PREFACE

Criteria of the Commission on Colleges of the Southern Association of Colleges and Schools (SACS) were being revised when Central Piedmont Community College began its 1991 ‑ 1993 Self‑Study. SACS required that the College comply with language published in the 1991 edition of its CRITERIA FOR ACCREDITATION, but had already established a Criteria Review Committee to propose changes. Changes recommended by that Committee were scheduled for consideration by the Commission on Colleges in June 1991, and subject to the action of the Commission were scheduled to be voted upon by the College Delegate Assembly in December 1991.

When the Steering Committee at Central Piedmont Community College began its work in February 1991, it was aware that changes were coming but uncertain about what those changes eventually might require. The Committee altered its policy several times in response to the progress of various revisions and found the situation awkward. SACS promised that a two‑year moratorium on all changes in Criteria would begin in 1992, but by this time the College's Self‑Study was scheduled to be through its organizational and research steps and writing was to be underway. Therefore, the Steering Committee decided on June 26, 1991, to instruct Dr. Nicholas Gennett, College Liaison with SACS, to communicate to Dr. Jack Allen, SACS Associate Executive Director, its intention to disregard the 1991 edition of the CRITERIA FOR ACCREDITATION and to base the College Self‑Study on the proposed new Criteria. Dr. Allen replied by letter on July 12, acknowledging this decision and writing in conclusion, "...I think that your approach of anticipating and dealing with changes in the CRITERIA is entirely appropriate" (Allen, LETTER, July 12, 1991).

The 1991 ‑ 1993 Self‑Study is based on a plan by John Quinley, Planning and Research Director, titled TRANSFORMATIONS FOR THE TWENTY‑FIRST CENTURY: APPROACH TO SELF‑STUDY, 1991‑1993. This was revised by the Cabinet, officially adopted by the College, and submitted to and approved by Dr. Jack Allen. The plan schedules investigation by Criteria committees for the fall of 1991 and the writing of committee reports for the winter of 1992 (TRANSFORMATIONS, p. 8). It became apparent early in the investigation process that a specific date was needed after which changes at the College would be outside of committee responsibility. The Steering Committee, therefore, decided on October 4, 1991, that the Self‑Study would describe and analyze conditions at Central Piedmont Community College at the end of December 1991. Subsequent changes will be covered by an administrative Addendum to be written in the fall of 1992.

Throughout the Self‑Study, edited language from SACS Criteria appears in bold headings serving as cues to discussion. Headings usually are from "must" statements, though an occasional "should" statement is used when deemed appropriate. Subsections numbered 3.1.1 to 3.1.6 have been added to Criteria III to better organize material and facilitate analysis.

Organizational charts illustrating administrative responsibility at the College as of December 1992 can be found between the Preface and the Introduction. All subsequent references to organizational structure are based on these charts.

INTRODUCTION

Central Piedmont Community College or CPCC was established in 1963 under the authority of Chapter 115‑D of the General Statutes of North Carolina, one of 58 two‑year colleges eventually to be set up throughout the state. While most others were established as technical or tech nical/vocational colleges, CPCC was chartered as a comprehensive community college combining technical and vocational education with college transfer and adult education. Two existing area colleges were merged to become Central Piedmont Community College, a black public junior college named Mecklenburg College and an integrated technical and vocational school named the Central Industrial Education Center.

In a study of early College history, J. T. Barwick identified as critical the decision to locate the College in the central city, a mile from the intersection of Trade and Tryon streets locally known as "the Square" and the center of what was then called "downtown." This location placed the College in excellent proximity to businesses, hospitals, residential neighborhoods, and transportation. The location had been serviced by a trolley system before World War II (trolley rails were discovered buried beneath pavement during a construction project a decade ago) and later by the municipal bus service. It was an optimal location for the College in its first several decades (J. T. Barwick, THE IMPACT OF HISTORICAL DECISIONS ON THE SUCCESS OF CENTRAL PIEDMONT COMMUNITY COLLEGE: A CASE STUDY, 1991).

Charlotte has grown rapidly in recent decades. The city has become a commercial, entertainment, and banking center of both North and South Carolina and has often been mentioned favorably in the national media. NEWSWEEK magazine featured Charlotte in a series on "America's Hot Cities" (John McCormick, "America's Hot Cities: The Huck Finn Factor," NEWSWEEK, February 6,1989, pp. 42 ‑ 49). Charlotte's booming economy was contrasted with Boston's difficulties in the business magazine, INC. (John Case, "Where the Growth Is," INC., June 1991, pp. 66‑79). And attitudes towards business led FORTUNE MAGAZINE to list Charlotte seventh among the ten best cities for business expansion (John Huey, FORTUNE, November 4, 1991, pp. 52 ‑ 70). Charlotte gained an NBA franchise basketball team in the late 80's which became an immediate commercial (not athletic) success (Mike Douchant and Bruce Martin, "NBA Expansion can be a Laughing Matter," SPORTING NEWS, November 1, 1989, pp. 8 ‑ 10), and the city hopes for an NFL football franchise in the early 90's. Bank mergers in 1992 made the city corporate headquarters of NationsBank, the fourth largest bank in the country, and of First Union, the twelfth largest (Peter Applebome, "Banking Lifts Charlotte, City on the Rise, to the Top," THE NEW YORK TIMES, August 24,1991, p. 10). The recession of the early 90's slowed but did not eliminate expansion.

The growth of Central Piedmont Community College paralleled the growth of Charlotte. CPCC was geographically positioned to make a considerable contribution to city expansion as well as to benefit from it. The College has been touted by Chamber of Commerce leaders seeking to attract business and investment to the area and used by new employers to provide needed work skills. The College has also provided opportunities for those who wanted to improve their education and upgrade their employment opportunities, either with degrees and skills or in preparation for transfer to four‑year educational institutions. A community needs survey reported that 99 percent of Charlotte‑Mecklenburg area residents have heard of Central Piedmont Community College, and that 48 percent have been involved in College courses or activities (Lorna Miles & Associates, THE RESULTS OF THE COMMUNITY NEEDS SURVEY: "BLUEPRINT FOR AN EDUCATION MASTER PLAN," October 1990, p. 36).

Today, what was once an optimal location for the College has become a limitation to further expansion. In 1963 Central Piedmont Community College was established in a building at the corner of Elizabeth Avenue and Kings Drive which earlier had been Central High School and then the location of the Central Industrial Education Center. By 1991 CPCC's Central Campus had grown to approximately 36 acres on which were located 28 buildings, including two new buildings completed and occupied in the 90's, the Advanced Technologies Center in 1990 and the Center for Automotive Technology in 1991. Four additional buildings were leased nearby. Available surface space for new construction now is non‑existent. Inadequate parking for commuting students and employees has become a constant problem. The city relocated Kings Drive several hundred feet westward to ease some of the limitations of the College's central city location, but the Central Campus has grown almost all that it can.

Population has shifted from the central city outward into newly developed neighborhoods and made suburbs of what were nearby villages. Fifty‑six percent of Charlotte‑Mecklenburg area population lived in the central city in 1960, but by 1990 only 23 percent lived there (Bill Priest, CPCC: DIRECTIONS FOR GROWTH, June 1989, p. 21). The College has explored several ways to ease the pressure: 1) more efficient use of Central Campus facilities; 2) courses offered at a variety of sites scattered around the city and county such as churches, schools, shopping malls, and storefront spaces; and 3) use of interactive television, newspapers, and other innovative alternative delivery systems to take courses to the community. The College has achieved the highest utilization of space among community colleges in this state (Priest, p.20), but innovation and efficiency cannot resolve the problem of space and growth. In 1989 the College engaged a consultant to study future growth, and the Board of Trustees voted to acquire two sites near the city limits for further development. This is a far‑sighted and perhaps visionary decision, especially since funding for construction and staffing is uncertain during current economic diff iculties.

The reputation of Central Piedmont Community College has grown as its facilities and offerings expanded. The College was initially accredited by the Southern Association of Colleges and Schools in 1968, with accreditation reaffirmed in 1973 and again in 1983. Many programs have earned special accreditation from associations and boards which establish standards for career training. In 1969 the College was accepted as a member of the League for Innovation, a select organization of 18 community colleges/districts which encourages and recognizes educational innovation among its membership. And, in 1985 a study of teaching excellence in community colleges conducted at the University of Texas at Austin identified the College as among the five best in the nation (John E. Roueche, et. al., ACCESS AND EXCELLENCE: THE OPEN‑DOOR COLLEGE, AACJC Community College Press, 1987, p. 10).

Central Piedmont Community College is proud of past accomplishments and determined to better meet the future educational needs of this area. The planning document for the 1991 ‑ 1993 Self Study clearly states that the College will use the process "...to look critically at the present with an eye to the future" (TRANSFORMATIONS, p. 2). The College believes that the Criteria of the Southern Association of Colleges and Schools serve as an effective standard against which to measure the full range of its educational and operational activities.

Central Piedmont Community College changed Presidents in 1986 between the last Self‑Study and this one. Dr. Richard H. Hagemeyer announced his intention to resign in June after serving for 23 years as the first President of the College. The Board of Trustees conducted a nationwide search and selected Dr. Ruth G. Shaw of El Centro Community College in Dallas as the new President. Dr. Shaw was selected to maintain the reputation for excellence earned by the College during the Hagemeyer years, as well as to prepare the College for the future through further improvements (INSIDE CPCC, Silver Anniversary Issue, spring quarter 1988, 25).

Major changes followed the inauguration of Dr. Shaw as President. Some were sought by the President, some by the Classified Staff Council and Faculty Senate, and others were necessitated by a changing community and economy. A partial list includes student advisement, a revised grading system, personal computers in most faculty offices, revised salary schedules for many employees, public fundraising, a new Mission Statement, the Institutional Effectiveness Plan, and extensive administrative reorganization. A complete list of changes is available in BUILDING ON A TRADITION OF EXCELLENCE: A RETROSPECTIVE 1989 ‑ 1991.

The 1991 ‑ 1993 Self‑Study examines a College which is, in many ways, a very different institution than it was at the time of the last Self‑Study.

INTRODUCTION

DOCUMENTS CITED

Appleborne, Peter. "Banking Lifts Charlotte, City on the Rise, to the Top,

NEW YORK TIMES (August 24,1991) p. 10.

Barwick, Joseph T. THE IMPACT OF HISTORICAL DECISIONS ON THE SUCCESS OF CENTRAL PIEDMONT COMMUNITY COLLEGE: A CASE STUDY, 1991.

BUILDING ON A TRADITION OF EXCELLENCE: A RETROSPECTIVE

1986‑1991.

Case, John. "Where the Growth Is," INC. (June 1991) pp. 66‑79.

Douchant, Mike and Bruce Martin. "NBA Expansion Can Be a Laughing Matter: Cage Fans Couldn't Get Enough of the Hornets," SPORTING NEWS (November 1, 1989) pp. 8‑10.

Huey, John. "The Best Cities for Business," FORTUNE (November 4,1991)

pp. 52‑70.

INSIDE CPCC: SILVER ANNIVERSARY ISSUE (spring 1988).

Lorna Miles and Associates. THE RESULTS OF THE COMMUNITY NEEDS SURVEY: BLUEPRINT FOR AN EDUCATION MASTER PLAN (October 1990).

McCormick, John. "America's Hot Cities: The Huck Finn Factor,"

NEWSWEEK (February 6,1989) pp. 42‑49.

Priest, Bill. CPCC: DIRECTORS FOR GROWTH (June 1989).

Ouinley, John. TRANSFORMATIONS FOR THE TWENTY‑FIRST

CENTURY: APPROACH TO SELF‑STUDY 1991‑1993.

Roueche, John, et. al. ACCESS AND EXCELLENCE: THE OPEN DOOR

COLLEGE. AACJC Community College Press, 1987.

CRITERIA I

PRINCIPLES AND PHILOSOPHY

OF

ACCREDITATION

Committee Members

David Syfert., Head Instructor

Behavioral and Social Sciences

Ted R. Bost,, Jr. Program Director

Technical Careers

Emma W. Brown Counselor

Counseling Services

Worth Campbell Assistant to the President

Administrative Resource

Merry Chambers Instructor

Business Administration

Sandi Cummins Secretary

Student, Staff and Organizational Development

Nicholas D. Gennett Vice President

Student, Staff and Organizational Development

Jonathan T. Launt Program Director

English and Foreign Languages

John W. Quinley Director

Planning and Research

Samuel C. Reep Department Head

Mathematics

Sally T. Whitten Program Director

Physical Therapy

CRITERIA II and III

INSTITUTIONAL PURPOSE

INSTITUTIONAL EFFECTIVENESS

Committee Members

Ted R. Bost., Jr.., Head Program Director

Automotive Technology

Katie Bavis Instructor

Business Administration

Val Cannon Manager

Financial Services

Mary Beth Collins Instructor

Behavioral and Social Sciences

Sanford Garmon Program Director

Diesel Vehicle Maintenance *

Lynne Higgins Student

CPCC Ambassadors

Nancy Knight Secretary

English and Foreign Languages

Sandra Lare Director

Cooperative Education

Don McGaha Senior Lab Facilitator

Electronics Engineering

John W. Quinley Director

Planning and Research

Margaret Ross Minority Recruiter

Student Development

Dee Shamsid‑Deen Instructor

English and Foreign Languages

George Sutcliffe Instructor

Business Administration

Nan Webb Research Analyst

Planning and Research

Stu Wood Program Director

Civil Engineering Technology

* Resigned for medical reasons

CRITERIA II

INSTITUTIONAL PURPOSE

INTRODUCTION

This chapter of the Self‑Study examines the College's compliance with SACS Criteria regarding institutional purpose. It presents a comprehensive examination of the evolution of CPCC's current statement of purpose, and surveys the NC Community College System Statement of Purpose, the history of CPCC's Statement of Purpose, and CPCC's Mission Review process which was undertaken in 1989. The term "mission" is used throughout this chapter to refer to CPCCs overall multi‑part Mission Statement which includes the College Purpose. The term "purpose" refers to the two‑paragraph College Purpose which is found at the beginning of the College Mission Statement. The CPCC Purpose sums up the College's overall mission.

CPCC is part of the NC Community College System established in 1963. The NC Community College System Statement of Purpose is contained in the North Carolina General Statutes, Chapter 115‑D. This Statement of Purpose gives CPCC and the other 57 community colleges in the state a legal charter to operate as collegiate institutions, within specific guidelines, in service to the citizens of North Carolina. This Statement of Purpose is found in the General Provisions for State Administration:

The major purpose of each and every institution operating under the provisions of this Chapter shall be and shall continue to be the offering of vocational and technical education and training, and of basic, high school level, academic education needed in order to profit from vocational and technical education, for students who are high school graduates or who are beyond the compulsory age limit of the public school system and who have left the public schools, provided, juveniles of any age committed to the Division of Youth Services of the Department of Human Resources by a court of competent jurisdiction may, if approved by the director of the training school to which they are assigned, take courses offered by institutions of the system if they are otherwise qualified for admission (1963, c.448, s.23; 1969, c.562, s.1; 1979, c.462, s.2; 1985, c.479, s.68).

Statements of College purpose prior to 1989 focused on occupationally‑oriented programs to prepare students to be technical workers, employed in business and commerce, in health related fields, and in the skilled trades. Such statements also mentioned college transfer, general education, continuing occupational education, education related to home, family, and leisure as well as education for students who did not complete high school. The College also committed itself to provide counseling and short‑term educational opportunities to the community.

A survey of CPCC catalogs from 1965 to 1990 and an interview with Dr. Richard Hagemeyer, President from 1963 to 1986, make it clear that the College Purpose remained largely unchanged, with one exception, until 1989. The one major change appeared in the 1970‑1972 CATALOG when the Board of Trustees adopted a policy statement to accompany the College Philosophy and Objectives (Purpose). This statement gave extra impetus to instructional innovation and the "mastery of learning" approach at CPCC by declaring:

Central Piedmont Community College is committed to the concept that, given enough time, most students can accomplish any learning task. This is based on the concept that students basically differ in their rates of learning rather than their ability to learn. This commitment carries with it a resolve that the College must have as a major objective the provision of ample opportunities for students to learn at varying rates. It also implies a belief in the concept of individualized control of the rates of learning (1970‑1972 CATALOG, P. 18).

This policy statement led to the development of numerous individualized instructional and tutorial labs during the ensuing years.

The Mission Review process of 1989 brought about deletion of the "mastery of learning" policy statement from the College Purpose. After much discussion, the Mission Review Task Force, the College Cabinet, and the Board of Trustees decided that "limited resources will continue to make implementation of this ideal impractical" (MISSION REVIEW NOTEBOOK, summer 1989).

CPCC's current Mission Statement defines the College's role as a member of the NC Community College System and as a responsive educational provider and leader within the Cha riotte‑ Mecklenburg region. The CPCC Statement of Purpose follows:

Central Piedmont Community College is an innovative and comprehensive two‑year college with a mission to: (1) advance the life‑long educational development of adults consistent with their needs, interests, abilities, and efforts, and (2) strengthen the economic, social, and cultural life in the Charlotte‑Mecklenburg region of North Carolina.

The College accomplishes this purpose by providing high‑quality, flexible educational programs and services which are academically, geographically, and financially accessible, and which meet individual and community needs. This purpose requires a fundamental commitment to teaching excellence and a supportive, caring student environment.

In addition to this statement of purpose, the new Mission contains sections on the history of CPCC, an educational vision for the College, a description of various functional areas of the College, and the institutional values that guide the College. The new statement provides greater specificity which allows the Mission to become the conceptual framework for the entire College and the basis by which institutional effectiveness is measured. The old statement included a purpose, a brief history, and a listing of programs offered.

An institution must have a purpose appropriate to collegiate education as well as its own specific educational role.

Since CPCC is required by law to operate under the General Provisions of the State Administrative Code and is funded in large part by the State under guidelines from the NC Department of Community Colleges, the institution offers courses of instruction appropriate to collegiate education.

The Mission Review Task Force set the stage for the development of a revised College mission. The Task Force's charge included writing a purpose consistent with SACS Criteria and State guidelines by using "background material that included materials from SACS which define what is meant by collegiate purpose or mission and examples of mission statements from two schools recommended by SACS...” Three main points addressed during the revision effort were:

1. determining whether the old purpose reflected the actual

functioning of the institution,

2. judging whether the statement was adequate to lead the

institution into the future, and

3. crafting a new Mission statement (Quinley, MEMO, June 29,1989).

Several months after the new Mission was adopted, the Institutional Effectiveness Task Force built upon the Mission by developing a system of documenting the extent to which the College achieves its mandates. The work of the Institutional Effectiveness Task Force led to the Institutional Effectiveness Plan (IEP) which will be fully described in Criteria Ill. A key part of this process involved the writing of specific mission statements for the following functional areas:

1. Educational Programs

2. Corporate and Continuing Education

3. Library Services

4. Student Development Services

5. Administrative Services

6. Community Service

Further, for each functional area a mission statement, definition of client groups, and a more detailed description of programs are included. Functional area mission statements developed by the individual administrative areas will be reviewed and revised every five years along with the College Mission. Functional area mission statements are not official statements and do not require approval of the Board of ‑Trustees. These statements are listed in the IEP and a Mission brochure. They define the College's educational role in the Charlotte-Mecklenburg region.

In the fall of 1989, during the Board of Trustees planning retreat, the new Mission was reviewed and accepted with few changes.

The statement of purpose must address all components of an institution's purpose, including research and public service, where these are significant institutional responsibilities.

In order to determine if the current College Mission addresses all components of the institution's purpose, the Committee reviewed the entire College Mission including the Purpose, Educational Vision, Institutional Values, and all functional area mission statements. The current Mission covers all components of CPCC's organizational, administrative, public service, and educational activities. Because research is not a primary function of NC Community Colleges, the Mission delineates only internal institutional research.

This purpose must represent the official posture and practice of the institution.

According to the President, all long‑range planning is based on the College Mission. In recent years, the College has done its planning on a two to three‑year cycle. The College Cabinet and Board of Trustees start planning with the Mission as a basis. The umbrella effort to document effectiveness, the IEP, is designed to assess educational results and institutional processes described in the College Mission. Every sentence in the Mission is turned into an assessment question in the IEP, and methods are developed to measure outcomes. Major institutional processes which make specific reference to the Mission include Institutional Planning and Budgeting and Program Review.

The Acting Vice President for Education states that two‑year Institutional Goals based on the College Mission have been distributed and described to deans and department heads and that there is general understanding of the mission of the College. As new initiatives and proposals reach his office and the Cabinet, they are compared to the Institutional Goals to make certain that they are in accord.

The Vice President for Student, Staff and Organizational Development (SSOD) also uses the College Mission in daily work. The SSOD supervisors and directors worked together to develop a Vice‑Presidential Unit Plan to be used to accomplish the two‑year Institutional Goals.

The Vice President for Business and College Services has developed implementation and support plans for this area to assist the College in meeting the two‑year Institutional Goals. He has discussed the College Mission and current Institutional Goals with the administrators in the Business and College Services area.

The CPCC Purpose has been widely shared within the College community by posting large framed versions in nine major campus locations and publishing 500 copies of the Mission brochure for distribution to faculty, staff, and students. During the Fall Conference in 1990, the Planning and Research Department introduced a video highlighting the new Mission. The new Mission was emphasized again during the 1991 Fall Conference by providing all full‑time employees with copies of the College Purpose. All employees of the College are encouraged to focus their efforts on fulfilling the Mission of the College.

To help determine if the College Mission accurately reflects practice at the institution, the Committee commissioned the MISSION ASSESSMENT SURVEY through the Planning and Research Department. Two hundred eighty employees responded. They were asked to rate on a scale from zero (not at all) to five (a great degree) the degree to which the College fulfills specific aspects of its Purpose.

The first part of the survey, questions one to eight, asked respondents how well the College appropriately addresses each of the goals listed in the Purpose. From survey results, it is obvious that the faculty, staff, and administration feel that the College appropriately addresses issues in the College Purpose. Survey results to questions nine through 13 show that College personnel feel programs are highly accessible and meet individual and community needs. They also indicate that CPCC promotes a commitment to teaching excellence and a supportive, caring student environment. Four final survey questions gauge faculty, staff, and administrators' familiarity with the Mission and how they feel the Mission guides the activities of the College and its employees. The responses to all questions may be found in Table 2.1.

Table 2.11: MISSION ASSESSMENT SURVEY RESULTS

1 Life‑long learning (mean score of 4.0)

2 Strengthens the economic life of the Charlotte-Mecklenburg region (mean score of 4.1)

3 Strengthens the cultural life of the Charlotte-Mecklenburg region (mean score of 3‑6)

4 Strengthens the social life of the Charlotte‑Mecklenburg region (mean

score of 3.2)

5 Provides high quality programs (mean score of 4.2)

6 Provides flexible programs (mean score of 4.0)

7 Provides high quality services (mean score of 3.8)

8 Provides flexible services (mean score of 3.7)

9 Academically accessible (mean score of 4.3)

10 Geographically accessible (mean score of 4.1)

11 Financially accessible (mean score of 4.2)

12 Meeting individual needs (mean score of 3.9)

13 Meeting community needs (mean score of 4.0)

14 Teaching excellence (mean score of 4.0)

15 A supportive, caring student environment (mean score of 3.9)

16 To what extent are you familiar with the CPCC Mission Statement? (mean score of 4.0)

17 Overall, how do you feel that CPCC lives up to the College Mission? (mean score of 3.7)

18 To what extent does the College Mission guide you in your activities at CPCC? (mean score of 3.7)

19 Have you read the Mission Statement? (88.8 percent Yes ,

11.2 percent No)

The survey shows that College personnel believe they are guided by the Mission in the course of their daily work.

The Committee also examined external measures of the breadth and quality of College programs. CPCC offers more than 70 educational programs leading to degrees, diplomas, and certificates, as well as countless opportunities for continuing education, adult high school completion, GED preparation, and literacy training. The high quality of the educational program is evidenced by CPCC's national rating in instructional excellence. CPCC is the home of the 1988 NC Community College Instructor of the Year. Another instructor was a finalist for this award in 1989. The College holds accreditation by 12 nationally‑recognized accrediting agencies (1990‑1992 CATALOG, p.56). Several programs have earned widespread recognition for their outstanding quality: Automotive Technology, Auto Body, and Diesel in 1991 earned a two‑year state‑wide Curriculum Improvement Project Grant; Computer Engineering Technology students won first place in the 1990‑91 Motorola University Design Contest; Food Services students have earned 55 medals in recent regional, national, and international culinary competitions. Rates of success on state licensing exams in Health Technologies are consistently high.

The variety of academic programs offered at CPCC are evidence of academic accessibility. The College provides academic opportunities which range from literacy training, to college transfer work, to Cytotechnology, which is designed to train students who already have baccalaureate degrees.

Geographic accessibility is provided by CPCC courses which are offered at over 100 locations in Mecklenburg County each quarter. It is provided as well by various area learning centers, and it will be enhanced by establishment of two new comprehensive campuses in northeast and southwest Mecklenburg County. In addition, the inner-city location of the Central Campus has always provided geographic accessibility (see Introduction).

In 1991 in‑state, full‑time tuition at CPCC was $161 per quarter, one of the lowest in the US, which made the College's programs financially accessible to most students. The Dean of Arts and Sciences is concerned that a growing population of students cannot afford to enroll because family income is too high to allow them to quality for financial aid, and too low to allow them to pay for tuition, books, lab fees, and supplies. Others note with concern that the NC State Legislature has raised community college tuition for two years in succession, and that community college tuition soon may be as high as tuition at some state four‑year institutions. In response, is placing renewed emphasis on locating sources of financial aid.

All functional areas of the College periodically survey current students to determine their satisfaction with their courses and instructors as well as the services the College provides. The most recent GRADUATE FOLLOW‑UP STUDY shows that College programs and services meet individual needs. Graduates give the College high marks on student satisfaction and goal achievement. Overall satisfaction with the College was high: 56 percent said they were very satisfied, and 35 percent were satisfied. Eighty percent of the graduates said that they had completely achieved their educational goals (GRADUATE FOLLOW‑UP STUDY, spring 1991).

The EMPLOYER SURVEY is a measure of community needs. The latest results indicate that CPCC is meeting employer needs. Almost 75 percent of surveyed graduates work in a job that is closely related to their studies at CPCC. Over 90 percent of their employers would hire another CPCC graduate and 57 percent expressed interest in co‑op interns (EMPLOYER SURVEY, 1991). Advisory committees regularly meet with program directors and department heads to ensure that College programs remain relevant to employer's needs.

Appropriate publications must accurately reffect the current statement of purpose.

The Committee reviewed current College publications to make sure that they accurately reflect the current CPCC statement of purpose and found the College in compliance with a single exception. The 1990‑1992 CATALOG contains the following statement:

CPCC is committed to the concept that, given enough time, most students can accomplish any learning task. The college strives to help students realize their potential as worthwhile and productive members of society (p. 1).

This statement was adopted by the Board of Trustees and first published in the 1970‑1972 CATALOG as part of the College Philosophy and Objectives (Purpose). Since Board approval of the new Mission in 1989, this statement is no longer a part of CPCC's Mission.

RECOMMENDATIOM.‑ That the College ensure that the 1992-1994 CATALOG accurately reflects the current CPCC staternent of purpose.

The formulation of a statement of purpose should involve the faculty, administration., and governing board and must be approved by the governing board.

In 1989, the College began a review of its institutional mission. The major steps in this process included "insuring College‑wide involvement" in the review process, gathering information from a wide variety of sources, and "insuring College‑wide understanding" of the new mission (MISSION REVIEW NOTEBOOK).

The College President emphasized the importance of review and revision of the College's purpose. She appointed a Mission Review Task Force on July 5, 1989 both to help prepare CPCC for the next SACS reaccreditation process, and to "provide the foundation for the development of institutional effectiveness measures" (Shaw, MEMO, July 5, 1989). The President appointed one student and 18 members of the faculty and staff to provide maximum representation.

All College employees were given an opportunity for initial input into the mission review process through the FUTURES COMMITTEE INSTITUTIONAL ASSESSMENT SURVEY and 205 responded. The Task Force also surveyed the heads of the 40 Career Advisory Committees and members of the Board of Trustees.

The Task Force deliberated throughout the summer, completed its work by late August, and submitted its proposed new Mission statement to College‑wide review. A comprehensive discussion of the work of the Task Force is available in the MISSION REVIEW TASK FORCE file as well as in Task Force minutes.

By the end of August 1989, a new Mission Statement had been drafted that included a new College Purpose, a short, updated history of CPCC, a new Educational Vision, new functional area mission statements, and revised Institutional Values. During September, various groups and organizations were asked to review and comment on the new College Mission. The review list included the following:

College Cabinet

College Council

Executive Committee of the Faculty Senate

Executive Committee of the Classified Staff Council

Student Development Group (now SSOD)

Business And College Services Group

Student Leadership Group

Deans Council

Department Heads

Board of Trustees

Futures Committee

Although many groups offered minor changes which were incorporated, the only substantial change from the Task Force's final draft was the relocation at the direction of the Board of Trustees of the following statement from the body of the Mission to the Purpose section.

This purpose requires a fundamental commitment to teaching excellence and a supportive, caring, student environment.

On November 8, 1989, the Board of Trustees approved the new Mission Statement. According to the IEP, the Mission will be reviewed every five years. The next review will be in spring 1994 (IEP, p. 1‑11).

The institution must demonstrate that its planning and evaluation processes, educational programs, educational support services, financial and physical resources and administrative processes are adequate and appropriate to the institution’s stated purpose and role.

The function of the Planning and Research Department is to carry out centralized institutional planning and research, to tabulate and evaluate the results, and to distribute the findings to appropriate parties. The planning and evaluation processes at Central Piedmont Community College include all components of the institution. Comprehensive examples include Institutional Planning and Budgeting, Educational Planning, Program Review, and long‑term planning for multi‑campuses. Refer to Criteria III for a detailed analysis of the adequacy of planning‑and-evaluation processes.

There are over 70 educational programs and numerous continuing education programs and other courses offered by CPCC that serve nearly 50,000 students per year. The programs, courses, and number of students served demonstrate the adequacy and scope of educational activities. Refer to Criteria IV‑A for detailed analysis of the adequacy of educational programs.

Educational support programs and services at. CPCC are wide‑ranging and comprehensive. They include but are not limited to placement testing, admissions counseling, registration, advisement, student activities, library services, computing services, career planning, job placement, and graduation certification. Refer to Criteria V for a detailed analysis of the adequacy of educational support services.

Funding for CPCC has provided for a continuing, stable array of programs and services for students. Refer to section 6.3.1 for a detailed analysis of the adequacy of funding.

Physical facilities at CPCC continue to provide adequate and appropriate space for educational, support, and administrative activities. Refer to section 6.4 for a detailed analysis of the adequacy of physical resources.

CRITERIA III

INSTITUTIONAL EFFECTIVENESS

INTRODUCTION

Central Piedmont Community College treats institutional effectiveness as a continuous process which measures performance against stated purposes and goals. The institutional effectiveness process at CPCC is, in accordance with SACS, "a systematic, explicit, and documented comparison of institutional performance to institutional purpose" (SACS RESOURCE MANUAL ON INSTITUTIONAL EFFECTIVENESS, 1989, p.2).

The planning and evaluation processes at CPCC contain four major components:

1. Institutional strategic planning

2. Educational planning

3. Budget and facilities planning

4. the Institutional Effectiveness Plan

Each of these components is interrelated and overlapping, and each is driven by the educational demands of the College Mission.

A comprehensive approach to accreditation must take into account resources, processes, and the evaluation of educational outcomes, as well as plans for improvement.

An institution must engage in continuous study, analysis, and appraisal of its institutional strategic planning process.

The institutional strategic planning process at CPCC is described in the planning and budgeting guide, PLANNING FOR RESULTS. The aims of this process include:

1. Optimizing the results of educational efforts

2. Reducing surprise and conflict from external environmental changes

3. Allowing top and mid‑level administrators to reach agreement on goals

4. Integrating the budgeting process with institutional planning

1. Integrating strategic planning with institutional planning across

all functional areas

6. Ensuring that budget and institutional planning support the Mission

7. Ongoing assessment to allow for mid‑year changes as

required (PLANNING FOR RESULTS, 3rd revision, 1991).

The planning process was initiated through presidential directive. The planning model was developed by the Planning and Research Department and the Futures Committee, College Cabinet, and an ad hoc committee for strategic planning. The model contains strategic, operational, and assessment elements intended to enable the planning process to drive budgeting. In 1987, the Planning and Research Department was established. The first two planning cycles were known as "Challenges and Strategies" (summer 1987 ‑ spring 1989) and "Enhancing ctudent‑Success: Building College Community"' (summer 1989 ‑ spring 1992). The current planning cycle is known as the 1992‑1994 Institutional Plan. A flow chart of the 1992‑1994 model is found in PLANNING FOR RESULTS (p.2).

The College Board of Trustees and the Cabinet have held a planning retreat every year since 1987 to discuss institutional goals and priorities for the upcoming annual planning and budgeting cycle. A modified, zero‑based budget approach was first used. This was followed by a more participatory budget approach that has evolved over the past several years, involving progressively lower levels of the administration with each cycle. The last two planning and budgeting cycles have involved the Planning and Budgeting Council made up of 85 budget managers.

In order to set goals for the planning cycle, strategic assessments must be made. Institutional assessments are comprehensive and provide a systematic review of current functioning. Data is available because of regularly conducted studies. This information, along with the results of previous action plans, is used to develop a new planning cycle. External environmental assessments have been conducted prior to each of the three planning cycles. In each case, the process resulted in a set of planning assumptions‑which became the basis for setting goals.

College goals are ultimately set by the President and the College Cabinet with input from the Planning and Budgeting Council and the Board of Trustees. Employee input is sought from and communicated through department heads. There is widespread sentiment among the faculty that communication is often inadequate and most faculty and staff want an increased role in institutional goal setting at CPCC.

Vice Presidential Unit Action Plans are developed from the institutional goals and include quantitative targets. These action plans are designed to show how units work to achieve the College's goals and targets.

The College budgeting process is significantly influenced by the planning process and is accomplished after goals, action plans, and quantitative targets have been developed. Implementation of plans to meet the goals and targets involves administrative departments, the College Cabinet, the Planning and Budgeting Council, the College Council, and the Planning and Research Department (PLANNING FOR RESULTS, p.8).

Assessment of progress towards institutional goals and targets is provided on a quarterly basis to the College Cabinet, which then makes necessary revisions. An annual planning report lists activities completed and resources expended, allowing assessment of institutional‑ strategic planning‑effectiveness.

An institution must engage in continuous study, analysis, and appraisal of its educational planning and evaluation process.

The educational planning process at CPCC contains five major components:

1. Enrollment plan

2. Enrollment reports

3. Educational master plan development

4. Curriculum program revision and development

5. Academic Program Review

The Acting Vice President for Education, working with deans and department heads, developed an enrollment plan during fall 1991 that addresses changing demands and fluctuating resources. The plan anticipates annual growth of 5‑6 percent with six areas targeted as gateways" to other programs. These areas will have auxiliary funds from other sources. "Enrollments in these areas will be carefully monitored to ensure that additional funds are, indeed, generating extra FTE's" (ACTION PLANS‑EXECUTIVE SUMMARY, May 1992, p.3).

The College uses enrollment reports including quarterly and annual figures on FTE's, unduplicated head count, and seat count, enrollment trends, comparisons with other NC community colleges, and enrollment projections for planning. These enrollment reports are ‑widely‑‑distributed.

In 1991, a preliminary draft of an education master plan was developed by the Dean's Council, through the use of the Lorna Miles Study, community needs assessments, and demographic data. The purpose of this plan is to determine the mix and scope of educational programs that will be offered over the next decade at the central campus, projected campuses, and area learning centers.

The academic Program Review process started in 1990. The process is "designed to systematically review the achievement of a program's mission and goals, to note program strengths and weaknesses, to make recommendations for improvement, and to follow up on new initiatives" (PROGRAM REVIEW MANUAL, winter 1990‑1991, p.1). Academic Program Review is primarily conducted by faculty, program directors, and department heads with input from students, advisory committees, support services, and others. The results and conclusions are approved by the responsible dean and vice president, presented to the Cabinet and Board of Trustees, and forwarded to the NC Department of Community Colleges. Findings are included in the institutional planning process as part of VP action plans. All academic programs at CPCC will be reviewed in a five year cycle (IEP, p 1‑10).

The comprehensive, detailed program review involves program description and history, student and FTE enrollment profile, curriculum analysis, personnel analysis, community analysis, student outcomes, future trends, and review follow‑up. The results of Program Review for the last two years are shown below:

Table 3.0.11: PROGRAM REVIEW

ACTIONS / INITIATIVES	PROGRAMS REVIEWED
	1990-1991		1991-1992
	NUMBE	%	NUMBER	%
Continue with no follow-up (minor revisions needed)	9	65	5	29
Continue with follow-up (significant improvement needed)	3	21	12	71
Discontinue (no longer meeting needs)	2	14	0	0
Total Programs Reviewed	14		17

Source: Action Plans – Executive Summary, May 1992,p.8.

Each year, those involved in Program Review meet to discuss how to improve the process. Changes from this year's input include standardizing the format for enrollment/FTE and student outcomes, increasing involvement of the deans, and follow‑up reports one year after completion of review.

Seventeen reviews are planned for 1992‑1993. The procedures for development and revision of existing CPCC curriculum programs and the procedure for development of new academic programs are described in section 4.1.3 of the Self‑Study.

An institution must engage in continuous study, analysis and appraisal of its budget and facilities planning process.

The educational planning process precedes the development of the budget at CPCC. In her opening remarks to the 1991 Planning and Budgeting Council, President Shaw said that, in the past, department heads received an annual budget and then reacted to that allocation, and beginning with the 1992‑1994 planning cycle, educational planning of the College must drive the budgeting process. Details of the flow chart showing the steps for budget planning and implementation can be found in PLANNING FOR RESULTS (p.7).

The SACS RESOURCE MANUAL ON INSTITUTIONAL EFFECTIVENESS lists a required capital improvement plan, an equipment purchase plan, a maintenance plan, and a safety plan (p.24). The capital improvement program at CPCC is a prioritized list of building and renovation projects costing over $100,000 that are either underway or projected. A feasibility study is done for projects and reported as prescribed by Mecklenburg County and the State which fund most capital projects. The College updates its ten‑year capital improvement list annually. Smaller projects, known as capital reserve ‑ projects, costing‑ between $10,000 and $100,000,‑‑ are funded through the County capital reserve fund. Requests for these projects are routed through the College administration on a form entitled "'Request for Major Renovations/Modifications."

With college‑wide input, an equipment purchase plan is developed annually by the College Cabinet. Requests must be made on forms entitled "Request for Equipment Purchase"' in order for the administration to prioritize and plan.

The College's maintenance plan is described in section 6.4.2.

Although SACS Criteria require an institutional safety plan, the College does not have one. Section 6.4.3 of the Self‑Study contains a recommendation that the College develop a safety plan.

An institution must engage in continuous study,, analysis, and appraisal of its institutional effectiveness plan.

The IEP contains a list of studies which assess educational results and institutional processes to be sure that they are consistent with the College Mission. These studies address SACS Institutional Effectiveness Criteria and the State's Institutional Effectiveness Blueprint. IEP studies provide information for educational, support, and administrative program improvements and afford continuous data for the institutional planning process. These studies also provide information that can be presented to College clients, governing bodies, and other constituencies.

The IEP covers each functional mission area of the College. Each IEP chapter contains an expanded mission statement for the functional area, a vision statement, a definition of the area's client group, assessment questions and activities, and indicators specific to that functional area. Activities and indicators are divided into institutional and departmental records, statistics, surveys, and studies that have been conducted or are scheduled. Departmental records and statistical data are usually compiled quarterly or annually, while surveys and studies range from annual to once every five years. The IEP presents multiple measures for each indicator as well as comparative measurements across time and with other institutions. Quantitative targets for enrollment which evolve from these measures are found in the 1992‑1994 Institutional Plan.

A broad range of research techniques is used to develop assessment information, including phone surveys, mail surveys, pickup surveys, cognitive tests, case studies, focus interviews, and studies developed from secondary sources. The IEP presents a list of assessment indicators by type (p. 1‑9). There is also a matrix of IEP studies and reports by type, time, methodology and responsibility (p. 1‑10). A time table for IEP studies from 1990 through 1995 follows (p. 1 ‑11). The Institutional Effectiveness Plan was developed with the endorsement of the College Cabinet in 1989.

3.1 PLANNING AND EVALUATION

The following discussions are based on functional areas listed in the IEP and identified in SACS Criteria, with the addition of a report on faculty. Each functional area report contains a short overview, description of goals, description and analysis of evaluation, improvements made as a result, and Committee conclusions concerning compliance with Criteria Ill. Functional area reports cover educational programs, continuing education, library, student development services, and administrative services. The faculty report covers planning for faculty positions, faculty evaluation, and faculty involvement in educational planning.

3.1.1 EDUCATIOMAL PROGRAMS

The institution must establish adequate procedures for planning and evaluation, define its expected outcomes, and describe how the achievement of these results will be ascertained.

Planning for ucational programs must include a definition of purpose, the forn ulation of goals, the development of protedures for evaluation, and the use of results for improvement.

Areas covered in this section on educational programs include Business, Health and Technologies, College Transfer, and Basic Skills. The definition of purpose (mission) of each is found in the IEP along with activities and indicators used to evaluate programs in relation to their stated purpose or mission (IEP, chapters 3, 4, & 5).

Quantitative reports are compiled and distributed on a regular basis by the Planning and Research Department. These reports are issued periodically during registration, quarterly, and annually. They include numbers and percentages of students in each department. Some of these reports concern enrollment projections and analyses, graduation and placement rates, and a summary of graduates. The Department also provides ad hoc studies which are useful in planning. Some of these include the:

Advisory Survey

Community Needs Survey

Adult High School Completion Analysis

Quarter/Semester Preference Study (faculty/staff)

Quarter/Semester Preference Study (students)

Instructional Technology Assessment

Instructional Lab Survey

Critical Success Factors and Measures

General Education Survey

Advance Fall Registration Survey

Student Evaluation of Services

South Campus Survey

Educational programs in the Business, Health and Technologies Group are evaluated in different ways:

1. Advisory committees provide regular feedback about educational content and processes.

2. Accreditation agencies provide an external set of standards for a number of programs.

3. Graduation rates are used by some programs.

4. Student success on licensure exams measures the quality of preparation.

5. The EMPLOYER SURVEY measures employer satisfaction with graduates' preparation.

6. The GRADUATE FOLLOW‑UP SURVEY measures students'

satisfaction with their education.

7. Peer and administrative evaluation provide feedback during curriculum

development and revision.

8. Academic Program Review involves faculty, students, administrators,

and employers in the evaluation of educational effectiveness.

The Dean of Business, Health and Technologies stated, "As a result of student surveys and Program Reviews, we are constantly made aware of student concerns and suggestions. We review all of the surveys with our Department Heads and we are constantly making adjustments in our courses and programs as a result of these recommendations."

Specific changes resulting from planning and evaluation include:

1. As a result of student problems with course registration,

credit and non‑credit insurance course offerings have

been combined into an institute concept. All students

call one phone number for insurance course information.

2. Certificate programs have been created in technical

careers areas to meet the needs of students requesting

certificates instead of degrees.

3. Night courses have been initiated in selected health

careers program areas as a result of students' comments

and survey results.

4. Program Review responses in Computer Operations

indicated a need for students to have more hands‑on

experience in Technology courses, and the program was

revised accordingly.

The effectiveness of the college transfer program is measured in different ways:

1. The College monitors graduation rates.

2. The College conducts the GRADUATE FOLLOW‑UP STUDY annually.

3. The TRANSFER STUDY describes the success of CPCC students who transfer into the University of North Carolina system, and includes information on demographic and academic indicators.

4. Curriculum and course proposals receive peer and administrative review through the curriculum development and review processes.

5. The academic Program Review process will enable faculty, administrators, and students to examine the educational effectiveness of each department in college transfer. Program Review of this program will begin in 1992‑1993.

The quality of the Basic Skills programs is examined in different ways.

1. The ANNUAL LITERACY REPORT measures the number of students enrolled in literacy programs.

2. The College monitors the number of GED and Adult High School

graduates.

3. Retention rates for GED and Adult High School are measured.

4. Success rates for developmental programs are evaluated.

5. Several Basic Skills programs have advisory committees.

6. Basic Skills programs are covered by the curriculum development

and revision process.

7. All Basic Skills programs will participate in the Program Review

Process within 1993‑1994.

The Department Head of Adult Basic Education (ABE) lists numerous changes based on evaluations, including:

1 . Workshops for training in readability formulas resulted from a survey of

instructors.

2. Faculty and staff reassigned based on daily attendance reports.

3. As a result of the 1989‑1990 ADULT HIGH SCHOOL DIPLOMA

SURVEY, a newsletter was developed to give information on career

planning, grant availability, personal counseling services, and

advisement day counseling.

4. Other improvements based on the survey included obtaining funds for

scholarships, an orientation for AHS and ABE students, and providing

textbooks for students with limited income.

3.1.2 CORPORATE AND CONTINUING EDUCATION

Planning for corporate and continuing education must include a definition of purpose, the tonp ulation of goals, the development of procedures for evaluation, and the use of results for improvement.

Areas covered in this section on Corporate and Continuing Education (CCE) include the International Business Center, Small Business Center, New and Expanding Industry Training, Industrial and Public Service Training, Health and Related Training, Business and Office Training, Community Service, Focused Industrial Training, and Workforce Preparedness Initiative. The mission of each is found in the IEP, along with activities and indicators used to evaluate programs in relation to their stated purpose or mission (IEP, chapter 6).

The methods used to evaluate Corporate and Continuing Education included interviews, analysis of published materials such as surveys of constituents and of follow‑up actions taken to improve the quality of services provided, and a questionnaire which was distributed to CCE's nine program directors to gather assessments of the effectiveness of the programs.

Corporate and Continuing Education gathers and uses various sources of information from faculty, students, business, community, and professional organizations to keep its programs current. The fulltime administrators/faculty who direct the various programs listed above recognize the College's Mission Statement and believe it is incorporated into each program offered by CCE. Goals are set at annual retreats and are followed by quarterly meetings to ensure that there is clear understanding of the goals by employees. Business Advisory groups are also involved in CCE's goal setting.

CCE has a system for tracking quantitative measures of effectiveness such as the number of courses, sections, students, new offerings, co‑sponsored activities and partnerships, and other factors. This information is used in annual reports required by the State.

The effectiveness of CCE is assessed as part of total College assessments such as the STUDY OF COMMUNITY IMAGE AND NEEDS and the planned economic impact study. The IEP indicates that the College will begin its cyclical five‑year review process of CCE in 1993.

Since most programs and courses in CCE are custom designed to meet business and industry training needs, the educational effectiveness of each program is scrutinized by clients. CCE uses advisory committees, instructor committees, and student evaluations to measure the effectiveness of programs and courses, and to revise them as needed. See section 4.3 for a suggestion concerning regular evaluation of continuing education programs.

3.1.3 LIBRARY SERVICES

Planning for library services must include a definition of purpose, the fonp ulation of goals,, the development of procedures for evaluation, and the use of results for improvement.

The mission of the CPCC library is found in the IEP, along with activities and indicators used to evaluate library, media, and learning laboratory services which give support to instructors and students (IEP, chapter 10). See section 5.2.1. for discussion of Library staff efforts to devise an internal mission statement and a recommendation.

The methods used to examine Library programs and services include:

1. Interviews

2. The GRADUATE FOLLOW‑UP STUDY 1990‑1991

3. LIBRARY SERVICES FACULTY SURVEY (spring quarter 1989)

4. The STUDENT EVALUATION OF SERVICES (summer 1991)

The Library sets objectives each year and develops action plans, the results of which are fed back into the planning process. For example, in support of the institutional goal to increase studentcentered services, the Library began installation of a Dynix Automation System.

In general planning, the Library consults the following:

1. Association of College and Research Libraries (ACRL) standards for

two‑year colleges

2. SACS Criteria for Library/Media Services resources

3. Reports from the Faculty Senate Curriculum Committee

4. Curriculum program offerings

5. Standard collection bibliographies

6. Professional journals

7. Accreditation association program requirements including Engineering Technology, Health Technologies, Paralegal, and Automotive Technologies

8. Annual College budget

9. Available technology

These resources, documents, and requirements are guides that the Library staff refers to when addressing service and compliance issues. The Library has developed a SELECTION AND ACQUISITION POLICY based on program offerings at CPCC, which serves as a guide for collection addition and deletion.

General practices in the Library to assure the effectiveness of the collection and services are:

1 . Using information from the Curriculum Committee to determine collection needs.

2. De‑selection to point out collection strengths and weaknesses.

3. Monitoring of interlibrary loan requests to indicate possible purchases.

4. Using vertical file statistics to determine where additional material is needed.

5. Using periodical statistics to select and de‑select periodicals and serials.

6. Consulting faculty to determine importance of journals to their program.

7. Consulting with area learning center coordinators to determine Library

support needed off‑campus.

8. Consulting with faculty about program accreditation standards.

9. Providing instruction in the use of Library resources.

10. Assigning Library coordinators to work with the faculty.

The current practices of the Library resulting from evaluation data are:

1. Heavily used materials are purchased on standing order to assure

timeliness and availability.

2. Materials are added or deleted to accommodate accreditation

requirements.

3. Materials are added or deleted to accommodate curriculum changes.

4. Periodicals are added or deleted because of changes in classes

and/or programs.

Future plans for evaluation of the collection and services provided by the Library include an evaluation component that will be built into the Library Instructional Program. The Dynix Library Automation System

will allow more efficient analysis of holdings and usage for the purpose of selection and de‑selection.

The Library is evaluated by the institutional Planning and Research Department and departmental surveys. Students and faculty, as needed, are surveyed by the Library regularly to ensure, that user satisfaction remains high and consistent with the goals of the College. For a discussion of Library survey results, see section 5.2.

The STUDENT EVALUATION OF SERVICES SURVEY pointed out excessive noise as a problem within the facility and this problem was addressed during the planning for renovation. Quiet areas have been provided.

A survey concerning library hours indicated that students wanted longer weekend hours. An experiment with extended weekend hours was tried for two quarters, but use of the Library during extended hours was too low to justify continuation.

In section 5.2.5, the Committee recommends that the College establish a procedure for evaluating the effec tiveness of cooperative relationships with other libraries.

3.1.4 STUDENT DEVELOPMENT SERYICES

Planning for student development must include a definition of putpose, the fonnulation of goals, the development of procedures for evaluation,, and the use of results forimprovement.

This section on Student Development covers services for recruitment and enrollment, academic advising, career and personal counseling, student activities, and for special populations including high‑risk students. The mission is found in the IEP, along with activities and indicators used to evaluate services in relation to their stated purpose or mission (lEP, chapter 8). With the upcoming move to the Garinger Building, the vision is a consolidation of services that will result in increased accessibility,. networking, and an enhanced flow of service delivery to students.

Planning for the Student Development area is tied to the planning and budgeting cycle. Two‑year goals are established and action plans developed which are used in the subsequent budgeting cycle.

Services are measured by surveys. The Dean of Student Development uses survey results to discuss needed changes with supervisors who report to him, and supervisors use the results for discussions with their respective staff members. When services show a weakness, the supervisor and staff outlin e improvements. New procedures are then implemented. Surveys are conducted on schedules shown in the IEP (p.1‑10). See section 5.5.1 for a discussion of the 1991 STUDENT EVALUATION OF SERVICES SURVEY.

The following summary shows results on a five point scale for selected areas:

1. Admissions and Records: All questions had a mean score of 4.4 or higher and were among the highest in overall satisfaction.

2. Counseling: All questions had mean scores of 4.3 to 4.6 except convenience of days and hours which scored 3.7.

3. Financial Aid: This area had mean scores of 3.8 for attitude of staff down to 3.1 for timeliness of service and overall satisfaction.

4. Registration: This area had mean scores of 4.1 to 4.3 on hours and convenience of location, and a 3.9 on knowledge and competence of staff.

5. Veterans Affairs: This area received excellent ratings including 4.5 on overall satisfaction.

6. Student Life: This area had the highest mean score of 4.0 for attitude

of staff and the lowest mean scores on material/equipment of 3.4.

In instances where the STUDENT EVALUATION OF SERVICES revealed low mean scores in delivery of services, information was provided to the Vice President and the managers in the particular area (Executive Summary, 1991). Actions taken in these areas show that evaluative results were used for program and service improvement.

The Associate Dean of Counseling and Advisement says there has been a reorganization of Counseling Services, and there are now at least two counselors in each program area to increase accessibility. The Placement Advisor of the Student Employment Center states that the services now offered for job fairs are more specialized, including a Health Technologies Job Fair and a Business and Computer Job Fair. Instructors are now asked to promote student utilization of student employment services in the classroom. The Director of Financial Aid states that two part‑time positions have been reclassified full‑time to help reduce waiting time. Students now have personal Financial Aid Counselors and more time will be spent with each student. In reference to staff attitude that was rated lower than any other area, the Director has used workshops to help personnel become more skilled in interpersonal relationships. Also a workshop was presented by Womanreach on how to handle irate customers.

The Director of Auxiliary Services is currently chairing a task force that is charged with looking into temporary expansion of student programs and food service space. The current food service facility is inadequate for the number of students enrolled on the Central Campus who use the facility for eating lunch. Short‑range plans include a pavilion, patio, or a deck to be extended in front of the Snack Shack. Long‑range plans include buying the Grady Cole Center and its use as a Student Life Center including snack bar and bookstore facilities.

The Director of Registration said there will be more operators and volunteers available for future registration periods. Registration times and hours will be extended. There will be more operators at area learning centers. There will also be more telephone registration equipment. Registration will be staggered at different times for different departments.

3.1.5 ADMINISTRATIVE SERVICES

Planning for administrative services must include a definition of purpose, the fonp ulation of goals, the development of procedures for evaluation, and the use of results for improvement.

This section covers the administrative services located within the Business and College Services Unit (BCS) including Financial Services, Plant Services, Personnel Services, Computing Services, Commodity Services, General Services, and Auxiliary Services. The mission is found in the IEP, along with activities and indicators used to evaluate services in relation to their stated purpose or mission (IEP, chapter 11).

The methods used to evaluate each area include interviews, evaluation of published materials such as surveys of constituents, and analysis of follow‑up actions taken to improve the quality of services.

Business and College Services has developed procedures for planning and evaluation through a process which starts with a review of institutional goals. Both short‑term and long4erm goals have been developed, published, and disseminated among all levels of BCS decision‑makers and among the non‑managerial personnel who implement BCS programs. All service areas use written action plans to document the planning, progress, and completion of goals. The BCS Unit Plan specifically addresses College institutional goals which can be supported by BCS service areas.

While much decision‑making has been top down in the past, changes are underway to include more input from service area managers and staff. BCS has a clear understanding of its support role. its activities are designed to support CPCC's educational activities. One major contribution is publication of the COLLEGE SERVICES USER'S MANUAL (November 1991), which provides a comprehensive and informative description of methods to access services. Another device to make BCS services more accessible to customers is the BCS NEWSLETTER which highlights in each issue a different service area, including tips on its use. A BCS retreat has been used to enhance staff participation in decision‑making and planning.

There are several sections in Auxiliary Services (bookstore, Snack Shack, and vending machine operations) which deal directly with the student body. As of 1990, these areas are included in the BCS survey conducted by the Planning and Research Department.

The principal system used by BCS to evaluate its effectiveness is a series of surveys and reports. Faculty, staff, students, and graduates were included in various studies. A recent major study for BCS, conducted by the Planning and Research Department in spring 1991, included all service areas and polled a random sample of 228 college employees

Results from surveys over the last three years show that:

1. Areas with improved mean scores are Printing Services, Mailroom, Campus Security, Personnel Services, Phone Services, Purchasing and Inventory, Space Management, Campus Snack Bar, Vending Services and Records Management.

2. Areas showing no change are Bookstore and Physical Plant.

3. Areas showing declines are Accounting, Budgeting and Fiscal Operations and Computer Services.

BCS service areas have instituted operational changes designed to increase effectiveness as a result of information obtained from constituent groups. Some major changes in BCS service areas include:

1 . Financial Services: Development of an automated certification system for sponsored students, close tracking of projects and budgets, greater

participation in review of survey results and planning, timely integration of financial information.

2. Plant Services: Improved planning for energy use, development of

monthly service request tracking system, improvement of area

maintenance and security, system of prioritizing service requests,

soliciting comments from department heads on services.

3. Personnel Services: Included office personnel in planning, developed

HANDBOOK FOR PERSONNEL, updated College's BCS section of

POLICIES AND PROCEDURES MANUAL.

4. Computing Services: Used a Computer Services Committee to measure services, biweekly staff meetings help to identify customer needs, system of prioritization of goals, developed Computer Service Request form and questionnaires to assess customer needs, improved the completion rate of repairs on personal computers.

5. Commodity Services: Developed new on‑line and minority owner purchasing programs, reorganized to provide a single buyer support system for all departments, decentralized inventory control, initiated local sales of surplus items, surveyed customers of Central Stores.

6. Auxiliary Services: Improved customer ratings of self‑supporting areas, used in‑house income statement to track finances of self‑supporting services, provided more part‑time employees for heavily used services, developed an internal complaint‑handling system.

7. General Services: Used written departmental goals based on BCS USER'S MANUAL, established and applied quantitative measures of

success of goals, developed system to track mail costs and adjusted

mail delivery to better suit customers, copying services management

revised and improved.

3.1.6 FACULTY

Planning for the faculty must include a definition of purpose, the formulation of goals, the development of procedures for evaluation, and the use of results for improvement.

Until recently there has been little institutional planning of fulltime faculty staffing based on enrollment trends. Department heads initiated and aggressively pursued requests for positions. Although budget is supposed to follow planning, planning seemed to follow budget in this area. The new Enrollment Plan for 1992‑1994 which specifies program growth priorities is intended to rectify this situation.

There has been little institutional evaluation of the effectiveness of recruitment strategies for either full or part‑time positions, although a study of entry level salaries conducted by Ralph Andersen and Associates in 1991 looked at salary issues in hiring new full‑time faculty (Andersen and Associates, COMPREHENSIVE COMPENSATION FACULTY SALARY STUDY, June 1991). The study resulted in changes in entry level salary and procedures for assigning them.

An institutional goal for 1992‑1994 asserts that the College will increase the number of full‑time and part‑time minority instructors, especially of African‑American faculty. The institution is beginning to look at long‑term strategies for creating a more diverse faculty. The College Cabinet has drafted a minority/faculty scholarship program as one attempt to reach the goal.

SUGGESTION: That the College evaluate its policies and procedures regarding the recruitment and hiring of faculty.

Each winter quarter, students evaluate all full and part‑time instructors on an instrument initially developed in 1983 and updated periodically. In spring quarter, department heads evaluate all full‑time faculty. Only faculty on extendable contracts are evaluated by a formal assessment procedure. This evaluation measures items such as teaching, record keeping, contributions to the department, group, and institution, and professional development activities are used by department heads to identify strengths and weaknesses in performance. According to the POLICIES AND PROCEDURES MANUAL, faculty on extendable contracts may not be reappointed for reasons of incompetence, and a measure of incompetence is accumulation of three "needs improvement"' ratings on the evaluation system during any consecutive five‑year period (POLICIES, 4.08, p.72).

Responses to a survey commissioned by the Committee indicate full‑time faculty are relatively dissatisfied with the current evaluation and student opinion survey instruments (FACULTY EVALUATION SURVEY, winter 1991). See Table 3.1‑6.1.

Table 3.1.6.1: FACULTY SATISFACTION WITH EVALUATION

Full‑time faculty were asked to respond to these questions. Responses could range from 0 (not at all) to 5 (a great deal). Ratings of 4 and 5 are interpreted as high scores.

1. To what extent is the current student opinion survey a useful instrument

to you? Mean response = 2.6 (Only 31% found it very useful)

2. To what extent is the current annual evaluation system useful to you in

improving your job performance? Mean response = 2.2 (Only 23% found it very useful)

Source: FACULTY EVALUATION SURVEY, winter 1991

Although individualized assessment of faculty performance as advisors has not been implemented, the Planning and Research Department's ADVISEMENT STUDY 1990‑1991 indicates students are generally satisfied.

During spring 1992, the Planning and Research Department surveyed 170 part‑time faculty. The survey asked part‑time instructors how they were evaluated. Seventy‑one percent mentioned the student opinion survey and 26 percent reported periodic visits by department heads/program directors. Approximately 11 percent believed that they were not evaluated at all. When asked about the adequacy of evaluation procedures, part‑time faculty rate the adequacy rather highly. Almost 63 percent rated evaluation as very adequate (a four or five on a scale of one to five). Part‑time faculty are clearly more satisfied with current evaluation practices than are full‑time faculty (PART‑TIME FACULTY PERCEPTIONS OF ORIENTATION, SUPERVISION, AND EVALUATION, March 1992).

The Committee found no published institutional procedures for evaluating part‑time faculty. There is no mention of evaluation for part‑time faculty in the PART‑TIME FACULTY HANDBOOK or in the POLICIES AND PROCEDURES MANUAL. The evaluation of part‑time faculty varies considerably from department to department with no in . stitutional effort to ensure that individuals who are doing evaluations have adequate training. Dissatisfaction with the‑ current student opinion survey focuses on several issues. Students evaluate faculty on a relatively small percentage of their classes, at most 20 percent of the annual teaching load for a full‑time faculty member. If a course is not taught during winter quarter, students are not given an opportunity to evaluate it. Some questions on the instrument are poorly worded, and it provides no opportunity for written comments.

Dissatisfaction with evaluation of faculty centers on several issues. Beyond the student opinion survey, there is no institutionalized method for evaluating part‑time faculty. The system does not include new full‑time instructors who may most need evaluation and support. Many faculty believe that the evaluation does not measure teaching quality. Department heads have not been given any systematic training in the use of the College's evaluation system. The system includes little structure to remedy poor performance. In 1991, President Shaw appointed a task force to devise a new performance appraisal system. This work is still in process.

The Committee survey of faculty evaluation asked about the degree to which instructors actually use feedback from advisory committees, institutional research, and the student opinion survey to improve teaching performance. Table 3.1.6.2. contains the responses to these questions.

Table 3.1.6.2: FACULTY USE OF FEEDBACK

Full‑time faculty were asked to respond to these questions: Responses could range from 0 (not at all) to 5 (a great deal).

1. To what extent do you use institutional research intormation to plan your work? mean = 2.4 (27% said they use this research to a great extent).

2. To what extent do you use teedback trom advisory groups? mean = 2.9 (27% said they use this feedback to a great extent). It should be noted that not all departments/programs have advisory groups.

3. To what extent do you use the current student opinion survey to improve teaching? mean = 2.9 (About 40% said they used it to a great extent)

Source: FACULTY EVALUATION SURVEY, winter 1991

When part‑time faculty were asked about how much they used the student opinion survey, 54 percent said they use it very much (ratings of four or five on a scale from one to five).

The relatively low scores of full‑time faculty indicate a need for more useful feedback, better communication of existing feedback, and a more careful use of evaluation by faculty.

SUGGESTION: That the College continue its efforts to improve the faculty perforrnance appraisal system.

Faculty are involved in planning and evaluation primarily through development and revision of courses. Faculty involvement in program and departmental planning and evaluation varies according to department, but faculty are extensively involved in the program review process mandated by the State.

At the institutional level, faculty has influence through the Curriculum and Academic Policies committees of the Faculty Senate, the Task Force on General Education, the Grading Policy Task Force, the CARE Committee (advising), the Honors Task Force, the Computing Technology Committee, and the Pathways committee promoting a computerized faculty support system.

As a member of the Deans' Council, the Faculty Senate President participates in the development of the unit plan for the Education Unit and holds a place on the Planning and Budgeting Council.

The Self‑Study is a significant way in which the College evaluates itself and faculty are extensively involved in this process. The College President chose a member of the faculty to head the Self‑Study, and most members of Criteria committees are teaching faculty. Details of this involvement are found in section 1.1.2.

Although a system is in place to collect data on faculty involvement in major committees and task forces, information has not been kept current.

The FACULTY EVALUATION SURVEY included questions about faculty involvement with department and institutional educational planning. Results indicate that faculty are more involved in departmental planning than in institutional planning. Faculty express a desire to be more involved in planning than is currently the case. Table 3.1.6.3 contains details.

Table 3.1.6.3: FACULTY INVOLVEMENT IN PLANNING

Faculty were asked to answer the following questions on a scale from 0 (not at all) to 5 (a great deal). High Involvement Is defined as a rating of 4 or 5 on the scale. 113 faculty responded.

1. To what extent are you involved in the educational planning in your department? mean = 3.4 (60.7% indicated high involvement)

2. To what extent do you wish to be involved in the educational planning in your department? mean = 4.2 (82.3% indicated high involvement)

3. To what extent are you involved in the educational planning for the College overall? mean = 1.6 (only 9.210/6 indicated high involvement)

4. To what extent do you wish to be involved in the educational planning for the College overall? mean = 3.2 (30.6% indicated high involvement)

Source: FACULTY EVALUATION SURVEY, winter 1991

Clearly there is a desire among faculty for increased participation in the formal planning and evaluation processes of the College.

SUGGESTION: That the College provide increased opportunities for faculty to become involved in educational planning and evaluation at the institutional level.

3.1.7 PUBLIC SERVICE

Institutions with research or public service missions must develop and implement procedures for evaluating their effectiveness.

CPCC does not have a research mission and, consequently, has not developed and implemented procedures for evaluating the College's effectiveness in this area.

The community or public service mission of CPCC is contained in the IEP (p. 7‑1). The general adult population and community organizations of the Charlotte‑Mecklenburg region are the primary clients of the College's public service mission.

Public service activities at CPCC are performed by several different areas of the College. No single administrative area of the College has sole responsibility for these activities. Table 3.1.7.1 lists primary providers of community service.

Table 3.1.7.1 PUBLIC SERVICE PROVIDERS

Community Services	Corporate and Continuing Education
Summer Theater	Transfer Programs
Dance Central	Transfer Programs
Child Care Training Center	Business, Health and Technologies Programs
Quad Restaurant	Business, Health and Technologies Programs
College Facilities Usage	General Services Department
CPCC Speakers Bureau	Marketing Services

The Community Service Department of the Corporate and Continuing Education Division is charged with providing academic, avocational, and practical skills courses to the public. Statistics are kept on the number of students served and courses offered. A summary of these figures can be found in CRITICAL SUCCESS FACTORS AND MEASURES. Student evaluations are performed in each class or activity. Though no formal statistics are compiled, changes in course offerings and modifications, and facility improvement ideas have resulted from evaluation results. A file of evaluations is maintained for NC State Auditor review.

CPCC Summer Theater provides entertainment to over 27,000 people per year. Official record keeping is limited to ticket sales statistics. All performances have been sold out for several years. Audience surveys were used in the past, but none have been conducted in recent years. Verbal feedback from the audience has been used to evaluate theater activities and facilities. Renovations of the theater, concessions, and box office areas incorporate ideas resulting from audience feedback.

Dance Central is a dance production group which produces shows every quarter. Dance Central bears financial responsibility for production costs. Performances are based on public demand. No evaluations are currently used beyond verbal feedback. The club is computerizing its record keeping.

The Child Care Center provides child care services to the general public. The Center is licensed by the State and County and receives a yearly rating. The Center was recently accredited by the National Association for Education of Young Children and will apply for reaccreditation every three years. The Center performs an internal self‑study every year in conjunction with a two‑day staff retreat. Annual parent surveys are conducted. Daily contact with parents provides on‑going performance feedback.

The Quad Restaurant is a College food‑service training facility that serves meals to 450 people per week. Records are kept on numbers served. The general perception of the Quad food and services is outstanding. Seats are always reserved well ahead of time. No written evaluations are conducted. Feedback brought about a recent change in policy that allows larger groups ‑of up to 30 to use the Quad.

College facilities are available to outside groups on a free or rental basis, depending on the nature of the group or activity, in accordance with the POLICIES AND PROCEDURES MANUAL (6.15, pp199‑204). The General Services Department maintains records for one year on those groups that rent space. Space is provided about once a month. Feedback is usually a written "thank you" from the organization.

The Marketing Services Department maintains a speakers file, known as the Speakers Bureau, and publishes a brochure that lists CPCC faculty and staff who are available to speak to public groups. Individual names and phone numbers are listed in the brochure and the speakers can be contacted directly. No records are kept of speaking engagements.

The Committee has found that procedures for evaluation of the effectiveness of public service activities at CPCC are inconsistent.

RECOMMENDATION: That the College develop and implement appropriate procedures for evaluating the effectiveness of public service activities.

While many individual areas of the College document public service activities, there is no regular effort by the College to summarize the data. This summary would be helpful in relating the extent and quality of public service activities to the College's various constituencies.

SUGGESTION: That the College develop a process to service public service activities.

3.2 Institutional Research

Institutions must regularly evaluate their institutional

research function.

Administrative responsibility for institutional research at CPCC is assigned to the Director and staff of the Planning and Research Department. The primary responsibility of this department is to carry out institutional planning, evaluation, and research activities through analysis and appraisal of purposes, policies, procedures, and programs.

During the last two years, the Planning and Research Department conducted or assisted in approximately 50 studies. Staffing during this period varied between one or two full‑time and two or three adjunct employees. At times, the Director was the only fulltime person in the office. A full‑time research analyst recently started work. Generally, sufficient resources have been allocated to carry out the assigned institutional research functions.

The Planning and Research Department relies on deans and department heads to disseminate results of many major studies. This approach has met with limited success. The department has started publishing short abstracts in the COMMUNICATOR, and offering to provide a copy of the entire report in order to reach a wider College audience.

The Planning and Research Department has access to all relevant information at CPCC necessary to carry out its planning and evaluation activities.

The Self‑Study found no indication of regular evaluation of the i.nstitutional research function of the College. The Steering Committee took the following actions on December 13, 1991.

RECOMMENDATION: That the College evaluate the research function, including the Planning and Wolesearch Department and the Computing Services Department.

SUGGESTION: That the research function of the College be evaluated from outside the departments performing this function.

In a memo to the Steering Committee, the Vice President for Student, Staff and Organizational Development wrote that, as of January 1992, procedures were in place to evaluate the institutional research function at CPCC (Gennett, MEMO, February 2, 1992). An evaluation of the research function was completed in February 1992.

Interviews with the College President, department heads, and others support the conclusion that changes are made based on the results of surveys and evaluation instruments. The College is clearly responsive to these evaluations and makes changes to enhance effectiveness of the educational opportunities and services which it offers to the community. Planning and evaluation at CPCC is adequate and involves broad‑based participation by the administration, faculty, staff, and students as well as employers, receiving institutions, and the NC Department of Community Colleges.

CRITERIA IV

EDUCATIONAL PROGRAM AND FACULTY

INTRODUCTION

The principal focus of the institution must be the education of the students and al! aspects of the educational program must be clearly related to its purpose.

Central Piedmont Community College is a teaching institution. The College's primary focus is the education of its students; CPCC has been cited as among the top five community colleges in the nation based on the strength of the faculty'and teaching (John E. Roueche, et. al., ACCESS AND EXCELLENCE: THE OPEN‑DOOR COLLEGE, AACJC Community College Press, 1987, p. 10). The Mission Statement and other documents affirm these aims. Since the College does not demand publication and research from faculty, energy is channeled into teaching.

The institution must demonstrate the comparable quality of its programs for al! students and the student enrollment, financial resources, faculty, materials and facilities must be appropriate and sufficient to support such programs.

A program review indicates that some degree programs do not completely conform with SACS Criteria for Accreditation. The Self‑Study has made recommendations and suggestions in relation to these exceptions. The College conducts classes at various sites and has made attempts to ensure that students and faculty are supported regardless of location. Advisement, counseling, and other resources are available to all area learning centers. All students have access to the Central Campus Library and to other resources and services, no matter where they may be taking classes. And, all program students are assigned a faculty advisor. Faculty, full or part‑time, teaching at any site are hired through the department in charge of the class and are held to the standards and credentials specified by the Southern Association of Colleges and Schools. The Self‑Study has noted a single exception and recommended appropriate action. The College is funded by the State of North Carolina, Mecklenburg County, and various grants. Funding, although static in recent years, is currently adequate to support educational programs. The College has and will be seeking support through various partnerships with area businesses and organizations.

An institution must formulate clear and explicit goals for innovative activities and must demonstrate that these goals are consistent with its purpose. It must state how it will achieve these goals.

CPCC is a member of the League for Innovation in the Community College. Innovation at the College is almost exclusively intended to support instruction through delivery systems. The Dean for Educational Resources provides oversight and direction for special innovative projects at the College. Other innovations, programs, and technologies are developed in appropriate departments.

An institution must make available to all students and the public accurate publications detailing requirements, procedures, rules, and regulations.

The CATALOG, quarterly schedule, and other publications such as the STUDENT HANDBOOK are updated regularly and are widely distributed. They are available by request at several locations and contain information regarding fees, courses of study, schedules, and faculty. The Self‑Study noted and made suggestions about codes of conduct.

CRITERIA IV‑A

4.1 EDUCATIONAL PROGRAM

4.1.1 UNDERGRADUATE ADMISSION

Admission policies must be cleady stated, published, and made available to all constituencies, including potential students.

The POLICIES AND PROCEDURES MANUAL contains three categories of statements that assist in the governance of the College, rules, policies, and regulations or procedures or guidelines. Rules are precis of actions taken by legislative bodies or by the State Board of Community Colleges. Policies are precis of actions taken by the CPCC Board of Trustees and have their origin in Federal and/or State regulations and/or College philosophy, mission, and objectives. Those statements identified as regulations, procedures, or guidelines are promulgated by the College and approved by the President through authority delegated in the Bylaws of the Board of Trustees.

Section 5.00 of POLICIES contains detailed policy requirements for admission including general admission policy, special rules pertaining to admission of emancipated minors and high school students, and admission procedures for students seeking enrollment in a curriculum program (pp. 142‑145).

The general admission policy states that the College will accept all applicants who are high school graduates or at least 18 years of age. However, there are special rules established for emancipated minors or high school students under 18 years of age.

The admission procedures established for students seeking enrollment in a curriculum program include the following minimum requirements:

1. A completed application

2. Copies of transcripts (high school and college)

3. Appropriate testing

4. Interview with a counselor

The Self‑Study notes that the word "official" has been omitted in reference to transcripts. To ensure that the admission policy pertaining to requested transcripts is clearly understood, the word "official"' should be added.

SUGGESTION.‑ That the College revise the Admissions Procedures listed in the POLICIES AND PROCEDURES MANUAL to include the word “official” in reference to transcripts.

In addition to the POLICIES AND PROCEDURES MANUAL, CPCC clearly states and publishes admission policies in the CATALOG and STUDENT HANDBOOK; however, the published admission policies vary somewhat in wording and scope of content. The 1990‑1992 CATALOG spells out the general admission policy as well as procedures which should be followed for students entering a curriculum program. Copies of the CATALOG are available on the Central Campus in the Admissions Office and at the Welcome Center. CATALOGS are also available at area learning centers, the 11 high schools in the Charlotte‑Mecklenburg system, and colleges in the Charlotte Area Consortium. CATALOGS are mailed upon request.

The STUDENT HANDBOOK also lists the general admission policy and procedures to follow to enter curriculum programs. A student may secure a copy of the STUDENT HANDBOOK from the Student Life Center. Also, they are available for use in various areas around the campus.

In addition to program admission requirements established by the College for students enrolling in a curriculum, there are specific admission requirements for individual programs such as the Health Technologies Programs.

The institution must regularty evaluate its admission policies.

Central Piedmont Community College evaluates admission policies during the preparation of copy for each biannual catalog. Faculty and staff provide input.

Recruitment activities and materials portray the institution accurately and truthfully. Examples of recruitment materials are the pamphlets entitled CPCC PROFILE, THE CPCC FACTS, YOU DON'T HAVE TO GO FAR FROM HOME TO GO FAR IN LIFE, as well as brochures for individual programs. The Marketing Services Department oversees all public information literature to maintain accuracy and a high standard of communication. All photographs included in marketing materials are true and accurate representations of campus scenes and students.

The College does not have a policy or guidelines for employees who engage in off‑campus recruitment activities. The Carolinas Association of College Registrars and Admissions Officers (CACRAO) has established a Code of Ethics to govern rec ruitment activities. Many counselors and admissions staff at CPCC follow these guidelines; however, faculty and staff who engage in off‑campus recruitment activities often are unaware of them.

SUGGESTION: That the College develop and distribute recruitment guidelines.

Admission policies must be related to the educational

purposes of the institution.

CPCC welcomes all students without regard to color, creed, disability, race, national origin, or sex. In a recent year, the College enrolled students from 87 North Carolina counties, 30 states, and 89 nations. Fifty‑six percent of the students were female and 23 percent were minorities. Also, there were 354 students with disabilities (CPCC STUDENT PROFILE, 1990‑1991). In light of this wide range, the Mission Statement indicates that CPCC seeks to "advance the life‑long educational development of adults consistent with their needs, interests, abilities, and efforts." An "'open‑door" admission policy reflects the Mission, as do a wide array of course offerings, literacy programs, continuing education programs, and over 65 curriculum programs leading to certificates, diplomas, and degrees.

Admission policies must establish qualitative and quantitative requirements in order to admit students who demonstrate reasonable potential for success. In the absence of such requirements, an institution must offer appropriate developmental or remedial support.

While CPCC is an open‑door institution and has a general admission policy, there are specific admission requirements for students entering degree, diploma, or certifi cate programs. These include both quantitative and qualitative requirements to ensure that students who are admitted have reasonable potential for success.

Students applying to programs are required to take appropriate placement testing. CPCC uses Computerized Placement Tests (CPT) which are in keeping with the US Department of Education's Ability to Benefit guidelines. These tests are nationally standardized with cutoff scores no lower than one standard deviation below the norm. A normative study of Computerized Placement Tests was completed by the Educational Testing Service in 1991, and national percentiles were revised. The CPCC Testing Center is currently installing the new percentile norms which will be equal to the Ability to Benefit guidelines. (The new percentiles compare closely to CPCC's existing percentiles.)

Minimum required scores on CPCC written placement tests are in keeping with established local and national standards. For example, the cut‑off score required on the English test is based on a normed 1983 study of 750 CPCC students in freshman English who had grades of "C" or better and who scored 22 points on the placement test with a correlation factor of .8. Placement test scores are reviewed with the appropriate curriculum counselor and the student receives a "'Summary of Testing and Counselor Interview Information" recommending remedial courses when needed. If placement test scores fall below the level for course ‑entry, the student is directed to developmental courses in Advancement Studies for remediation. Developmental courses are offered in English, reading, mathematics, biology, chemistry, and writing and study skills.

Admission policies regarding non‑immigrant international students are briefly stated in the CATALOG. However, detailed qualitative and quantitative requirements are communicated by mail and during orientation. These requirements include a Certificate of Eligibility for Nonimmigrant (F‑1) Student Status or I‑20, English translation and evaluation of official transcripts by a certified public evaluator, and a completed International Student Application. Students whose mother tongue is not English are tested and may be directed to English as a Second Language (ESL) courses.

The institution must clearly identify the unit responsible for administering admission policies. There must be provision for institution‑wide coordination of all admission policies and procedures.

The unit responsible for administering admission policies is the Admissions and Records Department which is located within the Student Staff and Organizational Development (SSOD) area. It is headed by a director reporting to the Associate Dean for Enrollment Services, who in turn reports to the Dean of Student Development Services. Recent reorganization of the Student Development Group created the new positions of Associate Dean for Enrollment Services and Director of Admissions and Records.

At the request of CPCC, the NC Office of State Budget and Management conducted an audit of the Admissions and Records Department in September 1991. The audit summary stated, "The Director should begin developing effective communication vehicles both internally and externally with other areas of the college. An effective means for staff to communicate to the appropriate CPCC personnel problems that cut across organizational lines is needed." The Director of Admissions and Records assumed this job in July 1,1991, and has begun to implement recommendations concerning institution‑wide coordination of admission policies.

Even though there is review of admission policies and procedures during the CATALOG revision every two years, CPCC does not have a method of providing institution‑wide coordination of admission for all program areas and the general College.

RECOMMENDATION: That the College take the necessary steps to ensure institution‑wide coordination of all admission policies and procedures.

Students admitted to degree programs must show evidence of high school graduation or other successful experiences which demonstrate their ability.

The admission procedures in the STUDENT HANDBOOK and the College CATALOG state that students must "have official transcripts of all high school, pre‑college and other college‑level work sent from each school previously attended." The CATALOG further states that all degree programs and health career diploma programs require high school graduation, or equivalent such as GED certification or an Adult High School Diploma. Any student who has pursued home school must also possess a high school diploma or equivalent and must also submit documentation verifying high school graduation. The home school must be accredited in North Carolina.

Delays in transmission of official high school transcripts to CPCC are common, and as a result, students pursue degree programs without having official transcripts on file. The NC Office of State Budget and Management audit summary noted that a method is needed so that students will not be able to continue to enroll in degree program courses without furnishing official transcripts.

RECOMMENDATION.‑ That the College establish a procedure to ensure that students entering degree progrants have demonstrated evidence of high school graduation or the equivalenL

The institution must assess the appropriateness of experiences offered in lieu of a high school diploma and must justify any deviations.

CPCC does not recognize any life experiences as meriting equivalency status in lieu of a high school diploma or GED certification.

The institution must clearly define and publish its policy on the admission of transfer students including the following: official transcripts of all post‑secondary credits previously earned, qualitative and quantitative limitations on the acceptability of transfer work, criteria regarding advanced standing, and conditions governing admission in good standing.

The POLICIES AND PROCEDURES MANUAL clearly presents policy and regulations concerning credits which CPCC will accept from other institutions:

Central Piedmont Community College accepts credits by transfer from accredited post‑secondary institutions, from military service schools, and on the basis of certain CLEP exams. Only courses applicable to the program of study at CPCC in which grades of "C" or better have been earned will be accepted for credit. At the time of the academic advising interview, a counselor will evaluate the student's transcript(s) to determine which courses are transferrable to the student's program of study (POLICIES, 5.00, p. 144).

To receive a degree, a student must earn a minimum of 32 quarter hours in residence at Central Piedmont Community College, 16 of which must be the final credit hours earned prior to graduation. These requirements may be waived with the approval of the appropriate group dean (POLICIES, 5.01, p. 147).

This regulation is also published in the CATALOG in less detail.

As an open door institution, CPCC considers all students to be in good standing who meet the basic admission requirements. No student is admitted on either a probationary or provisional basis. However, students seeking admission to specific programs, especially health programs, may have to meet additional admission requirements.

The institution must inform transfer students of the amount of credit which will transfer preferably prior to their enrollment, but at the latest prior to the end of the first academic term in which they are enrolled.

Once the transcript is analyzed, a program counselor records this action on the Record of Transfer Credit, indicating the institution from which credit is transferred, accepted courses, and accepted credit hours. Copies of this form are forwarded to the student, placed in the student's record, and forwarded to the Records Office so that the credits hours can be added to the history file of the student.

Requests received by program counselors for transcript evaluations are handled as expeditiously as possible. However, since there are 11 program counselors and the request for a transfer of credits must be initiated by the student, the time frame within which evaluations are completed varies. A random review of student files during fall quarter 1991 shows wide disparity.

RECOMMENDATION: That the College inform transfer students of the amount of credit which will be accepted prior to the end of the first quarter in which they are enrolled if an official transcript is on file.

Institutions which award credit based on advanced placement or other examinations, training provided by non‑collegiate institutions, professional certification, or experiential leaming must meet the foilowing conditions:

1. The amount of credit awarded is clear1y stated and

is in accordance with commonly accepted practice.

The program counselor has responsibility for evaluating credits to determine their applicability to a student's program of study. All credit awarded is clearly stated, accepted courses and credit hours are clearly identified, and this practice is in accordance with recommendations in the AMERICAN COUNCIL ON EDUCATION GUIDES.

2. Credit is awarded only within the regular curricular

offerings of the institution, and must be related to

the student's current educational goals.

POLICIES presents guidelines for acceptable credit obtained through advanced placement exams, work completed in military service schools, United States Armed Forces Institute (USAFI) subject examinations, and the College Level Examinations Program (CLEP). All credits must be equated with the required courses in the student's chosen program (POLICIES, 5.01, pp. 146‑147). The counseling staff uses many references and guides to ensure that any coursework or examination is appropriate to the student's current curriculum. These guidelines are not presented in the CATALOG for student information.

SUGGESTION.‑ That the College include the policy for granting credit obtained by advanced placement, work completed in military service schools., United States Anned Forces Institute (USAFI) subject examinations and the College Level aminations Program (CLEP) in the CPCC CATALOG.

POLICIES and the CATALOG provide the following information pertaining to credit by examination:

In order to receive credit by examination, a student must show convincing evidence of special aptitude or knowledge in the course material. ...If the student achieves satisfactory performance on the examination, a grade of "X" will be recorded. The "X" grade earns no quality points, but credit hours will be given identical to the number of credit hours normally assigned to that course at Central Piedmont Community College (POLICIES, 5.02, p. 148 and 1990‑1992 CATALOG, p. 17).

While a time limit for acceptance of transferable credit for comparable courses exists in the Health Technologies department, there is no clearly defined policy in other degree programs about granting credit for dated course content. This may impede the student's progress in a program of study as well as hamper performance upon program completion.

SUGGESTION: That the College establish and publish program‑specific time limits on the acceptance of courses from other institutions.

3. Decisions regarding the determination and awarding of

acceptable credit are nmde by qualified faculty members or according to procedures and standards approved by qualified faculty.

The counseling staff, who are considered non‑teaching faculty at CPCC and who have appropriate credentials, are responsible for transcript evaluations and official acceptance of credits. Counselors often confer with other faculty regarding the content of courses for which acceptance is sought. Credit is granted for courses which apply to a student's program and are completed with a grade of "C" or better in residence, extension, and correspondence divisions of regionally accredited institutions including the Community College of the Air Force. Accreditation of an institution is verified by consulting THE COLLEGE HANDBOOK or the EDUCATIONAL DIRECTORY. Also, counselors follow the most recent edition of the GUIDE TO THE EVALUATION OF EDUCATIONAL EXPERIENCE IN ARMED SERVICES, published by the American Council of Education, when granting credit for applicable military experience.

4. Institutions using documentation and interviews in

lieu of examinations demonstrate that these

methods provide assurancesof academic

comparability to credit eamed by traditional

means.

5. Portfolio‑based credit for prior experiential

learning is awarded for no more than 25 per cent

of the credit hours applied toward a degree.

CPCC does not award credit for interviews used in lieu of examinations nor any portfolio‑based credit for prior experiential learning. The American Council on Education recommends that postsecondary institutions develop policies and procedures for measuring and awarding such credit. The ACE Commission on Educational Credit and Credentials states that equitable recognition for extrainstitutional learning "contributes to pedagogical effectiveness. Teaching students what they already know is both stultifying to them and a waste of educational and personal resources" (GUIDE TO THE EVALUATION OF EDUCATIONAL EXPERIENCES IN THE ARMED SERVICES, p. xxi).

SUGGESTION: That the College consider establishing procedures for measuring and awarding credit for experiential learning.

Coursework transferred in, or accepted for credit toward a degree must be completed at an accredited institution.

All credit awarded at CPCC is accepted from regionally accredited institutions or as approved by an organization generally recognized within higher education as an authority.

The College accepts transfer credit from foreign institutions if the student furnishes an official transcript which has been translated into English and evaluated by an individual who holds certification from professional associations such as the National Association of Foreign Student Affairs. The program counselor then determines the applicability of the credit, as recommended by the evaluator, to the student's program of study.

CPCC does not generally convert credit in a non‑degree program towards a degree program. However, where applicable, credit may be'granted for military experience following the GUIDE TO THE EVALUATION OF EDUCATIONAL EXPERIENCE IN ARMED SERVICES. As an example, military basic training may be counted toward the physical education elective requirement in college transfer. Also, some credit is accepted in the Law Enforcement Technology Program for successful completion of Basic Law Enforcement Training duly sanctioned by the Criminal Justice and Training Standards Commission of North Carolina.

In the Computer and Office Information Systems department, block credit may be granted to students who have successfully passed the Certified Professional Secretary exam based on professional standards which are equal to, or above, required coursework within CPCC's secretarial programs.

The institution must clearly define policies regarding the academic dismissal, suspension and readmission of students. The readmission of students dismissed or suspended for academic reasons ‑must be consistent with the academic policies of the institution.

In the fall of 1990, CPCC implemented a new grading system which includes "Standards of Academic Progress." When program-placed students have academic difficulty, they are required to talk with faculty advisors before continuing their studies. A detailed explanation of the grading system and the Standards of Academic Progress is provided in the CATALOG and the, POLICIES AND PROCEDURES MANUAL (1990‑1992 CATALOG, p. 18, and POLICIES, 5.10, pp. 156‑158).

Standards of Academic Progress identify the points at which a program student must consult an academic advisor. A student has two quarters following a notice of academic intervention to raise his or her cumulative program GPA to the required level. If this is not done, the student is suspended from the program. At this point, the student must see a counselor to discuss other options including taking classes in Advancement Studies, Career Development, Continuing Education, or English as a Second Language; changing programs; or taking no classes at all.

CPCC does not dismiss or expel students from the College because of academic failure. However, the program readmission policies for a student following a quarter of academic suspension are clearly delineated and consistent with the academic policies of the institution. Presently, the policy for readmission to a program is not listed either in the CATALOG or in POLICIES.

SUGGESTION.‑ That the College include in the CATALOG and in the POLICIES AND PROCEDURES MANUAL the readmission policy for program‑placed students who are academically suspended.

The procedures established for implementation of the

institutional admission policies must be followed in the

admission of all students. The institution must provide

evidence that it selects students whose interests and

capabilities are consistent with the admission policies.

Program admission procedures discussed above are followed for all students entering a diploma, degree, or certificate program. The College provides assessment, counseling, and advising to ensure that students are given the best opportunity available to achieve their educational goals.

The College recognizes that while most new students seek enrollment in a curriculum and follow procedures for program admission, there are many students who register for one or more courses without entering a curriculum. The general admission policy of the College enables students who have not declared a program of study to register for any course offered for which they meet prerequisites simply by completing a registration form. These students are coded "Special Credit" in the computer and may continue taking courses indefinitely. More than 6,000 students presently enrolled are classified Special Credit. Many students coded Special Credit eventually decide to complete a prog ram but do not change their computer program codes. These students, for the most part, do not receive counseling, academic advising, transcript evaluation, or guidance. Consequently, they may make educational decisions which are not in their best interests.

While the College's admission and retention policies have not been compromised, CPCC has not established a process to ensure implementation of the program admission procedures for all students who seek a degree, diploma, or certificate.

RECOMMENDATION: That the College establish procedures that must be followed in the admission of all new degree-seeking students.

An institution must publish both the general criteria for admission and any special admission criteria for individual programs.

The College publicizes general criteria for admission in the CATALOG, STUDENT HANDBOOK and POLICIES AND PROCEDURES

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dates and hours), tuition, and telecourses. The schedule includes a feature that highlights certain courses, particularly new offerings.

In addition to the CATALOG and the class schedule, 57 brochures are available describing programs in business, health, and technology. These brochures examine the job market, describe program requirements, and provide information on financial aid and costs.

A viewbook is being prepared which will contain information about the Charlotte job market, what CPCC can do for a student, how well CPCC graduates are received in the Charlotte labor market, and information about the college transfer and career programs.

While the content of most courses is listed in the 1990‑1992 CATALOG, some course descriptions are mere continuations of others and need a course description of their own. These courses are located in programs dealing with Air Conditioning and Heating Service, Automotive Body Repair, Graphic Arts, and Graphic Arts Management.

SUGGESTION: That the CATALOG contain a complete course description for each course offered for credit at CPCC.

Curricula must be directly related and institution's purposes, degrees, students, and resources.

When a new curriculum is proposed at CPCC, the objectives are stated and must be consistent with the College's purposes, goals, and policies. The NC Department of Community Colleges (DCC) stipulates procedures for establishing new curricular offerings to ensure that curricula are appropriate to the community college mission, the ability of students, and financial and instructional resources. CPCC, therefore, follows a clear and detailed procedure whenever a new curriculum is proposed. The POLICIES AND PROCEDURES MANUAL outlines the scope of curriculum development and revision, the process, the procedure, and how the procedure must be implemented (POLICIES, 5.16, p. 167). DCC standards for establishing curricula entitled CURRICULUM APPLICATION PROCEDURE TECHNICALVOCATIONAL CURRICULUMS are available from the Vice President for Education, the Dean of Arts and Sciences, and the Dean of Business, Health, and Technology.

When a new curriculum is proposed, the initiator must show that it is needed by answering the following questions: What employment opportunities exist for students who successfully complete this program? Does the community have a need for this curriculum? To what extent is this need already being met by this College or by other institutions? The initiator is asked to identify individuals inside the College who have been consulted concerning the proposal as well as individuals who will serve on any advisory committee.

Regarding instruction, the proposal must include both required and elective courses, and must demonstrate that it meets both State curriculum standards and SACS guidelines. The initiator must include course proposal forms for any new courses in the curriculum. The courses must provide basic knowledge needed for employment in the field, and the curriculum proposal must identify job titles and job descriptions appropriate for students completing this curriculum.

The proposal addresses student access, preparedness, and success. T