare costs and the fiscal need for a change in theway employees contribute to healthcare insurance, the College formally agreed to form and maintainan Insurance Committee. A charge of this committee was to monitor, evaluate, and if appropriate,recommend changes with respect to the College's health insurance programs. Within the first fewmonths of the Insurance Committee's appointment, the current plans had been analyzed and newoptions were being recommended to administration and to the Board.

The Board reviews the College budget and resources monthly. The Board is governed by 7 memberswho are elected at large by our 5 represented districts as well and one student trustee whom is selectedby the student body of the College. Actions by the Board related to increase in tuition and fees oftenhave significant deliberation and discussions, and they review the impact of no increase orpercentages of increase with the senior administrators before reaching a decision that will impact the


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cost of education. The Board is also engaged in the budget process as well as the acceptance of theannual financial audit.

Faculty InvolvementThe College faculty are actively engaged in the budget process of the College through what is referredto as Interest Based Bargaining: a form of negotiations where the conversation is focused onachieving a win-win scenario and developing mutually beneficial agreements based on interests of thedisputants. This strategy was implemented in 2014 during a phase of faculty negotiations and wasviewed as a success from both parties involved.

Student InvolvementThe College's students have numerous opportunities to get involved with the life of the College,through formal groups and organizations, including those that promote their academic interests andthose that are more focused on shaping the culture of the College. Groups like Phi Theta Kappa havea strong community service component while students who are more interested in having a say ofwhat occurs around the College itself may be more interested in something like Student GovernmentAssociation (SGA), which is a student-driven organization that acts on behalf of the entire studentbody from all College locations and centers.

Board of TrusteesThe College Board of Trustees hold monthly meetings that are open to the public. Meetingnotices are published in the local papers so that the College is transparent as to events occurringaround the College. Board agendas include actions on strategic initiatives, policies, staff changes,institutional expenditures, such as construction bids and other necessary operating expenses. Themeeting minutes are recorded and published each month with supporting documents in an institution-shared drive accessible by all College employees.

College Administrative StructureThe College has a shared governance process. The President works with an executive leadership team,which includes the vice-presidents. The leadership team meets regularly to discuss College businessand is responsible for day-to-day operations of the College.

The College's administrative structure is comprises four major service areas: President, InstructionalServices, Student Services, and Finance and Business Services. Service areas are broken intodepartments that oversee various daily functions of the College. The areas are as follows:

President: The President's area includes public relations, marketing, institutional effectivenessand advancement. The directors of each department have regular meetings to communicateevents and set up initiatives for strategic planning goals.Instructional Services: This service area includes academic departments including transfer andcareer, technical, and workforce education programs. Two deans provide the overall leadershipwhere division chairs serve as leaders for the various academic programs and are responsiblefor overseeing instruction and ensuring quality. Division chairs meet monthly with theInstructional Resource Committee throughout the academic year in order to discuss proposalsfor new academic programs as well as updates to existing academic programs.Student Services: This service area oversees admissions, financial aid, registration, career andadvising services, TRiO grants, student support services, and student life and athletics. Astudent services area meeting is held regularly to communicate and clarify College businesswithin internal employee groups. Enrollment Services, Advising, and Student Support Serviceshave monthly meetings with their staff members for initiatives and planning.Finance and Business Services: This area includes fiscal services, information technology,


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administrative services, bookstore, and the cafeteria. Directors oversee each of the departmentsand meetings are held regularly to coordinate efforts within the departments.

The College has experienced significant change over the past decade requiring adaption and areorganization of the structure around the College. As with any organization, there are challenges toensure shared governance. The administrative area of the College continues to work on ensuring thatcollege-wide communications and collaboration occur on a regular basis.

Administrative Transition and ReorganizationOver the past three years, the College has undergone substantial administrative changes and asignificant reorganization. The President, Mr. Curt Oldfield, was appointed in 2012. The VicePresident of Academic Services retired in August 2015, and a new Dean of Career and WorkforceEducation was appointed in September 2015.

The administrative team has worked together to restructure certain departments and positions to createefficiencies within the Colleges governance structure. This transition could be seen as an area ofconcern, but the College takes the position that this process has allowed for new ideas and energy forthe College, focusing on student success.

5.B.2. The main governing board of SRC is the Board of Trustees, which is a seven-member boardelected by the residents of the SRC district. The Board is very knowledgeable about the institutionand provides oversight for the College's financial and academic policies and practices. The Boardemploys legal counsel to ensure it meets all legal and fiduciary responsibilities.

The College Senate is another form of governance at the College and is comprised of 18 membersconsisting of eight faculty, four administrators, two classified staff, and two professional supportstaff. The remaining two members are reserved for the Student Senate President and an at-largeStudent Senate representative. Nine members of the Senate are ex-officio members, and there arenine elected members. There are three standing committees that make up the governance system:

Curriculum CommitteeStudent & Academic AffairsInstructional Resources

Duties of each committee are outlined in the Senate Bylaws. Any College Senate Bulletin approvedby a standing committee may be appealed by any member of the College. Specific timelines for theposting of College Senate Bulletins and appeals are outlined in the Senate Bylaws.

The President is the leader of the College who works with an executive team. The College has ashared government structure, and the administrators are responsible for the day-to-day operations ofthe College. The President's Cabinet is composed of the Vice-Presidents of the College and otherDeans and Director-level positions. The President's Cabinet meets regularly to discuss Collegematters, communicate across service areas, plan initiatives, and respond to issues of concern. Inaddition, the President meets with the Vice Presidents regularly to strategically discuss critical issuesthat need attention.

5.B.3. All four employment groups are represented on each of the standing committees, and a studentrepresentative appointed by the Student Government Association. Each standing committee consistsof: 4 faculty (2 transfer, 2 career/technical), 2 administrators, 1 student, 1 professional support, and 1classified staff member. The faculty, professional support, and classified staff each hold their ownelections to appoint representatives to the standing committees. The President of the College appoints


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administrators to serve. A full-time faculty member must chair all standing committees and Senate.

Collaborative planning is a vital process to the success of the College. The Board, through means ofthe administration, works effectively with faculty, staff, students and the community to collectinformation to make data driven decisions with input from all parties involved.

The foundation of planning at the College is the Strategic Plan. All faculty and staff at the Collegeare invited to participate in the planning process, and current students are encouraged and invited toparticipate in planning functions. Students are included on College committees to provide studentinput and opinions. An elected student trustee sits on the Board and provides an advisory vote on allbusiness items and College issues. In the strategic planning process, focus groups have beenconducted for all employee groups, student groups, community groups, and business and industrygroups to gather input from all constituents.

The strategic planning process focuses on the Mission, Vision, and long-term goals of the College toprovide a clear direction for the College moving forward. In the planning process, the College soughtinput from all constituent groups. Focus groups were conducted of both the external and the internalgroups (faculty, staff, and students). The input of the focus groups were used to aid the administrationand planning team to develop the Strategic Plan.

The College has a long tradition of providing shared governance and a history of collective planningto meet the current and future needs of the district. The College recognizes that shared responsibilityfor planning is vital to the success of the students. The following committees and groups allow thefaculty, staff, and students to be engaged in interdepartmental communication:

Board of Trustees Monthly MeetingsPresident's Cabinet Bi-Monthly MeetingsSenate Monthly MeetingsStaff Director and Dean MeetingsStudent Government Association Monthly MeetingsInterdepartmental Meetings

Sources



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The institution engages in systematic and integrated planning.

1. The institution allocates its resources in alignment with its mission and priorities.2. The institution links its processes for assessment of student learning, evaluation of operations,

planning, and budgeting.3. The planning process encompasses the institution as a whole and considers the perspectives of

internal and external constituent groups.4. The institution plans on the basis of a sound understanding of its current capacity. Institutional

plans anticipate the possible impact of fluctuations in the institution’s sources of revenue, suchas enrollment, the economy, and state support.

5. Institutional planning anticipates emerging factors, such as technology, demographic shifts, andglobalization.

Argument

5.C.1. In order for the College to effectively carry out its Mission, it is dependent upon the Collegestrategically planning for the future, careful management of resources, and enhancing institutionaleffectiveness.

A budget request form is utilized every year. Requests can include budget increases, capitalequipment requests, or human resource needs. These requests are the College's means of enacting theMission, Vision and Core Values and achieving the intended outcomes of the College.

Every employee has a role in the budget process. For most employees, that role is focused onimproving the effectiveness and efficiency of their own area and measurably improving the value theyprovide to the students and other stakeholders. Other employees, notably at the director, dean, vicepresident, and president levels, are responsible for managing some part of the budget request process.

The College’s Vision and Mission drive budget allocations, which are decided through a planningprocess that focuses on creating practical improvements in instructional programs/departments,services, and student activities.

5.C.2. The Mission and planning documents of the College guide all aspects of business andoperations at the College including assessment of student learning, evaluation of operations, andbudgeting. As described throughout this chapter and this document, the foremost planningdocument is the College's Strategic Plan.

Assessment of student learning is a vital part of the College's operations. These assessments help theCollege strive to continuously improve and fulfill its mission. At the College, the assessment ofstudent learning is faculty-driven, mostly through efforts of the Instructional Resource Committee.The College budgets for faculty and staff members to attend the HLC Annual Meeting which assistsin developing new measures to assess student learning more effectively.

The College continues addressing challenging questions about the institution's effectiveness and usingdata to make decisions. The organization recognizes the importance of supporting relevant programs,services, activities, partnerships, and adapting standards of performance.


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Cost data is also included along with assessment data for each program in the Program Review. Thiscost data allows the department, division chairs, and the College's administration to review financialinformation related to each program alongside other pertinent information on each program such asenrollment data and student evaluations. These reviews allow for the College to make appropriateresource allocations and budget decisions regarding the academic programs of the College.

5.C.3. The planning of the College is a vital part of the success and the future of the College. TheBoard and administration work with faculty, staff, students, and the community college districtresidents to collect information and data to make well informed, data-driven decisions. The process ofdeveloping a new, updated Strategic Plan started in 2012 and included feedback from both theexternal and internal constituents, which illustrates the College's commitment to gathering appropriateinput from all stakeholders.

One important element of the new Strategic Plan will include analyzing external and internalconditions, emerging trends, creating a vision for the future, measuring the gap between the currentlevel of performance and the agreed upon goals, setting intermediate goals, allocating resources tosupport the goals, taking action, and measuring results.

The foundation of planning at Spoon River College begins with the creation of the Strategic Plan. Allemployees, student leaders, and community members are invited to participate in the strategicplanning process. The purpose of the planning process is that organizations plan for the future toensure the Vision and Mission are realized. Strategic planning provides a road map for theorganization to determine how it might best and most efficiently achieve that goal.

Strategic planning is currently underway as our previous plan is drawing close to the end in2016. The next strategic plan is being developed following the same process starting with thecollaboration of both the internal and external stakeholders feedback and insights being collected andanalyzed by administration.

5.C.4. Improvements could be achieved through the introduction of new programs and services ornew ways of doing things. We are nearing the conclusion of the strategic plan that was for fiscalyears 2013-2016, the first three-year plan. As reported in the May 2015 Strategic Plan Update, allprojects in that plan are proceeding as planned. In July 2016, the College will launch the next three-year plan.

The College is committed to continued analysis and discussion of program effectiveness, financialviability, retention strategies, and enrollment management strategies. The Institutional EffectivenessCommittee has taken steps to clarify institutional policies to enable it to better inform Collegedecisions, study and suggest new enrollment practices, trend analysis to encourage retention,developing an employee satisfaction survey, analyzing how placement tests are administered, anddetermine if students are placed in the appropriate courses.

In effect, the development of a set Strategic Plan is evolving into strategic planning and even strategicmanagement that is creating a culture of an ongoing process of evaluation, planning, and action.

5.C.5. Internet Bandwidth has been significantly increased at all four locations with anticipation ofincreased online access and asynchronous video streaming. The Canton Campus is at 60 Mbps,Macomb Campus 22 Mbps, and Rushville 10 Mbps bandwidth. Technology Services proactivelymonitors the bandwidth usage and acts according to the demand. The College has a policy in place toblock nonacademic usage like online movie streaming sites and peer-to-peer file sharing like bit


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torrent, Gnutella, etc.

Wi-Fi availability is another area of expansion planned. The College has Wi-Fi in place as hot spotsfor students and faculty with necessary security measures in place. Technology Services has a plan inplace to expand Wi-Fi availability throughout the College at all six locations.

Demographic shifts have been slow to occur but are part of the environmental scan that will occurwith the new Strategic Plan. Goals will be developed to support any changes in demographics thatmay be occurring in the district.

Instructional resources continue to be added to support a mobile learning environment. Courses arecontinually added in an online environment to support learners who may be interested in takingcourses from around the world. For those students who reside in-district, course content is beingadded in courses throughout the Catalog to help foster learning about the global environment in whichwe live, work, and interact.

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The institution works systematically to improve its performance.

1. The institution develops and documents evidence of performance in its operations.2. The institution learns from its operational experience and applies that learning to improve its

institutional effectiveness, capabilities, and sustainability, overall and in its component parts.

Argument

5.D.1. The College has a robust reporting system in place to continually develop and regularly reportthe performance of its operations. This performance can be seen in a variety of ways and each level ofoperation.

The Board holds monthly meetings that are open to the public, including press, and regularlyreport all business and operational activities including enrollment numbers and finances. Thesereports are available through the Board's meeting minutes.The President reports to the Board at each of the monthly meetings all of the operational workof the Presidents Cabinet. The Cabinet is made up of senior administrators in each operationalarea. All the meetings are driven by a printed agenda, delivered in advance, and are reported outwith minutes. Each operational area reports to the Cabinet at the bimonthly meetings.Each academic program undergoes a rigorous program review each 5 years and an annualreview through assessment reporting.College Senate meets monthly and all meetings are open to all faculty. An agenda is sent inadvance, and the minutes of the previous meeting are sent in advance and also posted on theshared drive.Staff, through an updated evaluation system (2014), set annual performance goals whichsupport the Strategic Plan. Quarterly, the employee and supervisor review the progress andcompletion of goals.Faculty receive an administrative evaluation that consists of a classroom observation and areview of instructional planning.Student evaluation of instruction is done at the conclusion of each semester.

5.D.2. The College operational experience is an intricate system of checks and balances. Constantcommunication between and among the many parts results in a fluid exchange of ideas andimprovements. The system is not perfect but always adapting for the better, to changes in technology,resources, and student demand for better services, and a relevant curriculum. Delivering that takesconstant input and output to improve the system and meet the challenges of post-secondary educationand training. At all levels, individuals contribute, seeking a smooth operation to improve efficiencyand a deliverable product with services to students.

Some procedural changes that have been instituted or plan to shortly include the following:

1. Annually, the College seeks feedback from the employees in the Spring term. Following thecompletion of that survey, the Institutional Effectiveness Committee then creates a task force to meetand discuss the results and how they trend from year to year. The committee then is responsible toimplement or be the catalyst to take changes from feedback learned in these surveys and use that


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information to improve in the upcoming year.

2. Every year during the Spring term there is a budget reallocation and/or request for additional fundsforum that is held for all of the offices around the College. These reallocations are used to drive theMission and Strategic Plan initiatives and better align spending to the College's objectives thatupcoming year.

3. Retention strategies are being implemented due to initiatives that have been developed from a newRetention Committee. This is a subcommittee under an already ongoing committee called theEnrollment Management Team. From these initiatives, the College has started an Early Alert System,which is driven by faculty. The faculty members, whether full-time or part-time, have access to anonline portal in which they can identify students from their classes who are falling behind in regardsto tardiness, failing assignments, or a combination of many things. Following these referrals, studentswill be contacted by a Student Success Coach from SRC's Academic Success Centers to attempt to getthe students back on track in passing the course.

4. A Developmental Task Force has been created within this past year to evaluate the developmentalprograms at the College. Changes have been made to the schedule from discussions that haveoccurred during these meetings regarding an addition of a new math course and restructure of many ofthe remedial coursework requirements as they relate to the timelines of moving through the levels.

5. Enrollment Management initiatives are developed from suggestions that are discussed during theCollege-wide professional development days, and the actions taken are specifically evaluated as tohow they link back to the Strategic Plan.

6. Interest-Based Bargaining has become a new negotiation tool for employees at the College in orderto come to win-win scenarios for both the College and the faculty and staff.

7. A new Insurance Committee was developed to evaluate and discuss alternatives for the upcomingyears and also in charge of presenting that data to the College.

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The institution’s resources, structures, and processes are sufficient to fulfill its mission, improve thequality of its educational offerings, and respond to future challenges and opportunities. The institutionplans for the future.

Summary

Spoon River College has the financial, technological, facility, and personnel resources in order tofulfill the Mission and goals of the College. The College has maintained all of its resources wisely,and the infrastructure currently in place supports our continuous improvement efforts as well as ourfuture needs as a college. This section illustrates how the College has invested in financialmanagement and human resources that were strategically planned for the College in order to createcampus growth through facility development and has a focus of investing in state-of-the-arttechnology focused on quality student experience and success.

Core Component 5.A focuses on the College's financial aptitude as it relates to the support ofthe College's educational Mission, Core Values, organization, and resources. Core Component 5.Boffers insight into the institutions governance and leadership which focuses on the Policies andProcedures for the College and ensuring that the structures in place are collaborative with faculty,staff, and students. For Core Component 5.C, the information supports the College's systematic andcollaborative effort while planning. Core Component 5.D focuses on how Spoon River Collegeutilizes data management and institutional effectiveness to continually assess and improveperformance.

Sources



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