NORTHERN OKLAHOMA COLLEGEREAFFIRMATION OF ACCREDITATION

SELF-STUDY YEAR 2006-2007

PREPARED FOR THE

ASSOCIATION OF COLLEGIATE BUSINESSSCHOOLS AND PROGRAMS

DATE OF SUBMISSION: JANUARY 2008

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TABLE OF CONTENTS

Business Division Overview.......................................................................................................1

Criterion 1: Leadership...........................................................................................................111.1 Quality and Commitment to Students and Stakeholders...............................................111.2 Mission and Vision Statements Articulation, Emphasis and Focus..............................141.3 Values and Expectations...............................................................................................151.4 Student/Stakeholder Requirements & Expectations Reflected in Vision & Values.....161.5 Faculty and Staff Understand Our Vision and Values..................................................161.6 Progress Review, Measurement and Improvement.......................................................171.7 Serve as Role Model for Areas of Public Concern.......................................................17

Criterion 2: Strategic Planning...............................................................................................182.1 Strategic Planning Process............................................................................................182.2 Evaluation and Improvement of Strategic Planning Process........................................182.3 Student and Market Needs, Competition, New Technology, Capital Equipment, Facilities, Training and Personnel.................................................................................192.4 Strategic Objectives and Timetables.............................................................................202.5 Action Plans..................................................................................................................202.6 Communication & Deployment of Strategic Objectives & Action Plans.....................21

Criterion 3: Student, Stakeholder and Market Focus..........................................................223.1 Needs and Expectations of Current Students................................................................223.2 Measurement of Student Utilization of Offerings and Services and Influence on Active Learning, Satisfaction and Development......................................................233.3 Anticipating Changing Needs and Expectations...........................................................233.4 Complaint Resolution, Analysis and Improvement......................................................253.5 Process for Measuring Student and Stakeholder Satisfaction and Dissatisfaction.......25

Criterion 4: Measurement, Analysis and Knowledge Management...................................274.1 Outcomes Assessment Program: Improvement, Refinement & Enhancement.............274.2 Student Learning Data...................................................................................................324.3 Data Utilization.............................................................................................................334.4 Comparable Business Unit Data....................................................................................334.5 Use of Comparable Information to Set Targets.............................................................334.6 Use of Comparative Data to Enhance and Improve Student Learning.........................344.7 Assessment Results.......................................................................................................344.8 Use of Student Learning Data to Improve the Business Programs and Enhance Student Learning.............................................................................................36

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Criterion 5: Faculty and Staff Focus......................................................................................375.1 Human Resource Planning............................................................................................375.2 Employment..................................................................................................................375.3 Faculty Composition.....................................................................................................385.4 Faculty Evaluation.........................................................................................................395.5 Faculty and Staff Development.....................................................................................395.6 Faculty Operational Policies, Procedures, and Practices..............................................415.7 Scholarly and Professional Activities............................................................................41

Criterion 6: Process Management..........................................................................................436.1 Professional Component................................................................................................436.2 General Education.........................................................................................................436.3 Business Major..............................................................................................................45

Appendices.................................................................................................................................46A: HLC/NCA Letter of Reaffirmation...............................................................................46B: Institutional Mission Document....................................................................................49C: Institutional Organizational Chart.................................................................................50D: Business Division Organizational Chart.......................................................................52E: Outcomes Assessment Data...........................................................................................53F: Faculty Qualification Tables .........................................................................................60G: Curriculum Summaries..................................................................................................67

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NORTHERN OKLAHOMA COLLEGE BUSINESS DIVISION OVERVIEW

1. SELF-STUDY WRITING TEAM:The following people were actively involved in the researching and writing of this self-study document:

Cara Beth Johnson, Business Division ChairBart Allen, Economics InstructorTodd Ging, Business InstructorGene Laughrey, Computer Science InstructorDr. Shaen McMurtrie, Business InstructorLaura Marshall, Business InstructorSusan Novotny, Business InstructorLeslie Johns, Stillwater Business Division LiaisonJudy Colwell, Dean of InstructionEdwin Vineyard, Vice-President of Enid CampusDr. DeLisa Ging, English Instructor

2. ACADEMIC DEGREES OFFERED AND DEGREES CONFERRED IN 2006-2007:The Business Division at Northern offers two types of associate degrees: (1) an Associate of Science (AS) degree which is designed for students who intend to transfer to a university, and (2) an Associate of Applied Science (AAS) degree for the career-minded student who is focused on immediate employment.

Northern Oklahoma College’s business division offers the following programs:

TABLE 1 - BUSINESS PROGRAMS

TYPE PROGRAM NAMEDEGREES

CONFERRED2006-2007

AS Business Administration 80

AS Business Administration, International Business Option 2

AS Business Administration, MIS Option 0AS Computer Science 2

AAS Accounting / Business Management 8AAS Office Management 4AAS Office Management , Medical Assistant Option 1AAS Information Technology, Network Engineering Option 8AAS Information Technology, Web Development Option 11AAS Information Technology, Interactive Media Option 0

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The only degree program currently being offered for which accreditation is not being sought is the Digital Media, Animation and Design AAS program. The business faculty and institution administration monitored this degree closely and determined that it is better suited for the Fine Arts division, due to the heavy emphasis in graphic arts. As of the self-study year, the program had not been transferred to the Fine Arts Division, but the change was made in October 2007. ACBSP accreditation will not be asked for this program.

3. DESCRIPTION OF BUSINESS UNIT AND INSTITUTION:

General DescriptionNorthern Oklahoma College is a public, two-year institution with an open-access admissions policy and campuses in Tonkawa, Enid, and Stillwater. Northern has nine academic divisions including Business; Developmental Studies and Tutoring; Fine Arts; Health, Physical Education and Recreation; Language Arts; Nursing; Science, Mathematics and Engineering; Social Science; and Agriculture, offering associate degrees in three general areas: Arts, Science and Applied Science. In addition to traditional degree programs, several programs are offered in partnership with technology centers, universities and businesses. The Business Division partners with technology centers to provide the Office Management and Information Technology degrees and now provides coursework for various degree programs on all three campuses.

Additionally, Northern is a leader among Oklahoma colleges in technological advances in developing multiple on-line and interactive television courses that serve students in rural and remote areas who could not otherwise attain a college degree. The educational achievements of this school and the opportunities it affords for the expansion of knowledge, culture, and training are manifest in the recognition and support currently and historically given it by area residents and businesses, by state agencies, and by Oklahoma peer institutions.

Over the past decade, Northern has expanded its physical plant, broadened its curriculum, increased its student enrollment phenomenally, and developed campuses in Enid and Stillwater. In the fall of the 1996-1997 academic year, 2,200 students attended class in Tonkawa and Enid completing over 22,000 credit hours. In the fall of 2006, over 5,100 students attended class on the Tonkawa, Enid, and Stillwater campuses completing over 50,000 credit hours. This represents a percentage growth in headcount of 234%, well over double the headcount in 1996. Credit hour production has kept pace with a growth rate of 229% since 1996. All of this enormous growth has been made possible through visionary leadership, responsiveness to community needs, careful management of resources, and a faculty and staff committed to academic excellence and continuous improvement in all phases of the institution’s operation.

The student headcount for business at the previous self-study was 1,157 indicating that the number of students majoring in business has remained fairly constant over the last 10 years. As we begin to offer degrees on the Stillwater campus, we expect enrollment in business courses to increase.

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TABLE 2 - STUDENT HEADCOUNT

  Fall 2005 Fall 2006

NOC Business NOC Business

Tonkawa 2,183 569* 2,234 536*

Enid 1,209 316* 1,192 357*

Stillwater 1,398 253* 1,718 278*

Total Served 4,797 1,112 5,144 1,146

(Enrollment Growth Patterns for Fall; Spring Shows Same Pattern)(*By Campus Business numbers represent duplicated headcount – Total Served represents unduplicated headcount.)

TABLE 3 - CREDIT HOURS GENERATED

  Fall 2005 Fall 2006

NOC Business NOC Business

Tonkawa 22,155 2,368 21,863 2,312

Enid 12,303 1,178 12,018 1,338

Stillwater 13,641 873 16,910 969

Total Served 48,099 4,419 50,791 4,619

(Enrollment Growth Patterns for Fall; Spring Shows Same Pattern)

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Northern’s Campuses

TonkawaThe Tonkawa campus, established in 1901, serves as the administrative center for Northern with campuses in Tonkawa, Enid, and Stillwater. Under the leadership of President Dr. Joe Kinzer, all program oversight in academic affairs, financial affairs, student services, personnel, development, physical plant, and information technology is housed in Tonkawa. Some 2,200 students attend class on campus, by ITV, via online, or at technology centers. Offering 70 degrees with an array of courses, Northern distinguishes itself as a leading community college in Oklahoma. EnidThe Enid campus was established in 1999 in conjunction with the Oklahoma State Regents for Higher Education (OSRHE) and the City of Enid. Under the leadership of Dr. Edwin Vineyard, this campus has grown in offering multiple two-year liberal arts degree programs to some 1,200 students each semester. The Enid campus continues to expand its faculty, curriculum, and numerous clubs and activities. StillwaterThe Stillwater campus, established in 2003 under the leadership of Debbie Quirey, serves multiple missions to area students. Primarily a Gateway Program, the Stillwater campus serves students who would otherwise not be admitted to Oklahoma State University. The campus, however, also admits students seeking general education courses that transfer to other comprehensive colleges and universities. Experiencing exponential growth, Northern Stillwater admits approximately 300 new students each fall and spring semester, serving some 2,000 students. Currently, the Stillwater campus is establishing two-year degree programs. 

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Service AreaThe service area of Northern Oklahoma College includes five major cities and towns: Tonkawa, Blackwell, Ponca City, Enid, and Stillwater. Numerous smaller towns and cities lie within driving range of the institution as well. The major counties served by the institution included Kay, Osage, Grant, Garfield, Payne, and Noble, which represents approximately 70% of the total enrollment of business majors. Table 4 shows the total number and percentage of all students drawn from these counties.

TABLE 4 - COUNTY OF ORIGINOF BUSINESS STUDENTS

County Fall 2005 Business % Fall 2006 Business %Kay 276 24.8% 275 23.9%Osage 27 2.4% 24 2.1%Garfield 290 26.1% 316 27.6%Grant 21 1.9% 19 1.7%Noble 52 4.7% 40 3.5%Payne 139 12.5% 127 11.1%Other 307 27.6% 345 30.1%

Total 1,112 100.0% 1,146 100.0%

Table 5 indicates that the majority of Northern’s total and business student enrollment hails from Oklahoma. Though, the information indicates a slight increase in out-of-state residents for both. This increase is most likely a result of the offering of courses in Stillwater, which draws from a broader populous due to Oklahoma State University’s promotion of the Gateway program in their marketing campaigns.

TABLE 5 - NUMBER OF STUDENTS BY RESIDENCY STATUS

Residency StatusFall 2005 Fall 2006

NOC Business NOC Business

In-State Residency 4,589 1,079 4,855 1,094

Out-of-state Residency 185 21 261 38

Non-US Resident 22 12 19 14

Total 4,796 1,112 5,135 1,146

DiversityOverall, Northern has a homogeneous population, mostly Caucasian. Therefore, Northern’s primary focus, in terms of diversity, is on recognizing and understanding the impact of diversity, rather than representation. The institution strives to create an environment of respect for all individuals by valuing ethnic and cultural backgrounds, diversity of opinion, and freedom of expression.

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Table 6 shows the gender distribution and the breakdown of ethnicity of Northern Oklahoma College students and the Business Division students. The Northern campuses consist of students, faculty, and staff from a variety of backgrounds. Through working, studying, and teaching we bring our unique viewpoints and life experiences together for the benefit of all. This inclusive learning environment, based upon an atmosphere of mutual respect and positive engagement, invites all campus stakeholders to explore how they see themselves and how they see themselves in relation to others. Our intellectual and social development and daily educational interactions are enriched by our acceptance of one another as members of the Northern community. Throughout this process, Northern demonstrates its commitment to diversity in the areas of student learning, student services, and community engagement.

TABLE 6 – DISTRIBUTION BY GENDER AND ETHNICITY(Self-Reported Data)

  Fall 2005 Fall 2006

Gender/Ethnicity NOC Business NOC Business

Male

White 1,474 439 1,505 435Black 118 37 146 39

Hispanic 64 13 71 18Asian 9 4 19 6

Am. Indian 152 42 193 52Non-Resident 22 5 22 11

Total 1,839 540 1,956 561

Female

White 2,159 454 2,136 480Black 119 26 103 20

Hispanic 99 24 100 20Asian 15 2 18 4

Am. Indian 252 53 260 57Non-Resident 21 9 13 4

Total 2,665 568 2,630 585

Overall Total 4,504 1,108 4,586 1,146

Business Unit’s Employee BaseThe Business Division is comprised of full-time faculty, part-time faculty and a division chairperson who splits responsibility between teaching and administrative duties. (See Faculty Qualification Tables in Appendix F) Oklahoma is a right-to-work state, so Northern does not have a collective bargaining unit. However, Northern does have a Faculty Association, which has a recommending voice in policy and procedure

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development.

The above tables and discussion are meant to convey an impression of the environment in which NOC operates. Data for the self-study year are representative of what the college faces in other years as well. “Stability” would be the one word used to describe the recent history of both the college as a whole and the Business Division in particular.

  Summary of Achievements Over the Past Ten Years The founding of two campuses in Enid and Stillwater Increase in the number of degree programs offered from 38 in 1997 to 70 in 2007 Extensive capital outlay for improvement of infrastructure and new facilities Significant growth in financial outlays for student aid and employee compensation Significant growth in financial net assets and scholarship awards in the Northern

Foundation Development of a comprehensive, institutional three-year Strategic Plan Significant partnerships with local and state business and industry Revision of the Mission Statement Expansion of technology across the three campuses, including online and interactive

television courses and degree programs Implementation of incentive-based faculty professional development programs Cooperative Agreements and Alliances with area technology centers Increase in course offerings to concurrent high school students Graduation of distinguished faculty and administrators from the Oklahoma

Educational Leadership Academy 

4. Regional AccreditationNorthern Oklahoma College is accredited by the North Central Association of the Higher Learning Commission. Our last NCA visit occurred in January of 1998 and the next visit will be immediately preceding the ACBSP visit in February of 2008. Northern Oklahoma College received a full ten year extension of our NCA accreditation in 1998. A copy of the letter of confirmation is included in Appendix A.

5. Institutional Mission Statement The mission documents were revised in October 2005. The current College Catalog (2007-2009) reflects this updated mission, vision, core values and goals. The self-study year College Catalog still reflected the previous mission documents. Current mission, vision, core values and goals are included in Appendix B and in the 2007-2009 Catalog.

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6. Business Division Mission

Mission StatementThe Business Division at Northern Oklahoma College provides high quality, accessible educational opportunities and services to allow citizens to develop to the full extent of their abilities, to succeed in a competitive global environment, and to be effective life-long learners and business professionals.

Though the Business Division Mission Statement is not printed in the current College Catalog, the document is displayed prominently within the Business Division offices.

7. Organizational ChartsThe institutional and divisional organizational charts are located in Appendices C and D.

8. Governance

State GovernanceThe Oklahoma State Regents for Higher Education (OSRHE) is the coordinating board of control for The Oklahoma State System of Higher Education with powers, duties, and responsibilities defined by Article XIII-A of the Oklahoma Constitution and State Statute (specifically 70 O.S., §§ 3202 through 3206). As such, they allocate legislative appropriations to the institutions which comprise the system, including Northern. They also approve the requirements for admission, the degrees offered, and tuition and fees charged (See OSRHE Org Chart http://www.okhighered.org/gold-book/gold-book.pdf).

Institutional GovernanceThe local governing board for the institution, the Board of Regents for Northern Oklahoma College, was established and granted governing authority by Oklahoma statute in 1941. The Board is charged with the responsibility for the operational policies governing the internal affairs of the college and exercises general trusteeship. It relies on the Executive Council to keep it informed, to carry out the policies and decisions, and to make recommendations for future actions. In this sense, the Board allows the Executive Council to exercise effective leadership to carry out the mission and goals of the institution. This body is committed to Northern’s Mission and demonstrates its commitment by approving the current mission document and Strategic Plan. Furthermore, it demonstrates its commitment to the college by attending monthly board meetings, visiting with legislators, and attending college functions.

The Northern Oklahoma College Board of Regents during the self-study year included: Keith James, Linda Brown, Richard Detton, George Paczkowski, and Lynn Smith. The regularly scheduled Board meetings are on the third Thursday of each month.

9. Competitive FactorsNorthern Oklahoma College is the only rural 2-year institution in north-central and north-western Oklahoma. In addition, Northern is the fastest growing rural 2-year college in the state, which is evidence that Northern is listening and responding to the educational needs of its service area and reaching out to those otherwise underserved areas. The

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closest competitor in our service area is Cowley County Community College in Arkansas City, Kansas; located approximately 50 miles north of the Tonkawa campus. Comparative data for Northern and Cowley follow in Table 7:

TABLE 7: COMPARISON OF NOC AND CCCC

Northern Cowley

Tuition & Fees per Credit Hour $65 per credit hour $70 per credit hour (OK residents

receive the in state tuition rate)

Enrollment 5,144 in Fall 2006 4,400 Students in Fall 2006 and Spring 2007

Degrees offered 70 major and degree possibilities

Over 70 major and degree possibilities

Average Class Size 23 Students 16 Students

Initiatives that demonstrate Northern Oklahoma College’s commitment to achieving competitive success include:

Northern’s rich, student-friendly heritage is supported by faculty graduation advisement, small class sizes, excellent facilities, multimedia classrooms, distance learning opportunities, easy access to campus locations and high-quality student services.

A partnership between Northern and OSU in order to meet the objectives of providing both remedial and general education coursework. The business unit provides the general education computer proficiency coursework for the institution. Participation in student activities is a cooperative endeavor on the Stillwater campus. Students have access to OSU facilities and organizations with the exception of Greek life and varsity athletics.

Northern partners with four-year institutions to provide smooth transfer of courses. Specific 2+2 agreements are in place with Northwestern Oklahoma State University. In addition, Northern participates in the statewide articulation transfer matrix committees, which meet annually to ensure transferability of courses within state institutions. The state matrix is available online for students and graduation advisors. ( http://www.okhighered.org/student-center/transfer-stdnts/course-transfer.shtml)

Northern partners with industry and technology centers to train students in our service areas for immediate employment.

Northern participates in the OSRHE Concurrent Tuition Waiver Program for concurrent students, which provides academically qualified high school senior students the opportunity to received free tuition for up to 18 credit hours of college coursework. Furthermore, Northern waives fees in to enhance our competitive edge and has subsequently enhanced concurrent enrollment. (http://www.okhighered.org/student-center/publications/Guide/pdf/start-early.pdf)

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Northern makes substantial financial commitments to facilities, equipment, and technology on all three campuses based on its funding as a land-grant institution.

The Northern Foundation has increased scholarship opportunities available to students.

  

 

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TABLE 8: CONCURRENT ENROLLMENT TREND

  Fall 2003 Fall 2004 Fall 2005 Fall 2006

Concurrent Enrollment 161 197 196 313

TABLE 9: FACILITIES, EQUIPMENT ANDTECHNOLOGY EXPENDITURES

  FY2003 FY2004 FY2005 FY2006

Tonkawa $809,000 $891,000 $1,122,000 $680,000

Enid 560,124 499,582 500,745 497,038

Stillwater 187,500 147,500 10,000 -0-

Totals $1,556,624 $1,538,082 $1,632,745 $1,177,038

TABLE 10: FOUNDATION AWARDS

Academic YearScholarship

Award

Number of

RecipientsLoan

Award

Number of

Recipients

2002-2003 $56,008 138 $14,778 86

2003-2004 $44,787 116 $15,545 85

2004-2005 $59,333 121 $17,935 103

2005-2006 $63,848 117 $6,848 40

CRITERION 1: LEADERSHIP

1.1 Quality and Commitment to Students and StakeholdersNorthern demonstrates a desire to discover information that will lead to positive change. Though the college embraces tradition, we foster innovation in addressing the future. Evidence of commitment to quality can be found in the evolution of the college’s mission document and Strategic Plan. In the past decade the college expanded from one campus to three campuses in three different environments and the Business Division now offers coursework on each of the three campuses.

The following examples demonstrate our commitment to continuous improvement, focusing on student and stakeholder needs:   The use of nationally-normed testing to evaluate and assess learning for making

curricular decisions The development of a Strategic Plan to evaluate and assess institutional, divisional,

program and course effectiveness and identify strategies for improvement (See Strategic Plan)

The use of an annual survey of faculty to determine professional development needs, resulting in incentive-based faculty development workshops (See Plenary Report and Faculty Service Report)

The upgrade of the institution’s online learning management system to increase communication and encourage integration of technology in traditional classroom settings

The use of a formal evaluation process for assessing instructor effectiveness of all new and adjunct faculty (See Assessment of Instructor Effectiveness form)

The inclusion of a line item for assessment in the institutional budget In order to demonstrate the Business Division’s commitment to our students, business courses are offered in a variety of scheduling formats: day, evening, and weekend. Additionally, business courses are offered in a variety of delivery formats: traditional classroom, online, interactive television, accelerated, self-paced, and courses by arrangement. Business courses are also offered at various locations: on-campus, area high schools, businesses, Vance Air Force Base and the University Center at Ponca City. Northern’s Business faculty considers integration of online elements and use of technology an important part of the pedagogy within their courses. The business faculty utilizes the services of the library, technical support, and administrative support illustrating our commitment to the quality of our delivery.

In order to further demonstrate our commitment to students, business faculty maintain at least twelve office hours per week. Additionally, they are accessible by individual appointment, via e-mail or the telephone. Likewise, administrators are accessible to students and stakeholders to discuss and work with faculty to address any concerns expressed about issues that may arise.

Faculty members who serve as advisory committee chairs have contact with program

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advisory committees once each year. These advisory committees are comprised of business professionals and career technology center representatives who provide valuable feedback on the quality of the course offerings to meet the current needs of business and industry.

Northern actively solicits student-satisfaction responses through various means, including the ACT Faces of the Future Survey, which assesses student attitudes and education needs with the goal of improving our understanding of the overall demographic portrait of our student population. Additionally, organizations participating with the Business Division internship program are surveyed to indicate employability and educational preparedness of the intern. Furthermore, the intern is surveyed regarding whether the internship related closely to their chosen field of study and/or career objectives to provide feedback on the appropriateness of the internship site.

TABLE 1.1-1: STUDENT INTERNSHIP PROGRAM – EVALUATION RESULTS

Semester of Internship

Would you Hire?

Related to Field

Adequate Responsibility

Yes No Yes No Yes NoFall 04 4 0 4 0 4 0Spring 05 5 0 5 0 5 0Fall 05 3 0 3 0 3 0Spring 06 3 0 3 0 3 0Fall 06 7 0 7 0 7 0Spring 07 7 0 7 0 7 0

Northern also uses the Community College Survey of Student Engagement (CCSSE) to help assess educational practices for improvement of student outcomes. The survey focuses on institutional practices and student behaviors that promote student engagement. The benchmark set is that graduates will give satisfaction ratings that are greater than or equal to the national norms for community colleges (approximately 70% or better) regarding recommendation of college, quality of educational experience and satisfaction with services. These results are shown below in Figure 1.1-1 and Tables 1.1-2 and 1.1-3:

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FIGURE 1.1-1 – WOULD YOU RECOMMEND THIS COLLEGE TO A FRIEND OR FAMILY MEMBER?

2006-20072005-2006

Eleven services are used to determine overall satisfaction with institutional services by the CCSSE. Of the eleven, the top three services according to respondents were financial aid advisement, computer labs and academic advisement / planning. Only Financial Aid falls below the 70% benchmark set by the institution.In addition, according to CCSSE results Northern scored a 0.62 in comparison to other two-year colleges (0.20) and nationally (0.26) in hours spent participating in college events. 

TABLE 1.1-3: SATISFACTION WITH SERVICES (Percentage of Students Very Satisfied or Satisfied)

Academic Year

Computer Labs

Financial Aid Advising

Academic Advising / Planning

2005-2006 71% 63% 70%2006-2007 76% 61% 70%

Northern demonstrates that we value quality instruction and a life of learning by ensuring that faculty and staff have regular access to professional development. A number of campus policies reflect the efforts of Northern’s Regents and administrators to provide incentives for professional development. Financial incentives offer rewards for faculty and staff who earn advanced degrees, attend conferences, present papers, acquire new training, or in other ways develop skills and educational expertise. Evidence of this commitment includes:

Faculty salaries are based on academic credentials and years of experience. The salaries are augmented through an x-factor based on documented criteria, such as community engagement programs, memberships and offices held in professional organizations, and participation in professional development programs. In the 2006-2007 academic year, the criteria for raising the x-factor was reevaluated by the Vice President of Academic Affairs to reflect more accurately contributions made by each faculty member (See Employee Handbook / Faculty Compensation Policy).

Faculty who complete advanced degrees earn increases in x-factors after providing official transcripts verifying the completion.

In 2005, the professional development program was expanded to offer more on-campus opportunities.

All full-time employees of Northern and their immediate families are eligible to

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TABLE 1.1-2: HOW WOULD YOU EVALUATE YOUR ENTIRE EDUCATIONAL EXPERIENCE

AT THIS COLLEGEAcademic Year Excellent or Good

2005-2006 84%2006-2007 85%

receive a 50% tuition waiver for coursework taken at Northern. In addition, faculty and staff who take classes at Northern specifically tied to their positions can request a full waiver of tuition and fees.

When funds are available, qualifying faculty members and staff who pursue advanced degrees are reimbursed for tuition costs through the Renewal & Revitalization program (R & R Program), which in fall 2007, was revised and renamed as the Professional Development Reimbursement program. (See Employee Handbook)

1.2 Mission and Vision Statements Articulation, Emphasis and Focus

Mission StatementNorthern Oklahoma College, a multi-campus learning community, provides high quality, accessible, and affordable educational opportunities and services to allow citizens to develop to the full extent of their abilities, to succeed in a competitive global environment, and to be effective lifelong learners.

Vision StatementNorthern Oklahoma College will be recognized as an exemplary learning community that advances student success. Northern will be a valued resource and leader in academic quality and cultural enrichment, characterized by continuous improvement, innovation, and community responsiveness.

The mission of a college identifies the college and its place in the educational matrix. The mission of Northern has changed since its founding in 1901 to reflect the changing needs of its service areas. To ensure the mission’s accuracy and applicability, teams comprised of administrators, faculty, and staff critically examined the statement in 1968, 1987, 2002, and in 2005.

Northern is committed to effective teaching. The mission document focuses on high-quality teaching, learning, and student achievement for all programs. Since the institution acknowledges and respects the diverse needs of its students, it supports the faculty in designing a variety of learning experiences and provides appropriate learning support. As experts in their disciplines, faculty takes ownership of curriculum development and instructional strategies

Because of these statements, procedures have been implemented to insure the hiring of qualified faculty and staff and the offering of current and relevant instruction and training to prepare students to meet the needs of businesses in the surrounding rural area, as well as prepare students to transfer to four-year educational institutions. Both the vision and mission of the college emphasize the central role of students, which translates into teaching that is student centered.

1.3 Values and Expectations

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Core ValuesTo successfully fulfill the mission and vision, Northern Oklahoma College is consciously committed to academic excellence, integrity, diversity, and achievement of individual and institutional goals. We are dedicated to building trust, respect, and confidence among colleagues, students, and the community.

Expectations/Goals To provide an academic agenda of associate degrees,

certificate programs, and other initiatives to ensure student learning and student success; to assist and encourage students to attend four-year institutions upon graduation; or to obtain employment commensurate with their knowledge base, educational experiences, and interest.

To enhance student success by providing high-quality support services to students through an extensive counseling program, developmental education for individuals who need assistance, enrichment options for academically advanced students, and student assistance with academic financial obligations.

To provide students opportunities that will inspire civic, cultural, and social responsibility.

To provide multiple venues of learning opportunities for degree obtainment, continuing education, community enrichment, and lifelong learning.

To provide accessible, inclusive, and caring learning environments that connect with the diversity of the communities we serve and their individual needs.

To provide a learning environment for programs and courses that foster economic development within the framework of a global marketplace.

To integrate processes of institutional research and assessment to continuously improve the institutions efficiency and effectiveness.

The values and goals are deployed by Northern through the strategic planning process, which is further discussed in Criterion 2. These values are further deployed through the institutional culture, infrastructure and processes. They are a written expression of what we strive to be for our students.

Northern determines that its values and goals centered on teaching excellence are

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reinforced and communicated based upon student evaluations, instructor self-evaluation, division chair or campus Vice President evaluation and an annual service report.

1.4 Student/Stakeholder Requirements and Expectations Reflected in Vision and ValuesOur vision statement states, “Northern will be a valued resource and leader in academic quality and cultural enrichment, characterized by continuous improvement, innovation, and community responsiveness.”

To be the valued resource leader that is responsive to the community it serves, Northern is committed to continuous improvement illustrated by the following:

We continually consult our advisory boards and various stakeholders (who represent business and industry) for ways to improve and strengthen our programs to better prepare our students to enter the workforce.

To provide smooth alignment of courses in cooperative agreements between Northern and technology centers, program reviews are conducted annually to discuss changes in curriculum and or cooperative agreement changes to meet stakeholder needs.

To ensure 100% smooth transfer of courses between Northern and four-year institutions within the state, Transfer Matrix realignment meetings are held annually to come to agreement concerning the transfer of specific courses. The results of each meeting are then published on the Oklahoma State Regents website and become part of a state-wide articulation agreement. (See OSRHE website at www.okhighered.org)

1.5 Faculty and Staff Understand Our Vision and ValuesThe recently revised Mission document, which includes Northern’s Vision and Core Values, was shared with faculty and staff at annual meetings in 2006 and 2007. In addition, the document has been distributed in both hard copy and electronically to all employees. Each business faculty member is encouraged to display the mission in a prominent place in their office.

Understanding of this vision for continuous improvement, innovation and community responsiveness is demonstrated by Northern’s commitment to utilization of state-of-the-art equipment in all teaching labs, as well as, in the presentation classrooms and ITV classrooms. Renovations were completed in spring 2007 to update Wilkin Hall, which houses the business division and most business classes.

The understanding of Northern’s values is further demonstrated by our faculty consistently striving for continuous improvement. 100% of the full-time business faculty reported professional development activities on the annual plenary report, which is evidence of the efforts of faculty to stay current in their respective fields to strive for continuous improvement and innovative activities. Further, business faculty have been awarded regional, national, and international honors that reflect the commitment of our faculty to achieve excellence in their respective fields. Members of the business faculty have recently been awarded honors such as the ACBSP International Wal-Mart Teaching Excellence Award and NISOD Teaching Excellence Award. This understanding and representation of our values is further documented by student satisfaction. Students’

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evaluations reflect that 90% of the students would recommend this institution to friends and family and 85% of students rated their entire educational experience at Northern as either good or excellent.

1.6 Progress Review, Measurement and Improvement

The Business Division reviews progress toward planned goals on at least an annual basis. Information from various stakeholders is gathered and analyzed to see if any changes are necessary and if the measurement tools are appropriate. The following is a list of some of the reviews used:

Strategic Plan review (annually) Student graduation satisfaction surveys (annually) Program review (annually) ACBSP Quality Assurance Report (biannually) Instructional Performance Summary & Goals (annually) Advisory Committee curriculum review (annually) Cooperative agreement meetings with area Technology Centers (annually)

An example of how the above reviews are used to improve performance include: using program review, advisory committee review, and cooperative agreement meetings to insure the currency and relevancy of our degrees offered.

1.7 Role model for Areas of Public Interest and Concern

Northern Oklahoma College supports active involvement in community enrichment programs. Our faculty and staff serve as role models through the volunteering of their personal time in civic, non-profit, and professional organizations. Their participation is often evidenced by serving in leadership roles in the following organizations and activities:

Serving as an elected official on the City of Enid Commission. Volunteering in positions for organizations such as the Tonkawa Education

Foundation, Alpha II Board of Directors and the University Center Foundation. Supervising internships. Sponsoring a lectureship series in conjunction with the Ponca City Development

Authority to help support small business owners. Participating in articulation meetings within the State of Oklahoma, including the

development of 2 + 2 Agreements with NWOSU, the Gateway Program with Oklahoma State University and cooperative agreements with the area technology centers.

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CRITERION 2: STRATEGIC PLANNING

2.1 Strategic Planning ProcessThe Business Division’s strategic planning process operates in conjunction with Northern’s institution-wide strategic planning process. The Strategic Plan is driven by and organized according to the institution’s mission, vision, core values and goals. The Business Division’s Strategic Plan is integrated into the Academic Affairs Strategic Plan and ultimately into the institutional Strategic Plan.

The Business Division Chair is responsible for aligning the divisional plan with the institutional plan. The Business Division faculty reviews the Strategic Plan as decisions are made concerning any alteration of program or expenditure to ensure it aligns with the objectives of the division. The Business Division Chair and faculty systematically collect data including course statistics, satisfaction survey results, advisory committee recommendations and various divisional student rates for use in ongoing planning. Information gathered is used by the division to make necessary changes to curriculum and to provide the Executive Council with accurate projections for staffing, budgeting, technology needs, and physical plant requirements as well as to continuously verify and validate performance.

2.2 Evaluation and Improvement of Strategic Planning ProcessIn 2005, the strategic planning process was evaluated and redesigned to allow the Strategic Plan to be an active document that would be revisited annually (completed each June) for direction and affirmation of the directive to be a future-oriented institution. The Business Division, because of its involvement with ACBSP, has been actively involved with planning and outcomes assessment for years. The Business Division’s Strategic Plan was used as one of the initial models for the institutional Strategic Plan. Originating with meetings of faculty and staff and with the Executive Council, the process for creating the plan was a flexible one as division chairs and administrative staff took the plan through several revisions before arriving at a unified whole. This method of planning produced a reliable and workable document.

 Northern’s Strategic Plan is a dynamic document that informs and guides all levels of the institution in the planning process. Effective planning expects review and adjustment as well as accountability. To follow the plan’s structure is to recognize that out of the college’s mission come stated goals that lead to objectives. These objectives reveal the intent of the specific divisions and departments to fulfill the college’s mission.

In an effort to maintain its culture of evidence, the Business Division continues to gather and utilize the quantitative and qualitative outcome assessments to indicate the performance level of the division. Findings are then used to evaluate previous goals and objectives to keep the process ongoing for a continuous improvement.

The evolution from a single campus to three distinct campuses in the last ten years is evidence of careful planning, responsiveness to assessment measures, and the disciplined implementation of the goals of the leadership team. On a divisional level, changes have been made as a result of the assessment process including the suggestions of new course

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offerings such as Business Technologies and Applications and an ethics course as a recommended Humanities elective for all business majors. Further, as part of the Strategic Plan, Wilkin Hall, which houses the Business Division, was renovated to include multimedia equipment into each classroom and updated office space for faculty.

2.3 Student and Market Needs, Competition, New Technology, Capital Equipment, Facilities, Training and PersonnelNorthern’s various evaluation and survey processes help the college learn more about the needs of the society it serves. The following are examples that demonstrate Northern’s capacity to respond to future needs as indicated by societal and economic trend data.

  In addition to informal discussions within our communities, the executive officers of

Northern interact with leaders of the legislature, state economic panels, commissions, and career technology centers. The President of Northern, the executive officers, faculty and staff serve on boards and business advisory panels allowing them to stay abreast of the varying changes that occur in our area of service.

Northern established the Enid campus in response to a variety of community needs: the closing of Phillips University, the absence of a state-funded institution in the Enid area, the need for affordable higher education in an economically depressed area, the need for higher education access for military personnel, and a request from the City of Enid to partner in the acquisition of Phillips University for economic development.

Northern established the Stillwater campus in response to the need to provide remedial education, raised admission standards for OSU which restricted enrollment, economic development interest from the City of Stillwater to retain linear students inadmissible to OSU, and the educational needs of non-traditional students who do not meet OSU admission requirements.

Northern cooperated with area industries and other colleges and career technology centers in the creation of the Oklahoma Partnership of Industry and Education (OPIE). This collaboration produces a highly trained, well-educated workforce for Oklahoma industry via the options within the Engineering, Business and Industrial Technology degree programs.

In response to requests from rural areas and area businesses for wider access to college courses, Northern expanded interactive television studios.

Northern has converted major classrooms to adult learning centers through the conversion from student desks to tables and chairs.

Multimedia classrooms have become the standard for all campuses. Fifteen new multimedia classrooms were added during the self-study year.

The infrastructure for each campus is being maintained and improved. For example, new roofs on the Tonkawa and Enid campuses, new parking lots in Enid, resurfacing of parking lots on the Tonkawa campus, and outdoor enhancements on all three campuses have been completed.

ADA compliance has brought improvements on all campuses. Automatic doors and increased handicapped parking are two examples.

Computer labs across the three campuses have been upgraded with eighty-five new desktop computers.

All full-time faculty computers have been upgraded to electronic notebooks.

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The collaborative effort that created the Northern Three-Year Strategic Plan is thorough, flexible, and accountable. An annual review of progress toward goals allows the institution to align all levels of planning with its mission and, thereby, to enhance its capacity to fulfill that mission. Our growing use of strategic and long-range planning enables us to become a more future-oriented community college than we were during our reaccreditation review in 1998. The strategic planning process now more than ever has become crucial to Northern’s ability to respond to future social and economic trends considering the rapid growth that we are experiencing in three unique community environments. The collaborative nature of the planning process provides built-in flexibility and accountability that enables us to align all levels of planning with our mission and, therefore, enhances our ability to fulfill that mission.

While Northern has experienced increases in its overall revenue, state funding percentages continue to drop dramatically. Careful stewardship of our financial resources demands that we continue aggressively to seek external funding sources through grants, awards, partnerships, and growth in the foundation endowment to assure continued capacity to fund new initiatives. We believe that our establishment of new campuses and new academic programs demonstrates a future-oriented mindset. During the 2005-2006 school year, Northern was the only institution in the state system reporting a double-digit increase in enrollment, 11.1%, indicating that the college not only has a future, but a growing one. 

2.4 Strategic Objectives and TimetablesThe Strategic Plan contains seven goals, which align with the institution’s goals as stated in the mission document. These goals link the developing objectives for the Tonkawa, Enid and Stillwater campuses. The structure of the plan is a direct result of the following questions being addressed: Where are you now? (analysis of current status); Where do you want to be? (goals and objectives); How will you know when you get there? (outcome targets and measures of success).

Specific objectives are identified by the Academic Affairs office with which the Business Division aligns and creates action steps. Each action step identifies the site involved, specific activities listing assessment methodologies, analysis of results including trend data, recommendations for improvement plus budgetary needs, the position responsible to implement the action step, and timeline for implementation (See Strategic Plan – Business Division).

2.5 Action PlanThe central core of the Strategic Plan is found in the “Action Steps, Specific Activities, and Persons Responsible” to complete the objectives. Timelines are given so that accountability can be established. The entire institution plus its stakeholders can review the plan and identify the points of progress for the Business Division and the institution as a whole. A series of measurement tools or action steps are developed in order to monitor and evaluate the implementation of the plan, to provide for appropriate accountability, and allow for adjustment

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The results from teaching and learning assessments are used to facilitate curriculum and program change. In fact, five of the seven initiatives in the Strategic Plan focus on teaching and learning (academic programs; enrollment growth; student retention and graduation rate; student services; and technology and campus facilities).

 2.6 Communication and Deployment of Strategic Objectives and Action Plans

The collaborative effort that created the Northern Three-Year Strategic Plan is thorough, flexible, and accountable. At the document’s inception, all faculty and staff received a copy of the Institutional Strategic Plan. All divisions and departments are subsequently represented in the annual review of the Strategic Plan. The annual review of progress toward goals allows the institution to align all levels of planning with its mission and, thereby, to enhance its capacity to fulfill that mission.

As our business faculty members are involved with the development of the action steps and assessment tools, they are also charged with plan deployment. The Business Division chair compiles the operational plan listing initiatives that will strengthen the Business Division’s efforts to improve as well as to suggest budgetary needs. Once implemented, the plan is monitored at the divisional level. The Chair is updated on the progress periodically by the faculty (relating to course assessments) or support staff (relating to information technology, budget or facilities). Since the action plans are tied to measurable objectives, the periodic reviews indicate whether or not the initiatives have positively affected the stated objectives.

At the time of this self-study, Northern’s Three-Year Strategic Plan has only been in operation for two complete years. The process of analyzing results identified in the plan is still loosely linked to budget allocations. The college will continue to develop the process of analyzing and disseminating results so that institutional resources can be allocated effectively.

 

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CRITERION 3: STUDENT, STAKEHOLDER AND MARKET FOCUS

3.1 Needs and Expectations of Current StudentsAs a comprehensive community college serving rural and metropolitan service areas, Northern Oklahoma College first opened its doors in 1901. The college delivers lifelong educational programs and services that are convenient and accessible, provides professional training opportunities, provides opportunities for personal growth and cultural enrichment, maintains a caring, supportive environment, and is accountable to its stakeholders. The Business Division collects and uses information from stakeholders including students, faculty and industry representatives in order to improve program and service offerings.

Student input is solicited and gathered primarily by faculty who are the predominant liaisons between the students and the institution. Student evaluations provide valuable feedback regarding course offerings and curriculum (See Student Perception of Instructional Effectiveness and Faculty and Faculty Evaluation Survey). Results are reviewed by business faculty and the Business Division Chair for trends and issues that need to be addressed.

Northern Oklahoma College does not have a central advisement office, so the Business Division faculty also serve as graduation advisors for students. As graduation advisors, faculty meet with students regularly to help identify program requirements and create an academic plan for the student. Faculty are able to listen to students to learn of students’ needs and to determine appropriate action to help students meet those needs. Faculty and students also use this time to discuss course and program issues in a more informal and non-threatening setting.

Northern demonstrates its responsiveness to its students’ needs in the following ways:

In response to students who indicated an interest in global education, Northern established the Study Abroad Program.

In response to local high school needs, Northern increased its ITV offerings to high schools (from 1 high school to 30 high schools) as well as sending college faculty to teach college classes at area high schools.

In response to student needs for flexible course scheduling, Northern expanded night, weekend, and online course offerings. For example, the online enrollment increased from 335 students in 26 classes in 2000-2001 to 2,239 students in 91 courses in 2005-2006 (See Internet Course Statistics).

 In response to the ACT Faces of the Future Survey, Northern:o Added keyless entry to the Tonkawa campuso Upgraded internet access in the residence hallso Installed wireless internet on all campuseso Video-streamed sporting events from Tonkawao Added a new computer web portal system and web-based email capability

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3.2 Measurement of Student Utilization of Offerings and Services and Influence on Active Learning, Satisfaction and DevelopmentOff-campus stakeholders, such as business, industry, and professional organizations, provide information through advisory committees and informal meetings about whether a Northern graduate has acquired the skills and knowledge necessary to meet the job-specific expectations of the workforce. The Business Division in conjunction with the Counseling Office also establishes relationships and methods of communication with local businesses through the internship program. (See Internship Results Surveys)

Participation in business programs is traced from enrollment data maintained in the Registrar’s Office and contained in the Enrollment Profile for Northern Oklahoma College Business Students located on the Oklahoma State Regents for Higher Education website (http://oeis1.okhighered.org/MajorParams.aspx).

Northern utilizes the Community College Survey of Student Engagement (CCSSE) to measure utilization of offerings and services and to determine the influence on learning, satisfaction and development. Of particular note is the utilization of computer labs by students, noting that the Business Division is actively involved in the Technology Committee which recommends the technological services to offer. In 2006-2007, 61% of respondents felt that computer labs were an important service offered by the institution; 76% of respondents were somewhat to very satisfied with the lab space provided; and 66% of respondents utilize the computer labs either often or sometimes. (See CCSSE Institutional Report findings).

3.3 Anticipating Changing Needs and ExpectationsInformation from surveys conducted by the institution as well as feedback from students gathered through advisement, program outcomes assessment and Advisory Boards are useful indications to use to anticipate changing needs and expectations. Northern Oklahoma College learns of former, current and future student needs and expectations through the processes listed in the following tables.

TABLE 3.3-1: PROCESSES TO IDENTIFYFORMER STUDENTS NEEDS AND EXPECTATIONS

Strategy: Frequency Type of Group How Data are Used:

Graduating sophomore student surveys

Upon Applying for Graduation

Graduating sophomore students

How to improve courses and programs

Each year the college conducts formal surveys of its graduating sophomore students. Survey questions are reviewed and revised every year to help ensure that the data collected provides current information. These results are reported to each academic program and faculty for consideration and/or incorporation into course and/or program improvements.

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TABLE 3.3-2: PROCESSES USED TO IDENTIFYCURRENT STUDENT NEEDS AND EXPECTATIONS

Strategy: Frequency: Type of Group How Data are Used:

Direct, face-to-face communication

Ongoing Current students, high school teachers and counselors

Changes and/or additions to courses, services, and/or programs

Faculty evaluations Ongoing Current students Suggest/modify classes

Program reviews Once per academic year

NOC Administrators, faculty and staff with technology center faculty and staff

Suggest/modify classes, programs, and/or services

CCSSE Annual Survey

Once per academic year

Current students Measurement of Satisfaction with services; results in changes to services and programs offered

Beyond the face-to-face communication that exists between the faculty member and the student in the classroom, full-time faculty members are required to post a minimum of 12 office hours each week. All faculty members include communication information on course syllabi including phone numbers and e-mail addresses. Therefore, students have the option of calling, writing, or e-mailing with questions; the college asks that each contact be followed up with 24 hours. Students evaluate the instructional staff each semester utilizing a faculty evaluation tool. Results are reviewed by the Business Division Chair and discussed with faculty members.

TABLE 3.3-3: VENUES USED TO IDENTIFY FUTURE STUDENT NEEDS AND EXPECTATIONS

Strategy: Frequency: Type of Group: How Data Are Used:

Direct, face-to-face communication

Ongoing high school teachers and counselors

Changes and/or additions to courses, services, and/or programs

Advisory Committees

Once per academic year

Professionals in industry

Change courses, programs, staffing emphasis

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Advisory committees involve people from the community that are practicing in the specific industry. The business unit relies heavily on advisory boards to communicate what is required in terms of programs, facilities, and services as Northern Oklahoma College’s business unit prepares students in bridging theory to practice.

3.4 Complaint Resolution, Analysis and ImprovementBusiness Division faculty adhere to the guidelines of the Northern Oklahoma College Student Handbook and Employee Handbook for the resolution of grievances. The Student Handbook identifies expectations of students and provides a process for student grievance resolution. Grievances are resolved within the department that the complaint originated. For example, if a student has a question regarding a grade received in a course, the student is encouraged to contact the instructor initially. The process then allows for other institutional members, including the Vice President for Academic Affairs and or an advisory or hearing committee, to become involved if a mutually satisfactory resolution cannot be obtained. Non-academic grievances are handled by the Student Services office. Students may file a grievance form with the Dean of Students which will be reviewed and resolved by the appropriate institutional office.

3.5 Process for Measuring Student and Stakeholder Satisfaction and DissatisfactionNorthern Oklahoma College utilizes comparative data to strengthen student and stakeholder satisfaction. These processes and data are described in items 3.1, 3.2, 3.3 and 3.4 above. Evidence of Northern’s responses to satisfaction measurements are also listed above. The following evidences further illustrate additional responses to satisfaction / dissatisfaction measures:

In response to Advisory Board recommendations, specific program changes were made in Business, Nursing, Process Technology, Digital Media, and Information Technology.o For example, an ethics course is now recommended for an humanities elective to

be business majors as a result of an Accounting Business Management Advisory Board recommendation.

In response to the needs of Vance AFB, Northern offers courses on the base, including computer concepts.

In response to the needs of the City of Enid, Northern formed a community advisory committee with NWOSU.

In response to the need to enhance communication between Spanish and English speaking members of the workforce in and around Tonkawa, Northern has initiated the Language for Life program which provides English classes for non-English speakers and Spanish classes for first responders, city officials, and educators.

In response to career technology center concerns, Northern improved the process of admission, enrollment, academic advisement, and degree completion.

In response to statewide articulation meetings, Northern sends representatives from all disciplines, including the Business Division, to ensure the smooth transferability of our courses.

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In response to the Enid Higher Education Survey, Northern increased the number of courses offered at the Enid campus. Among the college’s responses to the findings were:o Expanded Freshman Orientation curriculum to cover a broader array of topics,

such as study skills, learning styles, and financial responsibility.o Finalized 2+2 degree programs with NWOSUo Increased scholarships in Enid

In response to MOUs with OSU, Northern established its Stillwater campus that currently serves 1,700 students each semester.

In response to MOUs with Mercury Marine Corporation in Stillwater, Northern offers five degree options that are available onsite via ITV to employees, including a consistent enrollment in business courses.

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CRITERION 4: MEASUREMENT, ANALYSIS AND KNOWLEDGE MANAGEMENT

4.1 Outcomes Assessment Program: Improvement, Refinement & EnhancementNorthern Oklahoma College and the Business Division value assessment of student learning and outcomes assessment as reflected in our mission document goal: “To integrate processes of institutional research and assessment to continuously improve the institution’s efficiency and effectiveness.” Despite the level of success that the Business Division has attained in its assessment efforts, we aspire to greater accomplishments in this area.

Institution-Wide AssessmentThe Oklahoma State Regents for Higher Education (OSRHE), in efforts to standardize practices in Oklahoma public colleges and universities, mandated that institutions evaluate their students to see if educational objectives are being met in order to ensure their future success. The mandate stipulates that students be assessed in four areas or levels:

At college entry to determine academic preparation and course placement At mid-level to determine general education competencies in reading, writing,

mathematics, and critical thinking By academic program to evaluate outcomes of students completing associate of

science degrees By student satisfaction to ascertain students’ perceptions of their educational

experiences including support services, academic curriculum, faculty, etc. Northern annually reports assessment efforts in these areas to the Oklahoma State Regents of Higher Education (See Northern’s Assessment reports for the past five years and OSRHE Assessment Policy 3.20). The sections that follow provide an overview of Northern’s practices.

Entry-Level AssessmentAs an open-door institution, Northern does not deny admission based on academic history. Per State Regents Policy 3.10, Northern uses ACT assessment scores as the primary tool for student placement for those students 20 years of age and younger. The ACT COMPASS assessment scores serve as the secondary, or challenging, tool for those students, and as the primary tool for those students 21 years of age or older. The test results are used for academic placement in courses appropriate to the student’s academic level. Students who score below a 19 on the ACT subsections or COMPASS equivalents are required to take a remedial course appropriate to the subsection. Students may challenge their ACT subsection score(s) by taking the ACT COMPASS or ACT Residual Assessment. Northern sets cut scores for each academic area based on ACT correlation charts and faculty recommendation based on classroom performance data. For example, the reading specialists at all three campus sites recommended raising reading cut scores and increasing the number of reading courses offered. The science faculty also made

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suggestions regarding Basic Science cut scores. Recently, adjustments were made in the COMPASS math placement exam to more accurately reflect student competencies. Questions involving geometry and trigonometry were removed from the random test bank since COMPASS math is used entirely as an algebra placement.  

TABLE 4.1-1: ADMISSIONS GUIDELINES COURSEPLACEMENT CUT SCORES

ACT SCORE COMPASS SCORE COURSE NUMBER AND CONTENT AREA

MATH:    

0-14 0-18 MATH 0003 Pre-Algebra

15-17 19-41 MATH 0023 Concepts of Algebra

18 42-72 MATH 0123 Intermediate Algebra

19+ 73+ MATH 1513 College Algebra

26-27 n/a MATH 1613 Trigonometry

28-36 n/a MATH 2145 Calculus I

READING:  

0-16 0-74 READ0123 Techniques in Reading

17-18 75-80 READ1113 College Reading

19+ 81+ College level work

WRITING:  

0-18 0-5 ENGL 0123 Basic Composition

19+ 6+ ENGL 1113 Freshman Composition I

SCIENCE  

0-18 Read=0-80/Math=0-25 BSCI 0123 Basic Science

19+ Read=81+/Math=26+ College level work

 The following chart illustrates Northern’s placement of first-time students utilizing the ACT and COMPASS tests over the past four years: 

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TABLE 4.1-2: Number of Students TakingCOMPASS and Placing in Remedial Classes

  Fall 2003 Fall 2004 Fall 2005 Fall 2006

  Total % Total % Total % Total %

English 474 40% 483 38% 594 38% 575 42%

Math 944 79% 956 76% 1221 79% 1017 74%

Reading 353 30% 395 31% 443 29% 490 36%

Science 614 51% 716 57% 875 57% 511 37%

Northern uses this data to assess the curricular needs of incoming students. Current research provided by the National Center for Educational Statistics validates that 42% of freshmen at public two-year colleges require at least one remedial course (http://nces.ed.gov/pubs2004/2004010.pdf). Of the Northern students tested over the past four years, 77% placed in remedial math, 40% in remedial English, 32% in remedial reading, and 52% in basic science. These percentage rates do not include those students who voluntarily enroll in remedial courses. Northern continues to monitor student success as it relates to college placement scores. The Institutional Assessment Committee periodically reviews results of those studies with the Assessment Officer to determine if changes in cut scores are necessary. In fact, the following curricular decisions were dictated by cut score analysis:

In 2004, after reviewing ACT and COMPASS scores, Pre-algebra, an additional remedial math course, was added to the curriculum for students scoring at the lowest level of COMPASS who could not perform in the beginning remedial math course (Concepts of Algebra).

Since fall 2005, students who are required to enroll in remedial classes in two or more discipline areas are recommended to enroll in DEVS 1101 Academic Success Strategies. This course is designed to help students explore study strategies, to practice time management skills, and to provide career exploration activities.

In fall 2006, the cut scores for COMPASS were adjusted for reading and composition. The college determined that the existing scores were correlated with a 17 ACT score instead of the required 19 ACT score. Subsequently, the cut score was raised for entrance into college-level work. This change created the need for an additional faculty position on each campus to accommodate the increased number of students enrolled in remedial reading or composition courses.

In spring 2006, the COMPASS placement exam for mathematics was adjusted to remove test items involving trigonometry and geometry. Early evaluation of the adjustment suggests fewer first-time linear students placing into Pre-Algebra. Additional sections of Intermediate Algebra have been created to accommodate academic placement.

 

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Mid-Level AssessmentMid-level assessment is designed to assess the basic competencies gained by students in the general education programs. Northern assesses students in the areas of critical reading, writing, mathematics, and critical thinking. Mid-level assessment normally occurs after completion of 45 semester hours and prior to completion of 70. The general education requirements are intended to provide a basis for life-long learning, a principle set forth in the mission statement. 

The Collegiate Assessment of Academic Proficiency (CAAP) tests have been used since spring of 1994 to evaluate the areas listed above. CAAP provides annual regional and national benchmarking data for two-year public institutions and provides a linkage report to demonstrate measurable gain. Following are the results of this test for the last 5 years: 

TABLE 4.1-3: Northern CAAP Results Compared to National Norms

Year Test Northern National

2002 Mathematics 57.7 56.3

  Reading 60.6 61.1

  Writing 3.1 3.1

  Critical Thinking 60.7 61.0

2003 Mathematics 57.0 56.0

  Reading 60.8 60.9

  Writing 3.3 3.0

  Critical Thinking 59.8 60.7

2004 Mathematics 57.8 56.2

  Reading 61.0 60.9

  Writing 2.7 3.1

  Critical Thinking 59.5 60.5

2005 Mathematics 57.4 56.1

  Reading 59.9 60.4

  Writing 3.3 3.1

  Critical Thinking 61.4 60.5

2006 Mathematics 57.4 56.1

  Reading 59.4 60.4

  Writing 2.8 3.0

  Critical Thinking 62.0 60.7*The maximum score is 5 in writing and 80 in mathematics, reading, and critical thinking

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CAAP prepares both an institutional and individual report. The institutional report provides the faculty an opportunity to compare their students’ abilities with national standards. Based on their review of the results, faculty collaborate in their disciplinary areas to determine necessary instructional changes. An example of such an instructional change occurred in the Language Arts Division. Faculty reviewed and modified course objectives to reinforce fundamentals of expository composition, including a renewed emphasis on grammar and mechanics. These changes are designed to better prepare Northern’s graduates, including Business graduates, for transfer to a four-year institution and for entering the workforce with more than adequate written communication skills.

The student report allows students and faculty to see how scores compare with the scores of other Northern students and the scores of students nationally. Additionally, faculty members can use this data to evaluate their own instructional effectiveness. Program AssessmentAt Northern the transfer programs are reviewed on an annual basis. The assessment of these programs uses results of the CAAP tests and the success rates of Northern students who transferred to regional and comprehensive universities (See Transfer Success data in Institutional Assessment Report). Program assessment is presented in outline form with the following information: centrality to institutional mission, special services offered, learner expectations, program vitality, program resources, strengths, weaknesses, and recommendations. These categories were devised, implemented, and evaluated by the respective program's chairperson and faculty.

Some A.S. and A.A.S. programs use direct measures from course grades, student surveys, and advisory committee surveys. Most programs show excellent results from both graduates and employees (See Institutional Assessment Report). For example, 100% of employers surveyed would hire or Northern Business interns (See Business Internship Survey results). In addition, students in the Accounting/Business Management program have shown a 62% increase in majors. Another element of the program evaluation process is the review of current programs and courses that are offered by the Business Division and the supporting courses taught by other divisions. Each spring the Business faculty meet to discuss and review the programs offered by the division. Individual courses and their content are looked at to assess their current validity and their proper place in the Business curriculum. Suggestions for changes in course content or additions to the curriculum from our outside advisory groups, student evaluations, administrative proposals, and from the teaching faculty are discussed and weighed. Changes in existing courses that are judged beneficial are made for inclusion in the respective classes in the following fall semester.

The addition or deletion of a course or program must follow a more elaborate set of steps to become final. The faculty Curriculum Committee must review any request from a division to add a course to their programs. The division must justify the need for the proposed course to the committee who will send a recommendation about the course to the administration. If the course is approved by the administration and the local

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governing board, it is then sent to the State Regents for a final decision on its future status. The deletion of a program or course follows a similar path.

The program evaluation procedure at Northern Oklahoma College is a thorough process. Courses from the Business Division, as well as supporting courses, are reviewed on a regular basis. Evaluation of every course must answer the following questions: (1) “does it correspond with the mission of the division?” ; (2) “is it taught in a way that encourages learning?”; (3) “does it meet the objectives of the institution?”. A positive answer to these questions insures that the Business Division offering retains the proper direction and focus.

Divisional Assessment The Business Division has implemented learning outcomes assessment plans for each course in the business core. Each instructor creates a comprehensive list of course objectives to guide student learning and as a result assessment efforts. Course objectives are included in the course syllabi. Performance indicators and a desired level of proficiency are determined for each course. At the end of each semester, data is gathered for each performance indicator and faculty compare the actual outcomes to the desired outcomes and report results to the appropriate lead instructor, who then reports to the Division Chair. The Division Chair then meets with instructors to analyze the data and to take appropriate action as a result of outcomes assessment findings.

The process is nonprescriptive, which allows for flexibility to change the process as needed. However, while the institution and the Business Division collects data on teaching effectiveness and student learning outcomes, dissemination of some institutional results has been inconsistent, thereby slowing the feedback loop. Plans for improving the process include:

The feedback loop will be improved by better organization of data so that when it is disseminated across academic divisions’ data-driven decisions and changes can be made.

Meetings within the division to analyze the current performance indicators and revise them as needed to improve the assessment process.

A formalized and written outcomes assessment plan with standardized reporting forms has been determined to be an integral part of the measurement and analysis process. Divisional meetings are being scheduled to create the formal plan.

4.2 Student Learning DataThe Business Division assesses student learning outcomes in the following areas: computer proficiency; reading, math and critical thinking; graduation competency; business professional core competencies (Business Technologies & Applications, Financial and Managerial Accounting, Introduction to Business, Microeconomics, Macroeconomics and Computer Programming). Business core competency data results are shown in Appendix E.

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Data is gathered and used to determine areas of success and opportunities for improvement in the business programs and individual courses. The data provides tangible, measureable results that student learning outcomes are being met and outlines deficiencies that indicate corrective action should be explored.

4.3 Data UtilizationInformation gathered from the outcomes assessment process is used in the following ways:

Adjust cut scores of entry level assessment. Compare institutional mid-level assessment scores with the scores of other Northern

students and the scores of students nationally, so faculty members can use this data to evaluate their own instructional effectiveness.

Adjust curriculum content and program offerings as determined by Business Division faculty assessment of results.

Enhance and improve the outcomes assessment process. Allow the department to monitor its activities to enhance student learning. Ensure that the Business Division has the same level of excellence in all courses and

all campuses including day, night, internet and ITV.

4.4 Comparable Business Unit DataCurrently, the Division does not utilize a formal state or national comparison system on a divisional basis. Institutionally, national comparisons are made regarding student satisfaction using the CCSSE report findings and general education competencies using the CAAP results, see Criterion 4.1 above.

Divisionally, the Business faculty use informal communications to compare the core competencies and data to collect for each course taught. For example, the Business Division attends annual articulation meetings at the state level and communicates informally with colleagues from other institutions, both two-year and four-year, to ensure that the learning objectives are similar to those within the state. This informal communication has led to changes in the computer curriculum and teaching methods, in that now all computer application courses are taught in a lab setting. In addition, the Accounting faculty plan to utilize the substantive knowledge exam that ACBSP is currently developing to provide comparable data to other two-year schools.

4.5 Use of Comparable Information to Set TargetsBusiness Division faculty select the course objectives based on desired competencies and list these objectives on the course syllabi. These objectives are determined by discussion between all full-time faculty teaching that particular course. The instructor then follows the performance indicators designed by the group of instructors in order to have comparable and relevant data. Desired outcome targets are also determined by the group based on their collective experiences in teaching the course and dialog with colleagues from other institutions.

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The targets are assessed and adjusted periodically as situations and data indicate. For example, an assessment measure for Computer Concepts courses has been results of the SAM Exit Exams. However, in fall 2007, due to changes within the test and limitations to the program’s testable material when Office 2007 was released, Computer Concepts faculty met, analyzed the options and decided the performance indicator was not a reliable measure. Therefore, a common, institutionally developed exit exam was created to be used as an assessment of student learning outcomes.

4.6 Use of Comparative Data to Enhance and Improve Student LearningBusiness faculty gather data on the performance indicators at the end of each semester. The results are compiled and compared to the benchmark set by the division and the information is discussed by the relevant faculty in divisional meetings. Positive results are celebrated and instructional methods that demonstrate these positive results are continued. Opportunities for improvement are also identified and faculty discuss how enhancements can be made to best improve student learning. The necessary changes are implemented in the individual courses and reassessed after further data is gathered.

With the rapid growth of the institution over the last ten years, communication of changes to benchmarks and performance indicators has been a challenge, especially to the adjunct faculty on the Enid and Stillwater campuses. Therefore, future plans include scheduling meetings with all faculty (both part-time and full-time) from all three campuses to utilize the collective knowledge of all instructors in order to reassess the performance indicators, benchmarks, and instructional methods.

4.7 Assessment ResultsLearning outcome trends for the Business Division core are shown in Appendix E. Currently, the Division does not utilize a formal state or national comparison system on a divisional basis. Institutionally, national comparisons are made regarding student satisfaction using the CCSSE report findings and general education competencies using the CAAP results, see Criterion 4.1 above. Lead instructors for each core area collect the data from all courses taught within that discipline and compile it for divisional trends. Graphs and tables are then created for documentation and reporting purposes.

The following outlines of the methods used in each of the Business core areas for the self-study year (Note that changes have been made to the Computer Proficiency and Business Technologies and Applications performance indicators. SAM is no longer being used as noted above in Criterion 4.5.):

Computer ProficiencyThe performance measure was that the exit score on all four MS Office Components of SAM will be 70% or better on each component. The SAM (Skills Assessment Manager) is a standardized hands-on simulated computer proficiency assessment tool which keeps track of testing and learning progress and creates helpful study guides

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Improvement between entrance and exit SAM scores is targeted at for least 35%. The same SAM standardized exam is given at both the beginning and end of each computer concepts course, allowing for assessment of improvement as well as exit scores.

Average score on all MS Office Project Units is targeted at 70% or better on each unit. Unit projects in E-mail, Internet, Word, Excel, Access, PowerPoint, and Integration are completed by each student enrolled in Computer Concepts. Each unit is evaluated as follows: 90% or better=A, 80-89%=B, 70-79%=C, and 60-69%=D.

Business TechnologiesThe performance measure is training and testing for Advanced knowledge of all four MS Office components (Word, Excel, Access, & PowerPoint) on SAM. The target score is 70% or better on all components of MS Office advanced exams. SAM (Skills Assessment Manager) is a standardized computer proficiency assessment tool.

Results on the projects that utilize integration of MS Office components should be 70% or better. Project integrating all four components of MS Office using advanced techniques learned in training sessions of SAM .

Introduction to BusinessPre- and Post-Examination scores. Target score for exit exam is 70%.Pre- and Post-Comprehensive Examination. (The same exam is given both times.)

AccountingAverage score on exit examination for both Financial and/or Managerial accounting is targeted at 70% or better. The exit examination is a comprehensive, objective exam of financial accounting topics covered in the course.

The average score on all Financial and/or Managerial Accounting Projects is targeted at 70% or better. The projects are designed to measure student learning of basic financial accounting procedures. A rubric is used to determine the scores on the projects.

The average percentage score for completion of the Financial and/or Managerial accounting online component is targeted at 70%. The online component consists of 10 questions, randomly selected for each student from a bank of questions designed for each unit of the course.

EconomicsTarget score is 70% or better on exit tests, utilizing the CLEP practice exams for Microeconomics and Macroeconomics. The College-Level Examination Program® or CLEP tests are standardized tests that allow students to demonstrate college-level achievement in undergraduate college courses.

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Computer ScienceAverage scores on all Programming Projects in Visual Basic, C++ Programming and Java Programming are targeted at 70% or better Programs of increasing difficulty that include basic control structures, files, input/output, selection, repetition, and arrays.

4.8 Use of Student Learning Data to Improve the Business Programs and Enhance Student LearningBusiness Programs are assessed using the performance indicators developed by Business faculty. Business faculty gather data on the performance indicators at the end of each semester. The results are compiled and compared to the benchmark set by the division and the information is discussed by the relevant faculty in divisional meetings. Positive results are celebrated and instructional methods that demonstrate these positive results are continued. Opportunities for improvement are also identified and faculty discuss how enhancements can be made to best improve student learning. The necessary program changes are implemented and reassessed after further data is gathered. If a weakness is found in a particular core area, additional courses and/or changes to the programs are initiated. Program assessment is discussed further in Criterion 4.1 above.

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CRITERION 5: FACULTY AND STAFF FOCUS

5.1 Human Resource PlanningNorthern Oklahoma College is firmly committed to educational excellence and views its primary function of providing students with a quality education paramount to its mission. The college is dedicated to creating a positive educational environment through the employment of highly competent and distinguished faculty.

Through the strategic planning process, the Business Division evaluates the human resource needs based on criteria such as enrollment trends, new program offerings and funding. The Division Chair makes recommendations for faculty needs, which is then reviewed by the executive council and subject to approval by the Board of Regents based on the overall needs of the institution.

All full-time faculty in the Business Division meet or exceed the Association of Collegiate Business Schools and Programs’ (ACBSP) credential criteria. Full-time faculty new hires must have a master’s degree in the appropriate business field. The Business Division uses adjunct faculty to complete its course offerings to students as needed. The use of adjuncts, who are full-time business professionals, brings current business practices to the classroom to enhance the students’ educational experience. The division assigns an experienced full-time mentor to ensure that new hires understand the goals and standards of the course being taught and act to as a liaison for all instructional needs.

In accordance with the Northern’s Employee Handbook, the President appoints all faculty with the advice and counsel of the Vice President of Academic Affairs, Dean of Instruction and Division Chair. Northern’s Board of Regents has final approval authority for full-time faculty while the President has final authority for part-time faculty. (See Northern Oklahoma College Employee Handbook, section 4.6).

Once hired, all full-time faculty perform at least three years of probationary service. Probationary faculty have all classes evaluated by students and undergo evaluation by the Division Chair or appropriate campus administrator. Student and supervisor evaluations provide evidence of instructor effectiveness and provide accountability to stakeholders. Anytime after the re-employment for a fourth year, tenure status may be granted upon recommendation by the Board of Regents upon the recommendation of the President.

The college’s culture is the key factor in employee retention. Competitive salaries, benefits, awards and recognition, mentoring, and training/skills development opportunities are also strong motivators used by the college to retain employees.

5.2 EmploymentThe Business Division faculty exemplifies the college’s commitment and dedication to instructional quality. The Faculty Qualification Tables are included in Appendix F as Table I-A Faculty Numbers and Qualifications (Full-Time), Table I-B Faculty Numbers and Qualifications (Part-Time), and Table I-C Faculty Numbers and Qualifications

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(Exceptions). The tables include all full-time and part-time faculty, assigned teaching fields, all degrees in teaching field, qualifications per ACBSP standards, and lists professional certifications and supporting areas. As signified by the information offered in the table, the Business faculty at Northern is comprised of highly qualified individuals.

All new instructors are employed on a probationary basis for a minimum of three years. Each year during the probationary period faculty members are carefully evaluated. Northern’s Board of Regents charges the President with responsibility for evaluation and supervision although this may in turn be shared by him/her with others. Employment may be terminated at the end of any academic year during this time without statement of cause and during any given academic year for cause as defined in the Northern Oklahoma College Employee Handbook. After completion of three years of satisfactory service and re-employment for a fourth year, the faculty member is eligible for tenure providing other requirements such as degree qualifications are met. The probationary period may be longer than three years. Tenure status is imparted to the instructor by a letter from the President to this effect and in this manner only.

The probationary period is meant to be a meaningful time of individual growth for the faculty member. Initial employment carries no obligation for continuance. Continuance of employment requires a positive recommendation of the President of the College to the Board of Regents. It is not necessary for the President to state cause to an employee for not making a positive recommendation for another year. The President must annually make the decision to recommend positively or not to recommend at all. No recommendation for an individual means that no employment is offered to that person for the new academic year.

5.3 Faculty CompositionIn Appendix F, Tables II-A and II-B (Full-Time-Equivalent Faculty Calculations) demonstrate that at 92.3% of Northern Oklahoma College’s Business Division full-time equivalent (FTE) faculty hold a minimum of a master’s degree or are professionally qualified. Furthermore, 82.1% of the FTE faculty hold a master’s or doctorate’s degree.

A full-time instructional load consists of fifteen credit hours. Calculation of FTE then is based on the number of hours taught as a percent of fifteen credit hours. Therefore, an instructor teaching five credit hours would have a FTE of .33 or thirty-three percent while an instructor teaching eighteen hours would have a FTE of 1.2 or 120 percent. One hundred percent of all full-time division instructors meet ACBSP’s professional qualifications.

To support the efforts of the faculty members, Northern provides the Business Division with student assistants. Funding for student assistants is provided by two sources, the Federal Work Study Program and institutionally funded. The faculty on the Tonkawa campus share one student assistant who works up to 20 hours per week. The instructors on the Enid campus are allowed a student assistant to work up to 10 hours per week. These students help alleviate some of the duties of the instructors to allow them time to devote to such things as enhancing their course materials, committee assignments and student organizations.

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5.4 Faculty EvaluationFaculty evaluations consist of student, self, and Division Chair or campus administrator evaluations. The evaluation system provides feedback to improve performance and to enhance instructional quality. Faculty are expected to balance teaching load with participation in campus events, support of student organizations, and professional development activities.

Every faculty member (tenured, non-tenured, and adjunct) is evaluated each semester through a standardized form that covers clarity of instruction, professional relationship with students, and overall effectiveness. All non-tenured faculty have every course evaluated by students. Tenured faculty choose one course and the Business Chair or campus administrator chooses one additional course per semester to be evaluated by students. All Internet and Computer Assisted Instruction courses are evaluated regardless of tenure and in addition to the two courses chosen for evaluation for tenured faculty.

Faculty perform a self-evaluation and service report annually and submit the evaluation to the Business Chair or campus administrator each spring. The Business Chair or campus administrator meets with the faculty, and he or she discusses the results of the student evaluations and each criterion on the annual performance evaluation. The Business Chair or campus administrator then evaluates the faculty member and determines a corrective path for any deficient areas.

NOC appraises faculty in the areas of: level of preparedness, presentation of material, interaction with students, method of instruction, use of technology, instructional performance and institutional service (See Student Evaluation of Instructor Effectiveness and Faculty Self-Evaluation Instrument and Assessment of Instructor Effectiveness).

5.5 Faculty and Staff DevelopmentThe faculty, staff, and administrators of Northern Oklahoma College believe that ongoing professional development is essential to provide students with quality programs and services, exemplary of major innovations in education and technology. Professional development opportunities include activities and programs held both on campus and off campus. In-service programs are scheduled yearly. Business Division faculty receive the same benefits and privileges afforded to all other NOC faculty through institutional policies. Institutional policies include sabbatical leave, tuition grants, a Renewal and Revitalization program (renamed Professional Development Reimbursement Program in fall 2007), travel, and in-service programs.

Faculty pay is commensurate with instructional and industry qualifications and experience. NOC has devised an “X Factor” merit pay system that encourages instructors annually to update their credentials and professional education.

The President of Northern Oklahoma College may recommend to the Board of Regents sabbatical leave at the rate of one year’s pay at half pay for six years of academic service. Sabbatical leave may be granted to allow a faculty member to pursue study towards advanced professional training that could benefit the individual and the college. Sabbatical leave without pay may be granted to faculty who do not meet the minimum

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requirements, for extensions of paid leave, or to valued faculty with opportunities for important personal or professional experience of temporary duration. (See Northern Oklahoma College Employee Handbook)

In addition to the sabbatical leave policy, Northern’s faculty may participate in many other educational opportunities without leaving their primary function of educating students. The institution provides tuition grants for full-time faculty to take Northern Oklahoma College courses for credit while paying half the tuition costs. The institution also provides up to full reimbursement for advanced college courses that further the faculty member’s professional abilities through its Professional Development Reimbursement Program. Table 5.5.1 reflects the annual expenditures of the Professional Development Reimbursement Program, of which Business Division instructors applied for and received $6,175 in the 2006-07 fiscal year.

TABLE 5.5-1: PROFESSIONAL DEVELOPMENT REIMBURSEMENT PROGRAM EXPENDITURES

2001-2002 None due to reduction in state budgets2002-2003 $15,378.482003-2004 $12,417.992004-2005 $11,509.392006-2007 $11,112.922006-2007 $29,407.69

The business division actively encourages professional development by providing funds for travel to conferences, professional meetings, workshops, and seminars. Northern Oklahoma College encourages faculty development by providing a salary multiplier to each full-time faculty member who participates in four sessions of professional development annually. Northern provides mechanisms for release time and payment of travel costs to ensure that faculty may take advantage of the policy with minimal personal costs. Additionally, the institution provides funding to allow all faculty to attend the annual conference of the Oklahoma Association of Community Colleges and provides funds to allow faculty and administrators to attend the National Institute for Staff and Organizational Development’s (NISOD) annual convention. Seven faculty attended the 2004 NISOD annual convention, and six have attended in years 2005 and 2006. All Northern Oklahoma College faculty attend the Oklahoma Association of Community Colleges annual conference.

Northern acknowledges that within the confines of its organization lies a wealth of knowledge and innovation. Therefore, it looks inward as well as to outside organizations to provide for service learning. Each fall and spring semester begins with faculty and staff meetings in Tonkawa where faculty, staff, and administrators share institutional and professional knowledge. Faculty and staff present learning sessions gleaned from their professional development activities. Recent examples of the learning sessions include navigating Northern’s Portal System, Utilizing Turnitin.com, Study Abroad Programs, and Microsoft Office 2007. Faculty report the benefits of attending all learning and development functions in their annual Plenary Report, which is submitted to the Vice-President of Academic Affairs. (See Plenary Report)

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5.6 Faculty Operational Policies, Procedures, and PracticesThe Northern Oklahoma College Employee Handbook contains the written faculty operational policies, procedures, and practices. The Employee Handbook covers personnel policies and includes the responsibilities of instructors, professional improvement, tenure and dismissal, guidelines for faculty loads, service recognition, and professional association expectations. The Employee Handbook is revised and updated periodically to reflect current laws and regulations as well as update for changes in the institutional environment. The most recent updates to the Employee Handbook occurred and were approved in fall 2007.

5.7 Scholarly and Professional ActivitiesNorthern encourages faculty to attend professional activities in their field of study and for increasing instructional effectiveness. Full-time faculty complete a Plenary Report at the end of each school year. The report informs the Business Chair and the Vice President of Academic Affairs of the professional development activities performed during the year. Figure 5.7-1 depicts the summation of the results from the 2006-2007 school year.

TABLE 5.7-1: SCHOLARLY AND PROFESSIONAL ACTIVITIESBUSINESS DIVISION FULL-TIME FACULTY

Faculty Member Activities

Bart Allen OACC Annual Conference Copyright Laws for Educators Presentation Microsoft Office 2007 Preview Conference In-House Training for Advisement and Portals Usage

Todd Ging OACC Annual Conference ACBSP Region 6 Conference ACBSP National Conference Gulf Coast Economic Association Teaching Conference Copyright Laws for Educators Presentation In-House Training for Advisement, Portals Usage and

Plagiarism / turnitin.comCara Beth Johnson OACC Annual Conference

ACBSP Region 6 Conference ACBSP National Conference OSCPA Accounting Educators Conference TSCPA Accounting Educators Conference NISOD Annual Conference In-House Training for Advisement and Portals Usage

Gene Laughrey OACC Annual Conference In-House Training for ADA Issues, Advisement and

Portals UsageLaura Marshall OACC Annual Conference

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ACBSP National Conference Microsoft Office 2007 Preview Conference Northwest Education Consortium Global Education Conference In-House training for Advisement and Portals Usage

Shaen McMurtrie OACC Annual Conference OSU Tax School NISOD Annual Conference Northwest Oklahoma Society of Accountants Seminar

Presenter Copyright Laws for Educators Presentation In-House training for Advisement, Portals Usage and

Plagiarism / turnitin.comSusan Novotny OACC Annual Conference

Microsoft Office 2007 Preview Conference In-House training for Advisement and Portals Usage

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CRITERION 6: PROCESS MANAGEMENT

6.1 Professional ComponentThe professional component consists of Introduction to Business, Accounting I- Financial, Accounting II- Managerial, Macroeconomics, Microeconomics, Business Technologies and Applications, and Elementary Statistics. The above classes were included in the professional component after thorough evaluation by the Business Division faculty. The curriculum summaries are shown in Appendix G.

The process of curriculum development begins at the divisional level. Curricular needs are thoroughly evaluated by Business Division faculty and are then the chair of the Business Division submits changes to the institutional Curriculum Committee. The Curriculum Committee is a standing committee with the charge to study curriculum proposals from all academic divisions and serves as a recommending body to the administration for new programs or courses.

6.2 General EducationNorthern Oklahoma College has always had strong general education offerings. The history of the college, prior to the addition of AAS degree programs and especially during its early years, was to prepare students for transfer to a four-year college or university. This tradition is deeply rooted and supported.

The state articulation policy mandates a minimum of 37 credit hours in general education for the Associate of Arts and the Associate of Science degrees. Students completing the terminal AAS degree programs must complete a minimum of 18 credit hours of general education. The Oklahoma State Regents framework, based on the Higher Learning Commission’s Statement of General Education, must be followed by each institution when developing or reviewing its general education program (OSRHE policy on General Education, 3.15).

Since community colleges enroll more than 40% of the students in the state system, the State Regent’s policy on general education is designed to guarantee an orderly transfer of credits to senior institutions. Therefore, if a student has completed an AA or AS degree, the lower-division general education requirements of the baccalaureate degree have been met.  A study of the college catalog, graduation check, and curriculum summaries and other materials shows the following minimal structure for 37 credit hours of general education for the Associate of Science degree:

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 TABLE 6.2-1: GENERAL EDUCATION REQUIREMENTS

TRANSFER DEGREES (AA AND AS)

Course(s) State Regents Standard

Northern’s Requirement

English Composition 6 6

US History and Government 6 6

Science (1 class must be lab) 6 8 (1 physical and 1

biological with labs)

Humanities 6 6

Mathematics 3 3

GE Electives 10 8*

Total 37 37

* Two of the credit hours from this area are included as part of Northern’s science requirement and three credit hours are used to meet the State Regents requirement for computer proficiency (OSHRE Policy 3.15.3).

 

General education requirements for the Associate of Applied Science vary among the different programs with a minimal requirement of 18 credit hours as shown below in Table 6.2-2. Recommended selections are shown in course sequences charted in the college catalog, graduation checks, and curriculum summaries.

 TABLE 6.2-2: GENERAL EDUCATION

REQUIREMENT NON-TRANSFER DEGREES (AAS)

Courses State Regents Standard

Northern’s Requirement

Communications 6 6

US History and Government 6 6

GE Electives 6 6*

Total 18 18

* Three credit hours are used to meet the State Regents requirement for computer proficiency (OSRHE Policy 3.15.4).

Northern demonstrates its commitment to the ideals of general education in the following ways:

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Northern holds articulation meetings with area high schools in the subject areas of mathematics, English, and science in order to improve communication regarding competencies required for student success in college.

Northern administers the CAAP test each spring in exit level courses in writing, critical thinking, critical reading, and mathematics.

Northern’s general education block is guaranteed to transfer to other state institutions upon the completion of the AA or AS degrees due to our compliance with State Regents general education policies.

 6.3 Business Major

The courses that are included in all of the Business programs are shown in the Curriculum Summaries in Appendix G. Listed in these summaries are the Business major courses that the institution and the division deem necessary for each degree program. A formal process of internal and external review selected all courses that are used to meet the requirements for a degree from the Business Division. This program review process helps insure that all Business major classes meet the needs of the institution as a whole, the Business Division, and the individual student.

It should be noted that the AS degree programs do not meet the percentage recommended by ACBSP in this category. Since the Oklahoma State Regents for Higher Education require all AS degrees to contain 37 hours of general education (out of 62 total), and Northern requires 2 hours of physical education, this prevents the Business Division from requiring enough business specific courses to meet the ACBSP percentage for the Business Major requirement beyond the professional component. There has been no change in this policy by the State Regents so our division is still limited in this one area.

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APPENDIX AHLC / NCA Letter of Reaffirmation

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APPENDIX BNorthern Oklahoma College

Institutional Mission Document

Mission StatementNorthern Oklahoma College, a multi-campus learning community, provides high quality, accessible, and affordable educational opportunities and services to allow citizens to develop to the full extent of their abilities, to succeed in a competitive global environment, and to be effective lifelong learners.

Vision StatementNorthern Oklahoma College will be recognized as an exemplary learning community that advances student success. Northern will be a valued resource and leader in academic quality and cultural enrichment, characterized by continuous improvement, innovation, and community responsiveness.

Core ValuesTo successfully fulfill the mission and vision, Northern Oklahoma College is consciously committed to academic excellence, integrity, diversity, and achievement of individual and institutional goals. We are dedicated to building trust, respect, and confidence among colleagues, students, and the community.

Expectations/Goals To provide an academic agenda of associate degrees, certificate programs, and

other initiatives to ensure student learning and student success; to assist and encourage students to attend four-year institutions upon graduation; or to obtain employment commensurate with their knowledge base, educational experiences, and interest.

To enhance student success by providing high-quality support services to students through an extensive counseling program, developmental education for individuals who need assistance, enrichment options for academically advanced students, and student assistance with academic financial obligations.

To provide students opportunities that will inspire civic, cultural, and social responsibility.

To provide multiple venues of learning opportunities for degree obtainment, continuing education, community enrichment, and lifelong learning.

To provide accessible, inclusive, and caring learning environments that connect with the diversity of the communities we serve and their individual needs.

To provide a learning environment for programs and courses that foster economic development within the framework of a global marketplace.

To integrate processes of institutional research and assessment to continuously improve the institutions efficiency and effectiveness.

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APPENDIX CNorthern Oklahoma College Organizational Chart

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Vice President for Academic AffairsDr. Roger Stacy

Business Division ChairCara Beth Johnson, CPA

Todd GingBusiness Instructor

Gene LaughreyComputer Science Instructor

Laura MarshallBusiness Instructor

Bart AllenEconomics Instructor

Shaen McMurtrie, JDAccounting and Business Ethics Instructor

Susan NovotnyComputer Science Instructor

Dean of InstructionJudy Colwell, CPA

APPENDIX DBusiness Division Organizational Chart

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APPENDIX EOutcomes Assessment Data

COMPUTER PROFICIENCY

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BUSINESS TECHNOLOGIES & APPLICATIONS

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ACCOUNTING

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INTRODUCTION TO BUSINESS

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MICROECONOMICS

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MACROECONOMICS

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PROGRAMMING

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APPENDIX F: Faculty Qualification TablesTABLE I – A (Page 1 of 2)

FACULTY NUMBERS AND QUALIFICATIONS (Full-Time)

NAME*

(List alphabetically by

last name)

ALL ASSIGNED TEACHING FIELDS

ALL DEGREES IN TEACHING FIELD

(State degree as documented on

transcript)

QUALIFICATION PER ACBSP STANDARDS

D, M, MO, B, O

(See list below) *

REQUIRED DOCUMENTATION FOR

MASTERS OUT OF TEACHING FIELD** orBACHELORS IN TEACHING FIELD***

(See lists at bottom of page) ** / ***

Allen, BartEconomics,Computer

ApplicationsMBA M

Ging, Todd

Business,Computer

Applications,Economics,

Management

MBA M

Johnson, Cara Beth

Accounting,Economics

MBABS – Accounting M

Laughrey, GeneComputer Science,

Computer Applications

MA – BusinessBS – Industrial

EngineeringMO

Ten years industrial experience designing & developing information systems.Thirteen years Northern Oklahoma College Director of Computer Services, designing & developing information systems.Teaching computer science classes past 26 years NOCClasses taken and # Credit Hours:Kansas State University:

IE 372 Comp Data Proc (2)University of Central Oklahoma:

DESC 5964 Microcomputer Applications (4)DESI 5964 Adv Microcomputer App (4)DESC 5964 Object Oriented Prog C++ (4)

Cowley County Community College:NCC1540 Visual Basic (24 CPE hours training)

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TABLE I – A (Page 2 of 2)FACULTY NUMBERS AND QUALIFICATIONS (Full-Time)

NAME*

(List alphabetically by last name)

ALL ASSIGNED TEACHING FIELDS

ALL DEGREES IN TEACHING FIELD(State degree as documented on

transcript)

QUALIFICATION PER ACBSP STANDARDS

D, M, MO, B, O(See list below) *

REQUIRED DOCUMENTATION FORMASTERS OUT OF TEACHING FIELD** or BACHELORS IN

TEACHING FIELD***(See lists at bottom of page) ** / ***

Marshall, Laura

Business,Office Management,

Computer Applications

M.Ed. – Adult Education &

Community ServicesBA – Oral

Communications & Broadcasting

MO

Classes taken & # Credit Hours:Northern Oklahoma College:

BA 1113 Business Math (3) BUSED 2433 Intermediate Typing (3) BUSED 2303 Beginning Shorthand (3)

University of Central Oklahoma:GBUSN 3313 Business Communication (3) BUSED 4913 Cert Prof Secretary (3) BCOMM 5113 Seminar in Admin Comm (3) COMSC 5964 Micro App on PC/MAC (4) COMSC 5964 Adv. Microcomputer App (4) VOCED 5912 Technical Writing (2)

McMurtrie, Shaen Business Ethics, Accounting

JD – LawBS – Accounting D

Novotny, SusanComputer

Applications,Marketing

MS – Occupational & Adult Education

BS – Business Education

MO

Northwestern Oklahoma State University:BS – Business Education

Additional Classes taken & # Credit Hours:Oklahoma State University:

MKTG 5993 - Internet Mktg & E-Commerce (3)CIED 5103 - Adv Computer App. in Educ. (3)MGMT 5113 - Management & Org. Theory (3)ABSE 5720 - Workshop-Busn Comp. App (3)

Northwestern Oklahoma State University:ECON 4133 - Labor Economics (3)GBUS 3092 - Princ & Prob of Organizations (2)SECR 3542 - Office Management (2)X450.1 - Mngmt of Human Resources (1)

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TABLE I – B (Page 1 of 2)FACULTY NUMBERS AND QUALIFICATIONS (Part-Time)

NAME*(List alphabetically

by last name)

ALL ASSIGNED TEACHING FIELDS

ALL DEGREES IN TEACHING FIELD(State degree as documented on

transcript)

QUALIFICATION PER ACBSP STANDARDS

D, M, MO, B, O(See list below) *

REQUIRED DOCUMENTATION FORMASTERS OUT OF TEACHING FIELD** or

BACHELORS IN TEACHING FIELD***(See lists at bottom of page) ** / ***

Bartnick, Roy Computer Applications MBA M

Buttrum, Rick Computer Applications BS in General Business B

CNA (Certified Network Analyst)CNE (Certified Networking Engineer)Employed in the Computer Industry in excess of ten years, with documented experience as Director of Communications, Certified Networking Analyst, Certified Networking Engineer.Full-time instructor at Autry-Technology Center in the Computer Technology area for approximately 20 years.(Has been an evening adjunct instructor in computer applications for Northern Oklahoma College since 1996)

Colwell, Judy Accounting MBABS –Business Education M CPA

Gray, Stephen Accounting BS- Accounting B

18 hours of college credit above the introductory principles level: ACCT 4203 Adv Cost Accounting

ACCT 4503 AuditingACCT 4003 Income Tax ProcedureACCT 3303 Intermediate Accounting IACCT 3403 Intermediate Accounting IIACCT 4403 Adv Accounting Theory and Practice

Professional Employment Federal Bureau of Investigation

Harmon, Jill Computer ApplicationsM.Ed. –Adult Ed-

Community ServiceBS—Business Education

MO University of Central OklahomaBS—Business Education

Johns, Leslie Accounting,Computer Applications MBA M

Kruse, Rae Ann Computer ApplicationsM.Ed – Adult Ed–

Community ServiceBS – Business Education

MOUniversity of Central OklahomaOklahoma State University

BS—Business Education

Leaton, Raydon Computer ApplicationsMS—Community College

TeachingBS—Business Education

MO Oklahoma State UniversityBS—Business Education

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TABLE I – B (Page 2 of 2)FACULTY NUMBERS AND QUALIFICATIONS (Part-Time)

NAME*

(List alphabetically by last name)

ALL ASSIGNED TEACHING FIELDS

ALL DEGREES IN TEACHING FIELD

(State degree as documented on

transcript)

QUALIFICATION PER ACBSP STANDARDS

D, M, MO, B, O(See list below) *

REQUIRED DOCUMENTATION FOR

MASTERS OUT OF TEACHING FIELD** or BACHELORS IN TEACHING FIELD***

(See lists at bottom of page) ** / ***

Macy, Robert

Principles of Management

Human Resource Management

MBA M

Meyer, Joy Computer Science

BS – BusinessMS – Counseling

Ph.D. – Behavioral Studies

D

9 hours of college credit above the introductory principles level MSIS 2103 Computer Concepts & Appl. MSIS 4223 Management Information Systems MSIS 3223 Prod. & Operations ManagementProfessional Employment Oklahoma State University

Scott, GlennBusiness EthicsIntroduction to

BusinessBS – Accounting B

18 hours of college credit above the introductory principles levelACCT 4283 Advance AccountingMRKTG 3013 Principles of MarketingMNGMT Administrative PolicyBLAW 4533 International Business LawBLAW 4143 Partnerships and CorporationsBLAW 3113 Basic Business Law

In field professional employment

Vineyard, Ed EconomicsEd.D.—Higher Ed.

Admin.MS--Economics

M

Whitecloud, Mary Computer Applications

BS – Information Systems

M.Ed – Early Childhood Education

MO

18 hours of college credit above the introductory principles levelISYS 404 System Analysis and DesignISYS 425 Management and Decision SystemsISYS 318 Database Concepts

Telecomm Information and New MediaISYS 317 Introduction to Programming Techniques—

Visual BasicsISYS 219 Fundamentals of Structural ProgrammingISYS 312 Productivity with Information Technology

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TABLE I – CFACULTY NUMBERS AND QUALIFICATIONS - Exceptions

NAME*

(List alphabetically by last name)

ALL ASSIGNED TEACHING FIELDS

DEGREES OR CERTIFICATIONS

(State as documented on transcript)

COURSES TAUGHT(List the courses

taught during the Self-Study Year—do

not duplicate listings)

JUSTIFICATION FOR EXCEPTION

(Describe specific reason for being categorized as an exception)

Aldridge, Bobby Economics MA in History

Econ 2123 Microeconomics

Econ 2113 Macroeconomics

Taught one year and not rehired.University of Arkansas – Fayetteville:Principles of Econ I & II, Econ 5563 History of Economic ThoughtDepartment of Agricultural Economics Researcher at the University of Arkansas 1992-1993Presented paper on the future of economic integration and political cooperation in Southern Africa to the annual conference of the International Security AssociationCurrently writing a thesis on the outcomes of U.S. economic policy toward Japan, Chile, Cuba, and Egypt

Severe, John Computer Applications BS – Civil Engineering CS 1113 Computer

Concepts

Taught one year and transferred to Math, Science and Engineering DivisionSystem Hire

Sharpton, Susan Computer Applications BS—General Business CS1113 Computer

Concepts

Oklahoma Secondary Teaching Certificate—Business & MathEight years experience in Accounting and Banking using Excel, Access, and Word Processing Applications

Short, Deborah Computer Science BS-Secondary Education Science

CS 1113 Computer Concepts Emergency Hire

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TABLE II – A

FTE CALCULATION

FACULTY NAMEQUALIFICATION

STATUSTOTAL HOURS TAUGHT PER ACADEMIC YEAR

FTE TEACHING LOAD PER

ACADEMIC YEAR (Based on 30 cr hrs per

year)*Full-Time FacultyAllen, Bart Master's 36.00 1.20Ging, Todd Master's 36.00 1.20Johnson, CaraBeth * Master's 27.00 1.13Laughrey, Gene Master's 36.00 1.20Marshall, Laura Master's 36.00 1.20McMurtrie, Shaen Doctorate 36.00 1.20Novotny, Susan Master's 33.00 1.10

Adjunct FacultyBartnick, R Master's 3.00 0.10Colwell, Judy Master's 3.00 0.10Harmon, Jill Master's 15.00 0.50Johns, Leslie Master's 12.00 0.40Kruse, Rae Ann Master's 3.00 0.10Leaton, Raydon Master's 15.00 0.50Macy, Robert Master's 3.00 0.10Meyer, Joy Exception 12.00 0.40Vineyard, Edwin Doctorate 6.00 0.20Whitecloud, Mary Master's 6.00 0.20Total Doctorate/Masters 318.00 10.60

Buttrum, Rick Professional 12.00 0.40Gray, Stepehn Bachelor's 18.00 0.60Scott, Glenn Bachelor's 9.00 0.30Total Professional 39.00 1.30

Aldridge, Bobby Exception 12.00 0.40Severe, John Exception 9.00 0.30Sharpton, Susan Exception 6.00 0.20Short, Deborah Exception 3.00 0.10Total Exceptions 30.00 1.00TOTAL HOURS 387.00 12.90

* Division Chair -- FTE = 24 hours

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TABLE II – B

QUALIFICATION

TOTAL HOURS TAUGHT PER

ACADEMIC YEAR

FTE TEACHING LOAD PER ACADEMIC YEAR (Based on

30 cr hrs per year)

PERCENT OF TOTAL HOURS

TAUGHTDoctorate/Masters 318.00 10.60 82.2%Professional 39.00 1.30 10.1%Exception 30.00 1.00 7.8%TOTAL 430 12.90 100.0%

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APPENDIX GCurriculum Summary

Name of Program: BUSINESS ADMINISTRATION Associate of Science

Total number of hours for degree: 63

A. Professional Component COURSE TITLE AREA OF STUDYIntroduction to Business 5 3 hoursAccounting I-Financial 1 3 hoursAccounting II- Managerial 1 3 hoursBusiness Technologies and Applications 2 3 hoursMacroeconomic Principles 4 3 hoursMicroeconomic Principles 4 3 hoursStatistics 3 3 hours

Area Total 21 hours Percentage of Total Curriculum 33%

B. General EducationEnglish Composition 1 6 hoursHistory and Government 2 6 hoursScience 6 8 hoursHumanities 3 6 hoursComputer Concepts 7 3 hoursMathematics 6 3 hoursOrientation 5 1 hourOther General Education 8 4 hours

Area Total 37 hours Percentage of Total Curriculum 59 %

C. Business Major ElectivesBusiness Internship 3 hoursElementary Calculus 3 hoursIntro to Oral Comm. 3 hours

Area Total 3 hours Percentage of Total Curriculum 5 %

D. Activity Physical Education 2 hours Percentage of Total Curriculum 3 %

*Due to the OSRHE requirement of 37 Credit Hours of General Education, it is impossible to meet the 25% business major requirement.

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Curriculum Summary

Name of Program: BUSINESS ADMINISTRATION – International Business OptionAssociate of Science

Total number of hours for degree: 66

A. Professional Component COURSE TITLE AREA OF STUDYAccounting I-Financial 1 3 hoursAccounting II- Managerial 1 3 hoursBusiness Technologies and Applications 2 3 hoursMacroeconomic Principles 4 3 hoursMicroeconomic Principles 4 3 hoursMathematics 3 3 hours

Area Total 18 hours Percentage of Total Curriculum 27 %

B. General EducationEnglish Composition 1 6 hoursHistory and Government 2 6 hoursScience 6 8 hoursHumanities 3 6 hoursComputer Concepts 7 3 hoursOrientation 5 1 hourElementary Spanish I 10 4 hoursAdditional Spanish Requirements 10 3 hours

Area Total 37 hours Percentage of Total Curriculum 56 %

C. Business Major Electives—Program Requirements in Spanish 9 hours

Percentage of Total Curriculum 14 %

D. Activity Physical Education 2 hours Percentage of Total Curriculum 3 %

*Due to the OSRHE requirement of 37 Credit Hours of General Education, it is impossible to meet the 25% business major requirement.

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Curriculum Summary

Name of Program: BUSINESS ADMINISTRATION – MIS OptionAssociate of Science

Total number of hours for degree: 66

A. Professional Component COURSE TITLE AREA OF STUDYAccounting I-Financial 1 3 hoursBusiness Technologies and Applications 2 3 hoursMacroeconomic Principles 4 3 hoursStatistics 3 3 hoursElementary Calculus or Calculus I 3 3 hoursJava Programming 2 3 hours

Area Total 18 hours Percentage of Total Curriculum 27%

B. General EducationEnglish Composition 1 6 hoursHistory and Government 2 6 hoursScience 6 8 hoursHumanities 3 6 hoursComputer Concepts 7 3 hoursMathematics 6 3 hoursOrientation 5 1 hourOther General Education 8 4 hours

Area Total 37 hours Percentage of Total Curriculum 56 %C. Business Major

Accounting II- Managerial 3 hoursMicroeconomic Principles 3 hoursVisual Basic Programming 3 hours

Area Total 9 hours Percentage of Total Curriculum 14 %

D. Activity Physical Education 2 hours Percentage of Total Curriculum 3 %

*Due to the OSRHE requirement of 37 Credit Hours of General Education, it is impossible to meet the 25% business major requirement.

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Curriculum Summary

Name of Program: COMPUTER SCIENCE Associate of Science

Total number of hours for degree: 63

A. Common Professional Component COURSE TITLE AREA OF STUDYVisual Basic Programming 2 3 hoursC++ Programming 2 3 hoursJava Programming 2 3 hoursAccounting I-Financial 1 3 hoursMacroeconomic Principles or

Microeconomic Principles 4 3 hoursStatistics or El Calculus or Calculus I 3 3 hours

Area Total 18 hours Percentage of Total Curriculum 29%

B. General EducationEnglish Composition 1 6 hoursHistory and Government 2 6 hoursScience 6 8 hoursHumanities 3 6 hoursComputer Concepts 7 3 hoursMathematics 6 3 hoursOrientation 5 1 hourOther General Education 8 4 hours

Area Total 37 hours Percentage of Total Curriculum 60 %

C. Business Major ElectivesBusiness Technologies and Applications 3 hoursAccounting Principles II 3 hoursMacroeconomic Principles or Microeconomic Principles 3 hoursElementary Statistics 3 hoursCalculus I 5 hoursCalculus II 5 hoursElementary Calculus 3 hours

Area Total 5 hours Percentage of Total Curriculum 8 %

D. Activity Physical Education 2 hours Percentage of Total Curriculum 3 %

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*Due to the OSRHE requirement of 37 Credit Hours of General Education, it is impossible to meet the 25% business major requirement.

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Curriculum Summary

Name of Program: ACCOUNTING--BUSINESS MANAGEMENT Associate of Applied Science

Total number of hours for degree: 62

A. Professional Component COURSE TITLE AREA OF STUDYIntroduction to Business 5 3 hoursAccounting I-Financial 1 3 hoursBusiness Technologies and Applications 2 3 hoursMacroeconomic Principles 4 3 hoursComputer Accounting I 2 3 hoursMarketing or Intro to E-Commerce 6 3 hours

Area Total 18 hours Percentage of Total Curriculum 29%

B. General EducationEnglish Composition 1 6 hoursHistory and Government 2 6 hoursComputer Concepts 7 3 hoursMathematics 6 3 hoursOrientation 5 1 hourOther General Education 8 3 hours

Area Total 22 hours Percentage of Total Curriculum 36 %

C. Business MajorAccounting II- Managerial 3 hoursMicroeconomic Principles 3 hoursHuman Resource Management 3 hoursPrinciples of Management 3 hoursElectives (selected from the following) 8 hours Business Internship Advertising Psychology or Sociology Oral Communication

Area Total 20 hours Percentage of Total Curriculum 32 %

D. Activity Physical Education 2 hours Percentage of Total Curriculum 3 %

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Curriculum Summary

Name of Program: OFFICE MANAGEMENTAssociate of Applied Science

Cooperative Agreement with Technology Centers

Total number of hours for degree: 60

A. Professional Component COURSE TITLE AREA OF STUDYIntroduction to Business 5 3 hoursAccounting I-Financial 1 3 hoursAccounting II- Managerial 1 3 hoursBusiness Technologies and Applications 2 3 hoursMacroeconomic Principles or

Microeconomic Principles 4 3 hoursCollege Algebra 3 3 hours

Area Total 18 hours Percentage of Total Curriculum 30%

B. General EducationEnglish Composition 1 6 hoursHistory and Government 2 6 hoursComputer Concepts 7 3 hoursOther General Education 8 3 hours

Area Total 18 hours Percentage of Total Curriculum 30 %

C. Business MajorTechnical Occupational Specialty Requirements 15 hours Electives 9 hours Computer Accounting I Marketing or Intro to E-Commerce Human Resource Management Principles of Management Business Internship Business Law Macroeconomics or Microeconomics

Area Total 24 hours Percentage of Total Curriculum 40 %

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Curriculum Summary

Name of Program: OFFICE MANAGEMENT – Medical Assistant OptionAssociate of Applied Science

Cooperative Agreement with Technology Centers

Total number of hours for degree: 60

A. Professional Component COURSE TITLE AREA OF STUDYIntroduction to Business 5 3 hoursAccounting I-Financial 1 3 hoursAccounting II- Managerial 1 3 hoursBusiness Technologies and Applications 2 3 hoursMacroeconomic Principles or

Microeconomic Principles 4 3 hoursCollege Algebra 3 3 hours

Area Total 18 hours Percentage of Total Curriculum 30%

B. General EducationEnglish Composition 1 6 hoursHistory and Government 2 6 hoursComputer Concepts 7 3 hoursOther General Education 8 3 hours

Area Total 18 hours Percentage of Total Curriculum 30 %

C. Business MajorTechnical Occupational Specialty Requirements Medical Terminology 2 hours Personal and Professional Development 6 hours CPR/FA/AED 1 hour Medical Fundamentals I 5 hours Electives 10 hours Medical Fundamentals II Office Procedures Spreadsheets Insurance and Billing Medical Transcription ICD9 Coding Internship

Area Total 24 hours Percentage of Total Curriculum 40 %

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Curriculum Summary

Name of Program: INFORMATION TECHNOLOGY- INTERACTIVE MEDIA OPTIONAssociate of Applied Science

Cooperative Agreement with Technology Centers

Total number of hours for degree: 63

A. Professional Component Selected From the FollowingCOURSE TITLE AREA OF STUDY

Introduction to Multimedia 2 3 hoursDigital Imaging I 2 3 hoursDigital Video I 2 3 hoursGraphic Design I 2 3 hoursEmployability Skills (Strongly Encouraged) 6Graphics Design II 2 3 hoursMultimedia Project 6 3 hoursDigital Imaging III 2 3 hoursModeling and Animation 2 3 hoursIndustry Issues 5 3 hoursCollege Algebra or Cont. College Math 3 3 hours

Area Total 30 hours Percentage of Total Curriculum 50%

B. General EducationEnglish Composition 1 6 hoursHistory and Government 2 6 hoursTech Writing or Bus Comm. Or Speech 1 3 hours

Area Total 15 hours Percentage of Total Curriculum 25 %

C. Business MajorDigital Imaging II 3 hoursDigital Video II 3 hoursTechnical Support Courses (select from the following) 9-15 hours Multimedia Authoring I Multimedia Authoring II Multimedia Authoring III Web Authoring I Multimedia Portfolio

Area Total 15 hours Percentage of Total Curriculum 25 %

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Curriculum Summary

Name of Program: INFORMATION TECHNOLOGY – NETWORK ENGINEERING OPTIONAssociate of Applied Science

Cooperative Agreement with Technology Centers

Total number of hours for degree: 60Students must select two emphasis tracks

A. Professional ComponentCollege Algebra or Cont. College Math 3 3 hoursEmphasis Tracks (Select 21 hours from two of the following) 21 hoursSYSTEMS SUPPORT EMPHASIS

PC Technician I – Hardware 2PC Technician II – Operating Systems 2Information Technology Essentials 5

NETWORK ADMINISTRATION EMPHASISNetwork Administration 9Network Operating Systems 2Server Implementation and Support 2Network Management 2

NETWORK ENGINEERING EMPHASISNetworking Fundamentals 2Router Theory and Configuration 2Advance Routing and Switching Design 2Advanced Network Design & Management 9

NETWORK SECURITY EMPHASISPrinciples of Information Assurance 5Network Security 2Enterprise Security Management 5Security Electronic Commerce 6Digital Forensics 5

OCCUPATIONAL ELECTIVES Area Total 24 hours

Percentage of Total Curriculum 40%

B. General EducationEnglish Composition 1 6 hoursHistory and Government 2 6 hoursTech Writing or Bus Comm. Or Speech 1 3 hours

Area Total 15 hours Percentage of Total Curriculum 30 %

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C. Business Major—Coursework must match Emphasis Tracks Selected Emphasis Tracks (Select 21 additional hours from two of the following) 21 hoursSYSTEMS SUPPORT EMPHASIS

PC Technician I – HardwarePC Technician II – Operating SystemsInformation Technology Essentials

NETWORK ADMINISTRATION EMPHASISNetwork AdministrationNetwork Operating SystemsServer Implementation and SupportNetwork Management

NETWORK ENGINEERING EMPHASISNetworking FundamentalsRouter Theory and ConfigurationAdvance Routing and Switching DesignAdvanced Network Design & Management

NETWORK SECURITY EMPHASISPrinciples of Information AssuranceNetwork SecurityEnterprise Security ManagementSecurity Electronic CommerceDigital Forensics

OCCUPATIONAL ELECTIVES Area Total 21 hours

Percentage of Total Curriculum 35%

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Curriculum Summary

Name of Program: INFORMATION TECHNOLOGY - WEB DEVELOPMENT OPTIONAssociate of Applied Science

Cooperative Agreement with Technology Centers

Total number of hours for degree: 60

A. Professional Component Selected From the Following COURSE TITLE AREA OF STUDY

Web Design I 2 3 hoursWeb Graphics I 2 3 hoursHTML & Internet Fundamentals 2 3 hoursInterface Design, Architecture & Layout 2 3 hoursEmployability Skills 6 3 hoursIntro to Object Oriented Programming 2 3 hoursIntro to Programming 2 3 hoursInformation Technology Essentials 5 3 hoursWeb Design II 2 3 hoursWeb Projects/Electives 2 3 hoursCollege Algebra or Cont. College Math 3 3 hours

Area Total 24 hours Percentage of Total Curriculum 40%

B. General EducationEnglish Composition 1 6 hoursHistory and Government 2 6 hoursTech Writing or Bus Comm. Or Speech 1 3 hours

Area Total 18 hours Percentage of Total Curriculum 30 %

C. Business MajorEmphasis Tracks (Select courses from one of the following emphasis tracks) 18 hoursSITE DESIGN FOCUS

Server Side ScriptingE-Commerce Concepts and ImplementationServer Networking and SecurityInternet ProgrammingApplication Design and DevelopmentWebsite Management and Analysis

GRAPHICS/MEDIA DESIGN FOCUSWeb Graphics IIWeb AnimationImaging, Virtual Reality and Digital Video

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PROGRAMMING FOCUSJava ProgrammingDatabase EssentialsRelational Database DesignDatabase ProjectsData ModelingDatabase ManagementServer Networking and SecurityStructured Query LanguageInternet ProgrammingWeb Applications Development

Area Total 18 hours Percentage of Total Curriculum 30 %

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